U.C.

E MATHEMATICS
NOTES

S.3 and S.4

TIRAGANA GEORGE
(BSC.EDUC)

O’ LEVEL MATHS Page 1

About the author
I have taught these subjects in various schools for quite a good time. Currently
am teaching at NTARE SCHOOL.

This compilation is intended to help learners easily follow and supplement

what is taught to them by their teachers

This work has been compiled following the NCDC syllabus book.

Any supplementary work can be added to enrich the content.

Forward positive comments and corrections on [email protected]

0772-962477 or 0706-163183

No part of this book should be produced in any way by photocopying or any

means otherwise culprits shall face the law.

Books by the same author

1. Physics for S.1 – S.2
2. Physics for S.3 – S.4
3. Ordinary level physics practical manual BOOK
4. Mathematics for S.1 – S.2

You can order for your copy on [email protected]

Or call 0772-962477 or 0706-163183.

O’ LEVEL MATHS Page 2

 TABLE OF CONTENTS
ABOUT THE AUTHOR .................................................................... 2
SENIOR THREE: TERM 1 ........................................................... 5
SETS (PAPER2) ........................................................................... 5
THREE INTERSECTING SETS ........................................................ 5
COORDINATE GEOMETRY (PAPER 2) .......................................... 9
TRIGONOMETRY (PAPER 1) ....................................................... 18
TRIGONOMETRIC RATIOS ........................................................... 18
FINDING ANGLES USING MATHEMATICAL TABLES OR
CALCULATORS ............................................................................ 22
APPLICATIONS OF TRIGONOMETRY ............................................ 23
QUADRANTS OF A CIRCLE .......................................................... 26
SOLVING TRIANGLES .................................................................. 28
AREA OF A TRIANGLE ................................................................. 32
GRAPHICAL REPRESENTATION ................................................... 34
STATISTICS (PAPER 1) ............................................................... 36
GROUPED DATA .......................................................................... 36
CALCULATION OF MEAN OF GROUPED DATA ............................. 37
CALCULATION OF MODE OF GROUPED DATA ............................ 38
CALCULATION OF MEDIAN OF GROUPED DATA ......................... 39
QUARTILES ................................................................................. 40
PERCENTILES ............................................................................. 40
GRAPHICAL REPRESENTATION OF DATA .................................... 41
FURTHER VECTORS (PAPER 2) .................................................. 48
SENIOR THREE: TERM 2 ........................................................... 55
MATRICES (PAPER 1) ................................................................. 55
ORDER OF A MATRIX ............................................................... 55
EQUIVALENT MATRICES .......................................................... 55
ALGEBRA OF MATRICES .......................................................... 56
DETERMINANT OF A MATRIX ................................................... 63
INVERSE OF A SQUARE MATRIX .............................................. 64
SIMULTANEOUS EQUATIONS (PAPER 2) ..................................... 66
METHODS OF SOLVING EQUATIONS SIMULTANEOUS ................ 66
APPLICATIONS OF SIMULTANEOUS EQUATIONS ........................ 70
INVERSE VARIATION (PAPER 2) ................................................. 74
JOINT VARIATION ..................................................................... 75
PARTIAL VARIATION ................................................................. 76

O’ LEVEL MATHS Page 3

BUSINESS MATH 2 (PAPER 2) .................................................... 79
COMPOUND INTEREST ............................................................... 79
DEPRECIATION AND APPRECIATION ........................................... 81
HIRE PURCHASE ......................................................................... 82
TAXATION ................................................................................... 84
PROBABILITY (PAPER 1) ............................................................ 94
SENIOR THREE: TERM 3 ......................................................... 101
QUADRATIC EQUATIONS (PAPER 1) ........................................ 101
METHODS OF SOLVING QUADRATIC EQUATIONS .................... 102
CIRCLE PROPERTIES (PAPER 1) .............................................. 113
CHORD PROPERTIES ................................................................ 113
ANGLE PROPERTIES ................................................................. 114
CYCLIC QUADRILATERAL .......................................................... 116
TANGENT PROPERTIES ............................................................. 116
ALTERNATE SEGMENT PROPERTY ............................................ 118
MENSURATION (PAPER 1) ........................................................ 121
SENIOR FOUR: TERM 1 ........................................................... 130
MATRIX TRANSFORMATIONS (PAPER 1) .................................. 130
SINGLE MATRIX TRANSFORMATION ......................................... 130
SUCCESSIVE TRANSFORMATIONS ............................................ 132
REFLECTION ............................................................................. 135
ROTATION ................................................................................. 138
FURTHER FUNCTIONS (PAPER 2) ............................................. 140
COMPOSITE FUNCTIONS........................................................... 140
INVERSE OF A FUNCTION ......................................................... 143
FURTHER INEQUALITIES (PAPER 1) ........................................ 145
LINEAR INEQUALITIES .............................................................. 145
GRAPHS OF INEQUALITIES ....................................................... 146
LINEAR PROGRAMMING ............................................................ 148
SENIOR FOUR: TERM 2 ............................................................ 163
FURTHER TRAVEL GRAPHS (PAPER 2) .................................... 163
SENIOR FOUR: TERM 3 ........................................................... 172
THREE DIMENSIONS (PAPER 2) ............................................... 172

O’ LEVEL MATHS Page 4

 SENIOR THREE: TERM 1
SETS (PAPER 2)
THREE INTERSECTING SETS
Below are the regions representing any given three intersecting sets A, B and
C.

Examples
1. Out of 35 students in a certain class, 13 do art (A), 20 do history (H) and 17
do geography (G). If 9 do both A and G, 𝑛(𝐻 ∩ 𝐺 ∩ 𝐴′) = 8, 𝑛(𝐴 ∩ 𝐻 ) = 3
and 𝑛(𝐻 ∩ 𝐺 ∩ 𝐴) = 2. Represent this information on a Venn diagram.
(a) Find the number of students who do
(i) history only
(ii) at least two subjects
(b) How many students do not take any of the three subjects
Solution
Let 𝑛(𝐻 ∪ 𝐺 ∪ 𝐴)′ = 𝑥
(a) 𝑛(𝐴)𝑜𝑛𝑙𝑦 = 13 − 1 − 2 − 7 = 3
𝑛(𝐻 )𝑜𝑛𝑙𝑦 = 20 − 1 − 2 − 8 = 9
𝑛(𝐺 )𝑜𝑛𝑙𝑦 = 17 − 7 − 2 − 8 = 0
(i) 9 students study history only
(ii) 𝑛(at least two subjects)
= 1 + 7 + 8 + 2 = 18
(b) 13 + 9 + 8 + 𝑥 + 0 = 35 ⇒ 𝑥 = 5
5 students do not take any of the three subjects.

O’ LEVEL MATHS Page 5

2. In a certain school, there are 50 students who play three games; chess (C),
tennis (T) and volleyball (V). 24 play chess, 26 play tennis and 29 play
volleyball. 9 play both chess and volleyball, 13 play both tennis and
volleyball and 11 play both chess and tennis. Each of these students plays
at least one of the three games.
(a) Represent the above information on a Venn diagram
(b) Find
(i) how many students play all the three games
(ii) the number of students who play only one game
(iii)the probability that a student selected at random plays only tennis
(iv) the probability that a student selected at random plays only two of the
games.
Solution
Let 𝑛(𝐶 ∩ 𝑇 ∩ 𝑉 ) = 𝑥
𝑛(𝐶 )𝑜𝑛𝑙𝑦 = 24 − (11 − 𝑥 + 𝑥 + 9 − 𝑥) = 4 + 𝑥
𝑛(𝑇)𝑜𝑛𝑙𝑦 = 26 − (11 − 𝑥 + 𝑥 + 13 − 𝑥) = 2 + 𝑥
𝑛(𝑉 )𝑜𝑛𝑙𝑦 = 29 − (9 − 𝑥 + 𝑥 + 13 − 𝑥) = 4 + 𝑥
(𝑖) 24 + 2 + 𝑥 + 13 − 𝑥 + 4 + 𝑥 = 50
43 + 𝑥 = 50 ⇒ 𝑥 = 7
7 Students play all the three games

3. A group of 55 students were asked if they like the foods; matoke (M),
posho (P) or rice (R). 19 liked matoke, 24 liked posho and 25 liked rice. 3
liked matoke and rice only. 2 liked posho and rice only. None of the
students liked matoke and posho only. 4 students disliked all the foods.
(a) Represent the above information on Venn diagram
(b) Find the number of students who liked;
(i) all the three types of food (iii)posho only
(ii) matoke only (iv) rice only
(c) Find the probability that a student selected randomly from the group
liked only one of the foods.

O’ LEVEL MATHS Page 6

 Solution
(a) Let 𝑛(𝑀 ∩ 𝑃 ∩ 𝑅) = 𝑥
𝑛(𝑀)𝑜𝑛𝑙𝑦 = 19 − (3 + 𝑥) = 16 − 𝑥
𝑛(𝑃)𝑜𝑛𝑙𝑦 = 24 − (𝑥 + 2) = 22 − 𝑥
𝑛(𝑅)𝑜𝑛𝑙𝑦 = 25 − (3 + 2 + 𝑥) = 20 − 𝑥
(b (i)19 + 22 − 𝑥 + 2 + 20 − 𝑥 + 4 = 55
−2𝑥 = −8 ⇒ 𝑥 = 4
4 Students liked all types of food
(ii) 𝑛(𝑀)𝑜𝑛𝑙𝑦 = 16 − 4 = 12
(iii) 𝑛(𝑃)𝑜𝑛𝑙𝑦 = 22 − 4 = 18
(iv) 𝑛(𝑅)𝑜𝑛𝑙𝑦 = 20 − 4 = 16
(𝑐 ) 𝑛(students who liked only one of the foods) = 12 + 18 + 16 = 46
46
𝑝(𝑎 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑙𝑖𝑘𝑒𝑑 𝑜𝑛𝑙𝑦 𝑜𝑛𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑓𝑜𝑜𝑑𝑠) =
55

Exercise
1. Fifty six soccer fans supported three teams Arsenal (A), Chelsea (C) and
Liverpool (L). 32 fans watched team A playing, 18 watched team C playing
and 30 fans watched team L playing. 20 fans watched both A and L playing.
12 fans watched both A and C playing. 8 fans watched both L and C
playing. The number of fans that watched all the three teams playing is
equal to the number of those that did not watch any of the teams playing.
Using Venn diagram;
(a) find the number of fans who watched all the three teams playing. [8]
(b) determine how many fans watched at least two of the teams playing.
[24]
2. A packet has 60 different vitamin tablets. Each tablet contains at least one
of the vitamins; A, B and C. Twelve tablets contain only vitamin A, seven
contain only vitamin B and eleven contain only vitamin C. Six contain all the
three vitamins. Given that 𝑛(𝐴′ ∩ 𝐵 ∩ 𝐶 ) = 𝑛(𝐴 ∩ 𝐵′ ∩ 𝐶 ) = 𝑛(𝐴 ∩ 𝐵 ∩ 𝐶′).
Find the
(a) number of tablets that contain vitamin A. [34]
(b) probability that a tablet picked at random from the packet contains

O’ LEVEL MATHS Page 7

 11
vitamin C. [ ]
20

(c) probability that a tablet picked at random from the packet contains
7
both vitamins A and B. [ ]
30

3. In a certain trading centre, thirty nine people kept a dog, a cat or hens. 24
kept a dog (D), 16 kept hen (H) and 17 kept a cat (C). Those who kept both
a dog and a cat were more than those who kept both a cat and hens by
one person. 9 kept both a dog and hens. 2 kept all the three.
(a) Represent the above information on a Venn diagram
(b) Find how many people kept both a cat and hens. [5]
(c) If a person is selected randomly from a trading centre, what is the
3
probability that a person did not keep a dog? [ ]
13

4. A club held swimming tests in crawl (C) backstroke (B) and diving (D) for 72
members. Those who passed crawl were 49, 30 passed back stroke and 30
passed diving. 5 passed crawl and back stroke but not diving, 4 passed
back stroke and diving but not crawl, 6 passed crawl and diving but not
back stroke. 14 passed all the subjects.
(a) Draw a Venn diagram to represent the given information.
(b) Find the number of members who:
(i) passed the crawl test only. [24]
(ii) did not pass any test. [10]
(c) If a member is picked at random, what is the probability that the
5
member passed two tests only? [ ]
27

2011/2 no.12, 2017/2 no.12, 2016/2 no.11, 2016/2 no.3, 2015/2 no.14,
2013/2 no.14, 2010/2 no.12

O’ LEVEL MATHS Page 8

 COORDINATE GEOMETRY (PAPER 2)
GRADIENT OF A LINE
Consider two given points (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 )

∆𝑦 𝑦2 −𝑦1
Gradient (rise) of a line through the points is given by 𝑚 = =
∆𝑥 𝑥2 −𝑥1

Note: Points on the same line have the same gradient

Example
1. Find the gradient of line passing through points 𝑃(2,2) and 𝑄(−4,6)
6−2 2
Gradient 𝑚 = =−
−4−2 3

2. Show that the points below lie on the same straight line
(i) (1,2), (3,5) and (5,8)
(ii) (3𝑥, −2𝑦), (2𝑥, 𝑦) and (0,7𝑦)
5−2 3
(i) For points (1,2) and (3,5) gradient = = = 1.5
3−1 2
8−5 3
For points (3,5) and (5,8) gradient = = = 1.5
5−3 2

Since they have same gradient, they lie on same straight line
𝑦−− 2𝑦 3𝑦 −3𝑦
(ii) For points (3𝑥, −2𝑦) and (2𝑥, 𝑦) gradient = = =
2𝑥−3𝑥 −𝑥 𝑥
7𝑦−𝑦 6𝑦 −3𝑦
For points (2𝑥, 𝑦) and (0,7𝑦) gradient = = =
0−2𝑥 −2𝑥 𝑥

Since they have same gradient, they lie on same straight line
3. Points (−2, −𝑘 ) and (𝑘, 5) lie on a line of gradient 2. Find the value of 𝑘
5−− 𝑘
2= ⇒ 2𝑘 + 4 = 5 + 𝑘 ⇒𝑘=1
𝑘−− 2

O’ LEVEL MATHS Page 9

Questions
1. Find the gradient of line passing through points
(i) (0, −2) and (−5,0)
(ii) (𝑎, −2𝑏) and (−5𝑎, 𝑏)
1 2 1
(iii) ( , ) and (2 , 2)
2 3 2
1
2. Points (2, 𝑐 ) and (6,3) lie on a line of gradient . Find the value of 𝑐
8
1 2 5 1
3. Show that the points (0 , − ) , ( , ), and (8 , 15 ) lie on same straight
2 3 6 2

line.

MID-POINT OF A LINE
The mid-point of a line passing through points (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 ), is given
𝑥1 +𝑥2 𝑦1 +𝑦2
by 𝑀 ( , )
2 2
Example
1. Two points 𝑃(5,2)and 𝑄(2,4) are in a plane.
Find the coordinates of M the mid-point of ̅̅̅̅
𝑃𝑄 .
5+2 2+4
𝑀( , ) ⇒ 𝑀(3.5,3)
2 2

2. The coordinates of A and B are (−4, −5) and (𝑥, 𝑦) respectively.

̅̅̅̅ are (−3,1).
The coordinates of the mid-point of 𝐴𝐵
Determine the values of 𝑥 and 𝑦.
−4+𝑥 −5+𝑦 −4+𝑥 −5+𝑦
𝑀( , ) if 𝑀(−3,1) then = −3 and =1
2 2 2 2

⇒ 𝑥 = −6 + 4 = −2 and 𝑦 = 2 + 5 = 7.

Questions
1. Given the points 𝑀(2,4) and 𝑁(−4,8), find the coordinates of the mid-point
of the line segment ̅̅̅̅̅
𝑀𝑁.
2. The point 𝑅(10,7) is reflected in the line 𝑦 = 𝑥 to give point 𝑆. Given that 𝑀
is the mid-point of 𝑅𝑆, find the coordinates of 𝑀.
3. 𝐿(3,4) is the mid-point of 𝑃(2, −5) and 𝐾(𝑎, 𝑏). Find the values of 𝑎 and 𝑏.

O’ LEVEL MATHS Page 10

EQUATION OF A LINE
An equation is a mathematical statement showing that two expressions are
equal.
Equation of a line passing through points (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 ), is obtained
from
𝑦 − 𝑦1 𝑦 − 𝑦2
 𝑚= or 𝑚 = where 𝑚 is the gradient of the line.
𝑥 − 𝑥1 𝑥 − 𝑥2

 𝑦 = 𝑚𝑥 + 𝑐 where 𝑚 is the gradient of the line and 𝑐 is the

𝑦 −intercept.

Examples
1. Find the equation of a line passing through points
(i) (−1,9) and (0,8)
Method 1
8−9 𝑦−8
Gradient 𝑚 = = 1 and 1 = ⇒𝑦−8=𝑥 ⇒𝑦=𝑥+8
0−− 1 𝑥−0

Method 2
8−9
Gradient 𝑚 = =1
0−− 1

Substituting one of the points i.e (0,8) in the equation 𝑦 = 𝑚𝑥 + 𝑐

⇒8=0+𝑐 ⇒𝑐=8
Thus the equation is 𝑦 = 𝑥 + 8
(ii) (2,1) and (3,5)
5−1 𝑦−1
Gradient 𝑚 = = 4 and 4 = ⇒ 𝑦 − 1 = 4𝑥 − 8 ⇒ 𝑦 = 4𝑥 − 7
3−2 𝑥−2

(iii) (𝑎, 0) and (0, 𝑏)

𝑏−0 𝑏 𝑏 𝑦−0 𝑏
Gradient 𝑚 = = − and − = ⇒ 𝑦 = − (𝑥 − 𝑎)
0−𝑎 𝑎 𝑎 𝑥−𝑎 𝑎
1
2. Find the equation of a line whose gradient is − and passes through the
2

point (−4,5).
𝑦−5 1 1
Gradient 𝑚 = =− ⇒ 𝑦 − 5 = − (𝑥 + 4)
𝑥−− 4 2 2
1 1 1
⇒𝑦−5=− 𝑥−2 ⇒𝑦 =− 𝑥−2+5 ⇒𝑦=− 𝑥+3
2 2 2

O’ LEVEL MATHS Page 11

Questions
1. Find the equation of a line passing through points
(i) (−1,3) and (2, −5)
(ii) (−1,3) and (4,2)
2. Given two points P(4,5) and Q(-2,9), find the equation of the line through P
and Q.
3. Given the points 𝑀(2,4) and 𝑁(−4,8), find the equation of the line with
3
gradient passing through the mid-point of the line segment ̅̅̅̅̅
𝑀𝑁.
2

4. A straight line passes through the origin and the point (1, −1). Find the
equation of the line.

Intercepts
An intercept is a value at which the line cuts/meets/intercepts the axis.

𝑦-intercept is a value of 𝑦 when 𝑥 = 0 and

𝑥-intercept is a value of 𝑥 when 𝑦 = 0.
Examples
1. Given that 𝑦 = 6 − 𝑥 find the 𝑥 − intercept.
If 𝑦 = 0, ⇒ 6 − 𝑥 = 0 ⇒ 𝑥 = 6 𝑥 −intercept is 6
2. From the figure determine the coordinates of the points B and C. Hence
find the area of triangle OBC.
If 𝑦 = 0, ⇒ 5𝑥 + 40 = 0 ⇒ 𝑥 = −8 𝐵(−8,0)
If 𝑥 = 0, ⇒ −8𝑦 + 40 = 0 ⇒ 𝑦 = 5 𝐶(0,5)
1
Area of OAB = × 8 × 5 = 20 𝑠𝑞. 𝑢𝑛𝑖𝑡𝑠
2

O’ LEVEL MATHS Page 12

3. A straight line of gradient −1 passes through the point (3, −2).
(a) Determine the equation of the line
(b) Through which point does the line cut the y-axis?
𝑦−− 2
−1 = ⇒ 𝑦 + 2 = −𝑥 + 3 ⇒ 𝑦 = −𝑥 + 1
𝑥−3

If 𝑥 = 0, ⇒ 𝑦 = 0 + 1 ⇒ 𝑦 = 1 line cuts y- axis at (0,1)

4. Find the area of the figure OABC
At A, 𝑥 = 0 ⇒ 𝑦 = 0 + 5 = 5
At B, 𝑥 = −2 ⇒ 𝑦 = −2 + 5 = 3
1
Area of OABC = × 2(3 + 5) = 8 𝑠𝑞. 𝑢𝑛𝑖𝑡𝑠
2

Questions
7
1. A line of gradient passing through the point Q(3,4), cuts the y-axis at a
9

point P. Find the coordinates of P.

2. From the graph below, find the equation of the line QP.

IDENTIFICATION OF GRADIENT FROM A GIVEN EQUATION

Any given equation is arranged in form of 𝑦 = 𝑚𝑥 + 𝑐 where 𝑚 is the gradient
and 𝑐 is the y-intercept.

Examples
From the equations below find the gradient and the y-intercept.
5 5
(a) 5𝑥 − 8𝑦 = 40 = 0 [𝑦 = 𝑥 − 5; gradient is and y-intercept is −5]
8 8
3
(b) 2𝑦 = 3𝑥 − 6 [𝑦 = 𝑥 − 3; gradient is 1.5 and y-intercept is −3]
2
4 16 4 16
(c) 7𝑦 − 4𝑥 − 16 = 0 [𝑦 = 𝑥 + ; gradient is and y-intercept is ]
7 7 7 7

O’ LEVEL MATHS Page 13

LENGTH OF A LINE SEGMENT

By Pythagoras theorem, length of the line joining the points (𝑥1 , 𝑦1 ) and
(𝑥2 , 𝑦2 ) is obtained from √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2

Examples
1. Given the points 𝐿(3,4) and 𝑀(7,7), find the length of the line ̅̅̅̅
𝐿𝑀.
̅̅̅̅ = √(7 − 3)2 + (7 − 4)2 = √(4)2 + (3)2 = √16 + 9 = √25 = 5 units
𝐿𝑀
2. 𝑅 is a point which is 13 units from the origin, O. If its 𝑥 −coordinate is 12,
find the possible values of its 𝑦 −coordinate.
Let 𝑅(12, 𝑦) 𝑂(0,0)
̅̅̅̅ = √(12 − 0)2 + (𝑦 − 0)2 = √(12)2 + 𝑦 2 = √144 + 𝑦 2
𝑂𝑅
̅̅̅̅ = 13 units
But 𝑂𝑅
Then √144 + 𝑦 2 = 13
Squaring both sides; 144 + 𝑦 2 = 132 = 169
𝑦 2 = 169 − 144 = 25 ⇒ 𝑦 = √25 = ±5
Possible values of 𝑦 are 𝑦 = −5 and 𝑦 = 5

Questions
1. Find the length of a line passing through points
(i) (−1,3) and (2, −5)
(ii) (1,3) and (4,2)
(iii)(−2,5) and (6, −8)
2. The length of a line 𝑀𝑃 is 4√2. If 𝑀(5,0) and 𝑃(𝑎, 4), find the possible
values of 𝑎.
3. A line passes through points 𝐴(6,4) and 𝐵(−2, −3). Find ̅̅̅̅
𝐴𝐵 .

O’ LEVEL MATHS Page 14

PARALLEL AND PERPENDICULAR LINES
Parallel lines
These are lines which do not intersect when drawn.
Line 1 joints points A(1,5), B(5,1) and line 2 joins points N(1,3) and M(3,1)

These lines are parallel.

5−1 4
Gradient of line AB; 𝑚1 = = = −1
1−5 −4
3−1 2
Gradient of line NM; 𝑚2 = = = −1
1−3 −2

All their gradients are equal to -1

Generally, parallel lines have the same gradients 𝑚1 = 𝑚2 .

Examples
1. Find the equation of the line passing through the point 𝐴(−2,4) and
parallel to the line 4𝑦 + 7 = 2𝑥.
1 7 1
If 4𝑦 + 7 = 2𝑥 ⇒ 𝑦 = 𝑥 − its gradient is
2 4 2

𝑦−4 𝑦−4
Gradient of the line passing through 𝐴(−2,4) is =
𝑥 − −2 𝑥+2
1 𝑦−4
For parallel lines; =
2 𝑥+2

⇒ 𝑥 + 2 = 2𝑦 − 8
1
⇒𝑦= 𝑥+5
2

O’ LEVEL MATHS Page 15

2. A line passes through points (3 , 𝑘 ) and(2 , 7). It is parallel to another line
whose gradient is 12. Find the value of 𝑘.
𝑘−7
Gradient of the line passing through (3, 𝑘 )and (2 , 7) is =𝑘−7
3−2

Thus for parallel lines; 𝑘 − 7 = 12 ⇒ 𝑘 = 12 + 7 = 19

Exercise
1. Find the equation of the line passing through the point 𝑃(2,6) and is
parallel to the line 4𝑦 = −3𝑥 + 5.
2. (a) Find the gradient of a line whose equation is 2𝑦 + 3𝑥 − 8 = 0.
(b) Find the equation of the line parallel to line 2𝑦 + 3𝑥 − 8 = 0 and
passes through the origin.
3. Find the equation of a line which passes through the point (0,5) and is
parallel to the line 3𝑥 − 𝑦 = 7.

Perpendicular lines
Perpendicular lines intersect at right angles (at an angle of 900)
Line 1 joints points A(0,1), B(2,4) and line 2 joins points N(0,3) and M(3,1)

4−1 3
Gradient of line AB; 𝑚1 = =
2−0 2
3−1 2 2
Gradient of line NM; 𝑚2 = = =−
0−3 −3 3

It’s observed that, one gradient is negative

reciprocal of the other gradient

1
Generally; If lines of gradients 𝑚1 and 𝑚2 are perpendicular, then 𝑚1 = − .
𝑚2

Examples
1. Find the equation of the line which is a perpendicular bisector of the line
passing through the points 𝐴(5,4) and 𝐵(3,8).
8−4
Gradient of line AB is = −2
3−5
1
Gradient of a perpendicular bisector is
2

O’ LEVEL MATHS Page 16

 5+3 4+8
Mid-point of AB is ( , ) ⇒ 𝑀(4,6)
2 2
1 𝑦−6
For equation of a perpendicular bisector; =
2 𝑥−4

⇒ 2𝑦 − 12 = 𝑥 − 4
1
⇒𝑦= 𝑥+4
2
2. Find the equation of the line which is a perpendicular bisector of the line
passing through points 𝐴(−5,4) and 𝐵(6,8)
8−4
Gradient of AB is =4
6−5
1
Then gradient of a perpendicular line is −
4
−5+6 4+8
Mid-point of AB is ( , ) ⇒ 𝑀(0.5,6)
2 2
−1 𝑦−6
For equation of a perpendicular line; =
4 𝑥−0.5

⇒ 4𝑦 − 24 = −𝑥 + 0.5
1 49
⇒𝑦=− 𝑥+
4 8
Exercise
1. Given that a line L passing through (0,2) is perpendicular to the line
2𝑦 = 5𝑥 + 3, find the equation of L.
2. Find the equation of the line which is a perpendicular bisector of the line
passing through points 𝑇(0, −4) and 𝑅(−6, −8).

O’ LEVEL MATHS Page 17

 TRIGONOMETRY (PAPER 1)

This deals with the study of relation between the sides and angles of a right-
angled triangle only.

In relation to angle 𝑥, ̅̅̅̅

𝑃𝑇 is the opposite side, ̅̅̅̅
𝑅𝑇 is the adjacent side and
the longest side ̅̅̅̅
𝑅𝑃 is the hypotenuse

Trigonometric ratios
𝑶𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑶𝑝𝑝𝑜𝑠𝑖𝑡𝑒
= Sine of a given angle, = Tangent of a given angle, and
𝑯𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑨𝑑𝑗𝑎𝑐𝑒𝑛𝑡𝑒
𝑨𝑑𝑗𝑎𝑐𝑒𝑛𝑡𝑒
= Cosine of a given angle.
𝑯𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝑆𝑂 𝑇𝑂 𝐶𝐴
These can be summarised as 𝑆𝑂𝐻 𝐶𝐴𝐻 𝑇𝑂𝐴 or
𝐻 𝐴 𝐻

𝑜𝑝𝑝 𝑜𝑝𝑝 𝑎𝑑𝑗

i.e sin 𝑥 = , tan 𝑥 = and cos 𝑥 =
ℎ𝑦𝑝 𝑎𝑑𝑗 ℎ𝑦𝑝

Examples
1. In the figure below, find the value of
(i) sin 𝑥 (ii) cos 𝑥 (iii) tan 𝑥
sin 𝑥+ cos 𝑥
(iv) sin 𝑥 + cos 𝑥 (v)
tan 𝑥
Solution
̅̅̅̅
𝐶𝐴 = √42 + 32 = 5
3 4 3
(i) sin 𝑥 = (ii) cos 𝑥 = (iii) tan 𝑥 =
5 5 4

3 4 7 sin 𝑥+ cos 𝑥 7 3 28 13
(iv) sin 𝑥 + cos 𝑥 = + = (v) = ÷ = =1
5 5 5 tan 𝑥 5 4 15 15
2. Find the values of unknown sides marked 𝑦, 𝑥 and 𝑎 of the triangles below

O’ LEVEL MATHS Page 18

 Using a calculator;
𝑦 𝑦
tan 52° = 1.2799 = ⇒ 𝑦 = 11 × 1.2799 = 14.0789 ≈ 14.1 cm
11 11
𝑎 𝑎
tan 60° = 1.7321 = ⇒ 𝑎 = 3 × 1.7321 = 5.1963 ≈ 5.2 cm
3 3
7 7 7
cos 47.6° = 0.6743 = ⇒𝑥= = 10.38 ≈ 10.4 cm
𝑥 𝑥 0.6743

̅̅̅̅̅ = 12 𝑐𝑚, 𝑃𝐾
3. In the figure, 𝑃𝑀 ̅̅̅̅ = 7 𝑐𝑚 , 𝑀𝑃𝑁 = 60° and ∠𝑁𝑃𝐾 = 20°. Find
the length 𝑀𝐾.
̅̅̅̅̅
𝑀𝐾 = ̅̅̅̅̅
𝑀𝑁 + ̅̅̅̅̅
𝑁𝐾
̅̅̅̅̅
𝑁𝐾
sin 20° = ⇒ ̅̅̅̅̅
𝑁𝐾 = 7 × 0.342 = 2.394 cm
7
̅̅̅̅̅
𝑀𝑁
sin 60° = ̅̅̅̅̅ = 12 × 0.866 = 10.392 cm
⇒ 𝑀𝑁
12
̅̅̅̅̅ = 2.394 + 10.392 = 12.786 ≈ 12.8 cm
⇒ 𝑀𝐾

Exercise
1. In the figure, 𝐴𝐷 is perpendicular to 𝐵𝐶, 𝐴𝐷 = 𝐷𝐵, 𝐴𝐶 = 4 cm and angle
𝐶𝐴𝐷 = 30°. Find the length of 𝐴𝐵. [4.9𝑚]

2. Find the length of BC in the diagram below

3. Find the length marked 𝑥 in the diagram below. (Correct to two significant
figures) [6.2 𝑐𝑚]

S.3 & S.4 MATHS Page 19

4. A rectangular piece of cardboard measuring 27cm long and 15cm wide
rests against a vertical wall as shown in the diagram below.
If angle 𝐷𝐴𝑌 = 25°, find the height of C above the ground. [30.8 𝑐𝑚]

Other examples
5
1. Given that tan 𝜃 = , find the value of sin 𝜃 + cos 𝜃, without using
12

calculators or mathematical tables.

5 𝑜𝑝𝑝
Using tan 𝜃 = and comparing with tan 𝜃 =
12 𝑎𝑑𝑗

⇒ 𝑜𝑝𝑝 = 5 𝑢𝑛𝑖𝑡𝑠 and 𝑎𝑑𝑗 = 12 𝑢𝑛𝑖𝑡𝑠

⇒ ℎ𝑦𝑝 = √52 + 122 = 13 𝑢𝑛𝑖𝑡𝑠
5 12
⇒ sin 𝜃 = and cos 𝜃 =
13 13
5 12 17 4
⇒ sin 𝜃 + cos 𝜃 = + = =1
13 13 13 13
sin 𝑥
2. Given that sin 𝑥 = 0.6, find the value of + (cos 𝑥 )2 ,
tan 𝑥

without using calculators or mathematical tables.

6 3 𝑜𝑝𝑝
sin 𝑥 = 0.6 = = comparing with sin 𝑥 =
10 5 ℎ𝑦𝑝

⇒ 𝑜𝑝𝑝 = 3 𝑢𝑛𝑖𝑡𝑠 and ℎ𝑦𝑝 = 5 𝑢𝑛𝑖𝑡𝑠

3 4 3
⇒ 𝑎𝑑𝑗 = √52 − 32 = 4 𝑢𝑛𝑖𝑡𝑠 ⇒ sin 𝑥 = , cos 𝑥 = and tan 𝑥 =
5 5 4

sin 𝑥 3 3 4 2 11
⇒ + (cos 𝑥 )2 = ÷ + ( ) = 1 = 1.44
tan 𝑥 5 4 5 25

3. Given that sin β = 0.8, find the value of cos β − sin β, without using
calculators or mathematical tables.
8 4 𝑜𝑝𝑝
sin β = 0.8 = = comparing with sin β =
10 5 ℎ𝑦𝑝

⇒ 𝑜𝑝𝑝 = 4 𝑢𝑛𝑖𝑡𝑠 and ℎ𝑦𝑝 = 5 𝑢𝑛𝑖𝑡𝑠

4 3
⇒ sin β = , and cos β =
5 5
3 4 1
⇒ cos β − sin β = − = −
5 5 5

S.3 & S.4 MATHS Page 20

Question
5
1. Given that tan 𝑥 = , calculate the value of (cos 𝑥 )2 − sin 𝑥 without using
12

tables or calculators.
2. Given that sin 𝑦 = 0.5, find the value of cos 𝑦 and tan 𝑦, without using
calculators or mathematical tables.

SPECIAL ANGLES

These are angles of 60°, 30° and 45° whose sines, cosines and tangents are
obtained without using tables or calculators.

Examples
1. From the triangle below, without using tables or calculators find the values
of sin 45° , cos 45° and tan 45°

⇒ 𝐴𝐵 = √12 + 12 = √2 𝑐𝑚
1 1 1
⇒ sin 45° = , cos 45° = and tan 45° = = 1
√2 √2 1

2. Study the figure below.

Without using tables or calculators find the values of sin 60°, cos 60°,
sin 30°, cos 30°, tan 30° and tan 60°
⇒ 𝐴𝐷 = √22 − 12 = √3 𝑐𝑚
√3 1
⇒ sin 60° = and cos 60° =
2 2
1 √3 1
⇒ sin 30° = and cos 30° = ⇒ tan 30° = and tan 60° = √3
2 2 √3

3. without using tables or calculators find the values of

sin 45° 1 1 1 1
(i) = ÷ √3 = × =
tan 60° √2 √2 √3 √6

S.3 & S.4 MATHS Page 21

 tan 45° 1 1 1 1
(ii) + sin 60° = 1 ÷ + = 2 + = 2
sin 60° 2 2 2 2
2
cos 45° 2 1 1 2
√3 3
(iii)( ) =( ÷ ) = ( ) = = 1.5
tan 30° √2 √3 √2 2

FINDING ANGLES USING MATHEMATICAL TABLES OR CALCULATORS

Examples
1. Give that cos 𝜃 = 0.86, find the value of angle 𝜃
From the calculator, 𝜃 = cos −1 (0.86) = 30.68° ≈ 30.7°
5
2. If sin 𝑥 = find the value of angle 𝑥
8

From the calculator, 𝑥 = sin−1 (0.625) = 38.68° ≈ 38.7°

3. If tan 𝑦 = 0.8926, find the value of angle 𝑦 ;
From the calculator, 𝑦 = tan−1 (0.8926) = 41.75° ≈ 41.8°

4. A ladder 8m long leans against a vertical wall and reaches a height of 3m

on the wall. Calculate the
(i) angle made by the ladder with the vertical
(ii) horizontal distance between the foot of the
ladder and the wall
3
cos θ = ⇒ 𝜃 = cos −1 (0.375) = 67.98° ≈ 68°
8

Angle made with vertical is approximately 68°

Horizontal distance 𝑥 = √82 − 32 = 7.416 ≈ 7.4 m

5. A stick 10 m long on a 0.57 m high platform rests against a vertical wall

making an angle of 40° with the horizontal ground. Find the height of the
top of the stick above the ground.

Let height above the platform be ℎ

ℎ
sin 40° = ⇒ ℎ = 6.43 𝑚
10

Height of top of stick above the ground is

6.43 + 0.57 = 7.0 𝑚

S.3 & S.4 MATHS Page 22

Questions
1. In the figure, find the value of 𝑥

̅̅̅̅.
2. In the figure below, find the value of angle 𝜃 and length SQ

3. BYTG is a rectangle. XY is an arc of a circle of centre G.

Find the area of the shaded region.

APPLICATIONS OF TRIGONOMETRY

Angle of elevation and depression

An angle of elevation is the angle through which the eye can turn in a vertical
direction from the horizontal eye level to see at the top of an object.
An angle of depression is the angle through which the eye can turn in a
vertical direction from the horizontal eye level to see at the bottom of an
object.

Angle 𝑎 is the angle of elevation

Angle 𝑏 is the angle of depression

S.3 & S.4 MATHS Page 23

Examples
1. Building A is 40m high. The angle of depression of the top of building B
from the top of A is 260 . If the two buildings are 10m apart, find the
height of building B? (Give your answer to two
decimal places).
40−ℎ
tan 26° = ⇒ 40 − ℎ = 4.877
10

⇒ ℎ = 35.123
Height of B is approximately 35.12 𝑚
2. The angle of depression of the sun’s rays to a man’s head is 14 o. If the man
whose height is 1.7m is standing upright on the horizontal ground, find the
length of his shadow, correct to two significant figures.
24 24
tan 14° = ⇒𝑦= = 6.818
𝑦 tan 14°

Length of the shadow = 6.8𝑚(2𝑠𝑓)

3.

(a)From point O on the level ground between two buildings A and B, the
angles of elevation of the tops of buildings A and B are 38o and 54o
respectively. Building B, ℎ metres high, is 2m higher than building A and
̅̅̅̅̅ = 25m.
MO
Calculate:
(i) the height of building A;
(ii) how far building B is from point O.
(b) A ship is observed moving away from the top of a cliff which is 80m
high. Within a time span of 10s the angle of depression decreases from
30o to 20o. Determine the distance covered with in this time range. Hence
find the speed of the ship in metres per second (𝑚 𝑠 −1 ).

S.3 & S.4 MATHS Page 24

 Let height of A be 𝑥.
𝑥
(a)(i) tan 38° = ⇒ 𝑥 = 25 tan 38° = 19.5𝑚
25

(ii) Height of B, ℎ = 19.5 + 2 = 21.5𝑚

21.5 21.5
tan 54° = ⇒ 𝑂𝑁 = = 15.6𝑚
𝑂𝑁 tan 54°

Building B is 15.6𝑚 from O

80 80
tan 30° = ⇒ 𝐶𝐴 = = 138.6𝑚
𝐶𝐴 tan 30°
80 8
tan 20° = ⇒ 𝐶𝐵 = = 219.8𝑚
𝐶𝐵 tan 20°

Distance travelled from A to B,

̅̅̅̅ = 219.8 − 138.6 = 81.2𝑚
𝐴𝐵
81.2
Speed of the ship = = 8.12𝑚𝑠 −1
10

Questions
1. The angle of elevation of the top of a flag pole to a policeman of height
1.7m is 20o. If the policeman is standing 16m from the pole on level
ground, find the approximate height of the flag pole. Correct to two
significant figures. [7.2𝑚]
2. A girl stands on the top of a building where she observes a bicycle and a
car moving away from her in a straight line. The angle of depression of the
bicycle is 550 and angle depression of the car is 400 . The girl is 1.5m tall
and the building is 24m high. How far is the bicycle from the car at that
instant?
3. A tree 12m tall and from a point level with the base of the tree, the angle
of elevation of the top of the tree is 23°. From another point, in line with
the first point and the base of the tree, the angle of elevation of the top of
the tree is 18°. How far apart are the two points?

S.3 & S.4 MATHS Page 25

QUADRANTS OF A CIRCLE

These are quarters of a circle

Fill the table below

Quadrants
1st (0° to 90°) 2nd (90° to 180°) 3rd (180° to 270°) 4th (270° to 360°)
Acute Obtuse angles Reflex angles Reflex angles
angles
Sine + + − −
Cosine + − − +
Tangen + − + −
t

Examples
1. Using mathematical tables, find the values of
(a) cos 120°
(b) sin(−500°)
Solution
(a) 180° − 120° = 60°
The acute angle is measured from the 𝑥 −axis
in a chosen quadrant
cos 120° = − cos 60° = −0.5000
(b) sin(−500°)
500° = 540° − 500° = 40°
sin(−500°) = − sin 40 = −0.6428

S.3 & S.4 MATHS Page 26

2. Using mathematical tables, find
(a) cos 3700 (c) sin 3900
(b) tan 5320 (d) cos 7800

(a) Cos 370° = cos 10° = 0.9848

(b) tan 532° = − tan 8° = −0.1405

(c) sin 390° = sin 30° = 0.5000

(d) cos 780° = cos 60° = 0.5000

3
3. Given that sin A = and A is obtuse, find the value of tan A, without use of
5

mathematical tables or calculator.

Obtuse angles are in 2nd quadrant
̅̅̅̅̅
𝐴𝑑𝑗2 + 32 = 52
̅̅̅̅̅
𝐴𝑑𝑗2 = 25 − 9 = 16 ⇒ ̅̅̅̅̅
𝐴𝑑𝑗 = √16 = 4
3 3
Thus tan 𝐴 = =−
−4 4
3
4. Given that tan 𝑥 = − and 00 ≤ 𝑥 ≤ 3600 without use of mathematical
4

tables or calculator, find the possible values of cos 𝑥 + sin 𝑥.

3 −3
Either tan 𝑥 = (In 2nd quadrant) or tan 𝑥 = (In 4th quadrant)
−4 4

⇒ √32 + 42 = 5
−4 3
In 2nd quadrant, cos 𝑥 = 𝑎𝑛𝑑 sin 𝑥 =
5 5
−4 3 −1
⇒ cos 𝑥 + sin 𝑥 = + =
5 5 5
4 −3
4th quadrant, cos 𝑥 = 𝑎𝑛𝑑 sin 𝑥 =
5 5
4 −3 1
⇒ cos 𝑥 + sin 𝑥 = + =
5 5 5

S.3 & S.4 MATHS Page 27

 1 −1 1
Possible values of cos 𝑥 + sin 𝑥 = 𝑜𝑟 i.e cos 𝑥 + sin 𝑥 = ±
5 5 5

5. If cos 𝑥 = −0.634 for 900 < 𝑥 < 2700 , find the two possible values of 𝑥.
cos 𝑥 = −0.634
Let 𝑎 = cos −1 (0.634) = 50.7°
⇒ 𝑥 = 180° − 𝑎 𝑜𝑟 𝑥 = 180° + 𝑎
⇒ 𝑥 = 180° − 50.7° = 129.3° Or 𝑥 = 180° + 50.7° =
230.7°

Exercise
1. Using tables, find the value of tan 210°, cos 140° and sin(−330°)
5
2. Given that sin 𝜃 = , calculate the possible values of sin 𝜃 + (tan 𝜃)2
12

without using tables or calculators for which 0° ≤ 𝑥 ≤ 360°.

3
3. If sin 𝛼 = and 𝛼 is obtuse, without using mathematical tables or
5
2
calculators, find the values of (cos 𝛼 − sin 𝛼).
3
3
4. If cos 𝛼 = and 𝛼 is reflex, without using mathematical tables or
5

calculators, find the values of cos 𝛼 + sin 𝛼.

3
5. If sin 𝐴 = sin 65°, calculate the possible values of 𝐴 for which
5

0° ≤ 𝐴 ≤ 360°
6. Find the possible values of 𝑥 such that sin 𝑥 = −0.8 for which
0° ≤ 𝑥 ≤ 360°
7. Find the possible values of 𝑥 if 10 sin 𝑥 = 6 and 0° ≤ 𝑥 ≤ 180°

SOLVING TRIANGLES

This involves finding all angles and lengths of sides of the triangle.
This is done using either sine rule or cosine rule

𝑎 𝑏 𝑐
Sine rule: = = and is applied when
sin 𝐴 sin 𝐵 sin 𝐶

- two angles and one side is given

- two sides and one angle is given

S.1 & S.4 MATHS Page 28

Cosine rule: 𝑎2 = 𝑏2 + 𝑐 2 − 2𝑏𝑐 cos 𝐴 and is used when
- two sides and one angle is given
- three sides and no angle is given

Examples
̅̅̅̅ = 8 𝑐𝑚, angle ABC = 43° and angle ACB = 72°. Find 𝐴𝐶
1. In triangle ABC, 𝐴𝐵 ̅̅̅̅ .

8 𝐴𝐶
= ⇒ 𝐴𝐶 = 5.7 𝑐𝑚
sin 72° sin 43°

̅̅̅̅ = 8.7𝑐𝑚, 𝐵𝐶
2. Solve the triangle ABC in which 𝐴𝐶 ̅̅̅̅ = 6.9𝑐𝑚 and angle

ABC = 115°.
8.7 6.9
= ⇒ 𝐴 = 45.9°
sin 115° sin 𝐴

Angle at C is 180° − 115° − 45.9° = 19.1°

8.7 𝐴𝐵
= ⇒ 𝐴𝐵 = 3.14𝑐𝑚
sin 115° sin 19.1

∴ 𝐴𝐵 = 3.14𝑐𝑚 𝑎𝑛𝑑 ∠𝐵𝐴𝐶 = 19.1°

̅̅̅̅.
3. In the figure, ∠Q𝑃𝑆 = 900 , find angle 𝑥 and length 𝑅𝑆

Let angle 𝑄𝑃𝑅 = 𝜃

32 = 92 + 72 − 2 × 9 × 7 cos 𝜃
⇒ 9 = 130 − 126 cos 𝜃
121
⇒ −121 = −126 cos 𝜃 ⇒ = cos 𝜃 ⇒ 𝜃 = 16.2°
126

𝑥 = 90° − 16.2° = 73.8°

7 3
∆ 𝑃𝑄𝑅; =
sin 𝑎 sin 16.2°
7 sin 16.2°
⇒ sin 𝑎 = = 0.6510 ⇒ 𝑎 = 40.6°
3
̅̅̅̅
𝑃𝑄 9 6
cos 𝑎 = ̅̅̅̅ =
⇒ cos 40.6° = ̅̅̅̅ ⇒ 𝑄𝑆 = 11.9𝑐𝑚
̅̅̅̅
𝑄𝑆 𝑄𝑆 cos 40.6°

̅̅̅̅
𝑄𝑆 = ̅̅̅̅
𝑄𝑅 + ̅̅̅̅
𝑅𝑆 ⇒ 11.9 = 3 + ̅̅̅̅
𝑅𝑆 ⇒ ̅̅̅̅
𝑅𝑆 = 8.9𝑐𝑚

S.1 & S.4 MATHS Page 29

4. A circle is inscribed in a right-angled triangle measuring 3 cm, 4 cm and 5
cm. Without use of construction method, find the circumference of circle.
Centre of the circle is the intersection of the angle
bisectors
1 4
𝜃 = tan−1 ( ) = 26.56°
2 3

∠𝐴𝑂𝐵 = 180° − 45° − 26.56° = 108.44°

3 𝑂𝐵
= ⇒ 𝑂𝐵 = 2.24 𝑐𝑚
sin 108.44° sin 45°
𝑂𝐷 𝑂𝐷
sin 26.56° = = ⇒ 𝑂𝐷 = 2.24 sin 26.56° = 1.00 𝑐𝑚
𝑂𝐵 2.24

Circumference of the circle = 2𝜋𝑟 = 2 × 3.14 × 1.00 = 6.28 𝑐𝑚

5. A flag mast slants towards the west at an angle of 13° to the vertical. From
a point M to the east and 20 m away from the foot F of the mast, the angle
of elevation of the top P of the mast is 35°. From another point N to the
west of the mast, the angle of elevation of the top P of the mast is 22°. If M,
F and N are on the level ground, determine to 4significant figures;
(i) the vertical distance of P from the ground
(ii) the distance of foot F from N
(iii) the length ̅̅̅̅
𝑃𝐹
Solution
∠𝑁𝑃𝑄 = 90° − 22° = 68°
∠𝑁𝑃𝑀 = 180° − [22° + 35°] = 123°
∠𝐹𝑃𝑀 = 123° − [68° + 13°] = 42°
20 𝐹𝑃
For ∆𝑀𝐹𝑃; =
𝑠𝑖𝑛 42° 𝑠𝑖𝑛 35°

⇒ 𝐹𝑃 = 17.14 𝑚 (4𝑠𝑓)
𝑄𝑃 𝑄𝑃
(i) For ∆𝐹𝑃𝑄; 𝑐𝑜𝑠 13° = = ⇒ 𝑄𝑃 = 16.70 𝑚 (4𝑠𝑓)
𝐹𝑃 17.14

Vertical distance of P from the ground is 16.70 𝑚 (4𝑠𝑓)

17.14 𝐹𝑁
(ii) For ∆𝑁𝑃𝐹; = thus 𝐹𝑁 = 45.19 𝑚 (4𝑠𝑓)
𝑠𝑖𝑛 22° 𝑠𝑖𝑛 81°

Distance of foot F from N is 45.19 𝑚 (4𝑠𝑓)

̅̅̅̅ is 17.14 𝑚 (4𝑠𝑓)
(iii) Length 𝑃𝐹

S.1 & S.4 MATHS Page 30

Exercise
1. Solve the triangle PQC where ̅̅̅̅
𝑃𝑄 = 9 𝑐𝑚, ̅̅̅̅
𝑃𝐶 = 15.5 𝑐𝑚 and ̅̅̅̅
𝑄𝐶 = 12.7 𝑐𝑚.
2. A flag pole AB has been blown by wind to an angle of 75° with the ground.
When the sun shines at an angle of 60° with the horizontal in the direction
in which the wind blew, it casts (forms) a shadow of length 7 m. How long
is the flag pole? [8.6 m]
3. An electric pole MN is prevented from falling by a wire fixed at N and P is
such that PM=10 m and angle MPN= 40°. From a point Q on east, the
angle of elevation of top N of pole is 20°. Given that P,M and Q are on level
ground, with P on the west of pole and MN makes 15° with the vertical.
Find
(i) how high is N from the ground [10.8 m]
(ii) distance MQ [32.6 m]
(iii) length MN [11.2 m]
4. Three points, P,Q and R are on level ground. A vertical flag pole ST stands
between P and Q such that Q is 12m away from S, the base of the pole. The
angles of elevation of T from P and Q are 610 and 150 respectively. If angle
𝑃𝑄𝑅 = 22. 60 and 𝑄𝑅 = 13 m, calculate the
(a) height of the flag pole ST
(b) length 𝑃𝑄
(c) angle of elevation of T from R.
𝑆𝑇
(a) tan 15° = ⇒ 𝑆𝑇 = 12 tan 15° = 3.22𝑚
12
3.22
(b) tan 61° = ⇒ 𝑃𝑆 = 3.22 tan 61° = 1.78 𝑚
𝑃𝑆

⇒ 𝑃𝑄 = 1.78 + 12 = 13.8 𝑚
(c) ̅̅̅̅
𝑅𝑆 2 = 132 + 122 − 2 × 13 × 12 cos 22.6° ⇒ ̅̅̅̅
𝑅𝑆 = 14.9958𝑚
𝑆𝑇 3.22
tan 𝜃 = = ⇒ 𝜃 = 32.8° Angle of elevation of T from R is 32.8°
𝑅𝑆 4.9958

S.1 & S.4 MATHS Page 31

AREA OF A TRIANGLE

- If two sides 𝑏 and 𝑐 are known and one angle between them is given, area
1
of a triangle is obtained from; 𝑎𝑟𝑒𝑎 = 𝑏𝑐 sin 𝐴
2

- If no angle is given and all sides are given, area of the triangle is obtained

from; 𝑎𝑟𝑒𝑎 = √𝑠 (𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐 )

𝑎+𝑏+𝑐
Where 𝑠 = is called semi-perimeter of the triangle.
2

Examples
1. Find the area of figures below
Angle at A is 180° − 42° − 75° = 63°
1
area = × 10 × 7 sin 63° = 31.2 𝑐𝑚2
2

9+7+8
𝑠= = 12𝑐𝑚
2

area = √12(12 − 9)(12 − 7)(12 − 8)

= √12 × 3 × 5 × 4 = √720 = 26.8𝑐𝑚2

4 1
2. Three points P, Q and R in a plane have position vectors 𝒑 = ( ) , 𝒒 = ( )
6 2
12
and 𝒓 = ( ) respectively. Find
0
(i) lengths PQ, QR and PR (iii) area of triangle PQR
(ii) size of angle QPR
𝟏 𝟒 −𝟑
(i) 𝑷𝑸 = 𝑶𝑸 − 𝑶𝑷 = ( ) − ( ) = ( )
𝟐 𝟔 −𝟒
⇒ 𝑃𝑄 = √(−3)2 + (−4)2 = 5 𝑢𝑛𝑖𝑡𝑠
𝟏𝟐 𝟏 𝟏𝟏
𝑸𝑹 = 𝑶𝑹 − 𝑶𝑸 = ( )−( )=( )
𝟎 𝟐 −𝟐
⇒ 𝑄𝑅 = √(11)2 + (−2)2 = 11.2 𝑢𝑛𝑖𝑡𝑠

S.1 & S.4 MATHS Page 32

 𝟏𝟐 𝟒 𝟖
𝑷𝑹 = 𝑶𝑹 − 𝑶𝑷 = ( )−( )=( )
𝟎 𝟔 −𝟔
⇒ 𝑃𝑅 = √(8)2 + (−6)2 = 10 𝑢𝑛𝑖𝑡𝑠
(ii) ∠𝑄𝑃𝑅 =?
102 = 11.22 + 52 − 2 × 11.2 × 5 cos 𝑄
11.22 +52 −102
cos 𝑄 = ⇒ 𝑄 = 63.2°
2×11.2×5

∴ ∠𝑄𝑃𝑅 = 63.2°
1
(iii) area= × 11.2 × 5 sin 63.2° = 24.99 ≈ 25 𝑐𝑚2
2

3. In the figure below, find the ratio of the area of triangle ABN to that of
ABC.
Triangle ABC;
6+14+16
𝑠= = 18𝑐𝑚
2

𝑎𝑟𝑒𝑎 = √18(18 − 6)(18 − 14)(18 − 16)

= √18 × 12 × 4 × 2 = √1728
= 24√3 𝑐𝑚2
Triangle ABC;
Angle at A;
142 = 162 + 62 − 2 × 16 × 6 cos 𝐴
162 +62 −142
cos 𝐴 = ⇒ 𝐴 = 60° ∴ ∠𝐵𝐴𝐶 = 60°
2×16×6
𝐴𝑁
cos 60° = ⇒ 𝐴𝑁 = 3 𝑐𝑚
6
1 1 √3 9
Area of 𝐴𝐵𝑁 = × 3 × 6 sin 60° = × 3 × 6 × = √3 𝑐𝑚2
2 2 2 2
9
𝐴𝑟𝑒𝑎 𝑜𝑓 𝐴𝐵𝑁 √3 3
= 2
= ∴Area of 𝐴𝐵𝑁:area of 𝐴𝐵𝐶 = 3: 16
𝐴𝑟𝑒𝑎 𝑜𝑓 𝐴𝐵𝐶 24√3 16

Exercise
1. In a triangle ABC, angle BAC = 150°, ̅̅̅̅
𝐴𝐵 = 5 𝑐𝑚 and ̅̅̅̅
𝐴𝐶 = 4 𝑐𝑚. Calculate
the area of the triangle ABC.
3 2
2. Given that 𝑂𝐴 = ( ) , 𝑂𝐵 = ( ) where OA and OB are position vectors of
3 0
points A and B respectively. Find the area of the triangle OAB

S.3 & S.4 MATHS Page 33

GRAPHICAL REPRESENTATION

Examples
1. Draw a graph of 𝑦 = sin 𝑥 for 0° ≤ 𝑥 ≤ 360° from it estimate the value of
(i) sin 134°
(ii) 𝑥 such that sin 𝑥 = −0.3
(iii)Minimum value of 𝑦 and the value of 𝑥 at which it occurs.
𝑥° 0 30 60 90 120 150 180 210 240 270 300 330 360
sin 𝑥° 0 0.5 0.87 1.00 0.87 0.5 0 −0.5 −0.87 −1 −0.87 −0.5 0

(i) sin 134° = 0.7

(ii) For sin 𝑥 = −0.3 from the graph ⇒ 𝑥 = 198°and 342°
(iii) Minimum value of 𝑦 is 𝑦 = −1 and occurs at 𝑥 = 270°
2. Draw a graph of 𝑦 = cos 3𝑥 for 0° ≤ 𝑥 ≤ 150° and from it determine the
value of 𝑥 such that 4 cos 3𝑥 + 3 = 0.

𝑥° 0 10 20 30 40 50
3𝑥° 0 30 60 90 120 150
cos 3𝑥° 0.5 0.87 1.00 0.87 0.5 0

From 4 cos 3𝑥 + 3 = 0
3
⇒ cos 3𝑥 = − = −0.75
4

⇒ cos 3𝑥 = −0.75
From the graph, 3𝑥 = 138° ⇒ 𝑥 = 46°

S.3 & S.4 MATHS Page 34

3. Sketch the graph of 𝑦 = sin 𝑥 and 𝑦 = 3 cos 𝑥 on the same axes for
0° ≤ 𝑥 ≤ 360°. Hence solve the equation 3 cos 𝑥 − sin 𝑥 = 0

𝑥° 0 30 60 90 120 150 180 210 240 270 300 330 360

sin 𝑥° 0 0.5 0.87 1.00 0.87 0.5 0 −0.5 −0.87 −1 −0.87 −0.5 0
3 cos 𝑥° 3 2.60 1.5 0 −1.5 −2.60 −3 −2.60 −1.5 0 1.5 2.60 3

From 3 cos 𝑥 − sin 𝑥 = 0

⇒ 3 cos 𝑥 = sin 𝑥 (Intersecting graphs)
From the graphs below, at points of intersection, 𝑥 = 72° and 𝑥 = 252°

Questions
1. Draw a graph of 𝑦 = 3 − 2 cos 𝑥 for 0° ≤ 𝑥 ≤ 360°. Use your graph to find
the value of
(i) 𝑦 when 𝑥 = 190°
(ii) 𝑥 for which 3 − 2 cos 𝑥 = 1.5
2. Draw a graph of 𝑦 = sin 𝑥 + cos 𝑥 for 0° ≤ 𝑥 ≤ 360° at intervals of 30°. From
your graph find the maximum and minimum values of 𝑦 and the values of 𝑥
at which they occur.
1
3. On the same axes plot the graphs of 𝑦 = 2 + cos 2𝑥 and 𝑦 = 𝑥 + 1 for
2

0° ≤ 𝑥 ≤ 150°. Use your graph to determine the value of 𝑥 for which

(i) cos 2𝑥 = 0.5
(ii) 1 − 0.5𝑥 + cos 2𝑥 = 0

S.3 & S.4 MATHS Page 35

 STATISTICS (PAPER 1)
GROUPED DATA
The data after being recorded is categorized in suitable groups called classes
with equal class intervals.
Examples
1. The table below shows marks obtained by students in a certain test (%)

43 70 50 35 64 62 75 59 54 58
46 40 65 72 64 54 71 55 40 45
55 62 32 83 59 54 74 40 48 48

(i) Starting with 30 as the lower class limit of the first class and using equal
classes of interval of 5 marks, form a frequency table for this data.
(ii) Calculate the mean, modal and median mark
Note: class interval 𝑖, for any given data can be obtained from 𝑖 = 𝑢 − 𝑙 + 1
for data collected to 0dp, 𝑢 is upper class limit and 𝑙 is lower class limit of a
given class.
For this data, 5 = 𝑢 − 30 + 1 ⇒ 𝑢 = 34 Thus first class is 30 − 34

Marks (%) Tally Frequency (𝑓)

30-34 / 1
35-39 / 1
40-44 //// 4
45-49 //// 4
50-54 //// 4
55-59 5
60-64 //// 4
65-69 / 1
70-74 //// 4
75-79 / 1
80-84 / 1
Σ𝑓 = 30

S.3 & S.4 MATHS Page 36

CALCULATION OF MEAN OF GROUPED DATA

Σ𝑓𝑥
Method 1: Mean =
Σ𝑓

Marks (%) Tally Frequency (𝑓) Mid-mark (𝑥) 𝑓𝑥

30-34 / 1 32 32
35-39 / 1 37 37
40-44 //// 4 42 168
45-49 //// 4 47 188
50-54 //// 4 52 208
55-59 5 57 285
60-64 //// 4 62 248
65-69 / 1 67 67
70-74 //// 4 72 288
75-79 / 1 77 77
80-84 / 1 82 82
Σ𝑓 = 30 Σ𝑓𝑥 = 1680
Σ𝑓𝑥 1680
Mean = = = 56%
Σ𝑓 30

S.3 & S.4 MATHS Page 37

 Σ𝑓𝑑
Method 2: Mean = 𝐴 + where 𝐴 is any 𝑥 value called working/assumed
Σ𝑓

mean and 𝑑 = 𝑥 − 𝐴.
Let 𝐴 = 52%
Marks (%) Tally Frequency(𝑓) 𝑑 𝑓𝑑

30-34 / 1 -20 -20

35-39 / 1 -15 -15
40-44 //// 4 -10 -40
45-49 //// 4 5 -20
50-54 //// 4 0 0
55-59 5 5 25
60-64 //// 4 10 40
65-69 / 1 15 15
70-74 //// 4 20 80
75-79 / 1 25 25
80-84 / 1 30 30
Σ𝑓 = 30 Σ𝑓𝑑 = 120

Σ𝑓𝑑 120
Mean = 𝐴 + = 52 + = 52 + 4 = 56%
Σ𝑓 30

CALCULATION OF MODE OF GROUPED DATA

Modal class is the one with highest frequency

Lower class boundary = 𝑙 − 0.5 ( for data collected to 1dp)
Upper class boundary = 𝑢 + 0.5 (for data collected to 1dp)

△1
Mode = 𝐿 + × 𝑖 where
△1 +△2

𝐿 is lower class boundary of modal class, △1 = 𝑓𝑚 − 𝑓𝑎 ; △2 = 𝑓𝑚 − 𝑓𝑏 ;

𝑓𝑚 is frequency of modal class , 𝑓𝑎 is frequency immediately above modal class
and 𝑓𝑏 is frequency immediately below modal class
From the table; 𝐿 = 54.5, △1 = 5 − 4 = 1 and △2 = 5 − 4 = 1
1
Mode = 54.5 + × 5 = 57%
1+1

S.3 & S.4 MATHS Page 38

CALCULATION OF MEDIAN OF GROUPED DATA

Marks (%) Tally Frequency (𝑓) Cumulative frequency

(𝐹 )
30-34 / 1 1
35-39 / 1 2
40-44 //// 4 6
45-49 //// 4 10
50-54 //// 4 14
55-59 5 19
60-64 //// 4 23
65-69 / 1 24
70-74 //// 4 28
75-79 / 1 29
80-84 / 1 30
Σ𝑓 = 30

𝛴𝑓 𝑡ℎ 30 𝑡ℎ
Median class lies at ( ) position= ( ) = 15𝑡ℎ position
2 2

From the table the median class is 55 − 59 by counting tallies.

1
𝛴𝑓−𝐹𝑏
Median = 𝐿 + 2 ×𝑖
𝑓𝑚

Where 𝐿 is lower class boundary of median class,

𝐹𝑏 cumulative(total) frequency immediately before the median class
and 𝑓𝑚 is the frequency of median class
From the table, 𝐿 = 54.5, 𝐹𝑏 = 14, 𝑓𝑚 = 5
1
×30−14
Median = 54.5 + 2
× 5 = 55.5%
5

Qn 2016/1 no.14

S.3 & S.4 MATHS Page 39

QUARTILES
Σ𝑓 𝑡ℎ 30 𝑡ℎ
Lower quartile lies at ( ) position = ( ) = 7.5𝑡ℎ position
4 4

From the table the lower quartile class is 45 − 49 by counting tallies.

1
Σ𝑓−𝐹𝑏
Lower quartile = 𝐿 + 4
×𝑖
𝑓𝑚𝑞

Where 𝐿 is lower class boundary of lower quartile class, 𝐹𝑏 cumulative

frequency before lower quartile class and 𝑓𝑚𝑞 is the frequency of lower
quartile class
From the table, 𝐿 = 44.5, 𝐹𝑏 = 6 , 𝑓𝑚𝑞 = 4
1
×30−6
Lower quartile = 44.5 + 4
× 5 = 46.375%
4

3 𝑡ℎ 3 𝑡ℎ
Upper quartile lies at ( Σ𝑓) position= ( × 30) = 22.5𝑡ℎ position
4 4

From the table the upper quartile class is 60 − 64 by counting tallies.

3
Σ𝑓−𝐹𝑏
Upper quartile = 𝐿 + 4
×𝑖 From the table, 𝐿 = 59.5, 𝐹𝑏 = 19 , 𝑓𝑚𝑞 = 4
𝑓𝑚𝑞
3
×30−19
Upper quartile = 59.5 + 4
× 5 = 63.875%
4

PERCENTILES
Find the 80th percentile of the data
80 𝑡ℎ 80 𝑡ℎ
80th percentile lies at ( Σ𝑓) position= ( × 30) = 24𝑡ℎ position
100 100

From the table the 80th percentile class is 65 − 69 by counting tallies.

80
th Σ𝑓−𝐹𝑏
80 percentile = 𝐿 + 100
×𝑖
𝑓𝑝

where 𝐿 is lower class boundary of 80th percentile class, 𝐹𝑏 cumulative

frequency before 80th percentile class and 𝑓𝑝 is the frequency of 80th percentile
class
From the table, 𝐿 = 64.5, 𝐹𝑏 = 23 , 𝑓𝑝 = 1
80
th ×30−23
80 percentile = 64.5 + 100
× 5 = 69.5%
1

S.3 & S.4 MATHS Page 40

GRAPHICAL REPRESENTATION OF DATA
A. Histogram
This is a bar graph of frequency against class boundaries. It is used to
estimate the mode of any given data.
The histogram for the above data is drawn.

Mode = 56.5%

B. Cumulative frequency curve (Ogive)

This is a cumulative frequency curve plotted against class boundaries.
A smooth curve is drawn by free hand and.
The Ogive is used to estimate the
1 𝑡ℎ
 median – located at ( Σ𝑓) position
2

1 𝑡ℎ
 lower quartile – located at ( Σ𝑓) position
4

3 𝑡ℎ
 upper quartile – located at ( Σ𝑓) position
4

𝑛 𝑡ℎ
 and 𝑛𝑡ℎ percentile – located at ( Σ𝑓) position
100
1
Median is located at ( × 30) = 15𝑡ℎ position
2
1
Lower quartile is located at ( × 30) = 7.5𝑡ℎ position
4
3
Upper quartile is located at ( × 30) = 22.5𝑡ℎ position
4

S.3 & S.4 MATHS Page 41

 80
80𝑡ℎ percentile is located at ( × 30) = 24 𝑡ℎ position
100

The ogive for the above data is drawn as

From the graph,

Median mark is 55.5% Lower quartile mark is 46%
Upper quartile mark is 66.5% 80𝑡ℎ percentile mark is 69.5%

Exercise
1. Study the bar graph showing the ranges of marks obtained by students in a
math test.

(a) From it
(i) determine the number of students who sat the test.
(ii) write down the class groups and their frequencies.

S.3 & S.4 MATHS Page 42

 (iii)state the modal class and from (ii) state the median class.
(b) use your results in (a)(ii) above to calculate the mean mark obtained in
the test.
Hint: Number of students who sat the test = 9 + 12 + +5 + 4 = 40

𝑀𝑎𝑟𝑘𝑠 𝑓 𝑥 𝑓𝑥
30 − 39 9 34.5 310.5
40 − 49 12 45.5 546
50 − 59 10 55.5 555
60 − 69 5 65.5 327.5
70 − 79 4 75.5 302
30 − 39 ∑𝑓 = 40 ∑𝑓𝑥 = 2041

Modal class 40 − 49
40 𝑡ℎ
Median class lies at = ( ) = 20𝑡ℎ position
2

Median class 40 − 49
2041
Mean= = 51.025
40

2. The table below shows the time taken by students to do a certain paper

Time (h) 1.2 − 1.4 1.5 − 1.7 1.8 − 2.0 2.1 − 2.3 2.4 − 2.6
No. students 8 30 40 12 10

Use the data above to

(a) Estimate the
(i) class width (ii) modal class
(b) Using working mean of 2.0, calculate the average time for the students
(c) Plot an ogive hence estimate the median.

O’ LEVEL MATHS Page 43

3. The cumulative frequency graph below shows marks scored by 180
students at the end of the year exams marked out of 80 marks.

Study the graph and use it to estimate the

(a) (i) median mark [ 37]
(ii) number of students who scored 30 or less marks [72]
(iii) number of students who obtained distinctions if 61 or more marks
were distinctions. [ 180 − 160 = 20]
(iv) pass mark of the examination if 94 students passed.
[180−94=86 failed; pass mark=35.5]
(b) Construct a table of frequency distribution of the students’
performance. Hence calculate the mean mark.

S.3 & S.4 MATHS Page 44

4. Copy and complete the table below showing the number of candidates
that passed a zonal mock exam in math
Marks Class mark (𝑥) Frequency (𝑓) 𝑓𝑥
35 − 39 37 60 2,220
40 − 44 − 72 −
45 − 49 47 − 3,760
50 − 54 52 − 2,600
55 − 59 − 48 −
60 − 64 − 35 −
65 − 69 − − 2,010
70 − 74 − 25 −
75 − 79 − − 924
80 − 84 − 5 −
85 − 89 − 2 −
90 − 94 − 1 −
Σ𝑓 = 420 Σ𝑓𝑥 =
(a) State
(i) the class width
(ii) the modal class
(b) If a distinction was awarded for a score of 70 or more marks, determine
the percentage number of candidates who passed with distinctions.
45
[ × 100 = 10.7%]
420

5. The table below shows marks obtained in a chemistry test by students in a

certain school.

54 49 60 58 54
60 51 57 56 54
53 59 56 52 55
57 62 54 54 56
48 51 52 55 58
65 55 54 57 61

S.3 & S.4 MATHS Page 45

 (a) Using class widths of 3 marks and starting with a class of 48 − 50, make
a frequency distribution table
(b) Use your table to
(i) draw a histogram
(ii) determine the median and the mean marks

6. The table below shows the number of students who passed an end of year
English promotional exams.

Marks Class mark (𝑥) Frequency (𝑓) 𝑓𝑥

41 − 49 − − 450
50 − 58 − 16 −
59 − 67 63 − 1575
68 − 76 − − 864
77 − 85 − 13 −
86 − 94 90 4 360

Σ𝑓 = Σ𝑓𝑥 =

(a) Study the table and use the information to complete the missing details
(b) (i) State the class interval of the scores
(ii) Calculate the average score of the marks
4
(c) If, all the above students were promoted and represented of the class,
5

find the number of students in the class who sat the examination.

S.3 & S.4 MATHS Page 46

7. The table below shows weights (in kg) of 40 students of a class and their
corresponding cumulative frequencies.

Weight (kg) Cumulative frequency

30 − 34 2
35 − 39 7
40 − 44 12
45 − 49 21
50 − 54 28
55 − 59 34
60 − 64 38
65 − 69 40

(a) Draw a cumulative frequency curve. Use it to estimate the

(i) median weight
(ii) 25th and 75th percentile weights
(iii) lower quartile
(c) Calculate the mean weight of the students.

S.3 & S.4 MATHS Page 47

 FURTHER VECTORS (PAPER 2)
3 1
1. Given that 𝒂 = ( ) and 𝒃 = ( ) find 2𝒂 + 𝒃
1 −2
3 1 7
2𝒂 + 𝒃 = 2 ( ) + ( ) = ( )
1 −2 0
2 6
2. It is given that 𝑶𝑨 = ( ) , 𝑶𝑪 = ( ) and the points 𝐷(4,1) and 𝐵(𝑥, 𝑦) lie in
4 4
𝟏
the same plane. If 𝑨𝑩 = 𝑨𝑪 find the values of 𝑥 and 𝑦.
𝟐
𝑥 2 ⃗⃗⃗⃗⃗ 1
⃗⃗⃗⃗⃗
𝐴𝐵 = ⃗⃗⃗⃗⃗
𝑂𝐵 − ⃗⃗⃗⃗⃗
𝑂𝐴 = (𝑦) − ( ) 𝐴𝐵 = ⃗⃗⃗⃗⃗
𝐴𝐶
4 2
𝑥 2 1 4 2
⃗⃗⃗⃗⃗ 6 2 ⇒ (𝑦 ) − ( ) = ( ) = ( )
𝐴𝐶 = ⃗⃗⃗⃗⃗
𝑂𝐶 − ⃗⃗⃗⃗⃗
𝑂𝐴 = ( ) − ( ) 4 2 0 0
4 4
4 ⇒ 𝑥 − 2 = 2 and 𝑦 − 4 = 0
=( )
0 ⇒ 𝑥 = 4 and 𝑦 = 4
3. Under enlargement scale factor 3, the image of (1,3) is (4,5). Find the
coordinates of the centre of enlargement.
Let 𝐴(1,3), 𝐴′(4,5), centre of enlargement be 𝐶 (𝑥, 𝑦) and linear scale factor
be 𝑘
𝑪𝑨′ 5 − 𝑦 = 3(3 − 𝑦)
𝑙. 𝑠. 𝑓 = ⇒ 𝑪𝑨′ = 𝑘𝑪𝑨
𝑪𝑨
1
′
⇒ 𝑶𝑨 − 𝑶𝑪 = 𝑘 [𝑶𝑨 − 𝑶𝑪] ⇒ 𝑥 = − and 𝑦 = 2
2

𝟒 𝒙 𝟏 𝒙 Centre of enlargement (− , 2)
1
⇒ ( ) − (𝒚) = 3 [( ) − (𝒚)] 2
𝟓 𝟑
⇒ 4 − 𝑥 = 3(1 − 𝑥) and
−2 ⃗⃗⃗⃗ = (−1) find
4. Given that 𝑃(4,1), 𝑄(−3,2), ⃗⃗⃗⃗⃗
𝑄𝑇 = ( ) and 𝑃𝑆
−3 2
(i) position vector of 𝑆
(ii) the vector ⃗⃗⃗⃗
𝑆𝑇.
⃗⃗⃗⃗
𝑃𝑆 = ⃗⃗⃗⃗⃗
𝑂𝑆 − ⃗⃗⃗⃗⃗
𝑂𝑃 But ⃗⃗⃗⃗⃗
𝑄𝑇 = ⃗⃗⃗⃗⃗
𝑂𝑇 − ⃗⃗⃗⃗⃗⃗
𝑂𝑄
⃗⃗⃗⃗⃗ = 𝑃𝑆
(i) 𝑂𝑆 ⃗⃗⃗⃗ + 𝑂𝑃
⃗⃗⃗⃗⃗ ⇒ ⃗⃗⃗⃗⃗
𝑂𝑇 = ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗
𝑄𝑇 + 𝑂𝑄
−1 4 3 −2 −3 −5
=( )+( )=( ) =( )+( )=( )
2 1 3 −3 2 −1
(ii) ⃗⃗⃗⃗
𝑆𝑇 = ⃗⃗⃗⃗⃗
𝑂𝑇 − ⃗⃗⃗⃗⃗
𝑂𝑆 −5 3 −8
⇒ ⃗⃗⃗⃗
𝑆𝑇 = ( ) − ( ) = ( )
−1 3 −4

S.3 & S.4 MATHS Page 48

 ⃗⃗⃗⃗⃗ = ⃗⃗⃗⃗⃗
5. Given that 𝑃(2,5) and 𝑅(8,2). 𝑄 (𝑎, 𝑏) is a point on PR such that 2𝑃𝑄 𝑄𝑅.
Find the
(i) coordinates of 𝑄
(ii) |𝑷𝑸|
⃗⃗⃗⃗⃗ = 𝑄𝑅
(i) 2𝑃𝑄 ⃗⃗⃗⃗⃗ ⇒𝑎=𝑏=4
⃗⃗⃗⃗⃗⃗ − ⃗⃗⃗⃗⃗
2(𝑂𝑄 𝑂𝑃 ) = ⃗⃗⃗⃗⃗
𝑂𝑅 − ⃗⃗⃗⃗⃗⃗
𝑂𝑄 𝑄(4,4)

⃗⃗⃗⃗⃗⃗ − 2𝑂𝑃
⃗⃗⃗⃗⃗ = 𝑂𝑅
⃗⃗⃗⃗⃗ − 𝑂𝑄
⃗⃗⃗⃗⃗⃗ (𝑖𝑖) ⃗⃗⃗⃗⃗
𝑃𝑄 = ⃗⃗⃗⃗⃗⃗
𝑂𝑄 − ⃗⃗⃗⃗⃗
𝑂𝑃
2𝑂𝑄
4 2 2
⃗⃗⃗⃗⃗⃗ − 2𝑂𝑃
3𝑂𝑄 ⃗⃗⃗⃗⃗ = ⃗⃗⃗⃗⃗
𝑂𝑅 =( )−( )=( )
4 5 −1
𝑎 2 8 ̅̅̅̅
3( ) − 2( ) = ( ) 𝑃𝑄 = √22 + (−1)2 = √5
𝑏 5 2
⇒ 3𝑎 − 4 = 8 𝑎𝑛𝑑 3𝑏 − 10 = 2 = 2.24 𝑢𝑛𝑖𝑡𝑠
−2 8
6. If 𝑶𝑨 = ( ) , 𝑶𝑩 = ( ) and M is a point on 𝐴𝐵 such that ̅̅̅̅̅
𝐴𝑀: ̅̅̅̅̅
𝑀𝐵 = 1: 1;
2 4
find
(i) 𝑨𝑩 (ii) 𝑨𝑴
8 −2 10
(i) ⃗⃗⃗⃗⃗
𝐴𝐵 = ⃗⃗⃗⃗⃗
𝑂𝐵 − ⃗⃗⃗⃗⃗
𝑂𝐴 = ( ) − ( ) = ( )
4 2 2
(𝑖𝑖) ̅̅̅̅̅
𝐴𝑀: ̅̅̅̅̅
𝑀𝐵 = 1: 1
1 1 10 5
⇒ ⃗⃗⃗⃗⃗⃗
𝐴𝑀 = ⃗⃗⃗⃗⃗
𝐴𝐵 = ( ) = ( )
2 2 2 1
Alternatively
̅̅̅̅̅
𝐴𝑀 ̅̅̅̅̅ = 1: 1 ⇒ 𝐴𝑀 = 1 ⇒ 𝐴𝑀
̅̅̅̅̅: 𝑀𝐵 ̅̅̅̅̅ = 𝑀𝐵
̅̅̅̅̅
̅̅̅̅̅𝑀𝐵 1
8+− 2 2+4
Thus M is the mid-point of AB 𝑀 ( , ) 𝑀(3,3)
2 2

⃗⃗⃗⃗⃗⃗ = ⃗⃗⃗⃗⃗⃗ 3 −2 5
𝐴𝑀 𝑂𝑀 − ⃗⃗⃗⃗⃗
𝑂𝐴 = ( ) − ( ) = ( )
3 2 1
7. Given that 𝐿(−3,4), 𝑀(8, −5) and 𝑁(𝑎, 3). If ⃗⃗⃗⃗⃗
𝑂𝐿 is parallel to ⃗⃗⃗⃗⃗⃗⃗
𝑀𝑁, find the
value of 𝑎.
If ⃗⃗⃗⃗⃗
𝑂𝐿 is parallel to ⃗⃗⃗⃗⃗⃗⃗
𝑀𝑁, ⇒ −3 = 𝑎𝑘 − 8𝑘 𝑎𝑛𝑑 4 = 3𝑘 +
⃗⃗⃗⃗⃗ = 𝑘 ⃗⃗⃗⃗⃗⃗⃗
⇒ 𝑂𝐿 𝑀𝑁 where 𝑘 is a 5𝑘
1
scalar ⇒ 4 = 8𝑘 ⇒𝑘=
2

⃗⃗⃗⃗⃗ = 𝑘 [ 𝑂𝑁
⇒ 𝑂𝐿 ⃗⃗⃗⃗⃗⃗ − ⃗⃗⃗⃗⃗⃗
𝑂𝑀] 1
⇒ −3 = 𝑎 − 4 ⇒ 𝑎 = 2
2
−3 𝑎 8
⇒ ( ) = 𝑘 [ ( ) − ( )]
4 3 −5

S.3 & S.4 MATHS Page 49

 Alternatively
4 3−− 5
Parallel lines have the same ⇒ =
−3 𝑎−8
gradient
⇒ 4(𝑎 − 8) =− 24
̅̅̅̅ = 𝑔𝑟𝑎𝑑 𝑜𝑓 𝑀𝑁
⇒ 𝑔𝑟𝑎𝑑 𝑜𝑓 𝑂𝐿 ̅̅̅̅̅
⇒𝑎=2
8. ABCD is a parallelogram with vertices A(0,0), B(2,3) and 𝐷 (4,1). Find the
coordinates of C.
Let 𝐶(𝑥, 𝑦) ⇒ ⃗⃗⃗⃗⃗
𝑂𝐵 − ⃗⃗⃗⃗⃗
𝑂𝐴 = ⃗⃗⃗⃗⃗
𝑂𝐶 − ⃗⃗⃗⃗⃗⃗
𝑂𝐷
2 0 𝑥 4
⇒ ( ) − ( ) = (𝑦 ) − ( )
3 0 1
⇒ 2 = 𝑥 − 4 𝑎𝑛𝑑 3 = 𝑦 − 1
⇒ 𝑥 = 6 𝑎𝑛𝑑 𝑦 = 4
∴ 𝐶(6,4)
For a parallelogram, ⃗⃗⃗⃗⃗
𝐴𝐵 = ⃗⃗⃗⃗⃗
𝐷𝐶
and ⃗⃗⃗⃗⃗
𝐵𝐶 = ⃗⃗⃗⃗⃗
𝐴𝐷

Other examples
1. OAB is a triangle with position vectors ⃗⃗⃗⃗⃗
OA = 𝒂, ⃗⃗⃗⃗⃗
OB = 𝒃. Express ⃗⃗⃗⃗⃗
OC in terms
of 𝒂 and 𝒃 where C divides ̅̅̅̅
AB in the ratio 1: 2.
⃗⃗⃗⃗⃗
𝑂𝐶 = ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗
𝑂𝐴 + 𝐴𝐶 ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ − ⃗⃗⃗⃗⃗
𝐴𝐵 = 𝑂𝐵 𝑂𝐴 = 𝒃 − 𝒂
1
⃗⃗⃗⃗⃗
= 𝒂 + 𝐴𝐶 ⇒ ⃗⃗⃗⃗⃗
𝐴𝐶 = (𝒃 − 𝒂 )
3
1
⃗⃗⃗⃗⃗
𝐴𝐶 : ⃗⃗⃗⃗⃗
𝐶𝐵 = 1: 1 ⇒ ⃗⃗⃗⃗⃗
𝐴𝐶 = ⃗⃗⃗⃗⃗
𝐴𝐵 1 1
3 ∴ ⃗⃗⃗⃗⃗
𝑂𝐶 = 𝒂 + (𝒃 − 𝒂 ) = (2𝒂 + 𝒃 )
3 3

⃗⃗⃗⃗⃗ = 𝒂 , OB
2. In the figure below, OA ⃗⃗⃗⃗⃗ = 𝒃 and 3A𝐷
⃗⃗⃗⃗⃗ = A𝐵
⃗⃗⃗⃗⃗ . Find OD
⃗⃗⃗⃗⃗ in terms of 𝒂
and 𝒃

1
⃗⃗⃗⃗⃗ = ⃗⃗⃗⃗⃗
From 3A𝐷 A𝐵 ⇒ ⃗⃗⃗⃗⃗
A𝐷 = ⃗⃗⃗⃗⃗
A𝐵
3

Where ⃗⃗⃗⃗⃗
𝐴𝐵 = ⃗⃗⃗⃗⃗
𝑂𝐵 − ⃗⃗⃗⃗⃗
𝑂𝐴 = 𝒃 − 𝒂
1
⃗⃗⃗⃗⃗ = (𝒃 − 𝒂)
⇒ A𝐷
3
⃗⃗⃗⃗⃗⃗
𝑂𝐷 = ⃗⃗⃗⃗⃗
𝑂𝐴 + ⃗⃗⃗⃗⃗
𝐴𝐷
1 1
= 𝒂 + ⃗⃗⃗⃗⃗
𝐴𝐷 ∴ ⃗⃗⃗⃗⃗⃗
𝑂𝐷 = + (𝒃 − 𝒂) = (2𝒂 + 𝒃 )
3 3

O’ LEVEL MATHS Page 50

 ⃗⃗⃗⃗⃗ = 𝒂,
3. In the figure, AD is a parallel to OC and OA is parallel to BD. OA
⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ = 5O𝐵
OB = 𝒃, 3OC ⃗⃗⃗⃗⃗ .

E is the point where AC meets BD and AE: EC = 3: 2, find

(i) in terms of 𝒂 and 𝒃, vectors ⃗⃗⃗⃗⃗
𝐴𝐶 , ⃗⃗⃗⃗⃗ 𝐸𝐷 , ⃗⃗⃗⃗⃗
𝐷𝐶 , ⃗⃗⃗⃗⃗ A𝐸 and ⃗⃗⃗⃗⃗
𝑂𝐸
(ii) ratio 𝐵𝐸: 𝐸𝐷
⃗⃗⃗⃗⃗ = 5O𝐵
(i) From 3OC ⃗⃗⃗⃗⃗ 𝐸𝐷 = ⃗⃗⃗⃗⃗
⃗⃗⃗⃗⃗ 𝐸𝐴 + ⃗⃗⃗⃗⃗
𝐴𝐷
⃗⃗⃗⃗⃗ = 5 O𝐵
⇒ OC ⃗⃗⃗⃗⃗ = 5 𝒃 3
= − (− 𝒂 + 𝒃) + 𝒃 = 𝒂
3
3 3 5 5

⃗⃗⃗⃗⃗
𝐴𝐶 = ⃗⃗⃗⃗⃗
AO + ⃗⃗⃗⃗⃗
OC ⃗⃗⃗⃗⃗
𝑂𝐸 = ⃗⃗⃗⃗⃗
𝑂𝐴 + ⃗⃗⃗⃗⃗
𝐴𝐸
5 3
= −𝒂 + 𝒃 =𝒂+− 𝒂+𝒃
3 5

⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ 1
𝐷𝐶 = ⃗⃗⃗⃗⃗
DB + BC = (2𝒂 + 5𝒃)
5
⃗⃗⃗⃗⃗
DB = −𝒂 and (ii) ⃗⃗⃗⃗⃗⃗
𝐵𝐷 = ⃗⃗⃗⃗⃗
𝐵𝐸 + ⃗⃗⃗⃗⃗
𝐸𝐷
⃗⃗⃗⃗⃗ = OC
BC ⃗⃗⃗⃗⃗ = 5 𝒃 − 𝒃 = 2 𝒃
⃗⃗⃗⃗⃗ − O𝐵 ⃗⃗⃗⃗⃗ = 𝐵𝐷
⃗⃗⃗⃗⃗⃗ − 𝐸𝐷
⃗⃗⃗⃗⃗
3 3 𝐵𝐸
2 3 2
⇒ ⃗⃗⃗⃗⃗
𝐷𝐶 = −𝒂 + 𝒃 =𝒂− 𝒂 = 𝒂
3 5 5
3
From AE: EC = 3: 2 ⇒ ⃗⃗⃗⃗⃗
𝐴𝐸 = ⃗⃗⃗⃗⃗
𝐴𝐶 ⃗⃗⃗⃗⃗ = 2 𝒂 ∶ 3 𝒂 = 𝟐 ∶ 𝟑
⃗⃗⃗⃗⃗ : 𝐸𝐷
𝐵𝐸
5 5 5
3 5 3
⇒ ⃗⃗⃗⃗⃗
𝐴𝐸 = (−𝒂 + 𝒃) = − 𝒂 + 𝒃
5 3 5

4. In a triangle OAB, ⃗⃗⃗⃗⃗

OA = 𝒂, ⃗⃗⃗⃗⃗
OB = 𝒃. A point L is on the side 𝐴𝐵 and M on the
̅̅̅̅ = 𝑆𝑀
side 𝑂𝐵. 𝑂𝐿 and 𝐴𝑀 meet at S. 𝐴𝑆 ⃗⃗⃗⃗⃗ = 3 𝑂𝐿
̅̅̅̅ and 𝑂𝑆 ⃗⃗⃗⃗⃗ . Given that ⃗⃗⃗⃗⃗⃗
𝑂𝑀 = 𝑥,
4

⃗⃗⃗⃗⃗
𝑂𝐵 and ⃗⃗⃗⃗⃗
𝐴𝐿 = 𝑦 ⃗⃗⃗⃗⃗
𝐴𝐵 , express vectors
⃗⃗⃗⃗⃗⃗ and 𝑂𝑆
(i) 𝐴𝑀 ⃗⃗⃗⃗⃗ in terms of 𝒂, 𝒃 and 𝑥

(ii) ⃗⃗⃗⃗⃗
𝑂𝐿 and ⃗⃗⃗⃗⃗
𝑂𝑆 in terms of 𝒂, 𝒃 and 𝑦
Hence find the values of 𝑥 and 𝑦

O’ LEVEL MATHS Page 51

Solution ⃗⃗⃗⃗⃗ = ⃗⃗⃗⃗⃗
But 𝑂𝑆 𝑂𝐴 + ⃗⃗⃗⃗⃗
𝐴𝑆
1
= 𝒂 + ⃗⃗⃗⃗⃗⃗
𝐴𝑀
2
1
= 𝒂 + (−𝒂 + 𝑥𝒃)
2
1
= 𝒂 + (−𝒂 + 𝑥𝒃)
(i) ⃗⃗⃗⃗⃗⃗
𝐴𝑀 = ⃗⃗⃗⃗⃗
𝐴𝑂 + ⃗⃗⃗⃗⃗⃗
𝑂𝑀 2
1
⃗⃗⃗⃗⃗
= −𝒂 + 𝑥𝑂𝐵 = (𝒂 + 𝑥𝒃)
2

= −𝒂 + 𝑥𝒃 1
⇒ ⃗⃗⃗⃗⃗
𝑂𝑆 = (𝒂 + 𝑥𝒃)
2
⃗⃗⃗⃗⃗ = ⃗⃗⃗⃗⃗
(ii) 𝑂𝐿 𝑂𝐴 + ⃗⃗⃗⃗⃗
𝐴𝐿 3
= [(1 − 𝑦)𝒂 + 𝑦𝒃]
4
⃗⃗⃗⃗⃗
= 𝒂 + 𝑦𝐴𝐵
⇒ 2𝒂 + 2𝑥𝒃 = 3(1 − 𝑦)𝒂 + 3𝑦𝒃
= 𝒂 + 𝑦(−𝒂 + 𝒃 )
⇒ 2 = 3(1 − 𝑦) 𝑎𝑛𝑑 2𝑥 = 3𝑦
= (1 − 𝑦)𝒂 + 𝑦𝒃 1 1
⇒𝑦= 𝑎𝑛𝑑 𝑥 =
⃗⃗⃗⃗⃗ = 3 𝑂𝐿
Given that 𝑂𝑆 ⃗⃗⃗⃗⃗ 3 2
4
3
⇒ ⃗⃗⃗⃗⃗
𝑂𝑆 = [(1 − 𝑦)𝒂 + 𝑦𝒃]
4

̅̅̅̅ = 2 𝑂𝑃
5. In a triangle 𝑂𝑃𝑄, X is a point such that 𝑂𝑋 ̅̅̅̅
3

and Y the midpoint of ̅̅̅̅

𝑃𝑄. The point Z on 𝑂𝑄 is
such that ̅̅̅̅
𝑂𝑄 = ̅̅̅̅
𝑄Z. Given that 𝑶𝑷 = 𝒑 and
𝑶𝑸 = 𝒒 ,
(a) Determine in terms of 𝒑 and 𝒒 the vector
(i) OX (iii)OZ (v) YZ
(ii) OY (iv) XY
(b) Hence or otherwise show that X,Y and Z lie on a straight line. State the
ratio of the lengths ̅̅̅̅
𝑋𝑌 and ̅̅̅̅
𝑌Z
⃗⃗⃗⃗⃗ = 2 𝑂𝑃
(a)(i) 𝑂𝑋 ⃗⃗⃗⃗⃗ = 2 𝒑 ⃗⃗⃗⃗⃗ = 𝑂𝑄
(iii) 𝑂𝑍 ⃗⃗⃗⃗⃗⃗ + 𝑄𝑍
⃗⃗⃗⃗⃗
3 3
= 𝒒 + 𝒒 = 2𝒒
(ii) ⃗⃗⃗⃗⃗
𝑂𝑌 = ⃗⃗⃗⃗⃗
𝑂𝑃 + ⃗⃗⃗⃗⃗
𝑃𝑌
⃗⃗⃗⃗⃗ + 𝑂𝑌
⃗⃗⃗⃗⃗ = 𝑋𝑂
(𝑖𝑣 ) 𝑋𝑌 ⃗⃗⃗⃗⃗
= − 𝒑 + ⃗⃗⃗⃗⃗
𝑃𝑌
2 1
⃗⃗⃗⃗⃗ = 1 𝑃𝑄
⃗⃗⃗⃗⃗ = 1 (𝑃𝑂
⃗⃗⃗⃗⃗ + 𝑂𝑄
⃗⃗⃗⃗⃗⃗ ) = − 𝒑 + ( 𝒑 + 𝒒)
𝑃𝑌 3 2
2 2
1 1
1
= (− 𝒑 + 𝒒) =− 𝒑+ 𝒒
6 2
2
1 (v) ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ + 𝑂𝑍
𝑌𝑍 = 𝑌𝑂 ⃗⃗⃗⃗⃗
⇒ ⃗⃗⃗⃗⃗
𝑂𝑌 = − 𝒑 + (− 𝒑 + 𝒒)
2
1
1 = − ( 𝒑 + 𝒒) + 2𝒒
= ( 𝒑 + 𝒒) 2
2

O’ LEVEL MATHS Page 52

 1
= ( 𝟑𝒒 − 𝒑) ⇒ ⃗⃗⃗⃗⃗
𝑋𝑌: ⃗⃗⃗⃗⃗
𝑌𝑍 = 1 ∶ 3
2
1 1 1 ⃗⃗⃗⃗⃗
𝑋𝑌 is parallel to ⃗⃗⃗⃗⃗
𝑌𝑍 and since
(b) ⃗⃗⃗⃗⃗
𝑋𝑌 = − 𝒑 + 𝒒 = (3𝒒 − 𝒑)
6 2 6
1 they have a common point Y,
⃗⃗⃗⃗⃗
𝑌𝑍 = ( 𝟑𝒒 − 𝒑)
2
then X, Y and Z lie on a
1
⇒ ⃗⃗⃗⃗⃗
𝑋𝑌: ⃗⃗⃗⃗⃗
𝑌𝑍 = (3𝒒 − 𝒑) ∶ straight line.
6
1
( 𝟑𝒒 − 𝒑)
2

Questions
1. Given that below ⃗⃗⃗⃗⃗
OA = 𝒂, ⃗⃗⃗⃗⃗
OB = 𝒃, 3 ⃗⃗⃗⃗⃗
𝑂𝐵 =
⃗⃗⃗⃗⃗⃗ , M is the point on AD such that
2 𝐵𝐷
𝑀𝐷: 𝐴𝑀 = 1: 2 and 𝑂𝐶 = 3𝐶𝐸 = 3𝐴𝑀
(i) Express ⃗⃗⃗⃗⃗ 𝐵𝑀 and ⃗⃗⃗⃗⃗
𝐴𝐷 , ⃗⃗⃗⃗⃗⃗ 𝐷𝐶 in terms of 𝒂 and
𝒃
(ii) Show that 𝐴𝐷: 𝑂𝐸 = 3: 8
5 1 2 5
⇒ ⃗⃗⃗⃗⃗ 𝐵𝑀 = 𝒂 + 𝒃 , ⃗⃗⃗⃗⃗
𝐴𝐷 = −𝒂 + 𝒃, ⃗⃗⃗⃗⃗⃗ 𝐷𝐶 = −2𝒂 + 𝒃
2 3 3 2

2. In the figure below, ⃗⃗⃗⃗⃗

𝑃Q = 4 ⃗⃗⃗⃗⃗
𝑃𝑇, 𝑃𝑉 = 2 ⃗⃗⃗⃗
⃗⃗⃗⃗⃗ 𝑃𝑆,
⃗⃗⃗⃗⃗ = 2 ⃗⃗⃗⃗⃗
3 𝑅𝑆 𝑅𝑇, ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ = 3𝒃.
𝑃𝑇 = 3𝒂 and 𝑃𝑅
(a) Express in terms of 𝒂 and 𝒃
(i) ⃗⃗⃗⃗
RS, (iii)⃗⃗⃗⃗⃗
RQ
(ii) ⃗⃗⃗⃗⃗
PV
(b) Find 𝑅𝑉: 𝑅Q
[ ⃗⃗⃗⃗⃗ 𝑃𝑉 = 4𝒂 + 2𝒃, ⃗⃗⃗⃗⃗
𝑅𝑆 = 2𝒂 − 2𝒃 , ⃗⃗⃗⃗⃗ 𝑅𝑉 ∶ ⃗⃗⃗⃗⃗
𝑅𝑄 = 12𝒂 − 3𝒃 , ⃗⃗⃗⃗⃗ 𝑅𝑄 = 1 ∶ 3]
⃗⃗⃗⃗⃗ = 𝒑, 𝑂Q
3. In the below, 𝑂𝑃 ⃗⃗⃗⃗⃗ = 𝒒 and ⃗⃗⃗⃗⃗
𝑂𝑇 = 𝒕. R and T are midpoints of OQ
and 𝑃𝑅 respectively.
(a) Express 𝒕 in terms of 𝒑 and 𝒒
(b) Given that 𝑂𝑃 is parallel to QS such
that
̅̅̅̅ = 2QS
𝑂𝑃 ̅̅̅̅, find vector OS
⃗⃗⃗⃗ in terms of 𝒑
and 𝒒
(c) Taking O as the origin and 𝑃(0,8), and Q(6,4), determine lengths ̅̅̅̅
𝑂𝑆
and ̅̅̅̅
𝑃𝑆.

O’ LEVEL MATHS Page 53

 1 1 1
[ 𝒕 = 𝒒 + 𝒑 , ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗ | = 6 𝑢𝑛𝑖𝑡𝑠 ]
𝑂𝑆 = 𝒑 + 𝒒 , |𝑃𝑆
4 2 2

4. The diagram below shows a quadrilateral OSRQ such that ⃗⃗⃗⃗⃗

𝑂𝑆 = 𝒒 , ⃗⃗⃗⃗⃗
𝑂𝑃 = 𝒑
⃗⃗⃗⃗⃗ = 𝑘 𝑆𝑃
and 𝑆𝑋 ⃗⃗⃗⃗

(i) Express in ⃗⃗⃗⃗

𝑆𝑃 and ⃗⃗⃗⃗⃗
𝑂𝑋 in terms of 𝒑 , 𝒒 and 𝑘
⃗⃗⃗⃗⃗ = 3𝒑, QR
(ii) If OQ ⃗⃗⃗⃗⃗ = 2 𝑂𝑆
⃗⃗⃗⃗⃗ and 𝑂𝑋
⃗⃗⃗⃗⃗ = 𝑙 𝑂𝑅
⃗⃗⃗⃗⃗ , find the

values of 𝑘 and 𝑙.
⃗⃗⃗⃗⃗ : 𝑋𝑃
Hence find the ratio 𝑆𝑋 ⃗⃗⃗⃗⃗
3 1
[ ⃗⃗⃗⃗
𝑆𝑃 = −𝒒 + 𝒑 , ⃗⃗⃗⃗⃗
𝑂𝑋 = (1 − 𝑘 )𝒒 + 𝑘𝒑 , 𝑘 = , 𝑙 = , ⃗⃗⃗⃗⃗
𝑆𝑋 ∶ ⃗⃗⃗⃗⃗
𝑋𝑃 = 3: 2]
5 5

⃗⃗⃗⃗⃗ = 𝒑, 𝑂Q
5. In the figure below, 𝑂𝑃 ⃗⃗⃗⃗⃗ = 𝒒 and

2 ⃗⃗⃗⃗⃗
𝑂𝑃 = 5 ⃗⃗⃗⃗⃗
𝑂𝑅 and4 ⃗⃗⃗⃗⃗
𝑃𝑄 = 5 ⃗⃗⃗⃗
𝑃𝑆. When 𝑂Q
and 𝑅𝑆 are produced, they meet at T.
(a) Express in terms of 𝒑 and 𝒒 the
vectors
(i) OR (iii)RS
(ii) OS
(b) Given that ⃗⃗⃗⃗⃗
𝑂𝑇 = 𝑛 ⃗⃗⃗⃗⃗ 𝑅𝑇 = 𝑚 ⃗⃗⃗⃗⃗
𝑂Q and ⃗⃗⃗⃗⃗ 𝑅𝑆, find the values of 𝑚 and 𝑛
2 1 4 1 4
[ ⃗⃗⃗⃗⃗
𝑂𝑅 = 𝒑 , ⃗⃗⃗⃗⃗
𝑂𝑆 = 𝒑 + 𝒒 , ⃗⃗⃗⃗⃗
𝑅𝑆 = − 𝒑 + 𝒒 , 𝑚 = 2 , 𝑛 = 1.6 ]
5 5 5 5 5

6. In the figure below ⃗⃗⃗⃗⃗

OA = 𝒂, ⃗⃗⃗⃗⃗
OB = 𝒃. C and D are the
mid-points of OA and AB respectively. E is a point on
⃗⃗⃗⃗⃗ = 2 ⃗⃗⃗⃗⃗
BC such that 𝐵𝐸 𝐵𝐶 .
3

𝐵𝐸 , ⃗⃗⃗⃗⃗
(i) Express ⃗⃗⃗⃗⃗ 𝑂𝐸 and ⃗⃗⃗⃗⃗⃗
𝐵𝐷 in terms of 𝒂 and 𝒃
(ii) Show that O, E and D lie on a straight line
1 2 1 1
𝐵𝐸 = 𝒂 − 𝒃 , ⃗⃗⃗⃗⃗
[ ⃗⃗⃗⃗⃗ 𝑂𝐸 = (𝒂 + 𝒃) , ⃗⃗⃗⃗⃗⃗
𝐵𝐷 = (−𝒃 + 𝒂) ,
3 3 3 2

⃗⃗⃗⃗⃗ 𝐸𝐷 = 2: 1 ⃗⃗⃗⃗⃗
𝑂𝐸 ∶ ⃗⃗⃗⃗⃗ 𝑂𝐸 is parallel to ⃗⃗⃗⃗⃗
𝐸𝐷 and since they have
a common point E, then points O, E and D lie on a straight line ]

O’ LEVEL MATHS Page 54

 SENIOR THREE: TERM 2

MATRICES (PAPER 1)
A matrix is a set of numbers or symbols called elements arranged in a specific
order, described by rows and columns and enclosed in brackets ( ) or [ ].
Capital letters are used to represent matrices.
𝑎1 𝑎2 𝑎3
A matrix A can be written as 𝐴 = ( 4 𝑎5 𝑎6 )
𝑎
𝑎7 𝑎8 𝑎9

ORDER OF A MATRIX
Matrix above has 3 rows and 3 columns, and then A is of order 3 × 3 read as
“three by three” with 9 elements.
3
𝐺 = ( ) with order 2 × 1 𝑃 = (5 5 −7) with order 1 × 2
8
0 7 4 5 −8
𝑅=( ) with order 2 × 2 𝑇=( ) with order 2 × 3
8 5 5 7 0
8 4 8 8 12
𝑀 = (2 3 ) with order 3 × 2 𝑁=(7 9 1 )with order 3 × 3
4 10 20 100 23

1 0
Note: An identity matrix 𝐼 = ( ) is a square matrix, in which every element
0 1
in the leading/major diagonal is 1 and each element in the minor diagonal is
zero

EQUIVALENT MATRICES
Two matrices A and B are equivalent, if elements on the same positions are
equal to each other.
E.g.
2 4𝑐
1. If ( ) = ( ) find the values of 𝑎 and 𝑐.
𝑎 5
2 = 4𝑐 ⇒ 𝑐 = 0.5 and 𝑎 = 5
5𝑥 4 20 4
2. Given that ( )=( ) find the values of 𝑥 and 𝑦.
6 5 6 2𝑦
5𝑥 = 20 ⇒ 𝑥 = 4 and 5 = 2𝑦 ⇒ 𝑦 = 2.5

S.3 & S.4 MATHS Page 55

ALGEBRA OF MATRICES
1. Addition and subtraction of Matrices
𝐴 ± 𝐵 is possible only if matrices A and B are of same order.
Elements on the same position are added or subtracted together
Eg.
1 4 0.5 3
1. Given that 𝐴 = ( ) and 𝐵 = ( )
6 −5 15 8
find 𝐴 + 𝐵, 𝐵 − 𝐴, 𝐵 + 𝐶 and 𝐴 − 𝐶
1 2 1 0
2. Find matrix A such that 𝐴 + ( )=( )
0 1 0 1
1.2 𝑡−2 4.9 3 𝑝 2𝑡
(
3. Given that 𝑋 = 𝑞 𝑠 ) ( ) (
, 𝑌 = 3.4 𝑠 and 𝑍 = −2 𝑠 ) , find the
3 𝑟 2 2.3 5 0
values of 𝑝, 𝑞, 𝑟, 𝑠 and 𝑡 if 𝑋 + 𝑌 = 𝑍

2. Multiplication of a Matrix by a Scalar

Let A be a matrix and 𝑘 be any scalar.
Then, 𝑘𝐴 is obtained by multiplying each element of A by 𝑘.
Examples
8 4 2×8 2×4 16 8
1. Find 2 ( )=( )=( )
10 7 2 × 10 2×7 20 14
1 1 1
71 2 4 ×7 ×2 ×4 3.5 1 2
2. Find ( ) = (21 2
1
2
1 )=( )
2 4 3 0 2 1.5 0
×4 ×3 ×0
2 2 2

0 2 4 2 1 0
3. Given that 𝐴 = ( ) and 𝐵 = ( ) find −4𝐴 + 3𝐵
4 −1 2 0 −2 1

4. Multiplication of Matrices
Multiplication of matrix A of order 𝑚 × 𝑛 and matrix B of order 𝑛 × 𝑝 is
possible if the number of columns of A is equal to the number of rows of B.
𝑚× 𝑛 × 𝑛 ×𝑝=𝑚×𝑝
Then multiplication of A and B is denoted by AB, and is of order 𝑚 × 𝑝

S.3 & S.4 MATHS Page 56

Properties of Multiplication of Matrices
1. Commutative law generally 𝐴𝐵 ≠ 𝐵𝐴
2. Associative law (𝐴𝐵)𝐶 = 𝐴(𝐵𝐶)
3. Existence of multiplicative identity 𝐴. 𝐼 = 𝐴 = 𝐼. 𝐴 where 𝐼 is identity
matrix.
4. Distributive law 𝐴(𝐵 + 𝐶) = 𝐴𝐵 + 𝐴𝐶
The rule of multiplication of matrices is row of 1st matrix × column of 2nd
matrix represented as “⟶ × ↓ “ and is read as” row by column”.

Examples
3
1. What is (2 3 4) ( 4 ) ?
−2
Check-up: 1 × 3 × 3 × 1 = 1 × 1 final answer has one element.
3
Thus (2 3 4 ( 4 ) = 2 × 3 + 3 × 4 + 4 ×− 2 = 10
)
−2
1 −2 4
2. What is ( ) ( )?
3 4 2
Check-up: 2 × 2 × 2 × 1 = 2 × 1 final answer has two elements.
1
−2 4 1 × 4 + 2 ×− 2 0
( )( ) = ( )=( )
3
4 2 3×4+4×2 20
1 2 3 4
3. What is ( )( )?
3 4 1 2
Check-up:2 × 2 × 2 × 2 = 2 × 2 final answer has four elements.
1 2 3 4 1×3+2×1 1×4+2×2 5 8
( )( )=( )=( )
3 4 1 2 3×3+4×1 3×4+4×2 13 20
5 3
4. Given that 𝐴 = ( ) find 𝐴2
2 7
5 3 5 3 5×5+3×2 5×3+3×7 31 36
𝐴2 = 𝐴 × 𝐴 = ( )( )=( )=( )
2 7 2 7 2×5+7×2 2×3+7×7 24 55
1 3 5 1
5. If 𝑃 = ( ) and 𝑄 = ( ), find 𝐼𝑃 − 𝑄𝑃 where 𝐼 is an identity matrix
4 2 −1 0
of order 2 × 2.
1 0 1 3 5 1 1 3
𝐼𝑃 − 𝑄𝑃 = ( )( )−( )( )
0 1 4 2 −1 0 4 2
1 3 5 + 4 15 + 2
=( )−( )
4 2 −1 + 0 −3 + 0
1 3 9 17 −8 −14
=( )−( )=( )
4 2 −1 −3 5 5

S.3 & S.4 MATHS Page 57

 3 𝑏 7𝑎 43
6. If ( ) ( ) = ( ), find the values of 𝑎 and 𝑏.
4 𝑎 2 30
21𝑎 + 2𝑏 43
( )=( )
28𝑎 + 2𝑎 30
⇒ 21𝑎 + 2𝑏 = 43 and 30𝑎 = 30 ⇒ 𝑎 = 1
⇒ 21 + 2𝑏 = 43 ⇒ 𝑏 = 11
Exercise
3𝑎 7 −3
1. If ( ) ( ) = ( ), find the values of 𝑎 and 𝑏. [𝑎 = 4, 𝑏 = −3]
−12 −6
𝑏 51
1 5
4 𝑎 3 −2 −2
2. If ( ) ( 3 0) = ( ), find the values of 𝑎 and 𝑐.
−2 2 0 4 −10
−6 𝑐
[𝑎 = 4, 𝑐 = −6]
4.5 1 2 −1
3. Given that 𝐴 = ( ) and 𝐵 = ( ) find the matrix M such that
0 7 3 1
3𝑀 − 2𝐼 = 2𝐴 − 𝐵
4 𝑦
4. Find the values of 𝑥 and 𝑦 if (1 3) ( ) = (7 7) [𝑥 = 𝑦 = 1]
𝑥 2
4 3
5. Find the values of 𝑥 and 𝑦 given that(1 3 2) ( 𝑥 2) = (39 25)
10 𝑦
4 1 𝑥 4
6. Find the values of 𝑥 and 𝑦 given that ( ) (𝑦 ) = ( )
𝑥 −1 8

APPLICATION OF MATRICES
Matrices are used to store information is a given company
Examples
1. A house wife buys the following items in three weeks. Week one she buys 2
packets of tea, 2 tins of margarine, 2kg of sugar and 3 packets of biscuits.
Week two she buys 2 tins of margarine, 3kg of sugar and 4 packets of
biscuits. Week three she buys 1 packet of tea, 2kg of sugar and 2 packets of
biscuits.
(i) Write this information in a 3 × 4 matrix
(ii) A packet of tea costs Shs.1,000, a tin of margarine costs Shs.1,500, a
kilogram of sugar costs Shs.2,800 and a packet of biscuits costs Shs.500.
Write a column matrix for the cost of the items
(iii)Find the expenditure in the three weeks.

S.3 & S.4 MATHS Page 58

Solution

Week Tea Margarine Sugar Biscuits

1 2 2 2 3

2 0 2 3 4

3 1 0 2 2

2 2 2 3
(𝑖) Matrix of items bought = (0 2 3 4)
1 0 2 2
1,000
(𝑖𝑖) Cost matrix = (1,500)
2,800
500
1,000
2 2 2 3
(𝑖𝑖𝑖) Expenditure matrix = (0 2 3 4) (1,500)
2,800
1 0 2 2
500
2,000 + 3,000 + 5,600 + 1,500 12,100
=( 3,000 + 8,400 + 2,000 ) = (13,400)
1,000 + 5,600 + 2,000 7,600
Total expenditure in the three weeks = 12,100 + 13,400 + 7,600
= 𝑠ℎ. 33,100
2. A retail trade ordered for shirts from a Kampala whole sale shop as follows:
Colour SIZE
Small Medium Large Extra large
Blue 0 40 20 0
Green 30 0 25 0
Yellow 0 20 0 10

Given below is the cost of each size of shirt.

SIZE
Small Medium Large Extra large
Cost(USh) 3000 3600 4200 4800
(a) Write down a
(i) 4 × 3 matrix for the orders of shirts made.
(ii) 4 × 1 cost matrix

S.3 & S.4 MATHS Page 59

 (b) Given that the trader had to pay a tax of 17% of the cost of shirts
purchased, find his expenditure on the order.
0 30 0
(𝑖)Matrix of items ordered = (40 0 20 )
20 25 0
0 0 10
3,000
3,600
(𝑖𝑖)cost matrix = ( )
4,200
4,800
0 30 0 3,000
40 0 20 3,600
Expenditure matrix = ( )( )
20 25 0 4,200
0 0 10 4,800
144,000 + 84,000 228,000
= (90,000 + 105,000 ) = (195,000 )
72,000 + 48,000 120,000
Total expenditure = 228,000 + 195,000 + 120,000 = 𝑠ℎ. 543,000
17
Tax paid as VAT = × 𝑠ℎ. 543,000 = 𝑠ℎ. 92310
100

Actual expenditure on the order = 𝑠ℎ. (543,000 − 92310) = 𝑠ℎ. 450,690

100−17
Alternatively, Actual expenditure on the order = × 𝑠ℎ. 543,000
100
83
= × 𝑠ℎ. 543,000 = 𝑠ℎ. 450,690
100

3. Musa is a business man who deals in an agriculture cultural produce

business. He visited four markets in a certain week. In Market A he bought
3 bags of beans, 5 bags of maize, 10 bags of potatoes and 3 bags of Millet.
In market B he bought 1 bag of beans, 4 bags of potatoes and 2 bags of
millet. In Market C he bought 5 bags of beans, 1 bag of millet. In Market D
he bought 4 bags of beans, 3 bags of maize, 6 bags of potatoes and 1 bag
of millet. He bought each bag of beans at shs.45, 000, a bag of maize at
shs 30,000, a bag of potatoes at shs 15,000 and a bag of millet at shs
50,000. He later sold all the produce he had bought at shs50,000 per bag
of beans shs 3500 per bag of potatoes, shs.55,000 per bag of millet and a
bag of maize at shs40,000.
(a) Form a 4 x 4 matrix show the produce Musa bought from the four
markets.
i. Form a cost matrix to the price of the produce.

S.3 & S.4 MATHS Page 60

 ii. By matrix multiplication, find the amount of money spent on the
produce in each market.
(b) Find also the amount of money he got from the sale of the produce.
(c) Find Musa’s profit.
3 5 10 3
1 0 4 2
(a)(i) Matrix of produce bought = ( )
5 0 0 1
4 3 6 1
45,000
30,000
(ii) cost matrix = ( )
15,000
50,000
3 5 10 3 45,000
1 0 4 2 30,000
Expenditure matrix = ( )( )
5 0 0 1 15,000
4 3 6 1 50,000
135,000 + 150,000 + 150,000 + 250,000 585,000
30,000 + 60,000 + 100,000 190,000
=( )=( )
225,000 + 50,000 275,000
180,000 + 90,000 + 90,000 + 50,000 410,000
He spent 𝑠ℎ. 585,000 in market A, 𝑠ℎ. 190,000 in market B,
𝑠ℎ. 275,000 in market C and 𝑠ℎ. 410,000 in market D.
(𝑏) On selling the produce, income matrix
3 5 10 3 50,000
1 0 4 2 40,000
=( )( )
5 0 0 1 35,000
4 3 6 1 55,000
150,000 + 200,000 + 350,000 + 165,000 865,000
50,000 + 140,000 + 110,000 300,000
=( )=( )
250,000 + 35,000 285,000
200,000 + 120,000 + 210,000 + 55,000 585,000
From the sales he got 865,000 + 300,000 + 285,000 + 585,000
= 𝑠ℎ. 2,035,000
(𝑐 ) Total money spent on produce is
585,000 + 190,000 + 275,000 + 410,000 = 𝑠ℎ. 1,460,000
Profit made = 2,035,000 − 1,460,000 = 𝑠ℎ. 575,000
4. A poultry farm has three poultry units A, B and C. Unit A produces 30 trays
of eggs and 20 broilers every month. Unit B produces 40 trays of eggs and
15 broilers every month. Unit C produces 35 trays of eggs and 10 broilers
every month. If a tray of eggs costs Shs9,000 and a broiler costs Shs7,000,

S.3 & S.4 MATHS Page 61

 (a) (i) Represent the above information in matrix form of order 3 × 2 for the
eggs and broilers.
(ii) Form a 2 × 1 cost matrix produce of the farm of the eggs and
broilers.
(iii) Find the sales of the farm if all the eggs and broilers were sold.
(b) If the farm charges 30% VAT, find the total income from the sales; of the
farm every month.

Unit eggs broilers

𝐴 30 20

𝐵 40 15

𝐶 35 10

30 20
9,000
(𝑎)(𝑖) Matrix of production = (40 15 ) (𝑖𝑖)𝑐𝑜𝑠𝑡 𝑚𝑎𝑡𝑟𝑖𝑥 = ( )
7,000
35 10
30 20 270,000 + 140,000
9,000
(𝑖𝑖)𝑀𝑎𝑡𝑟𝑖𝑥 𝑜𝑓 𝑠𝑎𝑙𝑒𝑠 = (40 15 ) ( ) = (360,000 + 119,000)
7,000
35 10 315,000 + 70,000
410,000
= (479,000)
385,000
Total sales = 410,000 + 479,000 + 385,00 = 𝑠ℎ. 1,274,000
100−30 70
(𝑏) Total income after taxation = × 1,274,000 = × 1,274,000
100 100

= 𝑠ℎ. 891,800
Questions
1. Three girls went shopping and bough loaves of broad, cakes and packets
of biscuits. Ann bought 2 loaves, 3 cakes and 6 packets of biscuits. Betty
bought 3 loaves, 4 cakes and 5 packets of biscuits. Caroline bought 3
loaves, 6 cakes and 3 packets of biscuits.
(i) Represent this information in matrix form
(ii) One loaf cost shs3,500, one cake costs shs500 and a packet of biscuits
costs shs2,000. Using matrix multiplication, obtain the money spent by
each girl.
Hence, determine the total amount of money spent by the three girls.
[Ann;20,500: Betty;22,500: Caroline;19,500: 62,500]

S.3 & S.4 MATHS Page 62

2. The quantity of soda bottled each day at the three factories and the
proportion of each type in the various bottle sizes is shown in the tables
below.
Crates of soda (thousands)
Factory Orange Cola Lemonade
P 12 6 15
Q 8 3 12
R 0 3 18

Proportion per type of bottle

Large Mini Standard
Orange 0 3 1
4 4
Cola 0 2 1
3 3
Lemonade 1 1 1
3 3 3

Find the amount of soda (in thousands of crates) bottled at each factory
in each of the three sizes.
[Factory P produces 5 + 18 + 10 = 33 thousands of crates]
[Factory Q produces 4 + 12 + 7 = 23 thousands of crates]
[Factory R produces 6 + 8 + 7 = 21 thousands of crates]

DETERMINANT OF A MATRIX

𝑎 𝑏
If 𝐴 = ( ) and of order 2 × 2, its determinant is written as det 𝐴 or |𝐴|.
𝑐 𝑑
Determinant of a 2 × 2 matrix is got from det 𝐴 = 𝑎 × 𝑑 − 𝑐 × 𝑏
A singular matrix is the one whose determinant is zero.
For two given matrices A and B, det(𝐴𝐵) = det 𝐴 × det 𝐵

Examples
8 −5
1. Given 𝑀 = ( ), find det 𝑀 [det 𝑀 = 31]
3 2

S.3 & S.4 MATHS Page 63

 4 2
2. Given 𝑃 = ( ), find det 𝑃 [det 𝑃 = 0]
8 4
2 4 3 1
3. If 𝑀 = ( ) and 𝑁 = ( ), find det(𝑀𝑁).
−1 1 1 2
Exercise
−4 −2
1. If 𝑅 = ( 1
4 ), find det 𝑅
2

−5 6
2. Given the matrix 𝑃 = ( ), find det(𝑃2 )
−2 2

INVERSE OF A SQUARE MATRIX

Inverse of a matrix A is written as 𝐴−1 .

𝑎 𝑏 1 𝑑 −𝑏
If 𝐴 = ( ) its inverse 𝐴−1 = ( ).
𝑐 𝑑 det 𝐴 −𝑐 𝑎
𝑑 −𝑏
( ) is called adjunct of matrix A. This is got by interchanging elements
−𝑐 𝑎
of the leading diagonal then change sign of elements of the minor diagonal.
1 0
Note: 𝐴 𝐴−1 = 𝐼 where 𝐼 = ( ) is an identity matrix of order 2
0 1
Examples
8 −5
1. Find inverse of 𝑃 = ( )
−3 2
2 5
det 𝑃 = (8 × 2) − (−3 × −5) = 1 Adjunct matrix is ( )
3 8
1 5 2 2 5
𝑃−1 = ( )=( )
1 8 3 3 8
1 3 −1 2
2. Given that 𝐴 = ( ) and 𝐵 = ( ) find matrix 𝑃 such that 𝑃 = 𝐴𝐵.
4 11 1 3
Hence find 𝑃−1 .
1 3 −1 2 −1 + 3 2+9 2 11
𝑃 = 𝐴𝐵 = ( )( )=( )=( )
4 11 1 3 −4 + 11 8 + 33 7 41
det 𝑃 = 2 × 41 − 7 × 11 = 5
41 11
1 41 −11 − 8.2 −2.2
𝑃−1 = ( ) = ( 57 2
5
)=( )
5 −7 2 −1.4 0.4
−
5 5

2 −2 2 0
3. Given that 𝑃 = ( ), find a matrix 𝑄 such that 𝑃𝑄 = ( ).
−3 4 0 2
Hence find the inverse of 𝑃.

S.3 & S.4 MATHS Page 64

 2 0 1 0 1 1 0
From 𝑃𝑄 = ( ) ⇒ 𝑃𝑄 = 2 ( ) ⇒ 𝑃𝑄 = ( )
0 2 0 1 2 0 1
1 1
Comparing with 𝐴𝐴−1 = 𝐼 ⇒ 𝑃𝑄 = 𝑃 ( 𝑄) = 𝐼 thus 𝑄 is the adjunct of
2 2

𝑃
4 2
⇒𝑄=( )
3 2
1 1 4 2
Inverse of P is now 𝑄= ( )
2 2 3 2

Exercise
3 −2
1. Find inverse of ( )
−4 5
𝑥+60
2. If ( ) has no inverse, find the value of 𝑥.
0 5
2 −1 1 5
3. Given that 𝑃 = ( ) and 𝑄 = ( ) find matrix 𝑄𝑃 hence find(𝑄𝑃)−1
3 −2 2 −3
3 1
4. Given that 𝑃 = ( ), find a matrix 𝑃−1 such that 𝑃𝑃−1 = 𝐼 where 𝐼 is the
−1 3
identity matrix of order 2.

S.3 & S.4 MATHS Page 65

 SIMULTANEOUS EQUATIONS (PAPER 2)
These are a pair of equations with two variables and are solved at the same
time.
Examples include:
1. 𝑥 + 𝑦 = 10, 𝑥 − 𝑦 + 2 3. 2𝑥 + 17 = 3𝑦, 2𝑥 + 3𝑦 = 1
2. 2𝑥 − 3𝑦 = 3, 3𝑥 + 2𝑦 = −15

Methods of solving equations simultaneous

(a) Elimination method: variable to be eliminated in the two equations
should have the same coefficient , then
- subtract the equations if signs are alike
- add the equations if the signs are different.

Example: solve the simultaneous equations 2𝑥 − 3𝑦 = 3, 3𝑥 + 2𝑦 = −15

Solution: 2𝑥 − 3𝑦 = 3 … … … … . . (𝑖) 3𝑥 + 2𝑦 = −15 … … … . (𝑖𝑖)
Eliminate 𝑥 : multiply 3 through equation (𝑖) and multiply 2 through
equation (𝑖𝑖)
3 2𝑥 − 3𝑦 = 3
⌊
2 3𝑥 + 2𝑦 = −15
6𝑥 − 9𝑦 = 9
−⌊ ⇒ −13𝑦 = 39 ⇒ 𝑦 = −3
6𝑥 + 4𝑦 = −30
⇒ 2𝑥 − 3 ×− 3 = 3 ⇒ 𝑥 = −3
∴ 𝑥 = −3, 𝑦 = −3

(b) Substitution method; make one variable the subject then substitute it in
the other equation.
Example
1. Solve the simultaneous equations 2𝑥 − 3𝑦 = 3, 3𝑥 + 2𝑦 = −15
Solution: 2𝑥 − 3𝑦 = 3 … … … … . . (𝑖) 3𝑥 + 2𝑦 = −15 … … … . (𝑖𝑖)
3+3𝑦
Make 𝑥 the subject from equation (𝑖) ⇒𝑥=
2
3+3𝑦
Substitute this in equation (𝑖𝑖) ⇒ 3 ( ) + 2𝑦 = −15
2
9+9𝑦
⇒ + 2𝑦 = −15
2

S.3 & S.4 MATHS Page 66

 ⇒ 9 + 9𝑦 + 4𝑦 = −30
⇒ 13𝑦 = −39 ⇒ 𝑦 = −3
∴ 𝑥 = −3, 𝑦 = −3
2. Solve the simultaneous equations: 𝑥 2 + 4𝑦 2 = 4 and 𝑥 − 1 = 𝑦
Substituting 𝑦 = 𝑥 − 1 in Either 𝑥 = 0 or 5𝑥 − 8 = 0
8
𝑥 2 + 4𝑦 2 = 4 ⇒ 𝑥 = 0 or 5𝑥 − 8 = = 1.6
5
⇒ 𝑥 2 + 4(𝑥 − 1)2 = 4
If 𝑥 = 0, 𝑦 = 0 − 1 = −1
2 2
⇒ 𝑥 + 4(𝑥 − 2𝑥 + 1) = 4
And If 𝑥 = 1.6, 𝑦 = 1.6 − 1 = 0.6
2 2
⇒ 𝑥 + 4𝑥 − 8𝑥 + 4 = 4
⇒ 5𝑥 2 − 8𝑥 = 0
Factorising ⇒ (5𝑥 − 8)𝑥 = 0
Exercise: solve the simultaneous equations
1. 2𝑥 + 17 = 3𝑦, 2𝑥 + 3𝑦 = 1 [𝑥 = −4, 𝑦 = 3]
2. 3𝑥 − 2𝑦 = 8, 3𝑦 − 5 = −4𝑥 [𝑥 = 3, 𝑦 = −1]
3 2
3. 𝑥 − 𝑦 = −7, 3𝑦 + 4𝑥 = 10 [𝑥 = −2, 𝑦 = 6]
2 3

(c) Graphical method: obtain two pairs of points for each line, plot them on a
graph paper and at point of intersection (𝑥, 𝑦) the solution of the
equations is obtained.
Example: solve the simultaneous equations graphically
3 2
𝑥 − 𝑦 = −7, and 3𝑦 + 4𝑥 = 10
2 3

Solution
9𝑥 − 4𝑦 = −42, 3𝑦 + 4𝑥 = 10

A table of points to be drawn is constructed

For 9𝑥 − 4𝑦 = −42 For 3𝑦 + 4𝑥 = 10

𝒙 0 -2 𝒙 1 -2
𝒚 10.5 -6 𝒚 2 -6

S.3 & S.4 MATHS Page 67

 A graph is drawn

From the graph, point of intersection is (−2, −6)

∴ 𝑥 = −2, 𝑦 = −6

(d)Matrix method: Arrange the given simultaneous equations in an orderly

manner.
Extract matrices of the coefficients, unknowns and the solutions.
Multiply adjunct matrix of a 2 × 2 matrix formed, on both sides

Examples
Solve the simultaneous equations below using the matrix method
5𝑥 + 4𝑦 = 13
1.
2𝑥 + 3𝑦 = 8
The equations are already organized
5 4 𝑥 13
Matrices; ( ) (𝑦 ) = ( )
2 3 8
3 −4
Method 1: Multiply adjunct matrix ( ), on both sides
−2 5
5 4 3 −4 𝑥 3 −4 13
( )( ) (𝑦 ) = ( )( )
2 3 −2 5 −2 5 8

15 + −8 −20 + 20 𝑥 39 + −32
( ) (𝑦 ) = ( )
6 + −6 −8 + 15 −26 + 40

S.3 & S.4 MATHS Page 68

 7 0 𝑥 7
( )( ) = ( ) 7𝑥 = 7 and 7𝑦 = 14 Thus 𝑥 = 1, 𝑦 = 2
0 7 𝑦 14
5 4
Method 2: Multiply inverse matrix of ( ), on both sides
2 3
𝑥 1 3 −4 13 1 3 × 13 − 4 × 8 1 7 1
(𝑦 ) = ( )( ) = ( )= ( )=( )
5×3−2×4 −2 5 8 7 −2 × 13 + 5 × 8 7 14 2

Therefore 𝑥 = 1 and 𝑦 = 2

Method 3: Crammer’s rule – method of determinants

5 4 𝑥 13
From ( ) (𝑦 ) = ( )
2 3 8
5 4
Consider matrix 𝐴 = ( )
2 3
 Replace column of x values in matrix A, with column of solution.
13 4
We obtain a matrix 𝐵 = ( )
8 3
det 𝐵
Now 𝑥 =
det 𝐴
13 4
| | 13×3−8×4 7
8 3
i.e 𝑥 = 5 4 = = =1
| | 3×5−2×4 7
2 3

 Replace column of y values in matrix A, with column of solution

5 13
We obtain a matrix 𝐶 = ( )
2 8
det 𝐶
Now 𝑦 =
det 𝐴
5 13
| | 5×8−2×13 14
2 8
i.e 𝑦 = 5 4 = = =2
| | 3×5−2×4 7
2 3

4𝑥 = 5 + 3𝑦
2.
3𝑥 − 2𝑦 = 4
4𝑥 − 3𝑦 = 5
Organize the equations
3𝑥 − 2𝑦 = 4
4 −3 𝑥 5
Matrices;( ) (𝑦 ) = ( )
3 −2 4
Crammer’s rule
5 −3
| | −2×5−4×− 3 2
4 −2
𝑥= 4 −3 = = =2
| | 4×− 2−3×− 3 1
3 −2
4 5
| | 4×4−3×5 1
3 4
And 𝑦 = 4 −3 = = =1
| | 4×− 2−3×− 3 1
3 −2

∴ 𝑥 = 2 and 𝑦 = 1

S.3 & S.4 MATHS Page 69

 4𝑦 = 18 − 3𝑥
3.
2𝑥 − 5𝑦 = −11
4𝑦 + 3𝑥 = 18
Organize the equations
−5𝑦 + 2𝑥 = −11
4 3 𝑦 18
Matrices;( )( ) = ( )
−5 2 𝑥 −11
18 3 4 18
| | 2×18−3×− 11 69 | | 4×− 11−18×− 5 46
−11 2 −5 −11
𝑥= 4 3 = = =3 𝑦= 4 3 = = =2
| | 4×2−3×− 5 23 | | 4×2−3×− 5 23
−5 2 −5 2

∴ 𝑦 = 3 and 𝑥 = 2

Exercise
1. Solve the simultaneous equations below using matrix method
5𝑥 − 4𝑦 = 6
[ 𝑥 = 2, 𝑦 = 1]
2𝑥 + 3𝑦 = 7
2. Solve the following pairs of simultaneous equations;
5𝑥 − 9𝑦 = 1, 4𝑦 − 2 = 𝑥 [ 𝑥 = 2, 𝑦 = 1]
3. Solve the equations; 3𝑥 + 4𝑦 = 20, 𝑥 + 2𝑦 = 10. [ 𝑥 = 0, 𝑦 = 5]
4. Find the point of intersection of the lines
3𝑥 + 2𝑦 = 6 and 𝑥 + 𝑦 = 4 [ 𝑥 = −2, 𝑦 = 6]

APPLICATIONS OF SIMULTANEOUS EQUATIONS

1. The size of an interior angle of a polygon is one and a half times the
exterior angle. Find the number of sides of the polygon and hence name
the polygon.
Let the interior angle be 𝑥 and the exterior angle be 𝑦
1
𝑥 = 1 𝑦 ⇒ 𝑥 = 1.5𝑦 … … … (𝑖)
2

But angle at a point 𝑥 + 𝑦 = 180° … … … . (𝑖𝑖)

⇒ 1.5𝑦 + 𝑦 = 180° ⇒ 2.5𝑦 = 180°
⇒ 𝑦 = 72° 𝑎𝑛𝑑 𝑥 = 1.5 × 72° = 108°
360° 360°
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑖𝑑𝑒𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑜𝑙𝑦𝑔𝑜𝑛 = = =5
𝑒𝑎𝑐ℎ 𝑒𝑥𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒 72°

The polygon is a pentagon

S.3 & S.4 MATHS Page 70

2. When a two digit number is increased by 54 it gives the same number with
reversed digits. If the sum of the digits of the number is 12, what is the
number?
Let the digits be 𝑥 and 𝑦.
The number is 𝑥𝑦 and in base ten, 𝑥𝑦 = 𝑥 × 101 + 𝑦 × 100
⇒ 𝑥 × 101 + 𝑦 × 100 + 54 = 𝑦 × 101 + 𝑥 × 100
⇒ 10𝑥 + 𝑦 + 54 = 10𝑦 + 𝑥
⇒ 9𝑥 − 9𝑦 = −54
⇒ 𝑥 − 𝑦 = −6 … … … . (𝑖)
Sum of digits 𝑥 + 𝑦 = 12 … … … . (𝑖𝑖)
On solving the equations 𝑥 = 3 and 𝑦 = 9 The number is 39
3. The lengths of the sides of a right angled triangle are 𝑎, 2𝑎 − 1 and 2𝑎 + 1.
Find the value of 𝑎 hence the sides of the triangle.
Using Pythagoras theorem; 2𝑎 + 1 is the hypotenuse
⇒ 𝑎2 + (2𝑎 − 1)2 = (2𝑎 + 1)2
⇒ 𝑎2 + 4𝑎2 − 4𝑎 + 1 = 4𝑎2 + 4𝑎 + 1
⇒ 𝑎2 = 8𝑎 ⇒𝑎=8
𝑎 = 8, 2𝑎 − 1 = 2 × 8 − 1 = 15, 2𝑎 + 1 = 2 × 8 + 1 = 17
Sides are 8 units, 15 units and 17 units
4. Four years ago, a father was 3 times as old as his son then was. In 8 years’
time, he will be twice as old as his son will be. Find their present ages.
Father’s age Son’s age
Now 𝑥 𝑦
4 years ago 𝑥−4 𝑦−4
8 years’ time 𝑥+8 𝑦+8

⇒ 𝑥 − 4 = 3(𝑦 − 4) ⇒ 𝑥 − 3𝑦 = −8 … . . (𝑖)
𝑥 + 8 = 2(𝑦 + 8) ⇒ 𝑥 − 2𝑦 = 8 … . . (𝑖𝑖) On solving; 𝑥 = 40, 𝑦 = 16

5. In a certain supermarket, a school bag costs 𝑏 shillings and a pair of shoes

costs 𝑠 shillings. Kato bought 3school bags and 2 pairs of shoes at
Shs103,000 and Tom bought 5 school bags and 1 pair of school shoes at
Shs132,000.

S.3 & S.4 MATHS Page 71

 Find the cost of
(i) a school bag (ii) a pair of shoes
For Kato; 3𝑏 + 2𝑠 = 103,000
For Tom; 5𝑏 + 𝑠 = 132,000
1 3𝑏 + 2𝑠 = 103,000
⌊
2 5𝑏 + 𝑠 = 132,000
3𝑏 + 2𝑠 = 103,000
−⌊
10𝑏 + 2𝑠 = 264,000
⇒ −7𝑏 = −161,000 ⇒ 𝑏 = 23,000
5 × 23,000 + 𝑠 = 132,000 ⇒ 𝑠 = 17,000
A school bag costs 𝑠ℎ. 23,000 and a pair of shoes costs 𝑠ℎ. 17,000

Exercise
1. Two quantities 𝑦 and 𝑥 are related by the equation 𝑦 = 𝑎 + 𝑏𝑥. When
𝑦 = 4, 𝑥 = 2 and when 𝑦 = 6, 𝑥 = 4. Find the values of 𝑎 and 𝑏.
[𝑏 = 1 𝑎 = 2]
2. A certain number formed of two digits is three times the sum of its digits. It
is also 45 less than the number formed by interchanging the digits.
Find the numbers. [2, and 7]
3. The lines 𝑎𝑥 + 2𝑦 = 3 and 𝑎𝑥 − 𝑏𝑦 = 5 intersect at(1,2). Find the values of
𝑎 and 𝑏. [𝑎 = −1, 𝑏 = 3]
4. Amooti bought three books and five pens at shs9,700. If he had bought
two books and eight pens, he would have spent shs900 less. Calculate the
cost of a
(i) book (ii) pen [2,400] [500]
5. At a meal, 38 guests will dine in a room where only 9 tables can fit. There
are two tables A and B. Type A takes six persons and B takes 4 persons.
If each table must be fully occupied, how many of each type should be set?
[A=1, B=8]
6. If log 𝑥 𝑦 = 2 and 𝑥𝑦 = 27 find the values of 𝑥 and 𝑦 [𝑥 = 3, 𝑦 = 9]
7. The student population in a mixed school is 600. On a particular day, one-
fifth of the boys and one-quarter of the girls attended a sports day.

S.3 & S.4 MATHS Page 72

 If 468 students were left behind, find how many more boys than girls
attended the meeting.
Hint: 𝑥 number of girls, 𝑦 is number of boys;
1 1
𝑥 + 𝑦 = 600, 𝑥 + 𝑦 = 600 − 468
4 5

8. Given that 𝑎2 − 𝑏2 = 63 and 𝑎 + 𝑏 = 21, find the values of 𝑎 and 𝑏.

[𝑎 = 12, 𝑏 = 9]
9. Two taxis, a Nissan and a Toyota transported students from Jinja to
Kampala. When the Nissan had made 3 journeys, the Toyota had made 4,
and they had transported 116 students together. When the Nissan had
made 2 journeys and the Toyota 5, they had transported 110 students. If
each journey made was at full capacity, find the capacity of each taxi.
[Nissan took 20, Toyota took 14 passengers]

S.3 & S.4 MATHS Page 73

 INVERSE VARIATION (PAPER 2)
1 𝑘
If 𝑦 varies inversely as 𝑥 𝑦 ∝ ⇒ 𝑦 =
𝑥 𝑥

Examples
1. Given that 𝑦 varies inversely as 𝑥 and that 𝑦 = 40 when 𝑥 = 3.
5
Find 𝑦 when 𝑥 =
2
𝑘
⇒𝑦=
𝑥
𝑘
𝑦 40 ? ⇒ 40 = ⇒ 120 = 𝑘
3

𝑥 3 5 ⇒𝑦=
120
𝑥
2
5
⇒ 𝑦 = 120 ÷ = 48
2

2. 𝑝 varies inversely as a square of 𝑥. When 𝑥 = 2, 𝑝 = 2, Find the value of

𝑥 when 𝑝 = 32
𝑘 𝑘
𝑝= ⇒2= ⇒𝑘=8
𝑥2 22
8
𝑝=
𝑥2
8
⇒ 32 = ⇒ 𝑥 2 = 0.25 ⇒ 𝑥 = ±0.5
𝑥2

3. The difference between the values of 𝑦 when 𝑥 = 6 and 𝑥 = 10 is 16. Given

that 𝑦 is inversely proportional to the square of 𝑥, find the equation
relating 𝑥 and 𝑦.
Let the values of 𝑦 be 𝑎, 𝑏 when 𝑥 = 6 and 𝑥 = 10 respectively.
⇒ 𝑎 − 𝑏 = 16 … . . (1)
𝑦 𝑎 𝑏
𝑘 𝑘
𝑦= ⇒𝑎= ⇒ 𝑘 = 36𝑎 … . (2) 𝑥 6 10
𝑥2 62
𝑘
And ⇒ 𝑏 = ⇒ 𝑘 = 100𝑏 … . (3)
102
25
From (2) and (3) ⇒ 𝑘 = 36𝑎 = 100𝑏 ⇒𝑎= 𝑏
9
25
In (1) ⇒ 𝑏 − 𝑏 = 16
9
144
⇒ 25𝑏 − 9𝑏 = 144 ⇒ 𝑏 = =9
16
900
Thus 𝑘 = 100 × 9 = 900 and 𝑦 =
𝑥2

S.3 & S.4 MATHS Page 74

Questions
1. Given that 𝑡 varies inversely as the cube of 𝑥 and 𝑡 = 8 when 𝑥 = 4, find the
value of 𝑥 when 𝑡 = 1. [𝑥 = 8]
2. It is given that 𝑦 is inversely proportional to 𝑥 3 and that 𝑦 = 250 when
𝑥 = 10, find the equation connecting 𝑥 and 𝑦. Hence find the value of 𝑦
when 𝑥 = 4.
3. In the table below, 𝑦 is known to be inversely proportional to 𝑥.

𝑦 𝑝 45 12
𝑥 5 8 𝑞

Find the values of 𝑝 and 𝑞.

JOINT VARIATION
𝑥 𝑘𝑥
If 𝑦 varies directly as 𝑥and inversely as 𝑑 𝑦 ∝ ⇒𝑦=
𝑑 𝑑

Examples
1. It is given that 𝐿 varies directly as 𝑐 and inversely as 𝑑. If 𝐿 = 4 when 𝑐 = 2
and 𝑑 = 25, find 𝐿 when 𝑐 = 6 and 𝑑 = 100.
𝑘𝑐
𝐿=
𝑑
2𝑘 50𝑐 50×6
4= ⇒ 𝑘 = 50 𝐿= thus 𝐿 = =3
25 𝑑 100

2. If 𝑧 varies jointly as the square of 𝑥 and as the square root of 𝑦.

If 𝑧 = 6 when 𝑥 = 3 and 𝑦 = 9, find the value of 𝑧 when 𝑥 = 9 and 𝑦 = 4.
⇒ 𝑧 = 𝑘𝑥 2 √𝑦
2 2 2
⇒ 6 = 𝑘32 √9 ⇒ 𝑘 = ⇒ 𝑧 = 𝑥 2 √𝑦 thus 𝑧 = × 92 √4 = 108
3 3 3

Exercise
1. 𝑦 varies as a square of 𝑥 and inversely as 𝑧. Also 𝑦 = 12 when 𝑥 = 6 and
𝑧 = 9. Find 𝑦 when 𝑥 = 10 and 𝑧 = 12.
𝑘𝑦 2
2. 𝑥, 𝑦 and 𝑧 are connected by the relation 𝑥 = where 𝑘 is a constant.
𝑧

Given that 𝑥 = 6 when 𝑦 = 1000 and 𝑧 = 9, find the value of 𝑧 when 𝑥 = 2

and 𝑦 = 5. Give your answer in standard form.
3. 𝑅 varies jointly as 𝑥 2 and the square root of 𝑦 and 𝑅 = 6 when 𝑥 = 3 and
𝑦 = 169. Find the value of 𝑅 if when 𝑥 = 5 and 𝑦 = 114.

S.3 & S.4 MATHS Page 75

PARTIAL VARIATION
Illustrations
 If 𝑦 varies directly as 𝑥and partially as a constant ⇒ 𝑦 = 𝑘𝑥 + 𝑐
 If 𝑦 varies partially as 𝑥 and partially as a square of 𝑥 ⇒ 𝑦 = 𝑘𝑥 + 𝑐𝑥 2
𝑐
 If 𝑦 varies partially as 𝑥 and partially inversely as 𝑥 ⇒ 𝑦 = 𝑘𝑥 +
𝑥

Examples
1. Given that 𝑦 varies partly as 𝑥 and partly as the square of 𝑥. It is also given
1
that 𝑦 = 3 when 𝑥 = 1 and that 𝑦 = 5 when 𝑥 = . Find the value of 𝑦 when
2
1
𝑥=1 .
2

⇒ 𝑦 = 𝑘𝑥 + 𝑐𝑥 2
1 1 2 1 1
⇒ 3 = 𝑘 + 𝑐 … … … . (𝑖) and ⇒ 5 = 𝑘+𝑐( ) ⇒5= 𝑘+ 𝑐
2 2 2 4

⇒ 20 = 2𝑘 + 𝑐 … … … . . (𝑖𝑖)
Solving the two equations simultaneously; 𝑘 = 17, 𝑐 = −14
⇒ 𝑦 = 17𝑥 − 14𝑥 2
3 3 2
⇒ 𝑦 = 17 × − 14 ( ) = −6
2 2
1
Therefore 𝑦 = −6 when 𝑥 = 1 .
2

2. The daily cost per child in a family is partly constant and partly inversely
proportional to the number of children in the family. In a family, the cost of
10 children is Sh3500 and for a family of 20 children is Shs3000. Find the
cost per child for a family of
(a) 𝑛 children
(b) 50 children
Let 𝑛 be the number of children in a family and 𝑦 be the cost per
child in a family.
𝑘
(𝑎 ) 𝑦 = 𝑐 + ; 𝑐 and 𝑘 are constants to be found.
𝑛
𝑘
3500 = 𝑐 + ⇒ 10𝑐 + 𝑘 = 35,000 … . . (1)
10
𝑘
And 3000 = 𝑐 + ⇒ 20𝑐 + 𝑘 = 60,000 … . . (2)
20

20𝑐 + 𝑘 = 60,000
−⌊ ⇒ 10𝑐 = 25,000 ⇒ 𝑐 = 2,500
10𝑐 + 𝑘 = 35,000
In (1) ⇒ 10 × 2500 + 𝑘 = 35,000 ⇒ 𝑘 = 10,000

S.3 & S.4 MATHS Page 76

 10,000
Thus 𝑦 = 2,500 +
𝑛
10,000
(𝑏) 𝑦 = 2,500 + = 2,700
50

∴ A family of 50 children spends 𝑠ℎ2,700 per child.

3. The monthly expenditure on food was studied and was found to be in two
parts; a constant expenditure and another part varying as the square of the
number of children in the family. A family of 3 children needed shs19,000
while that of 5 children needed shs31,000.
(a) Write down an expression for the total expenditure on food E spent per
month by a family of 𝑛 children.
(b) What is the monthly food expenditure for
(i) A childless family
(ii) A family with 4 children?
(c) How many children are needed in a family which needs an average food
expenditure of shs39,250 per month.
𝐸 = 𝐶 + 𝑘𝑛2 ; C and k are constants o be found.
⇒ 19,000 = 𝐶 + 32 𝑘 ⇒ 19,000 = 𝐶 + 9𝑘 … . . (1)
And 31,000 = 𝐶 + 52 𝑘 ⇒ 31,000 = 𝐶 + 25𝑘 … . . (2)
From (1) and (2)
𝐶 + 25𝑘 = 31,000
−⌊ ⇒ 16𝑘 = 12,000 ⇒ 𝑘 = 750
𝐶 + 9𝑘 = 19,000
⇒ 19,000 = 𝐶 + 9 × 750 ⇒ 𝐶 = 19,000 − 6,750 = 12,250
⇒ 𝐸 = 12,250 + 750𝑛2
(𝑏)(𝑖) for a childless family, 𝑛 = 0 ⇒ 𝐸 = 12,250 + 750 × 0 = 12,250
(𝑖𝑖) when 𝑛 = 4, ⇒ 𝐸 = 12,250 + 750 × 42 = 𝑠ℎ24,250
(𝑐 ) If 𝐸 = 39,250, ⇒ 39,250 = 12,250 + 𝑛2
⇒ 750𝑛2 = 27,000 ⇒ 𝑛2 = 36 ⇒ 𝑛 = √36 = 6
6 children are needed in this family of such expenditure.
4. The marks 𝑀 in percentage a student gets in an exam is partly constant
and partly inversely to the number 𝑛 of times of dodging made in a term.
Given that 𝑛 = 10 when 𝑀 = 30 and 𝑛 = 4 when 𝑀 = 60.
Find the minimum number of times a student dodges in order to get the
highest mark.

S.3 & S.4 MATHS Page 77

 𝑘
𝑀 = 𝐶 + where 𝐶 and 𝑘 are constants to be found.
𝑛
𝑘
⇒ 30 = 𝐶 + ⇒ 300 = 10𝐶 + 𝑘 … . . (1)
10
𝑘
And 60 = 𝐶 + ⇒ 240 = 4𝐶 + 𝑘 … . . (2)
4

From (1)and (2) 𝐶 = 10 𝑎𝑛𝑑 𝑘 = 200

200
⇒ 𝑀 = 10 +
𝑛
200 200
To get the highest mark 𝑀 = 100; ⇒ 90 = ⇒𝑛= = 2.22 ≈ 2
𝑛 90

Minimum number of times of dodging is 2.

Questions
1. The cost C of running a cooperative marketing society for cotton is partly
constant and partly directly as the number of full members 𝑚 in that
society. If the society consists of 500 members, the cost is shs.8,000 while
the cost of running a society of 60 members is shs.9,000. Find how much it
costs to run a society of 1000 members. [𝑆ℎ𝑠13,000]
2. The cost C of operating a day school for one day is partly constant and
partly varies as the number of students, n. It costs shs 40,000 to run the
school when there are 500 students and shs 64,000 when there are 900
students.
(a) Form an equation of the cost C and the number of students
(b) What would be the cost of running the school when there are 700
students?
(c) If the cost of running the school is shs 82,000 per day, how many
students are in the school?

O’ LEVEL MATHS Page 78

 BUSINESS MATH 2 (PAPER 2)
COMPOUND INTEREST
𝑟 𝑡
Money accumulated or paid back 𝑃 = 𝑃0 (1 + ) where 𝑃0 is the money
100

deposited or borrowed, 𝑟 rate of interest and 𝑡 is the time taken.

Examples
1. Mr. Bossa invested Sh60,000 at a compound interest rate of 5% per annum.
How much will he have at the end of three years?
5 3
𝑃 = 𝑃0 (1 + 𝑟)𝑛 = 60,000 (1 + ) = 60,000(1.05)3 = 𝑠ℎ69,457.5
100

He will have 𝑠ℎ69,457.5after 3 years.

2. Ali deposited sh. 56,000 in a bank at a compound interest of 15% per
annum. Find the amount of money he had in the bank after two years.
15 2
𝑃 = 𝑃0 (1 + 𝑟)𝑛 = 56,000 (1 + ) = 56,000(1.15)2 = 𝑠ℎ74,060
100

He had 𝑠ℎ74,060 after 2 years

3. Mr. Kapere deposited Sh2.421millions in his savings account at a
compound interest of 8.5% p. a. Determine how many years his money will
take to accumulate to Sh2.85millions.
𝑃 = 𝑃0 (1 + 𝑟)𝑛 ⇒ log 1.1772 = log(1.085)𝑛
8.5 𝑛 ⇒ log 1.1772 = 𝑛 log 1.085
⇒ 2.85 = 2.421 (1 + )
100
log 1.1772
2.85 ⇒𝑛= = 1.9997 ≈ 2
= (1.085 )𝑛 log 1.085
2.421

⇒ 1.1772 = (1.085)𝑛
His money accumulates to 𝑠ℎ2.85million in about 2 years
4. A company borrowed Sh14.85 million to boost its business. The bank rate
is 12% compound interest per annum. The company has to repay the loan
and interest within two years. It is to repay these bank dues in six equal
installments.
Calculate the
(i) total amount of money the company paid to the bank
(ii) interest the company paid to the bank
(iii) amount of money the company paid per installment.

S.3 & S.4 MATHS Page 79

 12 2
(𝑖)𝑃 = 𝑃0 (1 + 𝑟)𝑛 = 14.85 (1 + ) = 14.85(1.12)2 = 𝑠ℎ18.62784
100

The company paid 𝑠ℎ18.62784million

(𝑖𝑖) Interest paid = 18.62784 − 14.85 = 𝑠ℎ3.77784 million
𝑠ℎ18.62784
(𝑖𝑖𝑖) Amount paid per installment = = 𝑠ℎ3.10464
6

5. Lwanga and Okot were each given Ush980,000 at the beginning of 1999.
Lwanga exchanged his money to United states dollars and then banked it
on his foreign currency account at a compound interest of 2% p. a. Okot
banked his money without exchanging it, at a compound interest of 12% p.
a. The exchange rate in 1999 and 2000 were 𝑈𝑠ℎ1,250 and 𝑈𝑠ℎ1,500 to a
dollar respectively. If Okot withdrew Ush120,000 at the end of 2000;
(i) Calculate the amount on money (in Ushs) each man had in the bank at
the end of 2000.
(ii) Who had more money and by how much?

Lwanga Okot
1999 1,250𝑈𝑠ℎ = 1$ 980,000𝑈𝑠ℎ
980,000
⇒ 980,000𝑈𝑠ℎ = = 784$
1,250

End of 2 1 12 1
𝑃 = 784 (1 + ) = 799.68$ 𝑃 = 980,000 (1 + )
100
1999 100
= 1,097,600𝑈𝑠ℎ
2000 1$ = 1,500𝑈𝑠ℎ 1,097,600𝑈𝑠ℎ
⇒ 799.68$ = 799.68 × 1,500
= 1,199,520𝑈𝑠ℎ
1 1
End of 2 2
𝑃 = 1,199,520 (1 + ) 𝑃 = 1,097,600 (1 + )
100 100
2000
= 1,223,510.4𝑈𝑠ℎ = 1,229,312𝑈𝑠ℎ

A the end of 2000, Lwanga had 1,223,510.4𝑈𝑠ℎ while

Okot had 1,229,312 − 120,000 = 1,109,312𝑈𝑠ℎ since he made a
withdrawal of 120,000𝑈𝑠ℎ.

O’ LEVEL MATHS Page 80

6. At the beginning of a year 2000 a customer deposited sh. 1,900,000 in a
bank which offers a compound interest rate of 2.75% per four months.
Find how much interest he earned at the end of the year.
In a year there are three installments of 4 months. He will have
2.75 3
𝑃 = 1,900,000 (1 + ) = 𝑠ℎ2,061,100.139
100

Interest earned = 2,061,100.139 − 1,900,000 = 𝑠ℎ161,100.139

≈ 𝑠ℎ161,100.

DEPRECIATION AND APPRECIATION

Depreciation is the loss of value of an item after time 𝑡.
New value of an item = initial value − depreciation
𝑟 𝑡
Or new value is obtained from 𝑃 = 𝑃0 (1 − )
100

Appreciation is the increase in value of an item after time 𝑡.

New value of an item = initial value + appreciation
𝑟 𝑡
Or new value is obtained from 𝑃 = 𝑃0 (1 + )
100

Examples
1. A farmer bought a machine at Sh2,200,000. If the machine depreciates at
the rate of 15% per annum, find the value of the machine after two years
15
After 1st year, Depreciation = × 𝑆ℎ2,200,000 = 𝑠ℎ. 330,000
100

New value of 𝑆ℎ2,200,000 − 𝑠ℎ. 330,000 = 1,870,000

15
After 2nd year, Depreciation = × 𝑆ℎ1,870,000 = 𝑠ℎ. 280,500
100

New value of 𝑆ℎ1,870,000 − 𝑠ℎ. 280,500 = 1,870,000 = 𝑠ℎ1,589,500

Value of the machine is 𝑠ℎ1,589,500 after 2 years.

Alternatively
15 2
New value 𝑃 = 𝑃0 (1 − 𝑟)𝑛 = 2,200,000 (1 − ) = 2,200,000(0.85)2
100

= 𝑠ℎ1,589,500
Value of the machine is 𝑠ℎ1,589,500 after 2 years.

O’ LEVEL MATHS Page 81

2. Calculate the value of machinery that cost £120 and has depreciated at
10% p.a for 7 years.
10 7
Value of the machine = £120 (1 − ) = £120 × 0.97 = £57.4
100

3. In a show room, the price of a car is given by Ush5,800,000. During a sale, a

discount of 15% is allowed.
(a) How much does a customer pay for the car?
(b) After the car has been bought, its value depreciates by 25% in the first
year and by 20% during the second year. Find the price of the car after
(i) one year
(ii) two years
100−15
(𝑎)Customer pays = × 5,800,000 = 𝑠ℎ4,930,000
100

25 1
(𝑏)(𝑖) Price of the car = 4,930,000 (1 − ) = 4,930,000(0.75)1
100

= 𝑠ℎ3,697,500
20 1
(𝑖𝑖) Price of the car = 3,697,500 (1 − ) = 3,697,500(0.8)1
100

= 𝑠ℎ2,958,000

HIRE PURCHASE
If an item is expensive to buy by cash, a deposit/down payment is made and
then other payments/installments are made on agreed conditions.
Money paid by hire purchase = deposit + installments

Example
1. Joyce pays for a car on hire purchase in 15 monthly installments. Given that
the normal price of the car is$4000 and the interest rate of 10% p. a and
she has to pay an initial payment of $1000, find her monthly repayments
Balance to pay = $(4,000 − 1,000) = $3,000
Since interest is per year, time to pay for the car,
𝑡 = 15𝑚𝑜𝑛𝑡ℎ𝑠 = 1.25𝑦𝑒𝑎𝑟𝑠
10
Interest earned 3,000 × × 1.25 = $375.
100

After the period she will have paid $3,000 + $375 = $3,375
3,375
Monthly repayments = $ = $225
15

O’ LEVEL MATHS Page 82

2. A pick-up van can be bought by cash at Sh8,750,000 or be bought by hire
purchase paying a 25% deposit of the cash price and 12monthly
installments of Sh600,000 per month.
Calculate the
(i) cost of the pick-up by hire purchase
(ii) extra money paid for the pick-up by hire price purchase than by
cash.
25
Deposit = × 8,750,000 = 𝑠ℎ2,187,500,
100

Total installments of 600,000 × 12 = 𝑠ℎ7,200,000

(𝑖) Cost of the pick-up = 2,187,500 + 7,200,000 = 𝑠ℎ9,387,500
(𝑖𝑖) Extra money paid by hire purchase = 9,387,500 − 8,750,000
= 𝑠ℎ637,500
3. The advertisement of a photocopier is as follows:
Get yourself a photocopier cheaply while stocks last.
Terms:
Cash at Ushs 960,000 or
Hire purchase: deposit 15% of marked price and pay
either Ush75,000 weekly for 12 weeks or
Ush245,000 monthly for 4months
Calculate;
(i) the savings a customer would make by buying the photocopier on cash
terms rather than through weekly hire price
(ii) the percentage profit made on monthly purchase, if the wholesale cost
of a photocopier is 17.5% below the cash price.

15
(𝑖) Deposit = × 960,000 = 𝑠ℎ144,000
100

Total weekly installments = 75,000 × 12 = 𝑠ℎ900,000

Total money paid = 144,000 + 900,000 = 𝑠ℎ1,044,000
Savings one would make are 1,044,000 − 960,000 = 𝑠ℎ84,000
100−17.5
(𝑖𝑖) Wholesale cost = × 960,000 = 𝑠ℎ792,000
100

Total monthly installments 245,000 × 4 = 𝑠ℎ980,000

15
Total money paid = × 792,000 + 980,000 = 𝑠ℎ1,098,800
100

O’ LEVEL MATHS Page 83

 Profit made = 1,098,800 − 792,000 = 𝑠ℎ306,800
306,800
Percentage profit = × 100% = 38.7%
792,000

4. A motor company had an advertisement as follows

EASY TERMS ON SALOON CARS MADE IN JAPAN.
CASH VALUE: SH48.5MILLION
CASH DISCOUNT: 8% OF CASH VALUE
HIRE PURCHASE: DEPOSIT 60% OF CASH VALUE AND
PAY 7MILLION PER MONTH FOR
3 MONTHS
Calculate the saving Chris would make if he bought the vehicle by paying
cash rather than by hire purchase.
60
Money paid by hire purchase = × 4.85 + 7 × 3 = 𝑠ℎ50.1million
100
100−8
Money paid by cash= × 4.85 = 𝑠ℎ44.62 𝑚𝑖𝑙𝑙𝑖𝑜𝑛
100

Saving to be made = 50.1 − 44.62 = 5.48 𝑚𝑖𝑙𝑙𝑖𝑜𝑛

TAXATION

Tax is paid depending on how much one earns.

1. Gross income (G.I); this is an annual or monthly income
2. Income tax; this is the tax payable
Income tax = Tax rate × amount exceeding a stated category
3. Taxable income; amount on which tax is deducted
Taxable income = G.I − allowances
P.T.A or top-up allowance is a teacher’s earning and is added to his G.I to
obtain total G.I
4. Net pay; amount received after tax deduction = G.I − income tax

Examples
1. Abdul’s salary is shs.400,000 per month. He pays an income tax of 30% per
month. How much is Abdul’s net income per month?
30
Tax paid = × 400,000 = 𝑠ℎ120,000.
100

Net pay = 400,000 − 120,000 = 𝑠ℎ280,000

O’ LEVEL MATHS Page 84
 (100−30)
Alternatively; Net pay = × 400,000 = 𝑠ℎ280,000.
100

2. In URA, the tax earned income is calculated as:

The first shs.120,000 is tax free and the remaining income is taxed at 25%.
Find the tax payable on an earned income of
(a) Shs.100,000 (b) Shs.440,000.

(𝑎)No tax is payable since his income of 100,000 < 120,000

25
(𝑏)Taxed to be paid = 120,000 × 0% + × (440,000 − 120,000)
100

= 𝑠ℎ8,000
3. The income tax rates of a certain country are as follows
Find the income of an employee who pays shs385,200 of tax.

Income (sh) Tax rate (%)

0 − 394,000 tax free
394,001 − 694,000 30
above 694,001 36

Let the income tax be 𝑥 . Tax free = 𝑠ℎ394,000

Amount per category Amount remaining

1st 394,000 𝑥 − 394,000
0
Tax = 394,000 × =0
100

2nd 300,000 𝑥 − 394,000 − 300,000

30
Tax = 300,000 × = 90,000 = 𝑥 − 694,000
100

(this is less than tax paid shs385,200)

Go to 3rd category
36
Tax = (𝑥 − 694,000) × = 0.36𝑥 − 249840 0
100

Total income tax = 90,000 + 0.36𝑥 − 249840 = 385,200

⇒ 0.36𝑥 + 159,840 = 385,200
⇒ 0.36𝑥 = 545,040
⇒ 𝑥 = 1,514,000 The employee earned 𝑠ℎ1,514,000.

O’ LEVEL MATHS Page 85

4. In an organization, the following allowances are not taxed
Housing shs.65,000 per month, Insurance shs.120,000 per annum
Electricity shs.20,000 per month, Medical shs.180,000 per annum
Transport shs.40,000 per month
Below is the tax structure for the organization

Taxable income (Shs) Rate (%)

0 – 150,000 0
150,001 – 300,000 10
300,001 – 500,000 15
500,001 – 750,000 20
Above 750,000 30

Given that Mr. Kato paid sh.64,900 of tax, find Kato’s gross monthly income

Let Kato’s gross monthly be x

120,000 180,000
Total allowances = 65,000 + + 20,000 + + 40,000
12 12

=shs.150,000
Tax free =shs.150,000
Taxable income = 𝑥 − 150,000

Tax to be paid Amount remaining

0
1st ; tax = × 150,000 = 0 𝑥 − 150,000 − 150,000
100
= 𝑥 − 300,000
10
2nd ; tax = × 150,000 = 15,000 𝑥 − 300,000 − 150,000
100
= 𝑥 − 450,000
15
3rd; tax = × 200,000 = 30,000 𝑥 − 450,000 − 200,000
100
= 𝑥 − 650,000
Checkup: Total tax = 45,000
which is less than 64,900; Go to
next category

S.3 & S.4 MATHS Page 86

 20
4th; tax = × 250,000 = 50,000 0
100

Checkup: Total tax = 95,000

which exceeds 64,900) ignore
50,000
Thus rest (𝑥 − 650,000)
20
3rd; tax = × (𝑥 − 650,000)
100

= 0.2𝑥 − 130,000

Total tax paid 45,000 + 0.2𝑥 − 130,000 = 64,900

0.2𝑥 = 64,900 + 130,000 − 45,000 0.2𝑥 = 149,900 𝑥 = 749,500
Therefore Kato’s gross monthly is shs.749,500.

5. In a certain country, Income tax is compiled after deducting the following

allowances.

TYPE OF ALLOWANCE AMOUNT(Ush)

Marriage 10,000
Single 4,000
Each child above 10 but below 20 years 3,000
Each child under 10 years 2,000

Omoja is married with 3 children, 2 below ten years of age and other child
12 years old. Mbili is single but has two dependents aged 11 and 15 years.
Each month Omoja and Mbili earn a gross income of 130,000 and 120,000
respectively.
The Income tax is calculated as follows:

Ush Tax rate (%)

𝐼𝑠𝑡 01 − 10,000 20
10,001 − 50,000 15
Rest 50,000 and above 10

(a) Calculate the:

(i) taxable income for Omoja and Mbili

S.3 & S.4 MATHS Page 87

 (ii) income tax for Omoja and Mbili
(a) Express the total income tax for each man as a percentage of their

respective taxable incomes.

(𝑎) Total allowances for Omoja = 10,000 + 2 × 2,000 + 3,000 = 𝑠ℎ17,000

Total allowances for Mbili = 4,000 + 2 × 3,000 = 𝑠ℎ10,000
(𝑖)Taxable income for Omoja = 130,000 − 17,000 = 𝑠ℎ113,000
Taxable income for Mbili = 120,000 − 10,000 = 𝑠ℎ110,000

Omoja’s taxable income = 𝑠ℎ113,000 Mbili’s taxable income = 𝑠ℎ110,000

Per category Remaining Per category Remaining
1st 10,000 𝑠ℎ113,000 1st 10,000 𝑠ℎ110,000
20 −10,000 20 −10,000
Tax = 10,000 × 100 Tax = 10,000 × 100

= 2,000 = 103,000 = 2,000 = 100,000

2nd 40,000 𝑠ℎ103,000 2nd 40,000 𝑠ℎ100,000

15 −40,000 15 −40,000
Tax = 40,000 × 100 Tax = 40,000 × 100

= 6,000 = 63,000 = 6,000 = 60,000

Rest 63,000 0 Rest 60,000 0

10 10
Tax = 63,000 × 100 Tax = 60,000 × 100

= 6,300 = 6,000

(𝑖𝑖)Income tax for Omoja = 2,000 + 6,000 + 6,300 = 𝑠ℎ14,300

Income tax for Mbili = 2,000 + 6,000 + 6,000 = 𝑠ℎ14,000
14,300
(𝑏)Omoja; percentage = × 100% = 12.65%
113,000
14,000
Mbili; percentage = × 100% = 12.73%
110,000

S.3 & S.4 MATHS Page 88

6. The table below shows tax structure on taxable income of employees of a
certain industry.

Income (sh) per month Tax rate (%)

18,001 − 36,000 8.75
36,001 − 54,000 12.50
54,001 − 72,000 18.00
72,001 − 108,000 24.50
108,001 − 180,000 30.00
above 180,000 40.00

An employee earns sh425,000 a month and is allowed the following

- Transport and lunch shs45,000 per month
- Housing shs80,000 per month
- Water and electricity shs21,000 per month
- Annual medical shs900,000
1 𝑡ℎ
- Marriage of monthly income
20

The employee is allowed a family allowance for any three of the children
according to the age distribution below

Age Amount (sh)

0 − 12 6,000
13 − 18 4,500
19 − 21 2,500

Given that this employee has a family of 5 children with the older child
aged 22, the other 15 years and the rest aged between 2 and 12 years.
(a) Calculate the employee’s
(i) total monthly allowances
(ii) taxable income
(iii)income tax
(b) Determine the percentage of the employee’s income that goes to tax.

S.3 & S.4 MATHS Page 89

 (𝑎) Choosing children

Age Amount (sh) No. of children Allowance

0 − 12 6,000 3 18,000
13 − 18 4,500 1 4,500
19 − 21 2,500 0 0
Above 0 1 0

In order to pay a less tax children with big allowance are selected
(𝑖)Total allowances
900,000 425,000
= 45,000 + 80,000 + 21,000 + + + 3 × 6,000
12 20

= 𝑠ℎ260,250
Tax free = 18,000
⇒Taxable income = 425,000 − 260,250 = 𝑠ℎ164,750

Amount per category Amount remaining

1st 18,000 164,750 − 18,000 = 𝑠ℎ146,750
0
Tax = 18,000 × =0
100

2nd 18,000 146,750 − 18,000 = 128,750

8.75
Tax = 18,000 × = 1,575
100

3rd 18,000 128,000 − 18,000 = 110,750

12.5
Tax = 18,000 × = 2,250
100

4th 18,000 110,750 − 18,000 = 92,750

18
Tax = 18,000 × = 3,240
100

5th 36,000 92,750 − 36,000 = 56,750

24.5
Tax = 36,000 × = 8,820
100

Rest 56,750
30
Tax = 56,750 × = 10,725
100

(𝑖𝑖)Total income tax = 1,575 + 2,250 + 3,240 + 8,820 + 10,725

= 𝑠ℎ32,910
32,910
(𝑏)Percentage tax = × 100% = 7.7%
425,000

S.3 & S.4 MATHS Page 90

Exercise
1. An employee is taxed on his monthly income as follows

Income (sh) p.a Tax rate (%)

0 − 120,000 0
120,000 − 205,000 10
205,000 − 280,000 20
Over 280,000 30

Sarah earns sh.450,000 per month, how much does she actually receive?
[ 375,500 ]
2. The table below shows how tax is levied on taxable income of working
citizens in a country

Income (sh) p.a Tax rate (%)

First 80,000 7.5
Next 80,000 12.5
Next 80,000 20.0
160,001 − 240,000 30.0
240,001 − 320,000 36.0
320,001 − 480,000 45.0
Over 480,000 52.6

A man’s gross annual income is sh.964,000. His allowances include

- Housing sh.14,500 per - Medical sh.50,700 annually
month - Transport sh.10,000 per month
- Marriage one – tenth of his - Insurance premium p.a is
annual gross income sh68,900
- Family allowance for up to four children as follows
 Sh.3,400 for each child above 18 years
 Sh.4,200 for each child above 10 years but below 18 years
 Sh.5,400 for each child below 9 years
Given that he has a family of five children with the three of them below 8
years, one of them 16 years and the eldest child is 20 years.

S.3 & S.4 MATHS Page 91

 Determine
(i) his taxable income
(ii) the income he pays annually as percentage of his gross annual
income [433,600, 10.36%]
3. In a certain school, a teacher’s salary includes the following allowances
- Legally married teacher - P.T.A sh. 300,000
sh.50,000 - Head of department/subject
- Each child under 10 years sh.30,000
sh.10,000 - Class teacher sh.20,000
- Each child above 10 years - House master/mistress sh.20,000
sh.5,000 - Un married teacher sh.20,000
Mr. Mugisha and Ofuti are senior teachers in this school. Mr. Mugisha is
married with two children under 10 years and one child above 10 years. He
is a class teacher and a head of Math department.
Mr. Ofuti is single but has two children under 10 years and is also a house
master and a class teacher.
Their gross incomes at the end of the month are subjected to PAYE (pay as
you earn) which has the following rates.
For the first sh.250,000 taxable income, tax is 20% while the rest is taxed at
15%.
At the end of the month Mr. Mugisha’s gross income is sh.750,000 and Mr.
Ofuti’s gross income is sh600,000
Calculate
(i) taxable income for each teacher
(ii) tax paid by each teacher
(iii)tax paid as a percentage of the gross income for each teacher.
Hint: P.T.A is added to gross since every teacher is entitled to P.T.A
[Mugisha : 925,000 ;151,250; 14.4% Ofuti: 820,000; 135,500; 15.1% ]

S.3 & S.4 MATHS Page 92

4. The table below shows the tax structure on taxable income of a certain
working class of people.

Income (sh) per month Tax rate (%)

0 − 30,000 10
30,001 − 90,000 16.5
90,001 − 190,000 23.5
190,001 − 340,000 32.0
340,001 − 500,000 40.0
Over 500,000 49.5

An employee earns sh.750,000 monthly. His allowances include

- Marriage one – fifth of his gross - Relief and insurance sh.15,000
monthly per month
- Water and electricity sh.15,000 - Housing sh.40,000 per month
per month - Transport sh.36,000 per month
- Children of 0 to 10 years sh.6,000 per child, between 10 and 18 years sh.
8,000 per child, over 18 years sh.10,000 per child
(a) Calculate the employee’s taxable and income tax given that she has 3
children; two of whom are aged between 0 and 10 years and the other is
13 years.
(b) What percentage of her gross income goes to tax?
[474,000; 138,000; 18.4%]

S.3 & S.4 MATHS Page 93

 PROBABILITY (PAPER 1)

Probability of an event is the chance of the event occurring and is given by

𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑤𝑎𝑦𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑒𝑣𝑒𝑛𝑡 𝑐𝑎𝑛 𝑜𝑐𝑐𝑢𝑟
Probability =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠

Examples
1. A box contains 5 red balls and 4 blue balls. If a ball is picked at random,
find the probability that it is red?
Let R be an event “a red ball is selected” Let B be an event “a blue
ball is selected”
𝑛(𝑅) 5 5
𝑛(𝑅) = 5, 𝑛(𝐵) = 4 ⟹ 𝑝(𝑅) = = =
𝑛(𝑆) 5+4 9

2. A box contains 𝑥 red balls and (𝑥 − 8) blue balls. The probability of

drawing at random a red ball is 0.75. Find the number of balls in a bag.
Number of balls = 𝑥 + 𝑥 − 8 = 2𝑥 − 8
𝑥
⟹ 𝑝 (𝑅 ) = = 0.75
2𝑥−8

⟹ 𝑥 = 1.5𝑥 − 6
⟹ 0.5𝑥 = 6
⟹ 𝑥 = 12
Number of ball in a bag is 2 × 12 − 8 = 16
3. A number is chosen from the numbers 1 to 9. Find the probability that the
number chosen is a triangle number.
Sample space 𝑆 = {1,2,3,4,5,6,7,8,9}
3 1
Triangular numbers 𝑇 = {1,3,6} ⟹ 𝑝(𝑇) = =
9 3

4. A three digit number is formed using each of the digits 2, 4 and 6 only
once.
(i) List the possible numbers that are formed.
(ii) Calculate the probability that the number formed is greater than 430.
(𝑖)𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑝𝑎𝑐𝑒 𝑆 = {246, 264, 462, 426, 624, 642}
(𝑖𝑖) Number is greater than 430 = {462, 624, 642}
3 1
⟹ 𝑝(𝑛𝑢𝑚𝑏𝑒𝑟 𝑖𝑠 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛 ) = =
6 2

S.3 & S.4 MATHS Page 94

Rules
1. 0 ≤ 𝑝𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 ≤ 1;
It is zero if we are certain that the event can’t occur and it is one if we are
certain that the event will occur.
2. 𝑝(𝐴) + 𝑝(𝐴̅ ) = 1; 𝐴̅ is an event of A not occurring.
3. 𝑝(𝐴 ∩ 𝐵) = 𝑝(𝐴) × 𝑝(𝐵) [AND rule] for independent events i.e occurrence
of A does not affect occurrence of B.
4. 𝑝(𝐴 ∪ 𝐵) = 𝑝(𝐴) + 𝑝(𝐵) − 𝑝(𝐴 ∩ 𝐵) [OR rule] for two intersecting events.
5. 𝑝(𝐴 ∪ 𝐵) = 𝑝(𝐴) + 𝑝(𝐵) for mutual exclusive events i.e when one event
occurs, the other does not occur 𝑝(𝐴 ∩ 𝐵) = 0.

Examples
1. A coin has two faces; court of arms (C) and fish (F). What is the probability
that
(i) a fish appears on top?
(ii) a fish or court of arms appears?

1
(i) 𝑝(𝐹 ) = ,
2
1
(ii) 𝑝(𝐶 ) = , 𝑝(𝐹 ∩ 𝐶 ) = 0 Since F and C can’t appear at the same time
2
1 1
𝑝 (𝐹 ∪ 𝐶 ) = 𝑝 (𝐹 ) + 𝑝 (𝐶 ) − 𝑝 (𝐹 ∩ 𝐶 ) = + − 0 = 1
2 2

2. A die is tossed once. What is the

(i) sample space;
(ii) probability that a prime number or odd number appears on top?
(i) Sample space 𝑆 = {1,2,3,4,5,6}
(ii) Let A be an event “a prime number is selected”
3 1
𝐴 = {2,3,5} ⟹ 𝑝(𝐴) = =
6 2

Let B be an event “an odd number is selected”

3 1 2 1
𝐵 = {1,3,5} ⟹ 𝑝(𝐵) = = 𝐴 ∩ 𝐵 = {3,5} ⟹ 𝑝(𝐴 ∩ 𝐵) = =
6 2 6 3
1 1 1 2
𝑝(𝐴 𝑜𝑟 𝐵) = 𝑝(𝐴 ∪ 𝐵) = 𝑝(𝐴) + 𝑝(𝐵) − 𝑝(𝐴 ∩ 𝐵) = + − =
2 2 3 3

S.3 & S.4 MATHS Page 95

3. Two dice are thrown together. Find the probability that they will show
(i) the same number
(ii) number greater than 2
(iii)sum of numbers on top is 6

A table of possibilities is drawn

1 2 3 4 5 6
1 1,1 1,2 1,3 1,4 1,5 1,6
2 2,1 2,2 2,3 2,4 2,5 2,6
3 3,1 3,2 3,3 3,4 3,5 3,6
4 4,1 4,2 4,3 4,4 4,5 4,6
5 5,1 5,2 5,3 5,4 5,5 5,6
6 6,1 6,2 6,3 6,4 6,5 6,6

(i) Same number on top = {(1,1) , (2,2), (3,3), (44), (5,5), (6,6)}
6 1
⟹ 𝑝(𝑠𝑎𝑚𝑒 𝑛𝑢𝑚𝑏𝑒𝑟) = =
36 6
12 1
(ii) In the same way, 𝑝( 𝑛𝑢𝑚𝑏𝑒𝑟 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛 2) = =
36 3
5
(iii) 𝑝( 𝑠𝑢𝑚 𝑜𝑛 𝑡𝑜𝑝 𝑖𝑠 6) =
36

4. A fair die with faces marked 1,2,3….6 and a fair coin with one side showing
a court of arms (C) and the other side a fish (F) are tossed together at once.
a. Construct a possibility space showing all the possible outcomes.
b. Find the probability that a six and fish will show up.
Solution

1 2 (a)
3 4 5 6
C C,1 C,2 C,3 C,4 C,5 C,6
F F,1 F,2 F,3 F,4 F,5 F,6

1
𝑝(6 𝑎𝑛𝑑 𝐹 ) =
12

S.3 & S.4 MATHS Page 96

5. In a certain game, a die and a coin are each thrown and tossed once
respectively. One side of the coin is labelled T(tail) and the other H(head).
The number which appears on the upper face of the die is the players’
score. In addition, if a tail appears the player receives a score of 4 and a
score of 6 when a head appears. The score obtained by tossing a coin is
divided by the score obtained by throwing a die. If this quotient is a prime
number a player takes the first prize. A player takes the second prize if the
quotient is a recurring decimal and a third prize if the quotient is a
triangular number.
Copy and complete the table below giving the possibility space of the
game
Score on die 1 1 6 6
Score on coin 4 6
Quotient 4 6
Find the probability that a player wins
(i) the first prize
(ii) the second prize
(iii)the third prize
(iv) none of the prizes given that there are only three prizes.

Score on die 1 1 2 2 3 3 4 4 5 5 6 6
Score on coin 4 6 4 6 4 6 4 6 4 6 4 6
3 4 2 1 3 4 6 2 1
Quotient 4 6 2
3 2 5 5 3
1
(i) p(first prize) =
4
2 1
(ii) p(second prize) = =
12 6
4 1
(iii) p(third prize) = =
12 3
4 1
(iv) p(none of the prizes) = =
12 3

S.3 & S.4 MATHS Page 97

Questions
1. Two fair coins are tossed once.
(a) Construct a table showing all the possible outcomes.
(b) What is the probability of getting at least a tail?
2. A fair die is tossed only once and the number which appears on its top face
noted. What is the probability of a top face showing
(a) a number greater than 4?
(b) an odd number or prime number?

PROBABILITY TREE DIAGRAMS

Possible outcomes of any experiment can be represented on a tree diagram.
The number of expected outcome is equal to the number of branches.
Total probability at a junction is equal to 1.

Examples
1. A box contains red, white and black balls. The probability of picking a red
2 1
ball is and that of a white ball is . What is the probability of picking a
5 6

black ball from the box?

2 1
(𝑅) = , 𝑝(𝑊 ) = , 𝑝(𝐵) =?
5 6

At a junction, 𝑝(𝑅) + 𝑝(𝑊 ) + 𝑝(𝐵) = 1

1 2
⟹ + + 𝑝 (𝐵 ) = 1
6 5
17
⟹ + 𝑝 (𝐵 ) = 1
30
17 23
⟹ 𝑝 (𝐵 ) = 1 − =
30 30

2. A fair coin with one side showing court of arms (A) and other side showing
a cow (C) is tossed twice. What is the probability that at least a cow will
show up in the two tosses?

Sample space S= {𝐴𝐴, 𝐴𝐶, 𝐶𝐴, 𝐶𝐶 }

At least a cow, C = {𝐴𝐶, 𝐶𝐴, 𝐶𝐶 }

S.3 & S.4 MATHS Page 98

 3
⟹ 𝑝(𝑎𝑡 𝑙𝑒𝑎𝑠𝑡 𝑎 𝑐𝑜𝑤 ) =
4

3. A box contains 5 black balls and 2 red balls. Two balls are picked at random
one after the other without replacement.
Find the probability that
(i) both balls are red
(ii) at least a red ball is selected?

Let B be an event “a black ball is selected” and Let R be an event

“a red ball is selected”

2 1 1
(i) P (both ball are red)= × =
7 6 21

(ii) At least a red ball {BR, RB,RR}

5 2 2 5 2 1 11
Thus P (both ball are red) = × + × + × =
7 6 7 6 7 6 21

4. A family plans to have three children; Boy (B), and Girl (G) in the order of
first born, second born and third born. What is the probability that the
second born is a girl?

Second born is a girl ={BGG,BGB,GGB,GGG}

4 1
⟹p(Second born is a girl)= =
8 2

S.3 & S.4 MATHS Page 99

Questions
2
1. A coin is biased so that the probability of a head appearing is . The same
3

coin is tossed three times. Find the probability that two heads and one tail
4
appear in that order. [ ]
9

2. A bag contains 3 black balls, 4 green balls and 5 yellow balls. If two balls
are picked at random without replacement, find the probability that both
109
balls are of the same colour. [ ]
396

How many black balls must be added to the bag so that the probability of
1
drawing a black ball is ? [6]
2

S.3 & S.4 MATHS Page 100

 SENIOR THREE: TERM 3

QUADRATIC EQUATIONS (PAPER 1)

Quadratic expression are written in form of 𝒂𝑥 2 + 𝒃𝑥 + 𝒄 where 𝒂, 𝒃 and 𝒄 are
constants and 𝑥 is the variable to be solved.

1. Form an equation whose roots are −3 and 4

Solution
Let the root be 𝑥 = −3 and 𝑥 = 4
⇒ 𝑥 + 3 = 0 and 𝑥 − 4 = 0
By multiplication; (𝑥 + 3)(𝑥 − 4) = 0
Expanding, 𝑥 2 − 4𝑥 + 3𝑥 − 12 = 0
𝑥 2 − 𝑥 − 12 = 0 is the required equation

Alternatively;
Equation required is obtained from
𝒙𝟐 − (𝒔𝒖𝒎 𝒐𝒇 𝒓𝒐𝒐𝒕𝒔)𝒙 + 𝒑𝒓𝒐𝒅𝒖𝒄𝒕 𝒐𝒇 𝒓𝒐𝒐𝒕𝒔 = 𝟎
Since roots are −3 and 4,
Then the equation is 𝑥 2 − (−3 + 4)𝑥+− 3 × 4 = 0
⇒ 𝑥 2 − 𝑥 − 12 = 0

Exercise
2 1
Form an equation whose roots are (a) {−5, } (b){−4, 7} (c) − 3 and
3 4

S.3 & S.4 MATHS Page 101

METHODS OF SOLVING QUADRATIC EQUATIONS

−𝒃±√𝒃𝟐 −𝟒𝒂𝒄
A. Use of a formula 𝒙 =
𝟐𝒂
−𝑏±√𝑏2 −4𝑎𝑐
Solution of equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 is 𝑥 =
2𝑎

1. Solve the equation 4𝑥 2 − 4𝑥 − 3 = 0

4±√4 2 −4×4×− 3 4±√16+48 4±√64 4±8
𝑥= = = =
2×4 8 8 8
4+8 4−8
Either 𝑥 = 𝑜𝑟 𝑥 =
8 8
12 −4
⇒𝑥= = 1.5 𝑜𝑟 𝑥 = = −0.5
8 8

Therefore roots of 4𝑥 2 − 4𝑥 − 3 = 0 are 𝑥 = 1.5 and 𝑥 = −0.5

2. Solve the equation 2𝑥 2 − 3𝑥 − 20 = 0

Comparing with 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 ⇒ 𝑎 = 2, 𝑏 = −3, 𝑐 = −20
3±√(−3)2 −4×2×− 20 3±√9+160
⇒𝑥 = =
2×2 4
3±√169 3±13
= =
4 4
3+13 3−13
Either 𝑜𝑟 𝑥 =
4 4
−
⇒ 𝑥 = 4 𝑜𝑟 𝑥 = 2.5

B. Completing square method

1. Solve 4𝑥 2 + 𝑥 − 3 = 0
Step1 ensure coefficient of 𝑥 2 is 1: divide 4 through
1 3
⇒ 𝑥 2 + 𝑥 − = 0 … … … … … … (𝑎)
4 4
1 1
Step2 divide coefficient of 𝑥 by 2 : ÷2=
4 8

1 1 2 1
Step3 square of : ( ) =
8 8 64
1 1 1 3
Equation (a) is written as 𝑥 2 + 𝑥 + − − =0
4 64 64 4
1 1 1 3
(𝑥 2 + 𝑥 + )− − =0
4 64 64 4

Factorizing the bracket part we obtain

1 2 49
(𝑥 + ) − =0
8 64

1 2 49
⇒ (𝑥 + ) =
8 64

S.3 & S.4 MATHS Page 102

 1 49 7
⇒ 𝑥 + = ±√ =±
8 64 8

49 7 1
⇒ 𝑥 = ±√ =± −
64 8 8

7 1 3 7 1 3
Either 𝑥 = − = or 𝑥 = − − = −1 ∴ 𝑥 = −1 𝑎𝑛𝑑
8 8 4 8 8 4

2. Solve the equation 2𝑥 2 − 3𝑥 − 20 = 0

Ensure that the coefficient of 𝑥 2 is one. This is done by dividing by 2
3
Thus from the equation we obtain 𝑥 2 − 𝑥 − 10 = 0
2
3
⇒ 𝑥 2 − 𝑥+ = 10
2

1 2
 add [ 𝑐𝑜𝑒𝑓𝑓 𝑜𝑓 𝑥] both sides of the new equation
2

1 3 2 9
i.e. [ × (− )] =
2 2 16
3 9 9
⇒ 𝑥2 − 𝑥 + = 10 +
2 16 16

3 2 169
Factorizing the LHS, ⇒ (𝑥 − ) =
4 16

3 169 13
⇒ 𝑥 − = ±√ =±
4 16 4

13 3 13 3
Either 𝑥 = + 𝑜𝑟 𝑥 = − +
4 4 4 4

⇒ 𝑥 = 4 𝑜𝑟 𝑥 =− 2.5

3. Express 4𝑥 2 + 𝑥 − 3 in form of 𝑛(𝑥 + 𝑎)2 + 𝑏. Hence solve the equation

4𝑥 2 + 𝑥 − 3 = 0.
Ensure that the coefficient of 𝑥 2 is one. This is done by factorizing 4
1 3 1 3
4𝑥 2 + 𝑥 − 3 = 4 (𝑥 2 + 𝑥 − ) = 4 [(𝑥 2 + 𝑥 + ⋯ ) − − ⋯ ]
4 4 4 4

1 2
𝑎𝑑𝑑 𝑎𝑛𝑑 𝑠𝑢𝑏𝑡𝑟𝑎𝑐𝑡 [ 𝑐𝑜𝑒𝑓𝑓 𝑜𝑓 𝑥]
2
1 1 3 1
4𝑥 2 + 𝑥 − 3 = 4 [(𝑥 2 + 𝑥 + )− − ]
4 64 4 64

1 2 49
= 4 [(𝑥 + ) − ]
8 64

1 2 49
= 4 (𝑥 + ) −
8 16

1 2 49
Hence 4 (𝑥 + ) − =0
8 16

S.3 & S.4 MATHS Page 103

 1 2 49
⇒ 4 (𝑥 + ) =
8 16

1 49 7
⇒ 𝑥 + = ±√ =±
8 64 8

1 7 1 7
Either 𝑥 + = 𝑜𝑟 𝑥 + = −
8 8 8 8
3
⇒𝑥= 𝑜𝑟 𝑥 = −1
4
3
∴𝑥= 𝑜𝑟 𝑥 = −1
4

Questions
1. Solve (𝑎) 4𝑥 2 + 𝑥 − 3 = 0 [4 , −1]
(𝑏) 𝑥 2 + 𝑥 − 12 = 0
3
2. Express 𝑥 2 − 𝑥 − in the form (𝑥 + 𝑝)2 + 𝑞. Hence solve the equation
4
3
𝑥2 − 𝑥 − = 0 [𝑥 = 1.5 𝑎𝑛𝑑 0.5]
4

𝑛+43
3. If ( ) is a singular matrix, find the possible values of 𝑛. [ −6, 2]
4 𝑛
𝑥 2𝑥
4. Given that 𝐴 = ( ) and det 𝐴 = −8, find the two possible matrices for
3 𝑥
A.
4 1 𝑥 4
5. If ( ) (𝑦) = ( ) find the values of 𝑥 and 𝑦. [2, −4; and −6,28]
𝑥 −1 8

S.3 & S.4 MATHS Page 104

C. Graphical method (curve sketching)

1. Solve the equation 2𝑥 2 − 3𝑥 − 20 = 0 graphically, for values of

−3 ≤ 𝑥 ≤ 5
 Graphs of 𝑦 = 2𝑥 2 − 3𝑥 − 20 and 𝑦 = 0 are drawn and at the
point of intersection of the graphs, 𝑥 − coordinates give the
solution of the equation.
𝑦 = 2𝑥 2 − 3𝑥 − 20
𝑥 −3 −2 −1 0 1 2 3 4 5
𝑥2 9 4 1 0 1 4 9 16 25
2𝑥 2 18 8 2 0 2 8 18 32 50
3𝑥 −9 −6 −3 0 3 6 9 12 15
20 20 20 20 20 20 20 20 20 20
𝑦 7 −6 −15 −20 −21 −18 −11 0 15

At point of intersection of the line and the curve, 𝑥 = 4 and 𝑥 =− 2.5

Thus solution of the equation 2𝑥 2 − 3𝑥 − 20 = 0 is 𝑥 = 4 𝑜𝑟 𝑥 =− 2.5

S.3 & S.4 MATHS Page 105

2. (a) Copy and complete the following table for the curve 𝑦 = 2𝑥 2 − 3𝑥 − 5
for the values of 𝑥 from −3 to 4
𝑥 −3 −2 −1 0 1 2 3 4
2𝑥 2 8
−3𝑥 −6
−5 −5 −5 −5 −5 −5 −5 −5 −5
𝑦 −3
(b) Using a scale of 2cm for 1 unit on the 𝑥 −axis and 2cm for 5units on
the 𝑦 −axis, draw the graph of 𝑦 = 2𝑥 2 − 3𝑥 − 5 for −3 ≤ 𝑥 ≤ 4
(c) Using your graph, solve the equation 2𝑥 2 − 3𝑥 − 5 = 0

𝑥 −3 −2 −1 0 1 2 3 4
2𝑥 2 18 8 2 0 2 8 18 32
−3𝑥 9 6 3 0 −3 −6 −9 −12
−5 −5 −5 −5 −5 −5 −5 −5 −5
𝑦 22 9 0 −5 −6 −3 4 15

Subtracting two equations

𝑦 = 2𝑥 2 − 3𝑥 − 5
]− ⇒ 𝑦 = 0.
0 = 2𝑥 2 − 3𝑥 − 5
Line 𝑦 = 0 is drawn, where it intersects the curve, 𝑥 = −1 and 𝑥 = 2.5
Thus solution of the equation 2𝑥 2 − 3𝑥 − 5 = 0 is 𝑥 = 2.5 𝑜𝑟 𝑥 =− 1

S.3 & S.4 MATHS Page 106

3. Use the graphical method to solve the simultaneous equations
𝑦 = 3𝑥 2 − 3𝑥 and 𝑦 = 10 − 5𝑥 for −3 ≤ 𝑥 ≤ 3

A table for 𝑦 = 3𝑥 2 − 3𝑥 and 𝑦 = 10 − 5𝑥 is drawn

𝑥 −3 −2 −1 0 1 2 3
3𝑥 2 27 12 3 0 3 12 27
3𝑥 −9 −6 −3 0 3 6 9
𝒚 𝟑𝟔 𝟏𝟖 𝟔 𝟎 𝟎 𝟔 𝟏𝟖
10 10 10 10 10 10 10 10
5𝑥 −15 −10 −5 0 5 10 15
𝒚 𝟐𝟓 𝟐𝟎 𝟏𝟓 𝟏𝟎 𝟓 𝟎 −𝟓

Points of intersection are (−2.2 , 22)𝑎𝑛𝑑 (1.5 , 2.5)

Thus 𝑥 = −2.2, 𝑦 = 22 and 𝑥 = 1.5, 𝑦 = 2.5

S.3 & S.4 MATHS Page 107

 4. (a) Copy and complete the table below
𝑥 −2.0 −1.5 −1.0 −0.5 0.0 0.5 1.0 1.5 2.0 2.5 3.0
−2𝑥 2 −8 −2 −0.5 0 −2 −4.5 −8 −18
3𝑥 −6 −3 −1.5 0 3 4.5 6 9
6 6 6 6 6 6 6 6 6 6 6 6
𝑦 −8 1 4 6 7 6 4 −3

(b) (i) Use the table to draw graph of 𝑦 = 6 + 3𝑥 − 2𝑥 2 using 2cm to

represent one unit on the 𝑥 – axis and 1 cm to represent one unit on the
𝑦– axis.
(ii) On the same graph draw a line of equation 𝑦 = 2𝑥
(b) Use the graph above to solve the equation 6 + 𝑥 − 2𝑥 2 = 0
𝑥 −2.0 −1.5 −1.0 −0.5 0.0 0.5 1.0 1.5 2.0 2.5 3.0
−2𝑥 2 −8 −4.5 −2 −0.5 0 −0.5 −2 −4.5 −8 −12.5 −18
3𝑥 −6 −4.5 −3 −1.5 0 1.5 3 4.5 6 7.5 9
6 6 6 6 6 6 6 6 6 6 6 6
𝑦 −8 −3 1 4 6 7 7 6 4 1 −3

S.3 & S.4 MATHS Page 108

 Subtracting two equations
𝑦 = 6 + 3𝑥 − 2𝑥 2
]−
0 = 6 + 𝑥 − 2𝑥 2
⇒ 𝑦 = 2𝑥.
Line 𝑦 = 2𝑥 is drawn and where it intersects the curve,
𝑥 = −1.5 𝑎𝑛𝑑 𝑥 = 2

Question
1. (a) Plot the graph of 𝑦 = 3𝑥 2 + 2𝑥 – 16 for values of 𝑥: − 3 ≤ 𝑥 ≤ 3
(b) Use your graph to solve the equations
(i) 3𝑥 2 + 2𝑥 – 8 = 0 [−2 ,1 .3]
(ii) 𝑥 2 − 2𝑥 − 2 = 0 [−0.75 , 2.75]
2. Copy and complete the table below for values of 10 − 𝑥 2

𝑥 −4 −3 −2 −1 0 1 2 3 4
10 − 𝑥 2 −6 6 9 0 10 1 −6

Using 2cm for 1 unit on the x – axis and 1cm for 1 unit on the y – axis, draw
the graph of 10 − 𝑥 2 .
Use your graph to solve the equations
(iii) 10 − 𝑥 2 = 0 [±3.2]
(iv) 𝑥 2 + 2𝑥 − 7 = 0 [1.8,-3.8]

General examples
𝑥+1 𝑥−1
1. Solve the equation =
2𝑥+5 3
⇒ 3(𝑥 + 1) = (𝑥 − 1)(2𝑥 + 5) ⇒ 4 = 𝑥2
⇒ 3𝑥 + 3 = 2𝑥 2 + 3𝑥 − 5 ⇒ ±√4 = 𝑥
⇒ 8 = 2𝑥 2 ∴ 𝑥 = ±2
2. The length of a rectangular carpet is 5 metres more than its width. If its
area is 24m2 , find the width of the carpet.
Let the breadth be 𝑥 length = 𝑥 + 5
𝑎𝑟𝑒𝑎 = 𝑥 (𝑥 + 5) = 24 ⇒ 𝑥 2 + 8𝑥 − 3𝑥 − 24 = 0
⇒ 𝑥 2 + 5𝑥 − 24 = 0 ⇒ 𝑥 (𝑥 + 8) − 3 (𝑥 + 8) = 0

S.3 & S.4 MATHS Page 109

 ⇒ (𝑥 − 3)(𝑥 + 8) = 0 ⇒ 𝑥 = 3 𝑜𝑟 𝑥 = −8
⇒ 𝑥 − 3 = 0 𝑜𝑟 𝑥 + 8 = 0 Width of the carpet is 3𝑚
3. The diagram shows four rectangles A, B, C and D which together form a
square of side 2𝑥 𝑚.

Given that one side of D is 2𝑚 and that area of A + 𝐷 is 4𝑚2 , express the
other side of D in terms of 𝑥.
Given also that area of A + 𝐵 + 𝐶 is 11𝑚2 , show that 4𝑥 3 = 11𝑥 + 4
Area of 𝐴 + 𝐷 = 𝑎 (2𝑥 − 2) + 2𝑎 = 4
2 2
⇒ 2𝑎𝑥 = 4 ⇒𝑎= Other side of is
𝑥 𝑥

Give that area of 𝐴 + 𝐵 + 𝐶 = 11

2
⇒ 2𝑥 × 2𝑥 − 2 × = 11
𝑥
4
⇒ 4𝑥 2 − = 11
𝑥
⇒ 4𝑥 3 − 4 = 11𝑥
⇒ 4𝑥 3 = 11𝑥 + 4
4. Find the coordinates of the points of intersection of the curve 𝑦 = 𝑥 2 − 3
and the line 𝑦 = 5𝑥 − 9.
At points of intersection of the curve and the line, the equations are
solved simultaneously
𝑖. 𝑒 𝑦 = 𝑥 2 − 3 = 5𝑥 − 9 ⇒ 𝑥 = 2 𝑜𝑟 𝑥 = 3
⇒ 𝑥 2 − 5𝑥 + 6 = 0 𝑖𝑓 𝑥 = 3, 𝑦 = 5 × 3 − 9 = 6
⇒ 𝑥 2 − 2𝑥 − 3𝑥 + 6 = 0 𝑖𝑓 𝑥 = 2, 𝑦 = 5 × 2 − 9 = 1
⇒ 𝑥(𝑥 − 2) − 3(𝑥 − 2) = 0 Points of intersection are (3,6)
⇒ (𝑥 − 2)(𝑥 − 3) = 0 and (2,1)
⇒ 𝑥 − 2 = 0 𝑜𝑟 𝑥 − 3 = 0

S.3 & S.4 MATHS Page 110

Questions
3 1
1. A function 𝑓(𝑥) = . Find the value of 𝑥 for which 𝑓(𝑥) = 4 [± ]
1−𝑥 2 2

2. When thirty times a number is increased by 32, the result is equal to twice
the square of the number. Find the number. [−1 𝑜𝑟 16]
2
3. Form an equation whose roots are −5 and . [ 3𝑥 2 + 13𝑥 − 10 = 0]
3

4. A rectangle of length (4𝑥 − 1)𝑐𝑚 and breadth 2𝑥 𝑐𝑚 has an area of 10 𝑐𝑚2 .

Find
(a) the value of 𝑥
(b) its length and breadth
(c) its perimeter.
[ = 1.25 , Length = 4 𝑐𝑚, Breadth = 2.5 𝑐𝑚, Perimeter = 13 𝑐𝑚]
5. If 125𝑛 = 85𝑡𝑒𝑛 , find 𝑛
6. In the diagram below 𝐴𝐵𝐶𝐷 is a rectangle which has been folded along 𝐸𝐹
such C maps onto G.

Given that ̅̅̅̅ ̅̅̅̅ = 4 𝑐𝑚, 𝐴𝐵

𝐸𝐶 = 3 𝑐𝑚 and 𝐹𝐶 ̅̅̅̅ = (𝑥 + 2) 𝑐𝑚 and
̅̅̅̅ = (2𝑥 + 3)𝑐𝑚,
𝐴𝐷
(a) Find
(i) the area of triangle 𝐸𝐶𝐹.
(ii) an expression for the area of the shaded region 𝐴𝐵𝐹𝐺𝐸𝐷 in terms of 𝑥.
(b) If the shaded area is 43𝑐𝑚2 , show that 2𝑥 2 + 7𝑥 − 49 = 0.
Hence find the length ̅̅̅̅
𝐴𝐷 .
[Area of triangle ECF = 6𝑐𝑚2 ,
Area of the shaded region = 2𝑥 2 + 7𝑥 − 6
AD = 10 𝑐𝑚]

S.3 & S.4 MATHS Page 111

7. A group of members had to raise shs.3,600,000 to buy a plot of land. Each
member was to contribute the same amount of money. 10 members
dropped out before raising the money.
(a) Write down expressions for each member’s contribution before and
after the 10 members dropped out.
(b) After the 10 members dropped out, each member had to pay Shs60,000
more. Find
(i) the original number of members in the group
(ii) how much each member contributed.
(a) Let 𝑛 be number of members each paying 𝑆ℎ𝑠. 𝑥
3,600,000
⇒ 𝑛𝑥 = 3,600,000 ⇒ 𝑥 =
𝑛
3,600,000
Before 10 members dropped, each member contributed .
𝑛
3,600,000
If 10 members dropped, each member contributed .
𝑛−10
3,600,000
(b) (i) = 60,000 + 𝑥
𝑛−10
3,600,000 3,600,000 10±√2500 10±50
⇒ = 60,000 + ⇒𝑛= =
𝑛−10 𝑛 2 2
60 60 10+50 10−50
⇒ =1+ ⇒𝑛= 𝑜𝑟 𝑛 =
𝑛−10 𝑛 2 2
⇒ 60𝑛 = 𝑛(𝑛 − 10) + 60(𝑛 − 10) ⇒ 𝑛 = 30 𝑜𝑟 𝑛 = −20
⇒ 60𝑛 = 𝑛2 − 10𝑛 + 60𝑛 − 600 There were 30 members in the
⇒ 𝑛2 − 10𝑛 − 600 = 0 group
10±√100−4×− 600
⇒𝑛=
2

(𝑖𝑖) After 10 members dropped, each member contributed

3,600,000
= 180,000
30−10

S.3 & S.4 MATHS Page 112

 CIRCLE PROPERTIES (PAPER 1)
CHORD PROPERTIES
A chord is a line joining two points on the circumference and does not pass
through the centre
 A perpendicular bisector to a chord bisects angle a chord subtends to the
centre.

If O is the centre of the circle, line 𝐴𝐵 is a chord, line OC is a perpendicular

bisector since it divides AB in two equal parts and meets AB at an angle of 90°.
It therefore divides angle AOB into two equal angles.
∆𝐴𝑂𝐵 is isosceles triangle thus ∠𝑂𝐴𝐶 = ∠𝑂𝐵𝐶.

Eg. A circle has a radius of 6cm. A chord of the circle is 3.9cm from the centre
of the circle. Find the length of the chord.
Using Pythagoras theorem for a right angle
𝑎 = √62 − 3.92 = 4.56 𝑐𝑚
Length of the chord = 2 × 4.56 = 9.12 𝑐𝑚

Students try
1. A chord of a circle is 10cm long and 12cm from the centre of the circle.
What is the radius of the circle?
2. The figure shows a circle of radius 6cm, O is the centre. If M is the midpoint
of AB and is 3cm from O, what is the length of AC?
𝑀𝐵 = √62 − 32 = 5.196 𝑐𝑚
𝐴𝐵 = 2 × 5.196 = 10.39 𝑐𝑚 𝐴𝐶 = √122 − 10.392 = 6 𝑐𝑚
𝐶𝐴 𝐶𝐵 𝐶𝐴 12
Or by similar figure, = ⇒ = ⇒ 𝐶𝐴 = 6 𝑐𝑚
𝑂𝑀 𝑂𝐵 3 6

S.3 & S.4 MATHS Page 113

 ANGLE PROPERTIES
 Angle subtended by an arc at the centre is twice angle the arc subtends
at the circumference in alternate segment.

Thus ∠𝐴𝑂𝐵 = 2 ∠𝐴𝐶𝐵 , ∠𝐴𝑂𝐵 = 2 ∠𝐴𝐷𝐵

 An arc subtends equal angles at the circumference. ∠𝐴𝐶𝐵 = ∠𝐴𝐷𝐵
Examples
1. In fig.(i), O is the centre of the circle. If 𝑎 = 24°, find the value of 𝑥 and 𝑏

Minor arc CB: Since OC and OB are radii;

𝑥 = 2𝑎 = 2 × 24° = 48° 𝑏 = ∠𝑂𝐶𝐴 = 66°
∠𝐴𝑂𝐵 = 180° − 48° = 132° Or
Since OA and OB are radii; Major arc AC:
∠𝑂𝐵𝐴 = 24° 180 = 2∠𝐴𝐵𝐶 ⇒ ∠𝐴𝐵𝐶 = 90°
Minor arc AB Since OA and OB are radii;
∠𝐴𝑂𝐵 = 2∠𝑂𝐶𝐵 ∠𝑂𝐵𝐴 = 24°
1 ⇒ 𝑏 = 90 − 24° = 66°
⇒ ∠𝑂𝐶𝐵 = × 132 = 66°
2

Students try
1. In fig(ii) above, O is the centre of the circle.

S.3 & S.4 MATHS Page 114

 a) If 𝑎 = 102°, find the value of 𝑥
b) If 𝑏 = 144°, find the value of 𝑦
It is observed that
1
𝑎 = 2𝑥 ⇒ 𝑥 = × 102° = 51°
2
1
and 𝑏 = 2𝑦 ⇒ 𝑦 = × 144° = 72°
2

2. In fig.(iii), O is the centre of the circle.

If 𝑐 = 47°, find the value of 𝑎.

Angle 𝑎 = 𝑐 = 47°,
3. ABC is a triangle such that points A, B and C lie on the circumference of the
circle of centre O.

If 𝐴𝐶 = 𝐵𝐶 and angle 𝐴𝑂𝐵 = 72°, find angle 𝐵𝐴𝐶.

Since 𝐴𝑂 and 𝑂𝐵 are radii; ⇒ ∠𝑂𝐵𝐴 = ∠𝑂𝐴𝐵 = 𝑥
⇒ 2𝑥 + 72° = 180°, ⇒ 𝑥 = 54°
1
Minor arc AB: ⇒ ∠𝐴𝐶𝐵 = × 72° = 36°
2

Since 𝐴𝐶 = 𝐵𝐶 ⇒ ∠𝐴𝐵𝐶 = ∠𝐵𝐴𝐶

⇒ 2 ∠𝐵𝐴𝐶 + ∠𝐴𝐶𝐵 = 180°
⇒ 2 ∠𝐵𝐴𝐶 + 36° = 180°
⇒ ∠𝐵𝐴𝐶 = 72°

S.3 & S.4 MATHS Page 115

CYCLIC QUADRILATERAL
This is a quadrilateral with its four vertices touching the circumference.

Opposite angles of a cyclic are supplementary i.e add up to 180°

i.e 𝑎 + 𝑏 = 180° or 𝑐 + 𝑑 = 180°

Examples
1. In the figure, O is the centre of the circle and angle
A𝑂𝐶 = 1400 . Find angle A𝐵𝐶 and A𝐷𝐶.
1
∠𝐴𝐵𝐶 = × 140° = 70° (minor arc AC)
2

⇒ ∠𝐴𝐷𝐶 = 180° − 70° = 110° (cyclic)

2. In the figure, O is the centre of the circle and ∠ A𝐵𝐶 = 1350 , find ∠ 𝐶𝐷𝐴
and the reflex angle 𝐴𝑂𝐶.
135° + ∠𝐶𝐷𝐴 = 180° ⇒ ∠𝐶𝐷𝐴 = 45°
For minor arc AC; ∠𝐴𝑂𝐶 = 2∠𝐶𝐷𝐴 = 2 × 45° = 90°
⇒ Reflex ∠𝐴𝑂𝐶 = 360° − 90° = 270°
Or
For major arc AC, reflex ∠𝐴𝑂𝐶 = 2∠𝐴𝐵𝐶 = 2 × 135° = 270°

TANGENT PROPERTIES
A tangent is a line touching the circle at one point
 A tangent is perpendicular to the radius of the
circle
 Two tangents drawn from a point P outside the
circle are equal.

S.3 & S.4 MATHS Page 116

 Examples
1. In the figure, O is the centre of the circle. ̅̅̅̅
𝐵A and ̅̅̅̅
𝐵𝐶 are tangents to the
circle. Angle A𝐵𝐶 = 540 .
Find angle A𝐷𝐶.

Tangents 𝐵𝐶 𝑎𝑛𝑑 𝐵𝐴 meet radii 𝑂𝐶 and 𝑂𝐴 at 90°

⇒ 54 + 90 + ∠𝐶𝑂𝐴 + 90° = 360°
⇒ ∠𝐶𝑂𝐴 = 126°
1
⇒ ∠𝐴𝐷𝐶 = × 126° = 63° (minor arc AC)
2

2.

Given that O is the centre of the circle; 𝑃𝑆 and 𝑃𝑇 are tangents to the circle.
Find the area of the shaded region. (Use 𝜋 = 3.14)
𝑃𝑇 meets 𝑂𝑇 at 90°;
𝑃𝑇
tan 50° = ⇒ 𝑃𝑇 = 6 tan 50° = 7.15𝑐𝑚
6
1
Area of ∆𝑃𝑂𝑇 = × 6 × 7.15 = 21.45𝑐𝑚2
2
50
Area of minor sector 𝑀𝑂𝑇 = × 3.14 × 62 = 15.7𝑐𝑚2
360

Area of the shaded part 𝑃𝑀𝑇 = 21.45 − 15.7 = 5.75𝑐𝑚2

Total area of the shaded region = 2 × 5.75 = 11.5𝑐𝑚2
3.

Given that O is the centre of the circle; ̅̅̅̅

𝐵A and ̅̅̅̅
A𝐶 are tangents to the circle.
Determine the

S.3 & S.4 MATHS Page 117

 (i) obtuse angle 𝐵𝑂𝐶
(ii) radius of the circle
(iii) area of the shaded region.
∆𝐴𝐵𝐶 is equilateral ⇒ ∠𝐵𝐴𝐶 = 60°
(𝑖) 60° + 90° + ∠𝐵𝑂𝐶 + 90° = 360° ⇒ ∠𝐵𝑂𝐶 = 120°
(𝑖𝑖) BC is a chord to the circle
6 6
cos 30 = ⇒𝑟= = 6.9𝑐𝑚
𝑟 cos 30
1
(𝑖𝑖𝑖) Area of ∆𝐴𝑂𝐶 = × 6.9 × 12 = 41.4𝑐 𝑚2
2

Area of 𝐴𝐵𝑂𝐶 = 2 × 41.4 = 82.8 𝑐𝑚2

120
Area of minor sector 𝐵𝑂𝐶 = × 3.14 × 6.92 = 49.83 𝑐𝑚2
360

Area of the shaded part = 82.8 − 49.83 = 32.97𝑐𝑚2

ALTERNATE SEGMENT PROPERTY

Angle between the chord and the tangent at the circumference in one
segment is equal to angle a chord subtends (makes) at the circumference in
the alternate segment.

∠𝑆𝑃𝑄 = ∠𝑃𝐵𝑄

Example
1. In the figure below, DA is parallel to 𝐶𝐵. 𝑃𝐴 and 𝑃𝐵 are tangents to the
circle of centre O. Find the angles marked 𝑥 and 𝑦.

∠𝐴𝐶𝐵 = 𝑥 (alternate segment)

And ∠𝐴𝐶𝐵 = 51°(alternate angles) ∴ 𝑥 = 51°
Since ̅̅̅̅
𝐴𝑃 = ̅̅̅̅
𝐵𝑃 ⇒ 𝑥 + 𝑥 + 𝑦 = 180°
⇒ 51° + 51° + 𝑦 = 180° ⇒ 𝑦 = 78°

S.3 & S.4 MATHS Page 118

GENERAL EXAMPLES
1. A chord of length 6cm is 4cm from the centre of the
circle. Determine the circumference of the circle.
𝑟 = √32 + 42 = 5𝑐𝑚 𝐶 = 2𝜋𝑟 = 2 × 3.14 × 5 = 31.4𝑐𝑚

2. In the figures below, find the angles marked 𝑥, 𝑦 , 𝑟, 𝑝, ℎ and 𝑛 given that
𝐷𝐴, 𝐷𝐶 and 𝑇𝑃 are tangents to the circles of centres O and C.
(a) (b)

(c) (d)

(a) 𝐷𝐴 meets 𝑂𝐴 at 90° ⇒ ∠𝐷𝐴𝐶 = 90° − 54° = 36°

∠𝐷𝐴𝐶 = ∠𝐷𝐶𝐴 = 36° ⇒ 𝑦 + 36° + 36° = 180° ⇒ 𝑦 = 108°
⇒ ∠𝐷𝐶𝐴 = 36° = 𝑥 (in alternate segment)
(𝑏) TP meets CP at 90° ∠𝐶𝑃𝐴 = ∠𝐶𝐴𝑃 = 40°
𝑛 + 90° + 40° + 40° = 180° ⇒ 𝑛 = 10°
90° + 40° + ℎ = 180° ⇒ ℎ = 50°
(𝑐) 𝑟 + 130° = 180° ⇒ 𝑟 = 50°
2𝑝 = 130 ⇒ 𝑝 = 65°
1
(d) ∠𝑄𝑆𝑇 = × 180° = 90° (angle formed by arc at the centre and
2

circumference)
⇒ 𝑥 + 37° + 90° = 180° ⇒ 𝑥 = 53°
∠𝐶𝑄𝑆 = ∠𝐶𝑆𝑄 = 37°
⇒ 37° + 37° + ∠𝑆𝐶𝑄 = 180° ⇒ ∠𝑆𝐶𝑄 = 106°
𝑦 + 106° = 180° (Cyclic quadrilateral) ⇒ 𝑦 = 74°

S.3 & S.4 MATHS Page 119

3. In the figure below 𝐴𝐵𝐶𝐷 is a semi-circle. Find the size of the angles 𝐴𝐶𝐷
and 𝐶𝐷𝑋.

1
∠𝐴𝐶𝐷 = × 180° = 90°
2

∠𝐶𝐷𝑋 = ∠𝐶𝐴𝐵 = 30° (angles formed by same arc BC on circumference)

̅̅̅̅ = 4.5 𝑐𝑚, 𝑃𝑀
4. In the figure below 𝑂𝐿 ̅̅̅̅̅ = 3 𝑐𝑚, 𝑁𝑀
̅̅̅̅̅ = 4 𝑐𝑚 and 𝐿𝑁
̅̅̅̅ = 7.5𝑐𝑚.
Find the
(i) lengths ON and OP
(ii) radius of the circle
(iii) area of OLMP

∠𝐿𝑂𝑃 + ∠𝐿𝑀𝑃 = 180°(cyclic) ⇒ ∠𝐿𝑀𝑃 = 180° − ∠𝐿𝑂𝑃

At point M, ∠𝑁𝑀𝑃 + ∠𝐿𝑀𝑃 = 180° ⇒ ∠𝑁𝑀𝑃 = 180° − ∠𝐿𝑀𝑃
Thus ∠𝐿𝑂𝑃 = ∠𝑁𝑀𝑃 and Similarly ∠𝑂𝐿𝑀 = ∠𝑀𝑃𝑁
Thus ∆𝑂𝐿𝑁 and ∆𝑁𝑀𝑃 are similar figures
𝑂𝑁 4.5 4.5
(i) = ̅̅̅̅ =
⇒ 𝑂𝑁 × 4 = 6 𝑐𝑚
4 3 3
𝑁𝑃 3 3
= ⇒ ̅̅̅̅
𝑁𝑃 = × 7.5 = 5 𝑐𝑚
7.5 4.5 4.5
̅̅̅̅ = 𝑂𝑁
⇒ 𝑂𝑃 ̅̅̅̅ − 𝑁𝑃
̅̅̅̅ = 6 − 5 = 1 𝑐𝑚
(𝑖𝑖) Since 𝑁𝑃 = 5𝑐𝑚, ∆𝑀𝑁𝑃 is a right with angle 90° at M
(42 + 32 = 5 2 )
⇒ ∠𝐿𝑀𝑃 = 90° Thus line LP is the diameter of the circle.
̅̅̅̅ = 𝐿𝑁
𝐿𝑀 ̅̅̅̅ − 𝑁𝑀
̅̅̅̅̅ = 7.5 − 4 = 3.5 𝑐𝑚

⇒ ̅̅̅̅
𝐿𝑃 = √3.52 + 32 = 4.6098 𝑐𝑚
4.6098
Radius = = 2.3049 ≈ 2.3 𝑐𝑚
2
1 1
(iii) Area of 𝑂𝐿𝑀𝑃 = × 3 × 3.5 + × 1 × 4.5 = 7.5 𝑐𝑚2
2 2

5. In the figure, O is the centre of the circle.

Find angle 𝐷𝐵𝐶 and 𝐵𝐷𝐶.
1
For major arc AD; ∠𝐴𝐵𝐷 = (360° − 110°) = 125°
2

⇒ ∠𝐷𝐵𝐶 = 180° − 125° = 55°

⇒ ∠𝐵𝐷𝐶 = 180° − (55° + 55°) = 70°

S.3 & S.4 MATHS Page 120

 MENSURATION (PAPER 1)
This deals with finding areas and volumes of figures.

Areas
1. Area of a rectangle = 𝑙 × 𝑤 8. Area of a parallelogram
2. Perimeter of a rectangle 𝐴 =base length×height
= 2(𝑙 + 𝑤) 9. Area of a rhombus/kite
1 1
3. Area of a triangle = 𝑎𝑏 sin 𝜃 = × diagonal × diagonal
2 2

or 10. Area of trapezium

1
𝐴 = √𝑠(𝑠 − 𝑏)(𝑠 − 𝑎)(𝑠 − 𝑐 ); = ℎ(𝑎 + 𝑏);
2
𝑎+𝑏+𝑐
𝑠= 𝑎 and 𝑏 are lengths of
2

4. Area of circle 𝐴 = 𝜋𝑟 2 parallel sides ℎ is a

𝜃 perpendicular distance.
5. Length of arc = × 2𝜋𝑟
3600
11. Curved surface area of
𝜃 2
6. Area of a sector = × 𝜋𝑟
3600 cylinder = 2𝜋𝑟𝑙
where 𝜃 is the angle 12. Surface area of a cylinder
subtended at the centre (one end open) 𝐴 = 2𝜋𝑟𝑙 + 𝜋𝑟 2
7. Area of segment 13. Curved surface area of cone
= area of sector − area of 𝐴 = 𝜋𝑟𝑙
triangle.

S.3 & S.4 MATHS Page 121

14. Surface area of a solid cone 15. Surface area of a sphere
𝐴 = 𝜋𝑟𝑙 + 𝜋𝑟 2 𝐴 = 4𝜋𝑟 2
𝑙 is the length of slant side
Volumes
4
16. Cuboid 𝑣 = 𝑙 × 𝑤 × ℎ 20. Sphere 𝑣 = 𝜋𝑟 3
3
3
17. Cube 𝑣 = 𝑙 21. Hemisphere (half a sphere)
2
18. Cylinder 𝑣 = 𝜋𝑟 ℎ 2
𝑣 = 𝜋𝑟 3
1 3
19. Right circular cone 𝑣 = 𝜋𝑟 2 ℎ
3

Examples on areas
1. In the diagrams below find the area of the shaded regions. In figure C,
outer arc is a semi-circle of diameter AC. The inner arc is a quarter of circle
of centre B.

(a) (b) (c)

120
(a) Area of the minor sector = × 3.14 × 52 = 26.167 𝑐𝑚2
360
1
Area of the triangle = × 5 × 5 sin 120° = 10.825 𝑐𝑚2
2

Area of the minor segment (shaded region)

= 26.167 − 10.825 = 15.342 𝑐𝑚2
(𝑏) Using cosine rule; 𝑎2 = 𝑏2 + 𝑐 2 − 2𝑏𝑐 cos 𝐴
For the big circle: let A be the angle made at the centre
42 = 82 + 82 − 2 × 8 × 8 cos 𝐴 ⇒ 16 = 128 − 128 cos 𝐴
16−128
cos 𝐴 = ⇒ 𝐴 = 28.955°
−128
28.955
Area of minor sector = × 3.14 × 82 = 16.1633 𝑐𝑚2
360
1
Area of the triangle = × 8 × 8 sin 28.955° = 15.4919 𝑐𝑚2
2
Area of the minor segment = 16.1633 − 15.4919 = 0.6714 𝑐𝑚2

S.3 & S.4 MATHS Page 122

 For small circle; let B be the angle made at the centre
42 = 52 + 52 − 2 × 5 × 5 cos 𝐵 ⇒ 16 = 50 − 50 cos 𝐵
16−50
cos 𝐵 = ⇒ 𝐵 = 47.1564°
−50
47.1564
Area of the minor sector = × 3.14 × 52 = 10.2827 𝑐𝑚2
360
1
Area of the triangle 𝐴4 = × 5 × 5 sin 47.1564° = 9.1652 𝑐𝑚2
2

Area of the minor segment = 10.2827 − 9.1652 = 1.1175 𝑐𝑚2

Thus area of the shaded region = 0.6714 + 1.1175 = 1.7889 𝑐𝑚2
(𝑐 ) Diameter 𝐴𝐶 = √62 + 62 = 8.485𝑐𝑚
8.485
Radius of the semi-circle is = 4.2425 𝑐𝑚
2
180
Area of the semi-circle = × 3.14 × 4.24252 = 28.26 𝑐𝑚2
360
1
Area of the triangle = × 6 × 6 = 18 𝑐𝑚2
2
90
Area of the sector = × 3.14 × 62 = 28.26 𝑐𝑚2
360

Area of the minor segment = 28.26 − 18 = 10.26 𝑐𝑚2

Area of the shaded region = area of semi-circle – area of segment
= 28.26 − 10.26 = 18 𝑐𝑚2
2. The diagram below shows a net of a cylinder. O is the centre of the circle.

Calculate the
(i) length marked 𝑙
(ii) area of the curved surface of the cylinder ( 𝜋 = 3.14 )
When it is folded, 𝑙 = 2𝜋𝑟 = 2 × 3.14 × 3 = 18.84 𝑐𝑚
Curved surface area of the cylinder = 2𝜋𝑟ℎ
= 2 × 3.14 × 3 × 8.5
= 160.14 𝑐𝑚2

S.3 & S.4 MATHS Page 123

3. The figure below shows a net of a cone which can be folded to form a right
circular cone.

Calculate the curved surface area of the cone formed.

The major sector forms a cone when folded such that

𝑟 𝜃
= , 𝑟 is the radius of the circular base, 𝑙 is the slant length and 𝜃 is
𝑙 360°

the angle a major arc makes at the centre

𝑟 𝜃 210°
= ⇒ 𝑟 = 12 × = 7𝑐𝑚
𝑙 360° 360°

Curved surface area of the cone = 𝜋𝑟𝑙 = 3.14 × 7 × 12 = 263.76 𝑐𝑚2

1999/1 no.13, 2011/2 no. 10

Examples on volume
1. A right circular conical flask of base radius 10 cm and vertical height 30 cm
has a maximum internal capacity of 3 litres.
(i) Find the difference between the total volume of the flask and its
internal capacity.
(ii) The flask is inverted such that its apex is at the bottom. It is then filled
with water to a depth of 20 cm. Find the radius of the water surface.
(iii) The water is then poured into a rectangular trough of base 25 cm ×
16 cm. Find the depth of water in the trough.
1
(i) Volume of the cone = × 3.14 × 102 × 30 = 3140 𝑐𝑚3
3

Internal volume = 3 × 1000 = 3000 𝑐𝑚3

Difference in the volume = 3140 − 3000 = 140 𝑐𝑚3
(ii) By similar figures, if 𝑟 is the radius of water surface
30 10
⇒ = ⇒ 3𝑟 = 20 ⇒ 𝑟 = 6.667
20 𝑟

Radius of water surface is approximately 6.7 𝑐𝑚

1
(iii) Volume of water in the cone = × 3.14 × (6.667)2 × 20
3

= 930.46 𝑐𝑚3
Let 𝑑 be the depth of water in a rectangular trough,

S.3 & S.4 MATHS Page 124

 930.46
Volume of water = 25 × 16 × 𝑑 = 930.46 ⇒ 𝑑 = = 2.48 𝑐𝑚
25×16

Depth of water is 2.48 𝑐𝑚

2. The figure below is a container (part of a cylinder)
used by shopkeepers for scooping sugar from a sack.
Calculate
(i) The maximum volume of sugar the container can
22
scoop. (Take 𝜋 = )
7

(ii) The ratio of the volume of the cut off piece of a

cylindrical container to that of container EFGH.
22 5
(i) Volume of cylinder JFGH = × 4. 52 × 12 = 763 𝑐𝑚3
7 7
22
Volume of cylinder EJHI = × 4. 52 × 4
7
1 4 2
Volume of EJH = × 254 = 127 𝑐𝑚3
2 7 7
5 2
Volume of EFGH = 763 + 127 = 891 𝑐𝑚3
7 7

891𝑐𝑚3 of sugar can be scooped

2
(ii) Volume of cut off piece = 127 𝑐𝑚3
7
2
⇒ 127 ∶ 891 = 1: 7
7

3. The figure below shows a hollow pipe of

external diameter 16mm, internal diameter
10mm and length 50cm.
(i) Calculate the surface area (in 𝑐𝑚2 ) of a
pipe. Correct to 2dps(Use 𝜋 = 3.14 )
(ii) What would be the surface area of the similar pipe of external diameter
48mm, internal diameter 30mm and length 150cm?
(i) surface area of the pipe = 2𝜋(𝑅 2 − 𝑟 2 ) + 2𝜋𝑅𝑙
= 2 × 3.14(0.82 − 0.52 ) + 2 × 3.14 × 0.8 × 50
= 253.6492 ≈ 253.6492 𝑐𝑚2
(𝑖𝑖) Surface area = 2 × 3.14(2.42 − 1.52 ) + 2 × 3.14 × 2.4 × 50
= 775.6428 𝑐𝑚2

S.3 & S.4 MATHS Page 125

4. The figure shows part of a solid right circular cone
whose original height was 20cm before part of its
top was cut off. The radius of the base is 12cm and
that of the top is 8cm. A circular hole of radius 8cm
was drilled through the centre of the solid as
shown.
Calculate the volume of the remaining solid.
(Use 𝜋 = 3.14)
Let ℎ be the height of the cone that was cut off.
20 12 1
By similar figures, = ⇒ ℎ = 13 𝑐𝑚
ℎ 8 3
1 2
Volume of large cone = × 3.14 × 122 × 20 = 3014 𝑐𝑚3
3 5
1 1 7
Volume of small cone = × 3.14 × 82 × 13 = 893 𝑐𝑚3
3 3 45
2 7 11
Volume of remaining part = 3014 − 893 = 2121 𝑐𝑚3
5 45 45
1 2
Height of the drilled cylinder = 20 − 13 = 6 𝑐𝑚
3 3
2 11
Volume of drilled cylinder = 3.14 × 82 × 6 = 1339 𝑐𝑚3
3 15
11 11 23
Volume of solid remained = 2121 − 1339 = 781 𝑐𝑚3
45 15 45

5. The figure below shows a water tank made of two parts A and B cut from
two different right circular cones. A is cut from a cone of height 4m, base
radius 1m so that its height is 3m. B is cut from a cone of
height 6m so that the remaining part has a height of 4m and
base radius 3m.
(i) Find the volume of water required to fill the tank
(ii) The water runs out of the tank at a rate of 1litre per second. What is the
time needed to empty the tank.
(i) By similar figures, if r is the radius of small cone
𝑟 1
= ⇒ 𝑟 = 0.25 𝑚
1 4
1 1
Volume of A = × 3.14 × 12 × 4 − × 3.14 × (0.25)2
3 3

= 4.2125 𝑚3
Since A is fitted on B, bottom radius of A is equal to upper radius of B.
1 1
Volume of B = × 3.14 × 32 × 6 − × 3.14 × 12 × 2 = 54.42667 𝑚3
3 3

S.3 & S.4 MATHS Page 126

 Volume of the tank = 54.42667 + 4.2125 = 58.38795 𝑚3
(ii) 1𝑙 = 1000𝑐𝑚3 = 10−3 𝑚3 runs out in 1 second
1
Then 58.38795 𝑚3 run out in × 58.38795 = 58.37895 𝑠𝑒𝑐𝑜𝑛𝑑𝑠
10−3

The tank is emptied in about 58.4 seconds

6. The figure shows an open metallic tank made of material
which is 0.02m thick. The metal used for making the tank
costs Shs100 for every 5.0 × 10−5 m3 .
(i) Find the cost of making the tank
(ii) If the tank is to be filled with water at a fee of Shs500
per litre, determine the cost of filling the tank.
(1m3 = 103 litres)
(i) External volume of the tank = 1 × 2 × 0.8 = 1.6 𝑚3

Internal volume of the tank = 𝑙 × 𝑏 × ℎ

= (1 − 0.02 − 0.02) × (2 − 0.02 − 0.02) × (0.8 − 0.02) = 1.467648 𝑚3
Volume of the metal used = 1.6 − 1.467648 = 0.132352 𝑚3 .
5.0 × 10−5 𝑚3 cost 𝑠ℎ. 100
100
⇒ 0.132352𝑚3 cost 𝑠ℎ. × 0.132352 = 𝑠ℎ. 264,704
5.0×10−5

Cost of making the tank is 𝑠ℎ. 264,704

(ii) 1𝑙𝑖𝑡𝑟𝑒 = 10−3 𝑚3 costs sh. 500
500
⇒ 1.467648 𝑚3 cost × 1.467648 = 𝑠ℎ. 733,824
10−3

Therefore 𝑠ℎ. 733,824 is required to fill the tank.

7. The figure shows a flower vase. The outer part is cylindrical
with a diameter of 70cm and height of 80cm. The inner part is
a section of a cone with diameters 60cm and 20cm.
Find the volume of the;
(a) soil which can fill the vase

S.3 & S.4 MATHS Page 127

 (b) material which was used to make the vase.
(a) If ℎ is the height of the cone cutoff, by similar figures,
80+ℎ 30
= ⇒ 800 + 10ℎ = 30ℎ 800 = 20ℎ ⇒ ℎ = 40 𝑐𝑚
ℎ 10
1
Volume of the small cone = × 3.14 × 102 × 40
3
2
= 4186 𝑐𝑚3
3
1
Volume of the large cone = × 3.14 × 302 × (80 + 40)
3

= 113,040 𝑐𝑚3
Volume of the soil which can fill the vase
2 1
= 113,040 − 4186 = 108,853 𝑐𝑚3
3 3

(b) Volume of the cylinder = 3.14 × 352 × 80 = 307,720 𝑐𝑚3

1
Volume of the material used to make a vase = 307,720 − 108,853
3
2
= 198,866 𝑐𝑚3
3

8. The diagram below shows a hollow right cylinder

𝑃𝑄𝑅𝑆𝑇𝑈 of negligible thickness. Part of which
has been cut off as shown below. If the radius of
the circular end is 50𝑐𝑚, ̅̅̅̅
𝑅𝑆 = 150𝑐𝑚 and
̅̅̅̅
𝑃𝑄 = ̅̅̅̅
𝑇𝑈 = 20𝑐𝑚.
Find
(i) the area of the cross-section 𝑃𝑄𝑅
(ii) how much water (in litres) would fill this container? (Use 𝜋 = 3.14)
10
(i) sin 𝜃 = ⇒ 𝜃 = 11.53696°
50

Angle at the centre = 2 × 11.53696° = 23.07392° ≈ 23.08°

23.08°
Area of the minor sector = × 3.14 × 502 = 503.27 𝑐𝑚2
360°
1
Area of triangle = × 50 × 50 sin 23.08° = 490.02 𝑐𝑚2
2

Area of the minor segment = 503.27 − 490.02 = 13.25 𝑐𝑚2

Area of the major segment = 3.14 × 502 − 13.25 = 7836.75 𝑐𝑚2

S.3 & S.4 MATHS Page 128

 Area of the cross-section PQR = 7836.75 𝑐𝑚2
(ii) Volume water that would fill the container = 𝐴ℎ = 7836.75 × 150
= 1,175,512.5𝑐𝑚3
1,175,512.5
1𝑙 = 1000 𝑐𝑚3 ⇒ 1,175,512.5 𝑐𝑚3 = = 1,175.512.5 𝑙𝑖𝑡𝑟𝑒𝑠
1000

9. A rectangular swimming pool is constructed that when the pool is

completely full, the shallow end is 1 m deep and the deepest end is 4 m
deep. The pool is 25 m long from the shallow end to the deep end and
20 m wide.
(a) Calculate
(i) the inclination of the floor of the swimming pool to the horizontal
(ii) volume of the water in m3 that can fill the pool
(b) If the tap delivers water at a rate of 400 litres per minute to fill the pool,
how long to the nearest whole number will the pool take to fill?

3
(a) (i) Angle made to the horizontal 𝛼 = sin−1 ( ) = 6.89°
25

(ii) 𝐴𝑀 = √252 − 32 = 24.82 𝑚

Volume of ABKFGM = 24.82 × 20 × 3 = 1489.2 𝑚3
Volume of BCDEFI = 24.82 × 20 × 1 = 496.4 𝑚3
1489.2
Volume of swimming pool = 496.4 + = 1241 𝑚3
2

(b) 1 𝑙𝑖𝑡𝑟𝑒 = 1000 𝑐𝑚3 = 10−3 𝑚3

400 𝑙𝑖𝑡𝑟𝑒𝑠 = 400 × 10−3 = 0.4 𝑚3
400 𝑙 = 0.4 𝑚3 take 1 minute
1241
Thus 1241 𝑚3 take = 3102.5 minutes
0.4

Swimming pool will fill after 3103 minutes

S.3 & S.4 MATHS Page 129

 SENIOR FOUR: TERM 1

MATRIX TRANSFORMATIONS (PAPER 1)

An object is transformed (changed) to its image by a matrix called matrix of
transformation.
The transformation may be a reflection, enlargement or rotation.

SINGLE MATRIX TRANSFORMATION

An object point P is transformed onto its image 𝑃′ under a matrix 𝑀 if
𝑀 × 𝑶𝑷 = 𝑶𝑷′
Area of image = det 𝑀 ×area of ob𝑗𝑒𝑐𝑡 where det 𝑀 = area scale factor

Examples
1 −2
1. An object P whose area is 4𝑐𝑚2 is transformed by matrix ( ) to its
1 1
image 𝑃 ′. Find the area of 𝑃 ′.
Area of 𝑃′ = 𝑑𝑒𝑡 × 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑃 = (1 × 1 + 1 × 2) × 4 = 3 × 4 = 12𝑐𝑚2
3 𝑥
2. The transformation matrix ( ) maps A(3,5) onto 𝐴′(6,8). Find the
𝑦 3
values of 𝑥 and 𝑦.
3 𝑥 3 6
( ) ( ) = ( ) ⇒ 9 + 5𝑥 = 6 and 3𝑦 + 15 = 8
𝑦 3 5 8
3
⇒ 5𝑥 = 6 − 9 = −3 ⇒ 𝑥 = − = −0.6
5
7
𝑎𝑛𝑑 3𝑦 = 8 − 15 = −7 ⇒ 𝑦 = − = −2.33
3

4 6
3. A transformation matrix ( ) maps the points A, B and C onto
1 2
points 𝐴′(6,2), 𝐵′(16,7) and 𝐶′(22,9) respectively. Determine the
(i) coordinates of A, B and C
(ii) determinant of matrix transformation.
(iii) area of triangles ABC and its image 𝐴′𝐵′𝐶′.
4 6 𝑎 𝑐 𝑒 6 16 22
( ) (𝑏 𝑑 𝑓 ) = ( )
1 2 2 7 9
⇒ 4𝑎 + 6𝑏 = 6, 𝑎 + 2𝑏 = 2 on solving 𝑎 = 0 , 𝑏 = 1
⇒ 4𝑐 + 6𝑑 = 16, 𝑐 + 2𝑑 = 7 on solving 𝑐 = −5, 𝑑 = 6
S.3 & S.4 MATHS Page 130
 ⇒ 4𝑒 + 6𝑓 = 22, 𝑒 + 2𝑓 = 9 on solving 𝑒 = −5, 𝑓 = 7
⇒ 4𝑒 + 6𝑓 = 22, 𝑒 + 2𝑓 = 9 on solving 𝑐 = −5, 𝑑 = 6
∴ 𝐴(0,1), 𝐵(−5,6)𝑎𝑛𝑑 𝐶(−5,7)

Determinant of matrix = 2 × 4 − 1 × 6 = 2
1 1
Area of ABC = × 5 × 6 − × 5 × 5 = 2.5 𝑠𝑞. 𝑢𝑛𝑖𝑡𝑠
2 2

Area of 𝐴′ 𝐵′ 𝐶 ′ is 𝑑𝑒𝑡 ×area of object = 2 × 2.5 = 5 𝑠𝑞. 𝑢𝑛𝑖𝑡𝑠

4. A triangle 𝐴𝐵𝐶 with vertices A(1,0), B(1,2) and C(5,2) is mapped onto
1 0
triangle 𝐴′ 𝐵′ 𝐶 ′ by a transformation matrix M given by ( ).
2 4
(a) Find the
(i) coordinates of the vertices of the image 𝐴′ 𝐵′ 𝐶 ′ .
(ii) ratio of the area of triangle 𝐴𝐵𝐶 to that of its image 𝐴′ 𝐵′ 𝐶 ′
(b) Plot on the same axes; the triangles 𝐴𝐵𝐶 and 𝐴′ 𝐵′ 𝐶 ′ .
(c) Determine a transformation matrix which maps triangle 𝐴′ 𝐵′ 𝐶 ′ back to
𝐴𝐵𝐶.
1 0 1 1 5 1 1 5
(i) ( )( )=( )
2 4 0 2 2 2 10 18
Thus 𝐴′ (1,2), 𝐵′ (1,10), 𝐶 ′ (5,18)
(ii) 𝑑𝑒𝑡𝑀 = 4 − 0 = 4
𝑎𝑟𝑒𝑎 𝑜𝑓 𝐴′𝐵′𝐶′ 𝑎𝑟𝑒𝑎 𝑜𝑓 𝐴𝐵𝐶 1
=4 ⇒ =
𝑎𝑟𝑒𝑎 𝑜𝑓 𝐴𝐵𝐶 𝑎𝑟𝑒𝑎 𝑜𝑓 𝐴′𝐵′𝐶′ 4

∴ Area of ABC ∶ area of 𝐴′𝐵′𝐶′ = 1: 4

S.3 & S.4 MATHS Page 131

 (b)

1 4 0 1 0
(c) Required matrix 𝑀−1 = ( )=( )
4 −2 1 −0.5 0.25

Question
The vertices 𝑅(0,1), 𝑆(0,3) and 𝑇(3,1) of a triangle are mapped onto 𝑅′ , 𝑆′ and
1 0
𝑇′ by a transformation matrix 𝑃 = ( ).
2 4
(a) Find the coordinates of the vertices of its image 𝑅′ , 𝑆′ and 𝑇′
(b) Use the determinant of P to find the ratio of the area of triangle 𝑅𝑆𝑇 to
the area of 𝑅′ 𝑆′𝑇′.
(c) Determine the matrix of transformation which maps 𝑅′ 𝑆′𝑇′ back onto 𝑅𝑆𝑇

SUCCESSIVE TRANSFORMATIONS
If point 𝐴 undergoes a transformation matrix M followed by
matrix N, coordinates of the final image 𝐴′′ are obtained by
- using a single matrix NM i.e 𝑶𝑨′′ = (𝑁𝑀) × 𝑶𝑨.
𝑖𝑚𝑎𝑔𝑒 = (𝑁𝑀 ) × 𝑜𝑏𝑗𝑒𝑐𝑡
- graphical method at each step
However a matrix that would map 𝐴′′ back onto 𝐴 is the inverse matrix of NM
i.e (𝑁𝑀)−1
An enlargement with centre (0,0) and linear scale factor 𝑘 is represented by
𝑘 0
matrix ( )
0 𝑘
S.3 & S.4 MATHS Page 132
Examples
1. A triangle 𝐴𝐵𝐶 has vertices 𝐴(2,3), 𝐵(6,3) and 𝐶(4,6) is given a
0 −3 2 3
transformation matrix 𝑀 = ( ) followed by 𝑁 = ( ) to give a
−1 2 1 0
final image 𝐴′′𝐵′′𝐶′′ .
Find
(i) coordinates of 𝐴′′ , 𝐵′′ and 𝐶′′
(ii) describe a single transformation represented by the combined matrix
M followed by N.
(iii) obtain a single matrix that would map 𝐴′′ 𝐵′′ 𝐶′′ back onto 𝐴𝐵𝐶
Solution
By matrix transformation
32 0 −3 −3 0
(i) 𝑁𝑀 = ( )( )=( )
1
0 −1 2 0 −3
Then using (𝑁𝑀) × 𝑜𝑏𝑗𝑒𝑐𝑡 = 𝑖𝑚𝑎𝑔𝑒
−3 0 2 6 4 −6 −18 −12
⇒( )( )=( )
0 −3 3 3 6 −9 −9 −18
𝐴′ (−6, −9), 𝐵′ (−18, −9), 𝐶 ′ (−12, −18)
−3 0
(ii) Combined matrix M followed by N; 𝑁𝑀 = ( ) is an
0 −3
enlargement with centre (0,0) and linear scale factor −3.
(iii) Matrix that would map 𝐴′ 𝐵′ 𝐶 ′ back onto 𝐴𝐵𝐶 is (𝑁𝑀)−1
1
1 −3 − 0
0
(𝑁𝑀)−1 = ( )=( 3 )
9 0 −3 1
0 −
3
2. A triangle 𝐴𝐵𝐶 has vertices 𝐴(0,0), 𝐵(0, −2) and 𝐶(2,0). Its image under a
transformation matrix M has vertices 𝐴′(0,0), 𝐵′(0, −4) and 𝐶′(4,0).
(a) Find the matrix M and describe the transformation fully.
0 1
(b) Triangle 𝐴′𝐵′𝐶′ is then transformed by matrix 𝑁=( ) to
0 1
triangle 𝐴′′𝐵′′𝐶′′. Find the coordinates of 𝐴′′ , 𝐵′′ and 𝐶′′.
(c) Determine a single transformation which would map triangle 𝐴′′𝐵′′𝐶′′
back to triangle 𝐴𝐵𝐶.
𝑎 𝑏 0 0 2 0 0 4
(a) ( )( )=( )
𝑐 𝑑 0 −2 0 0 −4 0
⇒ −2𝑏 = 0 ⇒ 𝑏 = 0 2𝑎 = 4 ⇒ 𝑎 = 2

S.3 & S.4 MATHS Page 133

 −2𝑑 = −4 ⇒ 𝑑 = 2 2 0
∴𝑀=( )
0 2
2𝑐 = 0 ⇒ 𝑐 = 0
The transformation is an enlargement matrix with (0,0) the centre of
enlargement and linear scale factor of 2
0 1 0 0 4 0 −4 0
(b) ( )( )=( ) ⇒ 𝐴′′ (0,0), 𝐵′′ (−4, −4), 𝐶′′(0,0)
0 1 0 −4 0 0 −4 0
(c) Transformation M followed by N gives NM;
0 1 2 0 0 2
⇒ 𝑁𝑀 = ( )( )=( )
0 1 0 2 0 2
NM has no determinant hence no inverse

Exercise
0 1 0 1
1. A matrix 𝑃 = ( ) and 𝑄 = ( ) are used to map the point
−1 1 −1 1
𝐴(3, −2) onto 𝐴′. What are the coordinates of 𝐴′ under the matrix
transformation Q followed by P?
2. 2011/1 no.1

S.3 & S.4 MATHS Page 134

REFLECTION

Recall; object distance is equal to image distance from the mirror line.
Plot points 𝐼 (1,0) and 𝐽(0,1). Find their
images under reflection on
(i) 𝑦 – axis
(ii) 𝑥 – axis
(iii) line 𝑦 = 𝑥
(iv) line 𝑦 = −𝑥
Solution
(i) On 𝑦 – axis 𝐼′(−1,0) and 𝐽′(0,1).
(ii) On 𝑥 – axis 𝐼′(1,0) and 𝐽′(0, −1).
(iii) On 𝑦 = 𝑥 𝐼′(0,1) and 𝐽′(1,0).
(iv) On 𝑦 = −𝑥 𝐼′(0, −1) and 𝐽′(−1,0).

Summary table
Reflection on Associated matrix
𝑦 – axis −1 0
( )
0 1
𝑥 – axis 1 0
( )
0 −1
𝑦=𝑥 0 1
( )
1 0
𝑦 = −𝑥 0 −1
( )
−1 0
Examples
1. Given that coordinates A(2,7) and B(5,3) are reflected in the line 𝑥 = 𝑦,
then 𝑦 = −𝑥. Determine the final images of A and 𝐵.
01
Reflection in line 𝑥 = 𝑦 is represented by matrix M= ( ) and
10
0 −1
Reflection in line 𝑦 = −𝑥 is represented by matrix N= ( )
−1 0
0 −1 0 1 −1 0
M followed by N; 𝑁𝑀 = ( )( )=( )
−1 0 1 0 0 −1
−1 0 2 5 −2 −5
⇒( )( )=( ) ∴ 𝐴′′ (−2, −7)𝐵′′(−5, −3)
0 −1 7 3 −7 −3

S.3 & S.4 MATHS Page 135

2. A unit square formed by 𝑂(0,0), 𝐼(1,0), 𝐾(1,1) and 𝐽(0,1) is reflected in the
line 𝑦 = −𝑥 to give 𝑂′𝐼′𝐾′𝐽′
(i) Obtain the matrix transformation R for this reflection
(ii) Use R to find the image points of 𝑂′𝐼′𝐾′𝐽′
(iii) If 𝑂′𝐼′𝐾′𝐽′ is then enlarged by a linear scale factor of −2 at the origin
to give 𝑂′′𝐼′′𝐾′′𝐽′′, find the coordinates of 𝑂′′𝐼′′𝐾′′𝐽′′.
(iv) Determine a transformation matrix which maps 𝑂′′𝐼′′𝐾′′𝐽′′ back to
𝑂𝐼𝐾𝐽.
(i) Hint: plot the points I and J, use their images to obtain
required matrix
0 −1
𝑅=( )
−1 0
0 −1 1 1 0 0 −1 −1
(ii) ( )( )=( )
−1 0 0 1 1 −1 −1 0
𝐼′ (0, −1), 𝐾 ′ (−1, −1), 𝐽′(−1,0)
(iii) Matrix of enlargement with origin the centre is 𝐾 =
−2 0
( )
0 −2
−2 0 0 −1 −1 0 2 2
⇒( )( ) =( )
0 −2 −1 −1 0 2 2 0
𝐼′′ (0,2), 𝐾 ′′ (2,2), 𝐽′′(2,0)
−2 0 0 −1 0 2
(iv) R followed by K 𝐾𝑅 = ( )( )=( )
0 −2 −1 0 2 0
𝑑𝑒𝑡(𝐾𝑅) = 0 − 4 = −4

(𝐾𝑅)−1 =
1 0 −2 0 0.5
( )=( )
−4 −2 0 0.5 0
This matrix maps 𝑂′′𝐼′′ 𝐽′′ 𝐾′′ back to 𝑂𝐼𝐽𝐾.
3. The points 𝑃(0,2), 𝑄(1,4) and 𝑅(2,2) are vertices of a triangle 𝑃𝑄𝑅 . The
images of 𝑃, 𝑄, 𝑅 under a reflection 𝑥 − 𝑦 = 0 are 𝑃′ , 𝑄′ , 𝑅′. The points
𝑃′ , 𝑄′ , 𝑅′are then mapped onto the points 𝑃′′ , 𝑄′′ , 𝑅′′ on enlargement scale
factor −2 and centre of enlargement 𝑂(0,0).
(a) Write down the matrix for the
(i) reflection
(ii) enlargement
(b) Find the coordinates of 𝑃′ , 𝑄′ , 𝑅′ and 𝑃′′ , 𝑄′′ , 𝑅′′.

S.3 & S.4 MATHS Page 136

 (c) Find the matrix of a single matrix of transformation which maps 𝑃𝑄𝑅
onto 𝑃′′ 𝑄′′ 𝑅′′.
0 1
(a)(i) matrix of reflection in the line 𝑥 − 𝑦 = 0 is 𝑀 = ( )
1 0
−2 0
(ii) Matrix of enlargement 𝐾 = ( )
0 −2
0 1 0 1 2 2 4 2
(b) ( )( ) =( ) 𝑃′ (2,0), 𝑄′ (4,1), 𝑅′ (2,2)
1 0 2 4 2 0 1 2
−2 0 2 4 2 −4 −8 −4
( )( )=( )
0 −2 0 1 2 0 −2 −4
𝑃′′ (−4,0), 𝑄′′ (−8, −2), 𝑅′′ (−4, −4)
−2 0 0 1 0 −2
(c) 𝐾𝑀 = ( )( )=( )
0 −2 1 0 −2 0

Exercise
1. The points 𝑃(0,2), 𝑄(1,4) and 𝑅(2,2) are vertices of a triangle PQR. The
images of P, Q and R under a reflection in the line 𝑥 − 𝑦 = 0 are 𝑃′ , 𝑄′ and
𝑅′ respectively. The points 𝑃′ , 𝑄′ and 𝑅′ are then mapped onto the points
𝑃′′ , 𝑄′′ and 𝑅′′ respectively under an enlargement scale factor −2 and
centre of enlargement 𝑂(0,0).
(a) Write down the matrix for the
(i) reflection
(ii) enlargement
(b) Determine the coordinates of the points
(i) 𝑃′ , 𝑄′ and 𝑅′
(ii) 𝑃′′ , 𝑄′′ and 𝑅′′
(c) Find the matrix of a single transformation which would map triangle
𝑃𝑄𝑅 onto 𝑃 ′′ 𝑄′′ 𝑅′′.
2. A triangle with vertices A(2,4), B(6,4) and C(1,6), undergoes a reflection in
0.5 0
the line 𝑦 − 𝑥 = 0 followed by 𝑃2 . If 𝑃2 = ( ), find the coordinates of
0 0.5
the vertices of
(i) triangle 𝐴′𝐵′𝐶′ the image of 𝐴𝐵𝐶 under a reflection.
(ii) triangle 𝐴′′𝐵′′𝐶′′ the image of 𝐴′𝐵′𝐶′ under 𝑃2

S.3 & S.4 MATHS Page 137

ROTATION
Rotating through angle 𝜃 about the origin is associated with a matrix
cos 𝜃 − sin 𝜃
𝑅=( )
sin 𝜃 cos 𝜃
By fixing a centre of rotation, every coordinate is rotated either in a clockwise
direction (angle of rotation is taken to be negative) or anticlockwise direction
(angle of rotation is taken to be positive).

Angle, 𝜃 Associated words Matrix

0° Invariant 1 0
( )
0 1
+90° Positive quarter turn 0 −1
( )
1 0
−90° Negative quarter turn 0 −1
( )
−1 0
±180° Positive or negative half turn −1 0
( )
0 −1
Examples
1. A triangle 𝐴𝐵𝐶 with vertices A(2,0), B(0,4) and C(4,3) is given a positive
quarter turn about 𝑂(0,0)to produce 𝐴′ 𝐵′ 𝐶 ′ followed by a reflection in the
line 𝑥 + 𝑦 = 0 to produce 𝐴′′ 𝐵′′ 𝐶′′ .
(i) Determine the coordinates of 𝐴′ 𝐵′ 𝐶 ′ and 𝐴′′ 𝐵′′ 𝐶′′ .
(ii) Describe fully a single transformation which maps 𝐴𝐵𝐶
onto 𝐴′′ 𝐵′′ 𝐶′′ .
cos 90° − sin 90°
Matrix for positive quarter turn 𝑀 = ( )
sin 90° cos 90°
0 −1
=( )
1 0
0 −1
Matrix for reflection in the line 𝑥 + 𝑦 = 0; 𝑁 = ( )
−1 0

S.3 & S.4 MATHS Page 138

 0 −1 2 0 4 0 −4 −3
(i) ( )( ) =( ) 𝐴′ (0,2), 𝐵′ (−4,0), 𝐶 ′ (−3,4)
1 0 0 4 3 2 0 4
0 −1 0 −4 −3 −2 0 −4
( )( )=( )
−1 0 2 0 4 0 4 3
𝐴′′ (−2,0), 𝐵′′ (0,4), 𝐶′′(−4,3)

(𝑖𝑖) M followed by N 0 −1 0 −1 −1 0
𝑁𝑀 = ( )( )=( )
−1 0 1 0 0 1
The transformation is a reflection in the 𝑦 −axis
2. Given that 𝐻 denotes half turn about the origin and 𝑋 denotes a reflection
in the x – axis, find a single transformation equivalent to 𝑋𝐻 on the points
of the unit square.
3. A triangle with vertices A(2,4), B(6,4) and C(1,6), undergoes two successive
0 −1 0.5 0
transformations 𝑃1 followed by 𝑃2 . If 𝑃1 = ( ) and 𝑃2 = ( ),
1 0 0 0.5
(a) find the coordinates of the vertices of
(i) triangle 𝐴′𝐵′𝐶′ the image of 𝐴𝐵𝐶 under 𝑃1
(ii) triangle 𝐴′′𝐵′′𝐶′′ the image of 𝐴′𝐵′𝐶′ under 𝑃2
(b) Show on the same axes the three triangles 𝐴𝐵𝐶, 𝐴′𝐵′𝐶′and 𝐴′′𝐵′′𝐶′′.
(c) Use your graph to describe fully the transformations represented by
(i) 𝑃1
(ii) 𝑃2

S.3 & S.4 MATHS Page 139

 FURTHER FUNCTIONS (PAPER 2)
𝑓
Recall, a function is written as 𝑓: 𝑎 ⟶ 𝑏 or 𝑎 → 𝑏 or 𝑓(𝑎) = 𝑏 where 𝑎 is the
domain and 𝑏 is the range
Examples
1. If 𝑓 (𝑥) = 𝑥 2 + 3𝑥 + 3 find 𝑓(2)
𝑓
2 → 22 + 3 × 2 + 3 = 13 Or 𝑓 (𝑥) = 𝑥 2 + 3𝑥 + 3

∴ 𝑓(2) = 13 ⟹ 𝑓 (2) = 22 + 3 × 2 + 3 = 13
1
2. If ℎ(𝑥) = (3𝑥 + 5) find the value of 𝑥 such that ℎ(𝑥) = 10
2
1
(3𝑥 + 5) = 10 ⟹ 3𝑥 + 5 = 20 ⟹ 𝑥 = 5
2
2
3. Given that 𝑓 (𝑥) = find the value of 𝑥 for which the function is
5𝑥−4

meaningless/undefined
(A function is undefined or meaning less if its denominator is equal to
zero)
4
Thus 5𝑥 − 4 = 0 ⟹ 𝑥 = = 0.8
5

COMPOSITE FUNCTIONS

Composite functions are written as𝑓𝑔(𝑥),𝑓ℎ(𝑦), 𝑔ℎ(𝑟) e.t.c defined in terms of

𝑥, 𝑦 and 𝑟 respectively.

Examples
1. Given that 𝑓 (𝑥) = 3𝑥 + 5 and 𝑔(𝑥) = 2𝑥 − 1 find the value of 𝑓𝑔(2) and
𝑔𝑓(2)
For 𝑓𝑔(2), first obtain 𝑔(2) For 𝑔𝑓 (2), first
followed by 𝑓 obtain 𝑓(2) followed by 𝑔
𝑔 𝑓
2→2 × 2 − 1 = 3 2 → 3 × 2 + 5 = 11
𝑓 𝑔
Then 3 → 3 × 3 + 5 = 14 Then 11 → 2 × 11 − 1 = 21
∴ 𝑓𝑔(2) = 14 ∴ 𝑔𝑓 (2) = 21

S.3 & S.4 MATHS Page 140

2. If 𝑔(𝑥) = 2𝑥 and 𝑓 (𝑥) = 𝑥 + 3 find the value of 𝑓𝑔(𝑎)
𝑔 𝑓
𝑎 → 2 × 𝑎 = 2𝑎 then (2𝑎) → 2𝑎 + 3 ∴ 𝑔𝑓 (𝑎) = 2𝑎 + 3
3. Given that 𝑔(𝑥) = 2𝑥 + 4 and ℎ(𝑥) = 3𝑥 − 2 find the value of
(i) ℎ𝑔(𝑥)
(ii) the value of 𝑥 for which ℎ𝑔(𝑥) + 𝑔ℎ(𝑥) = −2
𝑔
(i) For ℎ𝑔(𝑥) ; 𝑥 → 2𝑥 + 4
ℎ
Then (2𝑥 + 4) → 3(2𝑥 + 4) − 2 = 6𝑥 + 12 − 2 = 6𝑥 + 10
∴ ℎ𝑔(𝑥) = 6𝑥 + 10
ℎ
(ii) For 𝑔ℎ(𝑥) ; 𝑥 → 3𝑥 − 2
𝑔
Then (3𝑥 − 2) → 2(3𝑥 − 2) + 4 = 6𝑥 − 4 + 4 = 6𝑥
∴ 𝑔ℎ(𝑥) = 6𝑥
Thus for ℎ𝑔(𝑥) + 𝑔ℎ(𝑥) = −2
⟹ 6𝑥 + 10 + 6𝑥 = −2
⟹ 12𝑥 = −12
⟹ 𝑥 = −1
4. Given that 𝑓 (𝑥) = 5𝑥 − 4 and 𝑔(𝑥) = 2𝑥 + 6. Find
(i) 𝑓𝑔(2)
(ii) 𝑔𝑓 (−2)
(iii) The value of 𝑥 for which 𝑓𝑔(𝑥) + 𝑔𝑓 (𝑥) = 20
𝑔 𝑓
2 → 2 × 2 + 6 = 10 then 10 → 5 × 10 − 4 = 46 ∴ 𝑓𝑔(2) = 46
𝑓 𝑔
(−2) → 5 × (−2) − 4 = −14 then (−14) → 2 × (−14) + 6 = −22,
∴ 𝑔𝑓 (−2) = −22
𝑔
For (𝑥); 𝑥 → 2𝑥 + 6
𝑓
Then (2𝑥 + 6) → 5(2𝑥 + 6) − 4 = 10𝑥 + 30 − 4 = 10𝑥 + 26
∴ 𝑓𝑔(𝑥) = 10𝑥 + 26
𝑓
For (𝑥); 𝑥 → 5𝑥 − 4
𝑔
Then (5𝑥 − 4) → 2(5𝑥 − 4) + 6 = 10𝑥 − 8 + 6 = 10𝑥 − 2
∴ 𝑔𝑓 (𝑥) = 10𝑥 − 2

O’ LEVEL MATHS Page 141

 Thus for 𝑓𝑔(𝑥) + 𝑔𝑓 (𝑥) = 20;
⟹ 10𝑥 + 26 + 10𝑥 − 2 = 20
⟹ 20𝑥 + 24 = 20
⟹ 20𝑥 = −4
4 1
⟹𝑥=− =−
20 5

5. Given that 𝑓 (𝑥) = 5𝑥 − 4 find 𝑓 2 (𝑥)

𝑓 2 (𝑥) means 𝑓𝑓 (𝑥)
𝑓 𝑓
For (𝑥); 𝑥 → 5𝑥 − 4 then (5𝑥 − 4 ) → 5(5𝑥 − 4) − 4 = 25𝑥 − 20
Thus 𝑓 2 (𝑥) = 25𝑥 − 20

Exercise
𝑥2
1. It is given that 𝑓(𝑥) = 𝑥 + 2 and 𝑔(𝑥) = , find the values of 𝑥 for which
4

(a) 𝑓𝑔(𝑥) = 3 [𝑥 = ±2]

(b) 𝑓𝑔(𝑥) = 𝑔𝑓 (𝑥) [𝑥 = 1]
2. Given that 𝑓 (𝑥) = 𝑥 2 + 5, find the values 𝑓 2 (−2) [86]
1
3. If 𝑓 (𝑥) = and 𝑔(𝑥) = 2𝑥 + 3, find the values of 𝑥 for which 𝑔𝑓 (𝑥) is
𝑥 2 −4

undefined. [𝑥 = ±2]
4. Two functions 𝑓 and ℎ are defined as 𝑓 (𝑥) = 𝑥 2 − 1 and ℎ(𝑥) = 𝑥 + 3.
Find the value of 𝑥 if ℎ𝑓 (𝑥) = 𝑓ℎ(𝑥). [𝑥 = −1]
𝑥+3 1−2𝑥
5. Given that 𝑓 (𝑥) = and 𝑔(𝑥) = , determine the value of 𝑥 when
2 5
9+24𝑥+8𝑥 2
(i) 𝑓𝑔(𝑥) = [ 𝑥 = 0.25 , 𝑥 = −3.5]
10

(ii) 𝑓𝑔(𝑥) + 𝑔𝑓 (𝑥) = 0 [𝑥 = 2]

O’ LEVEL MATHS Page 142

INVERSE OF A FUNCTION

This involves making the subject of the formula of a given function

Example
𝑥 2 +4
1. If 𝑓 (𝑥) = find
2

(a) 𝑓 −1 (𝑥) (b) 𝑓 −1 (4)

𝑥 2 +4
(a) Let = 𝑦 ⟹ 𝑥 = √2𝑦 − 4
2

Since the final answer must be in terms of 𝑥, replace 𝑦 by 𝑥

Thus 𝑓 −1 (𝑥) = √2𝑥 − 4
(b) 𝑓 −1 (4) = √2 × 4 − 4 = ±2
𝑥−4
2. Given that 𝑔(𝑥) = find the value of 𝑔−1 (−1)
𝑥−2
𝑥−4
Let = 𝑦 ⟹ 𝑥 − 4 = 𝑥𝑦 − 2𝑦
𝑥−2

⟹ 𝑥 − 𝑥𝑦 = 4 − 2𝑦 ( collecting like terms together)

⟹ 𝑥 (1 − 𝑦) = 4 − 2𝑦 (factorising)
4−2𝑦 4−2𝑥
⟹𝑥= Thus 𝑔−1 (𝑥) =
1−𝑦 1−𝑥
4−2×− 1
Then 𝑔−1 (−1) = =3
1−− 1

3. If 𝑔(𝑡 ) = 2𝑡 2 + 1 and ℎ(𝑡 ) = 2𝑡 find the value of 𝑔ℎ−1 (3)

𝑦
Let 2𝑡 = 𝑦 ⟹𝑡=
2
𝑡 3
⟹ ℎ−1 (𝑡 ) = ⟹ ℎ−1 (3) = = 1.5
2 2
𝑔
1.5 → 2 × (1.5)2 + 1 = 5.5
Thus 𝑔ℎ−1 (3) = 5.5
2𝑥+5
4. Given that ℎ−1 (𝑥) = find ℎ(𝑥) hence ℎ(−3)
3
2𝑥+5
Let ℎ−1 (𝑥) = =𝑦
3
3𝑦−5 3𝑥−5
⟹𝑥= ⟹ ℎ (𝑥 ) =
2 2
−9−5
⟹ ℎ(−3) = = −7
2

O’ LEVEL MATHS Page 143

 Exercise
𝑥2
1. Given 𝑓 (𝑥) = 𝑥 + 2 and ℎ(𝑥) = − 1 find
4

(a) ℎ−1 ( )
1 (b) 𝑓ℎ(𝑥) = ℎ𝑓(𝑥)
2
𝑥+2
2. If 𝑓 (𝑥) = find 𝑓 −1 (3)
2𝑥−4
𝑥+1
3. Given that 𝑔−1 (𝑥) = find 𝑔(3)
𝑥

S.3 & S.4 MATHS Page 144

 FURTHER INEQUALITIES (PAPER 1)
LINEAR INEQUALITIES
Recall,
≤ means ‘less than or equal to’ or not more than
≥ means ‘more than or equal to’ or ‘not less than’
< means ‘less than’ and > means ‘more than’

Example: Solve inequalities below

1. 7𝑥 + 3 > 2𝑥 − 15
7𝑥 − 2𝑥 > −15 − 3 (Collecting like terms)
5𝑥 > −18
𝑥 > −3.6
2. 5 < 3𝑥 − 1 ≤ 14
Add 1 to all parts; 5 + 1 < 3𝑥 ≤ 14 + 1
6 < 3𝑥 ≤ 15
Divide all parts by 2; 2 < 𝑥 ≤ 5

SOLVING QUADRATIC INEQUALITIES

𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 < 𝟎 OR 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 > 𝟎

Example
1. Solve 𝑥 2 − 𝑥 − 6 > 0
Factorise quadratic expression: 𝑥 2 − 𝑥 − 6 = 𝑥 2 + 2𝑥 − 3𝑥 − 6
= (𝑥 + 2)(𝑥 − 3)
Thus (𝑥 + 2)(𝑥 − 3) > 0 [product of factors must be positive]
Sign of the factors changes at lines 𝑥 = −2 and 𝑥 = 3
𝑥 < −2 −2 < 𝑥 < 3 𝑥>3
𝑥+2 − + +
𝑥−3 − − +
(𝑥 + 2)(𝑥 − 3) > 0 + − +

∴ The solution of 𝑥 2 − 𝑥 − 6 > 0 is 𝑥 < −2 or 𝑥 > 3

S.3 & S.4 MATHS Page 145

2. Solve 3𝑥 2 − 𝑥 − 10 ≤ 0
Factorise quadratic expression:
3𝑥 2 − 𝑥 − 10 = 3𝑥 2 + 5𝑥 − 6𝑥 − 10 = (3𝑥 + 5)(𝑥 − 2)
Thus (3𝑥 + 5)(𝑥 − 2) ≤ 0 [product of factors must be negative]
5
Sign of the factors changes at lines 𝑥 = − = −1.67 and 𝑥 = 2
3

5 5 𝑥≥2
𝑥≤− − ≤𝑥≤2
3 3
3𝑥 + 5 − + +
𝑥−2 − − +
(3𝑥 + 5)(𝑥 − 2) > 0 + − +
5
∴ The solution of 3𝑥 2 − 𝑥 − 10 > 0 is − ≤ 𝑥 ≤ 2
3

Exercise
Solve the inequalities
(a) 𝑥 2 − 6𝑥 + 8 < 0
(b) 𝑥 2 − 𝑥 − 6 < 0

GRAPHS OF INEQUALITIES

Each inequality that contains ≥ or ≤ is drawn as a solid line or curve

Each inequality that contains > or < is drawn as a broken or dotted line or
curve.
By shading out the unwanted regions, a region that remains unshaded is
called a feasible region. This region satisfies all the given inequalities.
Vertex points are used to determine the maximum or minimum value of any
given expression.

Note: points are not selected from broken lines

S.3 & S.4 MATHS Page 146

Example
By shading the unwanted regions, show the solution of the inequalities
(a) 𝑥 + 𝑦 ≥ 3, 2𝑥 − 𝑦 < 5
(b) 𝑥 ≥ 0, 𝑥 ≤ 3, 𝑥 + 𝑦 ≤ 6, 3𝑥 + 4𝑦 > 12, 𝑦 ≤ 5. Find the maximum and
the minimum value of 7𝑥 + 9𝑦 in the feasible region

(a) The feasible region is the solution of the inequalities

(b)
Vertex points Value of 7𝑥 + 9𝑦
(0,3) = 7 × 0 + 9 × 3 = 27
(0,5) = 7 × 0 + 9 × 5 = 45
(1,5) = 7 × 1 + 9 × 5 = 52
(3,3) = 7 × 3 + 9 × 3 = 48
(3,0.8) = 7 × 3 + 9 × 0.8 = 28.2

Maximum value of 7𝑥 + 9𝑦 is 52 and minimum value of 7𝑥 + 9𝑦 is 27

Exercise
Show the feasible region representing the inequalities below by shading the
unwanted regions
(a) 𝑦 ≤ 3𝑥 + 6, 𝑦 ≥ 0, 3𝑥 + 2𝑦 < 12, 𝑥 ≥ 0. Find the maximum value of
5𝑥 + 3𝑦
(b) 𝑥 + 2𝑦 ≥ 2, 𝑥 + 𝑦 ≤ 2, 𝑥 ≥ 0, 𝑦 ≥ 0. Find the minimum value of 2𝑥 + 5𝑦

S.3 & S.4 MATHS Page 147

LINEAR PROGRAMMING

This is a method used in determining a maximum profit or minimum

expenditure/cost involved in the real-life problems.

Example
1. Alice and Arthur have decided to produce and sell chicken food. They will
buy two brands A and B. They use 1kg of fish with 2kg of cereal in brand A
and 2kg of fish with 1kg of cereal in brand B. They have 10kg of fish and
14kg of cereal to begin their business. They plan to charge $2 per 3kg can
of brand A and $3 per 3kg can of brand B.
(a) Write down all inequalities involved in the above information
(b) Draw a graph to represent the inequalities
(c) How many cans of each brand should they produce in order to
maximize their revenue?
Let 𝑥 and 𝑦 be number of 3kg cans of brand A and B respectively to be
produced.

A B Total
No. of kg of fish per can 1 2 10
No. of kg of cereals per can 2 1 14
Total cans 𝑥 𝑦
Cost charged per can $2 $3

Amount of fish: 𝑥 + 2𝑦 ≤ 10
Amount of cereals: 2𝑥 + 𝑦 ≤ 14
Since cans of each type must be bought, 𝑥 > 0 and 𝑦 > 0

Points to plot
for 𝑥 + 2𝑦 = 10 are (0,5), (10,0)
for 2𝑥 + 𝑦 = 14 are (0,14), (7,0)
𝑥 = 0 (𝑦 − 𝑎𝑥𝑖𝑠)
𝑦 = 0 (𝑥 − 𝑎𝑥𝑖𝑠)

S.3 & S.4 MATHS Page 148

 Profit = $2𝑥 + $3𝑦
Imagine any profit $2𝑥 + $3𝑦 = $12. Try to plot it. Using a ruler, slide
upwards the ruler parallel to the line and the last integral point is
selected.
Last point is (6 , 2)
Profit = $2 × 6 + $3 × 2 = $18
Therefore 6 cans of type A and 2 cans of type B are required to
maximize their profit.

2. An export company is to transport 300 tonnes of pineapple. Two cargo

planes are available. A Boeing which can carry 30 tonnes of pineapple per
flight and the Airbus which can carry 20 tonnes of pineapple per flight. The
Airbus has to make more flights than a Boeing. The Boeing has to make at
least 3 flights. The company has 150,000 dollars for transport costs. The
cost per flight is 12,000 dollars for Boeing and 9,000 dollars for Airbus.
If 𝑥 is the number of flights made by the Boeing and 𝑦 is the number of
flights made by the Airbus;
(a) write down four inequalities satisfying the given conditions
(b) plot graphs of the inequalities you have formed on the same axes and
shade the unwanted regions.
(c) Find the number of flights each plane should make, if the cost of
transport is to be a minimum.

S.3 & S.4 MATHS Page 149

 Boeing Air-bus Total
𝑇𝑜𝑛𝑛𝑒𝑠 30 20 300
𝐶𝑜𝑠𝑡(£) 12,000 9,000 150,000
No. of flights 𝑥 𝑦

Since the company must carry all the tonnes, 30𝑥 + 20𝑦 ≥ 300;
12,000𝑥 + 9,000𝑦 ≤ 150,000;
𝑦 > 𝑥;
𝑥 ≥ 3;
Simplifying the inequalities,
3𝑥 + 2𝑦 ≥ 30 … . . (𝑖); points to plot (0,15), (10,0)
4𝑥 + 3𝑦 ≤ 50 … (𝑖𝑖); points to plot (2,14), (5,10)
𝑦 > 𝑥 … … … . . (𝑖𝑖𝑖)
𝑥 ≥ 3 … … … (𝑖𝑣)

𝐶𝑜𝑠𝑡 = 12,000𝑥 + 9,000𝑦

Imagine any cost, 12,000𝑥 + 9,000𝑦 = 180,000 ⇒ 4𝑥 + 3𝑦 = 60
Plot and using a ruler, slide this line downwards until a last integral
point is obtained.
(4,9) is selected.

S.3 & S.4 MATHS Page 150

 Minimum cost 12,000 × 4 + 9,000 × 9 = 129,000
Therefore to keep the cost minimum, Boeing makes 4 flights and the
air-bus makes 9 flights.

3. A trader has Shs250,000. He buys boxes of books at Shs25,000 each and

boxes of candles at Shs10,000 each. The money spent on boxes of books is
at least Shs50,000 more than that spent on candles. He buys at least 5
boxes of books and at least 7 boxes of candles.
(a) Write down four inequalities to represent this information
(b) (i) On the same axes, plot the graphs of the inequalities and shade the
unwanted regions.
(ii) List all the possible numbers of boxes of books and candles he can buy.
(c) Find the number of boxes of books and candles that the trader should
buy so as to spend all the money.

Box of books Box of Total

candles
𝐶𝑜𝑠𝑡(𝑠ℎ𝑠) 25,000 9,000 250,000
𝑁𝑜. 𝑜𝑓 𝑏𝑜𝑥𝑒𝑠 𝑥 𝑦

25,000𝑥 + 10,000𝑦 ≤ 250,000;

25,000𝑥 ≥ 10,000𝑦 + 50,000
𝑦 ≥ 7;
𝑥 ≥ 5;
Simplifying the inequalities, 5𝑥 + 2𝑦 ≤ 50; points (0,25), (10,0)
5𝑥 ≥ 2𝑦 + 10; points to plot (0,− 5), (2,0), 𝑦 ≥ 7; 𝑥 ≥ 5;

S.3 & S.4 MATHS Page 151

All possible number of boxes of books and candles are all integral points
(5,7) (7,7) (6,8) (6,9) and (6,10)

𝑥 𝑦 𝐶𝑜𝑠𝑡 = 25,000𝑥 + 10,000𝑦

6 9 25,000 × 6 + 10,000 × 9 = 240,000
5 7 25,000 × 5 + 10,000 × 7 = 195,000
7 7 25,000 × 7 + 10,000 × 7 = 245,000
6 8 25,000 × 6 + 10,000 × 8 = 230,000
6 10 25,000 × 6 + 10,000 × 10 = 250,000

The trader should buy 6 boxes of books and 10 boxes of candles to

spend the money.

4. A farmer plans to plant an 18 hectare field with carrots and potatoes. The
farmer’s estimates for the projects are shown in the table.
Carrots Potatoes
Planting and harvesting costs per hectare Shs95,000 Shs60,000
Number of working hours per hectare 12 days 4 days
Expected profit per hectare Shs228,000 Shs157,000
The farmer has only Shs1,140,000 to invest in the project. The total number
of working days is 120.

S.3 & S.4 MATHS Page 152

 (a) Let 𝑥 and 𝑦 represent number of hectares to be planted with carrots and
potatoes respectively, write down the inequalities for
(i) costs of the project
(ii) working days
(iii)number of hectares used in the project
(iv) the possibility that the field will at least be used for planting either with
carrots or potatoes.
(b) Write down an expression for the profit, P in terms of 𝑥 and 𝑦
(c) (i) On the same axes plot graphs of the inequalities in (a) and (b),
shading out the unwanted regions.
(ii) Use your graphs to determine how the farmer should use the field to
maximize the profit. Hence find the farmer’s maximum profit.
Solution
(𝑖) 95,000𝑥 + 60,000𝑦 ≤ 1,140,000
(𝑖𝑖) 12𝑥 + 4𝑦 ≤ 120
(𝑖𝑖𝑖) 𝑥 + 𝑦 ≤ 18
(𝑖𝑣) 𝑥 > 0, 𝑦 > 0
Simplifying,
(𝑖) 19𝑥 + 12𝑦 ≤ 228; points to plot (0,19), (12,0);
(𝑖𝑖) 3𝑥 + 𝑦 ≤ 30; points to plot (10,0), (5,15)
(𝑖𝑖𝑖) 𝑥 + 𝑦 ≤ 18; points to plot (5,13), (0,18); (𝑖𝑣 ) 𝑥 > 0, 𝑦 > 0

S.3 & S.4 MATHS Page 153

 Equation for the cost 𝑃 = 228,000𝑥 + 157,000𝑦 last point is (1.6 , 16.8)
Profit = 228,000 × 1.6 + 157,000 × 16.8 = 2,955,300
To maximize the profit, the farmer should use 1.6 hectares of carrots
and 16.5 hectares of potatoes.
5. A manufacturer makes two types of hoes P and K. The following conditions
apply to daily production:
(i) Each type of P costs shs3,000 and each type of K costs shs5,000 and the
manufacturer has a maximum of shs450,000 available.
(ii) Due to labour shortage the production of P plus four times that of K
should not exceed 160.
(iii)A study of the market recommended that the number of type K
produced should not exceed twice the number of type P produced.
(a) Given that 𝑥 hoes of type P and 𝑦 types of K are made, write down three
inequalities apart from 𝑥 ≥ 0; 𝑦 ≥ 0, satisfying the above conditions.
(b) Show graphically the region containing the points satisfying the above
conditions.
(c) Taking 𝑥 + 2𝑦 as the suitable expression for the manufacturer’s profit,
find the number of each type that should be made to obtain the greatest
profit.

𝑇𝑦𝑝𝑒𝑠 𝑜𝑓 ℎ𝑜𝑒𝑠 𝑃 𝐾
𝐶𝑜𝑠𝑡(𝑠ℎ) 3,000 5,000 450,000
𝑁𝑜. 𝑜𝑓 ℎ𝑜𝑒𝑠 𝑥 𝑦

3,000𝑥 + 5,000𝑦 ≤ 450,000 𝑥 + 4𝑦 ≤ 160 𝑦 ≤ 2𝑥

Simplifying,
3𝑥 + 5𝑦 ≤ 450 𝑝𝑜𝑖𝑛𝑡𝑠 (0,90), (50,60) ; 𝑥 + 4𝑦 ≤ 160 𝑝𝑜𝑖𝑛𝑡𝑠 (0,40), (40,30)
𝑦 ≤ 2𝑥 𝑝𝑜𝑖𝑛𝑡𝑠 (0,0), (10,20) ; 𝑥 ≥ 0, 𝑦 ≥ 0

S.3 & S.4 MATHS Page 154

 𝑃 = 𝑥 + 2𝑦 Assume the profit is 100
𝑥 + 2𝑦 = 100 plotting and upward sliding the rule parallel to this line,
the last feasible point is (138, 5 )
138 hoes of type P and 5 hoes of type K are made.

6. A science club in a certain school wishes to go for a seminar. The club has
hired a mini-bus and a bus to take the students. Each trip for a bus is
Shs50,000 and that for the mini-bus is Shs30,000. The bus has a capacity of
54 students and a min-bus has a capacity of 18 students. The maximum
number of students allowed to go for a seminar is 216. The number of trips
the bus makes do not have to exceed those made by the mini-bus. The
club has mobilized as much as Shs300,000 for transportation of the
students.
If 𝑥 and 𝑦 represent the number of trips made by the bus and the mini-bus
respectively,
(i) Write down five inequalities representing the above information

S.3 & S.4 MATHS Page 155

 (ii) Plot these inequalities on the same axes
(iii)By shading out the unwanted regions, show the region satisfying all the
above inequalities.
(iv) List the possible number of trips each vehicle can make.
(v) State the greatest number of students who went for the seminar.

Mini-bus Bus Total

𝐶𝑜𝑠𝑡(𝑠ℎ𝑠) 30,000 50,000 300,000
𝐶𝑎𝑝𝑎𝑐𝑖𝑡𝑦 18 54 216
𝑁𝑜. 𝑜𝑓 𝑡𝑟𝑖𝑝𝑠 𝑦 𝑥

30,000𝑦 + 50,000𝑥 ≤ 300,000

18𝑦 + 54𝑥 ≥ 216 since all the students must be taken
𝑥≤𝑦,
𝑦 > 0, 𝑥 > 0
Simplifying
3𝑦 + 5𝑥 ≤ 30; points (0,10), (6,0) ;
𝑦 + 3𝑥 ≥ 12; 𝑝𝑜𝑖𝑛𝑡𝑠 (0,12), (4,0);
𝑥≤𝑦
𝑦 > 0, 𝑥 > 0

(iv) Using a ruler, sliding equation for the number of students

upwards, last integral point is (3 , 5).

S.3 & S.4 MATHS Page 156

 Possible trips are 3 for the mini-bus and 5 for the Bus respectively.
Number of students = 54 × 3 + 18 × 5 = 252
(v) Greatest number of students who went for a seminar was 252.

7. A transport company has 8 lorries of 8-tonnes carrying capacity each and 5

lorries of 10-tonness carrying capacity each. There are 12 drivers available.
The company was contracted to transport 480 tonnes of cement from the
factory to a town on a given day. The 8-tonne lorries can make 6 journeys
in a day and the 10-tonne lorries can make 4 journeys in a day. The costs of
using an 8-tonne lorry and a 10-tonne lorry are Shs40,000 and Shs60,000
respectively.
(i) Write down four inequalities representing the above information
(ii) Plot these inequalities on the same axes shading out the unwanted
regions.
(iii)From your graph find the number of 10-tonne and 8-tonne lorries the
company used, keeping its costs as minimized as possible.

8-tonne lorry 10-tonne lorry Total

No. of journeys 6 4
Cost(shs) per journey 40,000 60,000
Capacity 18 54 216
No. of lorries 𝑥 𝑦 12
No. of tonnes per day 8 × 6 = 48 10 × 4 = 40 480

48𝑥 + 40𝑦 ≥ 480 since all the tonnes must be carried for the contractor
to get a lot. 𝑥 + 𝑦 ≤ 12, 𝑥 ≤ 8, 𝑦 ≤ 5
Simplifying
6𝑥 + 5 ≥ 60;
𝑝𝑜𝑖𝑛𝑡𝑠 (0,12), (10,0)
𝑥 + 𝑦 ≤ 12;
𝑝𝑜𝑖𝑛𝑡𝑠 (0,12), (12,0
𝑥 ≤ 8, 𝑦 ≤ 5

S.3 & S.4 MATHS Page 157

 𝑐𝑜𝑠𝑡 = 240,000𝑥 + 240,000𝑦
Imagine any cost; 240,000𝑥 + 240,000𝑦 = 2,400,000. Plotting this line,
sliding a ruler parallel to this line gives (7,5) as last integral point.
Cost = 240,000 × 7 + 240,000 × 5 = 2,880,000
7 8-tonne lorries and 5 10-tonne lorries respectively were used to
minimize the cost.

Exercise
1. A manufacturer uses small trucks and large trucks to transport his crates.
Small trucks can take only 20 crates each and large trucks can take 30 each.
On a certain day at least 180 crates must be transported and on that day 8
drivers at most are available. It takes 50minutes and 90 minutes to load
small and large trucks respectively. If the overall loading time is to be short
as possible, find how many of each type of truck should be used on that
day.
2. A wholesaler wishes to transport 870 crates of soda from a factory. He has
a lorry which can carry 150 crates at a time and a pick-up which can carry
60 crates at a time. The cost of each journey for a lorry is Shs25,000 and for
a pick-up is Shs20,000. The pick-up makes more journeys than the lorry
since it is faster. The amount of money available for transporting the soda
is Shs220,000.

S.3 & S.4 MATHS Page 158

 (i) Write down four inequalities representing the above information
(ii) Plot these inequalities on the same axes shading out the unwanted
regions.
(iii)How many journeys should the lorry and the pick-up make so as to
keep the transport cost as low possible? State how much money the
wholesaler saves by making these journeys.
60𝑥 + 150𝑦 ≥ 870; 20,000𝑥 + 25,000𝑦 ≤ 220,000; 𝑥 > 𝑦
3. A soccer club wishes to intensively train its top and second division players
by residential training in preparation for soccer league tournament. The
cost of maintaining a player is Shs60,000 and Shs45,000 per top and
second division player respectively. The club has a maximum of
Shs1,800,000 for the residential training. One and a third times the number
of top player must not exceed the number of second division players.
Given that the club can only train up to 35 players who must be selected
from the two division players,
(i) Write down the set of inequalities representing the above information
(ii) Using a scale of 2cm to represent 5 units on each axis, draw on the
same axes; graphs for these inequalities.
(iii)Shade out the unwanted regions and find the maximum number of
players from each division the club can train.
4. A private is designed to accommodate 𝑥 pick-ups and 𝑦 mini-buses at any
time. Each pick-up is allowed 15𝑚2 of space and each mini-bus is allowed
25𝑚2 of space. There is only 400𝑚2 of space available for parking. Not
more than 35 vehicles are allowed in the park, but at most 10 mini-buses
are allowed at a time.
(i) Write down the set of inequalities representing the above information
(ii) On the same axes plot graphs to represent the inequalities in (a) above
shading out the unwanted regions.
(iii)If the parking charges for a pick-up is Shs500 and that for a mini-bus is
Shs800 per day, find how many vehicles of each type should be parked in
order to obtain maximum income. Hence find the maximum parking
income per day.
15𝑥 + 25𝑦 ≤ 400; 𝑥 + 𝑦 ≤ 35; 𝑦 ≤ 10
S.3 & S.4 MATHS Page 159
5. A company wishes to transport at least 480 mattresses from its stores to
one of its sales point. It has two types of trucks, A and B. Truck A can carry
40 mattresses at a cost of Shs 30,000 per trip. Truck B can carry 60
mattresses at a cost of Shs 45,000 per trip. There is Shs600,000 available for
transport. The number of trips made by A should not exceed 12. Those
made by B should not exceed twice the number of trips made by A.
(a) If 𝑥 and 𝑦 are the trips made by A and B respectively, write down four
inequalities satisfying the given conditions.
(b) (i) On the same axes draw graphs to represent the inequalities in (a)
above shading out the unwanted regions.
(ii) Find all the possible number of trips made by each truck so that the
transport cost is minimized.
40𝑥 + 60𝑦 ≥ 480; 30,000𝑥 + 45,000𝑦 ≤ 600,000; 𝑥 ≤ 12; 𝑦 ≤ 2𝑥
6. A bicycle factory assembles two types of bicycles; Roadmaster and Hero on
different assembly lines. An assembly line for Roadmaster occupies an area
of 60𝑚2 and that of Hero occupies an area of 30𝑚2 of the floor space. The
floor space available for all the assembly lines is 420𝑚2 . The assembly line
for Roadmaster needs 10 men to operate it and that of Hero needs 16 men
to operate it. The assembly lines need a maximum of 120 men to operate
them.
(a) If 𝑥 and 𝑦 represent the number of assembly lines for Roadmaster and
Hero respectively
(i) Form four inequalities to represent the given information
(ii) Draw graphs on the same axes to represent the inequalities in (i) above.
Shade the unwanted regions
(b) The assembly line for Roadmaster produces 30 bicycles per day and that
of Hero produces 20 bicycles per day. Find the
(i) Number of assembly lines for each type of bicycles that should be
operated so as to produce the highest number of bicycles per day.
(ii) Highest total number of bicycles that can be produced per day.
10𝑥 + 16𝑦 ≤ 120; 60𝑥 + 30𝑦 ≤ 420

S.3 & S.4 MATHS Page 160

7. A school constructed an office block which required 34 tonnes of sand. The
school hired a lorry and a tipper truck with capacities of 7 tonnes and 5
tonnes respectively to transport the sand. The cost per trip either by lorry
or tipper truck was Shs30,000. The money available for the transportation
was Shs180,000. The trips made by the lorry did not exceed those made by
the tipper truck.
(a) If 𝑥 and 𝑦 represent the number of trips made by the lorry and tipper
truck respectively
(i) Form five inequalities to represent the given information
(ii) Plot these inequalities on the same axes shading the unwanted regions.
(b) (i) From your graph in (a)(ii) above, list all possible number of trips that
each vehicle can make so as to maximize the total tonnage of sand
transported.
(ii) Find the number of trips by each vehicle that made the greatest total
tonnage.
8. At a graduation party, the guests are to be served with beer and soda. At
least twice as many crates of beer as soda are needed. A crate of beer
contains 25 bottles and a crate of soda contains 24 bottles. More than 200
bottles of beer and soda are required. A maximum of Shs500,000 may be
spent on beer and soda. Assume a crate of beer costs sh40,000 and a crate
of soda costs sh15,000
(a) (i) Form inequalities to represent the given information
(ii) Represent the above inequalities on the same axes
(iii) By shading the unwanted regions represent the region satisfying the
inequalities in (a)(i) above.
(b) From your graph find the number of crates of beer and soda that should
be bought if the cost is to be as low as possible. Find the amount that was
paid for these crates of beer and soda.
𝑦 ≥ 2𝑥; 25𝑦 + 24𝑥 ≥ 200; 40,000𝑦 + 15,000𝑥 ≤ 500,000

S.3 & S.4 MATHS Page 161

9. A firebrick company is to purchase two types of machines making brick.
The table below gives some information about each type of machine.
Type A Type B

400 1200
Number of bricks made by the machine per
hour
3 5
Number of workers required to operate the
machine

The company wants at least 30,000 bricks to be made per day. The
machines are to operate five hours daily.
Type B machines are very expensive and the company has decided to
purchase not more than four of them.
The total number of workers to be employed to operate the machines must
be less than forty.
(a) Write all inequalities to represent the information.
(b) (i) Represent the above inequalities on the same graph and shade the
unwanted regions.
(ii) Use the graph to find the number of machines of each type that should
be purchased in order to maximize daily brick production.

S.3 & S.4 MATHS Page 162

 SENIOR FOUR: TERM 2

FURTHER TRAVEL GRAPHS (PAPER 2)

Recall, distance travelled = speed × time.
Examples
1. A car driver covered a distance of 60 km at 100 kmh−1 . A lorry driver
covered the same distance but took half an hour more. Calculate the
(a) time taken by the lorry driver
(b) average speed of the lorry driver
60
Time taken by the car driver = = 0.6 ℎ
100

Time taken by the lorry = 0.6 + 0.5 = 1.1 ℎ

60
Average speed of the lorry = = 54.54 kmh−1
1.1

2. A traffic police patrol car travelling at 120 kmh−1 is chasing a taxi 0.5 km
away and travelling at 100 kmh−1 . How far must the police patrol car travel
in order to catch up the taxi?

Let C be a catch up point a distance 𝑥 from where the taxi was.

0.5+𝑥
Time taken by the police car =
120
𝑥
Time taken by the taxi =
100

At point C, both cars will have taken the same time.

0.5+𝑥 𝑥
=
120 100
5 + 10𝑥 = 12𝑥
5 = 2𝑥 𝑥 = 2.5
Police car covered 0.5 + 2.5 = 3km in order to catch up the taxi
3. Two cyclists A and B start at the same time from trading centre P travelling
to trading centre Q which are 24 km apart. A starts at a steady speed of
10 kmh−1 greater than that of B who also travels at a steady speed.

S.3 & S.4 MATHS Page 163

 When A has covered half the distance, he delays for three quarters of an
hour, after which he travels at a speed 25% less his original speed and
arrives in trading centre Q fifteen minutes earlier than cyclist B.
(c) Determine the speeds of cyclists A and B.
(d) If cyclist B started from trading centre Q at the same time as cyclist A
started from trading centre P, both of them travelling non-stop on the
way, find how far from Q the two cyclists would meet. After how long
would they meet?
(a) Let speed of B be x, that of A becomes 10 + 𝑥
24
Time taken by B to reach Q, is hours
𝑥
12 3 12 28 3
Time taken by A to reach Q is + + = + hours.
10+𝑥 4 0.75(10+𝑥) 10+𝑥 4
24 15 24 1
But time taken by A to reach Q is − = −
𝑥 60 𝑥 4
24 1 28 3
Thus − = +
𝑥 4 10+𝑥 4
240−4𝑥
⇒ =1
𝑥(10+𝑥)

⇒ 𝑥 2 + 14𝑥 − 240 = 0
On solving 𝑥 = 10, 𝑥 = −24
Therefore speed of B is 10 𝑘𝑚ℎ−1 and that of A is
10 + 10 = 20 𝑘𝑚ℎ−1
(b) Let distance up to meeting point R from Q be y
𝑦
Time taken by B to reach R, is hours
10
24−𝑦
Time taken by A to reach R is hours
20

At the meeting point, they all will have taken same time, since
they started at the same time
𝑦 24−𝑦
⇒ =
10 20

⇒ 24 − 𝑦 = 2𝑦
8
⇒𝑦=8 Time taken will be = 0.8 hours
10

Two cyclists will be 8km from Q after 0.8 hours.

4. A lorry set off at 7.00am from station A to station B, 360km away. It
travelled at a constant speed of 50 kmh−1 for 2 hours. The lorry then
stopped for 1hour. It then proceeded at a steady speed for 4 hours to

S.3 & S.4 MATHS Page 164

 station B. A mini-bus left station B at 8.00am for station A and moved non-
1
stop for 4 hours.
2

(a) Using a scale of 2cm to represent 40km on the vertical axis and 2cm to
represent 1hour on the horizontal axis, draw on the same axes,
distance-time graphs for the lorry and the mini-bus.
(b) Using your graphs, find
(i) time when the two vehicles met.
(ii) distance from B when the vehicles met.
(iii) average speed for the mini-bus.

Lorry; after 2ℎ𝑜𝑢𝑟𝑠, 𝑆 = 50𝑘𝑚ℎ−1 , 𝑡 = 2ℎ

Distance travelled 𝑑 = 𝑠 × 𝑡 = 50 × 2 = 100𝑘𝑚.
After a rest of 1 hour, 𝑑 = 360 − 100 = 260𝑘𝑚, time taken 𝑡 = 4ℎ
1
Mini-bus; 𝑑 = 360𝑘𝑚, 𝑡 = 4 ℎ
2

From the graph

(i) The two vehicles met 3.3ℎ𝑜𝑢𝑟𝑠 after lorry taking off.
𝑶𝒓 3.3ℎ𝑜𝑢𝑟𝑠 = 3ℎ𝑜𝑢𝑟𝑠 + (0.3 × 60 = 18 𝑚𝑖𝑛𝑢𝑡𝑒𝑠)
The two vehicles met at 7.00 + 3ℎ𝑜𝑢𝑟𝑠18𝑚𝑖𝑛𝑢𝑡𝑒𝑠 = 10: 18𝐴𝑚
(ii) The two vehicles met at 360 − 120 = 240𝑘𝑚 from B.
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑚𝑜𝑣𝑒𝑑 360
(iii) Average speed of mini-bus = = 1 = 80𝑘𝑚ℎ−1
𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 𝑡𝑎𝑘𝑒𝑛 4
2

S.3 & S.4 MATHS Page 165

5. Otim and Mukasa wish to travel to the next trading centre which is 30.8km
away. They will travel by their bicycles. When Otim had covered 9km
travelling steadily at 4kmh−1 , Mukasa started riding at a steady speed of
7kmh−1 from where Otim started. Both Mukasa and Otim maintained their
cycling speed until Mukasa overtook Otim.
(a) Find the time and distance at which Mukasa overtook Otim.
(b) Given that Mukasa then reduced his speed and maintained the new
speed until he arrived at the trading centre, there by arriving 0.6hours
later than if he had maintained the 7kmh−1 speed.
(i) Calculate by how much he reduced his speed
(ii) For how long was he in the trading centre before Otim joined
him?
𝑑 30.8
(a) Otim takes 𝑡 = = = 7.7 ℎ𝑜𝑢𝑟𝑠 to reach next centre
𝑠 4
9
Mukasa started = 2.25 ℎ𝑜𝑢𝑟𝑠 after Otim had started.
4
30.8
He took = 4.4 ℎ𝑜𝑢𝑟𝑠 to reach next centre
7

From the graph, Mukasa overtook Otim 21km from the starting point,
after
5.3 − 2.25 = 3.05 ℎ𝑜𝑢𝑟𝑠.
(b)(i) Let the new speed be (7 − 𝑥) where 𝑥 is a decrease in speed.

S.3 & S.4 MATHS Page 166

 Distance to cover = 30.8 − 21 = 9.8𝑘𝑚 and the time to be taken
9.8
𝑡= to reach B.
7−𝑥

From graph; 6.25 + 0.6 = 7.25 ℎ

After overtake, Mukasa took 7.25 − 5.3 = 1.95 ℎ
9.8
Thus 1.95 =
7−𝑥

⇒ 7 − 𝑥 = 5.026
⇒ 𝑥 = 1.974
Mukasa reduced his speed by 1.974 𝑘𝑚ℎ−1 .
(ii) Mukasa took 4.4 + 0.6 = 5 hours to reach B and Otim took
7.7hours to reach B
Thus Mukasa took 7.7 − 5 = 2.7 ℎ𝑜𝑢𝑟𝑠 waiting for Otim.
6. Kampala and Mbale are 229km apart. A mini-bus heading for Kampala
leaves Mbale at 8.55am with a steady speed of 56kmh−1 . At 9.40am, a
saloon car travelling at 80kmh−1 leaves Kampala and travels steadily
towards Mbale. Using scales of 2cm: 20 km and 2cm: 1h draw on the same
axes distance – time graphs showing the journeys of the two vehicles.
Hence or otherwise, determine when and at what distance from Kampala
the two vehicles will meet.
Given that the mini-bus then increases its speed by 14kmh−1 , calculate the
(i) time when the mini-bus arrives Kampala
(ii) difference in the time of arrival of the two vehicles

229
Mini-bus took = 4.089 ≈ 4.1ℎ𝑜𝑢𝑟𝑠 to reach Kampala
56

Saloon car started after 9: 40 − 8: 55 = 45𝑚𝑖𝑛𝑢𝑡𝑒𝑠

45
= = 0.75ℎ𝑜𝑢𝑟𝑠.
60
229
Saloon car took = 2.8625 ≈ 2.9ℎ𝑜𝑢𝑟𝑠 to reach Mbale
80

Plot (0.75 + 2.9,0) = (3.65,0)

S.3 & S.4 MATHS Page 167

 From the graph, the two vehicles met at 229 − 119 = 110𝑘𝑚 from
Kampala at 8: 55 + 2.15ℎ𝑜𝑢𝑟𝑠
= 8: 55 + 2ℎ𝑜𝑢𝑟𝑠 9𝑚𝑖𝑛𝑢𝑡𝑒𝑠
= 11: 04 𝐴𝑀.
After meeting, new speed of mini-bus is 56 + 14 = 70𝑘𝑚ℎ−1
Distance to cover = 100𝑘𝑚 and
110
time taken = = 1.571 ℎ𝑜𝑢𝑟𝑠 = 1ℎ𝑜𝑢𝑟 + 0.571 × 60 = 1ℎ𝑜𝑢𝑟 34𝑚𝑖𝑛𝑢𝑡𝑒𝑠
70

The mini-bus then arrived Kampala at 11: 04𝐴𝑚 + 1ℎ𝑜𝑢𝑟 34𝑚𝑖𝑛𝑢𝑡𝑒𝑠

= 12: 38𝑃𝑀
The saloon car arrived Mbale at 9: 40 + 2.9ℎ = 9: 40 + 2ℎ 54𝑚𝑖𝑛𝑢𝑡𝑒𝑠
= 12: 34 𝑃𝑀
Difference in their times of arrival = 12: 38 − 12: 34 = 4 𝑚𝑖𝑛𝑢𝑡𝑒𝑠

S.3 & S.4 MATHS Page 168

 Questions
1. A man walks a daily journey of 4 km. When he increases his speed by
0.5 kmh−1 , he takes 2 minutes less than the usual time.
Determine
(a) the man’s usual speed [7.5 kmh−1 ]
(b) the time in minutes he takes to cover his daily journey. [32 minutes]
(c) how long he takes on the journey when he travels at the unusual speed.
[30 minutes]
2. Two cyclists A and B begin travelling at the same time from town P to Q, 18
km apart. A travels at a steady speed of 15 kmh−1 faster than that of B who
also travels at a steady speed. When A has covered half the distance, he
delays for half an hour, after which he travels at a speed 20% less his
original speed. He arrives in town Q 15 minutes earlier than cyclist B.
(a) Determine the speeds of cyclists A and B.
(b) If cyclist B started from trading centre Q at the same time as cyclist A
started from trading centre P, and all the two travel non-stop, determine
the distance from P where the two cyclists will meet. After how long
would they meet?
3. A mini-bus from town A to town B a distance of 156 km, at a certain
average speed of 𝑉 kmh−1 . On the return journey, it increases the average
speed by 4 kmh−1 and takes 15 minutes less. Find the average speed 𝑉.
[48kmh−1 ]
4. The distance between two towns A and B is 432km. A lorry travelling at
steady speed of 72kmh−1 leaves town A at 6.45am for town B. one and half
hours later, a mini-bus leaves town A at a steady non-stop speed of
108kmh−1 heading for town B.
(a) On the same axes show the journey of the two vehicles (use scales of
2𝑐𝑚: 40𝑘𝑚 and 2𝑐𝑚: 1ℎ)
(b) Use your graph to estimate the
(i) time and distance from town A when the mini-bus overtakes the
lorry.
(ii) times when the two vehicles arrive in town B.
(iii) difference in times of arrival of the two vehicles.
S.3 & S.4 MATHS Page 169
 (i) The mini-bus overtakes the lorry 324𝑘𝑚 at 11: 15𝐴𝑀
(ii) The Lorry arrives at B at12: 45𝑃𝑀
(iii) Mini-bus arrives B at 12: 15𝑃𝑀
(iv) Difference in the times of arrival = 30 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
5. Mbarara is about 260km from Kampala. An express bus leaving Kampala for
Mbarara at 6.45am travelling at a steady speed of 52kmh−1 . A taxi leaves
1
Mbarara 1 hours later and travels non-stop at a steady speed of 84kmh−1 .
2

Draw on the same axes, distance – time graphs showing the journeys of the
two vehicles (use scales of 2𝑐𝑚: 40𝑘𝑚 and 2𝑐𝑚: 1ℎ)
Hence or otherwise, determine the time and distance from Kampala the
two vehicles meet.
If the bus then increases its speed by 20kmh−1 , calculate
(i) the time when the bus arrives in Mbarara
(ii) difference in the times of arrival of the two vehicles.
The two vehicles met 148 𝑘𝑚 from Kampala, at 9: 33𝐴𝑀.
Bus arrived Mbarara at 1: 07𝐴𝑀
The Taxi arrived Mbarara at 11: 21𝐴𝑀
Difference in the times of arrival = 14 𝑚𝑖𝑛𝑢𝑡𝑒𝑠.
6. Town B from town A can be reached by two different routes. Using a
shorter route, it takes a driver 2hours 26minutes. The driver covered the
first 𝑥km at an average speed of 54kmh−1 and then covered the remaining
𝑦km at an average speed of 37.5kmh−1 . Using a longer route, which is 5km
longer than the shorter route, it takes a driver 2hours 12minutes at an
average speed of 60kmh−1 .
Show that the time taken using the shorter route is given by the equation
25𝑥 + 36𝑦 = 3285.
Form an equation in terms of 𝑥 and 𝑦 that represents the time taken using
the second route.
Find how long it would take a driver travelling at a steady speed of
65kmh−1 to move from town A to town B by the short route.
[1.954 ℎ𝑜𝑢𝑟𝑠]

S.3 & S.4 MATHS Page 170

7. Iganga is 100km from Tororo. At 0800hours, a lorry leaves Iganga for
Tororo at 40kmh−1 . Fifteen minutes later, a pick-up leaves Iganga for
Tororo at 60kmh−1 .
Draw on the same axes, distance – time graphs showing the journeys of the
two vehicles (use scales of 1𝑐𝑚: 10𝑘𝑚 and 4𝑐𝑚: 1ℎ)
Find from your graphs;
(i) The time when the pick-up overtakes the lorry
(ii) The distance from Tororo to place when the pick-up overtakes the
lorry.
(iii) How far ahead of the lorry the pick-up is at 0900hours
(i) The pick-up overtakes the lorry at 08: 45 𝑎𝑚
(ii) Pick-up overtakes the lorry at 170𝑘𝑚 from Tororo.
(iii) The pick-up was 5𝑘𝑚 ahead of the lorry.
8. Lugazi is 45km from Kampala. Kintu set off at 0815 hours from Kampala
riding a bicycle at 15kmh−1 . Kintu’s bicycle broke down at 0915 hours and
he was delayed for 45 minutes. He then walked back to Kampala and
reached at 1230 hours. Ojok set off at 0915 hours from Kampala, riding a
bicycle and reached Lugazi at 1200 hours
(a) Draw on the same axes, distance – time graphs showing the journeys of
Kintu’s and Ojok.
(b) Use your graph to find
(i) How far from Kampala Kintu was when his bicycle broke down.
(ii) The speed at which Kintu walked back to Kampala.
(iii) Ojok’s average speed.
(iv) The time when the two men met.
(v) The distance from Kampala where the two men met.
(i) Kintu was 15𝑘𝑚 from Kampala when his bicycle broke down
(ii) Kintu had a speed = 6.8 𝑘𝑚ℎ−1 .
(iii) Ojok’s average speed 16.36 𝑘𝑚ℎ−1 .
(iv)The two men met at 10: 07 𝑎𝑚
(v) The two men met 14.25𝑘𝑚 from Kampala.

S.3 & S.4 MATHS Page 171

 SENIOR FOUR: TERM 3

THREE DIMENSIONS (PAPER 2)

In this chapter, we use Pythagoras theorem and trigonometry to solve
problems concerning prisms and pyramids.

A. PRISMS
A prism has a uniform cross-sectional area. Examples of prisms include a cube,
cuboid, cylinder, triangular prisms.

Volume of a prism 𝑉 = cross-sectional area ×height = 𝑨 × ℎ

LENGTH OF A LINE
Use Pythagoras theorem for a right-angled triangle to find length of a line.
Example
In the figure below, calculate the lengths 𝐵𝐷 and 𝐵𝐻

̅̅̅̅ is the length of diagonal of plane ABCD

𝐵𝐷
̅̅̅̅ = √202 + 82 = 21.5𝑐𝑚,
𝐵𝐷

A right angle is drawn at D; ̅̅̅̅ = √𝐵𝐷

𝐵𝐻 ̅̅̅̅ 2 + 𝐷𝐻
̅̅̅̅2

= √21.52 + 52
= 22.1𝑐𝑚

S.3 & S.4 MATHS Page 172

ANGLE BETWEEN A LINE AND A PLANE
Identify a common point between a line and a plane.

Example
In the figure below, calculate the angle between
BH and plane 𝐴𝐵𝐶𝐷
̅̅̅̅ = √202 + 82 = 21.5𝑐𝑚,
𝐵𝐷
̅̅̅̅ = √𝐵𝐷
𝐵𝐻 ̅̅̅̅2 + 𝐷𝐻
̅̅̅̅2 = √21.52 + 52 = 22.1𝑐𝑚
Common point is B
5
tan 𝜃 = ⇒ 𝜃 = 13.1°
21.5

Angle between BH and ABCD is 13.1°

ANGLE BETWEEN TWO PLANES

Identify a common line of intersection of the planes.
Two lines perpendicular to the common line are drawn on the planes.
Angle between these lines is the angle between two planes.

Example
In the figure below, calculate the angle between plane 𝐵𝐶𝐻 and 𝐴𝐵𝐶𝐷

Common line of intersection is 𝐵𝐶

Since 𝐶𝐻 ≠ 𝐵𝐻, angle between BCH and ABCD is the angle between
BCHE and ABCD

S.3 & S.4 MATHS Page 173

 5
tan 𝛼 = ⇒ 𝛼 = 32°
8

Angle between BCH and ABCD is 32°

OTHER EXAMPLES ON PRISMS

1. The figure below shows a rectangular box 𝐴𝐵𝐶𝐷𝐸𝐹𝐺 with square ends
𝐹𝐵𝐶𝐺 and 𝐴𝐷𝐻𝐸 of side 9cm, ̅̅̅̅
AB = 12cm. Calculate the
̅̅̅̅̅and ̅̅̅̅
(i) lengths 𝐴𝐶 𝐴𝐺
(ii) angle between the line 𝐴𝐺 and plane 𝐴𝐵𝐶𝐷.
(iii)angle between the planes 𝐷𝐸𝐺 and 𝐴𝐷𝐻𝐸.
(i) ̅̅̅̅
𝐴𝐶 = √122 + 92 = 15𝑐𝑚
̅̅̅̅
𝐴𝐺 = √̅̅̅̅
𝐴𝐶 2 + ̅̅̅̅
𝐶𝐺 2 = √122 + 92 = 17.5𝑐𝑚
9
(ii) tan 𝜃 = ⇒ 𝜃 = 30.96° ≈ 31°
15

AD makes to 31° ABCD

(iii) Common line is DE
̅̅̅̅
𝐴𝐻 = √92 + 92 = 12.73𝑐𝑚
̅̅̅̅ = 1 × 12.73 = 6.365𝑐𝑚
𝑃𝐻
2
12
tan 𝛼 = ⇒ 𝛼 = 62.1°
6.365

2. The figure below shows a prism 𝐴𝐵𝐶𝐷𝐸𝐹 with an

isosceles right-angled triangle as the cross-
section and a horizontal rectangular base 𝐴𝐵𝐶𝐷
Calculate the:
(a) lengths of
(i) 𝐴𝐹
(ii) 𝐵𝐸
(b) angle between BE and the base 𝐴𝐵𝐶𝐷
(c) volume of the prism
̅̅̅̅2 = 𝐴𝐹
(a)(i) 𝐴𝐵 ̅̅̅̅ 2 + 𝐹𝐵
̅̅̅̅2
̅̅̅̅ = 𝐹𝐵
Since 𝐴𝐹 ̅̅̅̅ ⇒ ̅̅̅̅ ̅̅̅̅ 2 + 𝐴𝐹
𝐴𝐵2 = 𝐴𝐹 ̅̅̅̅ 2 = 2𝐴𝐹
̅̅̅̅ 2
1
⇒ ̅̅̅̅
𝐴𝐹 2 = × 82 = 32 ⇒ ̅̅̅̅
𝐴𝐹 = √32 = 5.66𝑐𝑚
2

̅̅̅̅ 2 = 𝐵𝐹
(ii) 𝐵𝐸 ̅̅̅̅ 2 + 𝐹𝐸
̅̅̅̅ 2 ̅̅̅̅ = √(5.66)2 + 102 = 11.49𝑐𝑚
𝐵𝐸

S.3 & S.4 MATHS Page 174

 (b) If M is the mid-point of CD ̅̅̅̅̅
𝑀𝐸 = √(5.66)2 − 42 = 4.0𝑐𝑚
4.0
sin 𝜃 = ⇒ 𝜃 = 20.4° BE makes 20.4° with ABCD.
11.49
1
(C) Area of ABF = × 5.66 × 5.66 = 16.02 𝑐𝑚2
2
1
Volume of the prism = × 16.02 × 10 = 53.4𝑐𝑚3
3

3. The figure below shows a cuboid 𝐴𝐵𝐶𝐷𝐸𝐹𝐺 in which̅̅̅̅

BC = 8cm, ̅̅̅̅
BF = 6cm.
K is the mid-point of 𝐴𝐵. Calculate the
(i) length 𝐴𝐺
(ii) angle which 𝐴𝐺 makes with plane 𝐴𝐵𝐶𝐷.
(iii)angle between the planes 𝐾𝐺𝐻 and 𝐹𝐺𝐻𝐸.
(i) ̅̅̅̅
𝐴𝐺 2 = ̅̅̅̅
𝐴𝐶 2 + ̅̅̅̅
𝐶𝐺 2
But ̅̅̅̅
𝐴𝐶 2 = ̅̅̅̅
𝐴𝐵 2 + ̅̅̅̅
𝐵𝐶 2 ⇒ ̅̅̅̅
𝐴𝐶 = √52 + 82 = 9.43𝑐𝑚
̅̅̅̅ = √(9.43)2 + 62 = 11.2𝑐𝑚
⇒ 𝐴𝐺
6
(ii) tan 𝜃 = ⇒ 𝜃 = 32.5°
9.43

AG makes 32.5° with ABCD.

(iii) Common line is GH
6
If M and N are mid-points of GH and FE, tan 𝛼 = ⇒ 𝛼 = 36.9°
8

KGH makes 36.9° with FGHE.

Questions
1. The net below is for a cuboid ABCHGDEFG.

Draw and label the cuboid ABCHGDEFG.

Find
(i) length 𝐴𝐺

S.3 & S.4 MATHS Page 175

 (ii) angle which 𝐴𝐺 makes with plane 𝐴𝐵𝐶𝐻.
(iii) angle between the planes 𝐺𝐸𝐻 and 𝐺𝐻𝐶𝐷.
2. The figure below represents a tent in the form of a triangular prism
ABCDEF. ̅̅̅̅
BC =1.5m ̅̅̅̅
CD =3m and the slanting edges are 2m long.

Calculate
(a) height of the tent AP
(b) angle between the lines BC and AC
(c) angle between the planes ABFE and ACDE
(d) angle between the line CE and base BCDF

B. PYRAMIDS
These are solid figures whose base is a plane figure.
Examples of pyramids include a
- cone with circular
- pyramid with square/rectangular base

- regular triangular pyramid (tetrahedron); ̅̅̅̅ = 1 ̅̅̅̅

𝑂𝐸 ̅̅̅̅ = 2 ̅̅̅̅
𝐴𝐸 , 𝐴𝑂 𝐴𝐸 ,
3 3
1
̅̅̅̅
𝐶𝐸 = ̅̅̅̅
𝐶𝐷
2

1
Volume of a pyramid 𝑉 = × base area × height
3

S.3 & S.4 MATHS Page 176

Examples
1. The figure below shows a right pyramid standing on a
horizontal rectangular base 𝑃𝑄𝑅𝑆. Given that ̅̅̅̅
𝑃𝑄 = 6𝑐𝑚,
̅̅̅̅
𝑄𝑅 = 8𝑐𝑚 and V is 12cm vertically above the horizontal
base 𝑃𝑄𝑅S.
Find
̅̅̅̅
(i) length 𝑉𝑄
̅̅̅̅ and the horizontal base.
(ii) angle between 𝑉𝑄
(iii)angle between planes 𝑃𝑄𝑅𝑆 and 𝑉𝑆𝑅.
(iv) angle between planes 𝑉𝑃𝑄 and 𝑉𝑆𝑅.
̅̅̅̅ = √𝑄𝑂
(i) 𝑉𝑄 ̅̅̅̅2 + 𝑂𝑉
̅̅̅̅ 2
1 1
But ̅̅̅̅
𝑄𝑂 = ̅̅̅̅
𝑄𝑆 = (√82 + 62 ) = 5𝑐𝑚
2 2

̅̅̅̅ = √52 + 122 = 13𝑐𝑚

⇒ 𝑉𝑄
(𝑖𝑖) Common point is Q
12
⇒ tan 𝜃 = ⇒ 𝜃 = 67.4°
5

(𝑖𝑖𝑖) Common line RS,

N is a mid-point of SR since 𝑉𝑅 = 𝑉𝑆
12
tan 𝛼 = ⇒ 𝛼 = 71.6°
4

Angle between PQRS and VSR is 71.6°

(iii) Common vertex is V, M and N are mid points of PQ and SR
∠𝑀𝑉𝑁 = 180° − 2𝛼 = 180° − 2 × 71.6° = 36.8°
Angle between VPQ and VSR is 36.8°

2. The figure below shows a pyramid whose base 𝐴𝐵𝐶𝐷 is a

rhombus of side 5cm and acute angle 600 . Given that
̅̅̅̅ = 𝐷𝐸
AE ̅̅̅̅ = ̅̅̅̅ ̅̅̅̅ = 8𝑐𝑚,
𝐶𝐸 = 𝐵𝐸 F is the point of
intersection of the diagonals of a rhombus.
Find
(i) length ̅̅̅̅
𝐸𝐹
(ii) angle AEB
(iii)angle each slanting side makes with the base.

S.3 & S.4 MATHS Page 177

 For a rhombus ̅̅̅̅
𝐴𝐵 = ̅̅̅̅
𝐵𝐶 = ̅̅̅̅
𝐶𝐷 = ̅̅̅̅
𝐷𝐴 = 5𝑐𝑚
̅̅̅̅
𝐴𝐶 5
(i) = ⇒ ̅̅̅̅
𝐴𝐶 = 8.66𝑐𝑚
sin 120° sin 30°

̅̅̅̅ = 1 𝐴𝐶
𝐴𝐹 ̅̅̅̅ = 1 × 8.66 = 4.33𝑐𝑚
2 2

̅̅̅̅ = √̅̅̅̅
𝐸𝐹 𝐴𝐸 2 − ̅̅̅̅
𝐴𝐹 2 = √82 − 4. 332 = 6.727 ≈ 6.7𝑐𝑚
(ii) N is the mid-point of AB since 𝐴𝐸 = 𝐸𝐵
2.5
∠𝐴𝐸𝐵 = 2𝜃 where sin 𝜃 = ⇒ 𝜃 = 18.21°
8

⇒ ∠𝐴𝐸𝐵 = 2 × 18.21° = 36.42°

(𝑖𝑖𝑖) Vertical height = 6.727𝑐𝑚
6.727
⇒ tan 𝛼 = ⇒ 𝛼 = 69.6°
2.5

Angle between slanting side and the base is about 69.6°

3. The figure below shows a regular tetrahedron VABC with ̅̅̅̅
𝑉𝐴 = 16𝑐𝑚.
Calculate the
(i) height of V above 𝐴𝐵𝐶
(ii) angle between edge 𝑉𝐴 and the plane 𝐴𝐵𝐶
(iii)volume of the tetrahedron
(i) A tetrahedron has all sides equal
̅̅̅̅ 𝑉𝐵 = ̅̅̅̅
𝑉𝐴 = ̅̅̅̅ 𝑉𝐶 = ̅̅̅̅
𝐶𝐴 = ̅̅̅̅
𝐶𝐵 = 16𝑐𝑚
Let M and N be the mid-points of CA and BA.
If O is the centre of the medians BM and CN,
2 2 2 2
̅̅̅̅ 𝐵𝑀 = (√̅̅̅̅
𝐵𝑂 = ̅̅̅̅̅ 𝐵𝐴2 − ̅̅̅̅̅
𝑀𝐴2 ) = (√162 − 82 ) = × 13.86 = 9.24𝑐𝑚
3 3 3 3

̅̅̅̅ 𝑉𝐵2 − ̅̅̅̅

𝑉𝑂 = (√̅̅̅̅ 𝐵𝑂 2 ) = √162 − 9.242 = 13.1𝑐𝑚

Height of V above ABC= 13.1𝑐𝑚

13.1
(ii) tan 𝜃 = ⇒ 𝜃 = 54.96° ≈ 55°
16

Angle between VA and ABC is 55°

1
(iii) Volume of the tetrahedron 𝑉 = × 𝑏𝑎𝑠𝑒 𝑎𝑟𝑒𝑎 × ℎ𝑒𝑖𝑔ℎ𝑡
3

Since there 2 similar triangles,

1
Base area = ( × ̅̅̅̅̅ 𝐵𝑀) × 2 = ̅̅̅̅̅
𝐴𝑀 × ̅̅̅̅̅ 𝐴𝑀 × ̅̅̅̅̅
𝐵𝑀
2

= 8 × 13.86 = 110.88𝑐𝑚2
1
⇒ 𝑉 = × 110.88 × 13.1 = 484.176𝑐𝑚3
3

S.3 & S.4 MATHS Page 178

4. The diagram below shows a square of side 12cm and four congruent
isosceles triangles, representing the net of a pyramid on a
square base. Given that ̅̅̅̅
AB = ̅̅̅̅
CD = 40cm, calculate
(i) height of the vertex of the pyramid from the square
base
(ii) angle between a triangular face and the base of the
pyramid
(iii) volume of the pyramid
Folding the net forms a right, pyramid MQRST
̅̅̅̅
𝐴𝐵 = ̅̅̅̅
𝐶𝐷 . If P and Z are mid-points of QR and MT respectively;
̅̅̅̅ + 𝑆𝑃
𝑍𝑆 ̅̅̅̅ + 𝑃𝑍
̅̅̅̅ = 40
̅̅̅̅ = 𝑆𝑃
(i) 𝑍𝑆 ̅̅̅̅, 𝑃𝑍 ̅̅̅̅ + 12 = 40
̅̅̅̅ = 12𝑐𝑚 ⇒ 2𝑆𝑃
̅̅̅̅ = 28 ⇒ ̅̅̅̅
2𝑆𝑃 𝑆𝑃 = 14𝑐𝑚
̅̅̅̅
𝑂𝑆 = √̅̅̅̅
𝑆𝑃2 − ̅̅̅̅
𝑂𝑆 2 = √142 − 62 = 7.2𝑐𝑚
Height of the vertex of the pyramid = 7.2 𝑐𝑚
6
(ii) cos 𝜃 = ⇒ 𝜃 = 64.6°
14

Triangular face makes 64.6° with the square base.

1
(iii) Volume of the pyramid = base area×height
3
1
= × 122 × 7.2 = 345.6 𝑐𝑚3 .
3

5. The figure below shows a right-pyramid 𝐴𝐵𝐶𝐷𝐻 on a square base 𝐴𝐵𝐶𝐷 of

side 5m. Each of the slanting edges is 5𝑚
Calculate the:
(i) height of the pyramid, correct to two decimal places
(ii) angle between plane 𝐻𝐵𝐶 and the base.
(iii)volume of the pyramid, correct to one decimal place.
Let M be the mid-point of BC
̅̅̅̅ = √52 + 52 = 7.07𝑚
(i) 𝐷𝐵
1
̅̅̅̅
𝑂𝐵 = 𝐷𝐵̅̅̅̅ = 1 × 7.07 = 3.54𝑚
2 2
̅̅̅̅2
𝐵𝐻 = 𝑂𝐵 + 𝑂𝐻̅̅̅̅2
̅̅̅̅ 2
̅̅̅̅ = √52 − (3.54)2 = 3.53𝑚
𝑂𝐻
Height of the pyramid = 3.53𝑚

S.3 & S.4 MATHS Page 179

 3.53
(ii) tan 𝜃 = ⇒ 𝜃 = 54.7°
2.5

HBC makes 54.7° with the base.

1
(iii) Volume of the pyramid = × 5 × 5 × 3.53 = 29.4𝑚3
3

6. The figure below shows a right pyramid on a rectangular base 𝐴𝐵𝐶𝐷.

̅̅̅̅ = 16cm,
Given that AB
̅̅̅̅ = 12cm and V is 24cm vertically above the
BC
horizontal base 𝐴𝐵𝐶𝐷.
Find the
(i) volume of the pyramid
(ii) angle between 𝐴𝑉 and the base 𝐴𝐵𝐶𝐷.
(iii)angle between planes 𝐴𝐷𝑉 and 𝐵𝐶𝑉.
1
(i) Volume of the pyramid = × 16 × 12 × 24 = 1,536𝑐𝑚3
3

̅̅̅̅ = √162 + 122 = 20𝑐𝑚

(𝑖𝑖) ⇒ 𝐴𝐶
1 1
̅̅̅̅
𝑂𝐶 = ̅̅̅̅
𝐴𝐶 = × 20 = 10𝑐𝑚
2 2
24
tan 𝜃 = ⇒ 𝜃 = 67.4°
10

AV makes 67.4° with ABCD.

(iii) Let M and N be mid-points of AD and BC respectively
2.5
∠𝑀𝑉𝑁 = 2𝛼 where tan 𝛼 = ⇒ 𝛼 = 18.4°
8

ADV makes 18.4° with BCV

7. The diagram shows a solid object with a regular
pentagonal base 𝐴𝐵𝐶𝐷𝐸 of side 20cm and centre O
and ̅̅̅̅
𝑉𝑂 = 30𝑐𝑚.
(i) Find angle 𝐵𝐶𝑂
(ii) Calculate the length ̅̅̅̅
𝑉𝐶 and the angle at which it is
slanting to the horizontal. (give your answer correct
to a decimal of a cm)
(a) Angle sum of a pentagon = 540°
540°
⇒ each interior angle = 2𝜃 = = 108°
5
108°
⇒𝜃= = 54°
2

∴ ∠𝐵𝐶𝑂 = 54°

S.3 & S.4 MATHS Page 180

 20 𝑂𝐶
(𝑏) =
sin 72° sin 54°
20 sin 54°
⇒ 𝑂𝐶 = = 17.013𝑐𝑚
sin 72°

̅̅̅̅
𝑉𝐶 = √(17.013)2 + 302 = 34.5𝑐𝑚
30
tan 𝜃 = ⇒ 𝜃 = 60.4°
17.013

VC makes 60.4° to the horizontal.

8. The figure below shows 𝑉𝐴𝐵𝐶𝐷 is a right pyramid with a rectangular base
ABCD and V the vertex. O is the centre of the base.
Given that ̅̅̅̅
AB = 8cm, ̅̅̅̅
BC = 6cm, ̅̅̅̅ ̅̅̅̅ = ̅̅̅̅
𝑉𝐶 = 𝑉𝐵 ̅̅̅̅ = 13𝑐𝑚. M is the
𝑉𝐴 = 𝑉𝐷
̅̅̅̅̅ = ̅̅̅̅
point on VO such that 3𝑀𝑉 𝑂𝑉 . M is also the centre of the base 𝐸𝐹𝐺𝐻 of
a small pyramid 𝑉𝐸𝐹𝐺𝐻 similar to 𝑉𝐴𝐵𝐶𝐷 which is cut off from the original
pyramid.

Find
(i) dimensions of the base 𝐸𝐹𝐺𝐻
(ii) height of the pyramid 𝑉𝐴𝐵𝐶𝐷
(iii) volume of the remaining part of pyramid 𝑉𝐴𝐵𝐶𝐷 when 𝑉𝐸𝐹𝐺𝐻 is cut
off.
(i) By similar figures,
8 6 𝑂𝑉 8 3𝑀𝑉
= = ⇒ = =3
𝐹𝐺 𝐸𝐹 𝑉𝑀 𝐹𝐺 𝑉𝑀
8 2
⇒ 𝐹𝐺 = = 2 𝑐𝑚
3 3
6
= 3 ⇒ 𝐸𝐹 = 2𝑐𝑚
𝐸𝐹
2
Dimensions of EFGH are 2 𝑐𝑚 × 2𝑐𝑚
3

̅̅̅̅ = √82 + 62 = 10𝑐𝑚

(ii) 𝐷𝐵

S.3 & S.4 MATHS Page 181

 1
̅̅̅̅
𝐷𝑂 = 𝐷𝐵̅̅̅̅ = 1 × 10 = 5𝑐𝑚
2 2

̅̅̅̅ 𝐷𝑉 2 − ̅̅̅̅
𝑂𝑉 2 = ̅̅̅̅ 𝐷𝑂2 ⇒ ̅̅̅̅
𝑂𝑉 = √132 − 52 = 12𝑐𝑚
Height of pyramid VABCD is 12𝑐𝑚
̅̅̅̅̅ = 1 ̅̅̅̅
(𝑖𝑖𝑖) Height of pyramid VEFGH, 𝑀𝑉
1
𝑂𝑉 = × 12 = 4𝑐𝑚
3 3
1 2 1
Volume of cut off part = × 2 × 2 × 4 = 7 𝑐𝑚3
3 3 9
1
Volume of VABCD = × 8 × 6 × 12 = 192𝑐𝑚3
3
1 8
Volume of remaining part = 192 − 7 = 184 𝑐𝑚3
9 9

2003/2 no.16 (volume of tetrahedron)

End

S.3 & S.4 MATHS Page 182