OXFORD

7th NEW SYLLABUS

~~ MATHEMATICS

Tiltthis book. If the label

does not change colour.
ths |s a pirated book
and should be reported
to OUP as given on the
last page of this book.

Consultant »Dr Yeap Ban Har Authors » Dr Joseph Yeo »Teh Keng Seng »Loh Cheng Yee
Ivy Chow » Neo Chai Meng - Jacinth Liew
 New Syllabus Mathematics (NSM) is a series of textbooks where the
inclusion of valuable learning experiences, as well as the integration of real-life
applications of learnt concepts serve to engage the hearts and minds of students
sitting for the GCE O-level examination in Mathematics. The series covers the
new Cambridge O Level Mathematics ( Syllabus D} 4024/4029 for examinations
from 2018 onwards. The newly formatted questions, which require application of
mathematical techniques to solve problems, have been inducted.

Special Features
. Chapter Opener to arouse students’ interest and curiosity
: Learning Objectives for students to monitor their own progress
. Investigation, Class Discussion, Thinking Time, Journal Writing, and
Performance Task for students to develop requisite skills, knowledge
and attitudes
. Worked Examples to show students the application of concepts
. Practise Now for immediate practice
. Similar Questions for teachers to choose questions that require similar
application of concepts
. Exercise classified into Basic, Intermediate, and Advanced to cater to
students with different learning abilities
. Summary to help students consolidate concepts learnt
. Review Exercise to consolidate the learning of concepts
. Challenge Yourself to challenge high-ability students
. Revision Exercises to help students assess their learning after every few
chapters
Components
Textbooks 1to4
Workbooks 1to4
Teachers’ Resource Books 1to4
Workbook Solutions 1to4

OXFO RD (SBN 978-0-19-940740-8

UNIVERSITY PRESS | ll
| ||

www.oup.com €80199"407:
‘www.oup.com.pk RS 825
7th NEW SYLLABUS
“MATHEMATICS

Consultant » Dr Yeap Ban Har Authors » Dr Joseph Yeo *Teh Keng Seng * Loh Cheng Yee
Ivy Chow * Neo Chai Meng » Jacinth Liew

OXFORD
UNIVERSITY PRESS
 OXFORD
UNIVERSITY PRESS
Oxford University Press is a department of the Univer
sity of Oxford.
It furthers the University’s objective of excellence
in research, scholarship,
and education by publishing worldwide. Oxford
is a registered trade mark of
Oxford University Press in the UK and in certai
n other countries
Published in Pakistan by
Ameena Saiyid, Oxford University Press
No. 38, Sector 15, Korangi Industrial Area,
PO Box 8214, Karachi-74900, Pakistan
© SHING LEE PUBLISHERS PTE LTD
The moral rights of the authors have been asserted
First Edition published in Singapore in 1992
Sixth Edition published in Singapore in 2008
Third Edition first published in Pakistan by Oxford
University Press in 1994
Fourth Edition first published in Pakistan by Oxford
University Press in 2000
Fifth Edition first published in Pakistan by Oxford
University Press in 2003
Sixth Edition first published in Pakistan by Oxford
University Press in 2008
Seventh Edition first published in Pakistan by
Oxford University Press in 2018
This Secondary Mathematics Series, adapted from
the New Syllabus Mathematics Series, is published in
collaboration with Shing Lee Publishers Pte Ltd,
Singapore
For sale in Pakistan and Pakistani schools in the Middle
East only
All rights reserved, No part of this publication may
be re; ‘produced, stored in
a retrieval system, or transmitted, any form or by any means, without the
prior permission in writing of Oxford University
Press, or as expressly permitted
by law, by licence, or under terms a igreed with the
appropriate reprographics
rights organization, Enquiries conce: rning reproduction
outside the scope of the
above should be sent to the Rights Department, Oxford
University Press, at the
address above
You must not circulate this work in any other form
and you must impose this same condition on any
acquirer
ISBN 978-0-19-940740-8
Second Impression 2018
Printed on 70gsm wood-free paper
Printed by VVP
Acknowledgements
Editorial Consultant: Shazia Asad
Photograph: cover: Shutterstock
"ed PREFACE
New Syllabus Mathematics (NSM)
is a series of textbooks specially designed to provide
valuable learning experiences to engage the hearts and
minds of students sitting for the GCE O level examination in
Mathematics. Included in the textbooks are Investigation,
Class Discussion, Thinking Time, Journal Writing,
Performance Task and Problems in Real-World Contexts
to support the teaching and learning of Mathematics.

Every chapter begins with a chapter opener which motivates

students in learning the topic. Interesting stories about
Mathematicians, real-life examples and applications are used
to arouse students’ interest and curiosity so that they can
appreciate the beauty of Mathematics in their surroundings.

The use of ICT helps students to visualise and manipulate

mathematical objects more easily, thus making the learning
of Mathematics more interactive. Ready-to-use interactive
ICT templates are available at http://www.shinglee.com.sg/
StudentResources/

Peele
OXFORD — ee vetace @
 CHAPTER OPENER
Each chapter begins with a chapter opener to arouse students’ interest and curiosity in learning the topic.

LEARNING OBJECTIVES
Learning objectives help students to be more aware of what they are about to study so that they can monitor their
own progress.

RECAP
Relevant prerequisites will be revisited at the beginning of the chapter or at appropriate junctures so that students
can
build upon their prior knowledge, thus creating meaningful links to their existing schema.

WORKED EXAMPLE
This shows students how to apply what they have learnt to solve related problems and how to present their working
Clearly. A suitable heading is included in brackets to distinguish between the different Worked Examples.

PRACTISE NOW
At the end of each Worked Example, a similar question will be provided for immediate practice. Where appropriate,
this includes further questions of progressive difficulty.

SIMILAR QUESTIONS
A list of similar questions in the Exercise is given here to help teachers choose questions that their students can do
on their own.

EXERCISE
The questions are classified into three levels of difficulty - Basic, Intermediate and Advanced,

SUMMARY
At the end of each chapter, a succinct summary of the key concepts is provided to help students consolidate
what
they have learnt.

REVIEW EXERCISE
This is included at the end of each chapter for the consolidation of learning of concepts.

CHALLENGE YOURSELF
Optional problems are included at the end of each chapter to challenge and stretch high-ability students to
their
fullest potential.

REVISION EXERCISE
This is included after every few chapters to help students assess their learning.

aati ———
OXFORD
Preface Ouivenstry iss
Learning experiences have been infused into Investigation, Class Discussion, Thinking Time,
Journal Writing and Performance Task.

© Investigation
Activities are included to guide Class
students to investigate and discover
important mathematical concepts
Discussion
Questions are provided for students to discuss
so that they can construct their
inclass, with the teacher acting as the facilitator.
own knowledge meaningfully.
The questions will assist students to learn new
knowledge, think mathematically, and enhance
their reasoning and oral communication skills.

Thinking Time Journal Writing

Key questions are also included at Opportunities are provided for students to
appropriate junctures to check if reflect on their learning and to communicate
students have grasped various concepts mathematically. It can also be used as a
and to create opportunities for them to formative assessment to provide feedback to
further develop their thinking. students to improve on their learning.

Performance Task
Mini projects are designed to
develop research and presentation
skills in the students.

This contains important This guides students This includes information

information that students on how to approach a that may be of interest
should know. problem. to students.

&>
ot tN internet
Sus Resources
_

This contains puzzles, This guides students to

This contains certain
fascinating facts and search on the Internet for
mathematical concepts
interesting stories valuable information or
or rules that students
about Mathematics as interesting online games
have learnt previously.
enrichment for students. fortheir independent and
self-directed learning.

OXFORD
: ‘Preface rv]
 $ e

: Contents

Primes, Highest Common Factor 001 a IAPTER 2

and Lowest Common Multiple
1.1 Prime Numbers 003 Integers, Rational Numbers 025
1.2 Square Roots and Cube Roots 009 and Real Numbers
1.3 Highest Common Factor and 014 2.1. Negative Numbers 027
Lowest Common Multiple 2.2 Addition and Subtraction 030
Summary 022 involving Negative Numbers
Review Exercise 1 023 2.3 Multiplication and Division 037
involving Negative Numbers
2.4 — Rational Numbers and 043
Real Numbers
Summary 053
(siAIPTER 3 Review Exercise 2 054

Approximation and Estimation —_057

3.2 Significant Figures 063

3.3 Rounding and Truncation Errors 068 Basic Algebra and 079
3.4 Estimation 071 Algebraic Manipulation
Summary 077 4.1. Fundamental Algebra 081
Review Exercise 3 078 4.2 Expansion and Simplification of |094
Linear Expressions
4.3 Simplification of Linear 098
Expressions with
Fractional Coefficients
4.4 — Factorisation {00
Summary 102
Review Exercise 4 103

Revision Exercise A 105

|: sc gene
OXFORD
 U ] om

Simple Inequalities
5.1 Linear Equations 109 Functions and Linear Graphs 133
5.2 Formulae 118 6.1 Cartesian Coordinates 135
5.3 Applications of Linear Equations 122 6.2 Functions 139
in Real-World Contexts 6.3. Graphs of Linear Functions 145
5.4 — Simple Inequalities 125 6.4 Applications of Linear Graphs 149
Summary 130 in Real-World Contexts
Review Exercise 5 131 Summary 154
Review Exercise 6 154

EE
Number Patterns 157
7.1. Number Sequences 159
7.2 General Term ofa 161
Percentage 183
Number Sequence
7.3 Number Patterns 165 8.1 Introduction to Percentage 185
7.4 Number Patterns in Real-World 168 8.2 Percentage Change and 193
Contexts Reverse Percentage
177 Summary 200
Summary
178 Review Exercise 8 201
Review Exercise 7

Revision Exercise B 181

OXFORD
 PTE
Ratio, Rate, Time and Speed 203
9.1 Ratio 205
1 Or
9.2 Rate 214 r

9.3. Time 218

9.4 Speed 221
Basic Geometry 231
Summary
10.1 Points, Lines and Planes 233
228
Review Exercise 9 228 10.2 Angles 235
10.3 Angles Formed by Two Parallel 244
Lines and a Transversal
Summary 253
Review Exercise 10 254
iL \\ om 4

Triangles, Quadrilaterals 257

2
and Polygons
11.1. Triangles 259
11.2 Quadrilaterals 268
11.3 Polygons 276
Geometrical Constructions 295
Summary 290 12.1 |ntroduction to Geometrical 297
Review Exercise 11 291 Constructions
12.2 Perpendicular Bisectors and 299
Angle Bisectors
12.3 Construction of Triangles 301
12.4 Construction of Quadrilaterals 306
Summary 311
Review Exercise 12 312

Revision Exercise C 313

OXFORD
 i 5 1

Perimeter and Area of 315

Plane Figures
13.1 Conversion of Units 317
13.2 Perimeter and Area of 318
Basic Plane Figures
13.3 Perimeter and Area 324
of Parallelograms
13.4 PerimeterandAreaofTrapeziums 328
Summary 334
Review Exercise 13 335

Volume and Surface Area of Statistical Data Handling 367

Prisms and Cylinders 15.1 Introduction to Statistics 369
14.1. Conversion of Units 339 15.2 Pictograms and Bar Graphs 369
14.2 Nets 341 15.3 Pie Charts 375
14.3 Volume and Surface Area of 343 15.4 Line Graphs 377
Cubes and Cuboids 15.5 Statistics in Real-World Contexts 380
14.4 Volume and Surface Area 348 15.6 Evaluation of Statistics 382
of Prisms Summary 386
14.5 Volume and Surface Area 354 Review Exercise 15 387
of Cylinders
14.6 Volume and Surface Area 361 Revision Exercise D 389
of Composite Solids Problems in Real-World 391
Summary 364 Contexts
Review Exercise 14 365 Practise Now Answers 395
Answers 400

OXFORD
UNIVERSITY PRIS Mathematics (NSM) Contents wD
Primes, Highest Common Factor
and Lowest Common Multiple
ensitive data, such as credit card numbers and passwords,
hat are transferred over the Internet have to be encrypted.
What prevents hackers from using sophisticated software to
ack the code?

1978, Ronald Rivest, Adi Shamir and Leonard Adleman

Ieunced the development of the RSA public-key
ography that is able to encrypt Gata so securely that
take even the most advanced computers many
io. orack the code. It makes use ofa complicated
im Involving a type of numbers called prime numbers.

om
OXFORD

eS
a
 LEARNING OBJECTIVES
At the end of this chapter, you should be a
* explain what a prime number is,
eee jetermine whether a whole number is prime,
express a composite number as a product of its prime factors,
‘using prime. i

OXFORD
 Recap (Factors)
In primary school, we have learnt about factors. For example,
18 =1x 18
=2x_
=___ x6.
Therefore, the factors of 18 are 1, 2, —_, 6, ___ and 18.
Notice that 18 is divisible by all its factors, i.e. if 18 is divided by
each of its
factors, there will not be any remainder.

Classifying Whole Numbers

In primary school, we have learnt that we can classify whole numbers into
two groups:
° Even numbers are whole numbers that are divisible by 2, e.g. 0, 2, 4,
6, 8, ... ®~Z,
® Odd numbers are whole numbers that are not divisible by 2, e.g. 1, 3, 5,
7, Eran ofwholetimbersave
Bess 0, 1,23)...
Now, we will learn another way to classify whole numbers based on the number
of factors they have.

Investigation
Classification of Whole Numbers
1. Find the factors of the numbers in Table 1.1.

Number — Working B ZG Factors

1 1 is divisible by 1 only i
ag a 2=1x2 : « [a2 Ms : = |
3
4 4=1x4=2x2
; Es 1,2,4
= =
6 >,i

: 32

8
ar =

10
1
[ Table 1.1 - ;
Chapter 1 Primes, Highest Common Factor and | mon Multiple OXFORD
Uinivaasrry rns
 _ Working,

Table 1.1
2. Classify the numbers in Table 1.1 into 3 groups.
Group A contains a number with exactly | factor:
Group B contains numbers with exactly 2 different factors:
Group C contains numbers with more than 2 different factors:
3. Is 0 divisible by 1? 22 3? 4? How many factors does 0 have?

Prime Numbers and Composite Numbers

in
The numbers in Group B in the investigation are known as prime numbers (or primes) and the numbers
the product of
Group C are called composite numbers. Composite numbers are composed, or made up, of
fact,
at least two primes, e.g. 6 =2 x 3 and 18 = 2x 3x 3. The number in Group A does not have a name. In
1, as well as 0, is neither prime nor composite.
|A prime number is a whole number that has exactly 2 different factors, | and itself.
A composite number is a whole number that has more than 2 different factors.

Thinking
et Time
1. Explain why 0 and 1 are neither prime numbers nor composite numbers.

2. Michael says that if a whole number is not prime, then it must be composite.
Do you agree? Explain your answer.

all
In Table 1.1 in the investigation, we have found all the prime numbers less than or equal to 20 by finding
less than or equal to 100?
the factors of the numbers from 1 to 20. How do we find all the prime numbers
Let us use another method called the Sieve of Eratosthenes.

OXFORD
AFVERSITY HES Common Mu “Chapter 1 ®
 Investigation
Sieve of Eratosthenes
1. In this part, the numbers which will be circled are prime numbers
and the numbers which will be crossed out
are not prime numbers.
(a) Cross out 1.
(b) Circle 2.
Cross out all the other multiples of 2.
(©) Circle the next number that has not been crossed out, i.e. 3.
Cross out all the other multiples of 3,
(d) Circle the next number that has not been crossed out, i.e. 5 since
4 has been crossed out.
Cross out all the other multiples of 5,
(e) Repeat this process until all the numbers have either been circled
or crossed out.
1 2 3 4 5 6 7 8 9. 10
iB 12 13 14 1S 16 7 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
4l 42 43 44 45 46 47 48 49 50
SI 52 33 54 55 56 37 38 59
61 62 63 64 65 66 67 68 69 70
71 72 73 4 75 716 77 78 79 80
81 82 83 84 85 86 87 88 89 90
OL 92 93 94 95 96 97 98 99 100
2. Answer the following questions.
(a) What is the smallest prime number?
(b) What is the largest prime number less than or equal to 100?
(c)_ How many prime numbers are less than or equal to 100?
(d)_ Is every odd number a prime number? Explain your answer.
(e) Is every even number a composite number? Explain your answer.
(f) For a prime number greater than 5, what can the last digit be? Explain
your answer.

Journal
Writin:
Can the product of two prime numbers be
(a) an odd number, (b) an even number, (€) a prime number?

PS Se er rareeeryr eee
Chapter 1 ‘ OXFOR D
petit tis
Worked
Example
: rime Nuntbe
Determine whether each of the following is a prime or a
composite number.
(a) 387 (b) 47
Ss
To determine whether a number
is prime or composite, check
its divisibility by all the prime
numbers before it.

Solution:
(a) 387 is an odd number, so it is not divisible by 2.
Since the sum of the digits of 387 is 3 +8 +7 = 18 which is divisible by 3,
~~
Divisibility Test for 3: A number
therefore 387 is divisible by 3 (divisibility test for 3). is divisible by 3 if and only if
2. 387 is a composite number. the sum of the digits of the number
is divisible by 3.
(b) 47 is an odd number, so it is not divisible by
Since the sum of the digits of 47 is 4+7 = which is not divisible
by 3, then 47 is not divisible by ;
The last digit of 47 is neither 0 nor 5, so 47 is not divisible by 5.
A calculator may be used to test whether 47 is divisible by prime numbers more
than 5,
Since 47 is not divisible by any prime numbers less than 47, then 47 is a
prime number.

SIMILAR
PRACTISE NOW QUESTIONS

Exercise 1A Questions 1(a)-(d)

1. Are 537 and 59 prime numbers or composite numbers?
2. In this game, a policeman is chasing a thief. The policeman can only step on
tiles with prime numbers. Shade the tiles to trace the route that he can take
to catch the thief.

121 236
| 135 49 183 147 93
As. —_
Prime numbers that differ by 2,
201 261 150 ; I 131 s 89 such as 5 and 7, are called twin
primes. List five other pairs of
twin primes.
291 117 153: r=) 57 0 61

192 231 27 1 11 100 149

iW 103 43 7 127 3 53

83 33 32 105 29 71 37

OXFORD ————
x Chapter 1
 Worked (Problem involving a Prime Number)
If p and q are whole numbers such that p x q = 13,
Example find the value of p + g. Explain your answer.
Solution: 37 and 73 are prime numbers with
reversed digits. Name another pair
Since 13 is a prime number, then | and 13 are its only two factors. ee nurabers Wilh revetsedt
It does not matter whether p or q is | or 13 as we only want to find the value of
p+ q. J
“p+gelt+l3=14

PRACTISE N
1. If p and g are whole numbers such that PX q = 331, find the value of p
+g. Exercise 1A Questions 11-12
Explain your answer.
2. If nis a whole number such that x (2 + 28) is a prime number, find the
prime number. Explain your answer.

Interesting Facts and Real-Life Applications

of Prime Numbers

Investigation
Interesting Facts about Prime Numbers
There are infinitely many primes.
To make sense of the above statement, search the Internet for ‘First | Million Primes’.
What is the 1.000.000" prime number?
Since there are infinitely many primes, there is no largest prime number. However, the
largest known prime number (at the time of printing) was found by Dr Curtis Cooper
on 7 Jan 2016 and it contains 22 338 6/8 digits. The size of the text file containing
this prime (pure text only) is 22 MB. View this prime number by searching for ‘Largest
Known Prime’ on the Internet, What is its last digit?

For many centuries, mathematicians studied prime numbers in a branch of mathematics

called Number Theory out of interest. Real-life applications of prime numbers came
upon the invention of computers when there was a need to encrypt sensitive data
transmitted over the Internet.
As explained in the chapter opener, RSA public-key cryptography makes use of
a complicated theorem involving prime numbers to encode data securely. If the
prime numbers chosen are large, it will take even the most sophisticated computers
many years to crack the code.

What would have happened if mathematicians did not study prime numbers
out
of interest?

— oe — ——— OXFORD
(007) Chapter 1 rimes, Highest Commo: tor and Lo in M UNtvenstry renss
 Index Notation
We have learnt in primary school that possible units for area and volume are
cm and cm’ respectively. For example, the area of a square with sides 5 cm
is 5 cm x 5 cm = 25 em, and the volume of a cube with edges 5 cm is
5emx5cemx5em= 125 cm’.
5x 5 can also be written as 5? (read as ‘5 squared’).
Similarly, 5 x 5 x 5 = 5 (read as ‘5 cubed’).

What happens if we have 5 x 5 x 5 x 5? We can write it as 5* (read as ‘5 to

the power of 4’), where 4 is called the index (plural: indices). 5* is called
the index notation of 5x5 x5 x5.
Write 3 x 3x 3.x 3x 3x3 x3 x3 in index notation:

Thinking
fe Time
When is the index notation useful?

? Prime Factorisation
Consider a composite number, e.g, 18. We can express 18 as a product of
prime factors, i.e. factors which are prime numbers.
18 =2x3x3
=z
The Fundamental Theorem of
Arithmetic states that ‘every
=2x3? whole number greater than 1 is
either a prime number or it can be
We say that 2 and 3 are the prime factors of 18. expressed as a unique product of
The process of expressing 18 as a product of its prime factors is called the
its prime factors’, where ‘unique
product’ means that there is only
prime factorisation of 18. one product (where the order of
the prime factors does not matter),
Do not confuse the prime factorisation of 18 with finding the factors of 18: If this theorem is false, many
useful mathematical results will
I8=1x 18=2x9=3x6. also be false.
Notice that the factors of 18 are 1, 2, 3, 6, 9 and 18, which are not necessarily
its prime factors.

OXFORD —— ==
Chapter1 008
Worked rime Factorisation
1 Find the prime factorisation of 60, leaving your answer
Examp € in index notation.

Solution:
Method 1: Method 2:
Divide 60 by the smallest prime factor and
continue the process until we obtain 1.
60. start with» 2 60 a
2~ x 30 smallest 2 [30 = aivice 60by
PO8 gE NB prime factor ~ a_i s 2 to get 30
2 2 4
oe ae — 1 divide uniil
we obtain |
“ 60=52x2x3x5
=2x3x5

1. Find the prime factorisation of 126, leaving your answer in index notation.
2. Express 539 as a product of its prime factors,

Square Roots and

Cube Roots
Square Roots
We have learnt in primary school that the area of a square with sides
5cm is Length =?
Sem x 5cm=25
cm’,
We have also learnt that if we are given a square with an area of 25 m2, the length
Area
of its side is V25=5 cm. We say that the square root of 25is 5. =25 em?
¥=5x5=25
squared
=, Similarly, 0x0=0?=0 implies YO = J0x0 =0;
Z 35 Ixl=L=1 implies
VI = JIxT =1;
Sg 2x2=2?=4 implies
V4 = 2x2 =2;
square root 3x3=3?=9 implies YO = (3x3 =3.
V25= [5x5 =5

0, 1, 4 and 9 are the squares of whole numbers, and they are called perfect squares
(or square numbers).
List the next three consecutive perfect squares:
Worked Example 4 shows how we can find the square root of a perfect square by
using prime factorisation.
ee eee — — a — — OXFORD
Chapter 1 nes, Highest Co Mult Uwivenstry ran

SSS
 inding Square Root using Prime Factorisation)
Worked
Example Find J324 by using prime factorisation.

Solution:
2 324=2x2x3x3x3x3
2 =(2x3x3)x(2x3x3)
3 =(2x3x3y
3 wo V324 =2x3x3 For a number to be a perfect
3 square, the index of each prime
=18 factor must be even. Why?
3 Alternatively, .
324=2x2x3x3x3x3 fortO"
Just
=2?'%3¢
N34 = y2? x Find the two-digit number where
=2x3? the square of the sum of its digits is
=18 equal to the number obtained when
= its digits are reversed.

PRACTISE NOW 4

1. Find 784 by using prime factorisation. Exerci se 3(a)-(b), 4

1AQuestions
2. Given that the prime factorisation of 7056 is 2* x 3* x 7°, find J7056
without using a calculator.

Cube Roots
We have learnt in primary school that the volume of acube with edges 5 cm is
5emx5 cmx
5cm = 125 cm’.
We have also learnt that if we are given a cube with a volume of 125 cm’, the
length of its edge is Y125=5 cm. We say that the cube root of 125 is 5.

5S3=5x5x5=125

cubed Similarly, 0x0 x0=0'=0 impliesYO = Y0x0x0 =0;

é 125 IxIx1=L=1 impliesYi = yixTxT =1;
Re 2x2x2=2=8 =2;
impliesYB = Y2x2x2
cube root 3x3x3=3'=27 implies {27= J3x3x3 =3.
V125 = J5x5x5=5

0, 1, 8 and 27 are the cubes of whole numbers, and they are called perfect cubes
(or cube numbers).
List the next three consecutive perfect cubes:
Worked Example 5 shows how we can find the cube root of a perfect cube by
using prime factorisation.

OXFORD 7
UEEESETY PRESS Primes, H le Chapter 1 ®
 Worked ng Cube Root using Prime Faclorisation)

Example Find ¥216 by using prime factorisation.

Solution:

tw
2 216 216=2x2x2x3x3x3
2 108 = (2 x 3) x (2.x 3) x (2x 3)
2 54 =(2«3))
3 27 2 ¥216 =2x3 For a number to be a perfect cube,
a a Lak. =6 the index of each prime factor
must be a multiple of 3, Why?
a a Alternatively,
1 216=2%2x2x3x3x3
Ae. —
=2743°
= 4/2" x3°
=2x3 Find the two-digit number where
the sum of the cubes of its digits
=6 is equal to three times of itself,

1. Find ¥2744 by using prime factorisation. Exercise 1A Questions 3(c)-(d), 5

2. Given that the prime factorisation of 9261 is 3° x 7°, find ¥9261 without using
a calculator.

Mental Estimation of Square Roots and

Cube Roots
What are the values of /50 and Y63?
Since 50 = 2 x 5*, the index of the prime factor 2 is not even. Thus, 50 is not
a perfect square and V50 is not a whole number. Hence, we cannot use the
method in Worked Example 4 to find /50
Similarly, since 63 = 3* x 7, the indices of the prime factors 3 and 7 are not
multiples of 3. Thus, 63 is not a perfect cube and ¥63 is not a whole number.
Hence, we cannot use the method in Worked Example 5 to find ¥63.
In Worked Example 6, we will learn how to estimate the values of numbers
such as /50 and ¥/63 mentally.

Worked (Estimation of Square Root and Cube Root)

Estimate the values of /50 and Y63.
Example
Solution:
We observe that 50 is close to 49 which is a perfect square. Thus /50=49 =7.
Similarly, 63 is close to 64 which is a perfect cube. Thus Y63 = Ya =4.

bit) Chapter 1 OXFORD

on it
 PRACTISE NOW

Exerci ions 642

Estimate the values of J123 and 123. aoe Wiel g)

Use of a Calculator to Find Squares,

Square Roots, Cubes and Cube Roots
The square, square root, cube and cube root of a number can be found
easily using a calculator. The following function keys are used for this purpose.
x} square key v] square root key
x’| power key Y| x" root key
Some calculators also have the cube root key: |y| .

Worked (Useofa Calculator to Evaluate Square Root and Cube Root)

8? + J50 ¢
Example Use a calculator to evaluate bee leaving your answer
correct to 4 decimal places.

Solution:
Sequence of calculator keys:
+ For some calculators, you may
LJWILs]Lo haveto key in the number before
+ J50 pressing the square root key. If
. SI = 0.2096 (to 4 dp.) you do not want to key in the
P - Ys fe first pair of brackets, you must
press[=] before pressing[=].

PRACTISE 7

1. Use a calculator to evaluate each of the following, leaving your answer correct Exercise
1AQuestions 7(a)(c1, 8-9
to 4 decimal places where necessary.
3 x J20
55
(a) 23° 2 + 42025 -773 (b) Pgs

2. The area of a square poster is 987 cm’, Find the perimeter of the poster, leaving
your answer correct to 1decimal place.

- Thinking
je Time
If no brackets are used in pressing the sequence of calculator keys in
Worked Example 7, what would be the value obtained? Write down the
mathematical statement that would have been evaluated.

Prim s, Highest CommonFa

 ? Prime Numbers Revisited: Trial Division
In Worked Example 1, we have found that 47 is a prime number because
it is not divisible by any prime numbers less than 47. Now, what happens Just Cr fo
if we want to determine whether a big number, such as 997, is a prime?
Do we have to test whether 997 is divisible by all the prime numbers less than Goldbach's Conjecture states
997? If so, there are 167 prime numbers (i.e. 2, 3, 5, 7 ..., 991) for us to test! that ‘every even number greater
than 2 can be expressed as the
Since V997=31.6 (to 1 d.p,), the largest prime less than or equal to V997 is sum of two primes’. For example,
4=242,6=3+3and8=3+5.
31. To determine whether 997 is a prime, it is enough to test whether 997 is Oliveira e Silva has proven that
Goldbach’s Conjecture is true for
divisible by 2, 3, 5, 7, ... or 31 (only 11 prime numbers to test). We do not all even numbers up to 3 x 10" on
have to test all the 167 prime numbers. Why? 30 Dec 2005. Express 18 and 2014
as the sum of two primes.
This method of determining whether a number is a prime by dividing
the number by all the prime numbers less than or equal to the square root
of itself is called trial division,

Worked
SS
(Test for Prime Number)
Is 997 a prime number?
Example
997 is an odd number, so 997 is
Solution: not divisible by 2. Since the sum of
the digits of 997 is 94947 =25
which is not divisible by 3, 997 is
V997 = 31.6 (to 1 d.p.), so the largest prime less than or equal to J997 is 31. not divisibleby3. The last digit of
Since 997 is not divisible by any of the prime numbers, 2, 3, 5, 7, ..., 31, then 997 is 997 is neither 0 nor 5, so 997 is
not divisible by 5, To test whether
a prime number, 997 is divisiblebyprime numbers
more than 5, it is advisable to use
acalculator,

Are the years 2013 and 2017 prime numbers? Exercise 1A Questions 10(a)-(d)

* Exercise

BASIC LEVEL

1. Determine whether each of the following isa prime 3. Find each of the following by using
or a composite number, prime factorisation.
(a) 87 (b) 67 (a) J1764 (b) 576
(c) 73 (d) 91 (©) ¥3375 (a) i728
Find the prime factorisation of each of the following 4. Given that the prime factorisation of 9801 is
numbers, leaving your answer in index notation. 3* x 112, find ¥9801 without using a calculator.
(a) 72 (b) 187
(c) 336 (d) 630 5. Given that the prime factorisation of 21 952 is
2°x 7, find 21952 without using a calculator.

OXFORD
Chapter
1 Primes, Highest Com on Factor and Lowest Common Multipl
 Estimate the value of each of the following. 9. The volume of a box in the shape of a cube
6.
(a) V66 (b) J80. is 2197 cm®. Find the area of one side of the box.
(o) Y218 (d) Y730
10. Determine whether each of the following is a
Use a calculator to evaluate each of the following, prime or a composite number.
7. (b) 677
leaving your answer correct to 4 decimal places (a) 667
2 (©) 2021 (d) 2027
where necessary.
(a) 7 - J361 +20 ()
o Pas ;
11. Ifpand q are whole numbers such that p x q = 37,
find the value of p + q. Explain your answer.
cm?. F a
8. The area of a square photo frame is 250 leaving 12. If n is a whole number such that n x (n + 42) is a
Find the perimet er of the photo frame,
your answer correct to 1 decimal place. prime number, find the prime number. Explain your
answer.

Highest Common
3 Factor and Lowest
DIMMONn I¥i ae

Highest Common Factor (HCF)

,
In primary school, we have learnt about factors and common factors. For example
18=1%x 18 30=1 x30
=2x9 =i2'% 15
=3x6, =3x10
=5x6.
Factors of 18: 9 18
Factors of 30: 5 1015 30

The common factors of 18 and 30 are 1, 2, 3 and 6.

Se
:. The highest common factor (HCF) of 18 and 30 is 6.
This method of finding HCF is called the listing method.
What is the HCF of 304 and 588? 504 has 24 factors while 588 has 18 factors. T)« lowes, oun yiegiarsct
12 and 18 is 1. There is nothing
HCF special about this because the
504 and 588 have 12 common factors. To use the listing method to find the
lowestco EE ey i
of 504 and 588 is troublesome because it involves many factors. Hence, there
s.
is a need for more efficient methods to find the HCF of two or more number
as 18
Let us use two new methods to find the HCF of smaller numbers such
and 30 first.

Cee aE —— —
OXFORD ————
NivenPRESS S >st Com n Fact { est Com iftiple Chapter1
 Worked (HCFof Two Numbers
Find the highest common factor of 18 and 30.
Example
Solution:
Method 1:
Step 1: Express 18 and 30 as products of their prime factors.
Step 2: Extract the common prime factors.
Step 3: The HCF of 18 and 30 is the product of the common prime factors.

common prime factors common prime factor

18 =2|x/3}]x3 or =18=2}x/34
30 =|2|x/3 x5 30 =|2|x|x/35
v v
HCF of 18 and 3023 x3 2 x 3<— common factor is 3, i.e.
6 choose the power of 3
with the smaller index

Method 2:
We can also obtain the common prime factors by division.

common prime —> 30 <= divide 18 and 30 by 2 to get 9 and 15

factors
15 =~ divide 9 and 15 by 3 to get 3. and 5
3, 5 ~= stop dividing when there are no
common prime factors
HCF of 18 and 30 =2 x3
=6

PRACTISE i] MILAR
ESTIONS

1. Find the highest common factor of 56 and 84 using both method

s. Exercise 1B Questions 1(a)-(b),
34,9
2. Find the largest whole number which is a factor of both 28 and 70.

SS
3. The numbers 504 and 588, written as the products of
their prime factors,
are 504 = 2} x 3? x 7 and 588 = 2? x 3 x 7, Hence, find the greatest whole
number
that will divide both 504 and 588 exactly. For Question 2, the largest whole
number, which is a factor of 28
and 70, is the highest common
factor of 28 and 70.

D Chapter 1 Primes, Highest Common Factor and Lowest Common Multiple OXFORD
Worked (HCF of Three Numbers)
Ex ple Find the HCF of 40, 60 and 100.

Solution:
Method 1:
common factors are 2° and 5,
i.e. choose the power of each of
the common prime factors with
common prime factors the smallest index

40 =/2|x/2)x2 x|5 40 =/2° x5

60 =|2|x/2| x 3x5 or =60 =|2)x 3x5
100 =|2}x|2' x5] x 5 100 =|2 x5
"oy
HCF of 40, 60 and 100 =2 x2 x5 2 360
=20

Method 2:
—> 100<— divide 40, 60 and 100 by 2 to get 20, 30 and 50
common
prime =—> 50 ~<— divide 20, 30 and 50 by 2 to get 10, 15 and 25
factors 25 <—divide 10, 15 and 25 by 5 to get 2, 3 and 5
5, ~—stop dividing when there are no common prime factors

HCF
of 40, 60 and 100 =2 x2 x5
=20

NOW 10

Find the HCF of 90, 135 and 270. Exercise 1B Questions 1(c}-(d)

OXFORD
Primes, Highest Common Factor and Lowest Common Multiple Chapter 1 ®
 “i+? Lowest Common Multiple (LCM)
In primary school, we have learnt about multiples and common multiples, e.g.
Multiples of 6: 6 12 18 24 36 42 48 54 ist
Multiples of 10: 10 20 40 50 ais
The common multiples of 6 and 10 are 30, 60, ...
How many common multiples of 6 and 10 are there? Is there a highest common multiple?
Of all the common multiples of 6 and 10, the lowest common multiple (LCM) is 30. This method of
finding LCM is called the listing method.
The listing method is tedious, especially for large numbers. Are there more efficient methods?

#3 Finding LCM Using Prime Factorisation

Compare the prime factorisation of the numbers 6 and 10, as well as that of their common multiples, 30 and 60,
6 =2 x 3 10 = 2 x §

30 = |3 x |2| x 60 = {3 x 2] x |2 x §

factors factors factors factors

of6 of 10 of 6 of 10

2 is a common prime factor of 6 and 10. We notice that the common prime factor is only included once in
the prime factorisation of the LCM, thus we can use the following method to find the LCM of two numbers:
Step 1: Obtain the prime factorisation of each number.
Step 2: Identify the common prime factors.
Step 3: The LCM of the two numbers is the product of the common prime factors and all the other
prime factors.
We can apply the above method to find the LCM of 4 and 6.
common prime factor

4=|2|x2

LCM of 4 and6=52x2x3
=12
Similar to finding the HCF of two numbers, we can also obtain the common prime factors by division.

common —>|2||4, 6 «— divide 4 and 6 by 2 to get 2 and 3

prime
fue 2, _3}<— stop dividing when there are no common prime factors
actor
LCM of 4 and6=2x2x3
=o leet
remaining
factors
SSE ree OXFORD
Chapter1 Hic A UNIVERSITY PaaS

= =
Worked (LCM of Two Numbers)
Find the lowest common multiple of 30 and 36.
Example
Solution:
Method 1:
choose the power of each of the common
prime factors (i.e. 2 and 3) with the higher
common prime factors index and the remaining factor (i.e. 5)

30 =|2} x|3} x5
36 =|2|x 2 x}3|x 3 bs or
1 1
vy v
LCM of 30 and 36=2x2x3x3x5
= 180

Method 2:
COMMON
—» 36 <— divide 30 and 36 by 2 to get 15 and 18
prime
factors —> 3 18 <— divide 15 and 18 by 3 to get 5 and 6
6|~— stop dividing when there are
no common prime factors
LCM of 30 and 36 =2x3x5x6
i a
SHO remaining factors

P NOW tt QUESTIONS

1, Find the lowest common multiple of 24 and 90 using both methods. pect Questions 2(a)-(b),
2. The numbers 120 and 126, written as the products of their prime factors, ‘
are 120 = 2° x 3.x 5 and 126 = 2 x 3* x 7. Hence, find the smallest whole
number that is divisible by both 120 and 126. ms
3. Find the smallest value of n such that the LCM of n and 6 is 24. For Question 3, use the prime
factorisation method but work
backwards.

OXFORD
coutinio Chapter’ =QD
 Worked (LCM of Three Numbers)
Find the LCM of 12, 18 and 56.
Exampl
ample

Solution:
Method 1: choose the power of each of the common
prime factors (i.e. 2 and 3) with the highest
common prime factors
index and thé remaining factor (i.e. 7)

or

LCM of 12, 18 and 56=2x2x2x3x3x7 De See 7

= 504

Method 2:
these 3 numbers have no common
start with the smallest —> 56
prime factors, but 6 and 28 have
common prime factor <— common prime factor 2, so we
divide 6 and 28 by 2
3 is a common prime factor of —>
3 and 9, so we divide 3 and 1, 3, 14 |«— stop dividing when there are no
by 3 common prime factors between
any two numbers
LCM of 12, 18 and 56=2 x2 x3x3x 14
a ae
= 504 remaining factors

Find the LCM of 9, 30 and 108. Exercise 1B Questions 2(c}-(d)

® Chapter1 Primes, Highest Common Factor and Lowest Common Multipie OXFORD
‘Univentiry passe
 Real-Life Applications of HCF and LCM
One of the applications of prime numbers within mathematics is to find
the HCF and LCM of two or more numbers. In this section, we will solve
some real-life problems involving HCF and LCM.

Worked (Real-life Problem involving LCM)

13 The lights on three lightships flash at regular intervals.
Example The first light flashes every 18 seconds, the second
every 30 seconds and the third every 40 seconds. The
three lights flash together at 10.00 p.m. At what time
will they next flash together?

Solution:
18=2x3?
30=2x3x5
40=2°x 5 Sy
« LCM of 18, 30 and 40 = 2) x 3?x 5 -
= 3060 i

360 seconds = 6 minutesnext wie esgi

doatana at
«. The three lights will flash together at 10.06 p.m. flash together,

NOW 13 LAR.
PRACTISE QUESTIONS
az
1. Three bells toll at regular intervals of 15 minutes, 16 minutes and 36 minutes Exercise 1B Question s
7-8,12-15
respectively. Given that they toll together at 2.00 p.m., at what time will
they next toll together?

2. Farhan has three pieces of rope with lengths of 140 cm, 168 cm and 210 cm.
He wishes to cut all the three pieces of ropes into smaller pieces of equal
length such that there is no leftover rope.
(i) What is the greatest possible length of each of the smaller pieces of rope?
(ii) How many smaller pieces of rope can he get altogether?

OXFORD a _— = a
Umivensiny ners p Highe ymmon F west Common Multiple Chapter1
 = Exercise
1B
BASIC LEVEL

1. Find the highest common factor of each of 8. Two race cars, Car X and Car Y, are at the starting
the following sets of numbers. point of a 2-km track at the same time. Car X and
(a) 12 and 30 (b) 84 and 156 Car Y make one lap every 60 s and every 80 5
(c) 15,60 and 75 (d) 77, 91 and 143 respectively.
(i) How long, in seconds, will it take for both
2. Find the lowest common multiple of each of cars to be back at the starting point at the
the following sets of numbers. same time?
(a) 24 and 30 (b) 42 and 462 (ii) How long, in minutes, will it take for the
(c) 12, 18 and 81 (d) 63, 80 and 102 faster car to be 5 laps ahead of the slower car?

VANCED LEV.
INTERMEDIATE LEVEL
9. Determine whether each of the following statements
3. Find the largest whole number which is a factor is true or false. If it is true, explain your reasoning.
of both 42 and 98.
If it is false, give a counterexample.
(a) If 6 is a factor of a number, then 2 and 3 are
4, The numbers 792 and 990, written as the products
of their prime factors, are 792 = 23 x 32x 11
also factors of that number.
(b) If 2 and 3 are factors of a number, then 6 is
and 990 = 2 x 3? x 5 x 11. Hence, find the
also a factor of that number.
greatest whole number that will divide both
(c) If 2 and 4 are factors of a number, then 8 is
792 and 990 exactly.
also a factor of that number.
(d) If f is a factor of n, then “ is also a factor
5. The numbers 176 and 342, written as the products hn: 7
of their prime factors, are 176 = 2% x 11 and
(e) If h is the HCF of p and q, then both p and q
342 = 2 x 3? x 19. Hence, find the smallest whole
number that is divisible by both 176 and 342. are divisible by h.

10. The LCM of 9, 12 and n is 252. If n is odd, find

6. Find the smallest value of 1 such that the LCM all the possible values of n.
of nand 15 is 45.

11. Determine whether each of the following statements

7, Huixian needs to pack 171 pens, 63 pencils and
is true or false. If it is true, explain your reasoning.
27 erasers into identical gift bags so that each
item is equally distributed among thegift bags. Find If itis false, give a counterexample.
(a) If 6 is a multiple of anumber, then 12 is also a
(i) the largest number ofgift bags that can be packed,
multiple of that number.
(ii) the number of each item in a gift bag. (b) If 12 is a multiple of anumber, then 6 is also a
multiple of that number.
(c) If 18 is a multiple of anumber, then 18 is divisible
by that number.
(d) If mis the LCM of p and gq, then m is divisible
by both p and q.
+See
OXFORD
@ Chapter 1 Usiviasity vise
12. Kate wishes to cut some squares from a vanguard 14. Michael is an art elective programme student who
sheet with a length of 64 cm and a breadth of is working on an assignment. He plans to cover a
48 cm. She likes the squares to be as big as possible rectangular sheet of paper of dimensions 126 cm by
and she does not want any leftover vanguard sheet. 108 cm with identical square patterns.
(i) What is the length of each square? (i) What is the least number of square patterns
(ii) How many squares can she cut altogether? that could be formed on the sheet of paper?
(ii) How do you determine what other shapes
13. A class has between 30 to 40 students. Each boy can the patterns be ifthey are to fit the sheet of
in the class brings 15 chocolate bars fora class party paper perfectly? Explain your answer.
to celebrate Teacher's Day. The chocolate bars are
shared equally among the 20 girls of the class and 15. Michael, the art elective programme student,
their form teacher with no leftovers. is working on another assignment. He designs a
(i), How many students are there in the class? rectangular pattern measuring 45 mm by 42 mm.
(ii) How many chocolate bars does their form He is required to use identical rectangular patterns to
teacher receive? form a square. The maximum area of the square
allowed is 1.6 m*.
(i) How many patterns does he need to form the
smallest square?
(ii) What are the dimensions of the largest square
that he can form?

Whole Numbers (0, 1, 2, 3, 4, ...

i} T 1
Neither Prime nor Prime Numbers Composite Numbers
Composite has exactly 2 different factors has more than 2 different factors
and 1) (2,355) 7; Uy 2a)? (4, 6, 8, 9, 10, ...).

The process of expressing a composite number as a product of its prime factors is known as prime factorisation.
Squares and Square Roots: E.g. since 5? = 25, then J25 =5.
A perfect square is a number whose square root is a whole number.
Cubes and Cube Roots: E.g. since 5° = 125, then 125 =5.
A perfect cube is a number whose cube root is a whole number.
The Highest Common Factor (HCF) of two or more numbers is the largest factor that is common to all
the numbers.
The Lowest Common Multiple (LCM) of two or more numbers is the smallest multiple that is common
to all the numbers.

OXFORD
ion Multipte Chapter 1 f0z2)
 Review
Exercise

Find the value of each of the following by using prime factorisation.

(a) ¥1235
(b) 913824

2. Estimate the value of each of the following.

(a) 63
(b) ¥345

Determine whether each of the following is a prime or a composite number.

(a) 753
(b) 757

The numbers 840 and 8316, written as the products of their prime factors, are
840 = 23x 3x5 x 7 and 8316 = 2? x 3'x 7x 11. Hence, find
(i) the greatest whole number that will divide both 840 and 8316 exactly,
(ii) the smallest whole number that is divisible by both 840 and 8316.

The LCM of 6, 12 and n is 660. Find all the possible values of n.

Shirley needs to pack 108 stalks of roses, 81 stalks of lilies and 54 stalks of
orchids into identical baskets so that each type of flowers is equally distributed
among the baskets. Find
(i) the largest number of baskets that can be packed,
(ii) the number of each type of flowers in a basket.

At5.45 p.m., Lixin, Khairul and Devi are at the starting point ofa I-km
circular path. Lixin takes 18 minutes to walk one round, Khairul needs 360
seconds to run | round and Devi cycles 2 rounds in 4 minutes. Find the time
when all three of them will next meet.

Nora and Amirah work in different companies. Nora has a day off every 4 days
while Amirah has a day off every 6 days. Nora’s last day off was on 29 April
while Amirah’s was on 1 May.
(i) When will they next have the same day off?
(ii) Subsequently, how often will they have the same day off?

——— ~ — OXFORD
Chapter 1 NIV raBIFYPSS
 Challenge
Yourself
rs | to 12.
1. The figure shows the face of a clock with the numbe
every pair of
(i) Which are the six adjacent numbers such that the sum of
numbe r?
adjacent numbers for these six numbers is a prime
of adjacent
(ii) Rearrange the other six numbers so that the sum of every pair
numbers is a prime number. How many ways are there to do this?

s.
2. The figure shows a shape made up of three identical square
Divide it into four identical parts.

3. (i) Find the HCF and LCM of 120 and 126,

and 126 is equal to the
(ii) Show that the product of the HCF and LCM of 120
explain
product of 120 and 126. By looking at their prime factorisation,
why this is so.
(iii) Can you generalise the result in Gi) for any two numbers?
Explain your answer.
(iv) Can you generalise the result in Gi) for any three numbers?
Explain your answer.

s as shown in
4. The diagonal of a 6-by-4 rectangle passes through 8 square
by a diagonal
the figure. Find a formula for the number of squares passed through
of a m-by-n rectangle.

sausages so that
5. (i) Find the least number of cuts required to cut 12 identical
they can be shared equally among 18 people.
ed to cut m
(ii) Find the least number of cuts, in terms of mand n, requir
people.
identical sausages so that they can be shared equally among n

anne RD
OXFO roe ee ee Ceantetl

a a Se
Integers,
Rational Numbers
and Real Numbers ‘
On average, the coldest continent on Earth is
Antarctica where temperatures range from 53°C
in
summer to ~80 °C in winter. The highest temperatur
e
ever recorded in Antarctica was 15 °C abave 0 °C
on
5 January 1974, while the lowest temperature
ever
recorded in Antarctica was 89.2 °C below o°Co
n
21 July 1983. We use +15 °C and -89.2 °Cto.
a
represent the highest and lowest temperatures
recorded in Antarctica respectively.

OXFORD
RIVER PRES
(Rares ee
= LEARNING OBJECTIVES
to:
At the end of this chapter, you should be able
numbers in a real-world contexts,
* use negative numbers, rational numbers and real
the numbers,
© represent real numbers on a number line and order
using the calculator.
* perform operations on real numbers, including

OXFORD
‘UMRERRETY PASS

SN et a a |
 In primary school, we have learnt about whole numbe
rs, decimals and fractions,
such as 0, 7, 1.6 and >.1 These numbers are great
er than or equal to 0. Numbers that
are greater than 0 are called positive numbers.
However, in the real world, we do
encou nter negative numbers, e.g. the lowest temperature
recorded in Antarctica was
89.2 °C below 0 °C and is represented by -89.2 °c.

The negative number --89.2 is read as negative

89.2.

Class
j Discussion
Uses of Negative Numbers in the Real World
With your classmates, discuss a few more examples
of the use of the
negative numbers in the real world. For each examp
le, explain the
meaning of the negative number, e.g. -89.2 °C means
89.2 °C below 0°C.

In primary school, we have learnt about whole numb

ers such as 0, 1, 2, 3, etc.
The numbers 1, 2, 3, ... are also called posit
ive integers, while examples of
negative integers are -1, -2, -3, -- The set of integ
ers is ...,-3,-2 eeaL Ms ne
0 is neither a positive nor a negative integer.

PRA\ IE NOW SIMILAR

QUESTION

Exercise 2A Questions 1, 2(a)-(d),

1. -5, 2013, 0, -4, 1.666, -3.8, 2,-11,6, -32 (ab)-(b
From the given numbers, list the numbers that are
(i) positive integers, (ii) negative intege rs,
(iii) positive numbers, (iv) negative numbers.
2. (a) The coldest temperature ever recorded
in Korea was 43.6 °C below 0 °C
in the winter of 1933 at Junggangjin. Repre
sent this temperature using a
negative number.
(b) The lowest point on Earth that is on dry
land is the shore of the Dead Sea
which is 423 m below sea level. Represent this
altitude using a negative
number,
(c) In a quiz, 1 point is deducted for each incor
rect answer. Represent the
deduction of 1 point using a negative number.
(d) A company suffers a loss or a deficit
of $10 000 in the year 2013.
Represent this loss using a negative number.
Oa ba = eo =
> Chapter 2 OXFOR D
UNiviRstry tense
 Number Line
Fig. 2.1 shows a thermometer.
Cc B A

Lt! fuailivn Laat

7 0
-
aatemnartit
100
ential ©
110~
TOU UD ws
Eis wet

Fig, 2.1
What are the temperatures indicated by each of the points A, B and C?
Which of the points A, B or C shows the highest temperature?
Which of the points A, B or C shows the lowest temperature?

The markings on the thermometer enable us to read the temperature accurately

and determine which temperature is higher or lower.

Similarly, we can represent the numbers that we have learnt on a number line
~
(see Fig. 2.2). The markings are equally spaced and the arrow indicates the
i Rei ‘
positive direction.
negative numbers _positive numbers rok aeemah bape
each end to indicate that the
line goes on indefinitely in
both directions,

Fig. 2.2

© The numbers on the right of 0 are positive numbers.

© The numbers on the left of 0are negative numbers.
© A number which is on the left of another number, is less than that number.
© Anumber which is on the right of another number, is more than that number.
E, F
In Fig. 2.2, the numbers -5, -3, 2 and 5 are represented by the points D,
and G respectively.
‘2 js less than 5’ can be written as ‘2 < 5’. (F is on the left of G.)
i
i
15‘5 jis more than 2!y can be written as ‘ ‘5 > 2’.(Gi
(Gis on the right of F.) 6 aq! jreangeds less tlianson
‘<' means ‘is less than’. equal to’.
°‘>' means ‘is more than or
‘>! means ‘is more than’. equal to’.
Is 2 more than or less than -5?
Since F is on the right of D, we say ‘2 is more than -5’ and we write ‘2 > 5’.

Thinking
et Time
By looking at the number line in Fig. 2.2, answer each of the following
questions and explain your answer.
(a) Is —3 more or less than 2?
(b) Is —3 more or less than —5?
Use ‘<! or ‘>! to represent the relationship between the two numbers in
each question.
s Chapter2
 kt——S units Pht 5 units >|
A B
$+ $4444 $4
343240123 4 §
Fig. 2.3
Consider the points A and B on the number line that represent
the numbers —5 and
5 respectively. Both points A and B are at the same distance of
5 units from the
number 0. The absolute value of the negative number —S is 5,
i.e. a number is made
up of an absolute value with either a positive or a negative sign in front
of it.
sign

=o

absolute value
Similarly, the positive number 5 can also be written with a positiv
e sign in front of
it, i.e. +5 (read as positive 5), What is the absolute value of the
positive number 5?
Consider the number line in Fig. 2.4. Where should we place
a dot to represent
the number -3.1?
3.1
{3.1 units >|

i
-154
Fig, 2.4
Since -3.1 is negative, it is on the left of 0. Its absolute value is
3.1. Therefore,
the point representing -3.1 is at a distance of 3./ units to the left of
0.
The number -13 is marked out on the number line. Explain how the
point on the
number line is obtained.

PRACTISE N

1. Fill in each box with ‘>’ or ‘<’, The first one has been done for you. Exercise 2A Questions
Bari, Sale), 5(a)-(b),
(a) -3|>]-5 (b) -7[ ]-2 7(a-(d), Bla)-(d)

(©) 4| J-4 (d) -6[_}-100

2. Use a dot to represent each of the following numbers on the number
line below.
An example is given.

~5,4,0, IZ, 1.666, -38, }

1.666
htt tt
S432-10123 45
Hence, arrange the numbers in ascending order, i.e. from
the smallest to
the greatest.
en ———_—___-___ ——————
Chapter 2 R OXFOR
Uervraacy
D
Penis
 5. Byusinganumber line, arrange each of the following
in ascending order.
* Exercise
(a) 230, -13, 23, -3, 30
2A
(b) -0.5, 150, 15, -10, -4

BASIC LEVEL

l 5 1
2017, 4 6. (a) Absolute zero, defined as 0 Kelvin, is the
Ts “03; 3/9 7/433, -12, 10.001, why)
From the given numbers, list the numbers that are theoretical lowest possible temperature.
This corresponds to a temperature of 273.15 °C
(i) positive integers, (ii) negative integers,
below zero. Represent this temperature using
(ii) positive numbers, (iv) negative numbers.
a negative number.
(b) The lowest point in North America is the
2. Fill in the blanks below.
Badwater Basin which is 86 m below sea
(a) If -6 represents 6 m below sea level, then +30
represents . level. Represent this altitude using a negative
number.
(b) If +40 represents depositing $40 in the bank,
then a withdrawal of $35 is represented by
7. Fill in each box with ‘>! or Viet
(c) If -60° represents a clockwise rotation of 60°,
, (a) -4[_]-6 (b) -11{_)-115
then +30" represents
ents a speed of 45 km/h of a car i 1 1
(d) If +45 repres @ -3LI-§
travelling East, then -45 represents ‘ OsU3
8.¥ Use anumber line to illust
ber line ate eeach of the jollow
il ustrrate ing..
following
3. Fill in each box with ‘>! or ‘<’. 1 5)
(b) 3.1[_]32 (a) -3,25, 1g, 1,-0.2, 0.11
(a) 16{_] 60
(d) 30{_|-31 (b) positive odd integers less than 20
(c) -6|_|8 to 2 but
() 98[_]-99 (©) prime numbers more than or equal
(e) -2|_]0 less than 10

Use anumber line to illustrate each of the following. (d) common factors of 12 and 16
4.
(a) 22, 0,4, 6-2:
(b) -0.55, 4, a 2,-2

(c) integers between —4 to 4

(d) positive integers less than 10

Addition and
Subtraction
9) involving Negative ¢“
2. DCTS
SN
rT s

we
subtract positive numbers. However, for subtraction,
In primary school, we have learnt how to add and
er from a greater positive number, e.g. 5 - 2 = 3. In this
have only learnt how to subtract a smaller positive numb
action that involve negative numbers using algebra discs.
section, we will learn how to carry out addition and subtr
/StudentResources/ to access the AlgeTools™ software.
Alternatively, you may visit http:/www.shinglee.com.sg
2 e2e Chapter 2
OXFORD
Swivensrry Pars
 The algebra disc shown below has two sides. One side
shows the number 1. The other
side shows the number 1.
) ei)
front back
To obtain the negative of 1, we flip the disc with
the number 1 as shown:
flip
@O——+@ wewrite (1) =-1
To obtain the negative of -1, we flip the disc with
the number—1as shown:
flip
<&)——+@ wewrite +~-l)=1
What happens if we put two discs 1 and—1 toget
her?

HO) oD! we write 14 (1) =0

We will get a zero pair.

We can use three (1) discs to represent the number

3.
®O © © 314141
We use three <I discs to represent the number
—3,
DDD 3=C)+en+E1
To obtain the negative of 3, i.e. -(3), we flip
the three (1) discs as shown:
li aoe
OROKO) mre a a &@ we write ~(3) = —3
To obtain the negative of -3, i.e. ~(-3), we flip
the three <i) discs as shown:
goo tii
aqaga-—b@ © @® we write
3) =3
What happens if we put three (7) discs and three
<) discs together?

We will get zero pairs.

Can you give another example of a zero pair?

i) Chapter2 Int —_____ - OXFORD

Addition involving Negative Numbers
We will show how to carry out addition that involves negative numbers using
algebra discs.
Example: 5 + (-2)

Therefore, 5 + (-2) = 3.
Since 5 —2 is also equal to 3, therefore 5 + (-2) =5—2.

zw
Example: (-5) + 2

(-5) +2 can bewritten as -5 + 2.

Therefore, (-5) +2 =-3.

~~.
Example: (-5) + (-2)

(-5) + (-2) can be written as

5 +(-2).

@OOOOOO
Therefore, (-5) + (-2) =-7.

OXFORD
“UNIWEAGITY PES Integers, Rational Numbers and Real Numbers Chapter 2 02)
 Class
Discussion
Addition involving Negative Numbers
Part |
Work in pairs to find the value of each of the following by using algebra discs.
For each question, discuss with your classmate to write a rule to perform the
operation by considering the following questions:
(i) Should the answer be positive or negative?
(ii) Should we find the sum or difference of the absolute values of the two numbers?

1. (a7 +(-3) (b)

6+(4)
2. (a) (-T) +3 (b) (-6)
+4
3. (a) (-7)+(3) (b) (-6) + (4+)

Part I
Challenge each other to add different pairs of positive and negative single-digit
integers, just like what you have done in Questions 1, 2 and 3 in Part I. You may use
algebra discs to help you.

Part Il
Now that you have understood the rules of addition involving negative numbers,
challenge each other to add different pairs of positive and negative integers without
using algebra discs.

Without using a calculator or algebra discs, find the value of each of the following. Exercise 2B Questions 1(a)-(h),
4(a)-n)
(a) 9+ (-2) (b) -7+4 (c) 3+(-5)
(d) -6 + (-8) (e) 27+(-13) (f) -254+11
(g) 14+ (-16) (h) -12+(-15)

Worked (Addition involving N e Number

1 The temperature of a city on a particular night is -5 °C.
Examp € The next morning, the temperature rises by 3 °C. Find the
temperature in the morning.
Solution:
Temperature in the morning =—5 °C +3 °C
=-2°C

PRACTISE NOW 1
The temperature of a town on a particular night is -8 °C. The next morning, — Fercise 2B Question 6
the temperature rises by 2 °C. Find the temperature in the morning.

rr
OXFORD
Chapter2 = [ntegers, Ratio: 1 Muir UMivEMSItY Pee

|
Subtraction involving Negative Numbers
We will show how to carry out subtraction that involves negative numbers using
algebra discs, Note that 5 —2=5 + (-2)=3.
Example: (-5) - 2 = (-5) + (-2)

@ @
aD &
a (5) =2 can be written as -5 - 2.
a
aa—>@
Da @
@
a
Therefore, (-5) — 2 = (-5) + (-2)
=-7.

Example:
2 -5 =2+ (-5)
@ Ss) a
9 @ a)
oF _
Og Heya zero
Oo 1@) CD}|pairs
Therefore, 2—5 =2 +(-5)
=-3,
Example: 5 - (-2)
To obtain the negative of -2, ie. (-2), we flip the discs as shown:

@@ —lP_, © @ we write --2)=2

As -(-2) = 2, 5-(-2)=5 +2.
® @
® 0)
@ —®
@a2® ©
oO ©®
®
Therefore, 5 —(-2) =5 +2 ®
=7.

Example: (-5) — (-2) (-5) - (-2) can be written as

-5-(-2).
As ~(-2) = 2, (5) - (-2) =(~5) +2.
) @ @
g @ a
2 =e. )
QQ {VO} |zero
a® ‘cD @: pairs

Therefore, (-5) — (-2) = (-5) +2

=-3.
OXFORD = —
Chapter 2 ®
 Class
Discussion
Subtraction involving Negative Numbers
Part I
Work in pairs to find the value of each of the following by using algebra discs.
For each question, discuss with your classmate to write a rule to perform the
operation by considering the following questions:
(i) Should the answer be positive or negative?
(ii) Should we find the sur or difference of the absolute values of the two numbers?

1. (a) 7—(-3) (b) 6—(-4)

2. (a) (-1)-3 (b) (-6)—4
3. (a) (7) -(-3) (b) (-4)—(-6)
4. (a)3—7 (b) 4-6

Part Il
Challenge each other to carry out subtraction involving negative integers, just like
what you have done in Questions 1, 2, 3 and 4 in Part I. You may use algebra discs
to help you,

Part II
Now that you have understood the rules of subtraction involving negative numbers,
challenge each other to carry out subtraction involving negative integers without
using algebra discs.

PRACTISE

i ; ‘ . Exercise 2B Questions 2(a)-(h),

Without using a calculator or algebra discs, evaluate each of the following. 3(a)-th), pea
(a) 9 —(-2) (b) -7-4 (c) -3 -(-5) (d) -8 -(-6) (e) 4-8
(f) 27-(-13) — (g) -25-11 (h) -14-(-16) (i) -1S-(-12) Gj): 10-28

Worked (Subtraction involving Negative Numbers)

Ex 1 The figure shows a thermometer. The readings are in °C. Find the difference between
ample the temperatures indicated by the points A and B.

mm
oeaa
saggy" ag

Solution:
Point A shows -10 °C.
PointB shows 15 °C.
Difference in temperature = 15 °C—(-10 °C)
=15°C+10°C
=25°C
= OXFORD
® Chapter 2 integers, Rational Numbers and
 PRACTISE NI

1. The figure shows a thermometer. The readings are in °C. Find the difference Exercise 2B Questions 7-9
between the temperatures indicated by the points A and B.
A B

.
alTU
arilaaetinati tcsndoln 7 op

2. A holiday resort C is located at the top

of a hill which is 314 m above sea
level. A tourist attraction D lies at the
bottom of a valley which is 165 mbelow Sea level
sea level. Represent the altitude at D
usinganegative number. Hence, find the
difference in altitude between the
holiday resort and the tourist attraction.

Puzzle for Consolidation

Why should we not have a conversation near the Merlion? Find the value of each of the following and write
the letter in the box above/below the answer to find out.
A-5-6 TO+(-8) P-47+ 16 05-27
S0-(-4) Y -88 +70 N-38-10 E2-9
D5+(-11) R-6-(-17) U9-(-I4) H8 +(-6)
W-7-9
-7 -31_ -ll 4 -Il 7 -22 =18 23 2-11
CI a | i
) 4 I -18 -16 8 Bt 48 ~22 11 -7 -6

€ Exercise
2B
Do not use a calculator for this exercise.

1. Find the value of each of the following. 2. Evaluate each of the following.
(a) 6+(-2) (b) -5 +8 (a) -(-7) (b) 5 —(-3)
(c) 4+ (-10) (d) -1 + (-7) (c) 4-7 (d) -8 -(-2)
(e) 9+(-3) (f) -11+(-5) (e) -1-(-10) (f) 6-9
(g) -10+2 (h) 1+(-8) (g) -8-3 (h) 2~(-7)

nore
OXFORD = —
io toed —
onboard
—
beautiesneers
agers,
 INTERMEDIATE LEVEL 7. The figure shows part of athermometer. The readings
are in °C. Find the difference between the temperatures
3. Find the value of each of the following.
indicated by the points A and B.
(a) 4+(-7)-(-3)
(b) -3-5+(-9)
(ec) 1-8-(-8)
(d) -2+(-l)-6
(e) 8-(9)+1
() -5+(-3)+(-2)
(g) 6 +(-5)-(-8)
8. Accity is located at a height of 138 m above sea level
(h) 2-(-7)-8
while a town is at a height of 51 m below sea level.
Represent the altitude of the town using a negative
a Findutheivalueiofeach of thefallowing, number. Hence, find the difference in altitude
(a) 23+(-I1) (b) -19 +12 .
() 17 4(-29) (d) -21 +(-25) between the city and the town.
(e) —13 +18 (f) -24
+(-13)
9. (i) Using the number line, find the difference
(g) 16+(-27) (h) -26 + 14 between -2 and 3.
5. Evaluate each ofthe following. a
i
+ 4i ttt i
22. -(- “14—
i “19 : - ” Hs ss (ii) The figure below shows a timeline for BC
e fe es ny Sha is and AD. For example, 2 BC stands for 2 years
Before Christ and 3 AD stands for 3 years Anno
(g) 12-(-17) (h) -21-17
Domini (which means In the year of the Lord,
i.e. after Christ was born).
(ANCED LEVEL
5 , { + + fm»
6. The temperature of a village on a particular night SHG iKCIAD SAD
is -11 °C, The next morning, the temperature rises
by 7 °C. Find the temperature in the morning. What is the main difference between thetimeline
for BC and AD, and the number line?
(iii) How many years are there between 2 BC
and 3 AD?
(iv) Think ofanother real-life example that is similar
to the timeline in (ii) but different from the
number line in (i).

Multiplication and
Division involving
Negative Numbers
‘ ‘ my ° ‘Lipase ' ~—
:3*? Multiplication involving Negative Numbers
We have learnt in primary school that 2 x 3 = 3 x 2=6.
What do you think -2 x 3 and —2 x (-3) are equal to?
We will now show how to carry out multiplication that involves negative
numbers using algebra discs.

“> lok s Poaalecauot suas acai

hiaatatxeasa ee — = OXFORD
Phe
Chapter 2 UsIvasiry Pass
Example: The product 2 x 3 can be represented by:
OOO OOO
OO@O
2x3 6

The model! shows ‘2 groups of 3’.

ew
Example: The product 2 x (-3) can be represented by:

2x (-3)=+(2
3)
2x (-3)
The model shows ‘2 groups of -3'.

(-1)x3 canbe i neert

Example: The ae ies
by ‘the negative of 1 group of 3’:
aallipuog

So9
(-1) of 3
Notice that (-1) x 3 =-(1 x 3) =~-3.

flip 1 group of 3

Note also that (-1) x 3 can be written as -1 x 3.

BR se
3’:
Similarly, the ee (-2)x3 can be represented by ‘the negative of2groups of =

flip (-2)x3=3x(-2)=-6

(-2) x3
Notice that (-2) x 3 =-(2 x 3) =-6.
t
flip 2 groups of 3

Note also that (-2) x 3 can be written as -2 x 3 or -2(3).

Example: The product (-1) x (-3) can be represented by ‘ the negative of 1

group of -3':
flip =
<2 99] -7op? OOO
(-1) x(-3) of -3 3
Notice that (-1) x 3) = ris;(-3)] = 4-3) = 3.

flip 1 group of -3
Note also that (-1) x (-3) can be written as -1 x (—3).

OXFORD
[UNIvaRarTy ans
ee
imimbes Chapter? &
 Similarly, the product (2) x (-3) can be represented by ‘the negative of 2 groups
of -3':

—aa5| fe WO®
ef) cb a) 2 groups “| © @
axa) 3 6
Notice that (-2) x (-3) = rs;(-3)] =-(-6) = 6.

flip 2 groups of -3
Note also that (-2) x (-3) can be written as (-2)(-3) or -2(-3).

Class
Discussion
Multiplication involving Negative Numbers
Part 1
Work in pairs to find the value of each of the following by using algebra discs.
For each question, discuss with your classmate to write a rule to perform the operation
by considering whether the answer should be positive or negative.
1. (al x(-4) (b) 2x (4) (c) 3x (-4)
2. (a) (-1) x4 (b) (-2) x 4 ({c) (-3) 4
3. (a) (-1) x (-4) (b) (-2) x (4) (©) (-3) x (4)

Part I
Challenge each other to carry out multiplication involving negative integers, just like
what you have done in Questions 1, 2 and 3 in Part |. You may use algebra discs to
help you,

Part WM
Now that you have understood the rules of multiplication involving negative numbers,
challenge each other to carry out multiplication involving negative integers without
using algebra discs.

In general,
positive number x negative number = negative number,
negative number x positive number = negative number,
negative number x negative number = positive number.

: 4 baat . Exercise 2C Questions 1a)-(#)

Without using a calculator or algebra discs, find the value of each of the following.
(a) 2 x (6) (b) -S x4 (c) -1 x (-8)
(d) -3 x (-7) (e) ~-10) () -9(-2)
(g) 15 x (-2) (h) -3 x 12 (i) 4x (-10)
(j) -2(-100)

033) Chapter 2 Integers, Ratic

—— OXFORD
 Division involving Negative Numbers

In general,
positive number + negative number = negative number,
negative number + positive number = negative number,
negative number + negative number = positive number.

NOW fs
Exercise 2C Questions 2(a){f)
Without using a calculator, evaluate each of the following.
(a) -8 +2 (b) 15+(-3) (c) -8 + (4)

w = @ 2 o 4

Square Roots and Cube Roots Revisited

In Chapter 1, we have learnt that 5?=5 x 5 = 25 and thus V25 =5. What is (-5)*
or (=5) x (-5) equal to?
Since 5 x 5 = 25 and (~5) x (-5) = 25, then 25 has two square roots:
(i) the positive square root of 25, written as 25 =5, and
(ii) the negative square root of 25, written as -J25 =-5.
The square root sign J” is used to denote the positive square root only. We can
combine both the positive and negative square roots by writing 2V25 =+5.

Worked (Finding the Square Roots of a Number}

Find the square roots of 49.
Example
Solution: Square roots of49= +v49
=t7

PRACTISE NOW 3a

(a) Find the square roots of 64.

(b) Find the negative square root of 9.
(c) Evaluate 36 .
= ses =
OXFOR D
UsIVEREIFY PRESS Chapter 2
 , h inking SIMILAR
jes Time QUESTIONS
Is it possible to obtain the square roots ofa negative number, e.g.
: +J-16 ? Exercise 2C Questions 3(a)-(d),
Explain your answer. Aay(d)
aid)
In Chapter 1, we have learnt that 5° = 5 x 5x5= 125 and thus ¥125
=5. What is (-5)' or
(-5) x (—5) x (-5) equal to?

We realise that the cube root is different from the square root as a number
has only one
cube root and it is possible to obtain the cube root of a negative number
, e.g.
125 = Y5xS%5
=5and Y-135 = Y-3)x(-3)x(-=-5.
3)

PR. ISE NOW 3b

Evaluate each of the following.

Exercise 2C Questions 5(a)-(d),
(a) (-3)° (b) (-4) 6{a)~(d)
(c) ¥216 (d) ys

*? Combined Operations on Numbers

In primary school, we have learnt the 4 basic operations on numbers
, +, -, x, +.
Previously, we have also learnt square, square root, cube and cube root.
Thus in
this section, we will learn how to perform all these operations together
.
The order of operations is as follows:
Rule 1 Brackets: Evaluate the expression in the bracket first. If there is more than
one pair of brackets, evaluate the expression in the innermost pair first.
Rule 2 Powers and Roots: Evaluate the powers and roots.
Rule 3 Multiplication and Division: Multiply and divide from the left to the right.
Rule 4 Addition and Subtraction: Add and subtract from the left to the right.

Worked (Combined Operations on Numbers)

Without using a calculator, find the value of each of
Example the following.
(a) 6-742x(4-F) — (b) (-2'- 122 2-(VB+3)
Solution:
(@) 6-74+2x(4-33 (b) (-2)'- 12+ 2-(J35+3)
= 6-7+2x(4-9) (power) 8 - 12+[2-(5+3)] (power and root)
= 6-7+2x(-5) (brackets) =-8-12+(2-8) (brackets)
= 6-7+(-10) (multiplication) 8 — 12 =(-6)
= -1+(-10) (subtraction) =-8 -(-2) (division)
=-ll (addition) =-84+2 (brackets)
(addition)
BD Siete reper, natonarnanns oe OXFORD
 PRACTISE NOW 4a
ie enQuestions 7(a)-(j),
Without using a calculator, find the value of each of the following. a)-thi,
(a) -3 x (15-7 +2) () 4'- 7x 16-(Y64-5)

Use of a Calculator to Evaluate Negative Numbers

Most calculators distinguish between ‘minus’ and ‘negative’The . ‘minus’ button
the model of
is [=| but the ‘negative’ button is either [+/—]or [(—)] depending on
the calculator.
For example, to evaluate 2 - (-5) using a calculator, press:
RIGO- IS DIE
For some calculators, it is not necessary to key in the brackets.
tor.
The answer to Worked Example 4(b) may be evaluated using a calcula
Press:
(Ra DP GEER EERO BDDIE!

Ee
PR SE NOW 4b
Exercise 2C Questions 8, 10
Use a calculator to check your answers in Practise Now 4a.

Exercise

Do not use a calculator for this exercise unless stated otherwise.

BASIC LEVEL

Find the value of each of the following. 3. Find the square roots of each of the following
1.
(b) -8 x4 numbers.
(a) 3x(-9) (b) 16
(d) -1 x (-6) (a) 81
(c) -7 x (-S)
() 6x0 (©) 25 (d) 100
(e) -2(-7)
4. Evaluate each of the following where possible.
2. Evaluate each of the following.
(b) 16 +(-2) (a) 81 (b) V4
(a) -21+7
@ * (© -V9 (d) J-36
(©) -8+(-2)
(e) J) Oy peli 5. Evaluate each of the following.
~ (a) (-2)° (b) (-5)°
5
(©) (-10y (d) (-6)°

OXFORD Chapter 2 @
ovens PISS
 6. Evaluate each of the following. |INTERMEDIATE LEVEL |
) 2 ) — ea 9. Find the value ofeach of the following.
et eer (@) 24x (2) x5 +(-6)
7. Find the value of each of the following. (b) 4 x 10-13 x (-5)
(a) —55 + (-10)- (c) (16—24) - (57 — 77) = (-2)
(b) ~12 = [(-8) - (-2)] +3 (d) 160 +(+40) - 20+ (-5)
(c) -100 + (45) + (-5) + 20 (e) [(12— 18)+ 3-5] x (4)
(d) -2+3x15 () {[(-15 +5) x 2+8]-32+8}-(-7)
(e) (-5 - 2) x (-3) (g) (5—2)'x2+4[-4+4(-7)] = (-2 44)?
(f) -25 x (-4) + (-12 + 32) (h) {-10 - [12+ (-3)"] + 3°} = (-3)
(g) 3x(-3P -(7-27
(h) 5 x [3 x (-2) -10] 10. Use a calculator to check your answers for
(i) -12 + [2?-(-2)] Question 9.

8. Use a calculator to check your answers for 11. Find the value of
Question 7. f-2«(-65)- 2x (-3)+8x(-2)-8x2 457-

i Fractions and Mixed Numbers

In primary school, we have learnt about proper a (e.g. 3,improper
fractions (e.g, 3and 3) and mixed numbers (e.g. st7): These number
s are
positive but iheycan be extended to include negative ini
on and negative
mixed numbers.

The rules for performing the 4 basic Operations on negative

fractions and
negative mixed numbers are the same as those for positive fractio
ns and positive
mixed numbers.

To add or subtract fractions with different denominators,

i.e. unlike fractions,
we must first express the fractions in the same denominato
r, i.e. like fractions,
using the idea of equivalent fractions. We may make use of the
lowest common
multiple (LCM) of the denominators.

aaa
Chapter 2 : . . ————— OXFORD
APOIVENSITY PaaS
Worked (Addition and Subtraction of Negative Fractions and Mixed Numbers)
Ex ple Without usinga calculator, find the value of each of the following.
143 5]
@) o4+(25 ) -4-(-3 .(41
7/(5\)+(44)

Solution:
@) og+(255] b) oh4 -(- +(-13) WwW,
3 75 1 Always leave your answers in
= 65-275 = -“phg= 5 mse omer al ont rape
fractions.
= at aa. {converte est + ae (change to improper fraction)
10 10 — jike fractions: 4°6 3 ‘ 7
21 10 16 (convert to like fractions:

= 4 (reduced to lowest term)

atea

ae Zo Questions Ta)-(d),
Without using a calculator, find the value of each of the following.
(by -234 ~5)_(_2 :
(a) qs 33 4 6 3;
2 5

In primary school, we have learnt how to multiply and divide a fraction by a whole
number or a proper fraction:
have
(a) Multiplication of fractions where the numerators and the denominators
no common factors
1.3 1x3
(multiply the numerators and the denominators respectively)
SENS = 2605
3
To
(b) Multiplication of fractions where the numerators and the denominators have
common factors
1 G9 1x3 aa cok
ee 9% G7 In7 (divide 4 and 6 by 2 first)
=)
~ 14

OXFORD _
umbers Chapter 2 @
 (c) Division of fractions
Dividing one fraction by another fraction is the same as multiplying
the first Zp,
fraction by the reciprocal of the second fraction,
ty Be
= 5% The reciprocal of a fraction is
1 2 obtained by interchanging the
1x3 numerator and the denominator
of the fraction, e.g. the reciprocal
= 1x2
of tisd.
=
“2
=.Blyal

In this section, we will learn how to multiply and divide a mixed number
by a fraction.
Then we will extend the operations to negative fractions and mixed
numbers.

Worked lication and Division of Positive Fractions and

umbers)
Example Without using a calculator, evaluate each of the following.
3,2
(a) 227 25
(b) 25+5
Solution:
= o = (change to improper fraction; divide by common factors)

Sa
2 1

zz.
In (a), we cancel 2 and 4 to give
1 and 2 respectively because
we divide both numbers by the
common factor 2:
(b) 2343 = Bed (change to improper fraction)

- 20 ae (multiply by the reciprocal of i;

4 1 divide by comman factors)
ai
~3
=iyiy

Without using a calculator, evaluate each of the following.

Fre2D
rci
Questionse
s 3(a)-{c), 16
2.9 1,5
(a) 25%q (b) 4645

D chapter2 ee OXFORD
Worked (Maltiplication and Division of Negative Fractions and Mixed Numbers)
Without using a calculator, find the value of each of the following.
Example
(a) 324(-24 (b) gf x\-3+ 4
3 “9 5 2: 3

aa
4_[5+(29]4|
24,-$
(a) )
= (change to improper ~ M4, _5_10 (change to
fractions) 5 2 3. improper fractions)
= Vier by the: aalts _15 _20 (convert to
22 ~~ s 6 6 fike fractions; We only change fractions to
~
reciprocal of =F Ie ANOS Tike fractions for addition and
gee subtraction, e.g, $-4.-8.2.
= divide by cannon
factors) 10 20)
z"%
=
— 44 (_35_) (divide by
ne = ~%,_} common factors)
=
3
L
= 165

Ql INS

sen 20 Questions 5(a)-(0),

Without using a calculator, find the value of each of the following. 2la)-th,
7" 245
fa) 5514/2 (b) 113x/64 /-1
a*15 t|-9

Use of a Calculator to Evaluate Fractions and Mixed Numbers

key in 3, press:
On most calculators, the ‘fraction’ or ‘mixed number’ button is [ar For example, to

Depending on the model of the calculator, 34 willbe displayed as: 34; 50r31445.

To convert a mixed number to an improper fraction and vice versa, use the button |d/c).

ACTISE NOW 7b

7a. Settee 2D Questions 2, 4, 6,

Use a calculator to check your answers in Practise Now 5, 6 and

OXFORD
UniveRstry rans
a —
Integers, Rational Numbers and Ri cre? @
 3 Decimals
In primary school, we have leamt about decimals such as 0.716 and
7.14.
We have also learnt how to add and subtract decimals, and how to multiply
and divide a decimal by a whole number.
In this section, we will learn how to multiply and divide a decimal by
another
decimal. Then we will extend the operations to negative decimals.

Worked (Multiplication of Decimals)

Without using a calculator, evaluate 12.34 x 5.6.
Example
Solution:
12). 3 4 «—— 2 decimal places(2d.p.)
x 5. 6 «— 1 decimal place(1d.p.)
7404
+ 6170
69.104

place the decimal point here because 2 d.p.+1d.p.=3 dp.

12.34 x 5,6 = 69.104

Note: 12.34x 5.6=LEH, 56 _1234x56

$= Too *0 = 1000
i _ 69 104
2dp.1dp.=] = To00
= 69.104
3d.p.

Without using a calculator, evaluate each of the following. Exercise 2D Questions 7(a)~(d)
(a) 13.56 x 2.4 (b) 137.8 x 0.35

D
3
Chapter2 Integers, Rational Numbers and Real Numbersae OXFORD
WMEveasiTy
Pass
Worked (Division of Decimals)
Without using a calculator, find the value of 0.72 +0.3.
Example
Solution:
~~
To convert the denominator to
an integer, we multiply both the
numerator and the denominator
by 10.
072 _ 0.7210
line up the decimal points 03. 03 "1
‘a 12
24 ae
3

-6
12
~12
ews
“0.72403 52.4

Exercise 2D Questions 8(a)-(d)

Without using a calculator, find the value of each of the following.
(a) 0.92 +04 (b) 1.845 +0.15

Worked (Negative Decimals)

Without using a calculator, evaluate each of =
E 1
mple the following.
(a) 25-13) ) G8 (23) + 06
ial 3) 1.8
.

evas-bldialks
Scene
a) 25-(-13)=25+13 GE (27)
oy) 0.18
lis (0.47) $4 (25")
-047)_ _18,
18 (-0.4(0.47 = -
: Zsi 43
1G
agg
=-0.235

PRACTISE

viata Questions 9(a)-(d),

Without using a calculator, evaluate each of the following. a
(a) 32 - (-1.6) (b) 1.3+(-3.5)

© ot (0.23
0.12 (F2"] (d) 03 te x BSE,
5 -0.65

Integers, Rational Numbers and Real Numbers Chapter2 ®

 Rational Numbers
We have learnt different types of numbers such as whole number
s, integers
and fractions. These numbers are called rational numbers,

A rational number is a number that can be expressed as the ratio

of two integers a and b, i.e. in the form - , where b #0.

Fig. 2.5 illustrates the relationships among the different types of number
s.
Rational Numbers
s he ~*~
Integers Fractions
ig 7 (eg. 4, 21) The fractions here are defined to
Whole Numbers Negative Integers 3 °8 be non-in
per tegers
fracti, ons
ie. they
that exclud
a ad he (e.g. -2, -7) impro can bee
reduced to integers, e.g,
Positive Integers Zero Band §.
(e.g. 2, 8)
Fig. 2.5

G Thinking
fy Time
How do you express each of the following numbers in the form
; ? Is this the only
way, i.e. can the values of a and b be other different numbers?
(a) Integers such as 2, 0 and —3.
(b) Decimals such as 0.5 and 0.333.,,

Real Numbers
We have learnt about z in primary school and about square
roots and
cube roots, such as J7 and ¥5, in Chapter 1. The
numbers a, J7 and
¥5 are called irrational numbers because they cannot be
expressed in the
form me where a and b are integers and b +0.

Real numbers are made up of rational numbers and irrational number

s. Fig. 2.6
illustrates the relationships among these three types of numbers.
Real Numbers,

Rational Numbers Irrational Numbers

(eg.2,-07, 5,33) (eg. a, V7, -¥3)
Fig, 2.6

Danie. ——— OXFORD

 Investigation
Terminating, Recurring and Non-Recurring Decimals
the calculator.
Use a calculator to evaluate each of the following in Table 2.1 and write down the entire display on
Group 1 : Group 2 Group 3

9 1. al,
47 = rae
ea 2 Tp _ a eee cater ee
{35> 99
| ———— ws — —_
- - —— —
| 22
pes,
Table 2.1
» 2
equal to = 2
1. In primary school, we take x to be Fz: Based on the above calculator values, is 7
numbers in Group 2?
2. What do you notice about the decimal representations (i.e. the calculator values) of the
Are they rational or irrational numbers?
not see the pattern.
(The last digit of # in the calculator display may have been rounded up, so you may

The actual value of > is 3.142.857 142 857 142.897.)

Group 1 and in Group 3?
3. What do you notice about the decimal representations of the numbers in
Are they rational or irrational numbers?
An example is given.
4. Use a dot to represent each of the numbers in Table 2.1 on the number line in Fig. 2.7.

3
y + ++ +>
{$— $$ t+} b+} 4
4 -3 -2 -| 0 1 2 a
Fig. 2.7
5. Hence, arrange the numbers in descending order, i.e. from the greatest to the smallest.

From the investigation, we observe that there are three types of decimals.
Group 1: Terminating Decimals, i.e. the digits after the decimal point terminate.
y.
Group 2: Recurring (or Repeating) Decimals, i.e. some digits after the decimal point repeat themselves indefinitel
Group 3: Non-Recurring (and Non-Terminating) Decimals, i.e. the digits after the decimal point do not repeat
but they continue indefinitely.
decimals are irrational
Terminating decimals and recurring decimals are rational numbers, but non-recurring
numbers. Fig. 2.8 illustrates the relationships among the different types of numbers.
en Real tia

Rational Numbers Irrational Numbers

Terminating Decimals Recurring Decimals Non-Recurring (and Non-Terminating) Decimals

9 1 t 1233 22 1
(e.g. 2,-0.7, 7, 33) (8. 3-99" >) (e.g. ya, nm
Fig. 2.8
— ee tere
OXFORD
Ure Tasit PRESS R R Chapter 2
 Worked 1 1 (Use
ofa Calculator for a More Complicated Calculation)
Example U se Iculatoror toto evaluate
a calculat evaluate 222443" 7 Jeayj
leaving your
475 oar
answer correct to 3 decimal places.
Solution:
Sequence of calculator keys:
Cla +4 BEDE
EPO ReABe ape
a aoe = 6.891 (to 3 dip.)
2

ATS =2a

PRACTISE NOW 11
2
Use a calculator to evaluate JHR0T leaving your answer correct to 3 decimal —_Exercise 2D Questions 15(a)-(d)
places. Y24+ lp

Investigation
Some Interesting Facts about the Irrational Number 1
1. How many digits does have?
To have a sense of what it means by ‘the digits of x after the decimal
point
continue indefinitely’, search on the Internet for ‘First Million Digits of Pi’.
What is the 1 000 000" digit of 1?
2. The digits of x do not end after one million. At the time of printing, the record
for computing the decimal representation of was set by Shigeru Kondo,
a Japanese systems engineer, and Alexander Yee, an American computer science
student, who used a single desktop computer with 20 external hard disks
to
calculate sto 5trillion (i.e. 5 000 600000 000) decimal places on 2 August 2010,
Search on the Internet for ‘World Record for Pi Calculation’. What is the
5.000 000 000 G00" digit of x2
3. How many digits of x can you remember?
In 2006, Akira Haraguchi, a Japanese mental health counsellor, took more
than
16 hours to recite to /00000 decimal places from memory! However, the official
record holder in the Guinness Book of Records, at the time of printing, belongs
to
a graduate student from China, who took 24 hours and 4 minutes to recite 2
to 67 890 decimal places in 2005. Search on the Internet for ‘World Record
for
Pi Recitation’. What is the name of the graduate student from China?

ost) Chapter2 Integers, Rational Numbers and Real Numbers OXFORD

UNIVERAITY Pass
= Exercise
2D
Do not use a calculator for this exercise unless
stated otherwise,

BASIC LEVEL INTERMEDIATE LEVEL

1. Find the value of each of the following. 10. Find the value of each of the following.

@) -$+(-3)
1 3
) 33+(-7)
1 1
(a)

1
() 53-45
1 1 2
@) -34+(43) b)
(b) 6—51

Use a calculator to check your answers for 2 1 4

Question 1. © 45+(63)-(-a)
3. Evaluate each of the following. (d)

@ 15.4
I5 4
) 23448
Bi. 15
(e)
15 5 74
(c) ats @) I5+5
11. Use a calculator to check your answers
for Question 10.
Use a calcu ator to check your answers for
Question 3. 12. Find the value of each of the following.

Find the value of each of the following.

64, (_3 by 4,(10
@ xg » (5)
13Ty
(c) 69%
bg
(d) 2qKds
2
(Co)0-1 x(3+45)+(-3]
)
(e) )

Use a calcu ator to check your answers for

Question 5.

Evaluate each of the following.

(a) 14.72x 1.2 (b) 130.4
x0.15
(c) 0.27 x 0.08 (d) 0.25 x 1.96 13. Use a calculator to check your answers for
Question 12.
Find the value of each of the following.
(a) 0.81 +0.3 (b) 1.32+0.12
(c) 3.426 + 0.06 (d) 4.35415

Evaluate each of the following.

(a) 4.3 -(-3.9) (b) 2.8 +(-1.5)
(c) 5.9427 (d) -6.7-54

gers, Ri Number: Numbers Chapter 2 ®

 14. Evaluate each of the following. ADVANCED LEVEL
0.15, (-0.16
(a) a vet } 17.

TBA)
Find the value of
0.027 (14
(>) 93 *(th)
(c) -04 > «(qe)-000
(-13)_ pes
18. Farhan, Khairul, Huixian, Shirley and Jun Wei share
a sum of money. Farhan takes + of the sum of
(d) (-02)' x Z240.105
money. After Farhan has taken his share, Khairul
15. Use a calculator to evaluate each of the following, takes 4 of the remaining money. After Khairul has
leaving your answer correct to 3 decimal places.
taken his share, Huixian takes ; of the remaining
w+ 2 money. After Huixian has taken her share,
Oar Shirley takes + of the remaining money.
2 2 i After Shirley has taken her share, Jun Wei takes
4.6° +8.3° -|6=
all of the remaining money. What fraction of the
(d) |2)
3x46-83 sum of money is Jun Wei’s share?

16. Nora spent a total of at hours on community

service last year. Given that her visit to the
old folks’ homes made up 3 of the total time
on community service, find the amount of time
she spent on visiting the old folks’ homes.

1. Real Numbers

Rational Numbers Irrational Numbers

w
Integers
\
Fractions Non-Recurring
Vs Ky a 4d) (and Non-Terminating)
(eg. 3, 29) Decimals
Whole Negative 1
Numbers Integers (eg. 7g, ~-¥5, nm)
we De (e.g. -2, -7)
Positive Zero
Integers
(e.g. 2, 8)

® Chapter2 |)
OXFORD
R Numbers and R nbi
2. Addition and Subtraction involving Negati ive Numbers:
|
Example =| Explanation”
Absolute value of positive More positive discs
522) number is greater OOOO 3
-. Answer is positive aa

Absolute value of negative More negative discs |

=5 2 number is greater a ao &) =
~. Answer is negative O®

iti
em i
of two negative All negative discs
Dada Wy “4
-5 +(-2)
Note: -5 -2=-5+(-2) |RUMDENS
.. Answer
:
is negative aea

=(-2) Concept of negative @a@ _flip (ORO) 2

Since -(-2) = 2, we have:

© 5EC2)= 5[+ J=7
» -5|- (-2)|=-S[+
2J=-3

3. Multiplication and Divi sion of Numbers:

(i) positive x negative = negative (ii) negative x negative = positive
(iii) positive + negative = negative (iv) negative + negative = positive
Note: You may also think of groups of algebra discs to help you recall the results in multiplication.

4. Square Roots and Cube Roots

(a) A positive number (e.g. 64) has tivo square roots (i.e. = V64=8) but only one cube root (i.e. Y64 = 4).
(b)Anegative number (e.g. -64) has no square root but has one cube root (i.e. Y-64 = - Y64 = -4),

Review,
2x
Exercise

Do not use a calculator for this review exercise unless stated otherwise.

1. Fill in each box with ‘>’ or ‘<’.

(a) -7-38| |8+(-55) (b) 2.36 ~ 10.58 [__]-11.97 - 2.69)
1
@) 74-(-535) 3 oO 1932 +(-8;5) 1
( 5x 15[_]50+(-8)

2. By using a number line, arrange each of the following in descending order.

22 -2.365, 55,-F
a 5 1
(a) 4,35, (b) %, -8, 105, 5.855, -27

OXFORD =
=
thapter2 @®
 3. Find the value of each of the following.
(a) 13-(-54) (b) (-74)
—(+46)
(c) 11 +(-33)-(7) (d) -13 + (-15) +(-8)

4. Evaluate each of the following.

(a) -12x7 (b) 4 x (-5)
x (6)
(c) -600 +15 (d) 50+(-8) +(-5)

5. Find the value of each of the following.

(a) (-3-5)x(-3-4) (b) 4x (-5)+(-2)
(c) -5 x 6-18 +(-3) (d) 2x(-3P-3x4
{e) -3 x (-2) x (2-5)? (f) (2% -(-2)x34+2x3?
(g) (-4)? + (-8) +3 x (-2)° (h) 4x 3?+(-6)-(-x
1)?
(3)?
(i) -2 x (-2)> x (-2)x 3+ (-2)x 3x C1? @) 5-{12 x[(-5)?-7] = 3}

-18- Y-3375 - (-6)7

6. Evaluate
V449

7. Evaluate each of the following.

(a) 35+13-(-3) (b) 3-(335}+(-3)

(©) ~63 33-33 (@) (-3+4 “[i+(-4)]e(-s5)

(e) 3px13+(-13) 0) 3*(-t-4)+(24+14)
) “ett -4%(-19) (hy “125415 +(-4)-3 (23)

4yP_/_2/
8. Use a calculator to evaluate (5 -(-3)
[af 8
625 125

9. Find the value of each of the following.

(a) -12.8- 88.2
(b) 500.3 —(-200.2) - 210.1
(c) 144+1.2x (04)
(d) (-0.3) + (0.2) + (-2.56)

SSS
OXFORD
Chapter 2 Swivensiry Pease
 Challenge
Yourself
1. Given that Jx-3+ (y+ 2)° =0, find the value of x and of y.

2. Complete each of the following.

(a) O20 (b) oo
x 7 281004
2208 100
Osto ous
10460 me

3. Insert +, -, x, = or brackets to make each of the following mathematical statements

true. The first one has been done for you.
(a) (3+3)+3-3+3=1
(b) 3 3 3 3 352
() 3 3 3 3 353
(dd) 3 3 3 3 34
(e) 3 3 3 3 355
() 3 3 3 3 3=6

OXFORD =
UpIvEnsery rms F Chapter 2 0s)
 When asked for the amount of time you take to
get to school, would you reply with an exact figure, such as
29 minutes and 11 seconds? In this case, the common reply
would be ‘about 30 minutes’, In our daily lives, there are many
occasions when we need to use approximation and estimation.
LEARNING Mae,
At the end it this chapter, you should be able to:
 The chapter opener shows an example when we use an approximate value because
the actual value is not necessary. There are other reasons why we need to use
approximation and estimation in our daily lives.

Class
Discussion
Actual and Approximated Values
Read the article and answer the questions.
Le . ree z
ri
pat oP eree - pre NEWS —

Changi Airport Handles Record 42 Million Passengers

SINGAP
ChangiOR
AiportE:
handles arecord of42038 777 passengers in 2010,
_ 413.0% increase over 2009. This makes the airport the 18" busiest airport in.
_ the world by passenger trafic in 2010. The airporhas
t won over 360awards,
~ with 24 awards won in 2010 alone. pause:
Changi Airport first opened on 1 July 1981 with one terminal. Currently, ithas .
/ fourterminals, including
oneBudget Terminal, which brings itstotal annual handling
- capacity to 73 million passengers.

1. Identify the numbers in the article which are actual values and those which
are approximations. How do you decide?
2. (a) Why does the article mention ‘over 360 awards’ instead of specifying
the
actual number of awards won?
(b) Why does the title of the article use 42 million Passengers instead
of
42.038 777 passengers?

D Chapter 3 i} mati
ionand tr —_ . a
OXFORD
 Recap (Rounding Off)
We have learnt in primary school how to round off numbers to the nearest 10,
100 and 1000.

Worked (Rounding Off

Round off each of the following numbers to the
Example nearest 10.
(a) 275 (b) 273.1

Solution:
(a)

Step 1:
e 2 G) =
A

Step 2:
oe
2 8
4

Step 3:
3
O(to the nearest 10)
>
275 is exactly midway between
270 and 280. By convention,
Underline the ||Circle the next ||Puta zero it is rounded up to 280. If Step,
3 is omitted, 275 = 28 (to the
digit in the digit on its in the ones nearest 10), which is wrong!
tens place. right. If itis 5 place as a Since the degree of accuracy
or more, add 1 | |place holder. is specified, we use the equal
sign: 275 = 280 (to the nearest
to the digit in ‘ ~ 10). If the degree of accuracy is
the tens place. not important, we will use the
approximation sign: 275 = 280,

72@)- 1 =
ew.
2
Step 2:
273 is nearer to 270 than to 280,
Circle the next thus 273 is rounded down to 270.
digit on its Bee ++ 1
right. If it is less Step 3: 20k 280
Step 1: i 273
if i neath than 5, the digit ||Puta —__ in the
ae i ey |inthe place as a place
igit in the place remains holder, Omit all the digits
——— place. nesses after the decimal point.

RA\ iE NOW 1

Exercise 3A Questions 1(a)(c), 5-6

1. Round off 3 409 725 to the nearest
(a) 10, (b) 100, (c) 1000, (d) 10 000.

2. In 2010, Singapore welcomed 11 600 000 overseas visitors. This value has been
rounded off to the nearest 100 000. What are the largest and smallest possible
numbers of overseas visitors?

Tinaton hapters «QD

OXFORD
 Worked
zw
Rounding nif)
Correct 96.482 to
Example (a) 1 decimal place,
(b) the nearest whole number. ‘Correct %.48210 1 decimal place’
is the same as ‘round off 96.482
to 1 decimal place’.
Solution:
@9 6 4@)2 = 9 6+ 5 (ordp)
zs
A 4

Step 1: Step 2: Step 3:

Underline the Circle the next digit on Do not add
96.482 «—_
digit in the its right. It it is 5 or more,|
at
|any zero after tenth hundredth thousandth
tenths place. add J to the digit in the the first (dp) 2"dp) 3" dp.)
tenths place. decimal point.

(b) 9 6 - @ 8 2 = 9 6 (to the nearest whole number)

Step 1:
Underline
Step 2:
the Circle the next digit
Step 3:
Do not add any
tz.
For (b), you cannot use the
digit in the on its right. If it is zero after the answer 96.5 in (a) to round off to
ones place. less than 5, ones place. 97 because 96.482 is nearer to 96
than to 97, You must not round
the digit in the off twice!
____ place
remains the same.

1. Correct 78.4695 to Exercise 3A Questions 2(a)-(c),

Afa(d), 7
(a) 1 decimal place, (b) the nearest whole number,
(c) the nearest hundredth, (d)_ the nearest 0.001.
2. Jun Wei says that 8.395 is equal to 8.4 when rounded off to 2 decimal places
because he thinks that 8.40 is the same as 8.4. Do you agree? Explain
your answer,

Chapter 3
OXFORD
Worked (Application of Rounding OF)
Atruck carries 150 ceramic tiles and 225 marble tiles. The
Example mass ofaceramic tile is 1.87 kg and the mass of amarble
the tiles carried by
tile is 4.63 kg. Calculate the total mass of
the truck, giving your answer correct to the nearest 0.1 kg.

Solution:
Mass of 150 ceramic tiles=150 x 1.87
= 280.5 kg
Mass of 225 marble tiles = 225 x 4.63
= 1041.75 kg
Total mass of the tiles carried by the truck= 280.5 + 1041.75
322.25 ke
= 1322.3 kg (to the nearest 0.1 kg)

PRACTISE <)

A household uses 450 kWh of electricity and 38 m’ of water in a month. Exercise 3A Question 3
The cost of electricity is $0.29 per kWh and the cost of water usage is $1.17 per m’.
Find the total amount of money the household has to pay in that month,
giving your answer correct to the nearest dollar.

*Exercise
3A
“ Round off
(a) 4.918 m to the nearest 0.1 m,
1. Round off 698 352 to the nearest (b) 9.71 cm to the nearest cm,
(a) 100, (b) 1000, (c) 10 000. (c) $10.982 to the nearest ten cents,
i
(d) 6.489kg
(d) ‘gto thi nearest
to the t—i00 kg.
8:
2. Correct 45.7395 to
{a) 1 decimal place, ADVANCED LEVEL
(b) the nearest whole number,
(c) 3 decimal places. 5. Kate says that 5192.3 is equal to 519 when
rounded off to the nearest 10. She drops the ‘2’
because it is less than 5. Do you agree with her?
INTERMEDIATE LEVEt Explain your answer.

3. The dimensions of a rectangular plot of land are 6. Singapore's population was 5 077 000 in 2010.
28.3 m by 53.7 m. Find This value has been rounded to the nearest 1000.
(i) the perimeter of the land, correct to the nearest What are the largest and smallest possible values
10 m, of Singapore’s population in 2010?
(ii) the area of grass needed to fill up the entire
plot of land, correct to the nearest 100 m*. re Farhan says that 26.97 is equal to 27 when rounded
off to 1 decimal place because he thinks that 27.0
is the same as 27. Do you agree with him? Explain
your answer.
Chapter 3 @
OXFORD
 Lixin and Khairul are asked to measure the volume of water in a cup using two
different measuring cylinders. The readings are shown in Fig. 3.1.

lem
The volume of water is 13 em’. 7
Even though it is slightly more than 6
Peevelumeat water 13 cm’, Cylinder 2 doesn’t tell us if it is 3
-Lonr, 1.
by Cylinder 13.1 em’,3 13.2 em!
a or 13.3 cm’,3 iG

13
12.
dW
10
- 9
Khairul age
ES
6
5
Lixin and Khairul have different answers: 13.1 em’ and 13 cm’. Which 4
is more accurate? 3
z
The answer 13.1 em’ has3significant figures, while the answer 13 cm* 1
has 2 significant figures.
Cylinder 1 Cylinder 2
Both answers are approximated to a diferent degree of accuracy as
the values obtained are limited by the accuracy of the measuring Fig. 3.1
instruments. Cylinder 2 can measure up to 1 cm’ while Cylinder 1
can measure up to cm’. Hence, Cylinder | provides readings
that are more accurate than Cylinder 2.

Significant figures are used to reflect the degree of accuracy.

A number is more accurate when it is given to a greater
number of significant figures.

063 Chapter3 Approximation and Estimatio

?Five Rules to Identify Digits Which are Significant
Rule 1: All non-zero digits are significant. |

For example, the number 7258 has 4 significant figures.

PRACTISE NOW

State the number of significant figures in each of the following.

(a) 192 (b) 83.76 (c) 3 (d) 45

Rule 2: All zeros between non-zero digits are significant.

For example, the number 32.047 has 5 significant figures.

PRACTISE NOW

State the number of significant figures in each of the following.

(a) 506 (b) 1.099 (c) 3.0021 (d) 70.8001

Ethan measures the length of a piece of wood using two different rulers.
The lengths are 0.6 m and 0.60 m respectively as shown in Fig. 3.2.
(a) Measured length = 0.6m (b) Measured length = 0.60 m

04.05.98 07,98
Fig. 3.2
Which measurement is more accurate? Why?

Based on the intervals in both rulers, 0.60 m is more accurate. This is because
0.60 m is measured to 2 significant figures, while 0.6 m is measured to
significant figure. Notice that the zero after the digit 6 in 0.60 m is significant.

Rule 3: In a decimal, all zeros after a non-zero digit are significant.

1. State the number of significant figures in each of the following.

(a) 0.10 (b) 0.500 (c) 41.0320 (d) 6.090

2. A line segment is measured using two different instruments and its length is
found to be 4.1 cm and 4.10 em respectively. Which is more accurate and why?

= Approx ti a Estimatior Chapter 3 @

 Raj measures the length ofa piece of string and finds it to be 5.7 cm long,
correct
to 2 significant figures. He then converts it into metres and obtains 0.057
m.
How many significant figures does 0,057 m have?
It is not possible to make a measurement more accurate by changing it to
a
different unit.
Since 0.057 m still has 2 significant figures, this means that the zeros
before
the number 5 are not significant.

Rule 4: |In a decimal, all zeros before a non-zero digit are not signticant. |

PRAC N

State the number of significant figures in each of the following.

{a) 0.021 (b) 0.603 (c) 0.001 73 (d) 0.1090

How many significant figures does 7500 have?

The number
The number 7500 has 3
7500 has 2 significant figures,
significant figures.

Michael
The teacher says that both Michael and Devi are correct, Why is this
so?
To answer this question, let us consider the number 7498,
Correct this number to the nearest hundred:
Correct this number to the nearest ten:
Are both the answers equal?
7500 has significant figures if it is correct to the nearest hundred.
7500 has significant figures if it is correct to the nearest ten.

In whole numbers, the zeros at the end may or may not be significant. It
Rule 5: depends
on how the numbers are approxi-mated.

State the number of significant figures in each of the following. Exer38

(a) 3800 m (to the nearest 10 m)
cise
Questions 1fa)-(0),3
(b) 25 000 km (to the nearest km)
(©) 100000 g (to the nearest 10.000 g)

DD theses acxination aa stimaton an OXFORD

 Rounding Off to a Given Number of Significant Figures
Worked g to. a Required Number of Signiticant Figures)
(RoundinOff
Round off each of the following to the number of significant
Example figures as given in brackets.
(a) 8982 (2 s.f.) (b) 0.006 019 5 (4 s.f.) (c) 0.9999 (3 s.f.)

Solution:
2=« 9 O O ‘ (to
2s.f.)

Step 1: Step 2: Step 3: Step 4:

Determine the ||Circle the next digit ||Puta zero to indicate ||Put two zeros as place
s.f. starting on its right. If it is the 2™ s.f. (Rule 5:| |holders. (Rule 5: These two
from the left Sor more, add 1 to ||This zerois significant.) | |zeros are not significant.)
(2 s.f.). (Rule 1)| |the previous digit.

(b) 0 . 0 0 6 0 1 9 @) = 0.006 020 (to4s.f.)

u— t +
Not significant Step 3:
(Rule 4) Step 1: Step 2:
Determine the Circle the next Put a zero to
sf, starting digit on its right. indicate the
from the left If it is 5 or more, 4" 5.6. (Rule 3)
(4 s.f.). (Rules add 1 to the
2 and 4) previous digit.

@mo . 9 9 9 = 1. 0 0 (to3s.f)
er
Not Step 1: Step 2: Step 3:
significant Determine the Circle the next digit ||Put two zeros to indicate the 2™ and 3"
(Rule 4) s.f, starting on its right. If itis s.f. (Rule 3). This is a special case where
from the left Sor more, add | to ||you cannot puta zero at the thousandth
(3 s.f.). (Rule 1)| |the previous digit. place which was previously occupied by
—————— |the 3 s.f,, or else 1.000 will have 4 s.f.

1, Round off each of the following to the number of significant figures as given Exercise 3B Questions 2(a)-(0,
Ata)-(d), 8-9
in brackets.
(a) 3748 (3 s.f.) (b) 0.004 709 89 (4 s.f.)
(©) 4971 (2 s.f.) (d) 0.099 99 (2 s.f. and 3 s.f.)

2. The number 67 OX1 is equal to 67 100, correct to 3 signiticant figures. Find the
value of X if 67 OX1 is a perfect square.
Chapter 3
OXFORD
UNIVERSES PRINS
 Different Types of Rounding in Real Life
In mathematics, we usually round off a number using the rules in the previou
s
sections. However, in real life, this may not be so.

Investigation
Rounding in Real Life

Suppose 215 students and

5 teachers are going for an
excursion by bus and each bus Scenar 1 Suppose you are the designer of
can only carry 30 passengers. a lift that can carry a maximum
How many buses are mass of 897 kg. However, you
required? Why? ScenarigD are told to put the maximum
Scenario}
mass correct to the nearest
100 kg. What should you put
Sometimes in real life, you have to the maximum mass as? Why?
round off to the nearest 5 cents, but
not to the nearest cent. Describe a
situation when you have to round off
to the nearest 5 cents.

Journal
Writing
Describe another two situations where you cannot just round off a number using
— Fxercise 3B Question 5
the rules in the previous sections.

67) Chapter 3 Approximation and Estimation

OXFORD
In this section, we will study how approximations can result in rounding and truncation errors.

Non-Exact Answers and Intermediate Steps

If we write all the digits for non-exact answers, e.g. JI3T = 11445 523 14...,
the working will look messy. In order for the final answer to be accurate to,
say, three significant figures, any intermediate working must be correct to four
significant figures. Can you explain why?
If the intermediate working is correct to three significant figures only, a rounding
error may occur.

‘The Missing 0.1% Votes

Vishal, Rui Feng and Huixian were nominated to be the President of the Mathematics

Vishal
wz
In practice, we will just put 100%
for the total percentage of votes
Rui Feng in order not to cause confusion.
a
Huixian
Total
Table 3.1
1. The total percentage of votes is only 99.9%. What has happened to the missing
0.1% of the votes? Explain your answer.
2. Given that there is a new member who voted for Vishal, calculate the
percentage of votes each candidate receives from the 301 votes ina similar way.
Why is the total percentage of votes more than 100%?

In the investigation, as all the intermediate values, i.e. 62.3%, 17.3% and 20.3%,
are correct to 3 significant figures, writing the final answer as 99.9% (to 3 s.f.) is a
follow-through error due to rounding errors in the intermediate steps. If the final
answer is correct to 2 significant figures, we will obtain 100%. Hence, the final answer
can only be accurate to 2 significant figures.
If we want the final answer to be correct to 3 significant figures, the values in
the intermediate steps should be given to 4 significant figures. Thus we will have:
62.33% + 17.33% + 20.33% = 99.99%
= 100% (to 3 s.f.)
eran Ap imation and Estimation Chapter 3 ©
 1. The population of City A is approximately 2.5 million. Can the exact population size be
(i) 2.47 million, (ii) 2.6 million?
2. The population of City B is equal to 2.5 million (to 2 s.f.). Can the exact population size
be
(i) 2.47 million, (ii) 2.6 million?

From the thinking time, we arrive at the conclusion that there is a difference between
‘approximately 2.5 million’ and ‘equal to 2.5 million (to 2 s.f.)'.

Worked Significant Figures in Intermediate Steps)

1 The area ofasquare is 131 cm’. Find
Examp € (i) the length, (ii) the perimeter,
of the square.
Solution:
(i) Length of square = JT3T em (ii) Perimeter of square = 11.45 em x 4
14cm (to 3 s.f) = 45.8 cm (to 3 s.f.)

! Do not write JT3Tem | We must use 4 s.f. for the intermediate working. '
H =1145em | Ifwe use 11.4 em x 4, the answer 45.6 cm is only H
= 114m (to 3 s.f.). | accurate to 2 s.f. because the third s.f. 6 is wrong. '
| Firstly, JT31 # 11.45. Secondly, ifJI3T= 11.45, it ; Hence, a rounding error will occur. To be more !
accurate, we can use the calculator value of /T3
| does not mean that it is accurate to 4 s.f. Thirdly, :H to find the perimeter.
' it is confusing to write 11.45 = 11.4 (to3 s.f.).
| If we write JT3T em
y = 11.446 cm (to 5 s.f.)
H = I1.4em (to 3 s.f),
t it defeats the purpose of leaving non-exact
answers to 3 s.f. so as not to be too messy.

The area of a square is 105 m’, Find Exercise 3B Questions 6-7

(i)_ the length, (ii) the perimeter,
of the square, )

SS fF

“4 Rounding and Truncation Errors in Calculators .~

To truncate means to ‘cut off the end’. For example, J162 = 12.727 92206...
If we round off the answer to 3 decimal places, it will be 12.728. However,
if we truncate the answer at 3 decimal places, it will be 12.727. There is no
rounding off.

© carers ain
OXFORD
 Investigation

Rounding and Truncation Errors in Calculators

This activity may vary with different calculator models.
Suppose your calculator displays only 10 digits, e.g. if you key in J162, the display
shows 12.727 922.06. However, your calculator actually stores more than 10 digits.
(a) Do the following to find out how many digits your calculator stores.
1. Subtract 12 from 12.727 922 06, Did you get 0.727 922 06 or 0,727 922 0612
2. Multiply 0.727 922 061 by 10. Did you get 7.279 220 613 or 7.279 220 614
(this depends on your calculator model)?
3. Subtract 7 from the result in Step 2 and multiply by 10 again. Did you get
2.792 206 13 or 2.792 206 14?

Therefore, your 10-digit calculator actually stores digits.

Now, J162 = 12.727 922 061 357 855 ...

If you get 7.279 220 613 in Step 2, this means that your calculator truncates
the value of 162 at the ® digit to give 12.727 922 061 3, instead of
rounding J162 to 12.727 922 061 4.
(b) Rounding or truncation errors can result in ridiculous results. Try the following:
4. Take the square root of 7 four times, Le.
5. Take the square of the result in Step 4 four times. Do you get 7 or
6.999 999 9992 (If you get 7, you will have to take the square root of 7
more than four times in Step 4 for your calculator model.) Exercise 3B Question 10

. *Exercise

INTERMEDIATE LEVEL
BASIC LEVEL

1. State the number of significant figures in each of 3. The number 143 200 is correct to x significant
the following. figures. Write down the possible values of x.
(a) 39 018 (b) 0.028 030
(c) 2900 (to the nearest 10) 4. Evaluate each of the following and correct your
answers to the number of significant figures as
2. Round off each of the following to the number of given in brackets.
significant figures as given in brackets. (a) rie s.f.) (b) 871 x 234 (2 s.f.)
(a) 728 (2 s.f.) (b) 503.88 (4s.f.)
(©) 0.003 018 5 (4s.f.) (d) 6396 (2 s.f. and 3 s.f.) 21" (5 sf) @ 3.91’ -2.1 (2 s.f.)
Cc)
(e) 9.9999 (3 s.f.) (f) 8.076 (3 sf.) ©) 0.219 641

ati in Chapter 3 ®
OXFORD
 5. What is the greatest number of sweets that VANCED LEVEL
can be bought with $2 if each sweet costs
30 cents? 8. The number 21 X09 is equal to 22 000, correct
to 2 significant figures. Find the value of X if
6. The area of a square is 264 cm*, Find 21 X09 is a perfect square.
(i)_ the length, (ii) the perimeter,
of the square. 9, The number of people at a concert is stated as
21 200, correct to 3 significant figures. What is
7. The circumference of a circle is 136 m. Find the largest and the smallest possible number of
(i) the radius, (ii) the area, people at the concert?
of the circle.
10. (i) Without using a calculator, evaluate
987 654 321 + 0.000 007 — 987 654 321.
(ii) Use a calculator to evaluate
987 654 321 + 0.000 007 — 987 654 321.
(iii) Do you get the same answer for
(i) and (ii)? Explain your answer.

There are situations in our daily lives when we do not know the actual value and we
have to estimate the value. In such cases, it is not possible or not worth the trouble
to obtain the actual value as the actual value is not necessary. For example, the
projected world population in 2050 is estimated to be between 7.5 and 10.5 billion.
Estimation is a special case of approximation when we do not know the actual value.
In the previous sections, we know the actual value but we approximate it for various
reasons, and the approximated value should be very close to the actual value, e.g.
131 = 11.4,

In this section, we will examine some situations in real-world contexts which require
estimation and discuss some methods for estimating to a sufficient degree of accuracy.

oes ° ’ .
3 Estimation of Computations
Sometimes, we may key in the wrong value when using a calculator. There is a
need to be aware when an answer is obviously wrong. Thus we use estimation
to check the reasonableness of an answer obtained from a calculator.

D Chapter 3 proxi 4 sin a

OXFORD
UNIVERSITY raat
Worked (Using Estimation to Determine Reasonableness
Ex. le of an Answer)
P Shirley evaluates 31.5 + 9.87 ~ 2.1 using a calculator and
she says that the answer is 392.7. Without doing the
actual calculation, use estimation to determine whether
Shirley’s answer is reasonable. Then use a calculator to
evaluate 31.5 + 9.87 — 2.1. Is your estimated value close
to the actual value?

Solution:
31.54+9.87-2.1 = 32+ 10-2
= 40 Zp.
+. Shirley’s answer is wrong.
We use the approximation sign
Using a calculator, the actual answer is 39.27. a whan iia nol important to
Hence, the estimated value 40 is close to the actual value 39.27. speci thedegreeof accuracy,
eg. 315=32.

14. Nora evaluates 798 x 195 using a calculator and she says that the answer Beieac Questions
: ; ; fi fsserte a 1, 2la)-(b), 3-4, 6
is 15 561. Without doing the actual calculation, use estimation to determine ,
whether Nora’s answer is reasonable. &

2. Estimate each of the following without using a calculator. Then use a calculator
to evaluate each of the following. Are your estimated values close to the there is another method for
Question 1: look at the last digit.
actual values?
(a) 5712 +297 (b) J63 x y129

3. The driving distance between Singapore and Malacca is about 250 km.
Suppose your father drives at an average speed of 80 km/h and he asks
you how long he will take to drive from Singapore to Malacca. Write down
a calculation you could do mentally to estimate the number of hours.

exon Approximation and Estimation Chapter3 @

 Shopping with a Different Currency
Suppose you are shopping in Thailand and the shopkeeper quotes you a price
for a wallet in Thai baht. To know whether the wallet is expensive, you will need
to convert to Singapore dollars (S$). How are you going to estimate the price of
the wallet in Singapore dollars?

Worked Estimat urrency Convers

Example A wallet costs 225 Thai baht. The conversion rate is m
- Taine
| baht =S$0.041 212. Without using a calculator, estimate | baht
=$80,041 212 is 100 small
the price of the wallet in S$. and not easy to remember.
Moreover, it is difficult to use
. this number to estimate the price
.
Solution: of the wallet. Thus we need to
rememberan approximate valle
100 baht = $$4, so 200 baht = S$8, 50 baht = $2 and 25 baht = $1. for 100 babt, 2100 bakin S54.
«. The price of the wallet is 225 baht = $9.

PRA\

A pair of earrings costs 25 000 Indonesian rupiah (Rp). The conversion rate is Frercise 3C Questions 7, 10
Rp 1000 = $$0.145 598. Without using a calculator, estimate the price of the pair
of earrings in S$.

OXFORD
 Value for Money
Worked (Better Value for Money)
Suppose you are in a supermarket with your neighbour
Example and she sees the following options for the same brand of
coffee powder.

Option A Option B

200 g Coffee Powder 200 g + 50 g Coffee Powder

$5.80 $7.45

She cannot decide which option is better value for money.

Without using a calculator, how do you help her decide
which option she should choose?

Solution:
For option A, 200 g costs about S6.
Thus 100 g will cost about $3, and 50 g will cost about $1.50. Ww,
«. For option A, 250 g will cost about $6 + $1.50 = $7.50.
roe War? ‘ There are other ways toestimate,
. cane alee
For option B, 250 g costs $7.45 which is 5¢ cheaper than option A.
For option A, 200 g costs $5.80,
Does it appear that option B is better value for money? which is about $6,
5 Farias Thus¢ will gg willcost about $3, a and
100 cost
200 g actually costs $5.80 which is x20¢ less than $6.
However, for option A, sad 50 about $1.30.
Thus for option A, 250 g will cost at least 20¢ less than the estimated $7.50. +. For option A, 250 g will cost
: 4 about $5.80 + $1.50 = $7.30.
«. Option A is better value for money. Hence, option A is better value
for money.

PRACTISE NOW 8 =

Without using a calculator, Option A Option B Exercise 3C Questions 8-9

decide which of the options
is better value for money.

300 mi Olive Oil 300 m/ +50 mf Olive Oil

$8.80 $10.40

Chapter 3 @
OXFORD
RIVERSETY PRESS
 -#? Estimation of a Larger Quantity using a Smaller Quantity
The Greek mathematician, Archimedes, estimated that 8 x 10° grains of sand were required to fill the universe.
Did he make a wild guess or did he count the grains one by one?
Archimedes made use of an important estimation strategy: use a smaller quantity to estimate a larger quantity.
First, he counted the number of grains of sand required to fill a spoon. Next, he estimated the number
of
spoons of sand required to fill a room, the number of rooms of sand required to fill a stadium, etc.

Investigation
Use of a Smaller Quantity to Estimate a Larger Quantity
Ina competition, the public is invited to guess the amount of money in a tank
that contains 10¢ coins only, How do we estimate the number of 10¢ coins in
the tank?
Even if we are able to obtain an identical tank, it is too troublesome to get so
many 10¢ coins. One useful strategy is to fill a smaller box with 10¢ coins.
As the number of 10¢ coins that can fill the smaller box may vary, we can take
the average of three trials.
Suppose we are able to measure the tank in the competition and find that
the dimensions are 50 em by 23 em by 13 em. Now, estimate the amount of
money in the tank,

Worked (Estimationof Area)

Ex 1 Estimate the ratio of the area of the shaded region to
ample that of
the unshaded region in the figure on the right.

Solution:
To estimate the area, we can divide the shaded
region (using dotted lines) into areas approximately equal
to the area of the unshaded region. Start from the right eh
side to obtain a more accurate estimate. LO

The ratio of the area of the shaded region to that of

the unshaded region is estimated to be 3 : 1.

Estimate the percentage of the shaded region

in the figure on the right.

075 Chapter 3 Approx

OXFORD
 Performance Task

Estimation in Our Daily Lives

Select one task from the list and write a detailed report on how you obtain
your estimation.
1. Estimate the total number of hours your classmates spent surfing the Internet
ina month.
2, Estimate the amount of pizza needed to feed all the students in your school
during an excursion,
3. Estimate the amount of money collected by the drinks stall in your school
canteen on a weekday.

* Exercise

BASIC LEVE

1. Priya evaluates 218 + 31 using a calculator and 5. Estimate the ratio of the area of the shaded
she says that the answer is 70.3. Without doing region to that of the unshaded region in the figure.
the actual calculation, use estimation to determine
whether Priya’s answer is reasonable. Then use a
calculator to evaluate 218 +31, Is your estimated
value close to the actual value?

2. Estimate each of the following without using a

calculator. Then use a calculator to evaluate each
of the following. Are your estimated values close
to the actual values? 6. A shopkeeper makes the following orders from
x 39
(a) 2013 (b) (1456+ O54 a wholesaler:

3. (i) Express 3.612 and 29.87 correct to Skirts

2 significant figures. 8
Belts
(ii) Use your answers in part (i) to estimate the 26
value of 3.612 + 29.87. [titeShirts | 47
| Black Blouses 63 23
Grey Leggings E 52 9
4. Acar travels 274 km, It travels an average of
9.1 km on a litre of petrol. Write down a Show how you estimate the total amount of
calculation you could do mentally to estimate the money that the shopkeeper has to pay, giving your
number of litres used. answer correct to the nearest hundred dollars.

7. A bag costs RM25. The conversion rate is

RMI = S$0.409 608. Without using a
calculator, estimate the price of the bag in S$.

Chapter 3 @
OXFORD
 8. Without using a calculator, decide which of 9. Shop A sells a dress for $79.50 with a 20% discount
the options is better value for money. while Shop B sells the same dress for $69.50 with
a 10% discount. Write down a calculation you
Option A Option B could do mentally to help you decide which shop
to buy the dress from.
a

ADVANCED LEVEL

10.A handbag costs 26 700 Korea won (KRW).

The conversion rate is S$1 = KRW 876.333.
Without using a calculator, estimate the price of
the handbag in S$.
300 g Jelly Beans 500 gJelly Beans
$5.80 $9.90

Summary

There are three situations when approximation is used:

1, The actual value is known but it is not used for various reasons such as
° the actual value is not necessary,
° it is easier to remember an approximate value than the actual value,
® it is too messy to write a long string of digits for non-exact numbers,
° itis impossible for calculators to store all the digits of non-exact numbers.
2. The exact value cannot be obtained due to the limitation of the measuring
instrument used.
3. The actual value is too troublesome or impossible to obtain, and so we need
to use estimation to obtain an approximate value.

D Chapter 3 Approxim at stimation

OXFORD
 Review
ercise

Round off 6479.952 to the nearest A battery-operated device needs to function for
(a) 100, (b) 1000, (©) tenth. 28.2 hours. It functions for an average of 4.03 hours
on one battery. Write down a calculation you
(i) Express 4.793 and 39.51 correct to could do mentally to estimate the number of
2 significant figures. batteries required.
(ii) Use your answers in part (i) to estimate
4.793 + 39.51. Store A sells a 500 GB hard disk for $85.05 with
a 20% discount while Store B sells the same hard
The mass of a chocolate truffle is 0.025 kg, disk for $76.05 with a 10% discount. Write down
correct to 2 significant figures. What is the smallest a calculation you could do mentally to help you
possible mass of the chocolate truffle? decide which store to buy the hard disk from.

A toy costs 35 000 Indonesian rupiah (Rp). Without using a calculator, decide which of the
The conversion rate is Rp 1000 = S$0.145 598. options is better value for money.
Without using a calculator, estimate the price of
Option A Option B
the toy in SS.

The masses of | packet of sugar, | bottle of

cooking oil and 1 box of baking powder are 109 g,
148 g and 84 g respectively. Write down a calculation
you could do mentally to estimate the total mass of
3 packets of sugar, 2 bottles of cooking oil and
5 boxes of baking powder.

250 m/ 250 ml + 50 ml
Hand Lotion Hand Lotion
$15.20 $17.45

Challenge
Yourself
1. Without using a calculator, determine whether 987 x 123 is greater or less than 988 x 122.
2. Which of the following is likely to be the mass of an ordinary car?
(a) 20kg (b) 200 kg (©) 2000 kg (d) 20 000 kg

nd E stimat Chapter 3 ®
 A teacher is showing a magic trick to
his students. He places 12 coins ona table,
5 of which are heads up and 7 are tails up.
He then places a blindfold over his eyes and shuffles
the coins, keeping the faces up. Next, he separates the coins
into two piles of 5 and 7 respectively. He flips over all the coins in
the smaller pile. Both piles now have the same number of heads up! Is
this really a magic trick? After you have learnt how to manipulate algebraic
expressions in this chapter, you will be able to provide an explanation for this.

LEARNING OBJECTIVES
At the end of this chapter, you should be able to:
® use letters to represent numbers,
express basic arithmetical processes algebraically,
evaluate algebraic expressions,
add and subtract linear expressions,
simplify linear expressions,
factorise algebraic expressions by extracting common factors.

OXFORD
sn re
Four

Basic Algebra and

Algebraic Manipulation
 Fundamental
Al

In algebra, letters are used to represent numbers. These letters are known as variables
and they can be used to represent any number. Story Time
he word
Algebraic Notations algebra
comes
Table 4.1 shows some basic algebraic notations. from an Arabic
word (a/-jabr,
[ Arithmetic if Algebra literally means
243234255 The sum of 2)a+b=b+a=c The sum ofa restoration). Its roots can be traced
and 3 (or 3 and and b (or b and to a mathematician, Muhammed
bin Musa al-Khwarizmi (780-850),
2)is 5. a) ise. He wrote ‘The Compendious Book
6-5=1 The difference|a-b=c The difference on Calculation by Completion
between 6 and between a and and Bal icin ’, which established
Sis 1. b is c, where a algebra as a mathematical discipline
that is independent of geometry
is more than b. and arithmetic
3x5=5x3=15 The product of |Foraxh=bxa=c, |The product ofa
3 and 5 (or 5 we usually write and b (or b and
and3) is 15. [abeorbs a) isc.
3x3aH¥=9 The square of 3|@ x a =a? The square of a
is 9. isa’.

3x3x3=3'=27 |The cube

of 3,axXaxa=a" The cube of a
is 27. is a’.

Ls Ss 1 _ The quotient x = 4 __. |The quotient of

Mrsa2hxs=B |oro4 when Fora+b= ax =C.) a when divided
divided by 3 |we usually write 4 =¢, |by b is c, where
is 8. b "\b#0.
Table 4.1

tz.
Note:
© 3a=3xa=atata
° 3a@b=3xaxaxb
° 3a+b)=3x (ath) * When we multiply a by 3,
we usually write it as 3a instead
° 34 G4as4e $xGea) of a3.
* When we multiply 6 by 1,
we usually write it as & and
not 1b or bt.

OXFORD
Chapter4Basic a andAlgebrai
Algebraic Expressions
In the algebraic term 3a, the number 3 in front of the variable a is called the
coefficient of a. Likewise, the coefficient of ab in 18ab is 18 and the coefficient
of abe in 45abe is 45. What is the coefficient of a’ in -25a*?
An expression that consists of algebraic terms, operation symbols (+, —, x, +)
or brackets is known as an algebraic expression. An algebraic expression has
no equal sign.
Table 4.2 shows some examples of linear and non-linear expressions.

yo3xt]

5x+y—42-3

Table 4.2
Notice that the index of each of the variables in the linear expressions is 1,
e.g. the index of the variable x in 2x +3 is 1. Also, each of the variables in the
linear expressions is not multiplied or divided by another variable. x* — 3 is not
6 ~ e ‘ . m “ 5' is read as ‘5 to the power of 4’,
a linear expression as the index of the variable x is 2. xy — 1 is also nota linear hore 4is called pealicites
expression as the variable x is multiplied by another variable y. The index
n of 55 is 1, but we usually
™ write it as 5, instead of 5'.
In the linear expression 5x + y — 4z — 3, there are:
© 4 terms: 5x, y, 42, -3
© 3 variables: x, y, =
© 1 constant term: -3
The coefficients of x, y and < are 5, 1 and +4 respectively.

OXFORD aoesecoa ers eee -

hvestny Ess Chapter 4
 Class

ressing Saat Relationships usin; ry bra

Work in pairs.
1. Complete Table 4.3,

(a)__| Sum of 2x and 32

(b) Product of v and 7y
(c)__ |Divide 3ab by 2c
(d)__| Subtract
6g from 102
(e) gay
(f) 3+y
5

(g) Jb -2«
(h) | There are three times as many girls as boys in a tehis given that x represents the number of boys.
school. Find an expression, in terms of x, for the total represents the number of girls.
number of students in the school, where x represents Total number of students=
the number of boys in the school.
IF ) The age of Nora’s father is thrice hers. The age of |It is given that y represents Nora’s age.
Nora’s brother is 5 years more than hers. Find an |». Nora's father is years old.
expression, in terms of y, for the sum of their ages, |Nora’s brother is years old.
where y represents Nora’s age. Sum of their ages = years
i) The is times as long as c is given that b represents the breadth of the
the of the rectangle. Find an expression, |rectangle in m.
in terms of b, for the perimeter and the area of the |3b represents the length of the rectangle in m.
rectangle, where b represents the breadth of the |Perimeter of the rectangle = m
rectangle. Area of the rectangle = m
Table 4.3
2. Think of three more different algebraic expressions and get your classmate to
interpret the mathematical relationship within each of them.
Exercise 4A Questions Ka)-(t),
Bia)-(b), 13

<a OXFORD
Chapter4 asic Algebra and Algebraic Manipulation bes isin
 Evaluation of Algebraic Expressions

Investigation
Comparison between Pairs of Expressions
1. Create a spreadsheet as shown. Key in the formulae in the cells B3, C3, D3, £3 and F3.

(vale ills:
1 --

2 E 5 ees
3 ! = 2*(A3)A2 | =(2*A3)A2
4 2
ral 3
6p "4
z 5

You should obtain the following results after you enter the formulae in the cells. Do not simply input the
values directly!

2. From B3, extend the formula downwards to cel! B7.

(i) What do you notice about the value of 2 as n changes?
(ii), How do you determine the value of 21 when given a value of n?
(iii) Hence, find the values of 21 when the values of#are 8, 9 and 10 respectively.
3. Extend the formulae downwards to cells C7 to F7 respectively.
4, Compare and examine the difference between each of the following pairs of expressions.
eQnand2+n
@ wand 2n
2 2 and (2n)?
Comment whether each pair of expressions is equal. Explain your answer.

Consider the linear expression x ~ 2. The expression takes on different values for different values of x.
For example, when x=2,r-2=2-2=0,
when x=4, x-2=4-2=2,
when x= 6, x—-2=6-—2=4, and
so on.
Evaluating an algebraic expression means finding the value of the expression when the variables take on
certain values.
Chapter 4
Worked tion ofAluebraic
represen Expressions
E ple ive
ven that x x=5 an y -3, evaluate each of the
following expressions.
2v
(a) 3x-2y (b) =
Solution: a
(a) 3x—2y = 3(5) — 2(-3) ) 3 =5
= 1546 _ 6
=21 “oS
2
5 (reduced to lowest term)

PRACTISE NOW 1

1. Given that x = -2 and y=4, evaluate jeach of the following expressions. Feces 4h: Qiiestionsia(a)—
id), 3(a)-(d), 7a)(d)
(a) Sy-4x (b) ri]—y+3

2. Find the value of p’+ 3g* when p = = and q =-2.

Journal
Writing
Is 5 + or Sn greater in value? Explain your answer,

Representation of Linear Expressions

In Chapter 2, we have learnt that an algebra disc has two sides. If one side shows the number I, the other
side shows the number -1.

front back
Similarly, for an algebra disc where one side shows the variable x, the other side will show —x.
6) iS)
front back
To obtain the negative of x, we flip the disc with x as shown:
fli
@e— e we write -(x) = —

To obtain the negative of -x, we flip the disc with <v as shown:

ese we write 4-x) =x

If we put two discs x and x together, we will get a zero pair.

@ eB: we write
x+(-1) =0

We can use algebra discs to represent algebraic terms, e.g. we use three
@) discs to represent 3x.
(OIGIC) 3Bxexvtxutrx

We use threeQ)discs to represent 3x.

eee —3x = (=x) + (=x) + (-x)
= = — — —— OXFORD
Chapter 4 DRIVERAETY PENS
To obtain the negative of 3x, i.e. (3x), we flip the three ©)discs as shown:

eoeq— @ ee we write -(3x) = -3x

discs as shown:
To obtain the negative of —3x, i.e. (3x), we flip the three Q

(S15) et, @®@@® we write -(-3x) = 3x

What happens if we put three (©) discs and three Q discs together?

we write 3x + (-3x) =0

We will get zero pairs.

We can also use algebra discs to represent linear expressions.

Example: 4x +2
@O@OQ@OOOOD 4xr+2extxexexel +
Example: 3x- 1
@@QOQWD 9 3r-lsxextx+(l)
Example: —2x + 3
@@OOOD 3-2+3=Cy+Cxyti+i4l
Example: x + 2y
@Qo@ xt2yexty+y

What is the linear expression represented by @OOsom

? Addition of Linear Expressions

We will show how to carry out addition of linear expressions using algebra discs.
Example: 2x + 3x

Therefore, 2x + 3x = 5x.

Example: 2 + (-3x)

Therefore, 2x + (-3.x) = -x.

OXFORD
UNivensehi Pause Chapter4 Basic — Algebra and AlgebraicaryManip
 Example: -2r + 3x

Therefore, -2x + 3x =x.

Example: -2x + (-3x)

Therefore, -2x + (-3x) = Sx.

PRACTISE NOW

Simplify each of the following expressions by using algebra discs.

(a) 3x + 4x (b) 3x+ (4) (c) -3x+4x (d) -3x+ (4x)

‘+? Subtraction of Linear Expressions

We will show how to carry out subtraction of linear expressions using algebra discs.
Example: 3x - 2x
(6) subtract or ®
ro) take away 2x
>
®
3x dt x

Therefore, 3x - 2x =x.
As 3x + (-2x) = x, we can write 3x ~2x as 3x + (-2x) and represent 3x — 2x using algebra discs:

®e@
©e
Example: 3x — (-2.x)
To obtain the negative of —2x, i.e. 4-22), we flip the discs as shown:

iS) er, @® we write -(-2x) = 2x

Therefore, 3x —(—2x) = 3x + 2x
= 5x.

Example: —3x — 2x = -3x + (-2x)

Therefore, 3x — 2x = ~3x + (-2x)

=-5x.
OXFORD
Chapter4 Basic A 1 Alge Manipulatio Sarre
serisaat
 Example: -3x — (—2x)
As —(—2x) = 2x, -3x — (2x) = -3x + 2x,

Ss)
8 3) <a zero.
8 >)
Therefore, —3x —(-2x) = 3x + 2x

PRACTISE

Simplify each of the following expressions by using algebra discs.

(a) 4x - 3x (b) 4x —(-3.x) (©) -+x-3x (d) 4x - (-3x)

Further Addition and Subtraction of Linear Expressions

In algebra, like terms are terms that have the same variable(s) and each variable must have the same index.
Examples of like terms are 2x and 5x, 7)? and -3y°, and xy and 4x°y.
When two terms are not like terms, they are known as unlike terms. Some examples of unlike terms are 2x
and 2y, and xy and xy*.
Now, let us use algebra discs to show how to add and subtract linear expressions.
Example: x- 1+ 2x-3
group @
@a like terms © @

ORS ORS) @Q@QdO

x— 142-3) —— x+2y-1-3=3x-4
Therefore, x— | + 2v-3=.x+42x- | ~3 (group like terms)
=3r-4,

Example: -3x + y— (=) + (4y)

As -(-x) = x, -3x + y — (=x) + (4ty) can be represented by:

iS) iS) ‘S]

@ Q group @ (5)
S) 5) like terms
@—@ S)
zero pairs :
3x + y+x—4y ——> -3rtx+y-4y ———>-2e-3y

Therefore, —3x + yE Coe y= -3x + y+x—A4y

=-3x+x+ y —4y (group like terms)
=-2y-3y,

OXFORD
eee Chapter4 Basic Alg and Algebraic Manipulation
 PRACTISE

Simplify each of the following expressions by using algebra discs. Alternatively,

you may visit http://www.shinglee.com.sg/StudentResources/ to access
the AlgeTools™ software.
(a) v+24+5x-4 (b) 2x +(-3)-3x4+5
(c) =v — y ~(-2x) + 4y (d) —3x—7y + (-2y) — (4x)

Worked (Addition and Subtraction of Linear Expressions}

Simplify each of the following expressions.
Example
(a) 2v—4y + 4x4 2y (b) 10x - 7y— 12x -(-8y)
(© -3r+(Sy)+x-C4y) @) Seedy
(e) fy

Solution:
like terms
eo™
(a) 2x —4) +40 + 2v= 20+ 40 —dy+ 2y (group like terms)
Ri
like Terms = 6¥~2y
vite
like terms To simplify algebraic expressions
that involve more than one
(b) 10x —7y ~12x
—(-8y) = 10x —7 — 120+ 8y (-(-By) = 8y) variable, we can group the like
terms before performing the
like terms arithmetic operations. Like terms
can be combined into a single
= 10x-12x—7y+8y (group like terms) term by adding or subtracting from
‘one another,
=-2r+y

like terms

like terms.
-3x + x - Sy + 4y (group like terms)

(d) Be + fs = is+ te (convert to like fractions:

)
3,7
is a
(e) Sy- 5Y = Ry -£ (convert to like fractions: 4) = 7 Ys
_i4
= B

OXFORD
® Chapter 4 asic A 4 and Alget an
 PRACTISE NOW 2

1. Simplify each of the following expressions. Exercise 4A Questions 4(a)-(d),

5(a)d), B(a}-(d), 9(a)~(d), 10-12
(a) 2x— Sy + 4y + 8x (b) I Ly -(-5y) - 14x - 2y
1,
(c) —9x —(-y) + (-3x) - Ty @ dx-te3 (e) Gy-3Y
2. (i) Simplify the expression 2p — 5q + 7r—4p + 2q — 3r.
(ii) Find the value of the expression when p= a q= -4 and r=4.

*Exercise
4A
1. Write down an algebraic expression for each of 5. Find the sum of each of the following expressions.
the following statements. (a) 2v+4y, -Sy
(a) Add Sy to the product of a and b. (b) -b—4a, 7bh—6a
(b) Subtract 3 from the cube of f.
(c) 6d—4e, —7eo+ 6d
(c) Multiply & by 6q.
(d) Divide 2w by 3xy. (d) 3pq—-6hk, -3qp + 14kh
(e) Subtract 4 times the positive square root of
from thrice of x. INTERMEDIATE LEVEL
(f). Twice the variablep divided by the product 6. Write down an algebraic expression for each of
of 5 and q. the following statements.
(a) Subtract the cube root of the product of x and
2. Given that x= 6 and y =—4, evaluate each of 3y from the square of the sum of a and b.
the following expressions.
(b) The total value of x 20-cent coins and
(a) 4x—Ty . y 5-dollar notes in cents.
(c) 2¢—y*
7. Given that a = 3, b = -4 and c = -2, evaluate
3. Given that a =3, b=-5 and c =6, evaluate each each of the following expressions.
of the following expressions. 3a-b 3a-c 2e-a_ Sat+4e
@ ar" *e=6 355 ena
(a) a(3c - b) (b) ab? — ac
bo¢ b+e ate at+b+2c_5e bre be .ac
(©) a ~ Db (d) a * b © rgb ae OO Sexab* ato
4, Simplify each of the following expressions. 8. Simplify each of the following expressions.
(a) 5x + 22-6x—23 (a) 15x + (Ty) + (-18x) + 4y
(b) x + 3y + 6x4 4y (b) —3x + (Sy) — (-10y) — 7x
(c) 6xy + 13x —2yx- 5x ~8x-(-12y)
(d) 6x — 20y + 72 — 8x+ 25y— Iz (d) -7x - (-15y) - (-2x) + (-6y)

OXFORD
9. Simplify each of the following expressions. 12, Huixian bought 8 books at $w each and 7 pens at
i i 2 1 $m each. She had $(3w + Sm) left. Find the amount
(a) Gx+ 3e (b) 3973)
of money she had at first.
3 3 9 4
(c) ~ zat sa (d) qe-3e
ADVANCED LEVEL
10. (i) Simplify the expression
13. Ata famous roti prata shop, for every two people
3p + (-g) — Tr —(-8p) — q+ 2r.
who order egg prata, there are five people who
(ii) Find the value of the expression when p = 2, order plain prata.
qe -14 and r=-5. (a) If a people order egg prata, how many people
order plain prata?
11. Raj is 12m years old. His son was born when he (b) If} people order plain prata, how many people
was 9m years old. order egg prata?
(i) Find Raj’s age 5 years later. (c) If there are a total of cpeople in the shop, how
(ii) Find the sum of their ages in 5 years’ time. many of them order egg prata?

Expansion and
Simplification of

Negative of a Linear Expression

We have learnt the concept of negative in Chapter 2 and Section 4.1;

o—#+@ -(1)=-1

a—P_. -Cl=!

o—t+@ (x) Sar

e—2.@ (x) =r

What about the negative of a linear expression, e.g. -(v + 2), (v2) and —-x
+ 3y- 1)? How do we
simplify them?

We will show how to find the negative of a linear expression using algebra discs.
Example: -(x + 2)

<o0d|—"
+- Bag
~(¥ + 2) 2

Therefore, -(v + 2) =—x ~ 2.

OXFORD
Chapter 4 ‘7.
 Example: —(x - 2)

aa] ——>
fli

~(x-2)
Therefore, 4x - 2) =- + 2.

Example: -(—x +3y— 1)

flip
<e0002 @9O90
-(-x + 3y-1) x-3y¢+l

Therefore, (-v + 3y- 1) =x-3y +1.

Simplify each of the following expressions by using algebra discs. Alternatively,

you may visit http://www.shinglee.com.sg/StudentResources/ to access
the AlgeTools™ software.
(a) -(3x + 2) (b) -Gx- 2) (c) 4-3x - 2) (d) “2x +y-4)

Sums involving the Negative of a Linear Expression

In Section 4.1, we have learnt how to find .x—1 + 2-3, which can be written
as (x-1)+(2x—3). This is in fact the sum of the two groups, (x1) and (2x—3).
What do you think is the sum of the two groups, (x~ 1) and (2x ~3)?
We will show how to find this sum, i.e. (x— 1)+[-(2v—3)], using algebra discs.
Example: (x - 1) + [-(2x - 3)]

r group ® @ %~zp
ke terms. =! ® >+@0
2e+(-3x) can be written as 2e— 3x,
Similarly, (x= 1) + [-(2x-3)] can
be written as x= 1 = (2-3).
zero pairs
—> x1
(e— 1) +[-(2e-3)] —2e+3°: ———> x- 2-143 —p-xt+2

Therefore, (x- 1) + [-(2x-3)] =x- 11-2043

x — 2x— 1 +3 (group like terms)
=—x+2.

Find the sum of each of the following expressions by using algebra discs.
Alternatively, you may visit http://www.shinglee.com.sg/StudentResources/ to access
the AlgeTools™ software.
(a) x+1, -Gx-1) (b) 5x-3, -(4x41)
(c) 3x+2y, 4-y +2r) (d) 4x +2y, —-(-x-5y)

OXFORD Bs ESSE
ning Fass Chapter4 8 Algebrz d Algebraic Manipulation 002)
 23+? Expansion of Linear Expressions
We will show how to expand linear expressions using algebra discs.
Example: 2(3x) can be represented by ‘2 groups of 3x’:

<J©Oe) -_—— > @@O@ mp

<J@O@O@ Q@O@ 2(3n) is the same as2x 3x,
2(3x) ox
Therefore, 2(3x) = 6x.

Example: 2(—3x) can be represented by ‘2 groups of -3x’:

Therefore, 2(-3x) = -6x.

Example: -2(3x) can be represented by ‘the negative of 2 groups of 3x":

Therefore, -2(3x) = 6x.

Example: -2(—3x) can be represented by ‘the negative of 2 groups of —3x’:

eee] >
_ tip
@@®@
23x) 6x
Therefore, -2(—3x) = 6x.

Expand each of the following expressions by using algebra discs.

(a) 3(5x) (b) 3(-5x) (c) -3(5x) (d) -3(-Sx)

Example: 2(x + 3) can be represented by ‘2 groups of (x + 3)’:

@OOO @OOO
@OO® aoe
2x4 3) 2v+6
Therefore, 2(x + 3) = 2x + 6.

= “ + aes OXFORD
@ Chapter 4 I i USVI PREY
Example: -2(x + 3) can be represented by ‘the negative of 2 groups of (x + 3)’:
<{@OOO) tip _[@QQa
@OO® CEES)
—2(x+ 3) “25 =6'

Therefore, —2(x + 3) =—20 - 6.

Class
Discussion
The Distributive Law
Work in pairs.
1. Expand each of the following expressions by using algebra discs.
(a) 2-4) (b) -2(-»~4) (Q 3-2) (d) 3(y — 2x)
2. Expand a(b +e).

From the class discussion, we have:

This is known as the Distributive Law, where ‘a groups of b and c’ is the same as
‘a groups of b’ and ‘a groups of c’, i.e. ‘a times of b’ and ‘a times of c’.

Worked (Expansion of Linear Expressions)

E. 1 Expand each of the following expressions.
xampile (a) 6(x-2) —(b) 34x) (av ty)

Solution:
(a) 6(x—2) = 6x— 12 (Distributive Law; ‘6 groups of (x-2)')

crn ‘ z
-y) = -12x + 3y (Distributive Law; ‘the negative of 3 groups of (4x — yy’)
(b) -3(4x

(c) a(5x + y) = a(5x) + ay (Distributive Law; ‘a groups of (Sx + y)")

= Sax +ay

PRACTISE 3

Exercise 4B Questions (a}-(h), 3

Expand each of the following expressions.
(a) 3(x + 2) (b) -5(x—4y) (©) -a(x + 2y)

oxFORD
OXFORD
oe ad iraiowanipasion
iput QD
 Expansion and Simplification of Linear Expressions
Now, let us use algebra discs to show how to expand and simplify linear expressions.
Example: 2(x— 1) + 4(x+ 1) can be represented by ‘2 groups of (x — 1)’ and ‘4 groups of (x + 1)’:

; group
@: like terms

20x 1) + 4(e+1)—» 2v- 244044 ————>» 2x4 4x-24+4——-» 6r+2

Therefore, 20x- 1) + 4(x+ 1)=2v-2 + 4x +4 (expand)

= 2x+4x—2+4 (group like terms)
=6r+2.

Example: 3(2x — y) — 2(-x-y) can be represented by ‘3 groups of (2x—y)' and

‘the negative of 2 groups of (=x —y)’

LO)
6 like terms Sa98 — +8

zero pairs @
Oo
3(2x
—y)—2(—x = y) ——> 6x - 3y + 2x + 2y ———_-»
6x +20 - 3y + 2y—> Bx -y

Therefore, 3(2v- y) — (=x - y) = Gx - By + 20 + 2y (expand)

= 6x + 2x — 3y + 2y (group like terms)
=B8r-y,

iE NO’

Expand and simplify each of the following expressions by using algebra discs. Alternatively, you may visit http://
www.shinglee.com.sg/StudentResources/ to access the AlgeTools™ software.
(a) v+7+3(x-2) (b) 3(x + 2) + 2(-2x + 1)
(©) 2(-x- y)-(2-y) (d) “x + dy) — 23x- y)
The rules by which operations are performed when an algebraic expression involves brackets are exactly the same
as in arithmetic.
° Simplify the expression within the brackets first.
° Use the Distributive Law when an expression within a pair of brackets is multiplied by a number.
¢ When an expression contains more than one pair of brackets, simplify the expression within the innermost pair
of brackets first. For example, [a — (b - c)] + 2c =[a—b +c] + 2c=a—b+c42e=a—b+3e.

OXFORD
025) Chapter 4 Manipulation URIVTISETY PIES
Worked (Expansion and Simplification of Linear Expressions)
Expand and simplify each of the following expressions.
Example (a) 3(x +2y) +4Qy—2) (b) 5y—2[3x- 20-30]
Solution:
(a) 3(x + 2y) + 4(y — 0) = 3x + 6y + 4y— 4x (Distributive Law; ‘3 groups of (x + 2y)’, ‘4 groups of (vy —1)’)
= 3x-4y + 6y + 4y (group like terms)
=-—x+ 10y

(b) Sy — 2[3x - 2(y — 3x)] = Sy — 2(3.x — 2y + 6x) (remove the innermost brackets by applying the Distributive Law;
‘the negative of 2 groups of (y — 3x)’)
= 5y—2(3x + 6x -2y ) (group like terms)

= 5y — 29x - 2y)
= 5y—[8x+4y (Distributive Law; ‘the negative of 2 groups of (9x — 2y)’)
= 5y + 4y— 18x (group like terms)
= Oy — 18x

Exercise 4B Questions 2(a)-(d), 4-5,

1. Expand and simplify each of the following expressions. 6(a)-{)), 7(a-(d), Bla}-(b), 9
(a) 6(4x + y) + 2(v—-y)
(b) x—[y-3Qx-y)]
(c) 7x —2[3(x-2)-2(x-5)]

2. Michael is 5 years older than Rui Feng and Vishal is thrice as old as Michael.
If Rui Feng is p years old, find
(i) Michael's present age,
(ii) Vishal’s present age,
(iii) the sum of their ages in 6 years’ time,
(iv) the sum of their ages 3 years ago.

¥. Thinking
By Time
Ethan wants to insert two pairs of brackets into the expression on the left-hand
side so that the expression on the right can be obtained. Can you help him to identify
where the brackets should be placed?
—x-5
+ 6x-7x-24 12=-2r+ 19

Explore two more ways of placing brackets into the expression

-x—5 + 6x—7x—2+ 12 such that different results will be obtained.

OXFORD = :
ee Chapter 4 Basic Algebra and Algebraic Manipulation
 INTERMEDIATE LEVEL

1. Expand each ofthe following expressions. 6. Expand and simplify each of the following expressions.
(a) (x +5) (b) -(4-x) (a) 4a —3(2u -5y)
(c) 2(3y + 7) (d) 8(2y-5) (b) -2a —3(a—b)
(e) 8(3a—4b) () -3(c
+6) (c) 7m —2n -2(3n - 2m)
(g) (d- 6) (h) 2a(x
-y) (d) 5(2v + 4) — 3(-6—x)
(e) (a — 3b) — 5(a — 3b)
Expand and simplify each of the following (f) 5(3p — 2g) - 2(3p + 24)
expressions. (g) x+y —2(3x—4y + 3)
(a) S(a + 2b) — 3b (b) 7(p + 10g) + 2(6p + 74) (h) 3(p — 24) - 4@2p — 3q- 5)
(c) a + 3b —(5a—4b) (d) x +3(2x—3y +2) +72 (i) 92a + 4b - 7c) —4(b - c) — He — 4b)
qj) A[5(2x + 3y) — 4(x + 2y)]
Khairul is x years old. Khairul’s uncle is four
times as old as Khairul will be in 5 years. Findthe — 7. Subtract
present age of Khairul's uncle. (a) -6x —3 from 2x-5,
(b) 6x —y +Sz from 10x 2y +z,
A pear costs x cents. An orange costs y cents less (c) 8p + 9g —5Srs from 4p —4q + 15sr,
than a pear. Find the cost of 4 pears and half a (d) 8a - 3b + Se —4d from 10a —b — 4e - 8d.
dozen of oranges.

ADVANCED LEVEL

Expand and simplify each of the following expressions.

(a) —2{3a—4[a—(2 +.a)]}
{b) 5{3c —[d- 2c +d)]}

The average monthly salary of m male employees

and f female employees of a company is $2000.
If the average monthly salary of the male
5. Devi bought 7 skirts at $x each, n skirts at $12 employees is $(b + 200), find the average monthly
each, (2n + 1) skirts at $15 each and 4 skirts at salary of the female employees.
$3x each. Find the total cost of the skirts she bought.

OXFORD
Chapter 4
 Simplification of
Linear Expressions
with Fractional
ai

In the linear expression deety,

2 a and a are the fractional coefficients of
x-3 2x-5
the variables x and y respectively. —5~ and 3 , which can be written as

;(x — 3) and $2 — 5) respectively, are other examples of linear expressions with

fractional coefficients.

The procedure for simplifying linear expressions with fractional coefficients is similar
to that of simplifying ordinary numerical fractions.
As seen in Worked Example 2(d) and (e), before we can add or subtract algebraic
terms with fractional coefficients, we have to use the idea of equivalent fractions to
convert them to like fractions, i.e. fractions that have the same denominator. We may
make use of the lowest common multiple (LCM) of the denominators.
In this section, we will look at more examples on the simplification of linear expressions
with fractional coefficients.

Worked (Simplification of Linear Expressions with Fractional Coefficients)

Expand and/or simplify each of the following expressions.
Example A tar deta 3
(a) sx-gy-gratazy
8 3
(b) F12x-S(r-6y)]
3

Solution:
(a) he gy-geedy = fe-pe-gyedty (group like terms’

= Boa geil 3. (convert to like fractions: Bh ti Hu, :)

es oe” OF Stgig a
2 Sin eg
=e oe
2 2 - ~ 6y))
(b) 512 - 5(x- 6y)] = 32x 5x4 309) (expand Si

2 +(3143030y)
= g(-3x
2 -l 2 Ww
= BX (x4 BX Hy (Distributive Law

=-2r+ 20y

OXFORD
Pats
aivaaanse 0 Chapter 4 ; ar — Manipulation
 PRACTISE N SIMILAR

Expand and/or simplify each of the following expressions. Exercise 4C Questions 1(a)-(d),
1 I 2.3L 1 ard), 5{a)-tb)
(@) gx+gy-3y-3* (b) Gl-y -3(16x -3y)]

Worked (Simplification of Linear Expressions with

E 1 Fractional Coefficients)
pte Express each of the following as a fraction in its
simplest form.
(a) 5+ 2x-5 2x-5 3x-2
7 (b) 3 3

Solution:
(a) 2,255 = Bee) (LCM of 3 and 7 is 21) Zp,
= JanSige=9) (combine into a single fraction) * Always combine the terms into
21 a single fraction before
HY ca Gents Conditaadie removing the brackets.
= a7 Wistributive Law) # In (a), Xcan bewritten as 4x,
ks * For (b), the sign needs to be
_ 3x=15 changed after removing the
21 brackets, ise. 331-2)
2Qx-5 Sg =-9446,
) 3x-2 _5(2x-5)
Sg - 3(3x-2)
g ILCM of3 and 5 is: 15) ‘ad
= 32275)=
15
332-2) (combine into a single fraction)

= MERAH 6 (Distributive Law)

= Mende +6 (group like terms)
x-19
15

PRAC

1. Express each of the following as a fraction in its simplest form. Exercise 4C Questions 3(a)-(h),
x3 2x-5
sae @) x-2 2x-7
2522: S60. Bialtd)

2. Express each of the following as a fraction in its simplest form.

2x-3 x-4 2x-5
7 (b) 2x+ 5 "3

: OXFORD
Chapter 4 Basic Algebra and Algebraic Manipulation Uarenasity rates
 In Section 4.2, we have learnt how to expand linear expressions, e.g. 2(x+y) = 2x+ 2y.

We shall now learn how to carry out the reverse process, i.e. express a linear expression
as a product of its factors. This process is called factorisation.

Factorisation is the process of expressing an algebraic expression as a

product of two or more algebraic expressions. It is the reverse of expansion.

To factorise algebraic expressions, we will need to identify the common factors, i.e.
common numbers or common variables of the terms. For example,
© in 4x+2=2(2r+ 1), 2 is the common factor of the two terms,
© in 6pq — 3p = 3p(2q — 1), 3 and p are the common factors of the two terms.

Worked (Factorisatian of Algebraic Expressions)

Factorise each of the following expressions completely.
Example @ (a) 6x -12 (b) day
—24az
Always check that no other
factors can be taken out from
Solution: the terms within the brackets
in your answer. For example,
(a) 6x-12 (b) day —24az in (b), if we write day - 24az
= 6(x-2) = daly — 62) = d(ay ~ 6az), the factorisation is
incomplete as a is also a factor of
the expression,

‘ACTI NOW 7

Factorise each of the following expressions completely. Exercise 4C Questions 4(a)-(e),

7ia}He)
(a) -10x + 25 (b) 18a — 54ay + 36az

JustFor Fon

Simplify (x—ayix—bylx—e)...0°

OXFORD
Chapter 4
 Class
Discussion
Equivalent Expressions
Work in pairs.
Some algebraic expressions, which consist of five pairs of equivalent expressions, are given in Table 4.4,
An example of a pair of equivalent expressions is 3x — 12 and 3(x—4) as 3y— 12 = 34 —4). Match and justify each
pair of equivalent expressions.

A BO Ke D
3 223x+ 75 Hay —Ty) | 3(x-2y)-2(3x-y)
= a — u =
H a |J
-x-19 20x - 3y TMa—7)
6
_ +
Mt ey -23x-21 oO
Tay —49y —25x-9y 2x — 35x -—y -—2(7x-y)) PD ~3y- By
|
Table 4.4

* Exercise

1, Simplify each of the following expressions. 3. Express each of the following as a fraction in its
(a) Pepaal sie Ee cley simplest form.
4 5” 6 10 (a) 3. 2x (b) @ a
a) +S S-5
(b) 2 aa puiwn SB 205 34
ar 3.7
5
54 2h ht jy 32842
© >+=- @) ==
(C) 2e4+3d-Le-fa
gd B38 fe 28th, 3e=1 (y Bat zs 2y-3
@) 2¢-Sne
a arrabBe p- Bas ngdn 5 2 a6
(ry 222 24_ 4-54
2. Expand and simplity each of the following expressions. 2 4
(a) Sa+4b-3e-(20- 343 ) 4. Factorise each of the following expressions
1 22 completely.
(by 51204 26 3)] (a) 12r-9 (b) -25y—35
2 (c) 27b — 36by (d) 8ax+ 12a — 4az
(©) Sll2p-(5 +2p)] (e) 4in— 6my— 18m=
(@) 518+ 10-60-49]

— — = OXFORD
Chapter 4 niveasrte Past
INTERMEDIATE LEVEL VANCED LEVEL

5. Expand and simplify each of the following 7. Factorise each of the following expressions
expressions. completely.
@ we Fe 339) (a) 5x + 10x(b + €)
. (b) 3xy — 6x(y - z)
(b) —Hi6(p +q)-3p-2Ap-30)} (©) 207 + y) — 14x(y + 2)
(d) -3a(2 + b) + 18a(b - 1)
6. Express each of the following as a fraction in its (©) -4y(x—2)— 1213-3)
simplest form.
T(x+ 3) i ‘5(2x- 5)
(a) 8. Express each of the following as a fraction in its
3
3Bx-4 3(x-1) simplest form.
ar or S(p-g)_2g-p_2Up+4)
ela ae)
(¢) M22) _4@z-3) \Cer,
* 5 2a+b Xa-3b) 4(a+2b)
2(p-4q) 3(2p+q) y= 2 mS
aaa aaa
() 2bb Ha-2
(a -2b) re) A = Te) ( 3 =
=P

(f) Pies) |5(x+ 32)

3y+4z)
7" 8
(g)

i) 2a-b) 2at+3b a+b

a ge
@ 543, SOE)

1. In algebra, we use symbols, e.g. x, y, a’ and xy, to represent numbers.

The linear expression 3x — 4y + 5 consists of three terms, namely 3x,
—4y and 5.
[Ln The constant is 5.
—— » The variable is y and its coefficient is 4.
The variable is x and its coefficient is 3.

OXFORD = eae ee
Univeuster eis Chapter 4 ;
Evaluating an algebraic expression means finding the value of the expression
when the variables take on certain values.
We add or subtract the like terms by adding or subtracting the coefficients.
We do not add or subtract the coefficients of unlike terms, e.g. adding 2x and 3y
gives 2v + 3y.
Simplification of algebraic expressions with different numerical denominators
involves finding the LCM of the denominators.
. [Ty
Distributive Law: a(b + c) = ab + ac (‘a groups of b and c’ is the same as ‘a groups
of b' and ‘a groups of c’, i.e. ‘a times of b’ and ‘a times of c’)
To simplify an algebraic expression that contains brackets, work with the expressions
within the brackets first. If there is more than one pair of brackets, simplify the
expression within the innermost pair of brackets first.
One way in which factorisation of algebraic expressions can be done is by
extracting common factors from all the terms in the given expressions. It is the
reverse of expansion.

Review
Exercise
sil

Given that a = -2 and b= 7, evaluate each of 4. Express each of the following as a fraction in its
the following expressions. simplest form.
(a) 4a + 5b (b) 2a? (c) Qay :
(d) a(b-a) (e) b-@ () (bay

Find the value of when x = 3,

4Qa-b)_ 2Ga+b)
oy 3
y=—bandz=2. h+f f+k Ah-k
@
Expand and/or simplify each of the following (e) 3q- tooa - i
expressions.
(a) 3ab—5xy+4ab+2yx () aGrs) -[8 <4
(b) 4Gp —5q) + 62g - Sp) 7 o
(c) 2a+3[a—(b—a)|
+7(2b—a) 5. Factorise each of the following expressions
(d) —2[3x - (4x — Sy) — 2(3x-4y)] completely.
(e) 4{h-3f-6f-h)]} (a) 21pq+ 14q—28qr
(f) S(x + Sy) — (2x — [3x 3(x—2y) +9} {b) 4x — 8(y —2z)

OXFORD
Chapter 4

—
6. A collection of coins contains only 10-cent and 9. Shirley and Kate worked during their school holidays.
5-cent coins. There are.x 5-cent coinsin the collection. Shirley was paid $x per hour and Kate was paid $y
Find per hour. Their overtime rates were 1.5 times their
(a)_ the total value of the 5-cent coins, hourly rates. Shirley worked 25 hours, of which
(b) the total value of the 10-cent coins if there 5 were overtime hours, while Kate worked 18 hours,
are three times as many 10-cent as 5-cent coins, of which 4 were overtime hours.
(c) the total value of the coins if there are seven (i) Find the total amount they earned.
5-cent coins for every three 10-cent coins. (ii) If Shirley was paid $5.50 per hour and Kate
was paid $0.50 more than her, how much did
7. Farhan cycles x km in 3 hours. If he maintains they earn altogether
during theschool holidays?
the same average speed, how far can he cycle in
y minutes? 10. An examination consists of 3 papers. The minimum
total score required to pass the examination is
(10p + 5q) marks. Michael scores (p —3q + 13) marks
8. (a) Find the difference between 3y minutes and
and (3p + 5g —4) marks in the first two papers.
25y seconds, giving your answer in seconds.
(b) Find the sum of 50(3z — 2) minutes and
Find Michael's total score in the first two papers.
(ii) Given that Michael obtained the minimum
4(z + 1) hours, giving your answer in seconds.
total score required to pass the examination,
find his score in the third paper.
Factorise the result in (ii).

Challenge
Yourself
1. Ateacher is showing a magic trick to his students. He places 12 coins ona table,
5 of which are heads up and 7 are tails up. He then places a blindfold over his
eyes and shuffles the coins, keeping the faces up. Next, he separates the coins
into two piles of 5 and 7 respectively. He flips over all the coins in the smaller
pile. Show that both piles now have the same number of heads up.
Note: This is the mathematics behind the chapter opener.

2. Ifx, y and z are positive integers such that x < y << and ts ++ i=1, find all
the possible values of x, y and z. Prove that no other values of x, y and < are
able to satisfy the above conditions.

3. Suppose we wish to multiply a 2-digit number with another 2-digit number.

If the digits in the tens place are the same and their ones digits add up to ten,
there is a shortcut to it! For example,
; —
| multiply the digit in the a gaan ear
"tens place with its next | x76 multiply the ones digits
together i.e. 4x 6=24 |

Try this method to find 58 x 52. Then use a calculator to evaluate 58 x 52.
Do you arrive at the same answer? Explain why this works by using algebra.
OXFORD
Untvensit PRESS = —
mare 7 = eee:
| | Al. Revision Exercise
1. (a) Find the HCF of42, 66 and 78.
(b) Find the LCM of 7, 13 and 14.

The numbers 405 and 1960, written as the products of their prime factors, are 405 = 3* x 5 and
1960 = 2x 5 x 7. Hence, find
(i) _the greatest whole number which is a factor of both 405 and 1960,
(ii) the smallest whole number that is divisible by both 405 and 1960.

Mr Lee has agreed to sponsor 105 bags of crisps and 126 packets of fruit juice for a class gathering.
Each item is to be equally distributed among the students. Find
(i) _the greatest number of students that the refreshment can cater to,
(ii) the number of bags of crisps each student will receive,
(iii) the number of packets of fruit juice each student will receive.

The numbers ~2, -1, 1, 2, 3, 4, 5 and 6 are written on eight separate cards, with one number on each
card, List
(i) the pairs of cards that have a sum of 4,
(ii) the pairs of cards that have a product of 2,
) the groups of three cards that have a sum of 10.

Estimate each of the following without using a calculator.

(a) 101 x J807
(b) 26 x 502 +49
(c) V65 x Y63 +17

Lixin takes 6.8 minutes to walk from her home to the shopping mall 628 m away. Write down a calculation
you could do mentally to estimate the average speed for her journey in m/s.

Given that a = 1, b = 2, c = 0 and d = -3, evaluate each of the following expressions without the use
ofa calculator.
‘ay, abd
—226.
) 3ac —d
(b) be + a
ath
(c) @4+RP-e+d
(ad) -a-
bi +c)-d'

An apple costs a cents while a pear costs 6 cents more than an apple. Find the total cost of 10 apples
and one dozen pears, giving your answer in dollars.

a OXFORD
| AQ |Revision Exercise
1. (a) Find the HCF of 54, 126 and 342.
(b) Find the LCM of 16, 28, 44 and 68.

By using prime factorisation, find the value of each of the following.

(a) -V9216
(b) 8000

Given that the HCF and the LCM of 1764 and a number p are 36 and 8820 respectively, find the value
of p.

At midnight, the temperature of a town in the northern hemisphere is -6 °C. At 8 a.m., the temperature
has risen by 8 °C. By 6 p.m., the temperature has dropped by 4 °C. Find
(i) the temperature of the town at 6 p.m.,
(ii) the overall change in the temperature from midnight to 6 p.m., stating whether there is an
overall increase or decrease.

2
(a) Without using a calculator, find the value of a - (35) + (-2).

(b) Use a calculator to evaluate each of the following, giving your answer correct to 3 decimal places.
(i) [4.749 - 6.558 x (-2.094)'] + Y=1.999

(i {(3)-ys* -E -0315)']}e [-x=(65)]

Kate has two boxes of buttons. After she transfers 15 buttons from Box A to Box B, the number of
5 ;
buttons in Box B becomes 7 of the number of buttons in Box A. If there are 35 buttons in Box B
originally, find the initial number of buttons in Box A.

7. Devi would like to buy a rectangular carpet for her living room. The carpet measures at m
by 2 9 m.
erry
(i) Write down a calculation you could do mentally to estimate the area of the carpet.
(ii), Given that each square metre of the carpet costs $89.75, write down a calculation you
could do mentally to estimate the cost of the carpet.

Subtract the sum of —7x + 4 and 5x +7 from the sum of -8x + 9 and 15 - 4x.

OXFORD
 Simple Inequalites
The formula, F = ma, is an equation which enables scientists
fo determine how the acceleration of an object changes
when a net force is applied. This formula is commonly
_ known as Newton's Second Law of Motion. In addition
to jis use in the sciences, it can also be applied in other
fields such as sports.
i s ee

OXFORD:
 Chapter
ive —

At the end of this¢! ter, you should be abte to;

explore the cc =pt d inequality,

@ reduced to linsar equations

formula
ve word problems

OXFORD
 Definition of a Linear Equation
In primary school, we have come across mathematical sentences such as
7+O=
where we need to replace
D]with a suitable number such that the sentence is true.
If we replaceF with 6, we have
7+6=13.
If we replace D] with x, we have
T+x=13,
7 +.x = 13 is known as an equation. The ‘=’ sign means that the total value on
the left-hand side (LHS) of the equation, i.e. 7 +x, must be the same as the
value on the right-hand side (RHS) of the equation, i.e. 13.
To solve 7 +.+= 13 means to find the value of x so that the values on both sides
of the equation are equal, i.e. x satisfies the equation. For example, if we
substitute x with 1, 7+. =7+ 1 =8, which is not equal to 13. Thus x= 1 does
not satisfy the equation. However, if we substitute x with 6, 7 +..=7+6= 13.
Hence, x= 6 satisfies the equation. x= 6 is called the solution of the equation.
Table 5.1 shows some examples of linear and non-linear equations.
| Linear an ae equations
ax-l= ¥-2=0 :
2212 While.x +1 isa linear expression,
4 +150 isa linear equation,
6x+5=17 4x54
11 =15
in
y=3x-6 oVx-y=3
xtyeca4 wtyss

Table 5.1
From Table 5.1, discuss with your classmate what a linear equation is.
6x + 5 = 17 is an example of a linear equation in one variable. In this chapter,
we will learn about linear equations in one variable only.

SET STE OXFORD

Chapter 5 r tio Simple UNIVERSITY Fass
 Solving Linear Equations
We have mentioned that the ‘=’ sign in an equation means the value of the expression on the LHS is the same as
that on the RHS. Let us use the idea ofabalance to further explore this.

In Fig. 5.1, the number on the left scale pan is equal to the number on the right scale pan, i.e. 2+3=5.

L@@O+OO®@ | _OO@OOO_|

Fig. 5.1
If we add 1to the number on the right scale pan, the balance will be tilted as the number on the left scale
pan is not equal to the number on the right scale pan, i.e. 2+3#5 + | (see Fig. 5.2(a)). In fact, 2+3.<5+1
(since 2 + 3 =5). In order to maintain the balance, we need to add | to the number on the left scale pan, such
that 2+3+1=5+ 1 (see Fig. 5.2(b)).
@O©+OOO
MODOO+O) (OO+OOO+O)
———
OCOODO+O)
SF

(a) (b)
Fig. 5.2

Likewise, we need to subtract the same number from the numbers on both sides, or multiply or divide the
numbers on both sides by the same number, in order to maintain the balance.

Now, we shall use the ‘Balance Method to illustrate how to solve linear equations.
Case 1: x + b=d, where b and d are constants
Example: x + 2=5

@+O@ OOODOD® x42=5

L\

Add 2 Ci to both scale pans Add -2 to both sides:

zero pairs zero pairs

| ® ii @0® wl Simplify both sides:

— eae

Solve each of the following equations. You may visit http://www.shinglee.com.sg/StudentResources/ to access
the AlgeTools™ software to form each linear equation and solve it.
(a) x+3=7 (b) x-7=6 (ce) x+3=-7 (d) x-2=-3

gary
OXFORD er
~_— —— — ©
 Case 2: ax +b= d, where a, b and d are constants
Example: 2x-3=5

| @@9 || 9) |
—— 2r-3=5

Add (3) to both scale pans. Add 3 to both sides:

zero pair

2v-34+3=54+3

Simplify both sides:

2x=8

Divide by 2 on both sides:

xwe4

Example: -3x +4 = 10

SIETETO) @
ee ee -3r+4=10

Add 4 to both scale pans. Add +t to both sides:

zero pair

~3x+4-4=10-4

J. |
Simplify both sides:
-3x=6
——
Flip over all the discs on both scale pans. Multiply by -1 on both sides (change sign):
@@®@ 6 Re cé
es
l @ J =. J Divide by 3 on both sides:
x=-2
=|

Solve each of the following equations. You may visit http:/Avww.shinglee.com.sg/StudentResources/ to access
the AlgeTools™ software to form each linear equation and solve it.
(a) 2x-5=5 (b) 3x+4=7 (c) -3x4+3=9 (d) -5x-2=13

e OXFORD
Chapter5 Linear Equations and Simple Inequalities Unreensity Pass
 Case 3: ax + b= cx + d, where a, b, ¢ and d are constants
Example: 5x +3 =3x-—7

©©OO0O), ©0028 5x+3=3x-7

a

Add 3 @ to both scale pans. Add -3x to both sides:

zero pairs zert

5x -3x+3=3x-3x-7

®@OO@ 2) Simplify both sides:

2v+3=-7

Add © to both scale pans. Add -3 to both sides:

zero pair
2v43-3=-7-3

©® @ Simplify both sides:

2v=-10

ee Divide by 2 on both sides:

x=-5

Solve each of the following equations. You may visit http:/vww.shinglee.com.sg/StudentResources/ to access
the AlgeTools™ software to form each linear equation and solve it.
(a) 3x+4=x-10 (b) 4x—2=x47 (c) 3x-2=-0414 (d) -2x-5=5x-12

OXFORD peas
cere Chapter5 Li Equations and Simple Inequalities @
 Case 4: a(bx + c) = dx + e, where a, b, c, d and e are constants
Example: 2(2x + 3) = 3x42

(exe%o)
|, ©®©o9 |, @O00® | 22x43)
=3x42

| @@@@O®@ {if ©O0@O®@ Expand the expression on the LHS:

4x4+6=3x42

Add 3 @ to both scale pans. Add 3x to both sides:

4x —3x +6 =3x-3x4+2

Simplify both sides:

X+6=2
SS

Add 6 to both scale pans. Add -6 to both sides:

zero pair
106) x+6-6=2-6
@O: Os
a
| ® | <] j Simplify both sides:
————— | eset

PRACTISE NOW

Solve each of the following equations. You may visit http://www.shinglee.com.sg/StudentResources/ to access
the AlgeTools™ software to form each linear equation and solve it.
(a) 2(x-3)=-3x4+4 (b) 2(0+3) =5x-9 ({c) -2(v + 2)=3x-9 (d) -2(3x—4
=4(2x)
+5)

Journal
Writing
Based on Cases 3 and 4, reflect on the process of solving a linear equation by considering the following questions:
1. What is meant by solving an equation?
2. How do you determine the sequence of operations?
a - = ~— — OXFORD
DB Chapter5 Linear Equations and Simp Fa t ‘WAIVEASITY PRESS
Worked (Solving Linea: Equations}
1 Solve each of the following equations.
Example (a) 2v+3=9 (b) 5x9 =3n43
(©) 22y-3)=5y-1) (d) 2(3y + 5)—7y-4) =13
Solution:
(a) 2xv+3=9
9 —3 (subtract 3 from bath sides) Sp
eG y
2v = 6 (simplify the terms on the RHS) Itis a good practice to check your
nee i solution by substituting the value
s (divide by 2 on both sides) of the unknewn which you have
6 found into the original equation,
S e.g. in (a), LHS = 23) +3 = 643
a =9=RHS.
3
(b) 5x-9=3x4+3
5x — 3x -9 = 3x-3x +43 (subtract 3y from both sides)
5x -3x-9=3
2x-9 =3 (simplify the terms on the LHS)
2x-9+9=3 +49 (add 9 to both sides)
2x=34+9
2x = 12 (simplify the terms on the RHS)
2. 2
a = g (divide by 2 on both sides)
12
Oe td z

=6

(ec) 22y~3)=5(y-1)
4y—6 = Sy—5 (Distributive Law)
4y — 5y—6 = 5y — Sy —5 (subtract Sy from both sides)
4y-5y-6=-5
-y-6 =-5 (simplify the terms on the LHS)
-y-6+6=-5 +6 (add 6 to both sides)
—y=-5 +6
-y=I (simplify the terms on the RHS)
-1 x (-y) =-1 x 1 (multiply by -1 on both sides)
vi ge=tx 1
=-l

(d) 2(3y + 5)-7(y—4) = 13

6y + 10 - 7y+ 28= 13 (Distributive Law)
6y —Ty + 10 + 28= 13 (group like terms)
-y + 38= 13 (simplify the terms on the LHS)
—y + 38
—38 = 13 — 38 (subtract 38 from both sides)
y= 13-38
25 (simplify the terms on the RHS)
1 x (-25) (multiply by -1 on both sides)
1 x (-25)
=25

OXFORD 20 ea
Srv nesiTy Chapter 5
 ISE NOW 1

1. Solve each of the following equations. Exercise 5A Questions 1(a)-(p),

(a) x+9=4 (b) 3x-2=4 (0 Ix+2=2x-13 2a)-{j), 3a}H{d), Alain), B(a)-(e)

(d) 33y+4)=22y+1) (@) %w-1) 43-1) =4-2y

2. Solve each of the following equations.
(a) x+0.7=2.7 (b) 2y-1.3=2.8

¥=3,x+3=6, Iv+3=9 and 10x—4=5x+ 11 are known as equivalent equations as they have the same solution.
State four equivalent equations that have the solution y =~—1.

Solving Fractional Equations

Worked (Solving Fractional Equations)
E 1 Solve each of the following equations.
ple (a) 4 Sng (by Sy43t a2 yas z+2 _ 3242
Ge Z7+3g = 3+ Qs
Solution:
fa) 1 no Bis
5x-8=6 (b) §.
Zy435 . 2Gy45
gk =
1 . 5 2 i 2. 2s2 ‘
3% —8+8=6+8 (add 8 to both sides) BY -FN +39 = 5y- Rts (subtract 5y from both sides)
1
ZX =6+8 3 ye 3h =5
1 ss 1
3% = 14 (simplify the terms on the RHS) Bye a =5 (simplify the terms on the LHS)
| : ‘ ‘
3x 3% =3x 14 (multiply by 3 on both sides) oy + Ae ay=5- 34 (subtract ailfrom both sides)
“xX=3x 14=42 1 1
y=5-35

= i (simplify the terms on the RHS)

+4 (divide by Z on both sides)

afl6
i
11

’ OXFORD
Chapter5 Linear Equations and Simple Inequalities SHSETCHS
(c)
(SxSts = 15 3242 (multiply by the lowest common multiple (LCM) of
3 and 5, i.e. 15, on both sides)
S(z+ 2) = 3(32 + 2)
52+ 10 = 9z + 6 (Distributive Law)
52-92 + 10 9z + 6 (subtract 9 from both sides)
52-924 10=
—4z + 10 = 6 (simplify the terms on the LHS)
—42 + 10-10 =6 — 10 (subtract 10 from both sides)
oe -10
—z = (simplify the terms on the RHS)
=I x (-42) = =1 x (-4) (multiply by -1 on both sides)
4zs4

“ = + (divide by 4 on both sides)

mee
oe

TISE NOW 2

Solve each of the following equations. Exercise 5A Questions 5(a)~(),

Gla)-(d), Ha), Ta)-(), 12
fa) 24955 tb) 3y42=dye3t

Worked (Solving Fractional Equations)

Solve each ofthe following equations.
Example a # YET oe"52
@ 52573 (b) ay-3

Solution:
9
fa) ir 73
(2x -5) x x z= (2-5) x 3 (multiply by (2x —5) on both sides) Zp,
9 =3(2x-5) 4
9 = 6x15 (Distributive Law) Since LHS = RHS in an equation,
6x-15=9 we can write 9 = 6x~ 15 as
6r-15=9.
6x-—15+ 15 =9 + 15 (add 15 to both sides)
6x =9+4 15
6x = 24 (simplify the terms on the RHS)
& = 2 (divide by 6 on both sides)

ret
SAE 1G
=4
OXFORD
Sopra aye Chapter5 Linear Equations and Simple Inequalities
 (b)
2
5(2y — 3) x a) =5(2y—3)x iz (multiply by 5(2y—3) on both sides)
5(y +4) = 2(2y—3)
5y + 20 = 4y — 6 (Distributive Law)
5y—4y + 20 = 4y — 4y — 6 (subtract 4y from both sides)
5y—4y + 20 =-6
y+ 20 =-6 (simplify the terms on the LHS)
y+ 20-20 =-6 — 20 (subtract 20 from both sides)
y=-6-20
=-26

Solve each of the following equations. Exercise 5A Questions 7(a)=(b),

y-3 3 10(a)-(h), 13-14
8
al al ©) ya 75

*Exercise
5A
1. Solve each of the following equations. 4. Solve each of the following equations.
(a) x+8=15 (b) x+9=-5 (a) 2(0v+3)=8 (b) 5(v— 7) =-15
(ec) x-5=17 (d) y-7=-3 (c) 7(-2x+4)=—-4v (d) 3(2 —0.4x) = 18
(e) y+04=1.6 () v-24=3.6 (©) 2(2x-2.2)=46 (f) 4y +4.1) =7.6
(g) -2.7+a=-6.4 (g) 3(2y +3) =4y 43 (h) 37 + 1) =4y-21
(i) 3+ 2)=2y+4) () 5(5y - 6) = 4(y- 7)
2. Solve each of the following equations. (k) 23b-4)=5(b+6) (I) (2c +5) = 4(c —3)
(a) (b) -24x =-144 (m) 9(2d
+ 7)= IM(d+ 14) (n) 5(7f-
3) = 28(f- 1)
(c) 3x-4=11 (d) 9x +4=31
(e) 12-7x=5 (f) 3-7y=-18 5. Solve each of the following equations.
(g) 4y-19=63 (h) -3y-78 =-96 (a 1.=i (by 3x6
. I | q 4
*.
@ MD Ap-29= ¢ 1 y
(Q Zx+3=4 @ 7-8=2
3. Solve each of the following equations. : 2
(a) 3r-7=4-8r (b) 4x10 =5x +7 ) Bese
(©) 30+7y= (d) 2y-7=7y—27

@® _— OXFORD
Chapter 5 ‘USIVERSETY Pas
6, Solve each of the following equations. 10. Solve each of the following equations.
(a) x= 12-56 (a) ‘ z

@ ¥-g=2-4 ) Zy-3=2y © a5
7. Solve each of the following equations. (e)
a) 2=4 tb) ;
INTERMEDIATE LEVEL 11. Solve each of the following equations.

8. Solve each of the following equations. (a) 4 ~

(a) -3(2-x)=
(b) 5 - 3x =-6(x + 2) (b)
(c) —3(9y + 2) = 2(4y -7)
(d) -3(4y —5) = -7(-5 ~2y)
(@) 15 -h) ~2h-2)=-1 (d) 1-23 S05)
3 Ay
9. Solve each ema eae (e) SG=2) (92202)
(a) Sx+l_a (b) 2x-3

1
(c) (d) fOr+ 4)=3y-) 49. By showing your working clearly, verify if
ie) © 2y+3 y-5 9 ee a is the solution of the equation
4 6
Biro es bipwes
a SP NG

ADVANCED LEVEL
13, If 4x + y = 3x+ Sy, find the value of z

3, find the value of *,

y

We have fearnt that: nea ofa recangles fenatn x breadth.

This can be written as a formula:
Az=Ilxb or A=lb,
where A, /and b are the area, the length and the breadth of the rectangle respectively.
In general, a formula expresses a rule in algebraic terms. It makes use of variables to write instructions for
performing a calculation.
Can you think of other examples of formulae that are commonly used in mathematics or the sciences?
OXFORD Sa
sivraseny vas Chapter 5 a ee eancis naliine
 (Finding an Unknown in a Formula)
Worked The formula for finding the volume V of a cuboid is
Example given by V = bh, where J, b and h represent the length,
the breadth and the height of the cuboid respectively.
(a) If/=5em,b=2cmand h=3 em, calculate the volume
of the cuboid.
(b) If V = 240 cm’, b = 6 em and fh = 5 em, calculate the
length of the cuboid.

Solution:
(a) V=lbh (b) V=lbh
When /=5, b=2, h=3, When V = 240, b=6,h=5,
V=5x2x3 Ix 6x5 =240
= 30 cm* 301 = 240
Volume of the cuboid = 30 cm’ te a
=8cm
Length of the cuboid = 8 cm

Newton's second law states that the net force F acting on a body is given by F=ma, Exercise 5B Questions 1-4
where i is the mass and a is the acceleration of the body. The units for F, m and a
are the Newton (N), the kilogram (kg) and metre per second squared (m s~) respectively.
(a) If m= 1000 kg and a = 0.05 m s~, find the net force acting on the body.
(b) If F = 100 N and a=0.1 m s%, find the mass of the body.

Worked (Finding an Unknown in a More Complicated Formula)

Example If ytb= o © calculate the value of ¢when y= 12,
b=3anda= 14.

Solution:
peo ee
When y= 12, b=3, a= 14,
1243= l4x12+¢
3
168 +¢
15= =

3x15 =168+¢
45 = 168 +¢
45 — 168
=c¢
7 ¢=-123

® Chapter 5
 = Stee
Exercise 5B Questions 6-14, 17
2. y-3z 4 7
ty ip = _, find the value of z when x= | and y=4.
y+ 3x 2y
3: r= "=, findthe value of a when 1=3, v=24 and u=14.

Construction of Formulae
To construct a formula, we choose letters to represent quantities before expressing
the rule in algebraic terms. Usually, the first letter of the quantity is used.
For example, the sum, S m, of the heights of two boys, one with a height of xm
and the other with a height of y m, is expressed as S=.x + y.

Worked1
Pas
{Cans of a Form
(i) Find a formula for the sum S of any three consecutive
imple even numbers.
(ii) Hence, calculate the value of S when the smallest
even number is 14.

Solution:
(i) Let the smallest even number be n.
The next even number will be n+ 2.
The greatest even number will be (1 +2) +2=n+4.
San+(n+2)+(n+4)
antntnt24+4
=3n+6
(ii) When the smallest even number is 14, i.e. n = 14,
S=3x14+6
=48

PRACTISE NC 6
QUESTIONS

(i) State the formula for the area A of a semicircle of radius r. Exercise 58 Questions 5(a)-(d),
15-16
(ii) Hence, find the area of the semicircle that has a radius of 5cm.
(Take x to be 3.142 when necessary.)

OXFORD a - = ae
IA ESS Chapter5 Linear Equations and Simple Inequalities
 > Exercise
5B
BASIC LEVEL

3 PS y
1, Ify= Rxt 26, find the value of y when x= 12. 11. liN=—", find the value of q when N = 14,
x+q 5
- xz m=9 and x
Ifa= , find the value of a when x = 2,
5
y=-land<=-3, 12, If = - , find the value of fwhen a = 3,
b=4,c=-6,d=-5
and e=2.
If S=4a, find i
(i) the value of Swhen r= 10>, 13. , find the value of b when a = 3
(ii) the positive value of r when S = 616.
(Take x to be 2 A]
14, Ye 5n, find the value of n when
The formula for finding the area A of a triangle is m=6,x=-2, y=—3 and ==-5.
given by =ton, where b and h represent the base
15. (i) Find a formula for the sum S of any three
and the height of the triangle respectively.
(i) If b = 20 cm and h = 45 cm, find the area of consecutive odd numbers.
the triangle. (ii) Hence, find the value of S when the greatest
(ii) If A = 30 em’ and » = 10 cm, find the height of odd number is -101.
the triangle.
ADVANCED LEVEL
Find a formula for each of the following.
16. (i) Find a formula for the total cost $7 of ¢ pens
(a) Product P of three numbers x, y and <
(b) Sum S of the square of p and the cube of g at Sd each and e pencils at fcents each.
(c) Average A of four numbers m, n, p and q +5
(ii) e= is , where e = 150
(d) Time 7, in minutes, for a train journey of
a hours b minutes and d = 3, find the value of 7.

17. In the United States of America, a different unit

p+2q is used to measure temperature. It is called the degree
6. Ifk= , find the value ofpwhen k =7 Fahrenheit (°F). The formula for the conversion ofx °F
and q=9. to y degree Celsius (°C) is
If U=a(r
+h), find the value of r when U= oh ya(x-32)x3.
and f= 2. (Take xto be 2 ) (i) The highest temperature in the United States
If v? =u + 2¢s, find the value of s when v = 25, of America, recorded in Death ValleyinCalifornia,
w= 12andg= 10. is 134 °F, What is this temperature in °C?
(ii) During winter in the United States of America, it is
If $ -d= z, find the value of ¢ when a = 3, very common for the temperature to fall below
b=4andd=-5, 0°C. Is it more or less common for the temperature
to fall below 0 °F?
10. = ++ i, find the value of ¢ when
(iii) The lowest temperature in the United States of
=5,b=4 andd=-t. America, recorded in Prospect Creek in Alaska,
is -62.1°C. What is this temperature in °F?
ol
 Applications of
6 Linear Equations in

We have learnt in primary school how to solve word problems using the model
method. However, not all word problems can be solved using it. For example, you
may wish to try solving the following problem using the model method:
A man is 5 times as old as his son. Four years ago, the product of
their ages was 52. Find their present ages.
You will realise that the above problem cannot be solved using the model method.
Therefore, there is a need to learn a new method called the algebraic method.
We will only learn how to use the algebraic method to solve the above problem in
Book 2 as it does not involve a linear equation.
In this section, we will learn how to solve word problems involving linear equations
using the algebraic method.

Linking Model Method to Algebraic Method

Consider the following problem:
A man is 3 times as old as his son. In 10 years’ time, the sum of their Internet
ages will be 76. How old was the man when his son was born? oo

The left column below shows how the problem is solved using the model method. Visit
A + http://www.shinglee.com.sg/
f we replace each of the boxes by the unknown x, we will get the algebraic gi entResources! to access
method in the right column. Fill in the blanks below. the AlgeTools™ software.
Select the AlgeBar™ application
7 to solve word problems on
Model Method Algebraic Method | Whole Numbers’ or ‘Fractions’,
¢ You may draw models to help
Son Let the age of the son be x years. you formulate theequations,
Man[ x [x | x Then the man is 3x years old.
In 10 years’ time, In 10 years’ time,
Son [x
|10 | - the son will be (x + 10) years old
Man and the man will be years old.
2. (x + 10) +Gx + 10)=
4x + 20=76
. 4units > 76 — 20 = 4x = 76-
l unit > 56+4= 14 x=56+
When his son was born, the man When his son was born, the man
was 2 x 14 = years old. was 2x=2x 14= years old.
a = em |

- —— =
OXFORD
‘Uwivenstry Pease Chapter—5
 Worked
Exam ple The sum of three consecutive even numbers is 60.
Find the numbers.

Solution:
We have found in Worked Example 6 that a formula for the sum S of any three
consecutive even numbers is S = 3n +6, where n represents the smallest even number.
Let 3n+6= 60,

=18
«The three consecutive even numbers are 18, 20 and 22.

> PRACTISE 7% SIMILAR

WESTIONS

1, The sum of two numbers, one of which is 5 times as large as the other, is 24. E;xercise 5C Questions 1-7, 9-12,
15
Find the two numbers.
2. In a science test, Devi scores 15 marks more than Lixin. If Devi obtains
twice as many marks as Lixin, find the number of marks Lixin obtains.

Worked armulating sim Equal

Michael walks at an average speed of 3 km/h for
Example 45 minutes before running for half an hour at a
certain average speed. If he travels a total distance of
6 km, calculate his average running speed.

Solution:

tw
Let Michael’s average running speed be x km/h.
‘ 45 3
45 minutes = rut hour = 7 hour
Total distance he walks =3 x We let Michael’s average running
speed be.x km/h, which consists
Total distance he runs =.x x1 of a letter and the unit, thus.
2 Xx represents a value that has
‘no units.

>
6 (convert to like fractions:
r= 4
2 a BE oat
= = 6 (combine into a single fraction)
Total distance travelled =
average speed x total time taken

Michael’s average running speed is Thm.

@ wierd terrigceaiinncieiin OXFORD

Veivasiry Paes
 PRACTISE NOW 8 SIMILAR
IS

The sum of one-fifth of a number and an is 7. Find the number. Exercise 5C Questions 8, 13-14

* Exercise
5C
Use the algebraic method to solve each ofthe following
questions. You may draw models to help you formulate
the equations.

BASIC LEVEL INTERMEDIATE LEVEL

1. When loaded with bricks, a lorry has a mass of Ms In a school, the number of boys who play
11 600 kg. If the mass of the bricks is three times that soccer is 3 times as much as the number of boys
of the empty lorry, find the mass of the bricks. who play badminton. If 12 boys who play soccer
play badminton instead, the number of boys who
The sum of 4 consecutive odd numbers is 56. play each of these sports would be the same.
Find the greatest of the 4 numbers. Find the number of boys who play badminton.

as. gl
The sum of half of a number and 49 is 25 of the
Amirah is 4 years older than Priya and Shirley is
number. Find the number.
2 years younger than Priya. If the sum of their ages
is 47, find their respective ages.
When a number is multiplied by 4 before
subtracting from 68, the result obtained is
The sum oftwo numbers, one of which is two-thirds the same as three times the sum of the number
of the other, is 45. Find the smaller number. and 4, Find the number.

If a number is tripled, it gives the same result 10. A man is six times as old as his son. Twenty years
as when 28 is added to it. Find the number. later, the man will be twice as old as his son.
Find the age of the man when his son was born.
A travel agency is planning for a holiday for
a group of people. The agency receives quotations 11. A mooncake with two egg yolks costs $2 more than
from two coach companies, Maya Express and a mooncake with one egg yolk. The cost of
Great Holidays. Maya Express charges $15 for 6 mooncakes with two egg yolks and 5 mooncakes
each person while Great Holidays charges a with one egg yolk is $130.80. Find the cost of
a mooncake with two egg yolks.
fixed amount of $84 and an extra of $12 per
person. If the total amount charged by each
12. Jun Wei has 12 more 10-cent coins than
company is the same, find the number of
20-cent coins. The total value of all his coins is
people going on the holiday. $5.40. Find the total number of coins he has.

OXFORD
Chapter 5
 13. Kate cycles the first 350 km of a 470-km journey ADVANCED LEVEL
at a certain average speed and the remaining
distance at an average speed that is 15 km/h 15. A two-digit positive number is such that the ones
less than that for the first part of the journey. digit is 2.5 times as much as the tens digit. If the
If the time taken for her to travel each part of difference between the number and the number
her journey is the same, find the average speed obtained when the digits are reversed is 27, find
for the second part of her journey. the number.

14, The numerator of a fraction is 5 less than its

denominator. If 1 is added to the numerator 5
and to the denominator, the new fraction is 5.
Find the fraction,

We have learnt how to represent numbers on a number line (see Fig. 5.3) in
Chapter 2. A number on the number line is more than any number on its /eft and
less than any number on its right.

ete
-10 -9 -8 -7 -6 5 4 3-2-1 0 123 4 5678 9 0
Fig. 5.3
Since the number 10 is to the right of the number 5, 10 is more than 5
(we write 10 > 5). Similarly, —5 is to the right of -10, so -5 is more than ~10
(we write -5 >—10). Alternatively, we can say that -10 is less than —5 (we write -10 <—5).
10 >5 and —10 <~5 are known as inequalities.
An inequality is made up of algebraic expressions together with symbols such as
<, >, = and =. We can use anumber line to illustrate the solutions of the inequality.
The different notations and their meanings are summarised in Table 5.2.

}| Notation BS Meaning
ed IE zy,
a>b ais more than b.
— = ~ 4 + a> banda <b are called
a<b ais less than b. strict inequalities as a # b.
= ere Se Bc “re * The Law of Trichotomy states
ae aeb = a is more than or equal to b. that for any two numbers x and
= F | y, exactly one of the relations
a aisiless thaniarequaliog: | «> y,x=yorx<y holds,
Table 5.2

OXFORD
(125) Chapter 5 : ' Y mple Inec lities
 O
Investigation
Properties of Inequalities

In this investigation, we shall explore some properties of inequalities.

1. Consider the inequality 10 >6 and complete Table 5.3.

s Cases Working Inequality =e Conclusion

Multiplication by a LHS =10 eS

Eee |ceRes |] te ImE

I er tar ee
Division by a positive Ifx>yande>0,
number on both sides of x y
then = ar
the inequality 10 >6 ———

Table 5.3

2. Do the conclusions which you have drawn from Table 5.3 apply to 10 > 6?
Can you generalise the conclusions for x > y? What about x < y and x Sy?

From the investigation, we can conclude that:

We can multiply or divide both sides of an inequality by a positive number without
having to reverse the inequality sign, i.e.

if > yand e>0, then

Exercise 5D Questions 1(a)-(f)

OXFORD i et
siveRaery aise Chapter 5
+: Solving Simple Linear Inequalities
Let x be the number of students attending a workshop.
© |f there are 100 students, we writex= 100.
This is an equation. It has only one answer, i.e. only one value ofx satisfies
the equation.
If there are less than 100 students, we write x < 100.
This is an inequality. It has many answers, i.e. many values of x satisfy
the inequality. x can take on integer values ranging from 0 to 99 inclusive.
In this context, non-integer and negative values of x have no meaning.
What values can x take ifx= 100?

zp
For an inequality with an unknown x, all values of x that satisfy the inequality
are called the solutions of the inequality. We can use a number line to illustrate
these solutions. For example,
On a number line, a circle O is
* some of the solutions of the inequality «>-2 are -1,0, 1, 1.5, used to indicate that x cannot take
o— > on a particular value whereas a
dot @ is used to indicate that x
can take on the particular value.
32-10 1 2

* some of the solutions of the inequality x > -2 are -2, -1, 0, 1, 1.5, ...
a

3-22-10 1 2

e some of the solutions of the inequality x <—2 are -3, 4, -5, -5.25, ...
———g
2+
6 5 432-1

® some of the solutions of the inequality . <—2 are -2, -3, 44, -5, -5.25, ...

OXFORD
Worked Sniving Linear Inequalities)
Solve each of the following inequalities and illustrate the
Example solutions on a number line.
(a) 3x < 27 (b) 5x > -60

Solution:
(a) 3x<27 (b) 5x > —60
<22 (since 3>0, no change _ 60 (since 5>0, no change
‘ A eres Be “4 Sea
3 in the inequality
sign) 3 in the inequality
sign)
#S9.
x2=-12
——— oe) —

5 67 8 9 6 5 4 3-2-1

PRACTISE 3 SIMILAR

1. Solve each of the following inequalities and illustrate the solutions on a Exercise 5D Questions 2(a)-(d),
Ala)-(dh, 5-8
number line.
(a) 15x>75 (b) 4x S-16
2, Find the smallest integer value of x that satisfies the inequality 6x > 7.

Worked (Problem involving Inequalities) : : ;

A curry puff costs 90 cents. By setting up an inequality,
Example find the maximum number of curry puffs that can be bought with $20.

Solution:
Let the number of curry puffs that can be bought with $20 be x.
Then 90x = 2000 ($20 = 2000 cents)
xs a (since 90 >0, no change in the inequality sign)
252
xs Ss 22=
«. The maximum number of curry puffs that can be bought with $20 is 22.

A bus can ferry a maximum of 45 students. By setting up an inequality, find the Exercise 5D Question 3
minimum number of buses that are needed to ferry 520 students.

Journal
Writing
Think of two real-life examples of inequalities. Formulate an inequality in each situation.

OXFORD 7 = te ae
aia Chapter5 Linear Equations a imple Inequalities 28]
 + Exercise
5D
BASIC LEVEL IN FERMEDIATE LEVEL

1. Fill in each box with ‘<’, >’, ‘<’ or ‘>. 4. Find the smallest rational value of y that satisfies
(a) If «> y, then 5x Sy. the inequality 8 < 7y.

(b) If.v<y, then a

5. Given that x satisfies the inequality 20x > 33,
(©) If.v>y, then 3x[_ ]3y.
find the smallest value ofx if.v is a prime number.
(d) Ifx< y, then * io:

(e) If I5>Sand5> 4x, then 15] |x.

6. Find the greatest odd integer value of x that satisfies
() If. < 50 and 50 <y, thenx[ y. the inequality 3x <—105.

2. Solve each of the following inequalities and VANC EVEL

illustrate the solutions on a number line.
7. Myisan integer, and it satisfies the inequalities
(a) 3x = 18 (b) 4x > 62
(c) 3y <-36 (d) Sy>-24 5y < 20 and 2y = —6, find all the possible values
(e) 4x < 28 () 12v> 126 of y.

(g) 2y =-5 (h) 9y >-20

3. Avan can ferry a maximum of 12 people. By setting

up an inequality, find the minimum number of vans
that are needed to ferry 80 people.

® Chapter 5 ‘Lil
1, To solve an equation, we 4.
54 add spur . number ber to
to both sides,
both sides, Multiplying a Rac a positive
Dividing cee
eg.1-2=7 positive | pei number ¢ from
x-242=7+2 ue toboth sides ofthe both sidesofthe
9 inequality inequality
® subtract the same number from both sides, [ 7
eg. x+2 x>y cx > cy = 52
x4#2-2 —
. Pn ex 2 cy | ome |

x<y ox <cy | ted

y x
x< nn < cy eid
need , shan | —=
® divide by the same number on both sides.
e.g. 2v= 14

2. A formula expresses a rule in algebraic terms. It

makes use of variables to write instructions for
performing a calculation.

3. An inequality is made up of algebraic expressions

together with symbols such as <, >, = and >. We
can use a number line to illustratethe solutions of
the inequality.

OXFORD a
ererrnreatr Chapter 5
 Review
Exercise
sid)

1. Solve each of the following equations.

1
(a) x-le 5x (b) 2(v— 1) + 30+ 1) = 4(v +4)
(c) 2y-[7-(Gy-4]
=6 (d) 3r-5=05r

(e) ()
() (hy _ 22b+ tL os- i

EG xt8) i ae 2_ sist

2. Solve each of the following inequalities.

(a) 18x<-25 (b) 10y > 24

3. If 3(v— 1) —5(x—4)
=8, find the value of x54.

4. Find the smallest integer value of x that satisfies the inequality 4° > 11.

5. Find the greatest integer value ofy that satisfies the inequality 3y <-24.

6, Given that x satisfies the inequality 5x < 125, find the greatest value ofx if x is divisible by 12.

7. Given that y satisfies the inequality Sy > 84, find the smallest value of y if y is a prime number.

8. I Vv=45r', find
(i) the value of V when r= 7,
(ii) the value of r when V=1 13h.
22
(Take sto be >.)

9. If n-2y= aot, find the value of n when y =5 and m=-3.

10. Find two consecutive odd numbers such that the sum of the greater number and 5 times the smaller number
is 92.

11, Object A is 5 kg heavier than Object B and the mass of Object C is twice the mass of Object A. If the total
mass of the three objects is 255 kg, find the mass of Object C.

12. The sum of the ages of Farhan and his cousin is 38. Seven years ago, Farhan was thrice as old as his cousin.
Find Farhan’s present age.

chee — —__—_—__—_— —— OXFORD

Chapter 5 I “Cwtvenstry rans
1 we. Nora is twice as old as Raj and halt as old as Ethan. In 22 years’ time, Ethan will be twice as old as Raj.
Find Nora’s present age.

14, A man has 25 sweets and his son has 55 sweets. Find the number of sweets that the man has to give to his
son so that his son would have 4 times as many sweets as him.

1 a . Rui Feng has enough money to buy 24 apples. If the price of each apple is reduced by 5 cents, he will be
able to buy an extra 6 apples with the same amount of money. Find the original price of each apple.

16. A man travels from Town A to Town B at an average speed of 4 km/h and from Town B to Town A at an
average speed of 6 km/h. If he takes 45 minutes to complete the entire journey, find his total distance
travelled.

» The numerator of a fraction is 2 less than its denominator. If 3 is subtracted from the numerator and from the
denominator, the new fraction obtained is 7. Find the fraction.

. A set of multimedia equipment costs $1900. By setting up an inequality, find the maximum number of sets of
multimedia equipment that can be bought with $35 000.

19, Admission to a school play costs $12.50. Form an inequality and solve it to find the maximum number of
tickets Jun Wei can buy with $250.

20. If the sum of two consecutive integers is less than 42, find the square of the largest possible integer.

21. Nora is 4 years older than Kate. If the sum of their ages is at most 45 years, find the maximum possible age of
Kate.

2;nN. A ship can carry a maximum of 60 passengers. By setting up an inequality, find the minimum number of ships
that are needed to carry 400 passengers

23. A pencil costs $2.50. By setting up an inequality, find the maximum number of pencils that can be bought
with $27.

Challenge
Yourself
« Solve Vx +2=0.

~ If (x 2)? +(y- 3)? =0, find the value of x+ y.

. If A, B, C and D are whole numbers such that A + B=8, B+ C=11,B+D=13

and C + D= 14, find the values of A, B, C and D.

. If A, B, C and D are whole numbers such that A x B=8, B x C=28,C x D=63

and B x D = 36, find the values of A, B, C and D.
OXFORD
Chapter 5
Functions
and Linear
Graphs
A moving walkway is ‘similar to a
conveyor belt that allows people to:
Havela fixed distance, Some moving
Walkways are steener than others.

ONE ORD
 LEARNING OBUECTIVES
‘At the end of this chapter, you should be. able to:
* state the coordinates of a point,
* plot.a point in a Cartesian plane,
* draw the.graph of a linear function,
*_ solve problems involving linear graphs in real-world contexts.

OXFORD
 Cartesian

Class
Discussion
Battleship Game (Two Players)
Sink your opponent's battleships before your opponent sinks all your ships. Siew
_
Search on the Internet for free
online battleship games.

Cerys
HEUn=
s
ABCDEFGH
Opponent
Fig. 6.1
1, On the grid labelled ‘Self’, arrange the following five ships:
© An aircraft carrier SAS AS
*Abatleship BB BB.
° A submarine Sia Se
® A cruiser ese cd ic]

© A destroyer DD
The ships must be placed horizontally or vertically; none of the ships can be
placed diagonally. Note that players are not allowed to see each other's grids.
2. Take turns to try to sink your opponent's ships.
® Call out a location on the grid, e.g. D7, F4 and G10, to hit your opponent's
ship.
*lf_a ship is found at the location called out, the other player says ‘hit’.
Otherwise, the player says ‘missed’.
® On the ‘Opponent’ grid, record each location you have called out by shading
it fora ‘hit’ and drawing a cross for a ‘miss’.
® Similarly, on the ‘Self’ grid, record the locations that your opponent has
called out,
3. Aship is sunk when all the spaces it occupies have been called out. The player
whose ship is sunk says ‘My ship has been sunk.’.
4, Aplayer wins the game when all his opponent's ships have been sunk.

rrentarn-
Chapter 6 cin, tio r= raph a 7 OXFORD
UNIVERSITY ress
 In the battleship game, we use the labels of the columns and the rows to call out
locations on the grids. We shall use the same idea to locate a student in a classroom where
the students are seated at desks that are arranged neatly in rows and columns as
shown in Fig. 6.2.

aC ILILCICIB I!
nv a

agggn Column
5 6

Fig. 6.2
To locate a student, the teacher can associate the student with the column
and the row his or her seat is at. The teacher can write a pair of numbers against the
name of a student in the class list as follows:
A(2, 4) B(4, 6) CG, 3)
From the pair of numbers (2, 4), we will be able to know that student A is seated at
column 2 and in row 4. The pairs of numbers (4, 6) and (3, 3) tell us that student B
is seated at column 4 and in row 6, and student C is seated at column and
in row respectively.
Are you able to write down the pairs of numbers which correspond to students D,
Eand F?

Class
Discussion
Ordered Pairs
Discuss each of the following questions with your classmates.
1. Is a single number sufficient to describe the exact position of a student in the
classroom seating plan? Can the location of a seat in a cinema be represented
by a single number?
2. Is the order in which the two numbers are written important, ie. do (5, 3) and
(3, 5) indicate the same position? The pairs of numbers (2, 4), (4, 6), (3, 3) and
so on are examples of ordered pairs. Do you know why they are called
ordered pairs?

OXFORD =m
REE Chapter6 Functions and Linear Graphs
 Journal
Writing
1. Using a horizontal scale of | to 10 and a vertical scale of A to J, design a map
that includes the lacations of your house, a bus stop and a shopping mall in
your neighbourhood.
2, Using a horizontal scale of | to 12 anda vertical scale of Ato K, design a ground floor
map fora shopping mall.
3. Use suitable horizontal and vertical scales to design the seating plan of a
100-seat cinema.

Now let us display the same classroom plan in Fig. 6.2 with horizontal and vertical
lines drawn through the centres of the boxes, showing the positions of the students.
The horizontal lines and vertical lines are numbered as shown in Fig. 6.3.

SEH Fy
i BUA, 6)

Fig. 6.3
In the battleship game, each location is called out by the column labels followed by
the row labels. Similarly, the first number in each ordered pair is with reference to
the horizontal scale while the second number is with reference to the vertical scale.
To further simplify it, we can use a point (indicated by a cross) to show the position
of each student. This gives us an idea of locating a point in a plan.

SSP assy ae ee OXFORD

Chapter 6 inctio id Linear ( 1 Universi page
 Fig. 6.4
Fig. 6.4 shows a rectangular or Cartesian plane which consists of two number lines intersecting at right angles at
the point O, known as the origin. The horizontal and vertical axes are called the x-axis and the y-axis respectively.
The position of any point in the plane can be determined by its distance from each of the axes. In Fig. 6.4, point A
is 2 units to the right of the y-axis and 3 units above the x-axis. Thus its position is given by the ordered pair (2, 3).
Similarly, the ordered pair (-3, -1) determines point B and (-3, 3) represents point C.
Name the ordered pair that determines point D. What is the origin, O, represented by?
In general, each point P in the plane is located by an ordered pair (x, y). We call x the x-coordinate (or abscissa)
of P and y the y-coordinate (or ordinate) of P, i.e. P has coordinates (x, y).

PRACTISE WOM SIMILAI

On a sheet of graph paper, use a scale of 1 cm to represent | unit to draw 6AQuestions 1-2,5-7,
Exercise
the x-axis for values of x from -2 to 3 and the y-axis for values of y from —2 to 3.
Plot the points A(2, 2), B(-2, 3), C1, -2) and DG, -1).

Story Time
artesian coordinates were invented by René Descartes (1596 — 1650) when he tried to describe the path of
a fly crawling along crisscrossed beams on the ceiling while he lay on his bed. Due to his poor heaith,
he had developed a lifetime habit of sleeping until 11 a.m. every morning. He broke this habit only when
Queen Christina of Sweden persuaded him to go to Stockholm to teach her how to draw tangents at 5 a.m.t
After a few months of walking in the cold climate to the palace at 5 a.m., he died of pneumonia. Even up till his death,
Descartes displayed a strong sense of diligence.

OXFORD aay
UNivinaire erse Chapter6 > Functic
 A function performs one or more operations on the inputs, i.e. the values it takes Internet
‘—Resources
in, to produce outputs, i.e. the results, The operations performed on the inputs are a
known as the rule of the function. In this section, we will take a look at functions. Search on the Internet for an
interactive ‘Function Machine’
which you can key in an input
and the machine will give you an
output, Then you can guess the
equation of the function,

Investigation
Function Machine

zt
In this investigation, we shall explore the concept of a function by looking at
how a function machine works.
Fig. 6.5 shows a function machine whose function is to ‘add 3° to any input x to
produce an output y, For example, if you input x = 2, the output will be y = 24+ 3=5. We can represent a function using
words.

Input. Outputy
+

1.
Fig. 6.5

Write down an equation that shows the relationship between the output y
zs
We can represent a function using
an equation.
and the input x.
y=
2. Write down the output y for each of the following inputs x.
(a) Input.x=4 — Outputy=
(b) Input «=-7 — Output y=

® Chapter 6 Functi ns and Linear Graphs _

3. Write down the input x for each of the following outputs y.
(a) Input = — Output y=9
(b) Input. = —> Output y=0
4. The above data can be represented by Table 6.1. Complete the table.
x ~7 2 4 =
y 0 5 lies We can represent
a function using a
Table 6.1 table.

5. In Fig. 6.6, the point (2, 5) is shown. Plot the rest of the points based on
Table 6.1 and draw a straight line that passes through all the points.
T | t+] :

We can represent
a function using
a graph.

Fig. 6.6
Select any point on the straight line. Do the coordinates satisfy the equation
which you have written down in Question 1?

OXFORD
Sai Chapter6 Functions and Linear Graphs
 6. Based on Table 6.1 and Fig. 6.6, state the number of outputs)yfor each input x.

From the above, we can see that a function is such that every input produces
only
one output. The input x and the output y of a function can be written as an
ordered
pair (x, y). A function can be represented using words, an equation, a table or a graph.

y=. + 3 is called the equation of the function.

Fig. 6.7 shows another function machine whose function is to ‘multiply -2' to any
input x before ‘subtracting 1’ from the result to produce an output y. For
example,
if you input x= 3, the output will be y=3 x (-2)- 1 =-7.

—* Outputy

Fig. 6.7

7. Representation of a function using an equation

Write down the equation of the function.
ye

8. Representation of a function using a table

PEE EPS
Complete Table 6.2 to show the corresponding output values for the input values.

y 0 -l

Table 6.2

D Chapter6 Functions and Linear Graphs OXFORD.

UMIVERSHEY Paes
9, Representation of a function using a graph
In Fig. 6.8, the point (3, -7) is shown. Plot the rest of the points based on
Table 6.2 and draw a straight line that passes through all the points.

Fig, 6.8

10, Based on Table 6.2 and Fig, 6.8, state the number of output(s) y for each input x.

From the investigation, in general,

A function is a relationship between two variables x and y such that

every input x produces exact/y one output y.

OXFORD
URIVERALTY PRBS
— = :
Chapter6 Functions and Linear Graphs
 Thinking
er Time
1. y? = x is not the equation of a function because
® there are two values of y for every positive value of x, e.g. if the input x= 9,
then the output y = +
© there is no value for the output y if the input x is negative.

2. Is it possible for a function to have two input values x with the same output
value y?
Hint: Consider the equation of the function y = .x*.

ie) = Sear =

1. The equation of a function is y = 2x-3. Find Exercise 6A Questions 3-4, 8

(i) the value of ywhen x =4, (ii), the value of xwhen y=-5.

2. The equation of a function is y= -4x-2. Find

(i) the value of y when x=0, (ii) the value of x when y= -3 .

: = OXFORD
Chapter6 Functions and Linear Graphs UNIVERSITY PRESS
 *Exercise

1. Write down the coordinates of each point shown in the figure.

2. On a sheet of graph paper, use a scale of | cm to represent 1 unit to draw

the x-axis for values of x from -3 to 6 and the y-axis for values of y from -2 to 5.
Plot the points A(2, 5), B(1, 2), C(-2, -1), D(6, -2), E(3, -2) and F(-1, 2).

3. The equation of a function is y= 4x +5. Find the value of ywhen

(i) x=3, (ii) x=-2.

4, The equation of a function is y = 25 —3x. Find the value of «when

(i) y=34, Gi) y=—5.

OXFORD
SWIVERAETY PER Chapter6 Functions and Linear Graphs ®
 INTERMEDIATE LEVEL

5. Plot each set of the given points on a sheet 8. The equation of a function is y aged, Find
of graph paper. Join the points in order with (a) the value of ywhen
straight lines and identify each geometrical (i) x=-3, (ii) v=1 x1
shape obtained,
(a) (6, 4), (-6, 4), (-6, +), (6, 4) (b) the value of x when
. . 1
(b) (0, 5), (-6, 0), (0, -5), (6, 0) WigeH, WMy=-G-
(c) (0, 0), (0, 8), (5, 4)
(d) (1, 0), ©, 3), I, 4), (-5, -2)
(e) , 2), CL, 3), 1, -3), (5, -2)

6. The vertices of a right-angled triangle are

A(1, 0), B(7, 0) and C(1, 8). Plot the points A,
B and C on a sheet of graph paper. Hence,
find the area of AABC.

7. Plot each of the following points on a sheet of

graph paper.
(3, -5), (2, -3), (1, -1), @, 1), C1, 3), 2, 5), €3, 7)
Do you notice that the points lie in a special
pattern? Describe the pattern.

6 3 Graphs of Linear
! I Dir

Consider the equation of the function y = 2x. We shall look at all pairs of values x
and y that satisfy the equation.
When x=1, y=2x1=2;
2x2=4;

x=3, 2:x3i= 16;

x=3.1,y=2x 3.1 =622, etc.
Since we are not able to list all the values of x and y that satisfy the equation of
the function y = 2x, we can use a graph to display the function as illustrated in
Worked Example 1.

——— — = OXFORD
Chapter 6 $ VMIVERSITY PRESS
Worked (Drawing the Graph of a Linear Function)
(i) Ona sheet of graph paper, using a scale of 2 cm to represent | unit on the x-axis
Example and | cm to represent | unit on the y-axis, draw the graph of the function y = 2x
for values of x from 0 to 4.
(ii) The point (3, p) lies on the graph in (i). Find the value ofp.

Solution:
(i) We first set up a table of values forxand y. These pairs of values for x and y satisfy
the equation of the function y = 2x. Sp

| x | 0 3 4 We only need to plot 3 points

to obtain the graph of a linear
=2r | 0 4 8 function, In fact, a straight line
can be determined by plotting
2 points, We use the 3" point
Using the scale of 2 cm to represent | unit on the x-axis and | cm to represent _ to check for mistakesinthe graph.
I unit on the y-axis, the three pairs of values are plotted as points in the
Cartesian plane and a straight line is drawn to pass through these three points. 2

© Ensure that the graph is only

drawn for values of x from
Oto4.
° The graph must be labelled
with y= 2x,

(ii) From the graph in (i),

when x=3, p=y=6

OXFORD
UUwivnaseTy FRESE Chapter = 6 en a
 PRACTISE NOW 1 SIMILAR
ques
jONS

1, (i) Ona sheet of graph paper, using a scale of 2 cm to represent | unit on the — xercise 68 Questions 1-6
a-axis and 1 cm to represent I unit on the y-axis, draw the graph of the
function y = 2y+ 1 for values of xfrom 0 to 4.
(ii) The point (q, 6) lies on the graph in (i). Find the value of q.
2. Ona sheet of graph paper, using a scale of 2 cm to represent | unit on the x-axis
and | cm to represent | unit on the y-axis, draw the graphs of the functions y = 3x
and y = 2 —2v for values of x from —2 to 2.

Class
Discussion
Equation of a Function
Refer to Worked Example 1.
1. The coordinates of the points A and B are (1, 2) and (3, 7) respectively. Do the coordinates of each of the
points satisfy the equation of the function y = 2x? Explain your answers.
Using the graph drawn, state the coordinates of two points that satisfy the equation of the function y = 2x.
Amirah says that ‘the coordinates of every point on the line satisfy the equation of the function y = 2x.’
Discuss with your classmates whether she is right.

The line drawn in Worked Example 1 is said to be the graph of the linear function
y = 2x because the graph is a straight line.
(i) What can you say about the coordinates of the points that lie on the line y = 2x?
(ii) Lixin says that the graphs of the functions y =x + 3 and y =—2v— 1 are linear.
Do you agree with her? Explain your answer.

Fy OXFORD
Chapter 6 UNIVERSE PRESS
 += Exercise
6B
BASIC LEVEL INTERMEDIATE LEVEL

1. (a) On a sheet of graph paper, using a scale of 4, (a) On a sheet of graph paper, using a scale of
1 cm to represent 1 unit on the x-axis and 1 cm to represent | unit on the x-axis and
1 cm to represent 2 units on the y-axis, 1 cm to represent 2 units on the y-axis,
draw the graph of each of the following draw the graph of each of the following
functions for values of x from 0 to 4. functions for values of x from —4 to 4.
(i) y=2v4+8 (ii) y=2v4+2 i) y=—4r+8 (i) y=—r+2
(iii) y=2v-3 (iv) y=2v-6 (iii) y=—4v-3 (iv) y= —-4r-6
(b What do you notice about the lines you (b) Write down another set of four linear functions
have drawn in (a)? whose graphs are parallel to each other.

(a) On a sheet of graph paper, using a scale of (i) On a sheet of graph paper, using a scale of
1 cm to represent 1 unit on the x-axis and 2 em to represent 1 unit on the x-axis and
1 cm to represent 2 units on the y-axis, 1 cm to represent 1 unit on the y-axis,
draw the graph of each of the following draw the graph of the function y = 6 — 3x
functions for values ofxfrom —t to 4. for values ofxfrom -3 to 3.
@ y=3r+7 i) ) (ii) The points (a, 0), (-2, b) and (e, 1.5) lie on
3x-3 (iv) y= 3, the graph in (i). Find the values of a, b and e.
(b What do you notice about the lines you
have drawn in (a)? On a sheet of graph paper, using a scale of 2 cm to
represent | unit on the x-axis and | cm to represent
(a) On a sheet of graph paper, using a scale of 1 unit on the y-axis, draw the graphs of the functions
1 cm to represent 1 unit on the x-axis and y=2vr44 and y= 2-3 for values of x from -2 to 2.
1 cm to represent 2 units on the y-axis,
draw the graph of each of the following
functions for values of x from + to 4.
(i) ys-2v+5 (ii) 2v+3
(ii) y=—-2x-4 (iv)5 x-7
(b) What do you notice about the lines you
have drawn in (a)?

OXFORD
Chapter 6 ®

SS
 Applications of
| Linear Graphs in
Real-World Contexts

Linear graphs are used in many daily situations. For example, we can use a graph
to convert between different currencies, to convert between units of volume and
to show the journey of a moving vehicle.

Worked (Expenditure)
Ex. 1 Nora’s father gives her $100 as her monthly allowance.
aap’ (a) If she spends an average of $3 each day, find the amount of money that
she is left with after
(i) 2 days, (ii) 5 days, (iii) 10 days.
(b) Given that $y represents the amount of money Nora has left after x days,
copy and complete the table.
Js 2 fs fo
Ly | =
(©) On a sheet of graph paper, using a scale of 2 cm to represent 5 days on
the horizontal axis and 1 em to represent $10 on the vertical axis, plot the
pairs of values of (x, y).

Solution:
(a) (i) Amount of money left after 2 days = $100 — 2 x $3
= $100 -$6
= $94
(ii), Amount of money left after 5 days=$100 — 5 x $3
=$100-$15
= $85
(iii) Amount of money left after 10 days = $100 - 10 x $3
= $100 ~ $30
= $70
(b)
x 2 5 io__|
y 94 85 |

a — = = OXFORD
® Chapter 6 r G UNIVERSITY PRISS
(c)

PRACTISE NC

The flag-down fare of a taxi is $3. Exercise 6C Questions 1-3

(a) Given that a passenger is charged $0.50 for each kilometre the taxi travels, find
the amount of money the passenger has to pay if the taxi covers a distance of
(i) 3km, (ii) 6km, (iii) 10 km.
(b) Given that $y represents the amount of money a passenger has to pay if
the taxi travels x km, copy and complete the table.
x a 6 10
La | |
(c) On a sheet of graph paper, using a scale of 1 em to represent 1 km on
the horizontal axis and 2 cm to represent $1 on the vertical axis, plot the
pairs of values of (x, y).

OXFORD ——= = = ees

ee Chapter6 Functio nd Linear Graphs
 Thinking
er Time
In Worked Example 2, what is the value of ywhen
(i) «=-2? (ii) x= 35?
Explain the meaning of each of the values ofy in the context of the question.

: ‘Exercise

BASIC LEVEL

1. Huixian’s father gives her $120 as her monthly allowance.

(a) If she spends an average of $5 each day, find the amount of money that she is left with after
(i) 3 days, (ii) 6 days, (iii) 10 days.
(b) Given that $y represents the amount of money Huixian has left after x days, copy and complete the table.

x 3 6 10
¥

(©) On a sheet of graph paper, using a scale of | cm to represent 1 day on the horizontal axis and
1 cm to represent $10 on the vertical axis, plot the pairs of values of (x, y).

ent OXFORD
Chapter 6 r Graph University purse
2. The graph shows that P litres of petrol are consumed by a car to travel D km.

Diftaned |
cd

Use the graph to find

(a) how far the car can travel if it has
(i) 3 litres of petrol, (ii) 5.2 litres of petrol,
(b)_ the cost of petrol required to travel 36 km, given that | litre of petrol costs $1.40.

OXFORD =
 INTERMEDIATE LEVEE

3. Devi, the president of the school photography club, wishes to order T-shirts with the club’s logo
for its members. She goes to Mr Lee’s shop to find out the cost of ordering the T-shirts. Mr Lee,
a mathematics enthusiast, shows her a graph displaying the cost ($C) of making N T-shirts.

(i) Copy and complete the tab °

N - 10 : 30 so | 70
a |
(ii) Devi notices that the cost per T-shirt decreases when more T-shirts are ordered and is puzzled
by the observation from the graph that ‘0 T-shirt costs $50’. Provide a possible explanation to
this problem.
(iii) Find the amount of money Devi has to pay for 68 T-shirts.
(iv) If Devi has a budget of $410, state the number of T-shirts she can order.

—_ a s 2 — OXFORD
Chapter6 =Functic 1d Linear Gra| UNIVERSISY PRESS
1 A Cartesian plane consists of two axes — the x-axis and the y-axis — intersecting at
right angles at the origin O(0, 0).
2. The coordinates of a point P in the Cartesian plane are (x, y), where x is the
x-coordinate and y is the y-coordinate of the point.
A function is a relationship between two variables x and y such that every
input x produces exactly one output y.
4, Every pair of values (x, y) that satisfies the equation of a function appears as
a point on the graph of the function. Conversely, every point on the graph
of the function has coordinates that satisfy the equation of the function.

Review,
Exercise
ar

Plot each set of the given points on a sheet of graph paper. Join the points in order with straight lines
and identify each geometrical shape obtained.
(a) (-2, 2), (-2, 6), (4, 6), (4, 2) (b) (2, -2), (6, 2), (2, 6), (-2, 2)
(c) (2, +), (8, 4), (6, 8), (-2, 4) (d) (0, 7), (2, 7), (2, 5), (4, D

OXFORD —= ==
anaes Chapter |6
 2. The figure shows a circle.

(a) Write down the coordinates of each of the points shown in the figure.
(b) State the point on the circle that has
(i) the same x-coordinate as E,
(ii) the same y-coordinate as J.

3. The equation of a function is y= 4x- it . Find the value ofywhen

@ x=12, Gi) x=24, Gi) x=-4.

4. The equation of a function is y = 250 — 20x. Find the value ofxwhen
(i) y= 150, (ii), y = 450, (iii) y =-1150.

5. (i) Ona sheet of graph paper, using a scale of 2cm to represent | unit on the.x-axis and | cm to represent
1 unit on the y-axis, draw the graph of the linear function ye2hre 3 for values of x from —3 to 3.
(ii) The points (~2, a) and (4, 3) lie on the graph in (i). Find the value ofa and of b.

————— erecta OXFORD

® Chapter 6 Functi and Linear Graphs UNIVER PRESS
 Challenge
Yourself
Two of the vertices of a triangle ABC are A(I, 1) and B(5, 5). The area of AABC is 12
units? and the y-coordinate of the point C is 1. By plotting the points A and B on a
sheet of graph paper, determine the possible x-coordinates of C.

OXFORD —- — s pace:
tie alien Chapter 6 Functions and Linear Graphs
umber Patterns
The Fibonacci sequence is interesting as itis not merely a
theoretical sequence b ‘© prevalent in nature such
as in the number of petals off flower and in the breeding
patterns of rabbits. Can you think of other examples
that exhibit the Fibonaeel sequence?

OXFORD
a
even

At the end of this chapter, you should

be
¢ recognise simple patterns from
is number sequences,
mine the next few terms and
ja formula for the general term
of a number sequence.
Ive problems involving number
sequences and number patterns.
 Consider the following whole numbers:
I" term 2" term 3" term 4" term S"term
2, 5, 8, I, 14,...
_A
+3 #2 +3 +3

2, 5, 8, II, 14, ... forms a number sequence. The numbers in the number sequence
are known as the terms of the sequence. The numbers are governed by a specific rule,
i.e. start with 2, then add 3 to each term to get the next term.

Class
Discussion
Number Sequences
Work in pairs.
1, Table 7.1 shows a few examples of number sequences. Complete Table 7.1.
S Sequence ee ae Rule |
Positive even 2 4 6 8 10, __,__... Start with , then add to each
numbers = < pa oF wus term to get the next term.

Positive odd Se ae eit then add to each

numbers VY Yu term to get the next term.

Multiples of3 | Start with , then add to each

SALA AL ALA term to get the next term.
|
Start with then multiply each term
Powers of 2 SALA LALALILA | by to get the next term.
| i ;
| Start with then multiply each term
Rowelstors = ‘Se a by aileet by to get the next term.
Table 7.1

2. The sequence of positive even numbers can also be obtained by multiplying each term of the sequence
1, 2, 3, 4, 5, ... by 2. Can you think of a rule, different from that in Table 7.1, to obtain the sequence of
positive odd numbers?
3. For each of the following sequences, state a rule and write down the next two terms.
(a) Perfect squares: 1, 4, 9, 16, 25, ... (b) Perfect cubes: 1, 8, 27, 64, 125, ...

oo — ——
® Chapter? — OXFORD
 (Rulies of
Fc S quent
Worked
For each of the following sequences, state a rule and write
Example down the next two terms.
(a) 42, 39, 36, 33, 30, ...
(b) -22, -18, -14, -10, -6, ...
(c) 256, 128, 64, 32, 16, ...
(d) -1, 1, -1, 1, -1, ...

Solution:
(a) 42,
ee
39, 36,
ae
33,30.
ee
—
Check if
3 = —- 8 ® the sequence is a common
‘one that you recognise,
Rule: Subtract 3 from each term to get the next term. The next two terms are *two consecutive terms in
the sequence are related by
27 and 24. a constant value,
* you can add/subtract/
(b) -22, -18, -I4, 10, 6,.. multiply/divide consecutive
St terms to get the next term,
+4 +4 +4 +4

Rule: Add 4 to each term to get the next term. The next two terms are -2 and 2.
(c) 256, 128, 64, 32 16, ...
ee
+2 +2 +2 +2

Rule: Divide each term by 2 to get the next term. The next two terms are 8 and 4.
@ - 1 =, Lins
SN BSS
_ Iot
x(-l) x(-l) xl) xl
Rule: Multiply each term by (-1) to get the next term. The next two terms are
land -1.

PRACTISE NOW 1

1. For each of the following sequences, state a rule and write down the next Exercise 7A Questions 1(a)-(k),
2a)-(e), 3(a)-(e)
two terms.
(a) 3, 8, 13, 18, 23, ... (b) -20, -26, -32, -38, +4, ...
(c) 5, 15, 45, 135, 405, ... (d) 4374, -1458, 486, -162, 54, ...

2. Write down the next two terms of each of the following sequences.
(a) 1,2,4,7, 11, 16, ... (b) 26, 25, 21, 20, 16, ...

OXFORD om ——
UNivaRsity PRISE 7 Number Patterns Chapter 7 ®
& ~Exercise

INTERMEDIATE LEVEL

1. For each of the following sequences, state a 2. Write down the next two terms of each of the
rule and write down the next two terms. following sequences.
(a) 14, 19, 24, 29, 34, ... {a) -6,-5,-3, 0, 4,...
(b) 80, 72, 64, 56, 48, ... (b) 47, 38, 30, 23, 17, ...
(c) 6, 12, 24, 48, 96, 192, ... (c) -50, 45, +4, -39, -38, ...
(d) 1600, 800, 400, 200, 100, ... (d) 100, 98, 95, 93, 90, ...
(e) —16 384, 4096, -1024, 256, -64, ... ©) 1,301.10, 15)...
(f) 9, -18, 36, -72, 144, ...

(h) —100, -90, -80, -70, -60, ...

(i) 0, 10, 20, 30, 40, 3. Write down the next two terms of each of the
(j) 52, 59, 66, 73, ... following sequences.
(k) 4, 12, 36, 108 (a) -5, -7, -11, -19, -35, ...
(B) 1.152) 3p Specs
(c) 4, 16, 36, 64, 100, ...
(d) 1,-8, 27, -64, 125, ...
(e): 13, 9527, oes

7 yy)General Term of a
Number Sequence

Simple Sequences
Consider the sequence of positive even numbers: 2, 4, 6, 8, 10, ...
The terms of the sequence are denoted by 7), 1; Ty, Ty Ts, --, Ty Where
T, = I“ term = 2,
T, =2" term = 4,
T,=3" term =
T, = 4" term = 8,
T, = 5" term = 10,

T, =n" term (general term).

From Table 7.2, observe that each term in the sequence can be obtained by multiplying
its position n by 2.
Position n
L_Term?,
IL
| 2%)=2
T.. [ae
5
2x5=10| ... | |
|

Hence, the general term of the sequence is T,,=2n.

Note: n isa variable, i.e. by substituting different values of n, we are able to generate
the terms of the sequence. For example, the 68" term of the sequence is given
by Tos = 2(68) = 136.
Sem ee eee a XFORD
D Chapter 7 CaeORD
 Class
Discussion
Generalising Simple Sequences
Work in pairs.
For each of the following sequences, use the table provided to find a formula for
the general term and hence, state the 100" term, Tyo:
(a) Multiples of 3: 3, 6, 9, 12, 15, ...
From Table 7.3, observe that each term in the sequence can be obtained by
multiplying its position n by 3.
cs
|3s | eet ee: |
Position n | | | iz 4
a fol3
Term7,|3x1=3|3x2=6|3x3=9| 3x4=12 |3x5=15 |... | |
Table 7.3
Hence, 7, =
100" term, Tyo =
(b) Perfect squares: 1, 4, 9, 16, 25, ...
From Table 7.4, observe that each term in the sequence can be obtained by
squaring its position n .

| Position i L! I
Term 7, Pa4 7=9 | ¥
Table 7.4
Hence, 7, =
100" term, Ty) =
(c) Perfect cubes: 1, 8, 27, 64, 125, ...
From Table 7.5, observe that each term in the sequence can be obtained by
cubing its position n.
Position|__1 | 3 a) o i oe | mf
Term 7, P= | #=27 |#=64
|st=125 |. . |
Table 7.5
Hence, 1, =
100" term, Thy =

Worked (Finding a Specitic Term)

Ex 1 Given that the n" term, T,, of a sequence is T,, = 5n —3, find
ampte (i) the 3" term, (ii) the difference between the 3" term and the 5" term,
of the sequence.

Solution:
(i) T, = 5(3)-3 (ii) T, = 5(5)-3
=15-3 =25-3
=12 =22
Difference between the 3 term and the 5" term of the sequence = 7, — 7;
2-12

OXFORD
OXFORD — ——_ — -* —
—_—
= = IO —
 Given that the n" term, T,, of a sequence is T,, = 4n +7, find Exercise 7B Question 2
(i) the 4" term, (ii) the sum of the 4" term and the 7" term,
of the sequence.

::? More Complicated Sequences

Consider the sequence 2, 5, 8, I1, 14, ...
How do we find a formula for the general term?
Looking for a Pattern
Notice that the differences between consecutive terms are all equal to a constant.
Thus we say that the common difference of this sequence is equal to 3.
Positionn —| 2 3 4 =}
Term T, 2} 5, 8, IL, 14, i
ee ee ee |
+3 +3 +3 +3 +3
Therefore, we can express each term as follows:
2 =2 =2+ 0 x3
=24+3 =2+ | x3
=24+34+3 =2+ 2 x3
=243434+3 =2+ 3 x3
4 x3

24+34+343+4+..43=24+(n-1)x3
ee)
(n— 1) terms
By looking at the above pattern, we can infer that 7, =2 + (n- 1) x3
24+3n-3
3n-1.

Transformation to Another Sequence

Let us try another method to find a formula for the general term ofthe same sequence
2,5, 8, 11, 14, ...
Since the common difference is equal to 3, we can transform this sequence to another
sequence which consists of terms that are multiples of 3 (the first term must be 3 so
that we know that the general term is given by 3n immediately):

Position n 1 2 3 4 5 n
Term 7, 2, 5, 8 i, 1 ee 3n-1
1 4 1 t 1
+1 +1 +1 +1 +1 t-1
3, 6, % 12, 15;.03 3n
Since we add 1 to each term of the first sequence to obtain the corresponding term
in the second sequence, we will have to subtract 1 from 3n (as we are moving
backwards) to get 3n ~1.
Therefore, the general term of the original sequence is 7, = 3n — 1.
3) Chapter7 Nur atterns OXFORD
Connecting the General Term to a Graph
The explanation for this method is long, but after understanding how it works,
we will be able to write down the formula for the general term of a sequence
straightaway without drawing the graph. This is by far the fastest method.
Let us consider the same sequence 2, 5, 8, 11, 14, ...
If we plot 7, against n, we will get a straight line as shown in Fig. 7.1(a).
The equation of the straight line is 7, = mn + c (in the form of y = mx + c).
rise
From Fig. 7.1(b), gradient m = in = ;=3=d, where d is the common difference
and 7,-intercept ¢=2-3=-1.
There is another way to find ¢ without looking at the graph.
When 1 =0, Ty =c, where 7, is the term just before the first term 7).
Thus we can find ¢ = T= 2-3 = -1 mentally as follows:

Th Ty T; T, qT, T;
y Br FA 8, 1 14, any
Bn ee ee I
=~3 +3 +3 +3 +3 +3

Hence, the general term is 7, = 3n- 1.

Worked Example 3 shows how to use the above concept to find a formula for
the general term of a sequence without drawing the graph.

Worked (Finding the General Term by Observation)

E 1 Find a formula for the general term of the sequence
oe ia 8, 12, 16, 20, 24, ...

Solution:
hy 7 T, Ts T, T,
> 8& 12 16 2, 24, Sy
a Se As, Fino
-4 +4 +4 +4 iA +4 You can work out the solution
. , . mentally and write down the
Since the common difference is 4, 7, =4n + 2. formula straightaway.
The term before 7, is c= 7)
=8-4
=4.
. General term of the sequence, 7, =4n+4

OXFORD ae pea — -
al Number Patterns Chapter 7 ®
 PRACTISE NOW 3

1. Find a formula for the general term of each of the following sequences. pate B Questions 1(a)-(d),
(a) 5,9, 13, 17, 21, ... (b) 7, 12, 17, 22, 27,... 7, 16a)
(c) 2, 8, 14, 20, 26, ... (d) 1,4, 7, 10, 13, ...

2. Consider the sequence 3, 7, 11, 15, 19, ...

(i) Write down the next two terms of the sequence.
(ii) Find, in terms of n, a formula for the n" term of the sequence.
(iii) Hence, find the 50" term.

In this section, we shall apply what we have learnt for number sequences on number patterns.

Worked (Number Pattern)

The first four figures of asequence are as shown.

— /\ NV VA A/V
Figure 1 Figure 2 Figure 3 Figure 4

(i) Draw the next two figures of the sequence.

(ii) Complete the table.
Figure Number _ Number of Triangles |Number of Lines
i

sual
lalun|
wm

(iii) Calculate the number of triangles and lines in the 121" figure.
(iv) Write down a formula connecting the number of triangles, 7, and the number
of lines, L, in the sequence shown above.

— ——
@ sievier i aod OXFORD
Solution:
(i) The next two figures of the sequence are: i) _Figure Number Number of Triangles Number of Lines

AWA AAV
1 1 l+1x
1+2x
1+3x
Figure 5 Figure 6 1+4x
14+45x
1+6x
leet
fone
n l+nx2=2n4+1

(ii) In the 121" figure, ie. n= 121, (iv) From (ii), number of triangles, 7 =n
Number of triangles
=7 number of lines, L = 21+ 1
=121 Since T= n, we substitute n with T in L = 2n + 1 to get
Number of lines = 2n + 1 L=2T+ 1 as the formula connecting T and L.
=2(121)+1
= 243

IN
WUE
1. The first four figures of a sequence are as shown. Exercise 7B Questions 6, 8-15,
16(b)
e
eee00 e
eoe0e8 e e e
e e e e
e eee @ee00008
Figure | Figure 2 Figure 3 Figure 4

(i) Draw the next two figures of the sequence.

(ii) Complete the table.
Figure Number =| Number of Dots
i 2+I1x
2 2+2x
3 24+3x4=14
4 244x4=18
5

— |
na

(iii) Find the number of dots in the 2013" figure.

2. Consider the following number pattern:
2=1x2
6=2x3
12 x4
20 =4x5

110 =Mk+ 1)

(i) Write down the 8" line in the pattern.

(ii) Deduce the value of k.

= chapter? &@
OXFORD
Numbe
 Class
Discussion
‘The Triangular Number Sequence
Work in pairs.
Fig. 7.2 shows the first 4 figures of the triangular number sequence.
A triangular number is the number of equally-spaced objects in a triangle.
® ® e ®
ee
ees ees

Figure 1 Figure 2 Figure 3 Figure 4

Fig. 7.2
1. Use coins to make the next two figures of the sequence shown in Fig. 7.2.
2. Complete Table 7.6.

Figure Number, SE BO theToaNumber of Coins,7,

Base of the Triangle,1
1x2
1 1 l=t==
——————
22
2x3
2 1+2=3
2=3-= ——2

3 3 1424386—
224
2
4 4 | le243eae10= 45
5
6

Table 7.6
3. Find the total number of coins needed to form a triangle with a base that has
100 coins.

c7 Ss Oxrorn
 4 Number Patterns in
Real-World Contexts

In this section, we shall take a look at number patterns that can be found in the real world.

Investigation
Fibonacci Sequence
As mentioned at the start of this chapter, the number of petals of a flower follows a special type of sequence known
as the Fibonacci sequence. In this investigation, we shall explore this by taking a look at some flowers.
1. Write down the number of petals for each of the following flowers on the line beside its name. Some of
them have been done for you.

2
Picture A: White Calla Lily Picture B: Euphorbia 2
(Note: There are 8 flowers in the picture.)

Picture D: Madagascar Periwinkle

Picture F: Black-eyed Susan

Picture G: Shasta Daisy

OXFORD
Serene ee dager Puen eee
Case? ®
 2. The number of petals for each of the flowers forms a sequence.
Fill in the next 6 terms of the sequence,
1,4, , ‘ ‘
This is known as the Fibonacci sequence.

3. A sunflower has 34 petals. Using your answer in Question 2, predict the number
of petals for the flower next in the sequence. The name of this flower is
Michaelmas Daisy (see photo below).

4. Note that there are four common exceptions to the Fibonacci sequence.
Write down the number of petals for each of the following flowers on the line
beside its name.

Picture |: Ixora Picture J: Daylily

Picture K: Anemone Nemorosa Picture L: Passion Flower

: 7 Journal
Writing
Find out more about Pascal’s Triangle. iustrate clearly how the Fibonacci
sequence is found in Pascal's Triangle.

ee ee XP
® Chapter 7 OXFORD
Worked (Number Patterns in Chemistry
The members in a family of chemical compounds are made up of carbon atoms and
Example hydrogen atoms.
(i) The number of carbon atom(s) and hydrogen atoms of the first four members
in the family are given in the table. Complete the table.
i ae
Number of | Number of
| Member Number
__carbon atom(s) _ hydrogen atoms
I 4
2 6
L 3 8
4 10

)we
[ust
lun)
n

(ii) If a member of the family has 30 carbon atoms, how many hydrogen atoms
does it have?
(iii) If a member of the family has 52 hydrogen atoms, how many carbon atoms
does it have?

Solution:
(i) a ee ———— ——"
_ Member Number Number of carbon atom(s) Nt of hydrogen atoms |
| n 4
2 2 aa —
3 3 8
4 —_ 4 10
5 5 = 12
6 Gi. 7 14 |

- n eS _ 2 ~ |
To find a formula for the general term of the number of hydrogen atoms, consider the sequence
4, 6,8, 10, 12, 14, ...
%Yy TT Tr TY T% Ts
7 4 6 8 10, 12 14...
RN IN
-2 +2 +2 +2 +2 +2

Since the common difference is 2, 7, =2n + 2.

The term before 7, is c= 7)
=4-2
=2,
«. General term of the sequence, 7, = 2n + 2
(ii), When n = 30, Ty = 2(30) + 2
=62
The member of the family has 62 hydrogen atoms.
(iii) Let 2n + 2 = 52.
2n =52-2
=50
ons 25
The member of the family has 25 carbon atoms.

Paes Chapter? QD
OXFORD ————— en ee
 PRACTISE NOW 5 SIMILAR

The members in a family of chemical compounds are made up of carbon atoms —_£xercise 7B Questions 17-18
and hydrogen atoms.
(i) The number of carbon atom(s) and hydrogen atoms of the first four members
in the family are given in the table. Complete the table.

Member Number Number of carbon ~ Number of hydrogen 1

et ites atoms | _ atoms Ee |
1 2 4
2 3 6
3 4 8
4 a 10
pl
6

(i) If the h" member of the family has 55 carbon atoms, find the value of fh.
Hence, find the number of hydrogen atoms the member has.
(iii) If the k" member of the family has 120 hydrogen atoms, find the value of k.
Hence, find the number of carbon atoms the member has.

‘ "Exercise
& 7B
3. Consider the sequence 3, 6, 9, 12, 15, ...
(i) Write down the next two terms of
1. Find a formula for the general term of each of
the sequence.
the following sequences.
(ii) Find, in terms of n, a formula for the
(a) 7, 13, 19, 25, 31,... (b)-4,-1, 2,5, 8, ...
n™ term of the sequence.
(c) 60, 67, 74, 81, 88, ... (d) 14, 11, 8,5, 2, ...
(iii) Hence, find the 105" term.

2, Given that the n" term, T,, of a sequence is

4. Consider the sequence 10, 14, 18, 22, 26, ...
T, = 2n +5, find
(i), Write down the next two terms of
(i) the 5" term,
the sequence.
(ii) the 8" term,
(ii) Find, in terms of n, a formula for the
(iii) the lowest common multiple of the 5" term
n™ term of the sequence.
and the 8" term,
(iii) Hence, find the 200" term.
of the sequence.

OXFORD
5. The first four figures of sequence are as shown.
f * x + - - ay je
Figure 1 Figure 2 Figure 3 Figure 4

(i) Complete the table.

Number of points 1 2 3 4 5 6
Number ofsegments 1 +1=2 ly +1=3

(ii) Hence, write down the number of segments there will be when 49 points divide the given line segment.
(iii) How many points are needed to divide a given line segment into 101 segments?

6. The first four figures of a sequence are as shown.

Hy 2 3
intersection intersections intersections

Figure 1 Figure2_—“ Figure 3 Figure 4

(i) Draw the next two figures of the sequence.
(ii) Complete the table.

i iiNumber of Intersection(s)
| Hgute Number | between the Circles
0
= 1 ~d

arteries
n

(iii) Find the value of n for which the circles in the figure have 28 intersections.

INTERMEDIATE LEVEL

7. (a) Then" term of a sequence is given by 2n*+1. Write down the first four terms of the sequence.
(b) The first four terms of another sequence are 1, 7, 17, 31.
(i) By comparing this sequence with the sequence in (a), write down, in terms of n, a formula for the n™
term of the sequence.
(ii) Hence, find the 388" term.

OXFORD erat cient eee es

ee Number Patterns Chapter7
 8. The first four figures of a sequence are as shown.

Abd
Figure | Figure2 Figure 3 Figure 4

(i) Draw the next two figures of the sequence.

(ii) Complete the table.

ure Number |— Number of‘Small Triangles |

|
= ! — — Hw — =|
2 9
[3 — _
32 a = —

a ee
ja 6° J =

L = —— ci= — ~

(iii) Find the number of triangles in the 20" figure.

(iv) Find the value of n for which the figure has 121 small triangles.

9. Consider the following number pattern: 10. Consider the following number pattern:
4=1x4 143=4=2=(1+1)
10=2x5 14+345=9=3'=(24+1)
18=3x6 1434+54+7=16=4=(3+1)
28=4x7 14345474+9=25=5=(441)

208 = A(k + 3) 1434547+...4a=b=c=(d+

1)

(i) Write down the 6" line in the pattern. (i) Write down the 5" line in the pattern.
(ii) Deduce the value of k. (ii) Given that b = 169, find the values of a, ¢ and d.

® Chapter? NuimberPatlems = BS OXFORD

premises
11. A restaurant has only small square tables that can be joined end to end to form a large long table. Each small
square table can seat only one person on each side.

(a) Study the diagram below and complete the tables (i) and (ii) that follow,

x x x x x x x x x x

x x x x x x x x x x
Figure 1 Figure 2 Figure 3 Figure 4

0)
|Number of people 4 6 8 10 12 14
Number of tables

i)
Number of tables 1 2 3 4 5 6 |
Number ofpeople | 2(1)+2=4 |2(2)+2=6 5

(b) How many tables will be needed to seat

(i) 20 people, (ii) 30 people?
(c) How many people can be seated if there are
(i) 22 tables, (ii) 36 tables?

12. The diagram shows a line segment, AB, on which 18 points (P), P,, ..., Py) are marked.
ne
APP: Py Py B
Figure 1

(i) Study the diagram below and complete the table that follows.

SSS |) est ae
A BoA P, BoA P,P, BoA P, Py P, B
Figure 2 Figure 3 Figure 4 Figure 5

Number of
ints on the
line segments n w we a x
AB (including
the points
A and B) —
—
Number of 2x(2-1)
possible line =——5—— =| —>— =3*
|Segments sz Ween
*The three line segments are AP,, P,B and AB.
(ii) What is the total number of possible line segments in Figure 1?

OXFORD a a ee ee i
aayeastay ENE Chapter 7
 VANCED LEVEL

13. The first five rows of Pascal's Triangle are as shown.

1

1 4 6 4 1
(i) Write down the next line in the pattern.
(ii) it althe table.
Row L
1
2
3
4 1+34+3+1=8=2
5 1444644415 16=2'
6

n [lt(a-D+.+(n-l+l=

14. The following diagrams show a sequence of tiling patterns. The shape of each tile is a 1 em by | cm square.

Figure 1 Figure 2 Figure 3

(a) Copy and complete the table below.

Perimeter of the whole

lefigure(cm)

(b) Find
(i) the number of white squares in Figure 9,
(ii) the perimeter of Figure 9,
(iii) the number of white squares in Figure n, giving your answer in terms of n,
(iv) the perimeter of the whole figure in Figure n, giving your answer in terms of n.

@ Chapter? Number Patterns sn DxFORD

15. Consider the pattern: 17. The members in a family of chemical compounds
a are made up of carbon atoms and hydrogen atoms.
1x2x31
(The number of carbon atom(s) and hydrogen
gy 8
2xax4 2 atoms of the first four members in the family
2__! are given in the table. Complete the table.
3x4x5 3
Member — Number of Number of
Number carbon atoms hydrogen atoms
I 3 4
> i
=-—-
3 +
1
ze: 4 6
P(p+W(pt2) p pel pr2
3 aa | 8
4 6 10
5
(i), Write down the 8th line in the pattern. = =
(i) Use the above pattern to find the value of
b. 2..
To m* 12° n

(iii) Find the value of p such that

2 i 2 i (ii) If the h" member of the family has 25 carbon
7980 p pti pt2 atoms, find the value of h. Hence, find the
number of hydrogen atoms the member has.
16. (a) Write down the next two terms of the sequence.
DY BDO vse (iii) If the k" member of the family has 64 hydrogen
8, 12, 16, 20, ... atoms, find the value of k. Hence, find the

(iii)4, 12, 24, 40, 60, ... number of carbon atoms the member has.
(iv) 5, 13, 25, 41, 61, ...
(b) Consider the following pattern carefully.
P44 = 5
5° +12? = 137
P +24 = 25°
9 + 40° = 417
1174+ 60°=617

Write down the next two lines in the pattern

with the help of the number sequence in (a).

OXFORD — =
Chapter 7 ®
 18. It is a curious biological fact that a male bee (M) has (i) Complete the model and show all the 4"
only one parent (the mother) while a female bee (F) generation ancestors. How many 4"
has two parents (both mother and father). generation ancestors does a male bee have?
The figure shows part of the bee ancestry model (ii) The number of x generation ancestors forms
for a male bee up to his 4" generation ancestors. a sequence with an interesting pattern. How do
you obtain the next term in the sequence?
M
(iii) Predict the number of 5" generation ancestors
1* Generation Ancestor that a male bee has. Verify your answer by
drawing the 5" generation ancestors in the
2" Generation Ancestors above model.
(iv) Predict the number of 10" generation ancestors
3” Generation Ancestors that a male bee has.

F) 4" Generation Ancestors

i
1. A number sequence is formed by a set of numbers. These numbers, known as the terms of the sequence,
are governed by a specific rule.
2. The general term 7, of anumber sequence can be represented by an algebraic expression.

D Chapter7 NumberPatiens —— —— OXFORD

 Review,
Exercise
a

4. The first four figures of a sequence are as shown.

IN A ds dh
1. Write down the next two terms of each of the
following sequences.
(a) 98, 89, 80, 71, 62,...
(b) -2, 0, 4, 10, 18, ..
ti Figure 1 Figure 2 Figure 3 Figure 4
© 93,1, 3) 1
(d) 1,9, 25, 49,81, (i) Draw the next figure of the sequence.
(ii) Complete the table.
2. Consider the sequence 9, 16, 25, 36, 49, ... |
Figure Number ‘Number of Triangles |
(i) Write down the next two terms of
1 l= ie
the sequence.
(ii) Find, in terms of n, a formula for the 2" term 2 ae, 2 :3
of the sequence.
(iii) Hence, find the 25" term. L 3 6a ;a |

3. Kate uses buttons to make a sequence of figures. 4 wo-4 ;z

The first four figures are as shown. ; =
e eo eee e280
e e
ee?
o,°
e eo ee2e ee ee
Figure L Figure2 Figure 3. Figure4
n
(i) Draw the 5" figure.
(ii) Complete the table. (iii) Find the number of triangles in the 77" figure.
(iv) Find the value of for which the figure has
Figure Number | Number of Buttons 66 triangles.
1 5x1l+1=6
2 Sx2+1=11
3 5x3+1=16
4 5x44+1=21
5

an

(iii) Find the number of buttons in the 56" figure.

(iv) Is it possible for a figure in the sequence to be
made up of 583 buttons? Explain your answer.
OXFORD
Chapter 7
Se Consider the following number pattern:
PeileP
P+2=95(14+2)
1P+2)+3' =36=(1+24+3)
P+2'+3'+4'=100=(14+24+344)

(i) Write down the 7" line in the pattern.

(ii) Find the value of 1° + 2°+3°+4) +4... 415°,
(iii) Given that P+ 2°+3° +4) 4... + = 1296,
find the value of k.

Three different sequences are shown in the table.

eee ee
| SO) term term term term term
A 4] 6 [8] aoe] 121
B | 3 | 8 [15 [ 24 | 35 |
é 5 [10 [17 [26 [ a
(i) Find the value of a.
Hint: The first term of sequence C is obtained
from the first terms of sequences A and B as
follows: y4? +3 =5.
(ii) Find, in terms of n, a formula for the n'
term of sequence A.
(ii) If the n" term of sequence B is given by n° + 2n,
find the 18" term of sequence C.

OXFORD
 Challenge
Yourself
1. Determine the last digit of 3".

2. There are n people at a party. If each person shakes hands

with each of the other people only once, find an expression,
in terms of n, for the number of handshakes that will take place.

3. Consider the sequence 1, 4, 9, 7, 7, 9, 4, 1,9, 1, ..

(i) Write down the next two terms of the sequence.
(ii) State the rule of the sequence.

4. Consider the sequence 2, |, 3, 4, 7, ...

(i) Write down the next two terms of the sequence.
(ii) State the rule of the sequence.
(iii) There is a name for this sequence. Search on the Internet to find out its name.

5. Consider the sequence 3, 0, 2, 3, 2, 5,5, 7, ...

(i) Write down the next two terms of the sequence.
(ii) State the rule of the sequence.
(iii) There is a name for this sequence. Search on the Internet to find out its name.

OXFORD ees ae = es
LUSIVERSIFY PARAS Number Patterns Chapter 7 ®
| |B1 Revision Exercise
Solve each of the following equations.
(a) 0.15x + 235-2) =13
(6) =!§s5 =) ek
l-y 2-2y

Solve each of the following inequalities.

(a) 12x>60

(b) 15y <-24

SAY. 3 find the valueof = .

5xty 5 3y

A box contains 54 coins which are either 20-cent coins or 50-cent coins. If the total value of all the
coins is $20.70, find the number of 20-cent coins in the box.

5. A motorist travels part of a 375-km journey on an expressway at 95 km/h and the rest along a stretch of
road at 65 km/h. The time he spends on the stretch of road at 65 km/h is twice that of which he spends
on the expressway. Find the time taken for his entire journey.

On a sheet of graph paper, using a scale of | cm to represent 1 unit on both axes, draw the
graphs of the functions y = ty +3 and y =~—x + 6 for values of x from —4 to 6.

Consider the sequence 6, 15, 24, 33, 42, ...

(i) Find, in terms of n, a formula for the n' term of the sequence.
(ii) Given that the k" term of the sequence is 159, find the value of k.

Consider the following number pattern:

1+3=
14+34+5=3?
1434+54+7=4

1434+5+4...+(2k-1)=
144

(i) Write down the 8" line in the pattern.

(ii) Find the value of k.

= = 2 — — = OXFORD
Revision Exercise B Snavensrey tase
| B2 |Revision Exercise
Solve each of the following equations.
(a) (x-3)-4¥+5=3(r-1)

b) 2- 34123
y
Solve each of the following inequalities.
(a) l4v >-110
(b) -18 <3y

The sum of 7 consecutive even numbers is 336. Find the smallest of the 7 numbers.

A meat-seller sells x kg of duck at $8.50 per kg and (2x + 5) kg of chicken at $3.60 per kg.
If he collects a total of $206.40, find the value of x.

(i) The vertices of a triangle are A(O,—4), B(4, -2) and C(2, 2). Plot the points A, B and C ona sheet
of graph paper.
(ii) Plot the point D such that ABCD is a square. Hence, write down the coordinates of D.

(a) On a sheet of graph paper, using a scale of | cm to represent 1 unit on both axes, draw the
graph of each of the following functions.
(i) y=x+2
y a
nm
(iv) y=-3
(b) Find the area enclosed by the four lines.

Consider the sequence 44, 41, 38, 35, 32, ...

(i) Find, in terms of n, a formula for the n" term of the sequence.
(ii) Given that the &" term of the sequence is -13, find the value of k.

Consider the following number pattern:

(i) Write down the 6" line in the pattern.

(ii) Find the value of k.

OXFORD
Expressions such as ‘20 p 100’ were first y
used by Italians to indicate 20 percent. ya
Later on, ‘xx. per .c.’, first used by Giorgio % Pi
Chiarino in 1481, was used to represent
20 percent. As a result, percentage was
widely used in business to calculate profit
and loss, and taxation since the
15" century. What are some other uses
of percentage?
LEARNING OBJECTIVES
At the end of this chapter, you should be able to:
express a percentage as a fraction and vice versa,
express a percentage as a decimal and vice versa,
express one quantity as a percentage of another,
eeecompare two quantities by percentage,
solve problems involving percentage change
and reverse percentage.
 Introduction to
Percenta e

Percentages are useful in conveying information in everyday life. We often

see advertisements or newspaper reports which carry phrases like ‘Warehouse ~Zzp
Sale at 50% off’ and ‘Gross Domestic Product is up by 0.5%’. 50% and 0.5%
are examples of percentages. The symbol, %, is used to represent ‘percent’, Theword ‘percent’ originated from
5
Thus 50% is t , the Latin phrase ‘per centum’,
read as ‘50 percent’. which means ‘per hundred! or ‘out
of every hundred.

Class
Discussion
Percentage in Real Life
Work in pairs.
1. Cut out an advertisement/article from newspapers/magazines in which
percentage(s) can be found. Tell your classmate the meaning of the percentage(s)
found in the context.
2. Phrases like ‘Discount up to 80% on All Items’ are commonly found during
the period of the Great Singapore Sale. Does this mean that there is an 80%
discount on all items? Discuss with your classmate.
3. Are there instances when percentages are more than 100%? Consider the
phrase ‘this year’s sales is 200% of last year’s sales’. What does this mean?
Discuss with your classmate.

? Percentages, Fractions and Decimals

Fig. 8.1
Fig. 8.1 shows a square grid divided into 100 equal parts. 75 parts are shaded.
Since there are 100 parts altogether, 75 out of 100 parts or in of the grid
is shaded.
The fraction peecan be expressed as 75%, Conversely, 75% can be expressed

ag
100°
© iiavirs
Eh gaa ner ger OXFORD
OXFORD
 In general, x percent is defined as x parts per hundred, i.e. Zp

00° 100%== 100 _

Tog =!
A percentage can be greater than 100%.
After the class discussion on the previous page, do you understand the phrase
‘this year’s sales is 200% of last year's sales’?
Suppose the sales of a company last year was $100 million and the sales of
the company this year is $200 million. The sales of the company this year is
=200 = 2009 .
a year. 2
Too =200% of its sales last

Worked (Expressing a Percentage asa Fraction and vice versa)

E le (a) Express each of the following percentages as a fraction.
2
P (i) 88% (ii) 128% (iii) 0.5% (iv) 95%

(b) Express each of the following fractions as a percentage.

ac A i
@ 3 5
Solution:
(@) @‘ 88% _= TE
88 ay: 128%
(ii) (owen —=128, Zp
— 22 (reduced to _ 32 reduced to
"25: lowest term) = 95 lowesktarn # To express x asafraction,
: i . we divide x by 100,
e yon * To express a fraction as a
25 percentage, we multiply it by
05 fy g2eq. =29q, (change to an Os
= 00 WW) 2398 Se tranroper:fracilan)
0.5 x10 29 |
= 100% 10 =a
sete ig tL
~ 1000 ~ 3° 100
= —L (reduced to = 29
200 Jowest term) 300

wh)
b) r@) @4=5x1
e = oe |
= =x 100% «1
0 iene
Ue
_9 (change
ang to an
Sonnet fection <
= 50% &:
= 7x 100% p 5
3 is different from | % as
900 Jen
8 = NWS%s Fm,
= 112.5%

page
OXFORD SS ———— ee ——o
om ©
 PRACTISE NOW 1 SIMILAR 4]
QUESTIONS

(a) Express each of the following percentages as a fraction. Exercise 8A Questions

Ta)-(d), 3(a)-()
(i) 45% (ii) 305% i (iy) 83%
(b) Express each of the following fractions as a percentage.
ay LZ a 1
(i) 30 (ii) 235

Worked (ExpressingaPercentageas.a Decimal and vice versa}

(a) Express each of the following percentages as
Example a decimal.
(ii) 228%
i
(iv) 73%
(b) Express each of the following decimals as
a percentage.
(i) 0.16 (ii) 1.456

Solution: ., a
(a) @) 85% = Top
=0.85
(ii) 228% = =
= zp
* To expressx% as a decimal,
(iii) 0.7% = or (iv) 74q% = 2L% (change to an we dividexby 100.
! 8 improper fraction) # To express a decimal as a
= 0.007 = 28 +100 percentage, we multiply it by
100%.
eee
- 100
el
~ 800
= 0.071 25
Alternatively,
The = 7.125%
— 7.125
100
= 0.071 25

(b) (i) 0.16 =0.16 x 100%

= 16%
(ii) 1.456 = 1.456x 100%
= 145.6% >
1.456 is different from 1.456% as
1.456 = 145.6% # 1.456%.

Exercise 8A Questions
(a) Express each of the following percentages as a decimal. Jay), Aah,
@ 12% Gi) 413% © ii) 23.6% i) 64%
(b) Express each of the following decimals as a percentage.
(i) 0.76 (ii) 2.789
IXFORD
‘37 Chapter8 Percent
 ? Expressing One Quantity as a Percentage of Another
We can use percentage to gauge how large/small a quantity is with respect to
another quantity. For example, in 2010, the total population in Singapore was
5076 700, of which 3 230 700 were Singaporeans. We can say that approximately 64%
of the total population in Singapore were Singaporeans. The percentage
64% is obtained by expressing the number of Singaporeans as a percentage of
the total population in Singapore.

To express one quantity, a, as a percentage of

another quantity, b, we write a as a fraction of b before
converting the fraction $ into a percentage.
~*~.
Both a and b must be of the
same unit.

Worked (Expressing One Quantity as a Percenta Another) JustforEon

There are 90 teachers in a school, of which 40 are male.
Example Calculate the percentage of
99 boys and | girl are ina lecture
(i) male teachers, theatre, How many boys must
(ii) female teachers, leave the theatre so that the
in the school. percentage
ofboysbecomes 98%?

Solution: 0% ? _ 100%

(i) Percentage of male teachers in the school = a x 100% we 40 a

4
= u5%
[male [female]
Li =

(ii) Method 1: Number of female teachers in the school = 90 - 40

=50

Percentage of female teachers in the school = * x 100%

= Kee
= 355%

Method 2: Percentage of female teachers in the school = 100% — 444%

552
= 555%

PRACTISE NOW 3

Exercise 8A Questions 6,
1. There are 45 male teachers and 75 female teachers in a school. Find the 9{a)-th), 11
percentage of
(i) male teachers,
(ii) female teachers,
in the school.
2. Express 1400 m/ as a percentage of
2.1 /.
OXFORD = =
Chapter 8 ©
 Class

Expressing Two Quantities in Equivalent Forms

1. (a) Refer to Worked Example 3 to fill in the blanks below.
(i) Express the number of male teachers as a percentage of that of female teachers.
Required percentage = fraction) x 100% =____%
We can conclude that:
There are % as many male teachers as female teachers,
The following statements are equivalent to the above statement:
@ The number of male teachers is % of the number of female teachers.
¢ The number of male teachers is (ion) of the number of temale teachers.
(ii) Express the number of female teachers as a percentage of that of male teachers.
Required percentage = fraction) x 100% = %
We can conclude that:
There are % as many female teachers as male teachers.
The following statements are equivalent to the above statement:
¢ The number of female teachers is % of the number of male teachers.
° The number of female teachers is ction) of the number of male teachers.
(b) Given that A and B represent the number of male teachers and female teachers respectively,
complete Table 8.1.

In words Ais % of B | Bis % obA

Percentage = %xXB B GA

Fraction = (fraction)
xB | B (fraction)
xA
= : A: ——
Decimal = xB |

Table 8.1
As shown in Table 8.1, the relationship between A and B can be expressed in various equivalent forms.
2. (i) Complete Table 8.2.
= — — —=
In words | Ris % oS | Tis % of U
Percentage R= Tx | T= %xU
| = T —————
Fraction PS (fraction) x @ |R= a xS {= (fraction) xU
: | = |
Decimal | P= xO R= xs | T=1.25xU

Table 8.2

(ii) Draw a model to illustrate each of the relationships, ie. P and Q, R and S, and T and U.
(iii) Create a question similar to one of the three columns in Table 8.2 and challenge your classmate.

ae —— — oe OXFORD
Chapter 8 UNIVERACTY PRESS
 SIMILAR
QUESTIONS

1. Find the value of each of the following. Exercise BA Questions

3 Stal-{b), 10ta)-{d), 13
(a) 20% of $13.25 (b) 155% ofS640
2. Find the value of 2500% of $4.60.

Worked (Finding the Percentage of a Quantity)

E le A class has 40 students. Given that 75% of them passed
a Mathematics test, calculate the number of students
who failed the test.

Solution:
Method 1;
Number of students who passed the test = 75% of 40
)
5 imx 40 (express 75% as a fraction
= 30

Number of students who failed the test = 40 — 30

=10

Method 2:
Percentage of students who failed the test = 100% — 75%
= 25%

Number of students who failed the test = 25% x 40

-= io
35 x 40 (express
express 25%
25% as a fraction)
f

=10

1. A school has 1500 students. Given that 3% of them were late for school on a Fxercise 8A
particular day, find the number of students who were punctual for school. Suecstionn eed ae8
2. 1800 people attended the National Day dinner in a certain constituency.
Given that 35.5% of them were men, 40% of them were women and the rest were
children, find the number of children who attended the dinner.

OXFORD ee aaa taal

UsIveasITY Paes ° Chapter 8
 Comparing Two Quantities by Percentage
A school conducts an entrance test on a yearly basis.

600 out of 1600

people passed the 400 out of 1000 people passed
entrance test in the entrance test in 2012.
2011.

Michael : 3
.Khairul

Since 600 > 400, does it mean that a higher proportion of people passed
the entrance test of the school in 2011 than in 2012? Worked Example 5 shows
how a comparison can be done.

Worked (Comparing Two Quantities by Percentage

E 1 In 2011, 600 out of 1600 people passed be entrance test
xample of a school. 400 out of 1000 people passed the entrance
test of the same school in 2012. In which year did a higher
percentage of people pass the entrance test of the school?

Solution:
Percentage of people who passed the entrance test in 2011 = oa x 100%
= 375%

Percentage of people who passed the entrance test in 2012= me 100%

=40%

.. A higher percentage of people passed the entrance test of the school in 2012.

PRACTISE

There were 30 000 people in Village A and 4000 people attended its New Year party. _ Exercise 8A Question 8
There were 25 000 people in Village 8 and 2800 people attended its New Year party.
Which village had a higher percentage of people who attended its party?

aE OXFORD
® Chapter8 Percent
 For each of the following, express the first quantity
as a percentage of the second quantity.
(a) 25 seconds, 3.5 minutes
BASIC LEVEL (b) 45 minutes, | hour
(c) | year, 4 months
1. Express each of the following percentages as (d) 15mm, 1m
a fraction. (e) 335cm,5m
(a) 28% (b) 158% () 1 kg, 800 g
(c) 124% (d) 62% (g) 60°, 360°
(h) 63 cents, $2.10
Express each of the following percentages as
a decimal. 10. Find the value of each of the following.
(a) 4% (b) 633% (a) 62%
0f 135ml (b) 562%
of$10m
(c) 0.02% (c) 0.56% of 15 0001 (d) 2000% of 5¢

Express each of the following fractions as 11. The maximum number of marks attainable at a
a percentage. Mathematics competition is 60. Kate obtains
@ 3i ) 59 40 marks, Priya obtains 46 marks and Nora
obtains 49 marks. The examination board decides
© i w@ ¢ that those who score 80% and above will get a
gold award, those who score 70% to 79% inclusive
@ 2 © 1% will get a silver award and those who score 60% to
69% inclusive will get a bronze award. Determine
Express each of the following decimals as the type of award each girl gets.
a percentage.
(a) 0.78 (b) 0.25 12. A company had 12 000 employees. During the
(c) 0.07 (d) 0.095 financial crisis in 2008, 2.5% of them were
(e) 1.35 (f) 2.6 retrenched, 50.75% of them had a pay cut and
the rest were unaffected. Find the number of
Find the value of each of the following. employees who were unaffected by the
(a) 50% of $70 (b) 80% of 4.5m financial crisis.

There are 20 boys and 18 girls in a class. 13. Ethan’s monthly salary is $1850. In a particular month,
Find the percentage of he spent 20.5% of his salary on room rental, $690
(i) boys, (ii) girls, on food and $940 on other expenses. Express the
in the class. amount that he overspent as a percentage of his
monthly salary, giving your answer correct to
7. There are 120 cars in a multi-storey car park. 2 decimal places.
Given that 30% of them are blue, find the number
of cars which are not blue. 14, There are 600 pages in a novel. Rui Feng reads
150 pages of the novel on Friday and 40% of the
Jun Wei is a bus driver who earns $1600 per remaining pages on Sunday. Express the number
month while Lixin is a manager who earns $6800 of pages that remains to be read as a percentage of
per month. In 2012, Jun Wei donated a total the total number of pages in the novel.
of $1200 to charitable organisations while
Lixin donated a total of $4500 to charitable
organisations. Who donated a higher percentage
of his or her annual income to charitable
organisations?

OXFORD
 2D Percentage Ch

? Percentage Change
The change in the value of an item can be expressed as a percentage
increase or decrease in the original value.
An increase of 5% in the salary of a man who earns $1600 per month means
that for every $100 of the original salary, there is an increase of $5, i.e. each $100
in the original salary becomes $105 in the new salary.
. _Newsalary _ 105 Zp.
* Original salary ~ 100
105 = We can also say that the new salary
New salary = Too * Original salary is 105% of the original salary,
105
= i900 * $1600
= $1680

Increase in salary = $1680 - $1600

= $80
Alternatively,
Increase in salary = a x $1600
= $80

On the other hand, a decrease of 5% in his salary means that for every
$100 of the original salary, there is a decrease of $5, i.e. each $100 in the Wp,
original salary becomes $95 in the new salary.
5 We can also
say that the new salary
ay s a is 95% of the original salary,
New salary=in x Original salary

= ex $1600
= $1520

Decrease in salary = $1600 - $1520

= $80
Alternatively,
i 5
Decrease in salary = Too * $1600
= $80

In general,
New value = final percentage x original value
Increase/Decrease = percentage increase/decrease x original value
ee
OXFORD
Chapter8 F
Worked (Problem involving Simple Percentage Changes)
E 1 In Singapore, the Good Progress Award (GPA) is given out wp,
mpte to the top 10% of students within each level and stream in
every school
‘ who make significant improvement in their 4 student is eligible for the GPA
; only if he or she does not qualify
academic performance as compared to the previous year. for the Edusave Scholarship or
There was an increase in the value of the award from 2008 Fusave Merit Bursary,
to 2009, The table shows the value of this award for each
level from 2008 to 2009.

Junior Colleges/| Institute of |

Year/Level imary4—6 Secondary1—5 | Centralised Technical
e[ lle i ea Institute (Cs/Cl)__ Education (ITE)|
2008 $50 $100 S150 $200 $300
2009 $100 | ? $200 $250 $400

(i) Given that there was an increase of 50% in the value of the award from 2008 to
2009 for a Primary 5 student, calculate the value of the award for a Primary 5
student in 2009,
(ii) Calculate the percentage increase in the value of the award from 2008 to
2009 for
(a) a Primary 2 student, (b) a Secondary 1 student.

Solution:
(i) The value of the award for a Primary 5 student in 2009 was 150% of that in
2008.
Value of the award for a Primary 5 student in 2009 = 150% of $100
= 150
= To0 * $100

=$150
(ii) (a) Increase = $100 — $50 = $50
Percentage increase in the value of the award from 2008 to 2009 for a Primary 2 student
Increase
~ Original value wD
$50
= $50 * 100%

= 100%

(b) Percentage increase in the value of the award from 2008 to 2009 for a Secondary 1 student
_ $200-$150 x 100%
~ $150
_ $50 x 100%
= $150
1
= 335%

OXFORD — — ae =
1. In Singapore, the Edusave Merit Bursary (EMB) is given out to the top 25% of Eesese pb Qicaote rey, 3-6,
students within each level and stream in every school. There was an increase in aia
the value of the award from 2008 to 2009. The table below shows the value of
this award for each level in 2008 and 2009. wz

hes 4-6 1-5 eee 2 A student is eligible for the EMB

2008 $150 $200 $250 $300 $400 only if he or she does not qualify
for the Edusave Scholarship and if
2009 | $250 | $300 2 | $400 $500 | his orhergrass monthly household
fi 5 a i is below $4000,
(a) Given that there was an increase of 40% in the value of the award from low S4000
2008 to 2009 for a Secondary 1 student, find the value of the award for
a Secondary 1 student in 2009,
(b) Find the percentage increase in the value of the award from 2008 to
2009 for
(i) a Primary 1 student, (ii) a Primary 6 student.
2. (a) What is the result when 32 is decreased by 25%?
(b) Anew car costs $127 000. After one year, its value is $119 380. Find the
percentage decrease in the value of the car.

Worked Mi
(More Complicated Problem involving Percentage
s Changes)
Just far So
The cost of a piece of furniture consists of the cost of
y ‘
Example wood at $300, the cost of paint at $200 and wages at 3 t
$200. If the costs of wood and paint are increased by — Why is it possible to have an
12% and 7% respectively, while wages are decreased by increase of 110% in the cost of
. is an item but not a 110% decrease
10%, calculate the percentage increase or decrease in in its cost?
the cost of the furniture,

Solution:
Original Cost ] Percentage Change New Cost wp
12
Wood $300 +12% ia x $300=$336 Explain why we cannot do the
following: 12% +7% + (10%) = 9%,
107 to obtain the resulting change in
Paint $200 47% Too*5200 =$214 the cost of the furniture.

90
Wages $200 —10% Too * 5200 = $180

[Fumiture| S700. Ss Si)

Percentage increase in the cost of the furniture am x 100%
$30.
x 100%
“eon
245%

= = ne OXFORD
© Chapter8 Perce
 PRACTISE 7 SIMILAR
QUESTIONS

The monthly cost of running a small business consists of retail space rental at $2400, Exercise 8B Question 12
wages at $1800 and utilities at $480. If the retail space rental and wages are decreased
by 5% and 6% respectively, while utilities are increased by 7%, find the percentage
increase or decrease in the monthly cost of running the business.

Reverse Percentage
Let us now take a look at some problems involving reverse percentage.

Worked (Simple Reverse Percentage Problem)

Ex 1 Ina student council, 30% of the students wear spectacles.
‘ample If 48 students wear spectacles, calculate the number of
students in the student council.

Solution:
30% of the student council = 48

1% of the student council = BS

100% ofthe student council = < x 100

= 160
There are 160 students in the student council.

NOW 8

70% of the books on a bookshelf are English books. If there are 35 English books on Exercise 8B Questions 2(a)-(b), 7
the bookshelf, find the number of books on the bookshelf.

OXFORD =
rcentage “Chapter 8 6)
Worked (Reverse Percentage involving an Increase!
After an increase of 5%, Shirley's monthly salary
Example becomes $2205. Find her original monthly salary.

Solution:
Method 1:
After an increase of 5%, Shirley’s monthly salary becomes 105% of her original
monthly salary.
105% of original monthly salary = $2205

1% of original monthly salary = —_

100% of original monthly salary = = x 100

= $2100

Shirley’s original monthly salary is $2100.

Method 2:
Let Shirley's original monthly salary = Sx. Say

0% 100% 105% You may draw a model to help you

make sense of a problem,

From the model, we form the equation:

105% x x = 2205
1.05x = 2205
100
Shirley’s original monthly salary is $2100.

PRACTISE NOW 9

1. If the cost of an article is raised by 9% to $654, what is the original cost of Exercise 88 Questions 2(0), 8, 13
the article?
2. Every year, the value of an antique vase appreciates by 20% of its value in
the previous year. If the value of the vase was $180 000 in 2012, find its value
in 2010.

= eta ae —— OXFORD
Chapter 8 miiaacar nae
 Worked 1 f) Jucreases
mains to be paid. How much is the original bill?
Example

Solution:
Method 1:
After 6% is deducted from the bill, 94% of the bill remains to be paid. Internet
“Resources
94% of the original bill = $282 _
esp,
1% of the original bill =
S2B2
4 Visit
http:/Avww.shinglee.com.sp/
100% of the original bill = “ x 100 StudentResources/ to access the
AlgeTools™ software. Select the
= $300 AlgeBar™ application to solve
word problems on ‘Percentage’.
The original bill is $300. You may draw models to help
you formulate the equations,
Method 2:
Let the original bill = $x.
0% 94G 100%

Sse Saar
282
From the model, we form the equation:
94% x x = 282
0.94x = 282
x= 300
The original bill is $300,

NOW 10

1, After a pay cut of 3%, Devi’s monthly salary becomes $3346.50. Find her original Exercise 8B
monthly salary. Questions 2(d), 9, 14-15

2. Every year, the value of a car depreciates by 15% of its value in the previous year.
If the value of the car was $86 700 in 2012, find its value in 2010.

Thinking
ie Time
1. Ethan conducted a survey on 20% of a group of students and on 80% of another
group of students, Is it correct to say that 20% + 80% , Le. 50% of the total
number of students in the two groups had done the survey? Explain your answer.
2. Mr Lee was earning a monthly salary of $x in 2010, In 2011, his salary
was increased by 10%. However, in 2012, due to the financial situation of
his company, his salary was decreased by 10%. Is it correct to say that his
monthly salary in 2012 was $x? Explain your answer.

XFORD
Usivenstty reese
 5. The price of a desktop computer decreases from
; * Exercise $1360 to $1020. Find the percentage decrease in
“¢ its price.

6. A car was bought in 2009 for $120 000. In 2010,

BASIC LEVEL
its value decreased by 20%. In 2011, its value
1. Find the value of each of the following. decreased by 10% of its value in 2010. Find the
(a) Increase 60 by 35% value of the car at the end of 2011.
(b) Increase 28 by 125%
(c) Decrease 120 by 45% 7. 45% of the students who take part in a creative
(d) Decrease 216 by a74% writing competition are boys. If 135 boys take part
in the competition, find the total number of

(a) 20% of a number is 17. Find the number. students who take part in the competition.
(b) 175% of a number is 49. Find the number.
(c) The result of a number, when increased by 8. A house costs 36% more today than when it
15%, is 161. Find the number. was built. If the cost of the house today is
(d) The result of a number, when decreased by $333 200, find its cost when it was built.
20%, is 192. Find the number.
9. If 10% is deducted from a bill, $58.50 remains
An elastic band which is 72 cm long, is stretched to be paid. How much is the original bill?
to 90 cm. Find the percentage increase in its length.
INTERMEDIATE LEVEL
In Singapore, the Edusave Scholarship is given
out to the top 10% of students within each level 10. The number 2400 is first increased by 30%.
and stream in every school. There was an increase The value obtained is next decreased by 20%.
in the value of the award from 2008 to 2009. Find the final number. ,
The table shows the value of this award for each
level in 2008 and 2009. 11. In 2011, a train carried 8% more passengers than
in 2010. In 2012, it carried 8% more passengers
|_| tevel/Year | 2008 |2009 than in 2011. Find the percentage increase in the
$300 | $400
|_ Primary 1-6 number of train passengers from 2010 to 2012.
‘Top 5% ?
Secondary 1-5 | $500
| | Primary 1-6 | $250 | $350 12. The production cost of a printer consists of the
= a Secondary 1—5 | $300 | $400 cost of raw materials at $100, the cost of
overheads at $80 and wages at $120. If the costs
(i) Given that there was an increase of 30% in of raw materials and overheads are increased by
the value of the award from 2008 to 2009 for 11% and 20% respectively, while wages are
a Secondary 1 student in the top 5%, find the decreased by 15%, find the percentage increase
value of the award for a Secondary 1 student or decrease in the production cost of the printer.
in the top 5% in 2009.
(ii) Find the percentage increase in the value of
the award from 2008 to 2009 for a Primary 4
student in the next 5%.

———— OXFORD
© sixth SS”
13. Every year, the value of a condominium in 15. The value of an investment portfolio decreased
Singapore appreciates by 15% of its value in the by 8% in 2010. In 2011, its value increased by 5%
previous year. If the value of the condominium of its value in 2010. Given that the value of the
was $899 300 in 2012, find its value in 2010. portfolio at the end of 2011 was $61 824, find its
original value.
14, Every year, the value of a surveying machine
depreciates by 25% of its value in the previous (ANCED LEVEL
year. If the value of the machine was $11 250 in
2012, find its value in 2010. 16. Amirah is 8% taller than Huixian and Priya is
10% shorter than Huixian. Express the height of
Amirah as a percentage of that of Priya.

1. We use % to represent ‘percent’. Thus x percent is defined as x parts per hundred,

x%
=
we T00°
2. To express one quantity, a, as a percentage of another quantity, b, we write a as
a fraction of b before converting the fraction : into a percentage. Both a and b
must be of the same unit.
3. New value = final percentage x original value
Increase/Decrease = percentage increase/decrease x original value

OXFORD
aie Fae = ee —ae @
 Review.
Exercise
an

Express 1 mas a percentage of 56 mm.

2, Michael receives a weekly pocket money of $28. If he decides to save 20% of it,
find his
(i) savings in a year,
(ii) spending in a year.
Assume that there are 52 weeks in a year.

Given that a is 30% of b, find the value of +e

Huixian scores 68 out of 80 for her Science test, Priya scores 86 out of 120 for
her Science test and Rui Feng scores 120 out of 150 for his Science test. Who
performs the best in his/her Science test?

A vendor sells apples, pears and oranges. He has 120 oranges. Given that he
has 20% more apples than oranges and 40% fewer oranges than pears, find the
total number of fruits he has.

6. Kate reads 60 pages of a book on the first day. This is 20% more than the number
of pages she reads on the second day. Given that she reads ;of the book on the
second day, find the number of pages in the book.

A village loses 14% of its goats in a flood and 6% of the remainder die from
diseases. Given that the number of goats left is 8084, find the original number of
goats in the village.

Mr Neo's salary was decreased by 15% when his company was not doing well.
Now, his company’s financial situation has improved and his boss wants to restore
his original salary. By what percentage must his reduced salary be increased?

OXFORD
Chapters Percentage s—“i‘“‘sS™S*™*~*™S
 ‘2 Challenge
7 Yoursellt
1. Amirah has 2 bottles of jellybeans, A and B. Bottle A has 400 jellybeans
while Bottle B has 300 jellybeans. 75% of the jellybeans in Bottle A
are red while the rest are yellow; 50% of the jellybeans in Bottle 8 are red
while the rest are yellow. If Amirah moves some jellybeans from Bottle A to
Bottle B such that 80% of the jellybeans in Bottle A are now red and 40% of
those in Bottle B are yellow, find the number of jellybeans Amirah moves from
Bottle A to Bottle B.

2. Cup A is 40% filled with water. Cup B, which is identical to Cup A, is completely
filled with a mixed solution containing 70% water and 30% hydrochloric acid.
60% of the content in Cup B is then poured into Cup A. After mixing, 60% of
the mixed solution in Cup A is poured into Cup 8. Find the percentage of
water in Cup A now.

OXFORD
UMIVERSETY PRESS
ce epecieneiiatat -
co trapiers &
Ratio, Rate;
Time and Speed
The famous Vitruvian Man was created by the
world-renowned artist Leonardo da Vinel in 1487
The drawing is sometimes called Proportions
of Man because it shows the ideal human
proportions, which follow
the Golden Ratio of | V5

y
In fact, any object which has this ratio is
Supposed to be pleasing to the eve.
Therefore, there are many man-made str
such as the Parthenon and the Great Py
whose dimensions are in the Golden Ri
This ratio even appears in nature, 6.9
in Nautilus, a sea creature

OXFORD
Nin

LEARNING OBJECTIVES
At the end of this chapter,
you should be able to:
® find ratios involving rational
numbers,
* find ratios involving three
quantities,
* distinguish between constant
and average rates,
* denote time in 12-hour clock.
and 24-hour clock formats,
discuss real-life examples of
_ rates such as speed and
rate of rotation,
* solve problems involving
ratio, rate and speed.
 ?Recap (Concept of Ratio)
In primary school, we have learnt how to solve problems involving ratios.
We shall have a quick revision. A ratio is used to compare two or more
quantities of the same kind which are measured in the same unit.

The ratio of a is to b, where a and b represent two quantities of the same p>
Kind, and b #0, is written as a: b.
A ratio has no units.

Worked Problem involving Ratios)

E 1 There are 17 boys and 19 girls ina class. Find the ratio of
xample (i) the number of boys to the number of girls,
(ii) the number of girls to the number of boys.

Solution: Wp,
(i) Ratio of the number of boys to the number of girls = 17:19 ‘iheorder inwhichinratto i
(ii) Ratio of the number of girls to the number of boys = 19:17 expressed is important.

TISE 1

There are 33 lemons and 20 pears in a basket. Find the ratio of Exercise 9A Question 5
(i) the number of lemons to the number of pears,
(ii) the number of pears to the total number of fruits in the basket.

.
? Equivalent Ratios
x3 +2

fy
Rm~
472
cee ee
x3 #2

. 5 de 6 3 Fy
We have learnt in primary school that 3G and yz are equivalent fractions.

——— —————————— os OXFORD

Chapter9 Ff Ustvinsity ome
These fractions can be expressed as ratios: 2
x3 +2 <
NTN
xy
6:12=2:4=1:2 You can use the {a'/, key
onyour
RAS calculator to help you express a
x3 +2 fraction in its lowest term, e.g. to
1:2, 2:4 and ;6: 12 are ; known as equivalent ratios. The simplest form is 1 : 2. eyes & invite loiveattent pies
2
Is 23:46 and % : tequivalent to1:2? [eT FE}! obtain 4
2
23:46 = Q s (divide both parts by 23) Similarly, to simplify a ratio, you
can also use the[a7]key, e.g.
=1:2 to simplify 6 : 12, you can press
ttle de 6 (multiply both parts by the lowest common multiple (LCM) of the same sequence of calculator
6°3 6 3 3 and6,i.¢. 6) keys and write the answer as 1: 2.

=1:2
«. 23:46 and t g 5 are equivalent to 1:2.
In general,

® a ratio is said to be in its simplest form a: b when a and b are integers with
no common factors (other than 1),
® similar to equivalent fractions, we can obtain equivalent ratios by multiplying
or dividing both parts by the same constant.
y
xiyshe:hy= i q! where / and k are not equal to 0
wiy, hes hy and $ ‘ ~ are equivalent ratios.

Worked (Simplifying Ratios)

Simplify each of the following.
Example iad
(a) 600
2:L6kg (3:2 (c) 0.12 :0.56

Solution:
(a) 600g: 1.6kg = 600g : 1600g (convert to the same unil)
= 3. : 8 (divide both parts by 200)
Alternatively,
6002
Toke =_1600¢
608 (convert to the same unit)
Bi a s
=F (divide the numerator and the denominator by 200 respectively)

2 2
(b) 5: 2s 5x6: 2x6 (multiply both parts by 6)
= 4 2

(c) 0.12: 0.56 =0.12 x 100: 0.56 x 100 (multiply both parts by 100)
= 12 4 56
3 : 14 (divide both parts by 4)
— és ons —
OXFORD
nivenatty Pans ie 5 Chapter 9
 ACTI

Simplify each of the following. Exercise 9A Questions 1(a)-(c),

3.8 9a)-b)
(a) 240g: 18kg (b) 59 (©) 0.36: 1.2

Class
Discussion
Making Sense of the Relationship between Ratios and Fractions
There are 40 green balls and 60 red balls in a bag.
Let A and B represent the number of green balls and red balls respectively.
1, Find the ratio of A to B.
A: B=40: 60

We can conclude that:

The ratio of A to B is R ,
The following statement is equivalent to the above statement.
Ais (fraction) of B, i.e. a = (fraction),
2. Find the ratio of B to A.
B:A=60:40

We can conclude that:

The ratio of B to A is
The following statement is equivalent to the above statement.
Bis1 ‘ B
(fraction) of A, ie, = = (fraction).
3. Draw a model to illustrate the relationship between A and B.
4. Work in pairs.
Come up with other scenarios involving two quantities similar to that given above,
Challenge your classmate to write equivalent statements involving ratios and
fractions to compare the two quantities. Draw models to illustrate the relationships.

In general, using ratios to compare two quantities of the same unit is equivalent to using fractions
to compare the two quantities, e.g. a: b= 5: 7 is equivalent to $= 3
BOT:
Worked (Expressing Ratios as Fractior
Given that 4x; 9 =7: 3, calculate the value ofx.
Example
Solution:
4v9=7:3
¥ = z (express ratios as fractions)
4v=21
1
v= 5g

= 5 = OXFORD
207) Chapter 9 e UNIVERSITY PRES
 PRACTISE NOW 3 SIMILAR
QUESTIONS
Exercise 9A Questions 2(a)-(b),
Given that 3a: 7=8 : 5, find the value of a.
3

Worked (Problem inv ng Ratios of Two Q t

The ratio of the number of female participants to the
E ple number of male participants at a party is 4 : 9. If there
are 30 more male participants than female participants,
calculate the total number of people who attended
the party.

Solution:
Let the number of female participants = 4+.
Then the number of male participants = 9x.
30
—
You may draw a model to help you
make sense of a problem,
Female SS = S$ ———__~>____,
Male — SSR ESS Sees Ss ea a ee se Internet
“Resources
From the model, we form the equation: -
Ox - 4x = 30 Visit htip://www.shinglee.com.sp/
5x = 30 StudentResources/ to access the
AlgeTools™ software, Select the
x=6 AlgeBar™ application to solve
Total number of people who attended the party = (4 + 9) x 6 word problems on ‘Ratio’. You may
draw models to help you formulate
=13x6
the equations,
=78

PRA NOW 4

1. The ratio of the number of fiction books to the number of non-fiction books in Exercise 9A Questions 7, 12, 14

a library is 5: 2. If there are 1421 fiction and non-fiction books altogether,

how many more fiction than non-fiction books are there in the library?
2. Kate and Nora each have a sum of money. The ratio of the amount of money
Kate has to that of Nora is 3: 5. After Nora gives $150 to Kate, the ratio of
the amount of money Kate has to that of Nora becomes 7 : 9. Find the sum
of money Kate had initially.

Journal
Writing
1. An example of a use of ratio in everyday life can be found in technology such as
the aspect ratios of televisions. The two most common sizes of televisions are
standard and widescreen, where the aspect ratios are 4 : 3. and 16 : 9 respectively.
Find out more about aspect ratios and record your findings.
2. Search on the Internet to find out other uses of ratios in everyday life and give
a description for each example.

OXFORD —
and Speed Chapter 9 @®
 Investigation
Golden Ratio
1. Fig. 9.1(a) shows the famous Vitruvian Man drawn by the world-renowned artist
Leonardo da Vinci in 1487. Measure the lengths of AB and BC and find the ratios
ac and x correct to 2 significant figures. What do you notice?

(a) Vitruvian Man (b) Parthenon in Athens

Fig. 9.1
2. Fig. 9.1(b) shows the Parthenon in Athens, Greece. It was built in 438 BC but
has survived to this day.

Measure the length XY and breadth YZ of the rectangle, and find the ratio Se
correct to 2 significant figures.
14/5
3. Use a calculator to find the value of —> correct to 2 significant figures,

4. What do you notice about the values obtained in the previous three questions?
1+ V5
5. is called the Golden Ratio and is denoted by the symbol ®
ie
(pronounced as ‘phi’). it is an irrational number and its value, truncated to
50 decimal places, is

1.61803 39887 49894 84820 45868 34365 63811 77203 09179 80576 ...

Itis called the Golden Ratio because any object which has this ratio is supposed
to be the most pleasing to the eye. For example, most people like the Parthenon
in Athens as the dimensions of the rectangle are in the golden ratio and so it is
called the ‘Golden Rectangle’.

6. The Golden Ratio ® has some interesting properties.

(a) Use a calculator to find the values of * and @ + 1. What do you notice?

(b) Use a calculator to find the value of - What do you think it is equal to?

cr = —- OXFORD
‘aivansiis tamer
® Chapter9 Ratio, Rate, Time and Speed
 Performance Task
Search on the Internet to find out what other man-made structures (e.g. the
Great Pyramid) or natural occurrences (e.g. Nautilus, a sea creature, as shown
in Fig. 9.2) have in common with the Golden Ratio. Present your findings on
an A4-sized poster. Remember to include some photos.

Fig. 9.2

3 Ratios involving Three Quantities

Ratios can also be used to make comparisons among three or more quantities,
For example, if x= 18, y=27 and <= 54, then
Xiysz=18:27:54=2
From the above, we can deduce that

Note: The ratio of three quantities can be simplified by multiplying or dividing

each term by the same constant but it cannot be written as a fraction.

Worked (Ratio involving Quantities)

11:8 and y:2=6:7, calculate 2a
Example Knee cae. 0
y is the common part in the
= ratios x: y and y : =, To calculate
Solution: xiy:s, we find the equivalent
rm rs
@ xiy=ll:s8 yize 6:7
ratic aiyand yse such thaty
hhas the same number of units in
\* 3 |x4 both ratios.
= 33:24 =24:28
axtyre=33:24:28 ~Zp,
(ii) From (i), x: <=33:28. The LCM of 8 and 6 is 24.

ISE NOW 5

Ifx:y=5:6andy:2=4:9, find Exercise 9A Questions 1(d)-(1), 4,

fay ies. . (iy 6, 9(C-(e), 10(a)-(b), 11, 16
HPS, Phe
OXFORD
Worked (Problem involving Re
ico 1 Asum of money is divided among Devi, Lixin and Shirley
imple in the ratio 9: 8 : 7. After Devi gives $25 each to Lixin
and Shirley, the ratio becomes 16 :17: 15. Calculate the
amount of money Devi had initially.

Solution:
Let the amount of money Devi had initially be $9x.
Then the amount of money Lixin and Shirley had initially is $8x and $7x respectively.

Devi Lixin ‘Shirley

$Ox $8x $7x
$(9x — 50) $(8x+ 25) S(7x + 25)

. 9x50 _ 16
“ Bx+25 17 Scorn
17(9x =50) = 16(8x + 25)
You can also find the value of x
153x — 850 = 128x + 400
by solving $=?
ee
153x — 128 = 400 + 850 8x¢25_ 17
Teas "15"
25x= 1250
+= 50
.. Amount of money Devi had initially = 9 x $50
= $450

A sum of money is divided among Khairul, Michael and Ethan in the ratio Pris e8. 13,15
9AQuestions
6:4: 5. After Khairul gives $30 to Michael and $15 to Ethan, the ratio
becomes 7 : 6: 7. Find the amount of money Khairul had initially.

_ —_ OXFORD
re Spe UNIVERSITY Pst
@ Chapter 9 atio, Rate, Tim
 * Exercise
9A
BASIC LEVEL

1 Simplify each of the following ratios. 6. A total of 3600 athletes participated in the
(a) 15kg:350g (b) 159
24° 7
Singapore 2010 Youth Olympic Games.
There were 1200 media representatives who
(c) 0.45: 0.85 (d) 580 m/: 1.127: 104 mi
reported on the Games, 20 000 volunteers
() 0.33 :0.63: 1.8 who helped out during the Games and 370 000
spectators who attended the Games. Find the
ratio of
(a) Find the value of a if @: 400 = 6 ; 25.
(i) the number of athletes to the number
(b) Given that 5b: 8 = 2: 5, find the value of b.
of volunteers,
(i) the number of media representatives to the
Given that 3y
= find the ratio of x: y. number of athletes to the number of spectators.

Given that a: b:¢=75:120: 132, A certain amount of money is shared between

(i) simplify a:b: 6, Rui Feng and Vishal in the ratio 5: 9. If Rui Feng
gets $44 less than Vishal, find the total amount of
(ii) find bs a,
money that is shared between the two boys.

Amirah, Huixian and Priya make a total of

There are 14 boys and 25 girls in a school 1530 toys in the ratio 12 : 16:17, Find
badminton team. Find the ratio of
(i) the number of toys Huixian makes,
(i) the number of boys to the number of girls,
(ii) the amount of money Priya earns if she is paid
(ii) the number of girls to the total number of $1.65 for each toy.
players in the team.

INTERMEDIATE LEVEL

9. Simplify each of the following.

(a) 45Tes
kg: 630g (b) 0.75: 132
356
3 1
(©) 06kg
7 kg:
: 4002 (d) 325535 3
sin a
(e) 122359 255

OXFORD a
10. (a) Find the value of m if at MGS m4 is. ADVANCED LEVEL

:4h: y .
(b)Given
ventha 3252=2
thattx x:3: = 49 ty 14. Find the number that must be added to 3 and 8
find the value of x and of y. so that the ratio of the first number to the second
number becomes 2 : 3.

11. Wip:q=3 he and psr=4 uyfind

: 15. A sum of money is divided among Ethan, Jun Wei
@ prgen and Raj in the ratio 5 : 6 : 9. After Ethan gives $50
(ii) gir. to his mother, the ratio becomes 3 : 4: 6.
Find the amount of money Ethan has after giving
$50 to his mother.
12. In a school of 1200 students, the ratio of
the number of teachers to students is 1: 15.
After some teachers join the school, the ratio of 16, Given that.x: y=3:4 and y:2=5:8, find the
the number of teachers to students becomes 3 : 40.
Find
(i) the initial number of teachers in the school,

(ii) the number of teachers who join the school.

13. Ethan, Farhan and Michael invested $427 000,

$671 000 and $305 000 in a property respectively
and they agreed to share the profit in the ratio
of their investments. After a few years, they sold
the property for $1 897 500. Find the amount of
profit each of them received.

OXFORD
 We have learnt that a ratio compares two or more quantities of the same kind.
We shall now learn how to compare two or more quantities of different kinds.

Worked (Problem involving Rates

Example Shop A Shop B

6 eggs cost $1.50 12 eggs cost $2.40

Shop A sells eggs at $1.50 per half dozen whereas Shop B

sells eggs of the same size and quality at $2.40 per dozen.
Which shop should we buy the eggs from?

Solution:
To find the answer to the problem, we have to find each of their prices for an
equal
number of eggs, such as one egg.

Price in Shop A: 150 = $0.25 per egg

Price in Shop B: $2.40 = $0.20 per egg

12
Thus we should buy the eggs from Shop B.
Is there a simpler method of obtaining the answer to this problem?

PRA\ NO

Amirah can type 720 words in 16 minutes, Lixin can type 828 words in 18
minutes Exercise 9B Questions 1(a)-(d), 2
and Shirley can type 798 words in 19 minutes. Who is the fastest typist?

In Worked Example 7, ‘$0.25 per egg’ and ‘$0.20 per egg’ are known as rates.
We use ‘per’ to mean ‘for each’.
OXFORD —
pda ack
Ratio, Rate, Time and Speed Chapter 9
 Average Rates and Constant Rates

Investigation
Average Pulse Rate
1. Take your pulse count for | minute. Record your reading in Table 9.1.
2. Repeat Step 1 twice.

$ Firstreadiny Second reading Third reading. |

= rate — | B |
"Table 9.1
3. Are the three pulse rates in Table 9.1 the same? Explain your answer.
4. Find your average pulse rate per minute.

From the investigation, we notice that a pulse rate may not be constant (uniform)
rate of
throughout. Another real-life example of rate which is not constant is the
growth of bacteria.
are constant.
On the other hand, some of the rates we encounter in daily lives
For example, if the hourly wage for working in a cafe is $6, we will earn $12 if
we work for 2 hours, $18 if we work for 3 hours, and so on.

Worked (Rates in Everyday Life)

Example (a) Khairul pays $6 for parking his car in a shopping centre
for 2.5 hours. Calculate
(i) the parking charges per minute,
(ii) the amount that he will have to pay if he parks
his car in the shopping centre for re hours.
(b) On another occasion, Khairul drives from Singapore
to Malaysia. His car requires 18 litres of petrol to
travel a distance of 243 km.
(i), How far can his car travel on 44 litres of petrol?
(ii) Given that the cost of petrol is $1.87 per litre,
how much does he have to pay for the petrol to
travel a distance of 576 km?

SS = OXFO RD
9
- a UeIVERSITY PRESS
Chapter

aed
 Solution:
(a) (i) 2.5 hours = 2.5 x 60 minutes
= 150 minutes
Parking charges per minute = 22.

= $0.04
Gi) 13 hours = 13. x 60 minutes
q 4
= 105 minutes
Amount that he will have to pay = $0.04 x 105
= $4.20
”
(b) (i) Distance travelled on 1 litre of petrol = a

= 13.5km
Distance travelled on 44 litres of petrol = 13.5 x 44
=5904km
(ii) Amount of petrol required to travel a distance of 576 km = ae

2).
= 425 litres
5
Amount that he will have to pay = 425 x $1.87
= $79.79 (to the nearest cent)

NOW 8

1. (a) A school bus company charges $2.70 per kilometre to ferry 36 children for
Exercise 9B Questions 3-10
an outing. How much does each child have to pay if the distance travelled
for the trip is 32.5 km?
(b)_ A car requires 25 litres of petrol to travel a distance of 265 km. Find
(i) the distance that the car can travel on 58 litres of petrol,
i) the amount that the car owner has to pay to travel a distance of 1007 km
if a litre of petrol costs $1.95.
2. Ina competition, 5 people can finish 20 steamed buns in 3 minutes 20 seconds.
Assuming that everyone consumes steamed buns at the same rate and that
the rate of consumption remains constant throughout the competition, find the
number of steamed buns 10 people can finish in 5 minutes.

Thinking
1 Time
1. In Worked Example 8, the parking charges per minute are $0.04 while
the rate
of petrol consumption is 13.5 km per litre. Which of the above is an average
rate and which is a constant rate? Explain your answer.
2. Give 3 other examples of average rates and of constant rates that can be found
in everyday life.

OXFORD _ a
UNiveRsity raise
Chapter 9
 = Exercise
9B
BASIC LEVEL WwTERMEDIATE LEVEL]
A piece of metal is heated to 428 °C before it is left
1. (a) A typist types 1800 words in | hour. Find the
to cool. The temperature of the metal falls at a
number of words that she can type per minute.
(b) If $120.99 is charged for 654 units of electricity rate of 23 °C per minute for the first 3 minutes,
used, find the cost of one unit of electricity. ata rate of 15°C per minute for the next 15 minutes
(c) A man pays a total of $4800 in flat rental and then ata rate of8°C per minute until it reaches
for 3 months. Find his monthly rental rate. room temperature of 25 °C. Find
(d) If the mass of a metal bar which is 3.25 m long (i) the temperature of the metal after 9 minutes,
is 15 kg, find its mass per metre.
(ii) the total time needed for the metal to reach a
temperature of 25 °C from 428 °C.
Ethan can blow 15 balloons in 20 minutes, Jun Wei
can blow 18 balloons in 25 minutes and Vishal
can blow 16 balloons in 21 minutes. Assuming that 8. A cook uses fifteen 2-litre bottles of cooking oil
all balloons are blown to the same size, who can in 4 weeks. If he decides to buy 5-litre tins of
blow balloons at the fastest rate? cooking oil instead, how many tins of cooking
oil will he use over a 10-week period if the rate
For each ornament that a worker makes, he is paid
at which he uses it remains unchanged?
$1.15. He makes 4 ornaments every 15 minutes.
Find the amount earned by the worker if he works
for 3 hours. 224 hours are required to complete a project.
4 men are employed for this project.
Michael has to pay $39 for 650 minutes of outgoing (i) The hourly rate of each man is $7.50. If the
calls made using his handphone. Find 4 men do not work overtime, find the total
(i) the amount he is charged for each minute of amount to be paid to the men.
outgoing calls,
(ii) Their normal working hours are from 9 a.m. to
(ii) the amount he has to pay if he makes 460 minutes
of outgoing calls. 6 p.m., with a one-hour lunch break. Given
that their overtime rate is 1.5 times their
A car requires 22 litres of petrol to travel a distance hourly rate, find the total amount to be paid to
of 259.6 km. Find the 4 men if the project is to be completed
(i) the distance that the car can travel on 63 litres in 4 days.
of petrol,
(ii) the amount that the car owner has to pay 10. 10 chefs can prepare a meal for 536 people in

to travel a distance of 2013.2 km if a litre of 8 hours. Assuming that the chefs cook at the
petrol costs $1.99. same rate and that the rate at which they cook
remains constant throughout the preparation,
200 g of fertiliser is required for a plot of land find the number of people 22 chefs can prepare
that has an area of 8 m*, Find a meal for in 5 hours.
(i) the amount of fertiliser needed for a plot of
land that has an area of 14 ny,
(ii) the area of land that can be fertilised by
450 g of fertiliser.
= OXFORD
Chapter 9
 To record the time of the day, ‘we can either use the 12-hour clock or the
24-hour
clock. In the 12-hour clock, morning (from midnight to just before noon)
is denoted
by a.m. while afternoon, evening and night are denoted by p.m. In the 24-hou
r clock,
four digits are used to indicate time. The first two digits denote hours and
the last two
denote minutes.

a.m. stands for “ante meridiem’

(Latin word) meaning “before
midday” and p.m. stands for “post
meridiem” meaning “after: midday”.

12-hour clock 24-hour clock

Table 9,2 shows some examples of representing time in 12-hour and

24-hour clocks
respectively.

Time | 12-hour clock | 24-hour clock

2 o'clock early morning 2.00 a.m. 02 00 =|
L 5 to 11 in the morning 4 10.55 a.m. 1055
Noon 12.00 p.m. 1200
Half past 12 early afternoon 12.30 p.m. 12300
Quarter to 3 in the afternoon 2.45 p.m. 1445
5 past 8 in the evening 8.05 p.m. 2005
One minute to midnight 11.59 p.m. 23 59
Midnight 12.00 a.m. 00 00
One minute past midnight 12.01 a.m. 0001
Table 9.2

OXFORD ————
UsiveNStTY PRES
Speed Chapters @D
Worked (Problem involving Time)

1 A car leaves Town A at 21 15 on Wednesday and

Example ‘
artives at Town B 55 hours later. At what time and
day does the car arrive at Town B?

Solution:
a h=5h 30min

2115 5%) 2615 +30mit o2 45

(02 15)
+. The car arrives at Town B at 02 45 or 2.45 a.m. on Thursday.

SIMILAR
QUESTIONS

At what time cise

Exer9CQuestion 5
A ship left Port X at 22 45 on Friday and arrived at Port vit hours later.
and day did the ship arrive at Port Y?

Worked (Problem involving Time)

Atrain left Singapore at 07 35 and arrived at Seremban
Example at 13 05 on the same day. How long was the train
journey?
1 hour is converted to
60 minutes,

Solution:
13.00 13 05
07 35
+
08 00 1200
—
re Sh —r\«—>|
5 min
25 min

25 min + 5 min = 30 min

:. The train journey was 5h 30 min long.

PR, SE NOW 10

Question 4
cise
How long _ Exer9C
A bus left City P at 10 45 and arrived at City Q at 23 11 on the same day.
was the bus journey?

$$ OXFOR D
= + mGvEastey PaISS
@® Chapter 9

maa
 Exercise
9C
BASIC LEVEL A car arrived at a town at 15 06 after travelling for
1 Convert the following times to 24-hour clock at hours. Find the time the car started the journey.
notation.
(a) 8.00 a.m. According to a timetable, a coach was due to leave
(b) 9.42 p.m. a station at 22 55 and arrive at its destination at
(c) midnight 06 05 the next day. Find
(d) 2.42 a.m. (i) the time taken for the journey,
(ii) the time when the coach reached its destination
Convert the following times to 12-hour clock notation. given that it reached 35 minutes before
(a) 03 30 schedule,
(b) 23.12
(c) 1915 The schedule of the arrival and departure times of
(d) 00 00 a long-distance express overnight coach is shown
below.
3. Copy and complete the following table:
__|Departure_|
A - 2130
Departure Journey E Arrival
perl iy epe limes rime B 2215 22 30
(a) 02 40 55 minutes 7 Cc 0225 02 30
(b) 22 35 8 hours ( D | 0350 04 20
(c) 1545 17 50 E 07 50 0800 |
(d) 09 48 2216 iF 09 20 0930
(e) 2035 07:15 GG 1045, -
(Tuesday) (Wednesday)
Find the time taken for the coach to travel from
(f) 1 + hour 23 50 (a) Atoc
(b) Blo E
(c) CtoF
INTERMEDIATE LEVEL (d) DtoG
4 A train left a station at 8.35 a.m. and arrived at its (e) AloG
destination at 3.12 p.m. How long did the journey
take?

5. An overnight train left at 21 55 on a journey that

took 9 h 18 min. Given that the train departed on
a Monday, find the day and time at which it arrived
at its destination.

OXFORD a
Chapter 9
In this section, we will explore speed, which is a special type of rate.

Recap (Concept of Speed)

In primary school, we have learnt that the speed of an object is defined as
the distance travelled by the object per unit time:
stance travelled
Spee Time taken

The speed of an object indicates how fast it is moving. Speed can be

expressed in different units, such as m/s, km/h, m/min and cm/s.

Worked (Problem involving Speed) Justfor Fun

The distance from the southern tip of Singapore
Example to Batam is 20 km. If a ferry starts on its journey
from Singapore at 10.50 a.m. and reaches Batam at A car leaves Singapore for
11.30 a.m., calculate the speed of the ferry in Kuala Lumpur at the same time
asa bus that leaves Kuala Lumpur
(i) km/h, (ii) m/s. for Singapore. They travel along
the same road, the car at 90 km/h
and the bus at 45 km/h, Which
vehicle is further away from
Solution: Singapore when they meet?

40 minutes
10.50 a.m. _—_ > 11.30 a.m.
(i) 40 minutes = 2 hour
Distance travelled 20 _ 4, . 2_4,!° 3
Speed of ferry = Time taken 2 laa as ala
= 30 kmv/h 3
(ii) 20 km = 20 x 1000 = 20 000 m
40 minutes = 40 x 60= 2400 s
20.000
Speed of ferry = sa = 8s m/s

Exercise 9D Questions 1-2, 11

4. Atrain travels 16.8 km in 25 minutes. Find the speed of the train in
(i) km/h, (ii) m/s.
2. A car travels at a speed of 55 km/h. Find the distance travelled by the car in
12 minutes 30 seconds, giving your answer in metres.
3. A car and a bus are travelling towards each other. They are 510 km apart
at 13 20 and they pass each other at 16 20. If the car is travelling at a
speed of 90 knv/h, find the speed of the bus.
OXFORD
@ Chapter9 Ratio,Rate,Ti
 Conversion of Units
An alternative method for Worked Example 11(ii) is to convert the
speed of the
ferry directly from 30 km/h to m/s.

30 km/h = 22km
th

= 251000 (convert 30 km into m and 1h into s) Fj

_ 30.000 m
~ 36008
25
Fz n/s

W stivs

Worked (Conversion of Units) Internet

1 ) In Singapore, the speed limits for cars depend on iesources
Example the type of roads. The highest speed limit for cars is
« .
=
Search on the Internet for the
90 kin/h. Express this speed -
number of demerit points that
@) m/s, (ii) cm/min. a car owner will be given if he
or she is caught speeding on the
expressway at
fa) 100 kmvh,
(b) 120 knv/h,
Solution: (©) 160 kwh.
(i) Highest speed limit for cars = 90 km/h

_ 90 km
"Th

= aaom (convert 90 km into m and 1 h into s)

= 25 m/s
(ii) Highest speed limit for cars = 90 km/h
— 90km
"Th

= 2.000000 = (convert 90 km into cm and | h into min)

60 min
= 150.000 cm/min

PRA\

1. A train travels at a speed of 48.6 km/h. Express this speed in

Exercise 9D Questions 3-5
(i) m/s, (ii) cm/min.
2. The cheetah is the fastest land animal, capable of attain
ing a speed of 110 km/h.
In August 2009, the world record for the men’s 100 m
sprint was set at
9.58 seconds. How many times is a cheetah as fast as the
fastest human sprinter?
OXFOR D
UMIVERAITY Piss “ a a
in E ; Chapter 9
 Constant Speeds and Average Speeds
object is
If the speed of an object does not change throughout its journey, the
said to be travelling at a constant speed.
at the
However, in real-life situations, it is unlikely for an object to travel
the ferry in
same speed throughout its journey. Consider the speed of
means
Worked Example 11. The average speed of the ferry is 30 km/h. This
30 km every hour. Why is it not possible Ha evelist which dgiveswithhisa
ter,is equippe
that on average, theaber ferry travels . speedome
speed at a particular instant,
for the ferry to maintain a speed of 30 kni/h from Singapore to Batam? the reading of the speedometer
e travelled by will change from time to time,
The average speed of an object is defined as the total distanc
the object per unit time:
Total distance travelled
|Average speed = Total time taken

Worked Problem involving Average Speed

Priya sets off from her home on a 70 km journey
Example to her friend’s house. She travels the first 40 km of
her journey at an average speed of 40 km/h and the
remaining at an average speed of 60 km/h. Calculate
the average speed for her entire journey.

Solution: ‘i
Time taken for first part of journey = 35
= | hour

Time taken for second part of journey = a

1
= 3 hour

Total time taken =1+ nil

1
Sly hour

Total distance travelled

Average speed = Total time taken
a
1
ni]
" 4632 kmh

ACTISE NOW 13

of 2.5 km/h, — Exercise 9D Questions 6-9

In a triathlon, Farhan swims a distance of 1.5 km at an average speed
for Fa hours.
cycles 40 km in it hours and runs at an average speed of 9 km/h
Find his average speed for the entire competition.

® Chapter 9

a ]
 y Thinking
fy Time
In Worked Example 13, Huixian did this calculation
Average speed = 0+ 6) = 50 keh
How would you explain to Huixian why she is wrong?

Worked \Averag d Problem involving Algebra

Ex 1 14 A Car travels at an average speed of 60 km/h from
‘amp: e Town A to Town B, If the car travels at an average
speed of 72 km/h instead, it would reach Town B
15 minutes earlier. Calculate the distance between
Town A and Town B.

Solution:
Let the distance between Town A and Town B =x km.
Then the time taken for the car to travel from Town A to Town B at an
average
speed of 60 km/h = a hour,
the time taken for the car to travel from Town A to Town B at an average
speed of
72 km/h = 3 hour.
15
60

*=90
Distance between Town A and Town B = 90 km

A car leaves Town A for Town B, which are 550 km apart, at an average speed of
— Fxercise 9D Question 12
72 km/h. At the same time, a truck leaves Town B for Town A and
travels along
the same road as the car at an average speed of 38 km/h. Find the time
taken for the
two vehicles to meet.

OXFORD Sa Eee ees

MIvERSITy Pie = ae
Chapter 9
 Performance Task

1. Complete Table 9.3 by answering each of the following questions.

stopwatch to record
(a) Walk one round around the field in your school at your normal pace. Use a
speed.
the time taken. Find out the perimeter of your school field and thus find your average walking
Fitness Award Test.
(b) A 13-year-old boy wants to score an A for his 2.4 km run in his National Physical
Find the minimum average
To do so, he needs to complete the run in less than 11 minutes 31 seconds,
speed at which he needs to run.
(©) Find out the average speed of a bicycle and of a sports car.
(MRT) trains.
(a) In Singapore, it is easy to travel from one place to another with the Mass Rapid Transit
What is the average speed of an MRT train?
for the ease
(e) The aeroplane is one of the greatest inventions in the history of mankind as it allows
.
of transportation of people over long distances. Find out the average speed of an aeroplane
in recent years. What is
(f) The spaceship ‘Discovery’ made several trips to the International Space Station
the average speed of the spaceship during one of its missions?
_ Average speed (km/h)
|@) Walking _
(b) Running
© | Bicycle
(d) | Sports car
(e) | MRT train
(f) Aeroplane
|
(g) | Spaceship.
Table 9.3
as long as Devi to get
2. Devi and Priya each travel the same distance to school. If Priya takes 5 times
to get to school.
to school, using Table 9.3, determine the mode of transport each of them takes
3. Based on Table 9.3, how many times is a spaceship as fast as an aeroplane?
4. What are other examples of speeds which can be encountered in real life?
5. Present your findings to the class.

— a = OXFORD
Nina PHS
225) Chapter 9 Ratio, Rate,

EEE
ee EEE
Worked (Rate of Revolution)
The Singapore Flyer has a diameter of 150 m. If
Example each capsule of the Singapore Flyer travels at an
average speed of 0.262 m/s, calculate the number
of revolutions made by a capsule per hour, giving
your answer correct to the nearest whole number.
(Take x to be 3.142.)

Solution:
Radius of the Singapore Flyer = it
=75m wz,
Circumference of the Singapore Flyer = 2 x mx 75
Circumference of a circle = 2xr
=2x3.142x75
=4713m
Distance travelled by a capsule in 1 hour = 0.262 x 3600
=943.2m

Number of revolutions made by a capsule per hour = a

= 2.00 (to the nearest
whole number)

The diameter of a wheel of a car is 0.75 m. If the car travels at an average speed of — Fercise 9D Question 10
14 m/s, find the number of revolutions made by the wheel per minute, giving your
answer correct to the nearest whole number. (Take 2 to be 3.142.)

OXFORD SS Se
UNIVERSITY PRESY Chapter 9
 Two points, L and N, are 160 m apart. M lies on
= Exercise the straight line joining Z and N. An object travels
9D from L to M at an average speed of 10 m/s in
6 seconds and then from M to N al an average
speed of 25 m/s. Find the average speed of the
BASIC LEVEL
object for its entire journey from L to N.
1. A particle travels 24.6 km in 30 minutes. Find the
speed of the particle in A car travels the first 50 km of its journey at
(i) km/h, (ii) m/s. an average speed of 25 m/s and the next 120 km at
an average speed of 80 km/h. The car completes the
A high-speed train travels at a speed of 200 km/h. last part of its journey at an average speed of
If the train sets off from Station A at 12 24 and 90 km/h in 35 minutes. Find the average speed
reaches Station B at 14 12, find the distance for its entire journey, giving your answer in km/h.
between the two stations, giving your answer in
metres. The diameter of awheel ofacar is 60 cm. If the car
travels at an average speed of 13.2 m/s, find the
Express each of the following in km/h. number of revolutions made by the wheel
(a) 8.4 km/min (b) 315 m/s per hour, giving your answer correct to the nearest
(c) 242 m/min (d) 125 cm/s whole number. (Take x to be 3.142.)

Express each of the following in m/s.

ADVANCED LEVEL
(a) 65 cm/s (b) 367 km/h
(c) 1000cm/min — (d) 86 km/min 11. A passenger train travels at a speed of 72 km/h.
A man on the passenger train observes a goods
A bullet train travels at a speed of 365 km/h. train travelling at a speed of 54 km/h in the
In August 2001, Singapore’s national record opposite direction. If the goods train passes him
for the men’s 100 m sprint was set at 10.37 seconds. in 8 seconds, find the length of the goods train.
How many times is a bullet train as fast as
the fastest Singaporean sprinter? Nora leaves Town A and walks towards Town B at
a speed of 100 m/min. At the same time, Kate and
A car travels the first 19 km of its journey at Lixin walk from Town B towards Town A at a
an average speed of 57 km/h and the remaining speed of 80 m/min and 75 m/min
55 km at an average speed of 110 km/h. Find the respectively. If Nora meets Lixin
average speed of the car for its entire journey. 6 minutes after passing Kate,
find the distance between
Town A and Town B.

Te Two points, X and Y, are 120 m apart. M is the

midpoint ofXand Y. An object travels from X to M
in 12 seconds and then from M to Y at an average
speed of 15 m/s. Find
(i) the time taken for the object to travel from
Mtoy,
(ii) the average speed of the object for its entire
journey from X to ¥.

OXFORD
227] Chapter 9
1. The ratio of a is to b, where a and b represent two quantities of the same kind,
and b #0, is written as a : b. A ratio has no units.
2. Rate is a comparison of two quantities of different kinds.
3. An object is said to be travelling at a constant speed when its speed does not
change throughout the journey.
4, The formula for the average speed of an object is:
Total distance travelled
Average speed = Total time taken

Review.
és Exercise

1. Warb= st3 andb:e=3:4, finda:e.

ni-

2. Three types of coffee beans, A, B and C, are blended in the ratio 3: 5:7 to make a bag of coffee powder.
(i) Given that the bag contains 45 kg of coffee powder, find the mass of each type of coffee beans in the
mixture.
(ii) If A costs $7 per kg, B costs $10 per kg and C costs $13 per kg, find the cost per kg of the mixture.

3. A box contains 36 books and some toys. The ratio of the number of books to the number of toys is 4: 5.
After some toys are given away, the ratio of the number of books to the number of toys becomes 12: 11. Find
(i) the initial number of toys in the box,
(ii) the number of toys that are given away.

OXFORD a — a —— a
UNIVERSITY PRESS Chapter 9
 The total cost of placing an advertisement in a newspaper comprises of a fixed cost of $3.50 and
a variable cost that depends on the number of words. Each word costs 25 cents.
(i) Find the total cost of placing an advertisement containing 22 words.
(i) If Michael does not want to spend more than $15 on an advertisement, what is the greatest number
of words he can use?

A car took 2 hours and 15 minutes to travel 198 km. If it arrived at its destination at 12 06, find
(i) the time it started its journey,
(ii) the average speed of the car, giving your answer in km/h.

A lorry leaves a factory on a journey of 195 km at 08 45, travelling at an average speed of 52 km/h.
(i) Find the time at which the lorry arrives at its destination.
(ii) On the return journey, the lorry leaves at 14 55 and arrives at the factory at 18 15.
Calculate the time taken and the average speed of the lorry on the return journey.

In a triathlon, an athlete swims 750 m in 15 minutes, cycles at an average speed

of 40 km/h for 30 minutes and runs 5 km at an average speed of3 m/s. Find his
average speed for the entire competition, giving your answer in km/h.

Two points, A and B, are x m apart. C lies on the straight line joining A and B
such that the ratio of the length of AC to that of CB is 2 : 3. An object travels
from A to C in half a minute and then from C to B at an average speed of
30 m/s. Find an expression for
(i) the time taken for the object to travel from C to B,
(ii) the average speed of the object for its entire journey from A to B.

Farhan cycles the first part of a 150-km journey at an average speed of 35 km/h and walks the remaining distance
at an average speed of 5 km/h, If he takes 4.5 hours for his entire journey, find the distance that he cycles.

10. The diameter of a wheel of a car is 48 cm. If the car travels at an average speed of 3.5 km/h, find the number
of revolutions made by the wheel per minute, giving your answer correct to the nearest whole number.
(Take mt to be 3.142.)

—_——— OXFORD
. Kate likes to walk down moving escalators and she takes one step at a time. When she walks down at a rate
of 2 steps per second, she reaches the bottom from the top after 18 steps. When she is exhausted, she will
walk down ata rate of | step per second and she will reach the bottom from the top after 12 steps. Find the time
taken for her to reach the bottom from the top if she just stands on the escalator.

. Ina 100-metre race, Vishal beats Jun Wei by 10 m. The two boys plan to have another race, where Vishal
will start 10 m behind the starting point. Both boys run at the same rate as before. Will it be a draw? Or who
will win the race and by how many metres?

OXFORD = = Se ee ae
aad Ratio, Rate, Time and Speed Chapter 9
Abilliard player needs to have a good
judgment of angles to hit the balls into
the pockets, Can you think of other
sports that involve the effective use
of angles?
 At the end of this chapter, you should be able to;

COrrest
and intenior-an

ONFORD
 Lines

In geometry, we study shapes, relative positions of figures and properties of space.

We will be taking a close look at geometry in this chapter, as well as in the next
few chapters.
One of the most important
geometry books ever written
is ‘The Elements’ by a
Greek mathematician,
Euclid of Alexandria,

Points
The most basic geometric figure is a point. All other geometric figures are made up
of a collection of points. A point has a position but it has neither size nor shape. Zp
We use a dot or a cross to mark the position of a point. We normally use capital
letters to name points, for example, point A and point B, as shown in Fig. 10.1, Since
adot has
asize, if we want
to mark the position of a point
‘ ¥ moreprecisely,
acrossis preferred,
PointA Point B
Fig. 10.1

Lines
When we join two points A and B together, a straight line segment AB is formed.
A and B are called the endpoints.
ow
A B
Fig, 10.2
If we extend the line segment AB in Fig. 10.2 in both directions indefinitely,
we get a line.

Fig. 10.3
Sometimes, an arrowhead is drawn at each end ofthe line in Fig. 10.3 to indicate
that the line continues indefinitely.

= 5 OXFORD
@ viavierio &
 Ke PR Fig. 10.5 shows parts of lines which extend indefinitely in
only one direction, i.e. they have only one endpoint. HK and
PQ are known as rays. For each of the rays, the arrowhead
indicates the direction in which the ray extends.

H Q
Fig. 10.5

Intersecting Lines
P B_ Fig, 10.6 shows two lines AB and P@ that have a common
point X. We say that AB and PQ intersect and _X is called
xX, the point of intersection.
Points A, X and B are collinear, i.e.
they lie on the same line, However,
points P, Xand B are not collinear.
A
Q
Fig. 10.6

?Planeseg F rs . + . "
Internat
“Resources
A plane is a flat surface in which any two points are joined by a line that lies 5
entirely on the surface. The floor of a classroom is an example of a horizontal ‘A plane has two dimensions.’
Search on the Internet to find out
plane and the wall of a classroom is an example of a vertical plane. the meaningof‘dimension’ in such
A surface which is not flat is called a curved surface and it does not form part ie
of a plane. For example, the surface of a basketball is a curved surface.

Thinking
1 Time
Determine whether each of the following statements is true or false.
If it is false, give the correct statement.
(a) There are only two points lying on a line segment.
(b) There is only one line which can pass through any three distinct points.
(c) There are at least two different lines that pass through any two distinct points.
(d) Any two lines will intersect at one point.
(e) If two points lie on a plane, then the line containing the points lies on the
same plane.

OXFORD ——— - = oe 10
peor Chapter
 When two rays OA and OB share a common point O, an angle is formed.
O is known as the vertex of the angle, and OA and OB are the sides (or arms) of the
angle.
B
side

vertex O. angle A
side
Fig. 10.7
The angle is called angle AOB or angle BOA and is written as ZAOB or ZBOA. Another
way of writing this angle is AOB or BOA. When itis clear which angle we are referring
to, we may also call it angle O and write it as ZO or 0.

Recap (Angle Measurement) Suck at fun

The standard unit for measuring angles is the degree ("). It is defined as aa
of a complete revolution. Thus, one complete revolution about a point is 360°.
A magnifying glass can enlarge an
object three times its original size.
How many degrees will an angle
‘of 2° appear to a man using the
magnifying glass?

Centre

(a) Outer Scale (b) Inner Scale

Fig. 10.8
Step 1: Place a protractor such that its centre is at the vertex of the angle and
its base line is along one side of the angle.
Step 2a: Read off the angle from the outer scale in Fig. 10.8(a). The angle is
Step 2b: Read off the angle from the inner scale in Fig. 10.8(b). The angle is . Exercise 10A Questions 1(a)-(d)

OXFORD
® Chapter10 Basic Geomeiry =
 Types of Angles
The different types of angles are given in Table 10.1.

Name Definition Mustration: Real-life example

0° <x" < 90°, \
ie. is % A straight angle is equal to 180",
Acute angle batwesnio"and
90

Right angle | i.e.x°is equal

to 90"

90° <x" < 180°,

i.e..x° is
Obtuse angle
between 90°
and 180°

180° <x° < 360°, ad

i.e. x° is Pp
Reflex angle between 180° x
and 360°

Table 10.1
Note: The names of the angles from the smallest to the largest size (excluding right
angle and straight angle) are in alphabetical order: acute angle, obtuse angle,
reflex angle.

Classify each of the following as an acute, obtuse or reflex angle. Exercise 10A Questions
(ay)
(a) si ) Pa )

(d) 176° (e) 326° () 48°

X FORD,
UNIVERSITY Pas
feometry Chapter 10 @
 Perpendicular Lines
Pp Fig. 10.9 shows two lines AB and PQ intersecting
at right angles. We say that AB and PQ are
perpendicular to each other, ie. AB L PQ.
F is known as the foot of the perpendicular
B from P to AB.

Q
Fig. 10.9

:#? Complementary Angles

Two angles are known as complementary angles if they add up to 90°.

a a
Fig. 10.10 shows two examples of complementary angles.

(a) 40° and 50° (b) 62° and 28°

Fig. 10.10

? Supplementary Angles
Two angles are known as supplementary angles if they add up to 180°.
Fig. 10.11 shows two examples of supplementary angles. :
‘Complementary angles’ and
127° ‘supplementary angles’ only
apply to a pair of angles and not
three or more angles.
1352
45° 53°
IS
(a) (b)
Fig. 10.11 Exercise 10A Questions 3(a)-(d),
Ala)

33? Recap (Angles on a Straight Line)

Adjacent angles on a straight line are angles which
share a common vertex,
e have a common side,
° lie on opposite sides of the common side.

a a —— oes = OXFORD
tm UNIUNRSITY Tess
Chapter 10
 A B Ww

(a) ' (b) The following shows some

Fig. 10.12 examples of angles on a straight
line, which are not adjacent.
In Fig. 10.12(a), AOB isa straight line. AOC and BOC are adjacent angles.
4a+Lb=
In Fig, 10.12(b), WOZis a straight line. WOX, XOY and YOZ are adjacent angles.
2e+ Zy+Zz=__
In general, we have:
The sum of the adjacent angles on a straight line is 180°.
(Abbreviation: adj. Zs on a str. line)

Worked (Angles on a St 1 Line)

Given that AOB is a straight line, calculate the value of the unknown in each
Example of the following.
(a) (b) D.

Solution: A 6
(a) a’ + 49" = 180° (adj. Zs ona str. line)

“a= 131 e Indicate the angle property

(b) 57° + 6° + 31° 180° (adj. Zs ona str. line) which you have used in your
b = 180° -57° - 31° working.
* The unknown marked angles are
=92’ a’ and b*, which consist of a letter
“ b=92 and the degree symbol each,
thus @ and b represent values
that have no units.

PRACTISE NOW 1

1. Given that AOB is a straight line, find the value of the unknown in each Exercise 10A Questions
of the following figures. Sla)-{d), 6(a)-(b), 10/a)~(b)
(a) (b) D

OXFORD
try Chapter 10 230)
 ecap (Angles at a Point)
In Fig. 10.13, BOD is a straight line.
B A Lat Lb+ Le= Lat Lb+ AOD +COD
= Za+AOD
+ Zb+ COD
a = 180°+ 180° (adj. 2s on a str. line)
+o. = 360°

ce D
Fig. 10.13
Hence, we have:
The sum of angles at a point is 360°.
(Abbreviation: 2s at a point)

Worked (Angles at a Point)

} Calculate the value of a in the figure.
Example

Solution:
4a’ +50" + 214° = 360° (Zs at a point)
da’ = 360° — 50° — 214°
= 96°
a’ =24°
“a= 24

1. Find the value of a in the 2. Find the value of b in the Becta 10A Questions 7(a)(d),
figure. figure. 2

You may use ‘angles at a point’ or

L4se ‘adjacent angles on a straight line’
to solve Question 2.

— — ee OXFORD
UsaviaatsyPRESS
Chapter 10
::?Recap (Vertically Opposite Angles)
In Fig. 10.14, two straight lines AB and CD intersect at the point O.
AOC and BOD are called vertically opposite angles. BOC and AOD are also
vertically opposite angles.
The following shows some
To find the relationship between examples of angles that are not
A D vertically opposite angles, fill in the vertically opposite.
blanks below.
From Fig. 10.14,
a b
Za+Zb =180° (adj. Zs ona str. line)
t
Lb+Lo =
©. Lat Lb=Lb+Le one straight line
€ B “2a =
Fig. 10.14 Similarly, 2b =
Hence, we have:

Vertically opposite angles are equal.

(Abbreviation: vert. opp. 2s) no straight line

orke! (Vertically Opposite Angles)

E. 1 In the figure, AOB and COD are straight lines.
xampile If BOE =56° and COE=81", calculate
(i) AOD,
(ii) Adc.
c E

al
56”
A 7) B

Solution:
(i) AOD = 56° + 81° (vert. opp. Zs)
= 137°
(ii) AOC = 180° - 137° (adj. Zs on a str. line)
=43°

Basic Geometry Chapter 10

 SIMILAR
QUESTIONS

In the figure, AOB and COD are straight lines. E Exercise 10A Question 8
If AGE = 90" and DOE = 53", find
() Adc,
(ii) BOD.

Worked (Vertically Qpposite Angles}

Ex 1 h In the figure, AOB and COD are straight lines.
ample Calculate the value of a and of b.

Solution:
3a* + 50° = Sa" + 36° (vert. opp. 2s)
5a’ — 3a’ = 50° — 36°
2a’ = 14°
a=?
“asT
Sa° + 36° + 2b" + 3° = 180° (adj. Zs ona str. line)
5(7°) + 36° + 2b" + 3° = 180° (substitute in a = 7) Sy
2b° = 180° - 35° - 36° —3°
You can also find the value of b by
considering the line COD.

In the figure, AOB and COD are straight lines. Find the Exercise 10A Questions 9(a)-(b),
12fa}Hd), 13
value of a and of b.

— a = — OXFORD
Chapter10 Basic Geometr wtvRNSITY Pipe
 Given that AOB is a straight line, find the value of
* Exercise the unknown in each of the following figures.
\ 10A (a)
+ wile
ic (b) A

BASIC LEVEL

Using a protractor, measure and write down the

©
value of each of the following unknowns.
(a) (b)

(d)

Ad? +16" 2a + 14"

a)

x", y’ and <’ are three angles lying on a straight line.

(a) If y’ =45° and z° = 86°, find the value of x.
(b) If.x° = 2y" and z* = 3y’, find the value of y.
ra
Ti For each of the following figures, find the value
2. Classify each of the following as an acute, of the unknown.
obtuse or reflex angle. (a) (b)
(a) \ ;

(d) 181°
(e) 89°
(f) 124°

3. Find the complementary angle of each of the

following angles.
(a) 18° (b) 46" (c) 53° (d) 64°

4. Find the supplementary angle of each of the

following angles.
(a) 36° (b) 12° (c) 102° (d) 171° 8. In the figure, AOB_ and COD are straight lines.
WW AOE= 90° and BOD =at find
(i) AOC,
(ii) DOE. ‘a

OXFORD
Chapter 10
9. Given that AOB and COD are straight lines, find the value(s) of the unknown(s) in each of the following figures.
{a) c (b)

INTERMEDIATE LEVEL
10. x°, y° and ’ are three angles lying on a straight line.
(a) If y’=x° +2”, find the value of y.
(b) Ifx°= y° = 2°, find the value of =z.

11. In the figure, DOB is a straight line. If BOC is twice of AOB, COD is four times Pa
of AOB and DOA is five times of AOB, find all the four angles.

12. Given that AOB and COD are straight lines, find the values of the unknowns in each of the following figures.
(a) (b) A

(c) A (d)

2g? + 35°
Cc B

13. In the figure, AOB and COD are straight lines. ¢

(i) Find the value of xand ofy. 7
(ii). Find obtuse AOD and reflex COE.

OXFORD
 Angles Formed by
“®) Two Parallel Lines and
L®) a Transversal

Parallel Lines
When two lines lying on the same plane do not intersect, they are known as
parallel lines. Fig. 10.15 shows a pair of railway tracks which are parallel. Wp,

a | | pm ¢ i a Parallel lines can be constructed

by using a ruler anda set square.

Fig. 10.15 ; FNS

Parallel lines are represented by either single or double arrowheads pointing Identify the parallel lines in each
in the same direction as shown in Fig. 10.16. of the following figures.
BD N VXZ

ae a uwy
(a) (b) (c))
Fig. 10.16
We use the symbol ‘//’ to denote ‘is parallel to’, i.e. in Fig. 10.16(a), AB // CD
means that AB is parallel to CD.

Corresponding Angles, Alternate Angles and

Interior Angles
Fig. 10.17 shows a line PQ which cuts two parallel lines AB and CD. PO is
known as a transversal.
* Zaand Zw are called corresponding
angles. Name another pair of In general, a line that cuts any
corresponding angles. two lines is called a transversal.
° 2dand Lv are called alternate angles.
Name another pair of alternate angles.
° Ze and Lx are called interior angles.
Name another pair of interior angles.

OXFORD See, ee
peer Bade Gathaaye:
Chien
 Investigation
Corresponding Angles, Alternate Angles and Interior Angles
In this investigation, we shall explore three angle properties which exist when
a pair of parallel lines is cut by a transversal.
Goto http:/www.shinglee.com.sp/StudentResources/ and open the geometry software
template ‘Parallel Lines’.
Angles Associated with Parallel Lines

‘Angles a and bare Angles a and e are ‘Angles a and d

called corresponding called alternate are called
angles. angles. interior angles.
afb ale afd
(61.22"|61.22"| 61.22" [61.22"| 61.22" 118,78"
L
Fig. 10.18
1. Zaand Zbare corresponding angles. Change the sizes of Za and 2b. What is the
relationship between Za and 2b?
2. Za and Ze are alternate angles. Change the sizes of Za and Ze. What is the To change the sizes of the angles,
relationship between Za and 4c? click and drag the points P, Q, R
3. Za and Zd are interior angles. Change the sizes of Za and Zd. What is the and S to move the parallel lines
and the transversal.
relationship between Za and 2d?
Hint: Consider their sum,
Summarise the 3 angle properties that you have learnt from the above:
(a) Za= 2 (corr. Zs) (b) Za= 2 {alt, 4s) (©) Za + 2d= (int. Zs)
Go to page 2 by clicking on the tab at the bottom left corner.

Angles Associated with Parallel Lines

ZONPRNO-:

Angles a and b are called

corresponding angles.
@ b
1 61.22" 61.22"|

= — OXFORD
® Chapter 10

a
4. Za and 2b are corresponding angles. Click and drag the point S upwards
towards the point R. This will shift Za towards 2b. As long as the dotted line
remains parallel to the two parallel lines, the size of Za will remain the same.
Do you understand why 2b is equal to Za now?
Go back to page 1 of the template.
5. Zaand Zc are alternate angles. How do you prove that they are equal?
Hint: Use corresponding angles and vertically opposite angles.
6. Za and Zd are interior angles. Use two methods to prove that the sum of
their angles is 180°.
Hint: Use corresponding angles (or alternate angles) and adjacent angles on
a straight line.

From the investigation, we observe that when two

b parallel lines, AB and CD, are cut by a transversal PQ, then
A Awe = ® corresponding angles are equal, e.g. Za = 2b
a (corr. Zs, AB // CD); You may identify the 3 angle
& D ® alternate angles are equal, e.g. Za = ce properties by looking at the
letters F, Zand C.
(alt. Zs, AB // CD); © The letter F shows
0 © interior angles are supplementary, e.g. 2a+ 2d= 180° corresponding angles.
Fig. 10.20 (int. 2s, AB// CD).

The converse for each of the above is also true, ie. when
two lines AB and CD are cut by a transversal PQ, and
° if Za = 2b, then AB // CD;
° if 4a = Ze, then AB // CD; © The letter Z shows
alternate angles.
° if Za + 2d = 180°, then AB// CD.

® The letter C shows

interior angles.

PRACTISE N

Exercise 10B Question 1

In the figure, AB // CD.
(a) List down
(i) one pair of equal corresponding angles,
one pair of equal alternate angles,
(iii) one pair of interior angles which are
supplementary.
(b) Is Ze = Zg? Explain your answer.

OXFORD —
DhIVERSrTY PRESS Basic Geometry Chapter10 @
Worked (Correspo ¢ Angles and Interior Angles)
In the figure, AB // CD. Calculate the values ofa, b, c and d.
Example
Solution:
a’ = 48° (corr. Zs, AB // CD) c’ + b° = 180° (int. Zs, AB // CD)
& 48 c+6l 80°
b* =61" (vert. opp. 2s) 180° - 61°
iD SOL =119°
2 e= 119
a=b°
= 61° (corr. Zs, AB // CD)
7 d=61

ISE NOW 5

1. Inthe figure, AB//CD. Find the 2. In the figure, AB // CD. Find the value EEE aa eae
values
of a, b, c andd. of e and of f. vane eae
POR

Worked (Alternate Angles)

In the figure, BA // FE. Calculate the value of a.
Example

Solution:
Draw a line QP through C, and a line SR through D, that are parallel to BA and FE.
A POR 40° (alt. Zs, BA // OP) >»
6" — 40°
6° Draw additional lines if necessary
Z to make use of the properties of
y = 56° (alt. Zs, OP//SR) the angles formed by parallel lines
2° =52° (alt. Zs, SR// FE) and transversals to solve problems.
@ayre

OXFORD
@ Chapter 10 Basic Ge
 NOW

1. Inthe figure, AB // DE. 2. In the figure, AB // EF. pete teSuesions 2)

Find the value of a. Find the value of b. li

Worked (Corresponding Angles, Alternate Angles and

Interior Angles}
Example In the figure, ABDE is a straight line and BC // EF.
Calculate the value of a and of b.
Cc F

Solution:
Draw a line PQ through D that is parallel to BC and EF.
Cc F
x” = 360° — 229° (Zs at a point)
= 131°
a@ = 131° (corr. Zs, BC//EF)
“a= 131
y’ = 23° (alt. Zs, BC // PQ)
re 180° —131° (int.2s, PQ // EF)
229° 9°
3b =y° +2"
=23°+49°
=72°
ei, (2°
pee
= 24°
b=24

OXFORD = ——-
‘Danivenstry Patas Basic Geometry Chapter10
 PRACTISE 7

Exercise 10B Questions 2(c)-(d),

In the figure, ABDE is a straight line and BC // EF. Find the value of a and of b. 6-10, 12
iy F

25°

Worked (Application of Converse Statements)

E 1 In the figure, the lines AB and CD are cut by the
P ie transversals PQ and RS. If AWQ = DYP = 55° and
AXS= 138°, calculate CZS.

Solution:
Since AWQ = DYP (= 55°), then AB // CD (converse of alt. Zs).
+. C28 = ARS = 138" (corr. Zs, AB// CD)

In the figure, the lines AB and CD are cut by the transversals PQ and RS. Exercise 10B Question 11
If BWQ = DYQ = 122° and CZR = 65’, find BXS.

= ent — —— — - OXFORD
Chapter10 Basic Ge v ‘Univensrry Paes
 *Exercise

BASIC LEVEL

1. In the figure, AB // CD.

(a) List down
(i) two pairs of equal corresponding angles,
(ii) two pairs of equal alternate angles,
(iii) two pairs of interior angles which are supplementary.
(b) Is BWO = AXR? Explain your answer.
(c) Is the sum of DYP and CZR equal to 180°? Explain your answer.

2. Given that AB // CD, find the values of the unknowns in each of the following figures.

(b)

(d)

OXFORD —
‘Unsvaastny ease Basic7 Geometry Chapter10 (250)
3. In each of the following figures, AB // CD.
Find the value(s) of the unknown(s).
4. Given that AB // CD, find the value of the
unknown in each of the following figures.

(a) A B
142°
Ega?
114°
x D

(b) A ie
69°
(b) P
2 POE
A B o
ae cet i

c D
140° 5. In each of the following figures, AB // CD.
0 Find the value of the unknown.

(a)
(c) P

A B
Te

c ae D
(b)
Q

(d)

Re rs ave Sa OXFORD
Chapter 10 Basic Geometry ‘Gwtvensary S198
6. In the figure, HDF is a straight line, 9. In the figure, AB // CE and DF // AC. Find the
AB // CE // FG, ADH = 47° and DFG =86". value of x and of y.
B E

S8°
D F

H.

A Cc

Ty° ae

Find
(i) CDF, 10. In the figure, ABDE is a straight line and
(ii) BAD. BC // EF. Find the value of x and of y.

7. In the figure, AB // CD, BF//AD,

EBF= 68° and CDE = 58’.
F
D
ra

a J=%
E

11. In the figure, the lines AB and CD are cut by

A the transversals PQ and RS. If DPP =46",
ARS = 104° and CZR = 76", find BWP.
Find
(i) AEB,
(i) ABE.

8. In the figure, AC // EG, FD // GC,

ABD = 46°, DFE = 52° and FCG = 72".

ADVANCED LEVEL

12. In the figure, AB // EG, BAC = w", ACD = x",

CDF= y° and DFE =z’. Form an equation
connecting w, x, y and z.
Find
(i) CGF,
(ii) BCF,
(iii) reflex BOF.

OXFORD ae = ES
SEER Basic Geometry Chapter10 @
 Right angle Obtuse angle

0° <x° < 90° x° = 90° 90°

< x° < 180°

Reflex angle

180° <.x° < 360°

2. Two angles, Za and 2b, are known as complementary angles if their sum is 90°, i.e. 2a + 2b = 90°.
Two angles, Za and 2b, are known as supplementary angles if their sum is 180°, i.e. Za + 2b = 180".
3. The sum of the adjacent angles on a straight line is 180° (adj. 2s on a str. line).
4. The sum of angles at a point is 360° (Zs at a point.

5. Vertically opposite angles are equal (vert. opp. 2s).

6. When two parallel lines, AB and CD, are cut by a transversal PQ, then

® corresponding angles are equal, e.g. 4a = 2b (corr. 2s, AB // CD); i

* alternate angles are equal, e.g. Za = Zc (alt. 2s, AB//CD);
¢ interior angles are supplementary, e.g. Za + 2d = 180° (int. 2s, AB // CD).

The converse for each of the above is also true.

— ~ ~ OXFORD
4
cantor
Chapter 10 RivERSITy Paes
 Review
Exercise
sn

1. Given that AOB and COD are straight lines, find the values of the unknowns in each of the
following figures.

(b)

(b)

3. Given that AOB, COD and EOF are straight lines, find the value(s) of the unknown(s) in each of
the following figures.
C. F

4,

OXFORD == Se ae
UNIViaTY Pmess Basic Geometry Chapter10
 (Sd— 13)"

(Ad + 28)°

Find
() CBE,
(i) ABH.

6. In the figure, AB // DF, EC // GH, FEH = 26° and EG = 62".

Find
(i) DEH,
(i) ABC.

7. In the figure, AC//FG, DB // FE, reflex DEF

=316° and EFG = 58°.
Find : A c
(i) BDE,
(ii) ABD. ig
D

pO G

erm SS = OXFORD
UNiveMsrFY PRESS
Chapter 10 etry
8. In the figure, the lines AB and CD are cut by the transversals PQ and RS.
If BVO = 123°, DEP = 57" and AXS = 118°, find DZR.

9. Inthe figure, AB// FE, ABC=w", BCD=<, CDE=y" and DEF =<’. Forman equation
connecting w, x, y and z.
A

Challenge
Yourself
1. In the figure, two rays OA and OB share a common vertex O.
3

oO
different angles in the figure if
Find an expression, in terms of , for the number of
there are n rays between OA and OB.

2. Find the larger angle between the minute hand and the hour hand of a
12-hour clock at 7.20 p.m.

3. When the minute hand of a 12-hour clock is at a right angle to the hour hand
of the clock, a bell will sound once. Find the number of times the bell will
sound from 9 a.m. on a particular day to 9 p.m. the next day.

OXFORD = Ba
UNIVERSITY PRS metry Chapter10 @
Quasicrystals-are-stfuctures which can
be found insmany metallic alloys:
Polygonal quasictystalscan have 8, 10
Or 12 planes OF symmetry. They -are
known as octagonal, decagonal
and
dodecagonal Guasicrystais respectively.
a 9
g
8B Re
 Cc Fig. 11.1 showsa triangle ABC (AABC) that has three sides AB,
BC and AC. The points A, B and C are called the vertices
(singular: vertex) of the triangle. BAC, ABC and ACB are
known as the interior angles of AABC.

In primary school, we have learnt about triangles and some

A B of their properties. In this section, we shall learn more
Fig. 11.1 about triangles.

: Classification of Triangles
Triangles can be classified according to
. @ the number of equal sides they have,
z Z HEE gore A ]
5 Definition: Figure | Properties

All the angles in an

. A triangle equilateral triangle
Equlineral with 3 equal are equal, i.e. 60°.
8 sides (Abbreviation:
Zs of equilateral A)

The base angles of an wp

i isosceles triangle are
Isosceles Attanale Ganal 8
triangle | With atleast UE a Euclid first defined an isosceles
2 equal sides (Abbreviation: triangle to have exactly 2 equal
base Zs of isos. A) sides. However, nowadays, an
isosceles triangle is defined to have
at least 2 equal sides. Hence, an
equilateral triangle is a special type
Scdlene Atriangle | All the angles in of an isosceles triangle.
Stanets with no equal a scalene triangle
8 sides are different.

- 7 Table 11.1

@ chaptersTia
SSS See OXFORD
ygons DNivenstey Pass
® the types of angles they have.
Name Definition Figure

A triangle with
Acute-angled triangle 3 acute angles

A triangle with
Right-angled triangle 1 right angle

A triangle with
Obtuse-angled triangle 1 obtuse angle

Table 11.2

How are the 6 types of triangles in Tables 11.1 and 11.2 related to one another?
For example, can an obtuse-angled triangle be an equilateral triangle?

~z
The relationships among them are illustrated in Fig. 11.2.
Equilateral triangles

A Fig. 11.2 is a Venn diagram

which will be covered in
the chapter on Sets in Upper
Secondary Mathematics.

———— ee
Obtuse- Cc D
angled
triangles
Fig. 11.2
What types of triangles do A, B, C and D represent?

OXFORD - =
UNIVERSITY PRESS
 : Recap (Angle Sum of a Triangle)
We have learnt in primary school that:
The sum of interior angles of a triangle is 180°.
(Abbreviation: 2 sum of A)

A proof of the above result is given as follows:

Consider AABC in Fig. 11.3.

Fig. 11.3

Draw a line P@ that is parallel to AB and passes through C.

BAC = ACP (alt. 2s, PQ // AB)
ABC = BCQ (allt. Zs, PQ // AB)
We also have ACP
+ ACB + BCQ= 180° (adj. Zs on a str. line).
1. BAC + ACB + ABC = 180° (2 sum of A)

Worked (Angle Sum of a Triangle) a

Calculate the value of a in the figure.
Example :

Solution: 45 OB
a@ + 65° + 80° = 180° (Z sum of A)
a’ = 180°
—65"—80°
=35°
a=35

PRACTISE NOW 1
: : QUESTIONS
1. Find the value of ain the figure. 2. ‘In the figure, AC = BC. Find the Exercise 11A Questions 1(a)-(d),
alte Shb, Badd), 3a)-(H, 5, 91b), (a), 10,
@ é 12-15
Dp

zs
ra

Oo & The base angles of an isosceles

a B A £\
B triangle are equal. (Abbreviation:
bases af sas: A)
Seek. ai es a rae > OXFORD
Chapter11 Triangles,
Qua go Usiviastty parse
 Basic Properties of a Triangle

Investigation
Basic Properties of a Triangle

In this investigation, we shall explore two basic properties of a triangle.

Go to http:/www.shinglee.com.sg/StudentResources/ and open the geometry software template ‘Basic Properties
of Triangle’.

Basic Properties of Triangle

What is the relationship between an angle of a triangle and its opposite side?

Cc LA=65.6° a=56cm

4B =34,7° b=35em

£C0=79,8° c=6.1cm

Fig. 11.4
1. The template in Fig. 11.4 shows a triangle with 3 angles and their opposite sides, e.g. the side a is
opposite ZA, Name the side opposite 2B and the side opposite 2C.
2. State the largest and the smallest angle. Compare the lengths of the sides opposite these angles.
What do you observe?
3. Click and move a point A, B or C to change the size of the triangle. What can you conclude about the
relationship between an angle of a triangle and the length of its opposite side?
4. Use a calculator to add the lengths of the two shorter sides of a triangle and compare it with the length of
the longest side. What do you notice?
5. Repeat Step 3. Is your observation in Step 4 still applicable? Explain your answer.

OXFORD
UNIVRRAITY PRESS gies, Quadrilaterals and Polygons Chapter11 @
Click ‘2’ in the template to proceed to the next page as shown in Fig. 11.5.

Ls] Can you form a triangle if the sum of the lengths of the two shorter sides
is less than or equal to the length of the longest side?

O c
= c a

&, x
A A e B
4
adjust length of a
@ —— adjust length of b

bi
Fig. 11.5
6. The template in Fig. 11.5 shows three line segments with lengths a =5 em, b= 2m and ¢=9 cm. Notice that
the sum of the lengths of the two shorter line segments, i.e. a + b, is shorter than the length of the longest
line segment. Click and move the two points labelled C to see if it is possible to form a triangle.
7. Adjust the lengths a and 6 so that a = 3 em and 6 = 4 cm. Adjust the length ¢ by clicking and moving either
point A or B such that c= 7 em. What do you notice about a + 6 and c? Try to form a triangle if possible.
8. Change the lengths of the three line segments. Are you able to form a triangle? What can you conclude
about the relationship between the sum of the lengths of any two line segments and the length of the third
line segment?

From the investigation, two basic properties of a triangle are:

° The largest angle of a triangle is opposite the longest side, and the smallest angle is opposite the side.
° The sum of the lengths ofany two sides of a triangle must be greater than the length of the third side.

= ee eee S —__—_— — - OXFORD

Chapter11 Trianale I ‘UNIVERSITY PRESS
? Exterior Angles of a Triangle
Fig. 11.6 shows AABC with AB produced to P, BC produced to Q and CA
produced to R. Za, 2b and Ze are the interior angles of AABC. Zp, Zq and wy,
Zr are the exterior angles of AABC.
There are two ways in which the
exterior angles of a triangle may
be drawn.

Fig. 11.6
In particular, Za and 2b are called the interior opposite angles with
reference to Zq.
Similarly, 2a and Zc are called the interior opposite angles with reference to Zp.
Which are the interior opposite angles with reference to Zr?

Consider AABC in Fig. 11.7.

C Lb + Ld= 180° (adj. Zs ona str. line)
C We also have Za + Zb + Ze = 180° (Z sum of A).
“Lb+Ld=La+Lb+Le
wLd=Lat+ Le

Fig. 11.7

Hence, we conclude that:

An exterior angle of a triangle is equal to the sum of its interior opposite angles.
(Abbreviation: ext. 2 of A)

OXFORD = = sec ase

UR(VERSITY PRIS Triangles, Quadril als an ygons Chapter11
Worked (Exterior Angles of Triangles)
(a) In the figure, ABD is a straight line.
Example Calculate the value of a.
ie
A

A K=a
A B »D

(b) In the figure, ACE, BCD and DEF are straight lines.
Calculate the value of b and of c.

Solution:
(a) a’ = 56" +50" (ext. 2 of A)
= 106"
* a= 106

(b) ACB = 94° (vert. opp. Zs)

b° +38" + 94° = 180° (Z sum of AABC)
b° = 180° — 38° - 94"
= 48°
b=48
+ 94"
119° (ext. Z of ACDE)
2 c= Dd

(a) In the figure, ABD isa straight line. (b) In the figure, ABC, ADF and BDE Exercise 11A Questions 4(a)-(c),
Find the value ofa. are straight lines. Find the value of 7@-(b), Slaktby, ta), (e). 11
c band of ec.
is

aa ‘.Sp

oi = ae = OXFORD
UsIveasirY PS
Chapter 11 als ane
 BASIC LEVEL

1. For each of the following, given the sizes of ZA Given that DAB is a straight line, find the value(s)
and ZB, sketch AABC. Find ZC and hence of the unknown(s) in each of the following figures.
classify each triangle according to the number {a)
of equal sides it has, and the types of angles
it has, e.g. equilateral triangle and acute-angled
triangle.
(a) ZA = 20°, B= 60°
(b) 2A =70°, ZB =40° D A B

(0) ZA =60", 2B=60"

(d) 2A =42", ZB=48" (b)
,

2. For each of the following, the given angle is the

base angle of an isosceles triangle. Find the third
angle of the triangle.
Pai
dh Ny
(a) 40° (b) 87°
(c) 15° (d) 79° (c)

3. Find the value of the unknown in each of the

following figures.
@ oy an)

If the sizes of the angles of a triangle are 3x", 4x°

Cc
q and 5x’, find the smallest angle of the triangle.
A

(c) In the figure, ABC is a straight line.

—
A B c

Given that ADB = BDC, find

(i) BDC,
(ii) CBD.

Chapter 11 @
 7. Given that ABC and BED are straight lines,
find the value(s) of the unknown(s) in each of
the following figures.
(a)

8. Given that ABC, ADF and BDE are straight lines,

find the value(s) of the unknown(s) in each of
the following figures. 10. If the sizes of the angles of a triangle are (~—35)°,
(x = 25)? and (5: 10)_ find the value of x.

11. In AABC, BAC= 50° and BCA = 26°.

(i) Find ABc.
(ii) If AB is produced to D, find CBD.

12. In the figure, ACE and BCD are straight lines.

9. Given that AB // CD, find the values of the unknowns

in each of the following figures. Find
(a) () ACB,
(i) ABc.

GD siaviertt Tisnaies coaaraerat OXFORD

UNIVERSITY PRESS
13. In the figure, AC //ED and BE // CD. ADVANCED LEVEL

14. The figure shows AABC inscribed

in a circle with centre O. If CBO
is twice of CAO and BAO is one
and a half times of CBO,
find CAO.
A
ry.
Find
(i) DFE, 15. In the figure, each side of AABC is produced.
(ii) BBC. If AB= AC, BD
= BE and AF
= DF, find ABC.
A

Fig. 11.8 shows a quadrilateral ABCD. A quadrilateral is i

Diagonal D
Tg
a closed plane figure that has four sides, four vertices and
four interior angles. The line segment BD that joins the A 0)
vertices, B and D, is a diagonal of the quadrilateral ABCD. Ac A quadrilateral is named by taking
the vertices either ina clockwise or
Now let us find the sum of interior angles ofaquadrilateral. anticlockwise order, Hence, ABCD,
BCDA, CDAB and DABC are correct
Zp + Zq+ Lu= 180° (Z sum of AABD) ways of naming the quadrilateral
Zr+ Zs + Zt= 180° (Z sum of ABCD) but ABDC and CDBA are not.
Sum of interior angles of the quadrilateral ABCD
=Lp+4q+2r+2s+2t+ Zu Fig. 11.8
=Lp+Lq+Zu+2r+2s+Zt
= 180° + 180°
= 360°

The sum of interior angles of a quadrilateral is 360°.

Poigons rapier
 Properties of Special Quadrilaterals

Investigation
Properties of Special Quadrilaterals
In this investigation, we shall explore the properties of special quadrilaterals.
Go to http://www.shinglee.com.sg/StudentResources/ and open the geometry software template
‘Special Quadrilaterals’.
dD. Cc
Pies ge |

Rectangle
Fig. 11.9

1, A rectangle ABCD is shown. Measure the lengths of AB, BC, DC and AD. What do you notice?
2. Measure BAD, ABC, BCD and ADC. What do you notice?
3, Measure the lengths of AE, BE, CE and DE. What do you notice?
4. Find the sum of the lengths AE and CE and the sum of the lengths BE and DE. What do you notice?
5. Click and drag the points A, B and D to form rectangles of different dimensions and repeat Steps 1 — 4.
What conclusions can you draw?
Dp

dD Cc A Cc
D Cc D, Cc

a pA Ex B A eave
B AE > B B
Square Parallelogram Rhombus Trapezium Kite

Fig. 11.10
6. Click on the different tabs to view other special quadrilaterals, namely a square, a parallelogram, a rhombus,
a trapezium and a kite. Consider each of the quadrilaterals and answer the following questions.
(a) What can you say about the lengths of its sides?
(b) What can you say about its interior angles?
(c) Do the diagonals have the same length?
(d) Do the diagonals bisect each other? For example, in the parallelogram ABCD, is AE = EC and BE =ED?
(e) Are the diagonals perpendicular to each other?
(Do the diagonals bisect the interior angles? For example, in the rhombus ABCD, is BAC = CAD and
ABD = CBD?

er er re ee = —_—_—— ———- OXFORD

Chapter 11 UMieraAiTy PRESS
 the special quadrilaterals which have been covered in the investigation.
the properties of
Table 11.3 gives a summary of

Quadrilateral Diagonals
o i There are Opposite All four angles |* The two diagonals are
two pairs of sides are are right equal in length.
parallel sides. |equal in angles. * Diagonals bisect each
length. other, ie. AE =EC and
Rectangle BE = ED.
There are All four All four angles |° The two diagonals are
two pairs of | sides are of | are right equal in length.
parallel sides. |the same angles. ¢ Diagonals bisect each
length. other at right angles, i.e.
AEB= BEC = AED
=CED= 90°.
© Diagonals bisect the
Square interior angles, e.g.
BAC= CAD = 45° and
ABD=CBD =45".
y © | There are Opposite Opposite angles |Diagonals bisect each
two pairs of | sides are are equal, i.e. |other, ie. AE = EC and
parallel sides. |equal in ADC= ABC and |BE = ED.
a B length. BAD=BCD.
Parallelogram
There are All four Opposite angles | Diagonals bisect each
Dv, Cc two pairs of sides are of |are equal. i.e.| —other
~
at right
a!
angles, i.e.
parallel sides. |the same ADC= ABC and| AEB=BEC = AED
length. BAD=BCD. = CED =90".
‘ h Diagonals bisect the
interior angles, e.g.
Rhombus BAC = CAD and
ABD = CBD,
, 6 There is at
Lx] least one pair
A a of parallel
Trapezium sides.
p The opposite | There are ® Diagonals cut each
sides may be _| two pairs other at right angles, i.e.
r ¢ parallel. of equal AEB=BEC = AED
adjacent = CED = 90".
sides. © One diagonal bisects the
interior angles, i.e.
2 ADB = cBB and
ABD= CBD.
Kite
Table 11.3

OXFORD ——— = eed

Usiviasire enbss Chapter 11
 - Thinking
jer Time
How are the 6 types of special quadrilaterals in Table 11.3 related to one another? Quadrilaterals
For example,
{a)_ is a square a special type of rectangle? A Trapeziums
(b)_ is a rectangle a special type of parallelogram?
(c)_ is a parallelogram a special type of trapezium?
(d)_ is a square a special type of rhombus? +B
(e) is a rhombus a special type of kite? ra Rectangles
The relationships among them are illustrated in Fig. 11.11, where for instance, am -
‘C — A’ means C is a special type of A. Db
What types of quadrilaterals do A, B, C and D represent? Fig. 11.11

Worked (Angles in a Rectangle)

E 1 The figure shows a rectangle ABCD. E lies on AB such
aataple that CED = 85° and DCE = 45°. Just for Va

D. a6
OAB is a quadrant of a circle with
centre O and OCDE isa rectangle.
If OE = 3 cm and EB = 2 cm,
find the length of EC.
7
A B
Calculate
@) ADE,
(ii) AED.

Solution:
() CBE+ 85° +45" = 180° (Z sum of ACDE)
CBE= 180° - 85° — 45°
=50"
ADE + 50° = 90° (ADC is a right angle.)
ADE = 90° — 50°
=40°
(ii) BAD =90"
AED + 40° +90" = 180° (Z sum of AADE)
AED = 180° - 40° — 90°
= 50°

chaser1 Trancies,ccaviaterats an OXFORD

 ACTISE NOW 3 SIMILAR

1. The figure showsa rectangle ABCD. 2. The figure shows a rectangle Exercise 11B Questions 1(a)-(b),
E lies on AB such that ADE=51° ABCD where the diagonals AC and ARNG 12
and DCE=68". BD intersect at E.
D (a4 D c i
S Y :

>< Use four identical 3-by-2 rectangles

to form two squares.
A E B A B
Find Given that ACB = 63°, find
(i) AED, @ BEC,
(ii) CED. (i) CBE.

Worked (Angles in a Parallelogram)

The figure shows a parallelogram ABCD where BAD = 64".
E lies on AB such that ADE = 49°.
D, ‘ef
Calculate 5
(i) ABC, ida
(ii) CDE.
ra oe"
A E B
Solution:
(i) ABC + 64° = 180° (int. Zs, AD // BC) (ii) ADC =116" (opp. Zs of//gram)
ABC = 180" - 64° CDE +49° =116°
= 116" CDE= 116° - 49°
=67

1. The figure shows a parallelogram ABCD where ADC = 108°. E lies on AB such Exercise 11B Questions 2(a)-(b),
7,13
ra °

_
(i) Given that ABC=9x", find the value of x. 4 & B
|
(ii) Find DCE.
2. The figure shows a parallelogram ABCD. Find the value ofx and ofy.
We) vt

OXFORD
Triangles, Quadrilaterals and Polygons Chapter 11 @
Worked (Angles in a Rhombus)
E. 1 The figure shows a rhombus ABCD. The diagonal BD
xample is produced to E such that AD = DE.

A “B

If ABE=68", calculate
@) BCD,
(ii) DAE.

Solution:
(i) CBD = 68° (diagonals bisect interior angles of a rhombus)
BCD + 68° + 68° = 180° (int. 2s, AB// DC)
BCD = 180° — 68" - 68°
=44°

(i) ADB = 68" (base Zs of isos. AABD)

DAE + AED = 68" (ext. Z of A)
DAE = s (base Zs of isos. AADE)
=34°

PRACTISE NOW 5

1. The figure shows a rhombus ABCD where ACD = 32°. AB is produced to E Exercise
8-9, 14 11B Questions 5{a)-(c),

such that AC = CE.

D Cc

A >> 7 E

Find
) ABC,
(ii) BCE.

2. The figure shows a rhombus ABCD where

the diagonals AC and BD intersect at E.
Find the value of x.

7Chapter 11
— * 1
eee OXFORD
Univrnsity rmiss
 * Exercise
S 4141B

1. Find the values of the unknowns in each of the 3. Find the value(s) of the unknown(s) in each of the
following rectangles. following kites.
(a) D. c (a) D
ax las

E F zy é
A B

(b) D_ ae
V
B

A om B (b) 2

2. Find the values of the unknowns in each of the

following parallelograms.
B

INTERMEDIATE LEVEL

4. Find the values of the unknowns in each of the

following squares.
(b) c (a) D c

OXFORD — = os
UNIVERSETY PHL Polygons Chapter11 @
 5. Find the values of the unknowns in each of the 8. The figure shows a rhombus ABCD. The diagonal
following rhombuses. DB is produced to E such that BC = BE and
=46°.
CDE

9. The figure shows a rhombus ABCD where

«) the diagonals AC and BD intersect at E. Find the
value ofx.
a (3x+7)°

A AN
(2x +53)
10. The figure shows a trapezium ABCD where
6. The figure shows a rectangle ABCD where the AB//DC. Find the value of x and of y.
diagonals AC and BD intersect at E. D Cc :
D Cc aw) a

alia 4d Ay
A B

Given that BEC

=52’, find 11. The figure shows a kite ABCD where AB = AD,
(i) ADB, BC = CD and the diagonals AC and BD intersect
(i) ACD. at E, a

7. The figure shows a parallelogram ABCD where A wt Cc

BAD = 65". E lies on DC such that BED = 125". Find
D E c @ ABD,
~ (ii) CBD. B

12. In a rectangle ABCD, E is the midpoint of AB and

ao A CED = 118". Find
. @) ADE,
oe ih Gi) DCE.
1 ”

(ii) CBE. 13. Ina parallelogram PORS, OPR=42° and ORS =70".
Find
@ POR,
(i) PRO.
= <= es ———— — OXFORD
@ Chapter11 Tri 25, Quadrilaterals and Polygons Uaivinsiry raise
14. Ina rhombus WXYZ, WRY= 108°. Find 15. Ina trapezium ABCD, AB
// DC, AB= AD, BCD =52°
@ x2y, and ADC =62°. Find
(ii) XYZ, (i) ABD,
(iii) XWY. (i) CBD.

16. In a kite PORS, PQ = OR, PS = RS, QPR = 42°

and PSR = 64°. Find
() PRs,

We have learnt about triangles and quadrilaterals in the previous sections.

Triangles and quadrilaterals are examples of polygons.

A polygon is a closed plane figure with three or more straight line segments as
its sides. Fig. 11.12 shows some other examples of polygons.

CRS Fig. 11.12

The shapes shown in Fig. 11.13 are not polygons. Why?

ris Fig. 11.13

The first two polygons in Fig. 11.12 are called simple polygons because their
boundaries do not cross themselves, i.e. the line segments do not intersect
one another, unlike the third polygon.
The first polygon in Fig. 11.12 is called a convex polygon because ai! of its interior
angles are less than 180°.
Indicate the interior angle that is greater than 180° on the second polygon in
Fig. 11.12. A simple polygon in which at least one of its interior angles is more
than 180° is called a concave polygon (notice that the second polygon in Fig. 11.12
caves in at that vertex whose interior angle is more than 180°).
The third polygon in Fig. 11.12 is neither convex nor concave because it is not a
simple polygon.
In this section, we will study only convex polygons.
oom
OXFORD - — ae
oe oma QD
 Class
Discussion
Naming of
—

Polygons are named after the number of sides that they have. Search on the Internet
for a video titled ‘Polygon Song’. Listen to the song and work in pairs to write down
the names of the following polygons,

Aa A O
Internet
— Resources
-

The names of the polygons in

Fig, 11,14 contain prefixes which
are determined by their number
Triangle (3-sided) Quadrilateral (4-sided) (5-sided) of sides. Search the Internet to find
‘out other uses of these prefixes.

(6 sided) Heptagon (7-sided) (8-sided)

Nonagon (9-sided) (10-sided)

Fig, 11.14

For polygons with more than 10 sides, some of them also have special names, but
they are not easy to remember. To make naming of polygons easier, we call a polygon
with n sides an n-sided polygon or an n-gon. For example, a polygon with 12 sides
is known as a 12-sided polygon or a 12-gon.

+ Regular Polygons
A regular polygon is a polygon with all sides equal and all angles equal.
Which polygons in Fig. 11.14 are regular polygons?

Thinking
& Time
_ What is the name of a regular triangle and of a regular quadrilateral?

OXFORD
@ Chapter11 7. jan yles, Quadrilate is and Polygoris
 Investigation
Properties of a Regular Polygon

1. Isit possible for a polygon to have all sides equal without being a regular polygon?
(a) What is the name of a non-regular quadrilateral with all sides equal?
(b) Fig. 11.15 shows the pulling of a regular hexagon as indicated by
the arrows to form a non-regular hexagon with all sides equal. Draw another
non-regular hexagon with all sides equal but of a different shape as the one
shown in Fig. 11.15.

Fig. 11.15
2. Isit possible fora polygon to have all angles equal without beingaregular polygon?
(a) What is the name of a non-regular quadrilateral with all angles equal?
(b) Draw two different non-regular hexagons with all angles equal.

Journal A regular polygon is

a polygon with
Writing All the sides of a regular
polygon are equal. all sides equal.

The teacher says that Devi is correct but

Michael is wrong. In your journal, explain the
differences between the statements made by
Devi and Michael.

Devi Michael

OXFORD
caer Triangles, Quadrilaterals and Polygons Chapter11
 Sum of Interior Angles of a Polygon
In the previous sections, we have learnt that the sum of interior angles of a
triangle and of a quadrilateral is 180° and 360° respectively. What is the sum of
interior angles of other polygons?

Sum of Interior Angles of a Polygon

In this investigation, we shall deduce a general expression for the sum of interior
angles of an n-sided polygon.
1, Complete Table 11.4,

4 3 1 1 x 180° = (3 — 2) x 180°
Triangle

2 2x 180° = (4—2) x 180°

<— 4
Quadrilateral

Pentagon

Hexagon

Table 11.4

OXFORD
@ Chapter 11 Triangle , Quadrilaterals and Polygons
 Number! Number of
ep yeny Sum of Interior Angles
of sides Triangle(s) formed

Heptagon
a

Octagon

n-gon
Table 11.4
2. From Table 11.4, what can you say about the number of triangles formed by
a polygon in relation to the number of sides it has?

From the investigation, we have deduced that:

Worked (Finding the Valueofan Unknown in a Pentagon)

Calculate the value of a in the figure.

Solution:
Sum of interior angles of a pentagon = (1 — 2) x 180°
= (5-2) x 180" ®*z>,
= 540°
2a + 133" + 48° + 142° + 93° = 540° Apentagon has5sides, ie. 1=5.
2a®° = 540° — 133° — 48° — 142° — 93°
= 124°
a’ =62°
2 a= 62
OXFORD = = : —— See
Univasiny Paes Triangles, Quadritatera ean Chapter11
1. Find the value of a in the figure. 2. Find the value of in the figure. Gercise 11C Questions 1(a)-(d),
add), 7

Worked erior Angles of a Regular Decagon)

Calculate the sum of interior angles of a
Example regular decagon.
(ii) Hence, calculate the size of each interior
angle of a regular decagon,

Solution:

i ~—
(i) Sum of interior angles of a regular decagon = (10 — 2) x 180°

(ii) Size of each interior angle of a regular decagon = sea)

10
= 144° A regular decagon has 10 sides.

(i) Find the sum of interior angles of a regular polygon with 24 sides. Exercise 11 Questions
(ii) Hence, find the size of each interior angle of aregular polygon with 24 sides. ata)

ee oe os - OXFORD
Chapter 11 UNIVEISETY PISS
 Investigation
Tessellation
If you look at the floor of houses and shopping centres, you will most probably notice
that many of them are tiled. The tiles used are usually in the shape of a square or a
rectangle. A pattern formed by fitting together regular figures which completely cover
a plane surface is called a tessellation. The following diagrams show how planes may
be tessellated by equilateral triangles, squares and regular hexagons.

~~.
Atessellation made by repeating a
regular polygon is also known as
a regular tessellation.
A tessellation formed A tessellation tormed A tessellation formed
by equilateral triangles. by squares, by regular hexagons.

1. What other tessellations are made up of combinations of other regular polygons?

2. Can you design one on your own?
3. What is the sum of the corner angles at each of the points A, B and C?

However, not all regular polygons tessellate. For example, regular pentagons do not
tessellate. When they are put together as shown in Fig. 11.16, they leave a gap in
between.

Fig. 11.16

Sometimes a tessellation may be made up of two or more regular polygons.

Fig, 11.17 shows a tessellation formed by squares and regular octagons.

K/ ‘ia:\>—<90—-
/ “ies

J 135°G)135°

Fig. 11.17

OXFORD = —————
Uisivbesrry PES Chapter 11
4, Find out whether rhombuses, regular octagons and regular decagons tessellate.

We can also tessellate irregular polygons.

\ f \ / \
7 ‘cm Semmey, fen, ounces |
| a eS a / [ a, a,
A tessellation formed by A tessellation formed by
parallelograms. isosceles trapeziums
(two sides equal).

5. Which of the following figures will tessellate?

(a) (b) /™

f KR

F Scalene triangle
Isosceles triangle

Scalene trapezium
(No sides equal)

a \
Ca
) fm wadrilateral
Circle 2

6. We can design figures of different shapes which tessellate. In each of the diagrams
below, we start with a simple design. Then, we remove a piece from a corner and
add it onto the opposite side and we will have a new figure which tessellates.
Create a few new tessellating patterns on your own in this way.

From the investigation, we can conclude that there are only 3 regular tessellation
namely those formed by equilateral triangles, squares and regular hexagons.

OXFORD
® Chapter 11.
:
‘+3 Sum of Exterior Angles of a Polygon
Fig. 11.18 shows a pentagon ABCDE with AB produced to P, BC produced to
Q, CD produced to R, DE produced to § and EA produced to T. Za, 2b, 2c, 2d
and Ze are the interior angles of the pentagon. Zp, Zq, Zr, 2s and Zr are the
exterior angles of the pentagon. There are two ways in which the
exterior angles of the pentagon may
be drawn,

Sum of Exterior Angles of a Pentagon

Go to http://www.shinglee.com.sg/StudentResources/ and open the geometry
software template ‘Exterior Angles of Polygon’.

Sum of Exterior Angles of Polygon

Exterior angles are coloured yellow

X@ONPBNO:
Fig. 11.19

OXFORD =—
erals and Polygons Chapter 11 @
1, The template shows a pentagon with 5 exterior angles. Click on the point
‘Drag me towards O° and drag it until it reaches O. Fig. 11.20 shows the
figure just before the point reaches O.

i i Sum of Exterior Angles of Polygon

* | Exterior angles are chJoured yellow
oO
ZA
&,
A
2 Drag me towards O.

@
dal

Fig. 11.20
2. What do you think is the sum of the exterior angles of a pentagon?
Explain your answer.

From the investigation, we observe that the sum of exterior angles of a pentagon is 360°.
A proof of the above result is given as follows:
Consider the pentagon in Fig. 11.21.
We have Za +Zp = 180°, 2b + Zq= 180",
Ze+Zr= Ld+Zs=
and Lew Lre___.
Latipt+ Lb+Lq+ Lo+ Lr+ Ld+ 2Zs+Le+ Lt=__ x 180°
(4a+ Lb+ Lo+ Ld + Le)
+(Zp + 2Zq+Zr+ Zs + 21) =900°
Since the sum of interior angles of apentagon = Za + 2b + Ze + Ld + Le
= ao
—2)x 180° = 540°,
540° + (p +4q+2r+2Zs+2p=
vere doa fre devel =
By using this method, we can show that the sum of exterior angles of a hexagon,
of a heptagon and of an octagon is also 360°.
Fig. 11.21
In general, we have:
The sum of exterior angles of any polygon is 360°.

1. (i) Is it possible for a regular polygon to have an exterior angle of 70°? Explain your answer.
(ii) If an exterior angle of a regular polygon is an integer, what are all the possible values of the angle?
2. Is it possible for a regular polygon to be a concave polygon? Explain your answer.

Se OXFORD
Chapter11 sete orre
Worked (Finding the Number of Sides of a Regular Polygon)
Calculate the number of sides of a regular polygon if
Example (a) each exterior angle of the polygon is 24°,
(b) each interior angle of the polygon is 162°.

Solution:
(a) The sum of exterior angles of the regular polygon is 360°.
.. Number of sides of the polygon = se
=15
(b) Method 1:
Let the number of sides of the regular polygon =n.
21x 180)
Size of each interior angle of the polygon = {#-2)
- (n- 2h. 180" 162"

(n—2) x 180° = 162°n

180n — 360 = 1621
180n — 162n = 360
18n = 360
n= 20
Method 2:
Size of each exterior angle of the regular polygon = 180° — 162°
= 18" (adj. Zs ona str. line) >
Generally, it is easier to use the
.. Number of sides of the polygon = i formula for the sum of exterior
angles of a polygon. We can find
=20 each exterior angle by using this
formula: int, 2 + ext, 2 = 180",

1. Find the number of sides of a regular polygon if Exercise 11€ Questions 4(a)-(b),
5(a)(d), 6(a)-(d), 8-10
(a) each exterior angle of the polygon is 40°,
(b) each interior angle of the polygon is 178°.
2. By finding the size of each exterior angle of a regular decagon, find the size of
each interior angle of the decagon.
Note: Refer to Worked Example 7. This is another method to find the size of each
interior angle of a regular polygon.
3. Two of the exterior angles of an n-sided polygon are 25° and 26”, three of its interior
angles are 161° each and the remaining interior angles are 159° each. Find the
value of n.

OXFORD = cae — a
Chapter 11 @®
 Probie deaivinea Real
Worked
ABCDE is a regular pentagon. If AB and DC are produced
Example to meet at F, find the value of BFC.

Solution:
D Size of each exterior angle of the pentagon = oe
c =72
Ei
CBF = BCF =72°
BFC +72 +72" = 180° (Z sum of ABCF)
A & ‘i BFC= 180" -72° -72°
=36"

PRACTISE NOW 3
EEE IESTIONS

ABCDEF is a regular hexagon. If AB and DC are produced to meet at G, Exercise

11C Question 11
find the value of BGC.

Worked (Problem involving an n-sided Polygon)

AB, BC and CD are adjacent sides of an n-sided
Example regular polygon.

If BDC = 12°, calculate

(i) the size of an exterior angle of the polygon,

Solution:
(i) CBD = 12° (base Zs of isos. ABCD)
Size of each exterior angle of the regular polygon * + 12° (ext. Z of ABCD)

i
(ii) Value of n= _ 300"
ay
=15
(iii) ABC + 24° = 180° (adj. Zs ona str. line)
ABC = 180° — 24°
= 156"
ABD = ABC —CBD
= 156°=12°
= 144°
ee OXFORD
UNIVERSITY Pes
In the figure, ABCDE is part of an n-sided regular polygon, BPORC is a regular Exercise 11C Questions 12-15

pentagon and CRSD is a square.

A
\ Pp
Nees
y \
B Q

c\-———{r

D s

Find
(i) PBC, (i) OCR,
(iii) BCD, (iv) BBC,
(v)_ the value of n.

BASIC LEVEL 3. (a) @) Find the sum of interior angles of a

regular hexagon.
1. Find the sum of the interior angles of each of the
(ii) Hence, find the size of each interior angle
following polygons. of a regular hexagon.
(b) (i) Find the sum of interior angles of a regular
(a) 11-gon (b) 12-gon
(d) 20-gon polygon with 18 sides.
(c) 15-gon
(ii) Hence, find the size of each interior
angle ofaregular polygon with 18 sides.
2. Find the value of the unknown in each of the
following figures.
4. (a) By finding the size of each exterior angle of
(a) a regular polygon with 24 sides, calculate
the size of each interior angle of the polygon.
(b) By finding the size of each exterior angle
of a regular polygon with 36 sides, calculate
the size of each interior angle of the polygon.

5. Find the number of sides of a regular polygon if

each exterior angle of the polygon is
(a) 90°, (b) 45°, (©) 12°, (d) 4.

Triangles, Quadrilater:
6. Find the number of sides of a regular polygon 14, In the figure, ABCDE is part of an n-sided regular
if each interior angle of the polygon is polygon. The ratio of an interior angle to an
(a) 140°, (b) 162°, (ce) 172°, d)-175° exterior angle of this polygon is 5: 1.

7. If the sizes of the interior angles of a pentagon

are 2x", 3x", 4x", 5x° and 62°, find the largest interior
angle of the pentagon.

8. The exterior angles of a triangle are 3y", 4y" Find

and 5y". (i) the value of n,
(i) Find the value ofy. i) ACD,
(ii) Find the smallest interior angle of the triangle. (ii) ADE.
15. In the figure, ABCDEF ispart of an n-sided regular
INTERMEDIATE LEVEL
polygon. Each exterior angle of this polygon is 36”.
9. Three of the exterior angles of an n-sided polygon
are 15°, 25° and 70°, and the remaining exterior A F
angles are 50° each. Find the value of n.

10. Three of the exterior angles of an a-sided

polygon are 50° each, two of its interior Find
angles are 127° and 135°, and the remaining i) the value of ,
interior angles are 173° each. Find the value of n. BDE,
(i cXp.
11, ABCDEFG is a regular heptagon. If AB and DC are
produced to meet at H, find the value of BAC. ADVANCED LEVEL

12. The points A, B, C and D are consecutive vertices 16. In the figure, ACJL, BCEF, DEGH and IGJK are
of a regular polygon with 20 sides. Find straight lines.
(i) ABC, Find Za + 2b + Le+ Ld + Let L2f+ Let Lh.
(i) ABD.
13. In the figure, ABCDE is a regular pentagon and
ABPOQRS is a regular hexagon. X is the centre of
the hexagon.

17. In the figure, AFJD, AGHC, BGFE, BHID and

CUE are straight lines.
Find Za+ 2b+ Ze+ Ld+ Le.
(i) POX,
(iii) AXB,
(iv) ABC,
(vy) ACD,
(vi) ASE.

=== OXFORD
18. The figure shows part of an n-sided polygon — 19. The figure shows the internal structure of a beehive
where each side is produced. a,, a, ay dy .--, made up of regular hexagonal cells that can form
and a, are the interior angles of the polygon tessellations with no overlaps or gaps.
and x, %y XX, ++, and.x, are its exterior angles.

(i) Name another two regular polygons that can

form tessellations and sketch their tessellations.
(ii) Why are these regular polygons able to
Show that the sum of exterior angles of form tessellations?
the polygon is 360°, ie. 4, +4, +4, + 4j+ ot, Hint: What do you notice about their interior
= 360".
angles?
(iii) Show that there are no other regular polygons
that can form tessellations.
(iv) Suggest a reason why beehives are made up
of regular hexagonal cells and not the
other two regular polygons that can form
tessellations too.

The sum of interior angles of a triangle is 180° (2 sum of A).

An exterior angle of a triangle is equal to the sum of its interior opposite angles (ext. 2 of A).
A quadrilateral is a closed 4-sided plane figure.
© The sum of the interior angles of a quadrilateral is 360°.
® The diagonals of a rectangle bisect each other and are equal in length.
® The diagonals of a square bisect each other at 90°, are equal in length and they bisect the interior angles.
® The diagonals of a parallelogram bisect each other.
® The diagonals of a rhombus bisect each other at 90° and they bisect the interior angles.
@ The diagonals ofa kite cut each other at 90° and one of them bisects the interior angles.
In a polygon, interior angle + exterior angle = 180°.
w Sum of interior angles of an n-sided polygon = (nm — 2) x 180°
A pattern formed by fitting together regular figures which
completely cover a plane surface is called a tessellation.
Sum of exterior angles of an n-sided polygon = 360°

OXFORD pt er te
 Review
Exercise

Be 7]
1. Find the value(s) of the unknown(s) in each of the following figures.
@ c (b)

D
A

2. Given that ABC is a straight line, find the values of the unknowns in each of the following figures.
(a) D (b)

(c) (d) D

(e) D 0)

= = = _ -- OXFORD
Chapter 11 Triangles, Quadrilaterals and Polygons UNIVERSITY PRESS.
3. Given that AB // DC, find the value(s) of the unknown(s) in each of the following figures.
@ » ‘ ) 5

(a) D
ae,

5. The figure shows a parallelogram ABCD where ABC = 108° and BAC = 40".
D c

iL
A B
Find
() ACD,
(ii) CAD.

6. The figure shows a kite ABCD where AB = AD, BC = CD, ABD = 62° and BCD = 118".
A

Find
@) BAD,
(ii) BDC.

OXFORD a
iveastny Pm Trane Juadrilaterals and Polygons Chapter11
7. The figure shows a square ABCD and an equilateral triangle ABE. Find CED.

8. The sum of interior angles of a polygon with (2n —3) sides is equal to 62 right angles. Find the value of n.

9. One of the interior angles of an n-sided polygon is 126° and the remaining interior angles are 162° each.
Find the value of n.

10. The ratio of the interior angles of apentagon is 3: 4:5:5:7. Find

(i) the largest interior angle,
(ii) the largest exterior angle.

11. Two of the exterior angles of an n-sided polygon are 35° and 72", and the remaining exterior angles are
23° each. Find the value of n.

12, The ratio of an interior angle to an exterior angle of an n-sided regular polygon is 13 : 2. Find the value of n.

13. If the sum of the interior angles of an n-sided polygon is four times the sum of its exterior angles, find the
value of n.

ae Te "a ~~ tower ~ === OXFORD

Chapter 11 Wsivensty PRESS
 Challenge
Yourself
1. In the figure, AABC is an isosceles triangle in which AB = AC and BAC = 20°.
If AD = BC, find ADB. A
[\

ic

2, In the figure, AABC is an isosceles triangle in which AB = AC and BAC = 20".

i CBF = 50° and BCD = 60°, find CBF.

3. The sum of interior angles of a convex n-gon is (n — 2) x 180°. Does this formula
apply to the sum of interior angles of a concave n-gon? Explain your answer.

4. (i) How do you define an exterior angle of a concave polygon?

(ii) The sum of exterior angles of any convex n-gon is 360°. Is the sum of
exterior angles of a concave n-gon also 360°? Explain your answer.

5. Find a formula for the number of diagonals of an n-sided polygon.

OXFORD
OXFORD =
Finglas Guadibicais andPokgons chat
seometrical
Constructions
Agood architect, draughtsman, engineer or interior
designer is able to use mathematical tools such
as rulers, set squares, protractors and compasses
to construct geometrical figures accurately
and skillfully, “~

UU MpHH |"!.
Bie

QO Of
 Chapter
—— Twelve
 Introduction
to Geometrical

“hed Recap (Use of Rulers, Protractors and Set Squares)

In primary school, we have learnt how to draw triangles and quadrilaterals using rulers, protractors and
set squares (see Fig. 12.1). In this chapter, we shall learn how to use a pair of compasses to construct
geometrical figures.

(a) (b) (©)

Fig. 12.1

Use of Compasses
A pair of compasses (see Fig. 12.2) is a mathematical instrument consisting
of two moveable arms attached together by a hinge. It is used for drawing a wp.
circle or an arc of a circle, and for marking off a length.
A pair of compasses is different
from a compass which is used
to tell directions.

Pointed
End
Drawing
End
Fig, 12.2

---—_____—__ -.- —--- _- os OXFORD

Chapter 12 r UNIVERSITY PRIS
The following show how compasses can be used.
° Drawing a Circle or an Arc of a circle
Step 1: Adjust the arms of the compasses
so that the distance between the ends is
equal to the radius of the circle.

Step 2: Fix the pointed end at the point /

\ which is the centre of the circle and _ hadius /
I move the other arm to draw the circle. |" {
——_ or an arc of a circle. x /

° Marking offaLength =

Step 1: Adjust the arms of Step 3: Without adjusting the arms of

the compasses until the the compasses, fix the pointed end at
ends touch pointsAand B. Pand move the other arm to draw an
arc cutting L at 0. Hence, PQ = AB.

Step 2: Mark a point P on

another line L.
_{_.
Pp

Useful Tips for Geometrical Constructions ati

The following tips are useful for the construction of geometrical figures: jt
® Use a sharp pencil so that points and lines can be drawn finely and clearly.
@ When making an intersection with a line or an arc, ensure that the angle Create the following
designs using
of intersection does not differ greatly from 90° if possible (see Fig. 12.3). a pair of compasses.

T Fa
f /

(a) Good (b) Bad

Fig. 12.3
° Exercise caution when drawing a line through a point to ensure accuracy
(see Fig. 12.4).

(a) Good (b) Bad

Fig. 12.4
e All construction lines must be clearly shown. Do not erase the construction
lines that have been drawn.
OXFORD —— a eee
UNIVERSITY PRES - Chapter 12
 Perpendicular
Bisectors and
Angle Bisecto

:Perpendicular Bisectors eg
In Fig. 12.5, M is the midpoint of the line segment AB. As the line XY
passes through M, XY is said to biseci AB, i.e. XY divides AB into two equal parts.
XY is also perpendicular to AB. Therefore, XY is known as the perpendicular
bisector of AB.

Fig, 12.5
Worked {Construction ot a Perpendicutar § ctor
Draw a line segment AB of length 10 cm. Construct
Exampl
ample the perpendicular° bisector of AB. H

Solution:
Construction Steps:
1, Using a ruler, draw a line segment AB of length 10 cm.
2, Adjust the arms of the compasses so that the distance between the ends
is more than half the length of AB, ie. more than 5 cm. With A as centre, A perpendicular bisector can also
draw arc 1 above AB and draw arc 2 below AB. be constructed by using a ruler and
3. Using the same radius as in Step 2, with B as centre, draw arc 3 to cut arc 1 protractor.
at X and draw are 4 to cut arc 2 at ¥.
4. Join XY to cut AB at S.
arc1| arc3

arc 2! arc 4

Note: XY is the perpendicular bisector of AB, where AS = SB and XY is

perpendicular to AB.

PRACTISE NOW 1

Draw a line segment AB of length 8 cm. Construct the perpendicular bisector of AB. Exercise 12A Questions 1, 17

BD chapter
12 Geomavis a OXFORD
 Investigation
Property of a Perpendicular Bisector
In this investigation, we shall construct and deduce a property of the perpendicular
bisector of a line segment. A suitable interactive geometry software may be used.
. Draw a line segment AB.
. Construct the perpendicular bisector of AB.
. Join A to any point C on the perpendicular bisector. Then join B to C.
. Measure the length of AC and of BC. What do you notice? Fig. 12.6
. Click and drag the point C along the perpendicular bisector, What conclusion
apen=

zz.
can you make?
a . Join A and B to any point D on the left of the perpendicular bisector. Measure
the length of AD and of BD. Click and drag the point D such that D is not on
the perpendicular bisector. What conclusion can you make? The perpendicular bisector of AB
is the line of symmetry of ABC,
Therefore, Cis equidistant from the
From the investigation, we can conclude that: two end points of the line segment,
Any point on the perpendicular bisector ofaline segment is equidistant i.e. A and B.

from the two end points of the line segment.

Angle Bisectors
In Fig, 12.7, the ray AX divides BAC into two equal angles, ie. BAX = CAX.
Hence, AX is known as the angle bisector of BAC.
A

Fig. 12.7
Worked (Construction of an Angle Bisector)
Draw an angle BAC of 66°. Construct the angle
Example bisector of BAC.

Solution:
Construction Steps: ic
1. Using a ruler and a
protractor, draw an
angle BAC of 66°. An angle bisector can also be
2. With A as centre constructed by using a ruler and
a protractor.
and with a suitable
fixed radius, draw an
Internet
arc to cut AB at P and “—SResources
AC at Q. iil
3. With P as centre and It can be proven that in general,
with a suitable radius = it is not possible to use a pair
P of compasses and a straightedge
(may be different 4 (unmarked ruler) to trisect an
from that in Step 2), angle, i.e. divide the angle into
draw arc 1. three equal parts. However, we
4, Using the same radius as in Step 3, with Q as centre, draw arc 2 to cut can trisect an angle using origami
(paper folding). Search on the
arc 1 at R. Internet to find out how this can
5. Join AR. be done.
Note: AR is the angle bisector of BAC, where BAR= CAR.

“travis &@
 E NOW 2

Draw an angle BAC of 78”. Construct the angle bisector of BAC. Exercise 12A Question 2

©
Investigation
Property of an Angle Bisector

=z
In this investigation, we shall construct and deduce a property of the angle
bisector of an angle. A suitable interactive geometry software may be used.
1. Draw an angle BAC,
2. Construct the angle bisector of BAC. Aline passing through a point and
3, Take any point R on the angle bisector and construct a line passing through R and perpendiculartoanother line can
perpendicular to AB, Let the point of intersection of this line and AB be P. PR is be constructed using a ruler and
set square.
the perpendicular (or shortest) distance of R from AB. Measure the length of PR.
4. Similarly, construct a line passing through R and perpendicular to AC.
Let the point of intersection of this line and AC be Q. QR is the perpendicular
(or shortest) distance of R from AC. Measure the length of OR.
5. What do you notice about the length of PR and of QR?
6. Click and drag the point R along the angle bisector. What conclusion can
you make?
7. Take any point S on the left of the angle bisector and construct a line passing
through A and §. Measure the perpendicular distance from the line to AB and Fig, 12.8
AC respectively. Click and drag the point § such that § is not an the angle bisector.

~z
What conclusion can you make?

From the investigation, we can conclude that:

AR is the line of symmetry of the
|Any point on the angle bisector of an angle is equidistant quadrilateral APRQ. Therefore,
from the two sides of the angle. R is equidistant from the lines AP.
and AQ.

@) Construction

In this section, we shall learn how to construct triangles and solve related problems.

Worked ‘ Seeno} a ivan sade waarindle cl Anglo

Construct AABC such that AB = 10.5 cm, BC = 7.5 cm and ABC= 60°.
Example (i) Measure and write down the length of AC.
(i) Construct the perpendicular bisector of AB such that it cuts AC.
Measure and write down the length of BS, such that S is the point where
the perpendicular bisector of AB cuts AC.

OXFORD
D Chapter 12. ctions - - a
Solution:
Construction Steps:
1. Using a ruler, draw AB = 10.5 cm. wz,
2. Since ZB = 60°, using a protractor at B, mark off an angle of 60° and draw a
line BK such that ABK = 60". Alternatively, the line BC can be
3. Since C is 7.5= em away from B, with Bas centre and 7.5 em as radius, draw an drawnfirst, However, Ais drawn
first as it is the longer line and
arc to cut BK at C. hence, allows us to ensure that
4. Join AC. the figure does not exceed the

(i) Length of AC =9.4 cm eer ave

(ii) Construction Steps:
4. With A as centre and radius more than half the length of AB, draw arc 1
above AB and draw arc 2 below AB.
2. With Bas centre and radius the same as in the previous step, draw arc 3 to cut
arc 1 at Xand draw arc 4 to cut are2 at Y.
3. Join XY to obtain the perpendicular bisector of AB.
4. Extend the perpendicular bisector of AB such that it cuts AC. Label the point Zp,
where the perpendicular bisector of AB cuts AC as S.
Join BS using a dotted line. 7 Use dotted lines for lines that
Length of BS=7.3 em K are part of your working.

arc 2 ‘|‘ arc 4

PRACTISE NOW 3

Construct ABC such that AB =7.6 cm, BC = 4.8 cm and ABC = 130". Exercise 12A Questions 3-4,
(i) Measure and write down the length of AC. pase
(ii) Construct the perpendicular bisector of AB such that it cuts AC.
Measure and write down the length of BS, such that S is the point where
the perpendicular bisector of AB cuts AC.

OXFORD = ee - —
UNIVERSITY PAHS Chapter 12
Worked (Construction of a Triangle and Given 3 Sides)
Construct APOR such that PQ = 10.5 cm, PR=8.5 cm and OR=9.5 cm.
Example (i) Measure and write down the size of the angle facing the longest side.
(ii) Construct the angle bisector of OPR such that it cuts QR. Measure and
write down the length of Q7, such that Tis the point where the angle bisector
of OPR cuts OR.

Solution:

Zz.
Construction Steps:
1. Using a ruler, draw PQ= 10.5 em.
2. Since R is 8.5 cm away from P, with P as centre and 8.5 cm as radius,
draw arc 1, Alternatively, the lines PR or OR
3. Since R is 9.5 cm away from Q, with @ as centre and 9.5 cm as radius, can be drawn first. However, PO is
draw arc 2 to cutare 1 at R. drawn first as it is the longest line
4, Join PRand OR. and hence, allows us to ensure
that the figure does not exceed the
(i) Paiis the longest side, space given.
*, Required angle, PRO =71°
(ii) Construction Steps:
1. With P as centre and with a suitable fixed radius, draw an arc to cut PQ at
Hand PR at K.
2. With H as centre and with a suitable radius (may be different from that in
the previous step), draw arc 3. Using the same radius, with K as centre,
draw are 4 to cut arc 3 at N.
we+ Join PN to obtain the angle bisector of OPR.
4. Extend the angle bisector of OPR such that it cuts OR. Label the point where
the angle bisector of QPR cuts OR as T.
Length of O7=5.3 cm
R
arc 1 ><are 2

suse fo Fo

Construct an angle of 60" by using

a ruler and a pair of compasses
only.

Construct APQR such that PQ = 8.4cm, PR =7.2 em and OR =9.8 cm. Exercise 12A Questions 5-6,
(Measure and write down the size of the angle facing the longest side. 10-11, 16

(ii) Construct the angle bisector of QPR such that it cuts OR.
Measure and write down the length of Q7, such that T is the point where the
angle bisector of OPR cuts > OR.
OXFORD
Chapter 12,
Worked (Construction of a Triangle Given i Side and 2 Angles)
Construct AXYZ such that XY = 9 cm, XYZ =38° and YXZ= 67".
Example (i) Construct the perpendicular bisector of XZ.
(ii) Construct the angle bisector of XZY.
(iii) The two bisectors intersect at U.
Complete the following statement:
The point U is equidistant from the points __ and and equidistant from
the lines and

Solution:
Construction Steps:
1. Using a ruler, draw XY=9 cm.
2. Since ZX =67’, using a protractor at X, mark off an angle of 67° and draw a line XH such that YRH =67°.
3. Since ZY =38°, using a protractor at ¥, mark off an angle of 38° and draw a line YK such that XPK =38".
4, Label the intersection of XH and YK as Z.
(i) Construct the perpendicular bisector of XZ.
(ii) Construct the angle bisector of XxZy.
(iii) Label the intersection of the two bisectors as U.
The point U is equidistant from the points X and Z, and equidistant from the lines XZ and YZ.
H

Construct AXYZ such that XY =8 cm, XPZ=56" and YRZ= 48". pti 12A Questions 7,
(i) Construct the perpendicular bisector of YZ.
Construct the angle bisector of YXZ.
(iii) These two bisectors intersect at U.
Complete the following statement:
The point U is equidistant from the points and and equidistant
from the lines and_
OXFORD Sas
UMIVERSIFY Panas
 *= Exercise
12A
BASIC LEVEL

1, Draw a line segment AB of length 9.5 cm. Construct AABC such that AB=9.4cm, AC =8.8 em
Construct the perpendicular bisector of AB. and ABC = 60°.
(i) Measure and write down the size of the
angle facing the shortest side.
Draw an angle BAC of 56°. Construct the angle
(ii) Construct the angle bisector of BAC such that
bisector of BAC. it cuts BC. Measure and write down the length
of CS, such that Sis the point where the angle
Construct AABC such that AB =8 cm, BC=6.5 cm bisector of BAC cuts BC.
and ABC = 80°. Measure and write down the
length of AC. 10. Construct APOR such that PO=9.5 cm, PR=8.5em
and OR =9.8 cm.
Construct AABC such that AB = 5 cm, BC = 9 cm (i) Measure and write down the size of the
and BAC = 90". Measure and write down the angle facing the shortest side.
length of AC. (ii) Construct the perpendicular bisector of
QR such that it cuts PQ. Measure and write
down the length of Q7, such that Tis the point
Construct an isosceles triangle POR such that where the perpendicular bisector of OR
PQ = PR= 10 cm and OR = 9 cm. Measure and culs PQ.
write down the size of OPR.

11. Construct APOR such that PQ=8.8 cm, PR=9.2cm

Construct an equilateral triangle with sides and OR = 10.4 cm.
9.5 cm each. (i) Measure and write down the size of the angle
facing the longest side.
Construct AXYZ such that XY = 10.2 em, X¥Z= 60°
(ii) Construct the angle bisector of POR such
that it cuts PR. Measure and write down the
and YXZ = 45°. Measure and write down the
length of XZ. length of P7, such that 7 is the point where
the angle bisector of POR cuts PR.

12. Construct AXYZ such that XY = 8 cm, XPZ = 55°

8. Construct AABC such that AB = 9.8 cm, and YXZ= 64°.
BC = 6.5 cm and ABC = 88". (i) Measure and write down the length of XZ.
(i) Measure and write down the length of AC. (ii) Construct the perpendicular bisector of YZ
(ii) Construct the perpendicular bisector of AB such that it cuts XY. Measure and write down
such that it cuts AC. Measure and write down the length of UY, such that U is the point where
the length of BS, such that S is the point where the perpendicular bisector of YZ cuts XY.
the perpendicular bisector of AB cuts AC.

OXFORD

= = = ==
13. Construct AYYZ such that XY = 8 em, X¥Z = 49° ADVANCED LEVEL
and YXZ= 74". 15. Construct AABC such that AB=8.5 cm, AC=4.6cm
(i) Construct the perpendicular bisector of XY.
and BAC = 54°. The point S is such that it is
(ii), Construct the angle bisector of Xz. equidistant from A, B and C. Find and label S.
(iii) These two bisectors intersect at U.
Complete the following statement:
16. Construct APOR such that PO=8.3 em, PR=9.2cm
The point U is equidistant from the
and OR = 7.9 cm. The point T is such that it is
points and , and equidistant
equidistant from PQ, PR and QR. Find and label 7.
from the lines and 3
17. Construct a circle of any radius. Label the centre
14. Construct AABC such that AB = 10.2 cm,
of the circle as O.
AC= 11 emand BAC
=62". (i) A chord of a circle is a line segment such
(i) Measure and write down the length of BC. that its end points lie on the circumference
(ii) Construct a circle of radius 5 em with its
of the circle. A chord that passes through
centre at C,
the centre of the circle is known as the
(iii) Construct the angle bisector of ACB such
diameter of the circle. Draw a chord in your
that it cuts the circle at S inside the triangle
circle that does not pass through O.
and AB at T. Measure and write down the
(ii) Construct the perpendicular bisector of
length of ST. the chord which you have drawn in (i).
The perpendicular bisector should cut
your circle at two points P and Q. What is
the name given to PQ?

12.4 Construction of («<

In this section, we shall learn how to construct quadrilaterals and solve related problems.

Worked (Construction of a Parallelogram)

Construct a parallelogram ABCD such that
Example AB =8.5 cm, BC =6.5 cm and ABC = 45°. Measure
and write down the length of the diagonal AC.

OXFORD =
Chapter 12
 Solution:
Construction Steps:
1. Using a ruler, draw AB = 8.5 cm.
2. Since 2B = 45°, using a protractor at B, mark off an angle of 45° and draw a
line BK such that ABK
=45°.
3. Since C is 6.5 cm away from B, with B as centre and 6.5 cm as radius,
draw an arc to cut BK at C.
4. Since ABCD is a parallelogram, AD = BC = 6.5 cm. With A as centre and 6.5 cm
as radius, draw arc 1.
5. Similarly, CD = BA = 8.5 cm. With C as centre and 8.5 cm as radius, draw are 2
to cutare 1 at D.
6. Join AD and CD.
7. Join AC using a dotted line.
Length of AC =6.0 cm

85cm B

1. Construct a parallelogram ABCD such that AB = 8.5 cm, BC = 5.5 cm and Exercise
128Questions 1-3, 9
ABC = 120°. Measure and write down the length of the diagonal AC.
2. Construct a rectangle ABCD such that AB = 10.5 cm and BC = 6.5 cm.
Measure and write down the length of the diagonal AC.
Worked (Construction of a Quadrilateral)
Construct a quadrilateral PORS such that PQ = 6 cm,
Example OR =7.5 cm, RS = 8.2 cm, PS = 5.8 cm and the diagonal
PR =9.2.cm. Measure and write down the size of ors.

Ss
Solution:
Construction Steps:
1. Using a ruler, draw PR = 9.2 cm.
2. Since S is 5.8 cm away from P, with P as centre and 5.8 cm as radius, draw are 1. The point S is located by using its
distance from P and from R, i.e.
3. Since S is 8.2 cm away from R, with R as centre and 8.2 cm as radius, draw arc 2 PS and RS.

SS
to cut arc 1 at S.
~ Join PS and RS.
« Since Q is 6 cm away from P, with P as centre and 6 cm as radius, draw arc 3.
aus Since Q is 7.5 em away from R, with R as centre and 7.5 cm as radius, draw are 4 The point Q is located by using its
to cutarc 3 at OQ, distance from P and from R, ie.
PQ and QR.
N Join PQ and QR.
ORS =79°

iti, Construct a quadrilateral PORS such that PQ = 4.5 cm, OR = 6 cm, Exercise 128 Questions
4-5
RS =9 cm, PS =6 cm and the diagonal QS = 9 cm. Measure and write down
the size of ORs.
2. Construct a rhombus PQRS such that PO = 7.5 cm and the diagonal
PR = 12.cm. Measure and write down the size of ORS.
ee Se
OXFORD
siructions Chaptert2
 Worked (Construction of a Quadrilateral)
1 Construct a quadrilateral PORS such that PQ = 6.5 cm,
Example OR =4.8 cm, RS=8.5 cm, POR = 75° and ORS = 98".
(i) Measure and write down the length of PS.
(ii) Measure and write down the size of PSR.

Solution:
Construction Steps:
1. Using aruler, draw PQ = 6.5 cm.
2, Since 4Q=75", using a protractor at Q, mark offanangle of 75° and draw a line
QH such that POH=75°.
3. Since R is 4.8 cm away from Q, with Q as centre and 4.8 cm as radius, draw an arc
to cut OH at R.
4, Since ZR = 98°, using a protractor at RX, mark off an angle of 98° and draw a line
RK such that ORK = 98".
5. Since Sis 8.5 cm away from R, with R as centre and 8.5 cm as radius, draw an arc to
cut RK at S.
6. Join PS.
(i) Length of PS = 4.8 cm
(ii) PSR = 56°
Internet
“Resources
-
Lorenzo Maschroni
(1750 =1800), an Italian
Mathematician, had proven that
any geometrical construction
that can be done with a pair of
compasses and a straightedge,
i.e. Euclidean construction, can
also be done with only a pair
of compasses. This suggests
that a pair of compasses is
more fundamental than a
straightedge although Maschroni
construction is more difficult
and tedious than Euclidean
construction. Search on the
Internet to find out more about
Maschroni construction.
P 65cm Q

Construct a quadrilateral PORS such that PQ = 5.6 cm, OR = 6.2 cm, Exercise 12B Questions 6-8, 10,
RS =9.2 cm, POR = 80" and ORS = 95°. 12-15

(i), Measure and write down the length of PS.

(ii) Measure and write down the size of PSR.

OXFORD
® Chapter12 Geometrical Construction
 * Exercise
12B
BASIC LEVEL INTERMEDIATE LEVEL

Construct a parallelogram ABCD such that Construct a trapezium WXYZ such that
AB = 10 cm, BC = 12 cm and ABC = 80". Measure WX = 56 mm, XY = 112 mm, WXY = 80° and
and write down the length of the diagonal BD. XYZ = 70°. Measure and write down the length
of WY and of XZ.

Construct a rectangle of sides 96 mm and Construct a parallelogram ABCD such that

84 mm. Measure and write down the length of AB=9 cm, BC=6cm and ABC
=115".
each of the two diagonals. (i) Measure and write down the length of
the diagonal BD.
Construct a rhombus ABCD such that (ii) Construct the perpendicular bisector of
AB = 6 cm and ABC = 115°, Measure and write AB such that it cuts CD, Measure and write
down the length of each of the two diagonals. down the length of AT, such that T is the
point where the perpendicular bisector of
AB cuts CD.
Construct a quadrilateral PQRS such that
PQ = PS = PR = 9 cm, QR = 12 em and
RS = 7.5 cm. Measure and write down the size . Construct a quadrilateral PORS such that
of OPS. PQ = 4 cm, OR = RS = 4.8 cm, PS = 3.6 em and
OPS = 90".
(i) Measure and write down the length of QS.
Construct a rhombus PQRS such that (ii) Construct the perpendicular from S to QR.
PQ = 60 mm and the diagonal PR = 9 mm. Measure and write down the length of SU,
Measure and write down the size of oPs. such that U is the point where the perpendicular
from S cuts OR.
Construct a quadrilateral PQRS such that
PQ = 5.3 cm, OR = 6.3 cm, RS = 6.7 cm, . A square PQORS is such that the diagonal
PGR = 75° and QRS
=60°. PR= 10cm.
(i) Measure and write down the length of PR. (i) Draw PR.
(ii) Measure and write down the size of RPS. (ii) By constructing the perpendicular bisector
of PR, locate the points Q and S and join
Construct a trapezium WXYZ such that WZ is the points to form the square PORS.
parallel to XY, WX = 4.5 cm, XY = 8 cm,
(iii) Measure and write down the length of PQ.
WZ = 6 cm and WXY = 60°. Measure and
write down the length of ¥Z and of WY.

OXFORD
‘Gonsiractions Ghaptert2 QD
ed
12. Construct a quadrilateral PQRS such that 14. Constructatrapezium WXYZ such that WX is parallel
PQ= 10cm, OR=6em, PS=3.5cm, POR=45° and to ZY, WX = 5 cm, YZ = 9.8 cm, WZ = 6 cm and
OPS = 60°. XW = 120°.
(i) Measure and write down the size of ORs. (i) Measure and write down the length of WY.
i) Construct the perpendicular bisector of QS such (ii) Construct the perpendicular bisector of WY such
that it cuts PO. Measure and write down the length that it cuts WX produced at S and YZ at T.
of PT, such that T is the point where the Measure and write down the length of ST.
perpendicular bisector of QS cuts PQ. (ii) Construct the angle bisector of WZY such that it
cuts WY at U. Measure and write down the size
of WOX.
13. Construct a quadrilateral PORS such that
PO= I lem, OR=3.1 cm, PS=7 em, POR =90" and
OPS = 50".
15. Construct a quadrilateral PORS such that
(i) Measure and write down the size of ORs.
PQ=65 cm, OR=4.6 cm, PS=5.8.cm, POR = 120°
(ii) Construct a line parallel to PR that passes through
and QPS = 105°. The point T is such that it is
S to meet QR produced at U. Measure and
equidistant from P and Q, and equidistant from PO
write down the length of RU.
and PS. Find and label 7.

1, Ifthe line XY is the perpendicular bisector of a line segment AB, then

o XY L AB,
° XY passes through the midpoint of AB.
2. Any point on the perpendicular bisector of a line segment is equidistant from
the two end points of the line segment.
3. If the ray AX is the angle bisector of BAC, then BAX = CAX.
4. Any point on the angle bisector of an angle is equidistant from the two sides
of the angle.

Se ee —— — OXFORD
Chapter 12 t eivensiry raat
 Review,
Exercise

12
call,

Construct AABC such that AB = 4.5 cm, 4. Construct a parallelogram ABCD such that
BC =6 em and ABC = 60". AB=8 cm, BC =5.5 em and ABC = 120".
(i), Measure and write down the length of AC. (i) Measure and write down the length of
(ii) Construct the angle bisector of BAC such that the diagonal BD.
it cuts BC. Measure and write down the length (ii) Construct the perpendicular bisector of BD such
of CS, such that S is the point where the angle that it cuts AB and CD. Measure and write down
bisector of BAC cuts BC. the length of ST, such that S and T are the
points where the perpendicular bisector of BD
Construct APOR such that PQ = 12cm, PR= 10.2cm cuts AB and CD respectively.
and OR=8.8 em.
(i) Measure and write down the size of the angle Construct a quadrilateral PORS such that PQ=8 cm,
facing the shortest side. OR =2cm, PS =6 cm, POR = 90° and QPS = 60".
(ii) Construct the perpendicular bisector of QR such (i) Measure and write down the size of ORS.
that it cuts PQ. Measure and write down the (ii) Constructa line parallel to PR that passes through
length of RT, such that T is the point where Sto meet OR produced at U. Measure and write
the perpendicular bisector of OR cuts PQ. down the length of QU.

Construct AXYZ such that YZ=8 em and Construct a circle with diameter AC = 10 cm.
XPZ = XZY=60". (i) Find and label a point B on the circumference
(i) Construct the perpendicular bisector of ¥Z, of the circle such that AB = BC.
which passes through X, and let U be the point (ii) Find and label the point D on the circumference
where it cuts YZ. of the circle such that it lies on the side of
(ii) Find and label V on XU produced such that AC opposite to B and CAD=45°.
XU=UV. (ii) Join the points to form a quadrilateral ABCD.
(iii) Join YV and ZV to obtain a quadrilateral. State the name of this quadrilateral.
State the name of this quadrilateral. (iv) Construct the angle bisector of BAC such that
it cuts the circle at A and at another point S.
Measure and write down the length of DS.

Challenge
Yourself
. Construct APOR such that PQ=8 cm, PR=5 cmand OR =6 em. Construct a circle
which will pass through P, Q and R. What is the special name given to this circle?

Construct APOR such that PO=7 cm, PR=6cm and QR=8 cm. Construct a circle
which will touch the sides of PQ, PR and OR. What is the special name given to
this circle?
OXFORD =
UWEVERAETY Piss Chapter 12 @
C1 Revision Exercise

35% of students who take part in a dance competition are girls. If 140 girls take part in the competition,
find the total number of students who take part in the competition.

The number 5600 is first decreased by 15%. The value obtained is next increased by 10%. Find the
final number.

The length and breadth of a hall are 28 m and 21 m respectively. If the ratio of its length to its height is
7: 6, find the ratio of its breadth to its height.

Priya can type 575 words in 25 minutes. She starts typing a report at 1035 hours and finishes at
1128 hours. Assuming she types non-stop at her usual rate and does not make any mistakes, find the
number of words in the report.

A train leaves Town A at 0845 hours and arrives at Town B at 1510 hours.
(i) How long does the train take to travel from Town A to Town B?
(ii) If the average speed of the train is 108 km/h, find the distance between Town A and Town B.

In a parallelogram ABCD, BAC = 56° and BCD = 70°. Find

() Ac,
(i) ACB.

7. The interior angles of a hexagon are (2x + 17)°, (3x —25)°, (2x +49), (x + 40)°, (4x — 17)? and
(3x —4)°. Find
(i) the value ofx,
(ii) the smallest interior angle,
(iii) the smallest exterior angle.

(i) Construct AABC such that AB = 6 cm, BC = 7 cm and AC = 6.5 cm.

(ii) Construct the angle bisector of ABC such that it cuts AC. Measure and write down the
length of BX, such that X is the point where the angle bisector of ABC cuts AC.

—— — OXFORD
: C2 Revision Exercise

1. After a pay raise, Kate’s monthly salary increased from $3500 to $3780. Find the percentage increase
in her pay raise.

2. Inaclass of 40students, 25% of them were made to stay back for detention. Find the number of students
who did not have to stay back for detention.

3. Analloy consists of three metals, X, Y and Z. IfX: Y= 8:15 and Y¥:Z=21 : 32, find X: Z.

4. If light can travel 31 times around the world in 4 seconds, find the number of times it can circle the
world in 10 seconds.

5. At0845 hours, a lorry leaves Town A for Town B at an average speed of 52 kn/h. It arrives at Town B
at 1230 hours. On the return journey, the lorry leaves Town B at 1455 hours and arrives at Town A at
1815 hours. Find the average speed of the lorry on the return journey.

6. Inthe figure, PAQ and ASB are straight lines. If PQ // RS, AB // CD, ADC = 62° and DAQ = 26°, find the
value of x and of y.

7. One of the interior angles of an n-sided polygon is 95° and the remaining interior angles are 169° each.
Find the value of n.

8. Construct a quadrilateral ABCD such that AB = 7.6 cm, AD = 5.3 cm, ABC = 105°, BAD = 110° and
ADC = 82°. Measure and write down the length of BC and of CD.

Sa = - SS ee —— @
OXFORD
 Perimeter a s
of Pl a n e F i g
A r e

yne
yet? nro" \
The + Four ngapo® 8Ss-
tain of at SiSuntec Gily "in si
ated at
Wealth’, located 499
que :
Gui inness t ain 3 w
yest foun ot O8
5 Sts of Book of Records as as the world’s larg! and a base
Consistssis area
aire
ular ring that has.a perimeter of 66.

OXFORD
The floor area of a classroom is measured using square metres (m’). Other units used to measure area of plane
figures include square centimetres (cm?), square millimetres (mm?), hectares (ha) and square kilometres (km?),

Class
Discussion
International System of Units
1. The International System of Units (SI units) is made up of seven base units which
are used in measurements. For example, length is a basic physical quantity and
its base unit is the metre (m). Find out the other six basic physical quantities and
their base units. Discuss with your classmates why scientists developed this system,
2. The British use feet, inches, yards and miles to measure length, and acres to
Measure area. Find out more about these units of measurements and how they
are related to the SI units.

Sometimes, we need to convert from one unit of area to another. For example, it is more common to say that the
land area of Singapore is 712.4 km? instead of 712 400 000 m?. Similarly, we do not usually say that the area of the
Cross section of a piece of wire is 0.000 000 000 002 5 km?; instead, we say that its cross-sectional area is 0.25 mm?
In Worked Example 1, we will focus on the conversion between cm? and m?,

Worked (Conversion between em? and m?)

Express ~Zp,
Example (a) 5 mincnr, (b) 975 cm? in nv. 4
‘The area of a square of
sides I mis
Solution: Im’, which is equal to 10000 ent.
(a) 1 m= 100 cm (b) 100cem=1m 1m
(1 m)? = (100 cm)?
= 100 cm x 100 cm Im] tm
1 m? = 10 000 cm?
5m =5 x 10000 cm? 0.01 my? a
= 50 000 cm? 01 mx 0.01 m cm
0001 m?
975 cm? = 975 x 0.0001 m? unosera 0;po0 eas
= 0.0975 m?

ISE NOW 1

Express Exercise 13A Questions 1(a)-(d)

(a) 16 m? in cm’, (b) 357 cn? in m*.
- — OXFORD
Chapter13 ane Figures UNIVERSITY PRIS
 Perimeter a nd Area of a4yy.
Figure =
i . _ :
a . .
‘Recap (Base and Height of a Triangle)
In primary school, we have learnt that we can use any side of a triangle as its base, and that the height
of a triangle with reference to the base is the perpendicular distance from the base to the opposite vertex
(see Fig. 13.1).

4— —}) —— > b <—__ p>

(a) (b) (©)
Fig. 13.1

PRACTISE NOW

For each of the following triangles, label the height (or base) with reference to the given base (or height). You need
to indicate the right angle where necessary.

(a) (b) {c)

b b

(d) (3) )

OXFORD po ate
Perimete gures Chapter 13 ®
 Perimeter and Area of Basic Plane Figures
In primary school, we have learnt how to find the perimeter and area of a square, a rectangle, a triangle and
a circle. Some important formulae are provided in Table 13.1. Complete the table.

a a ,
; i

Rectangle | | 21+ b) Ib

Triangle / at+b+ee

Circle 2nr or ad a

Semicircle
<—i—>
Table 13.1

® — OXFORD
Chapter13 Perimeter and Area of Plane Figures eivensiry Phase
Worked (Problem involving Perimeter and Area of a Rectangle)
E 1 The length of a rectangular field is 4 m longer than its breadth.
‘xample (a) If the perimeter of the field is 44 m, calculate
(i) the breadth,
(ii) the area,
of the field.
(b) The field is surrounded by a cement path of width 2.5 m.
Calculate the area of the path.

Solution:
(a) (i) Let the breadth of the rectangular field =x m.
Then the length of the field = (x + 4) m.
Gee 4)+x] = 44
2(2x +4) =44
4x48 =44
Ax = 36
¥ =9
~. Breadth of the field = 9 m
(ii) Area of the field = (9 +4) x9
=117m
(b) Total length = 13 + 2.5 +2.5
=18m
Total breadth = 9 + 2.5 +25
=l4m
Total area of the field and the cement path = 18 x 14
= 252 m?*
Area of the path = 252 - 117
= 135m

PRA\ NOW 2

1, The perimeter of a square field is 64 m. If the field is surrounded by ns

2-3,
Exercise 13 Questio B-11
a running path of width 3.5 m, find the area of the path.
2. In the figure, AB =25 m, AD = 17 m, DP =8 m, AQ=5 m, BR = 14 m and
BS = 3 m. Find the area of the shaded region.

OXFOR D es
UsIvERSITY PRESS Perimeter and Area of Plane Figures Chapter 13 520)
 (Problem involving Circum! 1ce and Area of a Circle)
Worked The figure shows a circle of radius 7 cm, touching two
Example sides of a rectangle. The length of the rectangle is 9 cm
longer than its width. Calculate
(i) the circumference of the circle,
(ii) the area of the circle,
(iii) the area of the shaded region.

Solution:
(i) Circumference of the circle = 2ar

(ii) Area of the circle =27

=a(7?
= 44.0 cm (to 3 s.f.)
zw
If the question does not specify
the value of x, we use the value
=49n of mstored in the calculator.
= 154 cm? (to 3 s.f.)
(iii) Width of the rectangle = diameter of circle = 7 x 2

>
=l4cem
Length of the rectangle = 14 +9
= 23cm
area of the rectangle — area of the circle
23 x 14-497 For accuracy, we should use the
value of stored in the calculator
= 168 cm? (to 3 s.f.) in the intermediate steps.

IMILAR
TIO}

The figure shows a circle of radius 14 cm with one quadrant removed, touching the Exercise 13A Questions
sides of a square. Find lal), 5, 6(a)-(0), 7, 12-17
(i) _the perimeter of the unshaded region,
(ii) the area of the unshaded region,
(iii) the area of the shaded region.

OXFORD
b21
] Chapter 13 Perimeter an
 *Exercise
13A

1. Express (b)
(a) 40 min cm’, (b) 16 cm? in nm,
(c) 0.03 m? in cm?, (d)_ 28 000 cm? in m*. ¥200cm

2. The area of a rectangle is 259 cm* and its length

is 18.5 em, Find
(i) its breadth,
(ii) its perimeter. (c)

3. In the figure, a triangle is 18cm

removed from a square of 2 mrwoAm
sides 9 m. Find the area of 9 jy
the figure.
In the figure, 4 quadrants, each of radius 2 m,
are removed from a rectangle, Find
4, Complete the table for each circle. (i) the perimeter,
Diameter Radius Circumference _ (ii) the area,
of the figure.
| ——«*s10em
(b) | 3.6m
(©) 176 mm
(d)

5. A piece of wire 144 cm long is

bent to form a semicircle as
shown in the figure. Find the
diameter of thesemicircle, giving INTERMEDIATE LEVEL
your answer in metres. (Take x to be = .
8. The perimeter of a rectangular field is 70 m and
6. The circular portions of the following figures are its length is 15 m longer than its breadth. The field
semicircles. For each of the following figures, find is surrounded by a concrete path as shown in the
(i) its perimeter, figure. Find the area of the path.
(ii) its area.
(a)
21cm

——sAn

OXFORD Se
9. In the figure, AD = 23 m, 14, BODis the diameter of the semicircle with centre O.
DP=7 mand BR= 135m. OD is the diameter of the smaller semicircle.
lf P is directly above R, AB and CE are arcs of two quadrants with different
find the area of the shaded radii. If OD = 10 cm and AE = BC =3 cm, find
region. (i) the perimeter, xf
(ii) the area, tom
of the shaded region. .

10. In the figure, AB=20 m, BC=21 m, AD= 10 mand

DE = 10.5 m. Find the area of the shaded region.
iC
A
/ 15. In the figure, ABCD is a square of sides 10 m and
pe j21m BCD is a semicircle of diameter J200 m. Find
9 ARE m) (i) the perimeter,
A ec (ii) the area,
<— 20m—> of the shaded region.

aEs,
10
A
Jf
11. In the figure, AC = 20 cm, CD =22 em and
AE= 16cm, Find the length of BD.
¥200 m

ADVANCED LEVEL
12. (i) Find the area of the surface of a circular pond 16. In the figure, two identical circles, with centres
that has a diameter of 12 m. at A and B respectively, have an area of
(ii) The pond is surrounded by a path of width 2m. 0.785 cm? each. If A is directly above D, find the
If it costs $55 per m? to pave the path with tiles, area of the shaded region.
find the cost incurred.

13. A figure is made up ofa triangle

ABD anda semicircle.
BOD is the diameter of the semicircle with
centre QO. If AB = AD = 5.7 cm, BD = 7 cm and
AOC = 8 cm, find 17. A goat, tethered by a rope 1.5 m long, is able to
(i) the perimeter, eat a square metre of grass in 14 minutes.
(ii) the area, Find the time it needs to eat all the grass within
of the figure. its reach.

— OXFORD
Chapter 13
We have learnt what a parallelogram is in primary school and its properties
in Chapter 11. In this section, we will learn how to find the perimeter and the
area of a parallelogram.

Base and Height of a Parallelogram

We can use any side of a parallelogram as its base. The height of the parallelogram with reference to the base
is the perpendicular distance from the base to the opposite side (see Fig. 13.2).
>>

Fig. 13.2

For each of the following parallelograms, label the height (or base) with reference to the given base (or height).
You need to indicate the right angle where necessary.

(a) (b) ()

b
(d) (e) 0)

OXFORD “ ee —————
UNEVPRSUEY PISS meter and A i Chapter 13 @
 Area of a Parallelogram

Investigation
Formula for Area of a Parallelogram
In this investigation, we will make use of the formula for the area of a rectangle to find a formula for
the area of a parallelogram.
Fig. 13.3(a) shows a parallelogram ABCD with base AB = b and height DE = h.

D, iG Dp £ Pp c

ae 2 Sah oe d E BF
+p >
(a) (b) (©)
Fig, 13.3
1. If we remove the right-angled triangle ADE from the parallelogram ABCD in Fig. 13.3(b) and place
it as shown in Fig. 13.3(c), what is the shape of the new quadrilateral CDEF?
2. Find the length of CF and of EF in terms ofband h.
3. Hence, find a formula for the area of the parallelogram ABCD in terms of b and h.
Think of another method to find a formula for the area of a parallelogram.
Hint: Divide the parallelogram ABCD in another way and use the formula for the area of a triangle.

Thinking
eo Time
Fig. 13.4 shows a parallelogram that is slanted so far to one side until we cannot draw the height inside the
parallelogram and cut it like in the above investigation.
Does the formula which you have found in the investigation for the area of
a parallelogram still work for this oblique parallelogram? You may go to
http:/www.shinglee.com.sp/StudentResources/ and make use of the geometry
software template ‘Area of Parallelogram’ to help you.
<p>
Fig. 13.4

From the investigation and thinking time, we can conclude that:

Area of a parallelogram = base x height = bh

©@ chapterta Pesimewrs ee OXFORD

Worked (Finding Area and Perimeter of a Parallelogram) Vet
Fx 1 The figure shows a parallelogram ABCD where
‘amp. € AB = 14cm and BC= 10cm. If DE=8 cm, calculate
Ps = - 10cm
(i) the area, (ii) the perimeter, D,
of the parallelogram. B

Solution: B i4sém
(i) Area of the parallelogram = base x height A
=14x8
=112cm*
(ii) Since opposite sides of a parallelogram are equal in length, AB = DC and BC
= AD.
Perimeter of the parallelogram = 14 x 2+ 10 x 2
=48 cm

The figure shows a parallelogram ABCD where AB = 30 m and BC =7 m. Este 13B Questions 1a), 3,
If DE=24 m, find e
(i) the area,
(ii) the perimeter,
of the parallelogram.

Worked (Finding an Unknown in a Parailelogram)

E 1 The figure shows a parallelogram PORS where s T R
xample PQ =9 cm and PS = 6 cm. QU is perpendicular i
to PS and QF is perpendicular to SR. 6 ¢m/Y,
If QU =8 cm, calculate the length of Q7. f

Solution: P rat Q
Area of the parallelogram = base x height = PQ x QT = PS x QU
9x OT
=6x8
; or= 5+
Length of QT = 53cm

PRACTISE W 5
S; R F
The figure shows a parallelogram PORS where pty Ae Questions
PQ = 20 m and PS = 25 m. If the area of the aie
parallelogram is 480 m?, find the length of ST. 25m

P o
<— 20 m—>

OXFORD
Perimeter and Area of Plane Figures Chapter 13 @
inital
Worked (Finding Total Area of Parallelograms)
E 1 In the figure, AE =28 cm, AK =8 cm and
sampre AB = CD = DE= FG = HI=1J =5em.
Calculate the total area of the shaded regions.

Solution:
The shaded regions are made up of 3 parallelograms. Each parallelogram has a
base of 5 cm and a height of 8 em.
Total area of the shaded regions = 3 x (base x height)
=3x(5x8)
= 120 cm?

1. Inthe figure, AE=30 m, FG=12 mand AB=DE=GH=JK= 4.CD =4 124m, Detcive 138 Questions 8, 12
Find the total area of the shaded regions.

2. In the figure, ABCD is a parallelogram, CDF is a right-angled triangle, and CGF

and DEF are straight lines. If the area of ACDF is 60 cm? and 2CG= GF, find the
area of the parallelogram ABCD.

FS
Chapter13 Peri: and Area
= +
ane
~e
Figures
OXFORD
Ustvemsary Pease
 Perimeter and Area
of ape. tit

We have learnt what a trapezium is in primary school, and its properties in

Chapter 11. In this section, we will learn how to find the perimeter and the area
of a trapezium.

Height of a Trapezium
Unlike a parallelogram, the height of a trapezium must be with reference to
the two parallel sides, i.e. the height of a trapezium is the perpendicular
distance between the two parallel sides (see Fig. 13.5).

Draw and label the height for each of the following trapeziums.

(a) (b) (c)

Formula for Area of a Trapezium

In this investigation, we will make use of the formula for the area of a parallelogram
to find a formula for the area of a trapezium.

OXFORD = 2 =
rene at Perimeter an f ies Chapter 13
Fig. 13.6(a) shows two identical trapeziums ABCD and EFGH with AB = GH = b,
CD = EF =a and height h.

Fomiin —" jon —=— 10>.

f @

Ey er
(a)
Fig. 13.6
1. If we arrange the two trapeziums as shown in Fig. 13.6(b), what is the shape
of the new quadrilateral AFGD?
2, Find the length of AF in terms of a and b.
3. Hence, find a formula for the area of the trapezium ABCD in terms of a, b and h.
4. There are at least 12 methods to find a formula for the area of a trapezium.
Think of two more methods to find a formula for the area of a trapezium.
Hint: Divide the trapezium ABCD and use the formula for the area of a triangle.

From the investigation, we can conclude that:

|Area ofa trapezium = + x (sum of lengths of parallel sides) x height = $(atbyh,

where a and b are the lengths of the parallel sides.

Thinking
fe Time
How are the formulae for the area of a trapezium, a parallelogram and a triangle
related to one another?
1. () If the parallel sides of a trapezium are equal in length (i.e. a = b), what is
the shape of the new figure?
(ii) If we substitute a = b into the formula for the area of a trapezium, what do
we get after simplification?
2. (i) If we reduce the length of one of the parallel sides of a trapezium until it
becomes a point (i.e. a = 0), what is the shape of the new figure?
(ii) If we substitute @ = 0 into the formula for the area of a trapezium, what do
we get after simplification?

Worked
E 1
Finding Are and Perimeter of Trapeziam
Thefigure shows a trapezium ABCD vires
p4em
xamp. e AB= 12.9 cm, BC=8 cm, CD=4cm and
AD=7 cm. If DE=6cm, calculate Tel ecm
(i) the area,
(ii) the perimeter, A E B
of the trapezium. on

—————— SS SS ee OXFORD
Chapter 13 rime’ id Plane F UNIVERSITY PRESS
Solution:
(i) Area of the trapezium = = x (sum of lengths of parallel sides) x height

x (12.9+4)x6
I=
= 50.7 cm*
(ii) Perimeter of the trapezium = 12.9+8+4+7
=31.9cm

PRACTISE rE SIMILAR
QUESTIONS

The figure shows a trapezium ABCD where —,— 13.2 m—_> Exercise 13B Questions 2(a), 5, 11
E
AB=5m, BC=6m,CD=132mandAD=55m. ? ec
If AE =4 m, find 55m én
(i) the area,
(ii) the perimeter, ‘a B
f 5m
of the trapezium.

Worked (Finding Unknowns in a Trapezitim) S,

E 1 The figure shows a trapezium PQRS where
mp e PQ = 15 cm and PS = 8 cm. If the area and gon
the perimeter of the trapezium are 104 cm? and
42.9 cm respectively, calculate the length of
@ Rs, (ii) QR. P 15cm Q

Solution:
(i) The height of the trapezium is given by the length of PS =8 cm.
Area of the trapezium = x (sum of lengths of parallel sides) x height = 104 cm?
4 x(15 + RS)x8 = 104
4x (15 + RS) = 104
15+RS =26
RS =11
Length of RS= 11 em
(ii) Perimeter of the trapezium = PQ + OR + RS + PS=42.9 cm
15+ OR+11+8=429
34+ OR=429
OR=8.9
Length of OR = 8.9 cm

OXFORD — >
UMIVERSITY Pans Chapter 13 @
 PRACTISE NO

The figure shows a trapezium PQRS where 5 10m R Exercise 13B Questions 2(b}-(c), 6
PQ= 14 mand RS= 10 m, If the area and the perimeter
of the trapezium are 72 m? and 37.2 m respectively,
find the length of
(i) PS, (ii) OR.

Worked (Problem involving Area of a Trapezium)

In the figure, a semicircle is removed from a trapezium
Example ABCE. COD is the diameter of the semicircle with centre
O. If AB= 34cm, DE=5 cm, AE=21 cemand CD= 18cm,
calculate the area of the figure.
Sem
yD O C

21cm ;

A 34cm B
Solution:
Area of the figure = area of the trapezium — area of the semicircle

2| (sum of lengths of parallel sides) x height - tar

$1344 (08 +5)] x21 — dx gn

1
y X57 x2 - 3
as9y
= 598.5
—40.50
=471 cm? (to3 s.f.)

PRACTISE 3 SIMILAR
UESTIONS

A figure is made up of a trapezium ABCD and a semicircle. BOC is the diameter Exercise 13B Questions 7, 9b), 10
of the semicircle with centre O. If AB =48 m, CD= 16 m, AD = 20 mand
BC = ¥1424 m, find the area of the figure.

p_16 A

20m oO

C
A 48m B

OXFORD
(ss1] Chapter 13 primete
 5. The figure shows a trapezium ABCD where
* Exercise AB = 35.5 cm, BC = 18 cm, CD = 20 cm and
AD= 16cm. If CE = 15 em, find
(i) the area,
(ii) the perimeter,
BASIC LEVEL of the trapezium.
Fe 20m @
1. Complete the table for each parallelogram.
16cm 18 cm
Base Height L Area |
(a) | 12cm | 7cem
A B
(b) 6m | 42m —i55 cic ——

| (©) 78mm 42.9 mm?

6. The figure shows a trapezium PORS where
PQ=12mand PS= 13 m. If PT= 10 m, and the area
and the perimeter of the trapezium are 150 m? and

(a)|
| 7cem llem
oe |om
6cm
54.7 m respectively, find the length of
(i) RS,
(ii) QR.

(| 8m | 10m | 126 m?
(c)| Smm 8mm |72 mm?

3. The figure shows a parallelogram ABCD where

AB = 10 cm and BC =6 cm. If DE=9 em, find
(i) the area,
(ii) the perimeter,
of the parallelogram.
D,
7. The figure shows a trapezium ABCD where
AB is perpendicular to AD, AB = 12 cm, BC= 14cm
and AD= 10cm. Find the area of the shaded regions.
ui 12cm B
10cm

10cm
4. The figure shows a parallelogram PORS where E 14cm
OR= 10 m. If ST= 8mand SU = 11.2m, find the
length of PQ. D

/
3m
Cc

OXFORD
UNIVERSITY aE wes Chapters
 INTERMEDIAT VEL ADVANCED LEVEL

In the figure, ABFG and CDEF are two 11. In the figure, ABCD is a parallelogram and
parallelograms such that the sum of their areas AED is a right-angled triangle. If the area of
is 702 m:. Wf AB=CD=EF =FG= ac, find the AAED is 25 cm*, and the lengths of AE and EB
area of the shaded region. . are in the ratio 1 : 3, find the area of the
trapezium BCDE.
27m
G ra Ny D (cs

B
A B c D
12. In the figure, ABCD is a parallelogram, and AFE
For each of the following figures, find the (total) and BCE are straight lines. If the area of
area of the shaded region(s), where O is the the parallelogram is 80 cm?, BC = CE and DF= FC,
centre of the circle. find the area of
(a) Sem 2cm (i) AABE,
(ii) AADF. E

\.
— 12em—><—
14 em —

(b) 18cm

35cm

10. In the figure, a parallelogram GHDE and

a semicircle are removed from a trapezium ABCE.
BOC is the diameter of the semicircle with
centre O. If AB = 24 cm, BC = 15 cm, EG = 13 cm,
AG = 12 cm and DF = 16 cm, find the area of
the figure.

24cm B

OXFORD
Chapter 13
 4l P

1+ b) lb

at+bt+c ps
5 bh

2ur or xd aw

1
ar +2r or gird py
zw

2a + b) bh

a
d a atb+c+d a
Yr \ ate _|

OXFORD
UNIVERSEFY PRESS Perimeter and Area of Plane Figures Chapter 13
 Review
Exercise

13
x U

1. For each of the following figures, find the (total) 3. The figure shows four circles of
area of the shaded region(s). In (b), O is the centre equal radius of 12 cm touching
of the circle. one another. Find the area of the
(a) shaded region.

4. The figure shows

a parallelogram
ABCD where AB = 9 m
and AD = 30.8 m.
If CE = 25 m, find
(i) the area,
(ii) the perimeter,
of the parallelogram.
(b)
Be The figure shows a rectangle ACDF that has
an area of 24 cm*. If AB= BC =CD=DE=EF
=AF,
find the area of the parallelogram BCEF.
F E D

© 16cm
20 cm 16cm
30¢
20cm A B Cc

48cm 6. The figure shows a rectangle ABCD of length

8 cm and of breadth 6 cm. AQC is a diagonal of
(d) 9cm the rectangle, If BP = PC, find the area of the
trapezium ABPQ.
D 8cm G'
6cm. os

17cm

The figure shows three semicircles. Find

(i) the perimeter,
(ii) the area,
of the shaded region.

OXFORD
Chapter 13 P ti eivansrey rast
 In the figure, AB = 20 m, Fe 35m 10. A rope which is wound round a drum of diameter
BC=AF = 15m, : 21 em is attached to a bucket that is resting at the
DE=3.5 mand bottom of a well of depth 9.89 m. Find the number
FG = 7m. Find the area of complete turns ofthe handle required to bring up
of the figure, giving your the bucket such that the bottom of the bucket is
answer in hectares. suspended just above the mouth of the well.
(1 hectare = 10.000 m*)

The area of a trapezium is 36 cm? and theperpendicular

distance between its parallel sides is 6 cm.
(i) If the lengths of these parallel sides are x cm
and y cm respectively, find the value of x+ y.
(ii) If the value ofx is twice that ofy, find the value
of x and of y.

Find the difference between the perimeter of

a square of area | m* and the circumference of
a circle that has the same area as the square.

Challenge
Yourself i
te In the figure, ABC is an isosceles triangle where the lengths of AB, g
BC and AC are in the ratio 1: 2: 2. If DE=9 em and DF =DG=7 cm,
find the possible heights of AABC. A E B

(i) The figure shows five semicircles of different diameters. If AB = 70 cm, find the
perimeter of the figure. A+— 71cm —>B

(ii) The figure shows a semicircle with a diameter of 70 cm. Find the perimeter
of the figure.

<— em ——>

(ii) From your answers in (i) and (ii), what can you conclude?

3. A trapezium ABCD is such that AD // BC. The diagonals AC and BD of

the trapezium intersect at E. If the lengths of BD and BE are in the ratio 5: 4
and the area of AABE is 20 cm’, find the area of the trapezium.

OXFORD
gues Charts
Rainfall is one of Singapore’s main sources of Water
and is channelled via an extensive network of drains,
canals and rivers into reservoirs for storage. In Singapore,
the average rate of water consumption is about 153 /
per person per day.
 LEARNING OBJECTIVES
At the end of this chapter, you should be able to:
vert betw an em’ and mi’,
© find the volurr nd surface area of cubes, cuboids,
prisms and cylinders,
* solve probl involving the volume and surface area
of composite solids

OXFORD
ERIVERS PRE
 Conversion

The volume of a solid or a fluid is measured using units such as millilitres (md),
litres (), cubic centimetres (cm?) and cubic metres (m°).

Class
Discussion
Measurements in Daily Lives
1. i) In everyday life, we often encounter units of measurement of volume.
The amount of water used in our homes is measured in m*. Search on the
Internet to find out Singaporeans’ average water consumption for
various domestic activities, e.g. washing the dishes and taking a shower,
and determine the activity which requires the greatest amount of water
on average.
Gi ) By checking your utilities bill, find out the amount of water used in your
home last month. Suggest some measures that can be taken to reduce the
average water Consumption in your household,
2. (i) Mineral water is usually sold in 500 mi bottles while soft drinks are often
sold in 330 m/ cans, What is the volume, in mi, of one teaspoon of liquid?
Gi ) Many health practitioners recommend that we drink at least 8 glasses of
water daily. Approximately how many litres does this correspond to?

zp
We have learnt how to convert from one unit of area to another in Chapter 13.
To convert from one unit of volume to another, we need to know that:
1 m/=
1 cm‘
1/= 1000 m/= 1000 cm? 1000 1 = 1.000.000mi
= 1.000.000
em!
1000
7= 1 m? _ 1000 000mnt
~~ (100)
1000000
= To00000 ™
=Im'

OXFORD
Chapter 14 Volu
Worked (Conversion between Different Units)
Ex. ple Express
(a) 1 min cm',
(b) | cm} in m’,
(c) 5m
(i) incm’,
Gi)in millilitres,
(d) 80.000 cm’
() inm,
(ii) in litres.

Solution:
(a) 1m=100cm
(1 m)'= (100 cm)*
= 100 cm x 100 em x 100 cm
(b) From (a),
1m’ = 1 000 000 cm’
ie. 1 000 000 cm? = | mé
zw.
The volume of a cube of sides
1m is 1m’, which is equal to
1m‘ = 1000 000 cm 3
Be v Lem= T5559 1 ™ 1.000 000 cm’,
im
Im
= 0,000 001 m’

a oo =
(c) (i) Lm’ = 1 000 000 cm* (d) (i) 1.000.000 cm’ = | m* Im
95% 3 ;_ 80.000

(ii) Lom?=1 mi . = Osim a

100 cm

5.000 000 cm* = 5.000 000 ml Or pee hin

80 000 cm’= 80 000 m/
*. 5m} =5 000 000 m/
_ 80.000 L
100 cm|
1000
=801

SIMILAR
c IONS

Express Exercise 14A Questions 1(a)-(b),

2(a)-(b)
(a) 10m‘
(i) incm’,
(ii) in millilitres,
(b) 165 000 cm*
(i) inm’,
(ii) in litres.

OXFORD ——
thors QD
 Cubes, Cuboids, Prisms and Cylinders
For Part | and Part 1 of this investigation, paper boxes in the shape of a cube and a
cuboid are required,
Part J: Draw a cube and a cuboid.
1. Place the paper boxes on a table.
2. Observe the boxes by looking at each box from different angles, e.g. from the left,
right, front, back, etc,
3. Draw each box by copying its shape. A drawing ofacube and ofacuboid is given
in Table 14.1,
Part I: Draw a net of a cube and of a cuboid.
1. Consider the box in the shape of a cube. Cut along the edges of the box such that
all the surfaces can be laid flat in one piece.
2. In Table 14.1, draw the net of the solid that you have cut out.
3. Compare the net you have drawn with that of your classmates. Are the nets identical?
Can a solid have different nets?
Repeat Steps | to 3 for the box in the shape of a cuboid.

me Figure Ab Net

Cube

scam [|

Table 14.1
OXFORD
® Chapter 14 Volume a a5 risms vd Cylind rs —
Part Ill: Form a solid when the net is given.
1. Copy each of the following nets onto a sheet of paper and cut them out.
2. Try to fold them into the corresponding solids.
3. In Table 14.2, draw the solids formed from the nets.

Name Figure ne

Triangular Prism

Cylinder

Table 14.2

Part IV: Draw a triangular prism and a cylinder.

1. Place the triangular prism and the cylinder from Part II! on a table.
2. Observe the solids by looking at each solid from different angles, e.g. from the left, right, front,
back, etc.
3. Draw each solid from a different angle as the one you have drawn in Table 14.2.

OXFORD a sonpamaioes a = =
deena Volume and Surface Area of Prisms and Cylinders Chapter14
 Volume and Surface
Area of Cubes
ang DOIC

Recap (Volume of Cubes and Cuboids)

We have learnt that the volume of an object is the amount of space it occupies. The object that occupies
more space is said to have a greater volume.
The formula for the volume of a cube and of a cuboid is given in Table 14.3. A net of each of them is
also provided.

ZF Figure |Volume [ Net

U
Cube PB

ih
Cuboid lbh
v

Table 14.3

Worked (Volume of a Cuboid)

A cuboid, with dimensions 9 em by 7 cm by fem,
Example has a volume of 378 cm’.
(i) Calculate the height, 4, of the cuboid. fom
(ii) The cuboid is melted to form smaller cuboids
with dimensions 2 cm by 3 cm by 3 cm. 4
em
How many smaller cuboids can be obtained? Sem

Solution:
(i) Volume of the cuboid = 9 x 7 x h = 378 cm?
te
iin xT 7
(ii) Volume of each small cuboid = 2 x 3 x 3 = 18 cm?
Number of small cuboids that can be obtained = 38 =21
es — ——— _ —- — OXFORD
Chapter 14 mM ace Area of Prisms and Cylinde Uwrerastry Pras
1. Acuboid, with dimensions /.cm by 18 em by Exercise 14A Questions 5-7
38 cm, has a volume of 35 568 cm’.
(i) Find the length, /, of the cuboid. aeent
(ii) The cuboid is melted to form
cubes of length 2 cm. How many cubes 18 cm
can be obtained? ia
2. An open rectangular tank, with dimensions 55 em by 35 cm by 36 cm, is initially
half-filled with water. Find the depth of water in the tank after 7700 cm’ of
water is added to it.

Worked (Problem involving the Volume of a Cuboid)

Calculate the volume of wood used in making an open rectangular box 2 cm thick,
Example given that its internal dimensions are 54 cm by 46 cm by 18 cm.

Solution: 26% 4m 26"

External volume = (54 + 2 +2) x (46 +242) x (18 +2) e is _
= 58 x 50 x 20 age
= 58 000 cm? demgkZ em
Internal volume = 54 x 46 x 18 i

«. Volume of wood used = 58 000

—44 712
= 13 288 cm’

R
QUESTIONS

The internal dimensions of an open, concrete rectangular tank are 180 cm by 80 cm 14A Questionse8-9,15-16
Exercis
by 120 cm. If the concrete has a thickness of 30 cm, find the volume of concrete used.

22
180cm—395"

OXFORD aa
UNIVERSITY PRESG Cylinders Chapter14 @
 Surface Area of Cubes and Cuboids
Class
Discussion
Surface Area of Cubes and Cuboids
1. Refer to the nets of a cube and a cuboid in Table 14.3 and fill in the blanks below.
A cube has ___ surfaces. Each surface is in the shape of a 7 %*p,
The area of each face is :
». The total surface area of a cube is F The word ‘surface’ is pronounced
A cuboid has __ surfaces, Each surface is in the shape of a q assurfis, notisurface,
«. The total surface area of a cuboid is
2. What is the relationship between the area of each face of the net and the
total surface area of the object?
3. Verify your answers for Questions | and 2 with your classmate.

From the class discussion, we can conclude that:

The total surface area of an object is equal to the area ofall the faces
of the net. In particular, we have:
© Total surface area of a cube = 6F
¢ Total surface area of a cuboid = 2(/b + th + bh)

Worked (Surface Area of a Cuboid)

A cuboid is 6 cm long, 4 em wide and 3 em high.
Example Calculate
(i) its volume, (ii) its total surface area.

Solution:
(i) Volume of the cuboid = 6 x 4 x 3
=72cm' Sem
(ii) Surface area of the cuboid = 2(6 x 446 x 3 +4 x 3)
= 108 cm? ath
6cm

1. A cuboid is 8 cm long, 5 cm wide and 10 cm high. Find peste ie Questions day-th,

(i) its volume, (ii) its total surface area. ea
2. An open rectangular tank of length 16 cm and breadth 9 cm contains water to
a height of 8 cm. Find
(i) the volume of water in the tank, giving your answer in litres,
(ii) the surface area of the tank that is in contact with the water.
3. A metal cube has a volume of 27 cm’. It is to be painted on all its faces. Find the
total area of the faces that will be coated with paint.
— = — = OXFORD
Chapter 14 ; Uinivensity Pass
 4 Complete the table for each cuboid.
* Exercise = PERSE

14A
=f Total
Length Breadth Height) Volume — surface
sees = area
(a) |24mm} 18mm | 5mm
(b) | Sem 3cm 120 cm*
1. (a) Express each of the following in cm’. {c) 6cm | 3.5cm | 52.5 cm*
(i) 4m5 (ii) 0.5 m‘ qd) 12m 6m 576 m*
(b)_ Express each of the following in m’.
(i) 250 000cm> ii) 67 800 em* 5. Acuboid, with dimensions 28 cm by bem by 15 em,
has a volume of 6720 cm’.
2. Express
(a) 0.84 m‘
(i) incm’, (i) in millilitres, IScm
(b) 2560 cm*
(i) in m, (ii) in litres. bem
28cm
3. For each of the following cuboids, find (i) Find the breadth, b, of the cuboid.
(i) its volume, (ii) its total surface area. (ii) The cuboid is melted to form smaller cubes of
(a) (b) length 4m. How many cubes can be obtained?
[scm
INTERMEDIATE LEVEL
10 cr 12cm
Tom 6. A rectangular block of metal is 0.24 m long,
0.19 m wide and 0.15 m high. If the metal block is
8cm melted to form a cube, find the length of each side
6cm
of the cube.

) @ ;
item %s An open rectangular tank that is 4m long, 2m wide
tom and 4.8 m high, is initially three-quarters filled
with water. Find the depth of water in the tank after
96 mm
10cm 4000 litres of water are added to it.
10mm
120mm 8. The internal dimensions of an open, wooden
rectangular box are 3.2 m by 2.2 m by 1.5 m. If the
om wood has a thickness of0.2 m, find the volume of
(e) Ss 0) 15cm wood used.
fem 0.7 em
2 3.9m
IZ em

OXFORD <=
9. Find the volume of the hollow glass structure. ADVANCED LEVEL

15. A trough, in the form of an open rectangular box,

is 1.85 m long, 45 cm wide and 28 cm deep externally.
If the trough is made of wood 2.5 em thick, find the
volume of wood used to make this trough, giving
your answer in m',

16. The cross section of a drain is a rectangle 30 cm

wide. If water 3.5 cm deep flows through the drain
at a rate of 22 cm/s, how many litres of water will
10. An open rectangular tank of length 0.2m and breadth
0.15 m contains water to a height of 0.16 m. Find flow through in one minute?
(i) the volume of water in the tank, giving your
answer in litres, 17. A cuboid of length 12 cm and breadth 9 em has
(ii) the surface area of the tank that is in contact a total surface area of 426 cm’.
with the water,
(i) Find the height of the cuboid.
11. A fish tank measuring 80 cm by 40 cm contains water (ii) Hence, find its volume.
to a height of 35 cm. Find
(i) the volume of water in the tank, giving your 18. Three rooms, each in the shape of a cuboid,
answer in litres,
where PORS is the floor, are as shown.
(ii) the surface area of the tank that is in contact
with the water, giving your answer in m2. Cuboid A: PQ = 26 m; OR = 1 m; height =3 m
Cuboid B: PQ =OR = 5 m; height = 3 m
12. A metal cube has a volume of 64 cm’, It is to be Cuboid C: PQ = 6 m; OR = 6m; height = 1.8m
painted on all its faces. Find the total area of the
faces that will be coated with paint.

13. The total surface area of acube is 433.5 cm’. Find

Pp 26m Q
its volume.
Room A

14, 2.85 million cubic metres of

earth were required to
fill the disused Sin Seng quarry at Rifle Range Road.
(i) If each truck could carry a maximum load of
6.25 m' of earth per trip, how many trips were
required to fill the entire quarry?
(ii) The cost of transporting each truckload of
earth was $55. How much did it cost to fill
the quarry?
(iii) Given that the site of the quarry has a land area Room C
of approximately 3 hectares, find the cost to
fill | m? of the land. (1 hectare = 10 000 m2) (0) Find the floor area and the volume of each room.
(ii), Which room feels the most spacious? Does a larger
floor area or a greater volume necessarily make a
room feel more spacious? Explain your answer.
Chapter 14
 lume and Surface ‘e
a ( rism NT

‘4 Introduction to Prisms
Consider a rectangular piece of cardboard in Fig. 14.1(a). A large number of
identical rectangular pieces of cardboard are stacked up to form a cuboid as
shown in Fig. 14.1(b).
Base
Lateral face
‘Cross section

wf
(a) (b)
Fig. 14.1
The top and bottom pieces of cardboard are the bases of the cuboid. The bases The figure shows
are parallel tonaeeach other and are identical rectangles. Any horizontal cross section coumlerexample ora pris
It does not have a uniform cross
5 a
of the cuboid is parallel to them and is also a rectangle that is identical to them. section,

We say that a cuboid has a uniform cross section. The faces, other than
the bases, are the lateral faces of the cuboid. A cuboid is an example of a prism.
We can conclude that:
A prism has a uniform polygonal cross section.
Fig. 14.2 shows some examples of prisms with different bases. A base of each
prism is shaded. A prism is named after its polygonal base. Can you name
the last two prisms? Write your answers in the spaces provided in Fig. 14.2.
S&S, ea
Some real-life l of prisms
SS, SS] tal are as follows

(a) Triangular Prism (b) Quadrilateral Prism (©) Pentagonal Prism s

Name
theprisms. Can you think of
(d) Cube or Square Prism (e) Cuboid or Prism (f)_____ Prism other real-life examples of
prisms?
Fig. 14.2

OXFORD
Chapter 14 348)
 ? Right Prisms
For the triangular prism in Fig. 14.2(a), do you notice that all the /atera/ faces
are perpendicular to the bases? Such a prism is called a right prism. Non-right
prisms are called oblique prisms. The pentagonal prism in Fig. 14.2(c) is an
example of an oblique prism. Can you identify another right prism and another
oblique prism from Fig. 14.2?

Y Thinking
fh Time
1. (i) What is the shape of all the lateral faces of a right prism?
(ii) What is the shape of all the lateral faces of an oblique prism?
Draw a square prism that is not a cube.
Consider building structures and various items which you come across in
your daily lives. How many of these are right prisms? Are you able to make
sketches of them? Can you think of any reason why they are shaped as prisms?

In this section, we will study only right prisms. Therefore, the term ‘prism’ is used to
refer to a right prism.

°3 Volume of a Prism
Recall that the volume of a cuboid= length x breadth x height
= base area x height.
Now, we will learn how to find the volume of a prism.

Consider a cuboid with dimensions 4 m by 3m by 2 mas shown in Fig.14.3,

Take the shaded area as the cross section of the cuboid. 2m
The area of the cross section of the cuboid is
Hence, the volume of the cuboid is x =
If we are to cut the cuboid vertically as shown in Fig. 14.4, we will obtain two 4m
equal triangular prisms. Fig. 14.3

Fig. 14.4
Take the shaded area as the cross section of each triangular prism. The area of
the cross section of the triangular prism is
Area of cross section x height = x2m

Can you find a relationship between the volume of a prism and the area of
ils cross section?

Chapter 14 OXFORD
To conclude, we have:
Volume of a prism = area of cross section
x distance between cross-sectional bases
= base area x height

Worked (Volume oF a Prism)

Calculate the volume of the prism.
Example ‘i

Solution:
Base area = area of parallelogram
=2xl
=2m
Volume of the prism = base area x height Do not confuse the base and the
=2x6 height of a parallelogram with the
agin base and the height of a prism,

1. Find the volume of the prism. "A777 Exercise 14B Questions 1a)-(),
2a)-4d), 3

10m

2. The volume of the prism is 151.2 cm’, Find the value of x.

5.6cm

xem

OXFORD = = aie
arivesity Sis Volume a rface Are sms an linders Chapter14
 Surface Area of a Prism
In Section 14.3, we have learnt that the total surface area of a cuboid is 4m
equal to the area of all the faces of the net. We shall now extend this concept to Fo Sem
find the total surface area of a prism. Oa —
Let us consider a pentagonal prism.
Anet of the prism in Fig. 14.5 is shown in Fig. 14.6. The red dotted lines indicate écm
the folds,

Fig. 14.5

Fig. 14.6
From Fig. 14.6,
Total surface area of prism = area of rectangle ABCD +2 x area of pentagonal base
=ABXBC+2x 6x644x6x4
= perimeter of base x height of prism + 2 x (36 + 12)
=(5+6+6+6+5)x4+2x48
=28x4+96
=112+96
= 208 cm?

To conclude, we have:
Total surface area of a prism = total area of the lateral faces + 2 x base area
= perimeter of the base x height + 2 x base area

Worked (Surface Area of a Prism)

1 Calculate
Examp € (i) the volume, . Ge
(ii) the total surface area, Aen
of the prism.
Solution: 41 Sem
(i) Volume of the prism = base area x height 12cm
= +x 12x16 x9 (The base is a right-angled triangle.)
=96x9
= 864 cm’
(ii) Total surface area of the prism = perimeter of the base x height + 2 x base area
=(12+16+20)x94+2x96
=48x9+ 192
= 432+ 192
= 624 cm*

351) Chapter
14 Volume andSurfs = OXFORD
Calculate Sem Exercise 14B Questions 4(a)(b), 5
(i) the volume,
6cm,
(i) the total surface area, baci
of the prism.
©

3 cm 4om

* Exercise

BASIC LEVEL

1. By first identifying the base, find the volume of (a) 18 cm

each of the following prisms. Yr

fa) < Kyie emf12 em

ai <1 em
(e) 10cm.

13cm,
(b)
Sem|

= 6cm 8cm

28 cm (stem (0) 350

3emes og
18cm
G

© 10cm
16 cm) Som
6cm

3cm
oem

OXFORD
LUNivERSEFY Pass Volume and Surface Area of Prisms and Cylinders Chapter 14 @
 2. The figure shows a prism standing on a horizontal, INTERMEDIATE LEVEL
rectangular base BCDE. AABC is a vertical
4, For each of the following prisms, find
cross section of the prism. (i) its volume,
(ii) its total surface area.
(a)

WANN 6cem
iSem

(b) Sei
2 bcm
Complete the table.

|@ | % |@ [eae [eee
aT
(a) | 3cm 4cem Tom
Volume of Temi
Sem
9 om

(b) | 9em | lem | 63 cm A swimming pool is 50 m long and 25 m wide.

It is 1.2 m deep at the shallow end and 2 m deep
© 15cm |30cm | 72,000 em’ at the other end.
(d) |24.6cm | 7.8cm | | 38 376 cm’
25m,
3. The figure shows an empty hall. Without taking 12m
into consideration the thickness of the walls 5007m
and the roof, find the air space in the hall. Find
(i) the volume of water in the pool when it
is full,
(ii) the area of the pool which is in contact
with the water.

=P OXFORD
353) Chapter 14 Vo
 Volume and
Surface Area of

Cylinders
Consider a 50-cent coin as shown in Fig. 14.7(a). A large number of 50-cent
coins have been stacked up vertically to form a circular tower in Fig. 14.7(b).

(a) (b)
Fig, 14.7
>) Every 50-cent coin in the circular tower is paralle/ and identical to one
another, What is the shape of the cross section?
This object is known as a cylinder (see Fig. 14.8). A cylinder has a uniform
circular cross section.

Fig. 14.8

Formally, the cylinder shown in Fig. 14.8 is known as a right circular cylinder.
In this section, we will study only right circular cylinders. Therefore, the term
‘cylinder’ is used to refer to a right circular cylinder.

; Thinking
jes Time
Consider building structures and various items which you come across in your daily lives,
How many of these are cylinders? Are you able to make sketches of them?
Can you think of any reason why they are shaped as cylinders?

OXFORD —— —— . =
UNIVESEEY ORNS f Sar le Chapter 14
 *s? Volume of a Cylinder
In Section 14.4, we have learnt:
Volume of a prism = area of cross section x height
= base area x height
Now, we will learn how to find the volume of a cylinder by comparing a
cylinder with a prism that has a regular polygonal base.

Comparison between a Cylinder and a Prism

1. Fig. 14.9 shows (a) a regular pentagon, (b) a regular hexagon, (¢) a regular 12-gon,
and (d) a regular 16-gon inside a circle respectively. The polygons must be regular.

(b) (3) @)
Fig, 14.9
If the number of sides of a regular polygon is increased indefinitely, what will
the polygon become?

2. Fig. 14.10 shows a sequence of regular right prisms, i.e. right prisms with regular
polygonal bases.

(a) (b) (ce) (d)

Fig. 14.10
If the number of sides of the regular polygonal base of a prism is increased
indefinitely, what will the prism become?

In many ways, a cylinder is fike a prism. However, a cylinder is not a prism

because the base of a prism must be a polygon but the base of a cylinder is a
circle. Although a regular polygon can become a circle if its number of sides is
increased indefinitely, a polygon must have a finite number of sides and so a circle
is not a polygon.

©} chavter taVotume ana Sura OXFORD

Since a cylinder is like a prism (see Fig. 14.10), by analogy, the formula for
the volume of a cylinder should be the same as the formula for the volume of
a prism. We have:
Volume of a cylinder = area of cross section x height
= base area x height
=7rh,
Area of a circle = 277
where r = base radius and h = height of the cylinder.

Worked (Volume of a Cylinder)

E 1 The diameter of the base of a cylinder is 14 cm and its
xXample height is half of its base radius. Calculate the volume
of the cylinder.

Solution:
Base radius = 14+2=7 cm
Height of the cylinder= i x7=3.5cem erie cm
Volume of the cylinder = su7h
= 7(7)°(3.5)
= 539 cm (to 3 s.f.)

IMILAR

1. The diameter of the base ofa cylinder is 18 em and its height is 2.5 times its base Exercise 14C Questions 3-5, 7-9
radius. Find the volume of the cylinder.
2. The volume of a cylindrical can of pineapple juice is 1000 em’ and the diameter
of its base is 12 cm. Find the height of the can of pineapple juice.

(Problem involving the Volume of a Pipe) :

Worked
A pipe of radius 2.8 cm discharges water at a rate Just For fn
Example of 3 m/s. Calculate the volume of water discharged 3a,
er minute, giving your answer in litres.
Pr 7 BIVINE Y! A glass is half filled with water,
. 7 Without measuring the volume of
Solution: the water, how do you determine
fl water iiss discharged
Since di i
through the pipe at a rate of that theHala
sooth volumeelareol
of the water
cia is
3 m/s, i.e. 300 cm/s, in 1 second, the volume of water 8.cm
discharged is the volume of water that fills the pipe to
a length of 300 cm as shown. , volume of water
In 1 second, volume of water discharged discharged in 1 second
= volume of pipe of length 300 cm
=arh
= n(2.8)°(300)
= 23520 cm?
In 1 minute, volume of water discharged = 23527x 60
= 443 000 cm’ (to 3 s.f.)
= 443]
OXFORD
OXFORD 2
nana
ace ciafaeeeeaeeieel
acT ca eh
 PRAC NO’

1. A pipe of radius 0.6 cm discharges petrol at a rate of 2.45 m/s. Find the volume Exercise
14CQuestions 10-11, 16
of petrol discharged in 3 minutes, giving your answer in litres.
2. A pipe of diameter 0.036 m discharges water at a rate of 1.6 m/s into a cylindrical
tank with a base radius of 3.4 m and a height of 1.4 m. Find the time required to
fill the tank, giving your answer correct to the nearest minute.

? Surface Area of a Cylinder

In Section 14.4, we have learnt that the total surface area of a prism is equal
to the area of all the faces of the net. We shall now extend this concept to find
the total surface area of a cylinder.
Fig. 14.11 (a) shows a closed cylinder which has a base radius of 7 em and
a height of 15 cm. Recall from the investigation in Section 14.2 that its
corresponding net is as shown in Fig. 14.11(b).

Base
\
= circumlerence
Curved, 15 cm.
surface | ii
h
Base

{a) (b)
Fig. 14.11
The net of the cylinder consists of two and one
To find the total surface area of the cylinder, we need to know the area of
the two circles and that of the rectangle.
The area of the two circles is 207? = 2 x mx 7? = ‘
How do we find the area of the rectangle? Notice that the length of the rectangle is
the same as the circumference of the circular base, i.e. the length of the rectangle
is 2nr=2x 0x7 = . Hence, the area of the rectangle is
-. The total surface area of the cylinder in Fig. 14.11 (a) is

—— ——— = = —_——--— OXFORD

UNIVERSITY PRESS
Chapter 14
 G Thinking
eI Time
Now consider a closed cylinder with a base radius of r and a height of h.
Can you find a general formula for its total surface area? Circumference = 2a

To conclude, we have: SS s
Total surface area of a closed cylinder = 2 x base area + curved surface area h
= 2ar + 2arh

Class
Discussion
Total Surface Area of Other Types of Cylinders
We have just learnt how to find the total surface area of a closed cylinder.
Discuss with your classmates how you can obtain the total outer surface area of
(a) an open cylinder,
(b)a pipe of negligible thickness,
by drawing the net of each of the two cylinders.
Hint: An open cylinder is open on one end while a pipe has two open ends,

Worked (Surface Area of a Cylinder)

A closed metal cylindrical container has a base radius of 5 em and a height of 12 cm.
Example (i) Calculate the total surface area of the container.
The lid of the container is now removed. The exterior of the container, including the
base, is painted green.
(ii) Express the area of the container that is painted as a percentage of the total surface
area found in (i).

Solution:
(i) Total surface area of the container = 270? + 2arh
= 2n(5)? + 20(5)(12)
=50x+ 120x
=170n
=534 cm? (to 3 s.f.)
(ii) Area of the container that is painted= su + 2arh (An open cylinder has only one
base and a curved surface.)
= 0(5)° + 20(5)(12)
= 25+ 1200
= 1450
= 456 cm’ (to 3 s.f.)

Required percentage = wen x 100%

7%
5
= 857%

Chapters
 PRACTISE NOW 3 SIMILAR

1. Acclosed metal cylindrical can has a base radius of 3.5cm and a height of 1Ocm, —_Exercise 14 Questions I(a)-(c),
2(a){d), 6, 12-15
(i) Find the total surface area of the can.
The lid of the can is now removed. The exterior of the container, including the
base, is painted purple.
(ii) Find the ratio of the area of the can that is painted, to the total surface area
found in (i).
The figure shows a section of a steel pipe of length
12 cm. The internal and external radii of the pipe are
2.1 cm and 2.5 em respectively.
(i) Show that the area of the cross section of the
pipe is 1.84 cm*,
(ii) Find the internal curved surface area of the pipe.
(iii) Hence, find the total surface area of the pipe.

*Exercise
14C
1. For each of the following closed cylinders, 2. Complete the table for each closed cylinder.
find (i) its volume, (ii) its total surface area. 7 z z
(a) E>

ey | 528cm? |
) @) 4m | | 1056 m* |

©
Qe) in 3. The diameter of the base of a cylinder is 0.4 m and
its height is 2 of its base radius. Find the volume
‘Sat of the cylinder, giving your answer in litres.

6mm 4. 150 litres of water are poured into a cylindrical

drum of diameter 48 cm. Find the depth of
water in the drum.

= = OXFORD
Chapter14 Volume and Surface of Prisms and Cylinders Divste
 The figure shows a drinking trough in the shape . An open rectangular tank of length 18 cm and
ofahalf-cylinder. Find its capacity in litres. breadth 16 cm contains water to a depth of
1S cm 13 cm. The water is poured into a cylindrical
84cm. container of diameter 17 cm. Find
(i) the volume of water in the tank,
(ii) the height of water in the cylindrical
In a toy factory, 200 wooden closed cylinders container,
of diameter 35 mm and height 7 cm have to be the surface area of the cylindrical container
painted. What is the total surface area, in cm*, that is in contact with the water.
that needs to be painted? (Take a to be 3.142.)
13. A closed steel cylindrical container has a diameter
INTERMEDIATE LEVEL of 186 mm and its height is 5 of its base radius.
7 A tank in the shape of a cylinder of diameter 2.4 m (i) Find the total surface area of the container,
and height 6.4 m contains oil to the brim. Find the giving your answer in square centimetres.
number of complete cylindrical containers of The lid of the container is now removed.
base radius 8.2 cm and height 28 em which can be The exterior of the container, including the base,
filled by the oil in the tank. is painted indigo.
(ii) Express the area of the container that is
The figure shows a metal pipe of length 35 cm. painted as a fraction of the total surface area
The internal and external diameters of the pipe found in (i).
are 20 mm and 28 mm respectively. Find the volume
of metal used in making the pipe, giving your ADVANCED LEVE
answer in cubic centimetres.
14, An open rectangular tank of length 32 cm and
breadth 28 cm contains water to a depth of
19 em. 2580 circular metal discs of diameter
28mm \
23 mm and height 4 mm are dropped into
the tank. Find
35cm (i) the new height of water in the tank,
(ii) the surface area of the tank that is in contact
A copper cylindrical rod of diameter 14 cm with the water after the discs have been added.
and length 47 cm is melted and recast into a wire of
diameter 8 mm. Find the length of the wire, giving
your answer in metres.
15. A pipe of length 15 cm has an internal radius
of 3.8 cm. The thickness of the pipe is 0.8 cm.
Find the total surface area of the pipe.
10. A pipe of diameter 2.4 cm discharges water at
a rate of 2.8 m/s. Find the volume of water
16. On 5th June 2011, 124 mm of rainfall was recorded
discharged in half an hour, giving your answer
over an area of 28 km’. If the rainwater falling
in litres.
onto the area was drained through two channels
each with a cross-sectional area of 18 m? at a rate of
11 A pipe of diameter 64 mm discharges water 26.4 m/s, find the time, to the nearest minute,
at a rate of 2.05 mm/s into an empty cylindrical tank required for the channels to drain off the rain.
of diameter 7.6 cm and height 2.3 m. Find the
time required to fill the tank, giving your answer
correct to the nearest minute.

OXFORD
Chapter 14 @

= a — =
 Volume and
Surface Area

In this section, we shall learn how to solve problems involving the volume and surface
area of composite solids.

Worked 10 (Volume and Surface Area of a Composite Solid)

The figure shows a glass block made up of a rectangular
Example prism of dimensions 32 cm by 12 cm by 18 cm and half a
cylinder with a diameter of 12 cm.
Calculate
(i) the volume,
(ii) the total surface area,
of the glass block.

Solution:
(i) Method 1:
Volume of the rectangular prism = 32 x 12 x 18
= 6912 cm’
Volume of the half-cylinder = $-x(6)132)
= 576 cm‘
-. Volume of the glass block = 6912 + 576x
= 8720 cm’ (to 3 s.f.)
Method 2: ,
Cross-sectional area of the glass block =12 x 18 + 4 6)
= (216 + 18x)
em?
«. Volume of the glass block
=(216 + 182) x 32
= 8720 cm (to 3 s.f.)
Which method do you prefer and why?
(ii)

18cm} A
32cm
12cm
Total surface area of the glass block
= 2 x area of region A + 2 x area of region B + area of base Doinolitind eaimvotlihe toe
+ curved surface area surface area of the rectangular
1
=2x 12x 18+ 5x(6)) +232 x 18-4 32x 124 51 x 20(6)(32) rism and that of
eric tltheelisa
hali-cylinder
reeoL
= 432 + 36m + 1152 +384 + 1920 theialess block,
= 1968 + 2287 =2680 cm? (to 3 s.f.)
——- ——--——-- OXFORD
LUsIvERSITY PERSE
Chapter14. Volume ane isms and Cylinders
 PRACTISE NOW

1. The figure shows a closed container of H G Exercise 14D Questions

‘ : ¢ - 1-8
a uniform cross section, which consists of a
rectangle ADCB and a quadrant DEC of a oem
circle with centre D. Given that AB = 14 cm, B
AD = 9 cm and Al = BH = CG = EF = 20 cm, “a
find I4em
(i), the volume,
(ii) the total surface area, A 9emD E
of the container.

2. The figure shows a solid rectangular prism of dimensions 12 cm by 6 cm by 8 cm,

with a half-cylinder of diameter 6 cm horizontally carved out of it. Find
(i) the volume,
(ii) the total surface area,
of the solid.

6em

* Exercise
14D
INTERMEDIATE LEVEL

1. A solid is made up of a cuboid with dimensions 2. A solid consists of a cylinder of a base radius of
7 cm by 3 cm by 2 cm, and another bigger cuboid 2.5 cm and a height of 8 cm, and a cuboid with
with dimensions 12 em by 8 cm by 5 cm. dimensions 11 cm by 7 cm by 3 cm.
3em
25cm

Sem

Find
(i) the volume, Find
(ii) the total surface area, (i) the volume,
of the solid. (ii) the total surface area,
of the solid.

Usivansiey ees
Volume a e Area of Prisms and ( rs ; Chapter 14 @
3. A solid is made up of a cylinder of diameter 6. The figure shows a solid cylinder of diameter
10 cm and height 3 cm, and another bigger 24 cm and height 32 cm. A cylinder of diameter
cylinder of diameter 25 cm and height
2 em. 10 cm and height 14 cm is removed from the
original cylinder.

Find
(i) the volume, (i) Find the volume of the remaining solid.
(ii) the total surface area, The remaining solid is to be painted on all
of the solid. its surfaces.
(ii) Find the area that will be covered in paint.
4. The figure shows a glass block made up of
a rectangular prism with dimensions 56cm by 7. The figure shows a solid trapezoidal prism
24 em by 40 cm and one-quarter of a cylinder with a cylindrical hole of diameter 30 cm.
with a base radius of 24 cm. p40.cm,

70cm
74cm
Ry,

P88.em Q
40cm Given that AB = DC = 40 cm, PQ = SR = 88 cm,
36cm PS = OR = 25 cm, AP = BQ = 74 cm and the
nem height of the solid is 70 cm, find
Find (i) the volume,
(i) the volume, (ii) the total surface area,
(ii) the total surface area, of the solid.
of the glass block.
ADVANCED LEVEL
5. The figure shows a solid cuboid of dimensions
8. A C-shaped solid with an internal radius of
12 cm by 10 cm by 7 cm, with a half-cylinder
6 cm and a uniform thickness of 1.5 em has
of diameter 4 cm horizontally carved out of it.
a height of 8cm.
2 15cm

10 em
Find
Find
(i) the volume,
(i) the volume,
(ii) the total surface area,
(ii) the total surface area,
of the solid. of the solid.

ee OXFORD
UONIVERAITY PRES
Chapter 14 Q Prisr r
1, Conversion of Units
1 m/=1 cm>
1/= 1000 m/= 1000 cm*
10007= 1 m°
1 m= 1 000 000 cm?

2. Volume and al Surface Area of Solids

|
h
Cuboid [| Ixbxh 2(lb + th + bh)
T b
——

Total area of the lateral faces +

Prism Area of cross section x height |2 x base area
= base area x height = perimeter of the base x height
+2 x base area

Closed Cylinder 2m? + 2arh

OXFORD
LUsrvERSITY PRESS
Volume and Surface Area of Prisms and Cylinders Chapter 14
 Review
Exercise

Each of the following figures is made up of 5. The figure shows a sketch of the world’s largest
two or more rectangular prisms. For each of gold bar that is 45.5 cm long, It is a solid prism
the following prisms, find with uniform cross section of a trapezium.
(i) its volume,
(ii) its total surface area.
(a) 6m

2em 22.5 cm
cm (i) Find its volume.
(ii) The mass of the gold bar is 250 kg. Find the
éc
volume of a gold bar with a mass of 200 g,
(b) 3m a
leaving your answer in mm‘.
LA (iii) Suppose the manufacturer of the gold bar
3e decides to mould it into smaller identical
pieces of gold bar, each weighing 200 g and
with dimensions as shown.
(©) lem ery

Lem
Lem
or xcmm

Find the value of x.

(d) Sem
A cylindrical barrel of diameter 70 em and
height 80 cm is filled to the brim with water.
A hole at the bottom drains away 0.2 litres of
water every minute. Find the time taken for
2, A rectangular brick measures 18 cm by 9 cm by the water level in the barrel to drop by 6 cm.
6 cm, Find the number of bricks required to
build a rectangular wall 4.5 m wide, 18 cm thick A cylindrical pail of a base radius of 32 cm
and 3.6 m high. contains water to a height of 25 cm.
(i) Find the volume of water in the pail.
A rectangular block of metal is 256 mm long, 2000 metal cubes of sides2cm are added to the
152 mm wide and 81 mm high. If the metal pail one at a time.
block is melted to form a cube, find the length (ii) Find the new height of water in the pail.
of each side of the cube.

Find the total surface area of a cube that has

a volume of 343 cm’.

Chapter14 Volume and Surtac

8. A metal pipe has a length of 8.9 cm. 10. The figure shows a solid cuboid with dimensions
The internal and external diameters of the 24 cm by 15 cm by 16 cm. A cylinder with
pipe are 4.2 cm and 5 cm respectively. a base radius of 4 cm and a height of 7 cm is
(i) Find the volume of metal used in making removed from the cuboid.
the pipe.
(ii) If the metal costs $8 per kg and the density of
the metal is 2700 kg/m’, find the cost of the pipe.

9. A solid consists of a cylinder of diameter

12 cm and height 14 cm, and a cuboid with
dimensions 22 cm by 18 cm by 8 cm.
12cm

(i) Find the volume of the remaining solid.

es 18 em The remaining solid is to be painted on all
its surfaces.
22cm (ii) Find the area that will be covered in paint.
Find
(i) the volume,
(ii) the total surface area,
of the solid.

(2 Challenge
r+ Yourself
A cuboid that is 70 cm long, 50 cm wide and 30 cm high has square holes of length
10 cm in the centre of each of the faces of the cuboid. The holes cut through the
length of each face of the solid. Find
(i) the volume,
(ii) the surface area,
of the solid.

50cm

OXFORD a ees eeees

Volume and Surface Area of Prisms and Cylinders Chapter 14 @
 S the study of climate
over a long period’ of time:
Often, m
ather conditions ure and rainfall
le to cary out
data ha be

» OXFORD:
 LEARNING OBJECT
At the end of this chapter, you should baile to:
* collect, classify and tabulate data,
* construct and interpret data from pictograms,
bar graphs, pie charts and line graphs,
* evaluate the purposes and appropriateness of
the use of different statistical diagrams,
* explain why some statistical informal
diagrams can lead to a misinterpretation of data.

OXFORD
 1 ne oduction

According to a study, about 54% of the population of Singapore use a smartphone,

which makes Singapore the country with the highest proportion of smartphone users Story Time
in the world. Do you know how the figure of 54% was obtained?
ir William
Figures like 54% are obtained through a process of collection, organisation, display Petty
and interpretation of data in various ways. To summarise, the four stages ofastatistical (1623-
1687) was one
study are:
of the first to
Collection > |Organisation] —> | Display > Unterpretation] develop human statistical and census
methods. He was from a humble
The above study shows an example of how statistics may be applied to daily life. family background but by the age
The use of statistics is essential in areas such as climatology, economics, biology and of 35, he was at the forefront of
population census as it allows us to gain insights into problems in the real world. the progressive sciences. He broke
his leg on board a ship while
Statistics also enables people to make informed decisions so that they are able to working asa cabin boy in his teens.
formulate plans wisely. Have you ever wondered how statistical data are collected, Afierthis setback, he applied to study
summarised and presented? in Caen, where he supported himself”
by teaching English. Search on the
In primary school, we have learnt statistical diagrams such as pictograms, bar graphs Internet to find out more about him
(or bar charts), pie charts and line graphs. In this chapter, we will discuss the and his contributions, Are we ableto
advantages and disadvantages of each of these diagrams, and how to choose an apply such perseverance in our lives?
appropriate diagram given a certain situation.

like to know which fruit the students like most.

1. Collection of Data There are different methods of data

The vendor conducts a survey in the school. A total of 500 students are surveyed. collection:
* Conducting surveys, e.g. in
Singapore, a population census
Two levels in the school are selected as the sample group for the survey is conducted every ten years to
find out various characteristics
conducted by the school canteen vendor. Are they representative of the of the population distribution
entire school? Explain your answer. * Conducting experiments, e.g.
experiments are carried out to
find out the average lifespan
Each student can select only one fruit of his choice from apples, honeydew, of a particular brand of
pears, watermelons and oranges. energy-saving lightbulbs
* Observations, e.g. scientists
often use observations to
study behavioural patterns of
different species
» Chap
15ter
Statistical DataHa OXFORD
2. Organisation of Data
After collecting data from his sample group, the vendor organises the data
in a table form as shown in Table 15.1.
Fruit |Apples Honeydew | Pears |Watermelons |Oranges
Number of students| 100 75 50 150 125
Table 15.1

3. Display of Data
The data collected is displayed using a pictogram (see Fig. 15.1) and a
bar graph (see Fig. 15.2).

Zp,
Students! Favourite Fruit

@eeee
to represent a category.
en # A legend is included to show
the number represented by
each figure.
Watermelons @ The number of figures in
Fig. 15.1 is proportional to
“a the number of students who
Oranges = t iw P) . ) t ) like each fruit.
# An advantage of a pictogram
Each figure represents 20 students. Fig. is that it is more colourful
15.1 and appealing while a
1B. To. disadvantage is that it is
difficult to use icons to
represent exact values.
Students! Favourite Fruit

zs.
© The bars in a bar graph must
be of the same width.
# The space between the bars
allows for ease of distinction
between each category.
# The height of each bar in
Fig. 15.2 is proportional to
students
of
Number the number of students who
like each fruit.
» An advantage of a bar graph is
that the data sets with the
Apples Honeydew Pears Watermelons Oranges lowest and the highest
Type of Fruit frequencies can be easily
identified while a disadvantage
Fig. 15.2 is that if the frequency axis
does not start from 0, the
Using Table 15.1, complete the bar graph in Fig. 15.2. displayed data may be
misleading.
4. Interpretation of Data
© From the pictogram in Fig. 15.1 and the bar graph in Fig. 15.2, it is clear
that the most popular fruit among the selected group of students is
the and the least popular fruit is the
® If the canteen vendor decides to sell three types of fruits to the students,
which three should he choose? Explain your answer.

OXFORD SSS z ay.

UnIveasiTy PRESS iS Chapter 15
 v- Thinking |
jest Time
A survey is conducted among a group of students who travel to school either by bus
'
or by car. Fig. 15.3 shows a pictogram that displays the data collected.

ad L—— _$——._ | }

« Ge Ge Be Be
Fig. 15.3

More students travel No, more students trave

to school by bus because the to school by car because
length of each bus is longer. there are more cars.

Michael
1. Who is correct, Lixin or Michael? Explain your answer.
2. How do you modity the pictogram in Fig. 15.3 to avoid a misinterpretation
of the data?

s
QUES

1. The pictogram shows the profits earned by a company in each year from Fxercise 15A Questions 1-6
2007 to 2012.
Profits Earned by a Company

“Phbbddd
Each a represents $1 000 000.
(a) What was the profit earned by the company in
(i) 2010, ii) 2012?
(b) In which year did the company earn the least profit? How much did the
profit decrease that year as compared to the previous year?
SEE
Chapter 15. Statistical Data Handling OXFORD
2. A company owns seven electrical shops. Study the bar graph.
Sales of Television Sets in 5 Shops

television
of
Number
sets Shop 1 Shop 2 Shop 3 Shop 4 Shop 5 Shop 6 Shop 7
Shop

(a) Complete the bar graph using the data given in the table.
= Shop 6 Shop 7
November 64 70
December | 88 96
(b) Find the total number of television sets sold in the seven shops in
(i) November, (ii) December.
(c) Express the total number of television sets sold in the seven shops in
November as a percentage of the total number of television sets sold in
the seven shops in November and December.
(d) (Express the total number of television sets sold in Shop 7 in November
and December as a percentage of the total number of television
sets sold in the seven shops in November and December.
(ii) The company would like to close down one shop due to insufficient
cash flow. Based on the number of television sets sold in November
and December, the manager proposed to close down Shop 7. Do you
agree with the manager? Explain your answer.
(e) In which month did the company perform better in terms of sales?
Explain your answer.

OXFORD — —_
 *Exercise
15A
1, The pictogram illustrates the number of buses registered with the Registry of
Vehicles each year from 2008 to 2012.
Number of Registered Buses
2008
oo oo oo =

2000 age Gage oe oe

2010
oo oo oo DootL
on >SSRot SSE See eee See >
i Set oe oo oo oo oo oe
Each we represents 40 000 buses.
(i) In which year was the greatest number of buses registered? Estimate the
number of buses registered in that year.
(ii) Estimate the total number of buses registered from 2008 to 2012.
(iii) In 2010, the registration fee for each bus was $1000. Estimate the total
amount the Registry of Vehicles collected in that year.
(iv) Estimate the percentage increase in the number of buses registered from
2011 to 2012.

2. The table shows the number of students who play volleyball, basketball and
tennis respectively.
Sport Volleyball Basketball Tennis
Number of students 40 60 50
(i) Complete the pictogram.
Students who Play Volleyball, Basketball or Tennis

Volleyball S

Basketball ©)
Tennis S

Each circle represents 10 students.

(ii) Find the ratio of the number of students who play volleyball to the number of
students who play tennis.
(iii) Express the number of students who play tennis as a percentage of
that who play basketball.

= Se —— — OXFORD
Chapter 15 i UNIVERSITY FESS
 The table shows the number of copies of a The graph shows the number of candidates
newspaper distributed to households in each who sat for an examination in each year from
year from 2008 to 2012. 2007 to 2012.
A Examination Performance
Year | 2008 |2009 |2010| 2011 |2012 2000
Number of copies
Bi pass
275 | 290 | 315 | 280 Wraii
(in thousands) 1500
Use a bar graph to illustrate the above information.

1000

Study the table and bar graph.

candidates
of
Number
Class |Class |Class |Class |Class
che 1A_| 1B | 1C | 1D | 14E
Number of 2007 2008 2009 2010 2011 2012
Year
students who
score a 9 i 16 12 20 (i) State the number of candidates who sat for
distinction in the examination in 2009.
Mathematics (ii) State the number of candidates who failed
Number of the examination in 2012.
students who. (iii) Express the number of candidates who failed
score a 8 12 15 the examination in 2012 as a percentage of
distinction in
the total number of candidates who failed
Science |
the examination in the six years.
Students who Score a Distinction in (iv) Comment on the trend in the percentage of
Mathematics or Science successful candidates throughout the six years.
ie ¢ = ~ = Mathematics Provide a reason for this trend.
cit
The bar graph illustrates the results of a survey
conducted on shops in a housing estate.
Number of Workers in the Shops
students
of
Number
1B 1c 1D 1E
Class
(a) Complete the table and the bar graph.
(b) Find the total number of students in the
5 classes who score a distinction in
Ua
nw
(i) Mathematics, (ii) Science.
shops
of
Number
(c) Express the number of students who score a
distinction in Mathematics in Class 1D as o-
1 2 3 4 |
a percentage of the total number of students Number of workers employed
in each shop
who score a distinction in Mathematics in the
5 classes. (i) Find the total number of workers employed
(d If there are 40 students in Class 1D, find the in the housing estate.
percentage of students in the class who score (ii) Express the number of shops hiring 3 or more
workers as a percentage of the total number of
a distinction in Science.
(e) Is Jun Wei correct to say that there are
shops in the housing estate.
(iii) Suggest why some shops employ more
35 students in Class 1E? Explain your answer.
workers than others.

OXFORD —
Chapter 15
 Oranges
The data collected by the school canteen vendor
on students’ favourite fruit,
as mentioned in the beginning of Section 15.2, can be represented using a
Honeydew pie chart as shown in Fig. 15.4. The pie chart is divided into five different
sectors and from the pie chart, we can see that ‘ of the students like oranges.
Pears
Watermelons We would not be able to infer this from a bar graph immediately.
Fig. 15.4 We use a pie chart when we want to show the relative size of each data set
in proportion to the entire data set. In such situations, the actual numerical
value of individual data set is of less importance.

Construction of a Pie Chart

We will now learn how to construct a pie chart based on the data provided in
Table 15.1,

The circle represents the total number of students surveyed,

i.e. 500 students.

Fig. 15.5

The number of students a sector represents is proportional to Apples

the angle at the centre of the circle. For example, 100 students
like apples most. Thus the angle of the sector representing the
number of students who like apples most = 100 360° = 72°. The angle at the centre of the
500 circle is 360",
Table 15.2 shows the size of the angle of each sector. Fig. 15.6

Fruit | Angle of Sector a

Apples 100
500 *569° = 72'72°
360° =

Honeydew Le 360° = 54°

¥ 300
Pears BO x 360° = 36°
Watermelons | 00 x 360° =108'
- ot 1
Oranges 125 * 360° 2 =
500 _90 9 °

Table 15.2

es OXFORD
® Chapter 15 Statistic | Data fa
Using the calculated angles in Table 15.2, we obtain the pie chart as shown in Fig. 15.7.

Oranges Apples wZp

° As long as the angles are
accurate, the size
ofthe pie chart
Honeydew does not matter.
* The angle of each sector in
Fig. 15.7 is proportional to
Watermelons Pears the number of students who
like each fruit.
. ® The sum of the angles of all the
Fig. 15.7 sectors should add up to 360°.
* An advantage of a pie chart is
that the relative size of each data
set in proportion to the entire
set ofdatacan be easily observed
while a disadvantage is that the
exact numerical value of each
data set cannot be determined
directly,

RACTISE NOW SIMILAR

The table shows Farhan’s expenditure on a holiday. Exercise 158 Question 1

Item
[ei aes Food | Shopping| Hotel _|Air Ticket | Others
Amountspent | $1000 | $1200 | $400 | $1200| $200
Construct a pie chart using data from the table.

Worked (Problem involving a Pie Chart)

Example
: Carbohydrates
The pie chart shows the nutritional composition of a food product. Proteins
(i) Calculate the value of x.
(ii) Express the amount of fat as a percentage of the components
of the food product,
(iii) Given that a food product contains 120 g of carbohydrates, Vitamins and
calculate the mass of the food product. nines

Solution:
(i) 144° + 9x° + 2x° +.x°= 360° (Zs at a point)
12x" = 360° — 144°

(ii) Angle of sector representing the amount of fat in the food product = 2 x 18° = 36°
“.‘ Required
i percentage == 3o
3753 x 100%
= 10%
(iii) The angle of the sector representing carbohydrates is 144° and this constitutes 120 g.
360°
-. Mass of the food product = x 120
144°
= 300 ¢
OXFORD — “ 7
ing Chapter 15 @
 RACTISE NOW 1 SIMILAR

1. The pie chart shows the composition of a jar of fruit punch. Bertie 15B Questions 1-4,
6
Apple
juice

Honey: Cranberry
juice

(i) Find the value of x.

(ii) Express the amount of apple juice in the fruit punch as a percentage of
all the components in the fruit punch.
(ii) Given that a jar of fruit punch contains 759 mi of cranberry juice, find
the amount of fruit punch in the jar.

2. The bar graph shows the number of cars of different colours sold in
one year ina city.
Sales of Cars

(in
thousands)
Number
ofcars pwueusd
He
Blue GreyWhite Red Black
Colour

(i), Which is the least popular colour?

(ii) If the information is illustrated on a pie chart, find the angle of
each sector.
(iii) Huixian says that there is a mistake in the bar graph because 3.5 grey
cars and 1.5 black cars do not exist in the real world. Do you agree
with her? Explain your answer.

A line graph is preferred when we want to observe a rising or falling trend in a set
of data over a period of time. To obtain a line graph, we can plot the points on
a graph paper and connect each successive point by line segments.

OXFORD
Worked (Problem involving a Line Graph)
Ex 1 The line graph shows the rubber consumption of the
‘ampie automobile industry in a country from January to May of
a particular year.
Rubber Consumption ~*p.

2s0000 -
An advantage of a line graph is
: that intermediate values can
eee be easily obtained while a
B 200000 disadvantage is that these
4 intermediate values may not
5 be meaningful.
x 2
150000
S
=
2z
§ 100000

50.000:

oF ~
January February March April May
Month

(i) In which month was the rubber consumption

the lowest?
(ii) Using data from the line graph, construct a
table showing the rubber consumption over the
five months.
(iii) Calculate the percentage increase in the rubber
consumption from February to March.
(iv) Suggest a reason for the increase in rubber
consumption from February to March. :

Solution:
(i) The rubber consumption was the lowest in May.
(ii)
Month : = January February | March April | May
Consumption (tonnes) |170000 |155000 |200000 |140000 | 110 000
(iii) Percentage increase in the rubber consumption from February to March
_ 200-155
x 100%
~ 155
= 29.0% (to 3 s.f.)
(iv) The increase in rubber consumption from February to March may be caused
by an increase in sales as more rubber tyres were needed for the production
of more vehicles.

OXFORD aseenis
‘DMavesaity Pease - Statistical Data Handling Chapter 15 @
The line graph shows the number of fatal road casualties in each year from 2005 _ Exercise 158 Questions 5, 8-9
to 2009.
Fatal Road Casualties

casualties
road
fatal
of
Number
2005 2006 2007 2008 2009
Year

(i) In which year was the number of fatal road casualties the highest?
(ii) Using data from the line graph, construct a table showing the number of
fatal road casualties over the five years.
(iii) Find the percentage decrease in the number of fatal road casualties
from 2008 to 2009,
(iv) Suggest a reason for the decrease in the number of fatal road casualties
from 2008 to 2009.

Class
Discussion
Comparison of Various Statistical Diagrams
Work in pairs.
1, Suggest some other advantages and disadvantages of
(a) a pictogram,
(b) a bar graph,
(©) a pie chart,
(d) a line graph.
2. For each of the following scenarios, choose the most suitable statistical diagram
to display the data. Justify your answer.
(a) The distribution of birthday months in a class of 40 students,
(b) The population of Singapore from the year 2004 to the year 2013.
(©) The number of Secondary 1 students who travel to school by the various modes
of transport, i.e. by bus, by car, by Mass Rapid Transit (MRT) and by walking.
(d) The relative proportions of Secondary 1 students who prefer the different
drinks, i.e. iced lemon tea, orange juice, soya bean drink, isotonic drink and
plain water.
7 ~ OXFORD
Pars
Chapter 15 ical Data Handling neveasiry
 Statistics in
= Real-World

In this section, we shall consolidate what we have learnt in the previous sections by
illustrating how the four stages of statistical studies are carried out in real life.
Consider the following scenario:

The student council is in charge of organising Games’ Day in a

school. They would like to find out the sport which the student
population likes most in order to facilitate the organisation
of the event. Only three sports would be played on that day.

= Collection of Data
The student council conducts a questionnaire survey among 600 students in
the school. An example of the questionnaire is as shown.

Questionnaire
From the list below, put a tick next to the sport which you like most.
You should only select one sport.
|) Soccer {| Captain’s ball Basketball
{| Hockey {| Netball FA

2. Organisation of Data
The student council consolidates the results of the survey as shown in Table 15.3.
Sport | Tally ___| Number
ofstudents
sehie HE
fe HAEHibNE HitHbA HeHEHE 76
acces) “HetHHEAH dtHk tt Ht
Hit-Hit
tHkHhHe
HEH He HE HE
Captain’s ball “Hib HRAE teHEAE HEtH HE 144
“HibHtHittik Hktk tHetHIl
HEHE HE HeHeHE HH HH
Basketball HEHEHEHE
HH 4HJ atSH

Hockey
Neanalt HieA a i EH aE 92
thal HEHE HE AH tte
Total 600
Table 15.3
Note: The use of tallies is a structured way of organising results obtained.
For convenience during counting, tallies are grouped in fives (+i}) with
the fifth tally crossing the first four tallies.
Complete Table 15.3.
OXFORD aes ——— — — Ps =
ee Statistical Data Handling Chapter 15
3. Display of Data
After considering each of the following, the student council decides to use
a bar graph to display the data.
° A pictogram may include values that require a fraction ofthe icon to be used.
¢ A bar graph is a useful statistical diagram as the sports which the students
like the most and the least can be recognised at one glance; and yet maintaining
its accuracy at the same time.
° A pie chart can be used as the sport which the students like the most can
be easily identified by looking at the relative size of each sector. However,
it may be quite difficult to compare the numerical values of the data sets,
especially when the values are close to one another.
e A line graph is not suitable as the data collected in this case do not show
trends over a period of time.
A spreadsheet has been used to generate the bar graph as shown in Fig. 15.8. interet
—Resources
Students! Favourite Sport =
Search
ontheInternet for instructions
on how to create statistical diagrams
using a spreadsheet.

students
of
Number

Soccer — Captain's Basketball Hockey Netball

ball
‘Type of Sport
Fig. 15.8
4. Interpretation of Data
From the bar graph in Fig. 15.8, the student council decides to choose
and to be played on Games’ Day.

Performance Task
Consider the following scenario:

Your schoolmates have been complaining about the lack of food stalls in the
new school canteen. As a member of the student council, your teacher has
assigned you to find out the possible types of stalls that the school can have
in the school canteen.

Work in groups of four to write a report to recommend some possible types of

food stalls that the school can engage for the school canteen. The report should
also consist of a questionnaire, a table, an appropriate statistical diagram drawn
using a suitable software and an interpretation of the data collected.

Than _— — OXFORD
Chapter 15 i 4 c UNIVERSITY PHS
 6 Evaluation of

As we have learnt in the previous sections, collection, organisation, display and

interpretation of data are the four components of statistical study. In this section,
we will discuss some problems in each of these components.

Class
Discussion
Evaluation of Statistics

Part I: Collection of Data

Read the article and answer the questions.
. Do you know who the three footballers are?
NEWS
Your teacher will take a poll in your class to find
Zidane Named Best European Footballer out the number of students who know each of
in Last 50 Years the three footballers.
PARIS: In a UEFA (Union of European Football . How did UEFA conduct the poll? Were the
Associations) website poll in 2004, Zinedine voters who took part in the poll representative of
Zidane was named Europe's best footballer in all football fans? Explain your answer.
the past 50 years. He obtained 123 582 votes, . If older football fans were to participate in
followed by Franz Beckenbauer with 122 569 the poll, do you think Zidane would have come in
votes and Johan Cruyff with 119 332 votes. first place? Justify your opinion,
Hint: Zidane was famous in the 1990s while
ra
TV
Fi Beckenbauer and Cruyff were at the peak of
their careers in the 1970s,
. What lesson can you learn about the choice of
a sample during data collection?

Part I: Organisation of Data

Read the article and answer the questions.
. Which three types of companies received the
NEWS
most number of complaints?
= Most Number of Complaints Received Against
ba
rs . A statistician commented, ‘It is possible that
=| Banks and Insurance Firms for the First Time timeshare companies receive the most number
| QASVILLE: The Customers Organisation of of complaints.’ Discuss with your classmates
= Qasville revealed that they have received why this comment may be true.
= the most number of complaints against banks Hint: How were the data (number of complaints)
= | and insurance firms forthe firsttime, i.e. 1416 organised?
= complaints in 2012. Coming in second was . What lesson can you learn about the organisation of
timeshare companies with 1238 complaints, statistical data?
followed by motor vehicle companies with
975 complaints.
OXFORD ——
WsiViRsrry BESS a Statistica Da reli Chapter 15 @
Part ITI: Display of Data
The bar graph in Fig. 15.9 shows the number of light bulbs sold by 5 companies in
a week. Study the bar graph and answer the questions below.
Sales of Light Bulbs by 5 Companies

Number
of week
a
in
sold 100
bulbs
light
c D
Company
Fig. 15.9
1, Company € claims that it has sold twice as many light bulbs as Company C.
Is the claim valid? Explain your answer.
2, What lesson can you learn about the display of statistical data?

Part IV: Interpretation of Data

Read the article and answer the questions.

NEWS o

_ Employees’ Satisfaction
QASVILLE: In a survey conducted among 300 employees
of a company, only 40% of them were not satisfied with
working in the company. Therefore, the survey concluded
that the employees were satisfied with the company and that
the company was a good place to work in.

1. How did the survey arrive at the conclusion as stated in the article?
2. Although only 40% of the employees were not satisfied with working in the
company, can you conclude that the employees were satisfied with the company
and that the company was a good place to work in?
3. In order to pass a law in the Singapore Parliament that results in a constitutional
amendment, at least two-thirds of the elected Members of Parliament must agree
on it. Why is it that a simple majority is not enough in this case? Explain your
answer,
4, What lessons can you learn about the interpretation of statistical data?

Part V: Ethical Issues

From Parts | — IV, we have seen some examples of statistical abuse. Poor use of
statistics can be found everywhere, e.g. magazines and advertisements. Have you ever Exercise 15B Questions 10-13
encountered such instances? Discuss with your classmates why people make use of
statistics to mislead others. Why is it not ethical for them to do so?

a 4 = aaa OXFORD
Chapter15 Statistical Data Handling OMIRERSETY PRESS
 "Exercise
15B
BASIC LEVEL

1. The table shows the number of students who 4. The bar graph illustrates the results of a survey
travel to school by bus, by car, by bicycle and conducted on cars at a traffic junction.
on foot respectively. Number of People in the Cars

Bus Car | Bicycle | Foot 30

25
768 256 64 192

Construct a pie chart using data from the table.

of
Number
cars
A survey is conducted to find
out which of the four ice-cream
1 2 3 4 65
flavours, chocolate, yam,
Number of people in each car
mango and vanilla, the students
in a class prefer. The pie chart Find the total number of cars in the survey.
shows the results of the survey. Find the total number of people in all
the cars.
(i) If one-quarter of the class prefers yam,
Express the number of cars with 4 or more
state the angle of the sector that represents
people as a percentage of the total number
this information.
(ii) Find the angle of the sector that represents of cars surveyed.
(iv) If the information is illustrated on a pie chart,
the number of students who prefer vanilla.
find the angle of each sector.
(iii) Express the number of students who prefer
vanilla as a percentage of the total number
of students in the class. The line graph shows the mass of a baby from
(iv) If 5 students prefer mango, find the total
birth to 6 months.
number of students in the class. Baby's Mass from Birth to 6 Months

The pie chart shows the

sources of revenue of a
publishing company.
(i) Express the revenue wena
(kg)
Mass
the company earns
from newspapers Magazines -
as a percentage of ro
123 4 5 6
the total revenue of the company. Month
Gi) Express the revenue the company earns from
magazines as a percentage of the total revenue (i) Using data from the line graph, construct a
table showing the mass of the baby from
of the company.
(iii) If the revenue the company earns from books birth to 6 months.
(ii) Find the percentage increase in the mass of
is 174% of the total revenue of the company,
the baby from the 4" to 6" month.
find the value ofx.

OXFORD =
Statistical
Data Handling Chapter
15 ©

SSS
SS ee ESS
 9. The table shows the temperature of a patient
taken every 3 hours.
6. The pie chart shows the Time (hours) 1500 1800| 2100 0000 0300
|0600 |0900
distribution of students and Temperature | 30 | 30 | 375)
teachers in a school. 39.5 | 39 38 37
CO) ee
(a) If there are five times as (i) Use a line graph to illustrate the above data.
many female students as (ii) From the line graph which you have drawn in
teachers in the school, Teacliets (i), estimate the temperature of the patient at
find the angle of the 1700 hours and 0100 hours respectively.
sector that represents the number of
teachers in the school. VANCED LEVEL
(b) If there are 45 teachers in the school, 10. Kate and Khairul each conducts a survey among
(i)_ find the number of female students in 200 Singaporeans to find out whether they like
the school, shopping. The table shows the data that they
(ii) find the number of male students in have collected.
the school. eee Kate's data zyKhairul’s data,
2
(c) If 5 of the teachers are women, express the litshopping 128 | _29
number of females in the school as a Neutral AT " 24
percentage of the total school population. Dislike shopping 25 __ 147
jes — 200 200
7. A factory produces three products, A, B and C, Suggest two reasons to explain the discrepancy
in the ratio 1 :.: 5. When this information is between the two sets of data.
illustrated on a pie chart, the angle of the sector
that represents the quantity of C produced 11, The line graphs show the average temperatures
is 120°. Find the value of x. of two countries X and Yin each month from January
to June.
8. The line graph shows the number of people in Country X
a town in each year from 2002 to 2012.
Town Population ——— ——a
Ppir
Average1B8
RB 25+—
25 vA = a
(°C)
temperature
23 >
January February March April May June
Month
Country Y
40 +—_____ —
Go 35
thousands)
(in
people
of
Number
0 + — +$—+—>
2 0
2002 20032004 2005 2006 2007 2008 2009 2010 2011 2012
Year 23 st ————
Sd
(i) Between which two years did the town have
the greatest increase in the number of people?
ae
Aa = —=
(ii) Using data from the line graph, construct sd
5
a table showing the number of people in 2 5p
the town over the 11 years. 0+—+ + + +——+ +—>
January February March April May June
Find the percentage increase in the number Month
of people in the town from 2009 to 2012. Nora says that the temperatures in Country X
(iv) Suggest a reason for the sudden increase in change more drastically than those in Country Y.
the number of people in 2012. Do you agree with her? Explain your answer.

sss Chapter 15
———— OXFORD

= aS
12. The monthly expenditure of Raj is presented in 13. The table shows the number of accidents involving
a 3-dimensional pie chart and a 2-dimensional cars and motorcycles in each of the months from
pie chart respectively. April to June in Singapore.
3-Dimensional Pie Chart |= | April May June
Rent 211 194 257
Clothes, Cars
: Food Motorcycles 23 31 38
Utilities Amirah concludes that it is more dangerous to drive
Luxury goods a car than to ride a motorcycle because there are
more accidents involving cars. Do you agree with
2-Dimensional Pie Chart her? Provide two reasons for your answer.
Clothes
Rent

Utilities

Food
Luxury goods.
(i) Based on the 3-dimensional pie chart, which
item does Raj spend the most on?
(ii) Based on the 2-dimensional pie chart, which
items does Raj spend the most on?
(iii) Suggest a reason to explain the discrepancy
between your answers in (i) and (ii).

1. The four stages of a statistical study are:

[ Collection vy Organisation! > [_Display ] > Interpretation]

2. The data collected are usually organised in a table and displayed using statistical
diagrams such as a pictogram, a bar graph, a pie chart or a line graph.
3. The choice of an appropriate statistical diagram depends on the type of data
collected and the purpose of collecting the data.
® A pictogram is most suitable when the data has to be presented in a lively and
interesting manner and when the data do not include values that require
a fraction of the icon to be used.
® A bar graph is most suitable when we want to compare between the data sets
and when we are interested to know the exact numerical values.
° A pie chart is most suitable when we want to show the relative size of each
data set in proportion to the entire data set.
® A line graph is most suitable when we want to show trends over a period
of time.

OXFORD ee
Faison ota vonaig raptors
 ROVIGW, se

“15
The pictogram shows the average weekly pocket (i) Find the total number of books read by
money that students in each of the four classes the students in the class in a month.
receive. (ii) Express the number of students who read
Average Weekly Pocket Money more than 4 books as a percentage of the total
Received by Students number of students in the class.
Class 10 May Gay Ay Gay (iii) If the information is illustrated on a pie chart,
Chss 10 My Say ay find the angle of the sector that represents
the number of students who read fewer than
Class 1D. } Bly gy Ay Ay gy Ay 3 books.
Each 4@ijy represents $10.
3. The table shows the percentage of students who
(i) Find the ratio of the average weekly pocket
are enrolled in the Science course, the Engineering
money received by students in Class 1D to that
course and the Business course in a university
of the students in Class 1B.
respectively.
(ii) Express the average weekly pocket money
received by students in Class 1Cas a percentage Type of
cote te Engineering |Business |Arts
of that of the students in Class 1A. Percentage |, ve i
lofstudents | 7” | 30% | 15%
A survey is conducted to find out the average Ifthe rest of the students are enrolled in the Arts course,
number of books that the students in a class read
construct a pie chart using data from the table.
in a month. The bar graph shows the results of
the survey. The pie chart shows Devi’s monthly expenditure.
Number of Books Students Read in a Month
2 10
Clothes
Savings
g 8
3
a 6
‘S Food
ye 4
oy
$400
2B
5 Investments
20
0 1 2 3 4 3 6
Number of books If the amount she spends on clothes is three times
as much as that she spends on food,
(i) express the amount she spends on food as a
percentage of that she saves,
(ii) find her annual income.

OXFORD
5. The line graph shows the number of laptops purchased by a company in each
year from 2008 to 2012.
Purchase of Laptops
(i) Using data from the line graph,
construct a table showing the
number of laptops purchased by
the company over the five years.
(ii) Find the percentage decrease in
the number of laptops purchased 3
by the company from 2008 to
2009. laptops
of
Number
(iii) Suggest a reason for the decrease
in the number of laptops = =
purchased by the company from 2008 2009 2010 2011 2012
2008 to 2009. Year

Challenge
Yourself
The table shows Raj’s pulse rate and breathing rate after 10 minutes of each activity.
Activity | Pulse rate(perminute) | Breathing rate(per minute)
Walking 85 25
Running 145 45
Jogging 110 35
Swimming 120 40
Which of the following is a better way to display the data using a bar graph?
Hence, draw the bar graph.
3 2 Breathing rate (per minute)
2 150 so 2 10 20 3040 50
€ &
3 100 onegz Walking
= 50 20 2 Running,
3 1 Jogging.
= pe Pp p 3 Swimming.
z=e & 2BE € é
ne 2 50 100 150
° Pulse rate (per minute)
OXFORD — —
”Statisti 3 Handling Chapter 15 ®
|| D1 Revision Exercise
1. The perimeter of a quadrant of a circle is A closed rectangular box measuring 72 cm by
71.4 cm, Find its area. 54 em by 48 cm externally, is made of wood
1.5 em thick. Find
2. The perimeter of the shaded region is made (i)__ the capacity of the box in litres,
up of an arc of a semicircle of radius 12 em (ii) the volume of wood used in making the
and the arcs of two semicircles of diameter box,
12 em. Find the perimeter and the area of the (iii) the mass of the box if the density of the
shaded region.
wood used is 0.9 g/cm’,
Mass )
(Density =
Volume

The pie chart shows the cost breakdown of a

holiday.
12cm—>}

3. In the figure, BDE is an isosceles triangle with

an area of 24 cm’, If AF =8 cm and EF = 12 cm,
find the area of the trapezium ABEF.

F 12cm (a) Find the percentage of the cost that was

spent on
(i) food,
(ii) hotel.
(b)_ If 15% of the total cost was spent on
travel, find the value ofx.

4. Find the volume and the total surface area of

the solid.

6cm

12cm

18 cm

OXFORD
| D2 |Revision Exercise
1. A photograph measuring 40 cm by 25 em is 3. The figure shows a parallelogram PORS where
framed up with a uniform margin of width 4 cm PQ = 10 cm and QR = 7 cm. If SU = 9 cm,
all around it. Find the area of the margin. find the length of ST.
2. In the figure, a quadrant of a circle of radius Ss
10 cm is removed from a rectangle 15 cm wide
and 24 cm long. Find
(i) the perimeter,
(ii) the area,
of the figure.

4. The cross section of the prism is a trapezium.

Find the volume and the total surface area of
15cm the prism.

5. The internal and external radii of a hollow metal

cylinder are 5 cm and 6 cm respectively. Find
the mass of the cylinder if its height is 2.4m and
its density is 7.6 g/em*.

6. The line graph shows the number of Drama Club members attending the weekly meeting during
a school term.
: Attendance
|4 = ==
50: =a

fal

=” a + |

if |
=
|= |

0 a Ca + © S
Lo Wee tuber
(i) In which week was the attendance the greatest?
(ii), The Drama Club stopped its weekly meeting during a week in which the school examination
was held. Which week was it?
(iii) Express the drop in attendance from the 7" week to the 8" week as a percentage of the number
of members who attended the meeting in the 7" week.
(iv) Suggest a reason for the low attendance in the 8" week.

Revision Exercise D2 @
 Problems in Real-World Contexts
SI ES

PROBLEM 1: Floor Area

The figure shows the floor plan of a 5-room flat that Mr Lee is interested to purchase. Assume that all adjacent
walls are perpendicular to each other.
2550, ~—3000-S, 3000 1500
a aa =
8 J :
:g
a ser
BEDROOM 3 Find out what W.C. in the floor
plan stands fo.
BEDROOM 2 3
axcont|

MAIN BEDROOM
HI
K

g > UVING/DINING
Le
g

HOUSEHOLD
‘SHELTER

2875 |sare 5800

(i) What do you think is a suitable unit for the measurements in the floor plan?
(ii) Mr Lee wants to know the length of the living room from the balcony to the household. shelter,
i.e. the length of AB. Can you show him how to find the answer?
(iii) The property agent tells Mr Lee that the floor area of this flat is 110 m®. If Mr Lee pays $500 000 for
this flat, find its price per square metre, correct to the nearest dollar.
(iv) Mr Lee finds that the price of a unit in a nearby condominium is $1000 psf, where psf stands
for ‘per square foot’ and 1 foot = 30.48 em. How much more expensive is the condominium unit
as compared to the flat that Mr Lee is interested to purchase?

01) — ——— Se OXFORD

 Problems in Real-World Contexts
eS covets Meteo ones | aia een Lei OE

PROBLEM 2: Scuba Diving

Divers use diving cylinders, which usually contain an oxygen-enriched air mix, to help them stay underwater
for long periods of time. Although the exterior of a diving cylinder is not cylindrical as shown in Fig. (a), its internal
compartment, which contains air, is cylindrical as seen in Fig. (b).

internal
compartment

Fig. (a) Fig. (b)

The volume of a diving cylinder is often measured by the volume of water that it can hold. A diver intends to stay
underwater at a depth of 15 m for an hour. He wants to determine whether a particular diving cylinder, with an
internal compartment of radius 6.75 em and height 85 cm, is suitable.
(i) Find the volume of water that the diving cylinder can contain, giving your answer in litres,
(ii) As gas can be compressed, diving cylinders can hold a greater volume of gas than water. Given that

volume of cylinder x pressure in cylinder

volume of gas = a hee) AUS basa beAy
atmospheric pressure

where the pressure in the cylinder is 200 bars and the atmospheric pressure is 1.01 bars, find the volume of
gas that the diving cylinder can hold, giving your answer in litres.
(iii) The volume of gas that a diver consumes is given by
volume of gas consumed = breathing rate x duration x ambient pressure.
Assuming that the diver’s breathing rate is 20 litres per minute and that for every 10 m underwater, the ambient
pressure increases by | bar from the atmospheric pressure, find the duration the diver can stay underwater.
(iv) Hence, determine whether the diving cylinder is suitable for the diver. Explain your answer.

OXFORD as =: oe ee @
 Problems in Real-World Contexis
SREP LEE DODO LEE PO LED IDL DELO LOCO

PROBLEM 3: Climate Change

Climate change is defined as significant variations in the statistical observations of
the weather conditions, which occur over an extended period of time.

(a) An indication of climate change is the overall increase in the annual mean
surface temperature. Studies show that the annual mean surface temperature
in Singapore has increased from 26.8 “C in 1948 to 27.6 °C in 2011. Find the
percentage increase in the annual mean surface temperature in Singapore from
1948 to 2011, giving your answer correct to 2 decimal places
(b) One of the contributors of climate change is greenhouse gas emissions.
Singapore’s emissions were 41 million tonnes (MT) in 2005. Singapore's
Business-As-Usual (BAU) emissions are expected to reach 77.2 MT in 2020.
The pie chart shows a projection of Singapore’s BAU emissions for the year 2020
for various sectors.

Others
Household 3.9%

The projection of Singapore's

BAU emissions for the year
2020 is based on the amount of
greenhouse gases that would
be emitted without the
implementation of any measures.

Source: National Climate Change Secretariat, Prime Minister’s Office (Singapore)

Note: Others include waste, water and other electricity use.
(i) Which of the above accounts for the majority of Singapore's projected
emissions in 2020? Find the amount ofemissions contributed by that sector.
(ii) Give two reasons for the likely increase in emissions from 2005 to 2020.
(c)_ Find out some measures that have been put in place by the Singapore government
to reduce emissions and to mitigate the effects of climate change.

OXFORD
Problems in Real-World Contexts
LL eT

PROBLEM 4: Smartphone Price Plans

Smartphone price plans usually include a fixed monthly component and a variable component depending on the
monthly usage. The user is entitled to a certain amount of free talk time and data usage.

Ses a
Price Plan A B
‘Monthly subscription $36 $39.90 $38 |
Free local incoming calls Unlimited
Free local outgoing calls 100 minutes
If the outgoing calls exceed 100 minutes, the excess usage is charged at $0.002675/second.

Free local data bundle 12 GB 12GB 12 GB

If the data usage exceeds 12 GB, |If the data usage exceeds 12 GB, |If the data usage exceeds 12 GB,
the excess usage is charged at| the excess usage is charged at| the excess usage is charged at
$0,032/10kB and is capped at $30. |$0.0054/2kB and is capped at $30. |$0.0034/kB and is capped at $30.
Local short messaging Unlimited free SMS for students
{service (SMS) __
Guiding Questions
(a) Are there any assumptions that you may need to make?
(b) Other than the basic monthly subscription fee, what are some other factors you should consider?
(c) How do you solve this problem? Explain your method clearly.

PROBLEM 5: Fun Fair

Your school is organising a fun fair. Your class decides to make sugar cookies using the following ingredients
to sell at the fun fair.

List of Ingredients for Sugar Cookies (makes 48 cookies)

° 350 g all-purpose flour
e | teaspoon baking soda
° 130 g butter, softened
® 300 g white sugar
° legs

Decide on the number of cookies your class should make and the selling price of the cookies in order to
maximise your profit.
You may need to consider the following:
® Total cost of making the cookies
° Budget
© Fundraising target
Guiding Questions
(a) Are there any other assumptions that you may need to make?
(b) How do you determine the number of cookies that should be made?
(c)_ What are some factors to consider before pricing the cookies?
(d) How do you solve this problem? Explain your method clearly.
(e) If you were to carry out the fundraising plan according to your solution, are there any other considerations
that may affect your profit?

—— Fr cone
i
 Practise Now Answers
Chapter 1 Chapter 2 Practise Now (Page 40)
Practise Now 1 Practise Now (Page 28) (a) -12
1, Composite; prime 1. (i) 2013.6 (b) -20
(i ©) 8
Practise Now 2 (iii) 2013,1 666,36 (d) 21
1, 32 (e) 10
2. 29 (iv) (18
2. (a) (a) -30
Practise Now 3
(b) 423 m
(h) -36
1, 2%3?x7
{c) =I
@ 40
2 Feil
(d) -S10 000
(j) 200
Practise Now 4 Practise Now (Page 41)
Practise Now (Page 30)
1, 28 @) 4
1 (b) <<
2. 84 (b) -5
(ce) >
(c) 2
(d) >
Practise Now 5 E acs (d) -2
2. -5,-3.8,-15,0,=,1,666,4
1 4 274 fe) 4
2. 21 () 4
Practise Now (Page 34)
Practise Now 6 (a) 7
Practise Now 3a
1yS (b) -3
(a) +8
(c) -2
(b) -3
Practise Now 7 (@) -14 (©) 6
1. (a) 231 () 14
(b) 0.3582 () -14 Practise Now 3b
2. 125.7em (g) -2 (a) -27
(h) -27 (b) -64
Practise Now 8 {c) 6
No; yes Practise Now 1
(d) -2
-6'°C
Practise Now 9 Practise Now 4a
4 28
Practise Now (Page 36)
(a) -30
2 14 (ul (b) -55
3. 84 (b) -11
@ 2 Practise Now 5
Practise Now 10 (d) -2
45 (ce) 4
() 40
Practise NowL (g) -36
(h) 2
x
2.
en
2520 (i)i -3 @ 6 Now 6
Practise
@ -18 5
3. 8
(b) 5
Practise Now 12 Practise Now 2
540 1, 28°C Practise Now 7a
2. -165 m;479 m fa) a2
Practise Now 13 :
1. 2.00a.m. ®) 1
2) Idem
(ii) 37

ees —— — OXFORD
Practise Now Answers UNIVERSITY PaaS
*ractise Now 8 Practise Now (Page 66) Practise Now (Page 89)
a) 32.544 (a) (a) x
b) 48.23 (b) (b) 7x
{e) (ce) “Tx
Practise Now 9 (d) uw (d) =x
a) 23
b) 12.3 Practise Now (Page 66) Practise Now (Page 90)
(a) (a) 6x-2
Practise Now 10 (b) (b) <x +2
a) 33.6 (c) nue (c) x+3y
b) 2.2 (d) x—9y
ec) 0.115 Practise Now 4
d) -0.5 1. (a) 3750 Practise Now 2
(b) 0.004 710 1. (a) 10x-y
Practise Now 11 (ce) 5000 (b) -3x + 3y
),583 (d) 0.10,0.100 (c) -12v-6y
2. 8 (a) 4s
Chapter 3 6

Practise Now 1 Practise Now 5 () 2y

8
t. (a) 3.409 730 (i) 102m
2. i) -2p—3q+4r
(b) 3.409 700 (ii) 41.0m
(ii) 16
(c) 3.410000
(d) 3.410000 Practise Now 6
Practise Now (Page 93)
2. 11.649.999; 11 550.000 1. Not reasonable
(a) -3x-2
2. (a) 19
(b) -3x+2
Practise Now 2 (b) 40
240 (c) 3x+2
1, (a) 78.5 3. Go. hours (d) -2xv-y+4
(b) 78
(c) 78.47 Practise Now 7 Practise Now (Page 93)
(d) 78.470 $$3.75 (a) -2r+2
No
(b) x4
Practise Now 8 (©) x+3y
Practise Now 3 Option A (d) -3x+7y
3175
Practise Now 9 Practise Now (Page 94)
Practise Now (Page 65) 66=%
3 (a) 15
1, (a) 3 (b) -15x
(b) 4
(o) -15x
() 1 Chapter 4 (a) 15x
(d) 2 Practise Now 1
L. (a) 28 Practise Now 3
Practise Now (Page 65)
( -14 (a) 3x+6
(a) 3 (b) -Sx+20y
(b) 4
(ce) -av-2ay
(c) 5
(d) 6 Practise Now (Page 88) Practise Now (Page 96)
(a) Tx (a) 4x41
Practise Now (Page 65) (b) -« (b) -¥+8
(a) 2 (ce) x (c) r-y
(b) 3 (d) -7x (d) -7x-2y
(c) 6
(d) 4

Practise Now Answers

 Practise Now 4 Practise Now 1 Chapter6
1. (a) 26x+4y 1. (a) 5 Practise Now (Page 143)
(b) 7x—4y (b) 2 lL 5
(c) 5x-8 () 3 (ii) -1
nN (i) p+5
(ii) 3p +15
(d) —2
2 2 @ -3
(iii) 5p +38
(e) G
anc
wi 5
(iv) Sp +11 2 (a) 2
(b) 2.05 Practise Now 1
Practise Now 5 1. (ii) 2.5
(a)
Practise Now 2
(a) -8
Practise Now 2
(b) y-6x (b)
3
55 (a) 3
Practise Now 6
5 (b) wal
(c) > 2
1. (a) (ce) je5
Practise Now 3
—5x422 (a) 5
(d) -6
(b) 12
1
2. (a)
20+
2
(b) 2a Practise Now 3
(a) (i) $4.50
) Eieal Practise Now 4 (ii) $6
(a) SON (ii) $8
(b) 1000 kg (b) 4.50, 6,8
Practise Now 7
(a) —5(2v—5)
Practise Now 5 Practise Now 4
(b) 9a(2 — 6y +42) 17
(a) 20 minutes
Moly
Chapter 5 a (b) 9km
9
Practise Now (Page 111) 18 (ec) (i) 0
(a) 4 (ii) 0
(b) 13 4
(c) -10 (iii) “F
(d) =1 (ii) 39.275 em? fiv) 0
5
(v) 7
Practise Now (Page 112) Practise Now 7
(a) 5 1, 4and 20 Chapter7
(b) 1 2, 15 Practise Now 1
(ce) -2 1. (a) 28,33
(d) -3 Practise Now 8 (b) -50,-56
1 (c) 1215, 3645
165
Practise Now (Page 113) (d) -18,6
(a) —7 Practise Now 9 2. (a) 22,29
(b) 3 1. (a) x>5 (b) 15,11
(ce) 4 (b) x=
qd) 1 2. 2 Practise Now 2
i) 23
Practise Now (Page 114) Practise Now 10 (ii) 58
(a) 2 12
(b) 5 Practise Now 3
(ce) 1 1. (a) 4n4l
6
(d) a (b) Sn+2
(c) 6n—4
(d) 3n-2
2. () 23,27
(ii) 4n—1

OXFORD

————|
Practise Now 4 Practise Now 7 Practise Now 11
1. (i) 40.32 knv/h
lL. (ii) 245 %4=22;24+6x4=26; 4-2.% decrease
4n+2 13 (ii) 11.2 m/s
(iii) 8054 Practise Now 8 2, 114584:
3
(i) 72=8x9 50
3. 80-km/h
(ii) 10
Practise Now 9
Practise Now 12
Practise Now 5 1, $600
1. (i) 13.5 mV/s
(ii) 6,12; 7, l4;n4+1,2n+2 2. $125 000
(ii) 81.000 cm/min
(ii) 54; 110
2. 2,93
(iii) 59; 60 Practise Now 10
1. $3450
Practise Now 13
Chapter 8 2. $120000 Wy
Practise Now 1 \6555 km/h

(a) (i) Chapter 9

Practise Now 14
Practise Now 1
(i) 355 (@) 33:20
S hours

(iii) =
(ii) 20:53
Practise Now 15
Practise Now 2 356
(iv)
(a) 2:15
(b) (i) 85% (b) 27:40
Chapter 10
(ii) 2320% Practise Now (Page 259)
(c) 3:10
(a) Acute
Practise Now 2 Practise Now 3 (b) Reflex
(a) (i) 0.12 ceul (ec) Obtuse
(ii) 4.13 15 (d) Obtuse
(iii) 0.236 Practise Now 4 (e) Reflex
(iv) 0.0625 1. 609
(f) Acute
(b) (i) 76% 2. $900
(ii) 278.9% Practise Now 1
Practise Now 5 1. (a) a=58
Practise Now 3 (i) 10:12:27
(by) b=20
1. (i) 37.5% (ii) 10:27
2 c=16
(ii) 62.5%
2 Practise Now 2
2. 665
665 Practise Now 6
$360
- a=
Practise Now (Page 201)
1. (a) $2.65 Practise Now 7
(b) $100.80 Practise Now 3
Lixin
2. $15 (i) 37°
Practise Now 8 (ii), 37°
Practise Now 4 1. (a) $2.44
1. 1455 ) (6145 km Practise Now 4
2. 441 a=10,b=25
(ii) $185.25
2. 60 Practise Now (Page 269)
Practise Now 5
Village A (a) (i) Zaand 2m, 2b and Zn,
Practise Now 9 Zeand Zo, Zd and Zp,
Practise Now 6
06 00, Saturday Zeand Zi, Zfand Zj, 2g and 2k,
1. (a) $350 Zhand 21
5 Practise Now 10 (ii) Ze and Lm, 2d and 2n,
(b) (i)i) 6 66=9
3% 12h 26 min Zgand Zi, Zhand Zj
(ii) 50% (iii) Zc and Zn, 2d and 2m,
n (a) 24 Zgand Zj, Zhand Zi
(b) 6%

OXFORD
ctise Now Answers ®

|
 Practise Now 10 Practise Now 7 Practise Now 10
(i) 108° (i) 364.m° 1. (i) 5600.cm’
(ii) 36° (i) 29.7m (ii) 1920 em?
(iii) 162° 2 (i) 406cm'
(iv) 9° Practise Now 8 (ii) 445 cm?
(v) 20 @) 6m
(i) 7.2m Chapter 16
Chapter 12 Practise Now (Pages 394 — 395)
Practise Now 3 Practise Now 9 1. (a) (i) $5500.00
(i) 130m 1200 m? (ii) $7 000 000
(ii) 4.0 em (b) 2009;$1 500 000.
Chapter 14 2. (b) @) 384
Practise Now 4 Practise Now 1 (ii) 594
@ 77 (a) (i) 10000000 cm* ( we
(i) 53cm (ii) 10.000 000 mi 163
(b) 0.165 m’ @ @ 16285
Practise
ract oeNow
NEN5 (ii) 1657
(iii) Y,2Z, XY, XZ (ii) No
(e) December
Practise Now 2
Practise Now6 Lo @ 32 Practise Now 1
1. 12.2cm (ii) 4446 -
2. 123m 2. 2em fe Wh 20g
(ii) rhe
Practise Now 7 Practise Now 3 (iii) 1150 mi
1 71° 3.312.000 cm’ 2. (i) BI
2 74 (ii) 40°, 70", 100", 120°, 30°
Practise Now 4 (iii) No
Practise Now 8 1. (i) 400cm'
() 70cm (ii) 340 cm? Practise
Now 2
(ii) 54° 2 @) 1.1527 (i) 2008
(ii) S44cm Wy 1733
Chapter 13 3. 54cem* 221
Practise Now 1
(a) 160.000 cm’ Practise
Now 5
(b) 0.0357 m* 1. 160m"
2 45
Practise Now 2
1. 273° Practise Now 6
2 2014m? (i) 162m’
(ii) 180 em*
Practise Now 3
(i) 94,.0cm Practise Now 7
(ii), 462 cm* 1. 5730cm'
(iii) 322 cm* 2. 8.84em

Practise Now 4 Practise Now 8

(i) 168 m* 1, 4991
(i) 74m 2. 520 minutes

Practise Now 5 Practise Now 9

24m 1. (i) 297 cm?
(ii) 47:54
Practise Now 6 2. (ii) 158m"
1. 192m? (iii) 358 cm?
2. 40cm?

= —— —— oe OXFORD
© Practise Now Answers EVRY Pa
 Answers
Exercise 1A Exercise IB 14. (i) 42

1. (a) Composite (a) 6 15. (i) 210

(b) Prime (b) 12 (ii) 126m

(c) Prime (ce) 15

(a) Composite @) 1 Review Exercise 1

(a) 120 1. (a) 35

(b) 462 (b) 24

(c) 324 2. (a) 8

(d) 85 680 (b) 7

14 3. (a) Composite
198 (b) Prime

30 096 4. (i) 84

9 (ii) 83 160

f) 9 5. 55,110, 165, 220, 330 or 660

ii) 19,7,3 6. (i) 27

6. (a) 8 (i) 240s (ii) 4,3,2

(ii) 20 minutes 7. 6.03 p.m.

(a) True 8. (i) 7 May
(b) True (ii) Every 12 days
7. (a) 9291 (c) False, e.g. 4
(b) 1.0024 (d) True Challenge Yourself - Chapter 1

(c) 9 1. i) 11, 12,1,2,3,4

8 63.2cm (ii) 2

9, 169 om* 3. (i) 6; 2520

10. (a) Composite (iii) Yes

(b) Prime (iv) No

(c) Composite 4.0 m+n-HCF(m, n)

(d) Prime 5. (i) 12

11. 38 (ii), n — HCF(m, n)

12. 43

OXFORD
UNIVEASITY PRESS Answers
Exercise 2A 2. (a) 7 6 A°C

1. () 10001,4 (b) 8 i, 23°C

(ii) -12, -2017 () -I1 8. -S1-m; 189m 4

(ii) $.433,10001,4 (a) -6 9 5
(iv) (e) 9 (iii)
4years

2. (a) 30 m above
sea level -3

(b) 35 (g) -11 Exercise 2C

(c) An anticlockwise rotation of 30° (hy) 9 1. (a) -27

(d) A speed of 45km/h of a car 3. (a) 0 (b) -32

travelling West
(b) -17 (c) 35
3 @ <
(ce) 1 (d) 6
(b) <
(d) -9 (e) 14
(ce) <
(e) 18 (‘0
(d) >
( -10 2. (a) -3
(e) <
(g) 9 (b) -8
(>
(hy 1 (ce) 4
5. (a) -13,-3,
23, 30, 230
4. (a) 12 (d) -7
(b) ~10,-0.5,-2.,
15,150
2 (b) -7 () 3
6. (a) -273.15'"C
(e) -12 ( 6
(b) -86 m
(d) +46 3. (a) +9
7. (a) >
(e) 5 (b) +4
(b) >
() -37 (ec) £5
(ec) <
(g) -I1 (d) +10
(d) >
(h) -12 4. (a) 9

5. (a) 35 (b) 2
Exercise 2B
(b) -30 (c) -3
1. (a) 4
(c) -8 (d) Not possible
(b) 3
(a) 4 5. (a) -8
(c) -6
(e) 6 (b) -125
(d) -8
() -35 (ec) -1000
(e) 6
(g) 29 (d) -216
() -16
(hy -38
(g) -8
(h) -7

— OXFORD
UWIVERSITY Pars
Answers
 3 15. (a) 16.934
5. (a) 3 5. (a) -12
(b) 4 > (b) —2.085
(b) ~=
(©) 2 ie (©) 5.842
@ +216
(a) -6
(@ =u (a) 7.288,
7 (a) -75 341 16. 477 hours
3 1
(b) -3 oO 5 17. 64+
‘ if
(©) -130 7. (a) 17.664 in, 2
.
(a) 43 (b) 19.56
(e) 21 (c) 0.0216 Review Exercise 2
(5 (@) 0.49 1. (a) >
(g) 2 8 (a) 27 (b) >
(hy -80 (b) 11 () <

@ -2 (©) 57.1 (a) <

@ 4 (@) 29 2. (@ 55,4, 2,-3,-2.365
\ 3°04
9% (a) 40 9 (a) 82 (b) 104,5.8552,-27,,-8
.
(b) 105 (b) 13 3. (a) 67
(ce) =18 (©) -32 (b) 28
(@) 0 @ -12.1 (©) -15
(e) 28 10. (a) (a) -36
%
() -9 4. (a) 84
(sit (b) 120
e
(ny it3 (©) 40
Me 4 (d) IZ
1
5. (a) 56

Exercise 2D (b) 10
1 (@) -144 {c) -24

(b) 228 (a) 6

wf + (e) 54
10
(a) 726 © 28
3. (a) at (g) -26
i
(b) 15 (hy 3
z
wo it @ -102
2
@ i (@) 0.03 @ -67
3

——
OXFORD
answers QD
 3. (i) 160m 10. (i) 0.000 000 7

(ii) 1500 m* (ii) 0

4. (a) 49m (iii) No

(b) 10.cm
(©) $11.00 Exercise 3C

(d) 6.49 kg Not reasonable; 7.03

5. No (a) 80 000; 78 507

) 22 6. 5.077 499; 5.076 500 (b) 3; 2.99

(ny -104 7. No (i) 3.6; 30

598
(ii) 0.12
1225
% (a) -101 Exercise
35

(b) 4904 1, (a) 5

(©) -0.48 (b) 5 $4000.

(d) -3.01 (c) 3 SS10

2. (a) 730 Option A

c
Challenge Yourself - Chapter 2 (b) 503.9 80 $80, © x $70
100 100
3,y=-2 (c) 0,003 019 10. S$30

2. (a) 3,45 5; 6; 1,2; 8,8 (d) 6400; 6400

(b) 4,8; 3,4; 1,2; 2,2; 2,2 (e) 10.0 Review Exercise 3

3. (b) (3 4+3)+34+3 2 (Ff) 8.08 (a) 6500

() 343-3-343 3. 4,50r6 (b) 6000
(d) (34+3434+3)+3=4 4. (a) 0.010 10 (c) 6480.0
(e) 34343434355 (b) 200 000 (i) 4.8; 40
() 3+3+(3-3)x3=6 (c) 2013.7 (ii) 0.12
(d) 9.0 0.0245 kg
Exercise 3A $85.25
1. (a) 698 400 6. (i) 16.2cm (3 x 110 +2 x 150 +5 x 80) g
28
(b) 698 000 (ii) 65.0 cm 4
80 9
(ce) 700 000 7 (i) 216m — x $85, ma x $76
100 100
2. (a) 45.7 (ii) 1470 m* Option B
(b) 46

(c) 45.740 9, 21 249;21 150

OXFORD

|eee
Challenge Yourself —Chapter 3 8. (a) -3r—3y 6. (a) -2u + 15y
1. 987 x 123 is greater than 988 x 122. (b) -10e + 5y (b) Sa +36
2. 2000 ke (©) x+ lay (©) 1m-8n
(@) Se+9y (@) 130438
Exercise 4A % (@) as (©) -9a+27b
1. (a) ab+5y ) iby (0) 9p—14q
(by f'-3 © Sa (g) -Se-4 9-6
(©) hq a to (hy Sp + 6g +20
we 10. @ Lp -24-5r (180+ 60b—52c
(oe) 3x—4ve (ii) 50 (i) -24e- 28y
i) IL.) 12m+5 7. (a) 8x-2

2. (a) 52 Gi) 15m +10 (b) 4x—y—4z

() 34 12. S(LLw+12m) (ce) -12p —13q+20rs
(©) 136 13. (a) 3a () 2a 2b = 94d
w@ 5 ) 2b 8 (a) 6a~16
3. (a) 69 @ Ze (b) 25e+5d
(b) 57 2 § 1800m — mb + 2000 f

Ff
Exercise 4B

@ az 1 (a) v5 Exercise4C
4. (a) v1 (b) 444 L (@)
(b) 7x + Ty (©) Oy +14 (b)
(ec) day
+ 8x (d) 16y- 40. (ce)

(d) -2x + Sy — 4 (e) 24a

—32h (dy
5. (a) 2v-y () -3c-18 2. (a)
(b) -10a +6b (@) 4d +24 (b)
(c) -le+ 12d (h) 2ax- 2ay (c) 4p-2
(a) 8hk 2 (a) Sa+7b (d) lov+2
6. (a) (a+b) — Bay (b) 19p
+84g
(b) (20x
+5009) cents (©) 4a+7b
7 (a) 24 (d) Tx 9y + 10:
(b) 2 3. 4 +20
() 2 4. (10x
—6) cents
@ 5. $(19x +420 + 15)

OXFORD
Soasseict ans ee ee eee aie inieasd ®
 Bb 9 (i) $(27.5x + 20y)
3) ig 8. (a)
1
1) iy $271.25
o) 8
(©) 10. (i) (4p + 2g + 9) marks
wo
(ii) (6p + 3q — 9) marks
(iii) 32p
+g—3)

Review Exercise 4
Challenge Yourself —Chapter 4
1. (a) 27

8 2 x=2y 6
4. (a) H4x—3) © 16
+ 7) (d) -18 Revision Exercise Al
(b) -5(5y
(ec) 9b(3 ~4y) 3 lL a) 6
(d) 4a2v 43-2) © 81 (b) 182
2, 22 2 @ 5
=3y —92)
(e) 2m(2
35
5. (a) 6x+3y %. ah Fabsty (ii) 158 760
(b) 3p +4q -84
(b) -18p 3.) 2

6
Ale +
BS (©) a+b ws
)
-9x+7
~26y
(d) 14x Ait 6
Aes (©) 60/—68h 4.) (2.6); C1.) 1.3)
(ay) p= 35a ( 3r432y (i) (-2,-1); (1,2)
() 2at8e 4 (iii) (-1, 5,6); (1,3, 6); (1,4,5)5
= (2,3,5}
(yp 2x=8
a 5. (a) 900
w@ -Ba (b) 30
ja ~5f + 34h - 21k
(h) is (d)
ithion (©) 2
" 9
ia* O =a 6. 2
1x4 32 2
(py 258+ = 12
37y— 120 "7x60
ey eee
\ a 7. (a) -2
+2b+20)
7. (a) Sx(1 Bef PBpaBend’
ee ” (b) 3
(W) Sacred (b) Ae 2y+42) (©) 14
-7)
(ce) 2x(-6y 6. (a) 5xcents (a) 18
30th 8) (b)_ 30x cents , sfiasie)
7 50
(©) 4y(2x-7) (©) & scents

7. Sim
180

8. (a) 155y seconds

(b) (23 4002 + 8400) seconds

© : SSS $$$ $$__$___— OXFORD

MIvERSITy Pass
Answers
Revision Exercise A2
(a) 18

(b) 20 944

(b) 20
$180
h(i) -2°C
(i) 4°C increase
tf) 20
(b) (i) -44,030
(i) 0.313
5. 85
1 Wi) (4% 3) m

(ii) $44 x 3 x 90)

3. 10x + 13

Exercise 5A (m)

1. (a) 7

(b) —

(g) -3.7

19
Lt = or is the solution.

13.

14,

(b) Exercise 5B
1
335

3. (i) 1386

(ii) 7

OXFORD
NiVERSETY PHS Answers ©
4.) 450cm° UL. $12.80 (gs) 7
(ii) 6 em 12. 40 (h) -=
5. (a) P=: 13. 72 knvh @ 3
(bh) S=p'+q 4. 3 @ -2
() A= Mtteptg 15, 25 2. (a) vel
(d) T= 600+ () y= 22
6. 3 Exercise 5D 3-1

3 at 1. (a) > 43
8. 4s (by < 5-9
% ud © = 6. 24
0. 4 (d) = 7% 17
1.3 (e) > & M4374
12, 65 < (ii) 3
13. 15 2 (a) v= 6 9 74
uw, 28 (by) x= 1st 10, 15 and17
15, (i) S=3n+6 (ce) y<-12 Hl. 130 kg

(ii) 309 (@ y> 44 12, 25

16. (i) T= cd+ a () <7 13. 22
(ii) 577.50 w) «>-104 14.9
17.) 567°C () ys2t 15, 25 cents
(iti) -79.8 °F (hy y>-22 16. 33 km
a. F 17. 2
Exercise 5C 411 18. 18
1. 8700 kg m. 2. 19. 20

2 17 6-37 20. 441

3. 19,15, 13 fy 338170493) 21. 20
4a 18 22. 6

5.14 Review Exercise 3 23. 10

6. 28 1. (a) 2

7 12 (b) 15 Challenge Yourself

~Chapter §
8. 28 () 23 1. No solution
2 8 (d) 20 2. 1

10. 25 ) 20+ 3. A=3,B=5,C=6,D=8

4 4. A=2,B=4,C=7,D=9
@ —s ——— — - OXFORD
Answers UNEVERMITY THES
xercise 6A, 3. (i) 100, 200, 300, 400 (i) 50, 60

A(-4, -3), B(-2, 4), CG, 4), D4, 2), (iii) $390 (j) 80,87
EQ, 1), FG,-3)
(iv) 72 (k) 324,972
(i) 17
2. (a) 9,15
(ii) —3
Review Exercise6 (b) 12,8
(i) -3
1. (a) Rectangle (c) -33,-32
(ii) 10
(b) Square (d) 88,85
(a) Rectangle
(ec) Trapezium (e) 21,28
(b) Rhombus.
(d) Kite 3. (a) -67,-131
(ce) Isosceles triangle
2. (a) A-5,0), BA, 3), C(-3,
4), (b) 8,13
() Quadrilateral DO, 5), EG, 4), F(4, 3), G4, -3),
HG, 9), I-3, 9), 4, 3) Ce) SAF 196
(ec) Trapezium
oe (b) (i) (@) -216, 343
24 units”
(ii) G (e) 81,243
The points lie on a straight line.
7 3. @ 464
(a) () -1S 2
3 dy st Exercise 7B
diy 14 2
a diy 34 1. (a) 6n+1
(b) @ 1 2
» 22 4 5 (b) 3-7
(ii) -—
(ii) -10 (©) 7n +53
(iii) 70 (d) -3n +17
xercise 6B
5. (ii) a=-2,b=0 2 =@ 15
(b) They are parallel lines.
(ii) 21
(b) They are parallel lines.
Challenge Yourself — Chapter 5 (iii) 105
(b) They are parallel lines.
Sor? 3. @) 18,21
(ii) a=2,b=12,c=15
(ii) 3n

Exercise 7A (ii) 315

xercise 6C
1. (a) 39,44 4. (i) 30,34
(a) (i) S105
(b) 40, 32 (ii) 4n +6
(ii) $90
(©) 384, 768 (iii) 806
(iii) $70
(d) 50, 25 5. (@) 34+1=4,44+1=5,5+1=6,
(b) 105, 90, 70 6+1=7
(e) 16,4
(a) @ 27km (ii) 50
(f) -288.576
(ii) 47 km (iii) 100
(g) -87,-94
(b) $5.60
(h) —50,-40

OXFORD
Saree ieee ae ae ©
 (i) 2,3,4,5.0-1 14. (a) 1,2.3,4,5,6; 3.5, 7,9, 11, 13;
Gi 15= 3% 8; ane
4,7, 10, 13, 16, 19; 10, 12. 14,
(iii) 29 16, 18, 20 (iii) 3003
(a) 3,9, 19,33 (b) (i) 19 (iv) 11

(b) (2-1 (ii) 26cm @ P+ VsF 4454647"

(ii) 301 087 (iii) 2n+1 =784= (1424344454647)
(ii) 16, 25, 36, 49, (n+ 1)? (iv) (Qn + 8) cm (ii) 14 400
(iii) 441 ig (iii)8
5.0 on
(iv) 10 (i) 37
(i) amen
(i) 54=6%9 (ii) p= 19 (ii) +2
(i) 13 (ili) 362
16. (a) @ 113
10. (i) 14+345+74+9411
(ii) 24,28
= 36 = 6" =(5 + 1) Challenge Yourself - Chapter 7
(ili) 84, 112
(ii) a= 25,¢5 13,d= 12
(iv) 85, 113

I. (a) (i) (b) 13° + 847 = 85°

15° +112? = 113" fi) 4,9

(i) 11,18
17, (i) 7,12; 8, 14; 2+ 2, 2n +2
di) 23) +2 =8, (ii) 23; 48 (ii) For n > 3,7, artTy-2
24) +2 0, (iii) 31,33
2(5) +2 = 12, (iii) Lucas Numbers (which is different
26) +2= 14 18. (i) 5 (ii) 8 from Lucas Sequence)
(ili) 89
(i) 10, 12
(b) 9
(ii) Forn
= 4,7, = T,22+ Ths.
(iit) 14 Review Exercise 7
(iii) Perrin Numbers (or Perrin
(ce) (i) 46 1. (i) 53,44 Sequence)
(ii) 74 (ii) 28,40
th 224-26, SxB-D 19, (iti) die ke
27° 81 Revision Exercise B1

6x6- 5 2C=Da2
TX7-D_54 (iv) 121, 169 1 (a) 24
Seta) o1s,
2 @ 64,81 3
(b) 3
(ii) 190
(i) (n+ 2) (a) x>5
13. (i) 15101051
(iii) 729 y<2Az
(b) ys
Gi) 1+5+10+10+5+1 3. (ii) Sx 54+1=26,5n4+1 23
(iii) 281
~ 30

(iy) It is not possible.

(i) On-3

(ii) 18

©
OXFORD
Answers
i @ 1434547494 11413415 4. (a) 78% Exercise 8B
=
(b) 25% 1. (a) 81
(ii) 12
(c) 7% (b) 63

(c) 66
Revision Exercise B2
(d) 135

(a) 85

(b) 28

(c) 140

(d) 240

25%

(i) $650
(2,0)
(ii) 40%
25 units?
25%
-3n +47
$86 400
(ii) 20
(ce) 300% 300
3 (i) @-2«6
(d) 15% $245 000
(ii) 9
(©) 67% S65
Exercise 8A
(125% 2496
1. (a)
35 igs%
(g) 165 16.64%
(b) 12 50. (h) 30% 3% increase
(c) aL 837
10. (a) $680 000
10.000
(d)
(b) 4604416 m $20 000
2 (a)
(ce) 847 15. $64.000.
(b)
(d) SI 16. 120%
0.0002
11. Bronze, silver, gold
0.337
12. 5610 Review Exercise 8
60%
13. They have the same value. 17853 %
90%
7
14, 8.61% 2. (i) $291.20
48%
15. 45% (ii) $1164.80
120%
Bi
0
AB%
Huixian
124%
464

OXFORD
Answers
6. 300 1D. (a) Exercise 9C
7. 10.000 (b) 1. (a) 08.00

8 ile
17
(b) 21 42

(ii) 16:9 = 00.00

Challenge Yourself — Chapter 8 (d) 0242

12. (i) 80

1. 250 n (a) 3.30 a.m.

(ii) 10
2. 32.8% (b) 11.12 p.m
13. $150 500, $236 500, $107 500

(ce) 7.15 pam.

Exercise 9A (d) 12.00 a.m.
15. S450
1. (a) 30:7 (a) 03 35
16.
(b) 35:72 (b) 06 35 the next day

(co) 9:17 (c) 2h 15 min

Exercise 9B.
(d) 145 : 280: 26 (d) 12h 28 min
1. (a) 30
(©) 16:36:15 (b) $0.19 (e) 10h 40 min

(11:21:60 (ec) $1600 @® 2235

2. (a) 96
(a) 458 ke 6h37 min

w % n Vishal 07 13, Tuesday

3. 15:16 3. $55.20 1051

4.) 25.4044 4. (i) $0.06 (i) 7h 10 min

(ii) 8:5 (ii) $27.60 (ii) 05 30

(ii) 10: 11 (a) 4h 55 min

5. (i) 743.4km
5. (i) 14:25 (b) 9h 20 min
(ii) $339.51
(ii) 25:39 (c) 6h 50 min
6. (i) 3502
6 (i) 9:50 (d) 6h 25 min
(i) 18 n°
(ii) 3:9: 925 (e) 13h 15 min
7. (i) 269°C
7 $154
Gi) 312 minutes
8. (i) S44 Exercise 9D
(ii) $953.70
9. (i) $1680 1. (i) 49.2 km/h
9 (a) 20:3
(ii) $2040, (i) 135 mis
(b) 12:53 v 360.000 m
10. 737

OXFORD
® Answers
+ (a) 504 kiv/h 7. (a) a= 106

(b) 1134 km/h % vss km (b) b= 30

{c) ue knvh 10. 39 (©) c= 11.25

(a) 44 km/h (d) d=11

. (a) = mis — Chapter 9
Challenge Yourself 8 i) 48°

1. 8s ae
(10142 mus
(©) + mis 2. Vishal,
1m 9 (a) a=47

@) 14334 wis (b) b= 18, c= 126

10 a Exercise 10A 10. (a) 90
i. 882 kmh =98
1. (a) a=79, b= 106, (b) 60
. @ 4s (b) d= 50, ¢ = 228 11. 30°, 60°, 120°, 150°
Gi) 74 amis (©) f= 117, g=45 12, (a) a= 11, b=45
16 mis =94,j =56
(d) h = 243,1 (b) c=23,d=69,¢= 111

a4 kin/h 2. (a) Obtuse © f=6.g=23

(0. 25 207 (b) Reflex @) h=22,i=2
HL. 280m (©) Acute 13. (i) x=22,y=16
(d) Reflex (ii) 132°; 278°
[2.37 800 m
(e) Acute

Review Exercise 9 () Obtuse Exercise 10B

9:8 3. (a) 72° 1. (a) (i) B&R and D2R, ASR and CZR,
. i 5 as aie ARS and C25, BXS and DZS,
(9 kg, 15 kg,2 ke ©) BWP and DEP, AWP and CPP,
(i) $10.80 © 37 AW and CPO, BIO and DFO
@ 45 @) 26° Gi) AX and D2R, B&S and C2R,
AWO and DYP, BIVQ and CPP
di) 12 4. (a) 144° x ke, 38 x
(iii) AXS and C2R, BXS and DZR,
4 (i) $9 (b) 168° AW and CPP, BIO and DYP
(ii) 46 (©) 78° (b) No
5. (i) 0951 @ 9 (c) No
(ii) 88 knvh 5. (a) a= 147 2. (a) a= 117, b= 117, c= 63,d = 78
6. (i) 1230 (b) b= 65 f= 66
(b) ¢= 31,
(ii) 3h 20 min; 58.5 km/h (©) ©=20 (©) ¢=83,h= 69
% ua km/h (@) d=25 (d) §=45,j=60
8.) des 6. (a) 49
50

Gy™ 5ms
50x
(b)b) 30

OXFORD — —s Sie
 3. (a) @=38,b=34 5. (i) 128° 4. (a) a= 102

(b) ¢=20,d=70 (i) 54° (b) b=40,¢ =55

(c) es 18 6. (i) 154" (ce) d=70,¢ = 22

(d) f= 29 (ii) 144° 5. 45°

4. (ay a= 104 7 i) 4 6. (i) 35"

(b) b= 106 (ii) 58" (ii) 125"

5. (a) a= 140 8. 118" 7. (a) a@=25,b=97

(b) b= 32 9% weet 1Wsx4y (b) c= 138
(ce) 6 = 275 8. (a) a= 58. b= 127
6. (i) 86" Challenge Yourself — Chapter 10 (b) ¢= 130
ii) 141" 1. tint 1)(n
+2) 9. (a) a= 35, b= 108
7. (i) 68" 2. 260° (b) ¢=39,d=77
di) 54" 3. 67 (ec) ¢= 24, f= 96, = 48
8. (i) 52" (d) h= 112,165,
j= 47
(ii) 56" Exercise ILA 10. 100
(ii) 262" 11, (i) 104"
9% 9.5,y= 43,1
obtuse-angled triangle
(ii) 76"
10, x= 147, y= 59 (b) 70”, isosceles triangle,
acute-angled triangle (i) 78"
11. 46°
(c) 60°, equilateral triangle, (ii) 52"
12, wexayts acute-angled triangle
13. (i) 101"

Review Exercise 10 (d) 90°, scalene triangle,

(ii) 42"
right-angled triangle
1. (a) a=16,b=48 iM, 15"
n 5 100”
(b) c= 112,d=29 15. 72°
(b) 6"
2, (a) a=36 Exercise HB
(b) b=36 I. (a) a=36.b = 36

3. (a) a=23 (b) e¢=Sl.d=51

(b) b=33,c=22 2. (a) a= 106,b = 48

4. (a) a= 124 (b) © =20,d=40

{e) ¢=20
(b) b=23,c=39 3. (a) a=40,b = 58
(d) d=225
(c) d= 29 (b) c= 114
(e) ¢=56
(d) e=56 4. (a) a=37,b=127
() f= 60
(e) f= 65 (b) ¢ =67.5.d = 225

OXFORD
 (a) a=114,b=33 (a) (i) 720° 16, 360"

(b) c= 38,d = 104 (ii) 120° 17. 180"

o=42,f=48 (b) (i) 2880" 19, (i) Equilateral triangle and square
on (ii) 160°

26" (a) 165° Review Exercise 11

(ii)
115° (b) 170" 1. (a) a=225

(ii) 60" (a) 4 (b) b= 244,¢ = 26

4 88” (b) 8 2. (a) a=70,b=20

(ii) 23° {c) 30 (b) ¢ = 39,d=63

(d) 90 (ce) 6 = 66, f= 66

(a) 9 (d) g=70,4=40

(b) 20 (e) f a4

(e) 45 () k= 39,1=63

59° (d) 72 3. (a) a=60

Ty 162" (b) b=52,c=31,d=97

110" (i) 30 (c) ¢ = 122, f= 58, ¢ = 64
(il) 28" (ii) 30° 4. (a) a@=35

14, 54" 8 (b) b= 30,c¢

=90

Ppa 21 5. (i) 40"

(ii)

(iii) 36" je) Fes (i) 32"

31 (i) 162" 6. (i) 56"
(i)

(ii)
or (ii) 153° (i) 31"
16. (i)
58° . (i) 120" 7. 150"

(ii)
96° (ii) 60" 8 18
Exercise 11C (iii) 60" % 18
1. (a) 1620" tiv) 108" 10, (i) 157.5"

(b) 1800" (vy) 72° (ii) 112.5"

(c) 2340" (vi) 24°

(d) 3240" 14, (i) 12

{a) a=110 (ii) 135°

(b) b= 66 (iii) 120"

(c) c= 83 - (i) 10

(d) d=30 (ii) 126"

(iii) 144°

OXFORD
Answers
 Challenge Yourself —Chapter 11 6 (i) 71cm Revision

1.150” (ii) 66° 1. 400

2, 30” 7. 3.9¢m,6.9em 2. 5236
3. Yes 8. 11.7 cm, 10.9 em 3 738
4. (ii) Yes 9% (i) 84m 4.1219
5. mn —3) Gi) 7.1 em 3. (i) 6 hours25minutes
10. (i) 54cm (ii) 693 km
Exercise 12A (i) 45cm 6. (i) 110°
3. 94em H. (iii) 7.0 cm (i) 14°
4, 75cm 12. (i) 128° 2 @ 44
5. 53° (ii) 55m (ii) 84°
7. Oem 13. (i) 109° (iii) 21°
8 (i) 1L6cm (i) 4.1. em 8. (ii) 5.6cm
(i) 5.9m 14. (i) 8.6m
9% (i) 52° (ii) 65cm Revision Exercise C2
(ii) 3.9 em (iii) 51° 1. 8%
10. (i) 52° 2. 30
(ii) 8.0.em Review Exercise 12 3. 7:20
1, 71° 1. @ S4em 4. 74
(i) 4.2.em (i) 3.3m 5 38-4kin
12. (i) 75m 2. (i) 46° 6. x= 154,y=72
(ii) 7.2 em (ii) 79cm 1. %6
13, (iii) X,Y NY, YZ 3. (iii) Rhombus 8. 7.7 cm, 117m
14. (i) 10.9 em 4° 71em
(iii) 4.7 cm (i) 65cm Exercise 13A
17. (ii) Diameter 5. @ 121° 1. (a) 400 000 cm?
(ii) 6.5 cm {b) 0.0016 m*
Exercise 12B 6. (iii) Square (e) 300 cm
1, 16.9 em (iv) 9.5 cm (d) 2.8 m°
2. 12.8em 2. (a) 14em
3. 10.1.em, 6.5 em Challenge Yourself — Chapter 12 (b) 65 em
4. 133° 1. Circumcircle
5. 171° 2. Incircle

D Answers
OXFORD
Sere:
+ 7725 m* (a) 54cm?
+ (a) 20 cm, 62.8 em, 314 cm’ (b) 14m (i) x=8,y=4
(b) 1.8m, 11.3 m, 10.2 m° (©) 13. mm 9. 0.455m
(c 56.0 mm, 28.0 mm, 2460 mm? () 54cm 10. 15

(d 28.0 cm, 14.0 cm, 88.0 em (i) 32cm

+ 056m 14m Challenge Yourself - Chapter 13
» (a) (i) 96.0cm (i) 416.25 cm* 1, 18.5 cm or 37 cm

(ii) 661 cm (ii) 89.5 em 2. (i) 180cm

(b) 39.9 em 6. @ 18m (ii) 180 cm

(ii) 89.3 cn’ Gi) 17m 3. 125 em

(©) @) 56.5 em 60 cm*

(ii) 191 em? 351m Exercise 14A

i) 28.6m (a) 320 em* 1. (a) (i) 4.000

000 cm*

(ii) 50.4 m* (b) 364 em? (ii) 500 000 cm’

4 350m? 184 cm? (b) (i) 0.25 m‘

4 235.75 n° 175 em? (ii) 0.0678 m’

(0. 157.5 m?* (i) 80cm’ 2. (a) (i) 840.000 cm’

I. 17.6em (ii) 20 cm’ (ii) 840 000 mi

12. (113 m? (b) (i) 0.002 560 m'
(ii) $4838.05 Review Exercise 13 (ii) 2.561
(3. (i) 22.4 em lL (a) 659 cm? 3. (a) (i) 480 cm’

(ii) 35.0 em* (b) 220 em* (ii) 376 cn

14, (83.8 cm {e) 1040 cm’ (b) (i) 420 cm’

(ii) 236 cm? (d) 105 em" (ii) 358 cm’
15. (i) 422m (88.0 em (c) (i) 115 200 mm’

(ii) 28.5 m* (ii) 154 em* (ii) 27 360 mm’

16. 0.250 em? 576 em* (d) (i) 7

17. 99.0 minutes () 225 m*

(i) 79.6 m (e) (i) = cm

Exercise 13B 12m’

1, (a) 84cm 18 cm () (i) 4.095 cm‘

(b) 7m 0.038 225 ha (ii) 19.26 cm”

(ce) 5.5 mm
 (a) 2160 mm’. 1284 mm (4725 em’ (i) 3744 cm’

(b) 8 cm, 158 em 2. (a) 6m’,42cm’ (i) 16.5 cm

(ec) 2.5 em, 89.5 cm? (b) 14 cm, 693 cm’ i) 1110 em

(d) 8m, 432m? {c) 32cm, 240 cm? (i) 725.cm*

(i) 16 (d) 400 cm, 95.94 em? i) >=5
wi)
(ii) 105 3. 102 480 m* MW @) 23.8em
0.190 m 4. (a) (i) 180 em’ (ii) 3750 cm?
4..m (ii) 264 cm? 15. 834 cm?

(b) (153 em’ 61 minutes

6480 cm’ (i) 250 em"
(i) 480 5. (i) 2000 m* Exercise 14D.
(i) 0.142 nv? (ii) 1490.25 m?* 1, (i) 522 em’
M. w 20 (ii) 432 cm?
(ii) 1.16 m? Exercise 14C 2. (i) 388 em’
- 96 cm? 1. (a) (i) 1850 cm! (ii) 388 cm?
614.125 cm! (ii) 836 cm* 3: (i) 1220 cm’
(i) 456.000 (b) (i) 4.52 m* (ii) 1230 em?
(ii) $25 080 000 (i) 17.3 m* 4. (i) 79 100 cm’
(iii) $836 (c) (i) 44.500 mm’ (ii) 12 100 en’
0.0495 m' (i) 7350 mm? 5. (i) 765 em‘
. 138.61 2. (a) 8.00 cm, 4.00 cm, 453 em? (ii) 563 cm*
() Sem (b) 28.0 cm, 14.0 cm, 2990 em? 6. (13.400 em’
(ii) 540 cm’ (c) 2 cm, 42.0 cm, 553 cm? (ii) 3760 em’
18. (i) 26m’, 78 m’; 25 m’,75m’; 36m’, (d) 8 m, 21.0 m, 629 m* Ts (i) 94300 cm’
64.8 m*
3. 18.87 (ii) 16 800 cm’
(ii) No
4. 82.9 em 8.
5. 7421
Exercise 4B
6. 19200 cm*
1 (a) 369 840 cm‘
7. 4895 Review Exercise 14
(b) 16 644 cm!
8. 1.06 cm? (a) (i) 108 cm’
(c) 960 em*
9. 144m (ii) 168 cm?
(d) 1152 cm’
10, 22801 (b) (i) 88cm’
{e) 770 cm’
11, 26 minutes (i) 152 cm?

OXFORD
Answers
 (c) @ Idem (d) 40% Review Exercise 16

(ii) 50 em? (e) No 1 @ 2:1

(d) (i) 16cm’ (i) 950 (ii) 175%

(ii) 58 cm? (ii) 500 2. (i) 102

3000 (iy 202%

49
(ii) 16

147 mm 6. (i) 53 (iii) 160°

294 em? (ii) 50% 4. (i) 40%

() 16 436.875
em’ (ii) $48 000
7 1
(i) 13 149.5 mm‘ Exercise 16B. w5 (ii) 51=%
75%

(iii) so 2. () 90"
115 minutes (ii) 100" Revision Exercise DI

(i) 80-400 em’ ain 2726 1, 314cm*

(ii) 30.0 cm (iv) 36 2. 75.4 cm; 226 cm’

(i) 514cm' i) 50% 3. 84cm’

(ii) $1 110 000 (ii) 20% 4. 972 em’; 684 cm?

(i) 4750 cm’ (ili) 63 5. (i) 158.3551

(ii) 1960 em? (i) 120 (ii) 28 269 cm’

0 (i) 5410 cm’ (ii) 375 (iil) 25 442.1 g

(ii), 2140 cm? (iil)453% 6.) a 412%

thallenge Yourself - Chapter 14 (ix) 60°, 75°. 60", 90", 75° (ii) 20%

) 92.000 cm’ (ii) tm (b) 54

i) 18400 cm* (a) 20°

(b) (i) Revision Exercise D2

Ixercise 164 (ii) 540 1, 584 cm?

(i) 2012; 260 000

13
(ec) a13® 2. (i) 737m

(ii) 960 000 (ii) 281 cm*

(iii) $180 000 000 8. (i) 2011 and 2012 3. 63cm

iv) 1 ll %
5
182%
He
(iii) 5649
sry %
le 4. 880 em’; 728 cm*
(iv)

(i) 4:5 (ii) 39°C, 38°C 5. 630008

diy834
83.4% » No 6. (i) 4"

(a) 13,16 (i) Luxury goods (ii) 9"

(b) (i) 68 (ii) Rent and luxury goods (ii) 66 2%

(ii) 64 13. No

(c)» Wa iimfo

OXFORD
Problems in Real-World Contexts

1. (i) mm

(ii), 7725 mm

(iii) $4545

(iv) 2.37 times

2, (i) 12.28

(ii) 24107

(iii) 48.0 minutes:

(iy) No
3. (a) 2.99%

{b) (i) Industry; 46.5516 MT

OXFORD
RIVETS Pua