Mathematics JSS 3

JSS 3
MATHEMATICS
FIRST TERM
TABLE OF CONTENT
WEEK 2 TOPIC: WHOLE NUMBERS
WEEK 3 TOPIC: WHOLE NUMBERS CONT’D
WEEK 4 TOPIC: ADDITION AND SUBTRACTION IN BASE 2
WEEK 5 TOPIC: MULTIPLICATION AND DIVISION IN BASE 2
WEEK 6 TOPIC: RATIONAL AND NON-RATIONAL NUMBERS
WEEK 8 TOPIC: FACTORIZATION
WEEK 11 TOPIC: FORMULAE: SUBSTITUTION AND CHANGE OF
SUBJECT
WEEK 9 TOPIC: SIMPLE EQUATIONS INVOLVING FRACTIONS
WEEK 10 TOPIC: PROBLEM SOLVING ON NUMBER BASES
EXPANSION, CONVERSION AND RELATIONSHIP
JSS 3 Mathematics First Term

Week 2
Topic: Whole Numbers
Contents
 Binary Number System

 Using Computer
 Word Problems
A. Number bases
Most people count in tens. For instance, the place value of the digits in number 4956 in this system
Thousands hundreds tens units
↓ ↓ ↓ ↓
4 9 5 6
The place values are in powers of ten. It is called the base ten system.
4956 = 4 X 1000 + 9 X 100 + 5 X 10 + 6 X 1
= 4 X103 + 9 X 102 + 5 X 101 + 6 X 10
Some people traditionally count in 5s, other in 20s. Using the method of the base ten system, a base
five system is in powers of five. So, for example, in base five, 342 would be
342five = 3 X 25 + 4 X 5 + 2 X 1
= 3 X 52 + 4 X 51+ 2 X 50
Notice that 342five is short for 342 in base five.
Converting base ten numbers to other bases
To convert from base ten to another base, express the given number in powers of the new base.
Example
Convert 37ten a. to base eight, b. to base five.
a. Since 37 < 64, there are no sixty-fours in 37. To find the number of eights in 37, divide by 8.
37 ÷ 8 = 4, remainder 5
37 = 4 eights + 5 units
37ten = 45eight
Check: 45eight = 4 X 8 + 5 X 1
= 32 + 5
= 37
Since 37 > 25, there must be a twenty-five in 37.
37 ÷ 25 = 1, remainder 12
37 = 1 twenty-five + 12 units.
Consider the 12 units. Since 12 > 5, there must be some fives in 12.
12 ÷ 5 = 2, remainder 2
12 = 2 fives + 2 units
∴ 37 = 1 twenty-five + 2 fives + 2 units
= 1 x 52 + 2 X 51 + 2 X 1
37ten = 122five
Check: 122five = 1 X 25 + 2 X 5 + 2 X 1
= 25 + 10 + 2
= 37
The method in part b of Example 2 can be shortened as follows:
5 | 37
5 | 7 + 2 (i.e 7 X 5 + 2 X 1)
5 | 1 + 2 ( i.e. 1 X 52 + 2 X 51)
5 | 0 + 1 ( i.e. 0 X 53 + 1 X 5 2)
↑ ↑
Continued division by 5 gives remainders. Reading the remainders upwards gives 37ten = 122five
(see the arrows above).
To change from base ten to another base:
1. Divide the base ten number by the new base number.
2. Continue dividing until 0 (zero) is reached, writing down the remainder each time.
3. Start at the last remainder and read upwards to get the answer.
Convert from other bases to base ten

Convert an Octal into a Decimal
This is a little bit of the same as before except our base is now 8 instead of 16. Try it with the number
7238 also written 0723 in computer programming notation. Go ahead and convert it. I’ll outline the steps
below again.
7238 = (7 X 82) + (2 X 81) + (3 X 80)
= 448 + 16 + 3
= 46710
723 octal is 467 decimal. See, that’s not so tough. Now, the astute reader may have noticed another way
this can be accomplished using the same information from the original formula. Take the previous octal
number as an example here. Since you know what the base and exponent will be for all digits’ place, you
can go ahead and write that out: 82 = 64, 81 = 8, 80 = 1. Write your number beneath and multiply out,
then add the products.
Operations with binary numbers

To add, subtract and multiply binary number, use the method that you use with base ten numbers.
However, you must remember that you are working with powers of two, not powers of ten. The following
identities are very useful:
Addition
0 + 0 = 0 1 + 0 = 1
0 + 1 = 2 1 + 1 = 10
Multiplication
0 X 0 = 0 1 X 0 = 0
0 X 1 = 0 1 X 1 = 1
The example below shows how to use these identities when operating with binary numbers. Follow the
notes carefully.
Example
Calculate the following.
a. 1 001 b. 1 110 c. 110
+ 1 011 – 101 X 101
———– ———– ———–
1 001
+ 1 011
————
10 100
Note: 1st column: 1 + 1 = 10; write down 0, carry 1
2nd column: as above
3rd column: 1 + 0 + 0 = 1
4th column: 1 + 1 = 10; write down 0, carry 1
b. 1 110
– 101
———–
Note: 1 st column: 1 from 0’won’t go’. Move the 1 in the 2 nd column to the 1st column: 10 – 1 = 1; write
down 1
2nd column: the 1 has been removed, leaving 0; 0 – 0 = 0; write down 0
3rd column: 1 – 1 = 0; write down 0
4th column: 1 – 0 = 1; write down 1
c. 110
X 101
———–
110
110..
———–
11110
Note: Set out as in a normal long multiplication, multiplying by 1 or 0 as necessary. Take care with
placing the digits. Add as explained in part a.
All calculations may be checked by converting to base ten. E.g. part c of example 10 is equivalent to 6 X
5 = 30.
B. Using Computer – ICT and Computer

In the past few decades of Information and Communications Technology (ICT) on many people’s
personal and professional lives has been immense. Mobile phones, computers and computer programs
have played a central role in ICT development and will play an even greater role in future.
Although computers were originally developed to speed up calculation, a huge leap forward in ICT
development took place when it became possible to connect them to the internet on a world wide web
(www) via telephone, satellites and radio systems.
Think of the internet as the global communication network that provides national and international access
to information and to other people. Millions of people use the internet on a daily basis to access
information, to purchase and provide goods and services, and to communicate with each other by
electronic mail (email).
Nowadays, to meet ICT demands, computers have been smaller, faster and more versatile, more reliable
and more affordable. Computer chips are used in cars mobile phones, television sets, music players,
cameras and are carried by many in the form of bank cards. The tendency for greater portability, greater
connectivity and more power for less cost will continue throughout this century. For example, many
mobile phones now have considerable computing, photographic , entertainment and internet capability.
ICT is mainly used for connecting people ‘usually be the spoken or written word.
Desktop computer
Laptop computer
Mobile phone with in-built computer

Typical in-built programs – word processing, spreadsheet, database, overhead presentation, media player
and artwork.
Computers and mathematics
This section will only be meaningful if you have access to a computer that has a spreadsheet program,
preferably Microsoft Excel as used here.
Follow through the Class Activities on your computer.
As already mentioned, computers had a historically important role in speeding up calculation and
handling numerical information. Of the software listed above, spreadsheet programs currently have the
greatest everyday application to mathematics, statistics and economics.
A spreadsheet has the appearance of an extensive matrix of cells. Data either written or numerical are
entered into each cell.
There are many spreadsheet programs. The one used here is the most common: Microsoft Excel. Here we
identify each cell by an ordered pair: column letter, row number. The cell highlighted in the figure below
is C7. This is similar to an ordered pair, (x, y), on the Cartesian plane. Use the arrow keys on the
keyboard, or the computer mouse to locate a cell.
Entering data into a spreadsheet

To begin this part of the course, we’ll do something really simply: we’ll enter some text and numbers into
some cells. When we’re finished, our spreadsheet will look like this:
So, to enter something into a cell, do the following:
Click on cell A1 with your left hand mouse button. Type the text “Numbers” (without the quotation
marks). Press the Return key on your keyboard. The darker border will jump down one cell to A2. Type a
3 and then press the Return Key on your keyboard. The darker border will jump down one cell to A3.
Enter a 6 and a 9 in exactly the same way
When you’re finished, your spreadsheet will look like the one in the image above.
The word “Numbers” was our heading. We’re not going to do anything to the heading. It is there purely
for our benefit, in order to serve as an explanation for what the numbers are.
Except “Numbers” is not very descriptive. Let’s change it to something else. We’ll change it to “Add
these numbers”.
Editing data in a cell

When we wanted to enter some data in a cell, we simply clicked on an individual cell and started typing.
But you can’t edit the data in a cell using that method. If there is already something in a cell, and you
tried to type something else, the old contents would be entirely erased. Try it for yourself.
Click on the cell A1. Type the letter “A” of “Add”. The word “Numbers” is erased. Click on Edit from
the menu bar. From the menu that drops down, click on “Undo Typing”. The word “Numbers” will be
restored
So how do you Edit the data in a cell? You have to do it from the Formula bar. The formula bar is the thin
white text area running right across the top of the spreadsheet. Notice where it says “Formula Bar”. The
thin white text area just above the label is the “Formula Bar”. Notice, too, that there is some thin lines in
the shape of an I. This is actually the mouse pointer. It has changed shape, and is now an I-bar.
Click on the cell A1. Then click inside the formula bar. You will see your cursor flashing away. The
spreadsheet should now look like the one in the next picture.
The formula bar is displaying the contents of cell A1. To edit the contents, you can use the backspace key
on your keyboard to erase anything you don’t want. And you can just type something new in the formula
bar. When you’ve finished editing, press the Return key on your keyboard.
In the next image, the text “Numbers” has been changed to “Add these numbers”. Make the changes on
your own spreadsheet so that it look like the one below. Notice how the formula bar now reads “3” when
the Return key is pressed. The cell A2 is showing in the Name Bar.
Using formulae functions
Sum
To find the sum of the numbers in cells B4 to F4 and place the total in Cell G4:
1. First click in cell G4
2. Then type = SUM (B4:F4) and press Enter.
Notice that = SUM (B4:F4) is short for ‘the sum of the values in cells B4 to F4’. Another way to find the
sum is to select cells B4 to F4 and press the ∑ icon (∑ is the greek letter S, which is short for ‘sum’). Try
this for cells B4 to F5. Use both of these methods to check the data in the Totals (1) row and Totals
(2) column.
Average
To find the average of the numbers from B4 to F4 on the spreadsheet:
Click the cell where you want the average to go (H4)
Type = AVERAGE (B4:F4), then presenter.
C. Word Problems – Sum and difference

The sum of a set of numbers is the result when the numbers are added together.
Example
The sum of four consecutive numbers is 58. Find the numbers.
Let the numbers be n, n+ 1, n + 2, n + 3.
n + (n + 1) + (n + 2) + (n + 3) = 58
4n + 6 = 58
Subtract 6 from both sides.
4n = 58 – 6
4n = 52
Divide both sides by 4.
4n = 52/4
n = 13
The numbers are 13, 14, 15, 16
The difference between two numbers is the result of subtracting one from the other. It is usual to subtract
the smaller number from the larger. This gives a positive difference.
Example
The difference between 8 and another number is 7. Find two possible values for the number.
Let the number be x.
i. Assuming x > 8, then
x – 8 = 17
Add 8 to both sides
x = 17 + 8 = 25
ii. Assuming x < 8, then 8 – x = 17
Add x to both sides
8 = 17 + x
Subtract 17 from both sides
8 – 17 = x
X = -9
Thus, the number could be 25 or -9.
Product
The product of two or more numbers is the result when the numbers are multiplied together.
Example
Find the product of -6, 0.7 and 6(2/3).
Product = -6 X 0.7 X 6(2/3)
= -6 X 7/10 X 20/3
= -6 X 7 X 20/10 X 3
= -2 X 7 X 2
= -28
Example
The product of two numbers is 8 4/9 if one of the numbers is 1/4 , find the other.
Let the number x.
¼ X x = 8 4/9
Multiply both sides by 4.
x = 8 4/9 X 4
= 33 7/9
Combining products with sums and differences
Example
Find the positive difference between 31 and the product of 4 and 14
Product of 4 and 14 = 4 X 14
= 56
Difference between 31 and 56 = 56 – 31
= 25
Notice that the problem is to find the difference between 31 and a product. Therefore, find the product
first. (4 X 14) – 31 is equivalent to ‘the positive difference between 31 and the product of 4 and 14’.

Expressions with fractions
Example
Find one-quarter of the positive difference between 29 and 11.
Required value = ¼ (29 – 11)
= ¼(18)
= 18/4
= 4 ½
Example
Divide 40 by the sum of 3 and 5.
Required value = 40/3 + 5
= 40/8
= 5
Notice that the dividing line of a fraction acts like a bracket on the expressions above or below the line.
For example,
40/3 + 5 = 40/(3 + 5)
Always simplify the expressions above or below the line before dividing out the fraction.
Example
Find the product of 10 and 6, subtract 23; then divide the result by 4.
Required value = (10 X 6) – 24/4
= 60 – 24/4
= 36/4
= 9
From numbers to words

Change the following numerical expressions into word statements
a. (2 + 7) – 3
b. 5(9 -6)
Solution
a. (2 + 7) is ‘the sum of 2 and 7’.
(2 + 7) – 3 is ‘the positive difference between the sum of 2 and 7 and the number 3’ or ‘from the sum of 2
and 7, subtract 3’.
b. 5(9 -6) is ‘the product of 5 and (9 – 6)’.
But (9 -6) is ‘the positive difference between 9 and 6’.
5(9 -6) is ‘the product of 5 and the positive difference between 9 and 6’.
Problems involving equations

The product of a certain number and 5 is equal to twice the number subtracted from 20. Find the number.
Let the number be x.
The product of x and 5 is 5x
Twice x is subtracted from 20 is 20 – 2x
Thus, 5x = 20 – 2x
Add 2x to both sides.
7x = 20
x = 20/7 = 2 6/7
The number is 2 6/7.
Example
The sum of 35 and a certain is number is divided by 4. The result is equal to double the number. Find the
number.
Let the number be n.
the sum 35 and nis the 35 + n
the sum divide by 4 is 35 + n/4
double the number is 2n
thus, 35 + n/4 = 2n
Multiply both sides by 4.
35 + n = 8n
Subtract n from both sides.
35 = 7n
5=n
The number is 5.
Assessment
1. Find the sum of 12 and 9
2. Find the sum of 82 and 148.
3. Find the positive difference between 19 and 8.
4. Find the difference between 63 and the product of `10 and 5.
5. Find the difference between 27 and the product of 8 and 9.
6. The sum of 8 and a certain number is equal to the product of the number and 3. Find the number.
7. Four times a certain number is equal to the number subtracted from 40. Find the number.

Week 3
Topic: Whole Numbers Cont’d
Contents
 Expression Involving Fractions

 Direct and Inverse Proportion
 Compound Interest
By an equation with fractions, I’ll mean an equation to solve in which the variable appears in the
denominator of one or more fractions. As you’ve seen with equations involving number fractions, the
natural approach is to multiply to clear denominators. To do this, you should:
Factor any denominator that can be factored.
Multiply both sides of the equation by the least common multiple of the denominators to clear the
fractions.
Fractions with unknowns in the denominator

Example
2 ¾ + 33/2x = 0
2 ¾ + 33/2x = 0
Express 2 ¾ as an imporper fraction.
11/4 + 33/2x = 0
The denominators are 4 and 2x. Their LCM is 4x. Multiply each term in the equation by 4x.
4x(11/4) + 4x(33/2x) = 4x X 0
11x + 66 = 0
11x = -66
X = -6
Check: when x = -6,
LHS = 2 ¾ + 33/-12 = 2 ¾ – 11/4 = 0 = RHS
Example
Solve 1/3a + ½ = 1/2a
1/3a + ½ = 1/2a
The denominators are 3a, 2 and 2a. Their LCM is 6a. Multiply each term in the equation by 6a.
6a X (1/3a) + 6a X ½ = 6a X (1/2a)
2 + 3a =3
3a = 1
a= 1/3
Check: when a = 1/3
LHS = 1/3 X 1/3 + ½ = 1 + ½ = 1 ½
RHS = 1/3 X 1/3 = 3/2 = 1 ½ = LHS
The two examples above show that when unknowns, such as x or a, appear in the denominator, they are
treated like numbers.
Clear fractions by multiplying each term of the equation by the LCM of the denominators of the fractions.
Then solve the equations in the usual way.
Exercise
1. 1/x = 1/5
2. 1/9 = 1/r
3. 1/m – ¼ = 0
Factors with binomials in the denominator

Note: You should always check your answers to equations with fractions, since it’s possible to produce
bogus solutions.
Example
Solve 2/x – 1 + 3 = 4x /x – 1.
When you have an equation with fractions, it’s often good to start by clearing denominators:
(x – 1)( 2/x – 1 + 3) = (x – 1) . 4x /x – 1.
I can cancel x – 1 ‘s provided that x ≠ 1. Assuming that this is true,
2 + 3(x – 1) = 4x
2 + 3x – 3 = 4
3x – 1 = 4
Then
3x – 1 = 4x
– 3x 3x
———————
– 1 = x
Check: If x = -1,
2/x – 1 + 3 = 2/ -2 + 3 = -1 + 3 = 2,
4x/x – 1= -4/-2 = 2
Example
Solve 4 + 5/x – 1= 5x/x – 1.
Clear denominators:
(x – 1)(4 + 5/x – 1) = (x – 1).5x/x – 1
4(x – 1) + 5 = 5x
4x – 4 + 5 = 5x
4x + 1 = 5x
Then
4x + 1 = 5x
– 4x 4x
——————-
1 = x
Check: If x = 1, 4 + 5/x – 1 is undefined.
Therefore, there are no solutions.
Word problems involving fractions

In this lesson, we will learn how to solve fraction word problems that deal with fractions i.e. parts of a
whole. Remember to read the question carefully to determine the numerator and denominator of the
fraction.
We will also learn how to solve word problems that involve comparing fractions, adding mixed numbers,
subtracting mixed numbers, multiplying fractions and dividing fractions.
Example
A class has 20 girls and 30 boys. What part of the class are boys?
Solution:
Step 1: Numerator: boys = 30
Step 2: Denominator: class = 20 + 30 = 50
Step 3: Part or fraction
30/50 = 3/5
Answer: 3/5 of the class are boys
Example
If John earns $x in a week and spend $y, what part of his weekly salary did he save?
Solution
Step 1: Numerator: amount saved= x – y
Step 2: Denominator: salary = x
Step 3: Part or fraction
x – y/x
B. Direct and Inverse Proportion

Direct Proportion
If two quantities are in direct proportion, as one increases, the other increases by the same percentage.
If y is directly proportional to x, this can be written as y ∝x
A simple example of two things that are in the same proportion is the amount of apples you might buy
and the amount you pay for them. If you buy twice as many apples as your friend, you pay twice as much.
We can write the connection between the cost and the amount as an equation:
Cost of apples = price per apple × number of apples bought.
This can also be written as y = kx, where k is the cost (the price per apple).
This means that, for some constant k, y = kx for all values of x and k is called the constant of
proportionality.
Example
If y is directly proportional to x.
When x = 12 then y = 3
Find the constant of proportionality and the value of x when y = 8.
We know that y is proportional to x so y = kx
We also know that when x = 12 then y = 3
To find the value of k substitute the values y = 3 and x = 12 into y = kx
3 = k × 12
So k = 3/12 = 1/4
To find the value of x , when y = 8 substitute y = 8 and k = 1/4 into y = kx
8 = (1/4) x
So x = 32 when y = 8
Direct Proportion to Powers

y can be directly proportional to x2 , x3 and other powers of x.
They can always form an equation with k, a constant multiplier (the constant of proportionality), at the
start.
eg y = kx2
Example
y ∝ x 3
If y = 1 when x = 2, find the value of y when x = 4
Solution
y ∝ x 3
So y = kx3
Substitute the value y = 1 and x = 2 into y = kx3 to find the value of k.
1 = k × 23
So k = 1/8
Now use the values k = 1/8 and x = 4. y = 1/8 × 64
Gives the answer y = 8
Inverse Proportion
Inverse proportion is when one value increases at the other value decreases.
A simple example of inversely proportional quantities is the lengths and widths of rectangles with the
same area. As the length of one side doubles, the width has to be halved for the area to stay the same.
Example
y is inversely proportional to x. When y = 3, x = 12 .
Find the constant of proportionality, and the value of x when y = 8.
y ∝ 1/x
y = k/x
So xy = k
Substitute the values x = 12 and y = 3 into xy = k
3 × 12 = 36
So k = 36
To find the value of x when y = 8, substitute k = 36 and y = 8 into xy = k
8x = 36
So x = 4.5
Again, you can have questions involving squares, cubes or other powers of the variables.
Exercise
v is inversely proportional to r3. When r = 2, v = 25. Find r when v = 60.
Answer
v = ∝ so v =
Re-arrange the above to get k on its own.
k = vr3
k = 25 × 23
So k = 200
When v = 60
60r3 = 200
r3 = 200/60
r3 = 3.333
So r equals the cube root of 3.333
So r = 1.494
Graphical Representation
When two variables are related in such a way that the ratio of their values always remains the same, the
two variables are said to be in direct variation.
In simpler terms, that means if A is always twice as much as B, then they directly vary. If a gallon of milk
costs $2, and I buy 1 gallon, the total cost is $2. If I buy 10 gallons, the price is $20. In this example the
total cost of milk and the number of gallons purchased are subject to direct variation — the ratio of the
cost to the number of gallons is always 2.
To be more “mathematical” about it, if y varies directly as x, then the graph of all points that describe this
relationship is a line going through the origin (0, 0) whose slope is called the constant of the variation.
That’s because each of the variables is a constant multiple of the other, like in the graph shown below:
Inverse Variation
(The Opposite of Direct Variation)
In an inverse variation, the values of the two variables change in an opposite manner – as one value
increases, the other decreases.
For instance, a biker traveling at 8 mph can cover 8 miles in 1 hour. If the biker’s speed decreases to 4
mph, it will take the biker 2 hours (an increase of one hour), to cover the same distance.
Inverse variation: when one variable increases,
the other variable decreases.
Notice the shape of the graph of inverse variation.

If the value of x is increased, then y decreases.
If x decreases, the y value increases. We say that y varies inversely as the value of x.
An inverse variation between 2 variables, y and x, is a relationship that is expressed as:
Y = k/x
where the variable k is called the constant of proportionality.
As with the direct variation problems, the k value needs to be found using the first set of data.
The Reciprocal of a Number

Clearly, 3 X 1/3 = 1
1/3 is called the reciprocal of 3
3 is called the reciprocal of 1/3
One number is the reciprocal of another if their product is 1.
Example, the reciprocal of 5/6 is 6/5 since 5/6 X 6/5 = 1.
In general:
The reciprocal of a fraction is obtained by interchanging the numerator and the denominator, i.e. by
inverting the fraction.
Example
Find the reciprocal of 20.
Solution:
Reciprocal of 20 is 1/20
Example
Find the reciprocal of 3/7.
Solution:
Example 9
Solution:
Note:
To find the reciprocal of a mixed number, change it into an improper fraction and then invert it.
Additive Inverse
If we add 0 (zero) to any number, the result is the same as the given number.
For example,
3 + 0 = 3, 0 + 8 = 8
We say that 0 is the identity for addition. If the sum of two numbers is 0, we say that each number is the
additive inverse of the other.
For example, (+3) + (-3) = 0.
(-3) is the additive inverse of (+3).
(+3) is the additive inverse of (-3).
(-8) + (+8) = 0.
(+8) is the additive inverse of (-8).
(-8) is the additive inverse of (8+).
Example 1
State the additive inverse of:
a. -19
b. 0.32
c. -7/8
d. 6 x 107
e. – 3.1 x 10-5
Given number Additive inverse

a. -19 + 19
b. 0.32 -0.32
c. -7/8 +7/8
d. 6 x 107 -6 x 107
e. – 3.1 x 10-5 +3.1 x 10-5
In parts d and e of example 1, remember that the power of 10 in a number in standard form places the
decimal the decimal point. It is not significant in deciding whether the number is positive or negative.
Solve the following equations:
a. x + 7 = 2
Solution
x + 7 = 2 is the same as x + (+7) = 2
Add (-7) to both sides.
X + (+7) + (-7) = 2 + (-7)
X+0=2–7
X=–5
Multiplicative Inverse
If we multiply any number by 1 the result is the same as the given number. For example,
1 x 9 = 9, -5 x 1 = 15, 1 x /34 = ¾
We say that 1 is the identity for multiplication. If the product of two numbers is the multiplicative
inverse of the other. For example,
9 x 1/9 = 1
1/9 is the multiplicative inverse of 9.
9 is the multiplicative inverse of 1/9.
(-5) x(-1/5) = 1
-1.5 is the multiplicative inverse of 3/4.
-5 is the multiplicative inverse of -1/5.
¾ x 4/3 = 1
4/3 is the multiplicative inverse of ¾.
¾ is the multiplicative inverse of 4/3.
You have already used multiplicative inverses. In Book 1 you used reciprocals. The reciprocal of a
fraction is that fraction turned upside down. The reciprocal of 2/3 is 3/2. Thus the multiplicative inverse
of a number is the same as its reciprocal. 1/8 is the reciprocal of 8/1 or 8. 1/8 is the multiplicative inverse
of 8.
Example
Find the multiplicative inverses of the following:
1. -32/ b. 0.3 c. 2 ½ d. n
Reciprocal of -3/2 = -2/3
-2/3 is the multiplicative inverse of -3/2.
Check: (-3/2) x (-2/3) = + (3/2 x 2/3) = 1.
1. 0.3 = 3/10
Reciprocal of 3/10 = 10/3.
10/3 (or 3 1/3) is the multiplicative inverse of 0.3.
Check: 0.3 x 3 1/3 = 3/10 x 10/3 = 1.
c. 2 ½ = 5/2
2/5 is the multiplicative inverse of 2 ½.
The check is left as an exercise.
d. i/n is the multiplicative inverse of n.
n x 1/n = 1.
Example
Solve -5x = 20.
Method I:
Notice that -5 is the multiplying x. Multiply both sides by the multiplicative inverse of -5.
Multiply both sides by -1/5.
(-1/5) x (-5) X x = (-1/5) x (+20)
1 X x = -(1/5 x 20)
x = -4
Method II:
Notice that multiplying by -1/5 is equivalent to dividing by -5. The example can be solved as follows.
-5x = 20
Divide both sides by -5.
(-5) X x/(-5) = +20/-5
1 X x = -(20/5)
x = -4
The second method is usually quicker.
Inverse Operation
Do the following:
1. Stand up. Sit down.
2. Add 3 to 15. Subtract 3 from the result.
3. Multiply 7 by 2. Divide the result by 2.
In each case you should end where you start. When this happens, we say that the two actions are inverse
operations.
Sitting down is the inverse operation of standing up. Adding a number is the inverse operation of
subtracting the same number. Multiplying a number and dividing by the same number are inverse
operations.
operation Inverse operation
Shut the door Open the door
Add 20 Subtract 20
Subtract -3 Add -3
Multiply by 4 Divide by 4
Divide by 0.3 Multiply by 0.3
C. Compound Interest
Simple Interest
Interest is the payment given for saving money. It can also be the price paid for borrowing money. When
interest is calculated on the basic sum of money saved (or borrowed) it called simple interest.
To find the simple interest, use this formula: Interest = Principal × Rate of interest × Time
The principal is the amount of money you borrow or invest.
The rate of interest is the percent charged for the use of money, the percentage charged will be divided by
hundred to get the actual value for application in solving a problem.
Exercises
Compute the interest if the principal is 2000 dollars at a rate of interest of 5% for 4 years.
Using a calculator,
Interest = 2000 × 5% × 4 = 2000 × 0.05 × 4
Interest = 100 × 4 = 400
Exercises
Compute the interest if the principal is 2,000,000 dollars at a rate of interest of 4% for a year
Using a calculator,
Interest = 2,000,000 × 4% × 1
Interest = 2,000,000 × 0.04 × 1
Interest = 80,000 × 1 = 80,000
If you have 2 million dollars and your bank pay you 4% interest every year, you will earn 80,000 dollars
every year.
Great, you can quit your day time job!
Exercises
Compute the interest if the principal is 100 dollars at a rate of interest of 2% for 10 year
Using a calculator,
Interest = 100 × 2% × 10
Interest = 100 × 0.02 × 10
Interest = 2 × 10 = 20
With little money invested and low interest, 10 years investment gives you a mere 20 dollars
This might be a waste of time!
Compound Interest
When money is saved with simple interest, the interest is paid at regular intervals and the principal
remains the same.
With compound interest the interest is added to the principal at the end of each interval.
Thus, the principal increases and so the interest becomes greater for each interval. Most savings schemes
give compound interest, not simple interest.
Example
Find the compound interest on N60 000 for 2 years at 8% per annum.
Note: ‘per annum’ means ‘each year’.
The interest is added at 1 year intervals.
1st year: I1 = N 60 000 X 8 X 1/100 = N 4 800
Amount at end of 1st year = N60 000 + N4 800 = N64 800
2nd year: The principal is now N64 800
= N648 X 8 = N5 148
Amount at end of 2nd year = N64 800 + N5 184
= N69 984
Compound interest = N69 984 – N60 000 = N9 984
The working is easier if arranged in a table. The annual interest can be calculated by inspection. For
example, 6% of N21 000 is found by multiplying N21 000 by 6, and moving the digits two places to the
right (to divide by 100:; i.e.
6% of N21 000 = N210 X 6 = N1 260
The example below shows how to arrange the working
Example
Find the amount that N5 000 becomes if saved for 3 years at 6% per annum compound interest.
1st year: Principal N5 000
6% Interest + 300 (6/100 X 5 000)
—————-
2nd year: Principal N5 300
6% Interest + 318 (6/100 X 5 300)
—————-
3rd year: Principal 5 618
6% Interest + 337.08 (6/100 X 5 618)
——————
Amount N 5 955.08
Assessment
Find the a. amount b. the compound interest, for each of the following
1. N40 000 for 2 years at 8% per annum
When calculating compound interest, the arithmetic often gives final answers to many decimal places.
Final answers should be rounded to the nearest naira. Such rounding should be left to the last line of the
working. If possible, use a calculator to calculate interest.
When money is borrowed, interest must be paid back as well as the principal. When a large sum of money
is paid back over a number of years, the principal gradually reduces.
Depreciation
Many items, such as cars, clothes, electrical goods, lose values and time passes. This loss in value is
called depreciation. Depreciation is usually given as a percentage of the item’s value at the beginning of
the year. For example, if a radio costing N10 000 depreciates by 20% per annum, then its value will be
N8 000 at the end of the first year. At the end of the second year, its value will be N8 000 less 20% of N8
000, i.e. N8 000 – N1 6000 = N 6 400.
Example
A car costing N680 000 depreciates by 25% in its first year and 20% in its second year, Find its avalue
after 2 years.
1st year:
Value of car N680 000
25% depreciation – 170 000 (1/4 of 680 000)
——————–
2nd year:
Value of car 510 000
20% depreciation – 102 000 (1/5 of 510 000)
Value after 2 yr = N408 000
Inflation
Due to rising prices, money loses its value as time passes. Loss in value of money is called inflation.
Inflation is usually given as the percentage increase in the cost of buying things from one year to the next.
For example, if the rate of inflation 15% per annum, then a CD player which cost N10 000 a year ago will
now cost N11 500. Money has lost it’s a value since it now costs more to buy the same thing.
Example
How long will it take for prices to double if the rate of inflation is 20% per annum?
Start with an initial cost of 100 units.
Initially, cost = 100
rise = 20
—————-
after 1 year, cost = 120
rise = 24 (i.e. 20% of 120)
—————
after 2 years, cost = 144
rise = 28.8 (20% of 144)
—————-
after 3 years, cost = 172.8
rise = 34.56 (20% of 172.8)
The cost after 4 years is a little more than double the initial cost. Hence prices will double in just under 4
years.
Assessment
1. 6 times a number is 48. What is the number?
2. Find the number which, when multiplied by 10, gives 70.
3. A number divide by 5 gives 9, what is the number?
4. 12/ x – 1 = 3
5. 4/ 1 + 4 = 1
6. 2 = 7/ y + 2
Solve the following equations:
7. 4x = 28
8. 3x = 18
9. -4d = 20
10. 7x = 4 2/3

Week 4
Topic: Addition and Subtraction in Base 2
Let’s first take a look at decimal addition.

As an example we have 26 plus 36,
26
+36
To add these two numbers, we first consider the “ones” column and calculate 6 plus 6, which results in
12. Since 12 is greater than 9 (remembering that base 10 operates with digits 0-9), we “carry” the 1 from
the “ones” column to the “tens column” and leave the 2 in the “ones” column.
Considering the “tens” column, we calculate 1 + (2 + 3), which results in 6. Since 6 is less than 9, there is
nothing to “carry” and we leave 6 in the “tens” column.
26
+36
62
Binary addition
Works in the same way, except that only 0’s and 1’s can be used, instead of the whole spectrum of 0-9.
This actually makes binary addition much simpler than decimal addition, as we only need to remember
the following:
0+0=0
0+1=1
1+0=1
1 + 1 = 10
As an example of binary addition we have,
101
+101
a) To add these two numbers, we first consider the “ones” column and calculate 1 + 1, which (in binary)
results in 10. We “carry” the 1 to the “tens” column, and the leave the 0 in the “ones” column.
b) Moving on to the “tens” column, we calculate 1 + (0 + 0), which gives 1. Nothing “carries” to the
“hundreds” column, and we leave the 1 in the “tens” column.
c) Moving on to the “hundreds” column, we calculate 1 + 1, which gives 10. We “carry” the 1 to the
“thousands” column, leaving the 0 in the “hundreds” column.
101
+101
1010
Another example of binary addition:
1011
+1011
10110
Note that in the “tens” column, we have 1 + (1 + 1), where the first 1 is “carried” from the “ones” column.
Recall that in binary,
1 + 1 + 1 = 10 + 1
= 11
Binary subtraction
is simplified as well, as long as we remember how subtraction and the base 2 number system. Let’s first
look at an easy example.
111
– 10
101
Note that the difference is the same if this was decimal subtraction. Also similar to decimal subtraction is
the concept of “borrowing.” Watch as “borrowing” occurs when a larger digit, say 8, is subtracted from a
smaller digit, say 5, as shown below in decimal subtraction.
35
– 8
27
For 10 minus 1, 1 is borrowed from the “tens” column for use in the “ones” column, leaving the “tens”
column with only 2. The following examples show “borrowing” in binary subtraction.
10 100 1010
– 1 – 10 – 110
1 10 100
Addition in base two
We will follow the exact same pattern above to show how to add in base 2
Base 2 uses 0 and 1
We show a place value for base 2 below:
Notice that the twos place in base 2 is the tens place in base 10
Thirty-twos Sixteens Eights Fours Twos Ones
0 1 1 0 1 0
Let’s practice now with some examples
Example #1:Addition in base two with carry

To avoid confusion with base 10, we put a 2 next to each number
However, it is clear to you that the addition is being done in base 2, there is no need to write down the 2
Add: 1012 + 1012
1 1 1
0 1 12
1 0 12
___________________________
1 0 0 02
Explanation:
Add the numbers in the ones place: 1 + 1 = 2 = 2 + 0.
Write 0 in the ones place and carry the 2 to the twos place. You can just use a 1 to represent the 2 (shown
in red)
Add the numbers in the twos place: 1 two + 1 two + 0 two = 2 twos = 4 = 4 + 0
Write 0 in the twos place and carry the 4 to the fours place. You can just a 1 to represent the 4 (shown in
green)
Add the numbers in the fours place: 1 four + 0 four + 1 four = 2 fours = 8 = 8 + 0
Put 0 in the fours place and carry the 8 to the eights place. You can just put a 1 to represent the 8 (shown
in black)
Bring down the 1 shown in black et voila!
Example #2:
Add: 11012 + 11012
1 1 1
1 1 0 12
1 1 0 12
________________________________
1 1 0 1 02
Explanation:
in red)
Add the numbers in the twos place: 1 two + 0 two + 0 two = 1 two
Write 1 two in the twos place.
Add the numbers in the fours place: 1 four + 1 four = 2 fours = 8 = 8 + 0
in green)
Add the numbers in the eights place: 1 eight + 1 eight + eight = 2 eights + 1 eight = 16 + 1 eight
Write 1 eight in the eights place and carry the the 16 to the sixteens place. You can just use a 1 to
represent the 16 (shown in black)
Bring down the 1 in the sixteens place shown in black et voila!
If you struggle to understand addition in base two, you may need to go back to the example I gave about
base 10 and try your best to relate this to base two
Subtraction in Base 2
Base 2 uses only 0 and 1
With base 2, you will borrow a 2,4,8,16, etc depending on the place value, not a 10 when needed. Why is
that?
Some explanations:
In base 10, the number 739 can mean everything you see below:
7 × 102 + 3 × 10 + 9
7 groups of 100, 3 groups of 10, and 9
7 hundreds + 3 tens + 9
In base 2, the number 1012 could also mean everything you see below:
1 × 22 + 0 × 2 + 1
1 four + 0 two + 1
Simply put, it is because you are in base 2, so any borrowing is done with 2, 4, 8, etc
Say you want to perform the following subtraction in base two
1 1 0
– 1 0 1
_____________
From the twos place, borrow 2 from 1 two. 1 two in now 0 two
Then, add that 1 two to the 0 in the ones place to make it 1 two or 2
Rewrite the problem and subtract
0 2
1 1 0
– 1 0 1
_____________
0 0 1
Now you are ready to do some more subtraction in base two
Example #2:No carry

However, it is clear to you that the subtraction is being done in base two, there is no need to write down
the 2
1 1 12
– 0 1 02
_____________________
1 0 12
The subtraction above is easy since there was no carry
Assessment
Add: 10112 + 10112
Subtract: 1102 – 1012
Week 5
Topic: Multiplication and Division in Base 2
Binary multiplication
Is actually much simpler than decimal multiplication. In the case of decimal multiplication, we need to
remember 3 x 9 = 27, 7 x 8 = 56, and so on. In binary multiplication, we only need to remember the
following,
0x0=0
0x1=0
1x0=0
1x1=1
Note that since binary operates in base 2, the multiplication rules we need to remember are those that
involve 0 and 1 only. As an example of binary multiplication we have 101 times 11,
101
x11
First we multiply 101 by 1, which produces 101. Then we put a 0 as a placeholder as we would in decimal
multiplication, and multiply 101 by 1, which produces 101.
101
x11
101
1010 <– the 0 here is the placeholder
The next step, as with decimal multiplication, is to add. The results from our previous step indicates that
we must add 101 and 1010, the sum of which is 1111.
101
x11
101
1010
1111
Binary division
Is almost as easy, and involves our knowledge of binary multiplication. Take for example the division of
1011 into 11.
11 R=10
11 )1011
-11
101
-11
10 <– remainder, R
To check our answer, we first multiply our divisor 11 by our quotient 11. Then we add its’ product to the
remainder 10, and compare it to our dividend of 1011.
11
x 11
11
11
1001 <– product of 11 and 11
1001
+ 10
1011 <– sum of product and remainder
The sum is equal to our initial dividend, therefore our solution is correct.
Assessment
Multiply: 111 x 101
Divide: 1101 / 11

Week 6
Topic: Rational and Non-rational Numbers
Rational Numbers
We can write numbers such as 8, 4½, 1/5, 0.211, √49/16, 0.3 as exact fractions or ratios:
8/1, 9/2, 1/5, 211/1 000, 7/4, 1/3.
Such numbers are called rational numbers.
Numbers which cannot be written as exact fractions are called non-fractional numbers, or irrational
numbers. √7 is an example of a non-rational number. √7 = 2.645 751 …., the decimals extending without
end and without recurring.
π is another example of a non-rational number. Π = 3.141 592 …., again extending forever without
repetition. The fraction 22/7 is often used for the value of π. However, 22/7 is a rational number and is
only an approximate value of π.
All recurring decimals are rational numbers. Read the following example carefully.
Example
Write 3.17 as a rational number
Let n = 3/17
i.e. n =3.17 17 17 ………… (1)
Subtract (1) from (2),
99n = (317.17 17 . . .) – (3.17 17 . . .)
99n = 314
Thus, 3.17 = 314/99, a rational number.
A non-rational number extends forever and is non-recurring.
Assessment
Which of the following are rational and which are non-rational?
a. 9
b. 1/9
c. √9
d. 0.9
e. 2 2/3
Square Roots
Some square roots are rational:
√4 = 2, √6.25 = 2.5 = 5/2
Other square roots are non-rational :
√11 = 3.316 624 . . ., √3.6 = 1.897 366 . . .
The fact that many square roots are non-rational, was first discovered by Pythagoras around 500 BC. He
tried to find the length of a diagonal of a ‘unit square’. The fig below is a unit square, a square with side 1
unit.
In ∆ABC, using Pythagoras’ rule,

BC2 = AB2 + AC2
BC2 = 12 + 12 = 2
BC = √2
Pythagoras was unable to find a rational value for √2. Thus, although it is possible to draw the diagonal of
a unit square, it is possible to measure its length accurately! This troubled Pythagoras so much that he
called non-rational numbers ‘unspeakables’.
It is possible to find the approximate value of non-rational square roots by using a ‘trial and
improvement’ method. The example immediately below shows:
Example
Find the value of √2 correct to 2 significant figures.
Since 2 lies between 1 and 4, √2 lies between √1 and √4, i.e. √2 lies between 1 and 2:
Try 1.5 : 1.52 = 2.25 (too large)
Try 1.4: 1.42 1.96 (too small)
Thus, √2 lies between 1.4 and 1.5. Since 1.96 is much closer to 2 than 2.25.:
Try 1.41: 1.412 = 1.9881∗ (too small)
Try 1.42: 1.422 = 2.0146∗ (too large)
Thus, √2 lies between 1.41 an 1.42.
Thus, √2 1.4 to 2 s.f.
(∗ Check the calculation of these squares.)
Pi (π)
As we have earlier in the course, Pi, or π, is the ratio of the circumference of a circle to its diameter:
π = length of circumference of circle/length of diameter of circle = c/d = c/2r
where r is the radius of the circle.
The problem of finding the value of V has occupied mathematicians through the ages. The most famous
attempt to find π was by Archimedes, around 250 BC. His method, using the fact that the area of a circle
is πr2, was as follows.
The area of the circle is about halfway between the area of the inner square and that of the outer square.
Let the top of the inner square be labeled A, the left side labeled B, while the centre be point O.
Area of inner square = 4 X ∆AOB
= 4 X ½r2 = 2r2
Area of outer square = 8 X ∆AOB
= 8 X ½r2 = 4r2
Thus, the area of the circle lies between 2r 2 and 4r2. It follows that the value of π must lie between 2 and 4,
probably around 3.
Archimedes worked in this way, using regular polygons with more and more sides.
In the figure above it can be seen that the greater the number of sides of the polygon, the greater there are
is to that of the circle. Using polygons of 96 sides, Archimedes showed that the value of π lies
between 310/71 and 31/7.
Both of these values are correct to 2 decimal places.
Practice
a. Try to collect some tins and bottles of various diameters.
b. Measure the diameter, d, of each subject. (An easy way is to place the object on a ruler; the take
readings at opposite ends of a diameter.)
c. Use the piece of string or a strip to measure the circumference, C, of each object.
d. Make a table of values of d and C.
e. Draw a graph of d (on the horizontal axis) against C (on the vertical axis).
Assessment
Write down the first digit of the square roots of the following
1. 22
2. 6
3. 14
4. 88
5. 71
6. 42
Use the method of Examples 2 and 3 to find the value of the following correct to 2 significant figures
1. √8
2. √52
3. √69
4. √3
5. √23

Week 7
Topic: Revision of First Half Term’s Lesson and Periodic Test
Teachers and Students are expected to do a review of the first 6 weeks. Students will also have their
continuous assessment test.
Week 8
Topic: Factorization
Expression of Algebraic Expressions

The expression (x + 2)(x – 5) means (x + 2) X (x – 5). The product of the two binomials (x + 2) and (x –
5) is found by multiplying each term in the first binomial by each term in the second binomial. Read the
following examples carefully.
Example 1
Find the product of (x + 2) and (x – 5).
= (x + 2)(x – 5) = x(x + 2) – 5(x + 2)
= x2 + 2x – 5x – 10
= x2 – 3x – 10
Example 2
Expand (2c – 3m)(c – 4m)
(2c – 3m)(c – 4m)
= c(2c – 3m) – 4m(2c -3m)
= 2c2 – 3cm – 8cm + 12m2
= 2c2 – 11cm + 12m2
Example 3
Expand (3a + 2)2
(3a + 2)2
= (3a + 2)(3a + 2)
= 3a(3a + 2) + 2(3a + 2)
= 9a2 + 6a + 6a + 4
= 9a2 + 12a + 4
Assessment
Expand each expression
1. (2x + 1)2
2. (d – 6)(d + 3)
3. (x – 1)(x + 2)
4. (3y – 5)(2y + 1)
5. (5x + 2)(2x – 3)
Factorisation of Quadratic Expressions
A quadratic expression is one in which 2 is the highest power of the unknown in the expression. For
example x2 – 4x – 12, 16 – a2, 3x2 + 17xy + 10y2.
Since (x + 2)(x – 6) = x2 – 4x – 12
x + 2 and x – 6 are the factors of x2 – 4x – 12.
To factorise quadratic expressions, it is to express it as a product of its factors
Example 5
Factorise x2 + 7x + 10
The problem is to fill the bracket in the statement x2 + 7x + 10 = ( )( )
1st step: Look at the first term in the given expression x2 . From work done in expanding brackets, when
the first term is x2, it appears in each bracket: x2 + 7x + 10 = (x )(x )
2nd step: Look at the last term given in the given expression, +10. The product of the last terms in the two
brackets must be +10. Number pairs which have a product of +10 are
 +10 and +1
 +5 and +2
 -10 and -1
 -5 and -2
These give four possible answers
 (x + 10)(x + 1)
 (x + 5)(x + 2)
 (x – 10) (x – 1)
 (x – 5)(x – 2)
3rd step: Look at the coefficient of the middle term in the given expression, +7. The sum of the last terms
in the two brackets must be +7. Adding the number pairs in turn:
 (+10) + (+1) = +11

 (+5) + (+2) = +7
 (-10) + (-1) = -10
 (-5) + (-2) = -7
Of these, only b gives +7. Thus,
x2 + 7x + 10 = (x + 5)(x + 2)
Note:
1. The answer can be checked by expanding the brackets

2. The order of the brackets is not important
(x + 5)(x + 2) = (x + 2)(x + 5)
Assessment
1. x2 + 12x + 11
2. c2 + 8c + 15
3. x2 + 6x + 5
4. s2 + 10s + 16

Week 9
Topic: Simple Equations Involving Fractions
Do you go blank when you see x, y and z in mathematics? Well, this is your abc to solving equations.
Solving simple equations

In an equation, letters stand for a missing number. To solve an equation, find the values of missing
numbers. A typical exam question is:
Solve the equation 2a + 3 = 7
This means we need to find the value of a. The answer is a = 2
There are two methods you can use when solving this type of problem:
Trial and improvement
Using inverses
Trial and improvement

This method involves trying different values until we find one that works.
Look at the equation 2a + 3 = 7
To solve it:
Write down the equation: 2a +3 = 7
Then, choose a value for ‘a’ that looks about right and work out the equation. Try ‘3’.
a = 3, so 2 ×3 + 3 = 9.
Using ‘3’ to represent ‘a’ makes the calculation more than 7, so choose a smaller number for ‘a’.
Try a = 2
2 × 2 + 3 = 7
Which gives the right answer. So a = 2
Be systematic in your approach:
1. choose a number
2. work it out
3. then move the number up or down
However, sometimes the answers are negatives or decimal fractions, and the trialand improvement
method will take a long time. Luckily, there is a better method.
Using inverses
The best way to solve an equation is by using ‘inverses’, or undoing what the equation is doing.
To use this method to solve equations remember that:
Adding and subtracting are the inverse (or opposite) of each other.
Multiplying and dividing are the inverse of each other.
This method is explained in the following pages. But for now, here is how to solve the question in the
above example using inverses:
First, write down the expression:
2a + 3 = 7
Then, undo the + 3 by subtracting 3. Remember, you need to do it to BOTH sides!
2a + 3 – 3 = 7 – 3,
so 2a = 4.
Undo the multiply by 2 by dividing by 2, again on both sides:
2a ÷ 2 = 4 ÷ 2
The answer is: a = 2
Solution of an equation
It is usually possible to find the value of the unknown which makes an equation true. We call this value
the solution of the equation.
x = 6 is the solution of 3x = 18.
To solve an equation means to find its solution.
Example
Solve the equation 18 – x = 7
The problem is to find a number which when taken from 18 gives 7. The number is 11.
x = 11 is the solution
Find the solution of 3x = 15.
Which number multiplied by 3 gives 15? The number is 5. Thus
x = 5.
Exercise
Solve the following equations
1. 20 + x = 28
2. 14 – x = 11
3. x – 2 = 15
4. 4x = 20
5. 3x + 4 = 17
1. Read the problem carefully and figure out what it is asking you to find.
Usually, but not always, you can find this information at the end of the problem.
2. Assign a variable to the quantity you are trying to find.
Most people choose to use x, but feel free to use any variable you like. For example, if you are being
asked to find a number, some students like to use the variable n. It is your choice.
3. Write down what the variable represents.
At the time you decide what the variable will represent, you may think there is no need to write that down
in words. However, by the time you read the problem several more times and solve the equation, it is easy
to forget where you started.
4. Re-read the problem and write an equation for the quantities given in the problem.
This is where most students feel they have the most trouble. The only way to truly master this step is
through lots of practice. Be prepared to do a lot of problems.
5. Solve the equation.
The examples done in this lesson will be linear equations. Solutions will be shown, but may not be as
detailed as you would like. If you need to see additional examples of linear equations worked out
completely, click here. (link to linear equations solving.doc)
6. Answer the question in the problem.
Just because you found an answer to your equation does not necessarily mean you are finished with the
problem. Many times you will need to take the answer you get from the equation and use it in some other
way to answer the question originally given in the problem.
7. Check your solution.
Your answer should not only make sense logically, but it should also make the equation true. If you are
asked for a time value and end up with a negative number, this should indicate that you’ve made an error
somewhere. If you are asked how fast a person is running and give an answer of 700 miles per hour, again
you should be worried that there is an error. If you substitute these unreasonable answers into
the equation you used in step 4 and it makes the equation true, then you should re-think the validity of
your equation.
Let’s Practice:
1. When 6 is added to four times a number, the result is 50. Find the number.
Step 1: What are we trying to find?
A number.
Step 2: Assign a variable for the number.
Let’s call it n.
Step 3: Write down what the variable represents.
Let n = a number
Step 4: Write an equation.
We are told 6 is added to 4 times a number. Since n represents the number, four times the number would
be 4n. If 6 is added to that, we get 6 + 4n. We know that answer is 50, so now we have an equation 6 + 4n
= 50
Step 5: Solve the equation.
6 + 4n = 50
4n = 44
n = 44
Step 6: Answer the question in the problem
The problem asks us to find a number. We decided that n would be the number, so we have n = 11. The
number we are looking for is 11.
Step 7: Check the answer.
The answer makes sense and checks in our equation from Step 4.
6 + 4(11) = 6 + 44 = 50
2. The sum of a number and 9 is multiplied by -2 and the answer is -8. Find the number.
A number.
Step 2: Assign a variable for the number.
Let’s call it n.
Let n = a number
We know that we have the sum of a number and 9 which will give us n + 9. We are then told to multiply
that by -2, so we have -2n (n+9). Be very careful with your parentheses here. The way this is worded
indicates that we find the sum first and then multiply. We also know the answer is -8. So we will solve -
2(n+9) = -8
-2(n+9) = -8
-2n – 18 = -8
-2n=10
n=-5

The problem asks us to find a number. We decided that n would be the number, so we have n = -5. The
number we are looking for is -5.
-2(n+9)=-2(-5+9)=-2(4)=-8
1. On an algebra test, the highest grade was 42 points higher than the lowest grade. The sum of
the two grades was 138. Find the lowest grade.
The lowest grade on an algebra test.
Step 2: Assign a variable for the lowest test grade.
Let’s call it l.
Let l = the lowest grade
Whatever the lowest grade is, we are told that the highest grade is 42 points higher than that. That means
we need to add 42 to the lowest grade. This tells us the highest grade is l+42. We also know that the
highest grade added to the lowest grade is 138. So, (highest grade) + (lowest grade) = 142. In terms of our
variable, (l+42)+(l)=138
(l+42)+(l)=138
2l+42=138
2l=96
l=48
The problem asks us to find the lowest grade. We decided that l would be the number, so we have l = 48.
The lowest grade on the algebra test was 48.
(48+42)+(48)=90+48=138
Solve the Equation x – 4 = 2 – x
5 2
x – 4 = 2 – x
5 2
There are two denominators , 5 and 2. Their LCM is 10. Multiply each term in the equation by 10.
10x – 4 = 10 x 2 – 10 x x
5 2
2(x – 4) = 20 – 5x
Clear brackets
2x – 8 = 20 – 5x
Add 5x to both sides
2x + 5x – 8 = 20 – 5x + 5x
7x – 8 = 20
Add 8 to both sides
7x -8 + 8 = 20 + 8
7x = 28
Divide both sides by 7
7x/7 = 28/7
x=4
Assessment
1. x/9 = 2
2. 2(4x – 1) = 9(x + 1)
3 4
3. 2x = 5x + 1 = 3x – 5
7 2
4. 3/4 = a/20
5. h = 18 + 5h
7
JSS 3 Mathematics Third Term
Week 10
Topic: FORMULAE: SUBSTITUTION AND CHANGE OF SUBJECT
Formulae and Substitution
A formula is an equation with letters which stands for quantities. For example
C = 2πr
Is the formula which gives the circumference, c, of a circle of radius r.
In science,
I = V/R
Is the formula which shows the relationship between the current I amps, voltage, V volts, and resistance,
R ohms, in an electrical circuit. In arithmetic,
I = PRT/100
Is the formula which gives interest, I, gained on a principal, P, invested at R% per annum for T years.
Sometimes the same letter can stand for different quantities in different formulae. For example, I stands
for current in the science formula and I stands for interest in the arithmetic formula. Formulae is the
plural of formula.
Substitution
To substitute in a formula means to replace letters by their values. This makes it possible to calculate
other values.
Example
A gas at a temperature of 00C has an absolute temperature of T K, where T = θ + 273.
a. Find the absolute temperature of a gas at a temperature of 68 0C.
b. If the absolute temperature of a gas is 380 K, find its temperature in 0C.
Solution
a. T = θ + 273
when θ = 68
T = 68 + 273
= 341
The absolute temperature is 341 K.
b. T = θ + 273
when T = 380,
380 = θ +273
Subtract 273 from both sides.
380 – 273 = θ
107 = θ
The temperature of the gas is 107 0C.
Example
The formula W = VI gives the power, W watts, used by an electrical item when a current of I amps flows
through a circuit of V volts.
a. An air conditioner on maximum power needs a current of 25 amps in a 120 volt circuit. Find the power
of being used.
b. An electric light bulb is marked 100 watts, 240 volts. Find the current required to light the bulb.
Solution
a. W = VI
when V = 120 and I = 25
W = 120 X 25
= 3 000
The maximum power is 3 000 watts.
b. W = VI
when W = 100 and V = 240,
100 = 240I
100/240 = I
I = 10/24 = 5/12
The current required is 5/12 amp.
Example
If y = 5x2 – 1, find
a. the value of y when x = -2
b. the values of x when y = 79.
Solution
a. y = 5x2 – 1
when x = -3
y = 5 X (-3)2 – 1
= 5 X (+9) – 1
= 45 – 1
= 44
b. y = 5x2 – 1
when y = 79
79 = 5x2 -1
Add 1 to both sides.
80 = 5x2
16 = x2
Take the square root of both sides
√16 = x
x = +4 or -4
Notice that there are two possible values for x. We can shorten this to x = ±4 where ± is short for ‘+ or –‘.
Change of Subject
Formula means
Relationship between two or more variables
Example y = x + 5 where x and y are variables.
Subject of a Formula means
The variable on its own, usually on the left hand side.
Example y is the subject of the formula y = x + 5
Changing The Subject Of A Formula means rearranging the formula so that a different variable is on its
own.
Making x the subject of the formula y = x + 5 gives x = y – 5
Example
Make x the subject of
y=x+3
We require x to be the subject of the formula. The subject is written on the left, so we switch the sides to
get x on the left
Switch sides
x+3=y
We require x by itself on the left hand side. But we have x + 3. The inverse of addition is subtraction
We need to subtract 3 from the left side. But, to keep the equality true, we need to subtract 3 from the
right side as well.
So subtract 3 from both sides
x+3−3=y−3
Simplify
x=y−3
Example
y=x+3
Switch sides
x+3=y
x+3−3=y−3
Simplify
x=y−3
Example
y=x+m
Switch sides
x+m=y
Subtract m from both sides
x+m−m=y−m
Simplify
x=y−m
When you do a question yourself it is often helpful to write in these key points before you do the actual
algebra. It gets you to think of the logic of the process
Example
y=x−5
Switch sides
x−5=y
Add 5 to both sides
x−5+5=y+5
Simplify
x=y+5
Example
y=x−m
Switch sides
x−m=y
Add m to both sides
x−m+m=y+m
Simplify
x=y+m
Example
y = 8x
Switch sides
8x = y
8 x 8 = y8
Simplify
x = y8
Example
y = mx
Switch sides
mx = y
Divide both sides by m
mxm = ym
Simplify
x=ym
Example
y= x8
Switch sides
x8 = y
Multiply both sides by 8
8 x 8 = 8y
Simplify
x = 8y
Changing The Subject of A Formula
Example
y = xm
Switch sides
x m =y
Multiply both sides by m
m x m = my
Simplify
x=my
Example
y = 2x + 5
Switch sides
2x + 5 = y
2x + 5 − 5 = y − 5
Simplify
2x = y − 5
2 x 2 = y − 52
Simplify
x = y − 52
Example
y=mx+c
Switch sides
mx + c = y
Subtract c from both sides
mx + c − c = y − c
Simplify
mx = y − c
m x m = y − cm
Simplify
x = y − cm
Example
y = 3x − 7
Switch sides
3x − 7 = y
Add 7 to both sides
3x − 7 + 7 = y + 7
Simplify
3x = y + 7
3 x 3 = y + 73
Simplify
x = y + 73
Example
y=mx − c
Switch sides
mx − c = y
Add c to both sides
Mx – c + c = y + c
Simplify
mx =y + c
mxm=y+cm
Simplify
x=y+cm
Example
y=x2+5
Switch sides
x2+5=y
Fractions are more difficult to work with so to make work easier and errors less likely get rid of the
fraction first
Multiply EVERYTHING on both sides by 2
2(x2)+2(5)=2(y)
Simplify
x+10=2y
x+10−10=2y−10
Simplify
x=2y−10
Example
y = xm + c
Switch sides
xm + c = y
fraction first
Multiply EVERYTHING on both sides by m
m(xm) + m(c) = m(y)
Simplify
x + cm = my
Subtract cm from both sides
x + cm – cm = my − cm
Simplify
x = my − cm
Example
y=x4−7
Switch sides
x4−7=y
fraction first
Multiply EVERYTHING on both sides by 4
4(x4) − 4(7) = 4(y)
Simplify
x−28=4y
Add 28 to both sides
x−28+28=4y+28
Simplify
x=4y+28
Example
y=xm − c
Switch sides
xm – c = y
fraction first
Multiply EVERYTHING on both sides by m
m (xm)−m(c)=m(y)
Simplify
x − cm = my
Add cm to both sides
x − cm + cm = my + cm
Simplify
x = my + cm
Example
y=2×3
Switch sides
2×3=y
Multiply both sides by 3
3(2×3)=3(y)
Simplify
2x=3y
2×2=3y2
Simplify
x=3y2
Example
y = axb
Switch sides
axb = y
Multiply both sides by b
b(axb) = b(y)
Simplify
ax=by
Divide both sides by a
axa = bya
Simplify
x = bya
Assessment
1. If y = 2x – 9. Express x in terms of y. Find x when y = 5

2. Make P the subject of the simple interest formula I = PRT/100.
Hence find the principal which earns an interest of N29750 in 7yrs at a rate of 5% per annum
3. If p = c/d
express d in terms of p and c
find d when p = 3 and c = 5.7
4. The wage, w naira of a person who works r hours overtime is given by the formula w = 200r +
5900
Make r the subject of the formula. Hence find the number of hours of overtime worked by
someone whose total wage is N8200.
Week 4
Topic: Addition and Subtraction in Base 2
Let’s first take a look at decimal addition.
As an example we have 26 plus 36,
26
+36
To add these two numbers, we first consider the “ones” column and calculate 6 plus 6, which results in
12. Since 12 is greater than 9 (remembering that base 10 operates with digits 0-9), we “carry” the 1 from
the “ones” column to the “tens column” and leave the 2 in the “ones” column.
Considering the “tens” column, we calculate 1 + (2 + 3), which results in 6. Since 6 is less than 9, there is
nothing to “carry” and we leave 6 in the “tens” column.
26
+36
62
Binary addition
Works in the same way, except that only 0’s and 1’s can be used, instead of the whole spectrum of 0-9.
This actually makes binary addition much simpler than decimal addition, as we only need to remember
the following:
0+0=0
0+1=1
1+0=1
1 + 1 = 10
As an example of binary addition we have,
101
+101
a) To add these two numbers, we first consider the “ones” column and calculate 1 + 1, which (in binary)
results in 10. We “carry” the 1 to the “tens” column, and the leave the 0 in the “ones” column.
b) Moving on to the “tens” column, we calculate 1 + (0 + 0), which gives 1. Nothing “carries” to the
“hundreds” column, and we leave the 1 in the “tens” column.
c) Moving on to the “hundreds” column, we calculate 1 + 1, which gives 10. We “carry” the 1 to the
“thousands” column, leaving the 0 in the “hundreds” column.
101
+101
1010
Another example of binary addition:
1011
+1011
10110
Note that in the “tens” column, we have 1 + (1 + 1), where the first 1 is “carried” from the “ones” column.
Recall that in binary,
1 + 1 + 1 = 10 + 1
= 11
Binary subtraction
is simplified as well, as long as we remember how subtraction and the base 2 number system. Let’s first
look at an easy example.
111
– 10
101
Note that the difference is the same if this was decimal subtraction. Also similar to decimal subtraction is
the concept of “borrowing.” Watch as “borrowing” occurs when a larger digit, say 8, is subtracted from a
smaller digit, say 5, as shown below in decimal subtraction.
35
– 8
27
For 10 minus 1, 1 is borrowed from the “tens” column for use in the “ones” column, leaving the “tens”
column with only 2. The following examples show “borrowing” in binary subtraction.
10 100 1010
– 1 – 10 – 110
1 10 100
Addition in base two
We will follow the exact same pattern above to show how to add in base 2
Base 2 uses 0 and 1
We show a place value for base 2 below:
Notice that the twos place in base 2 is the tens place in base 10
Thirty-twos Sixteens Eights Fours Twos Ones
0 1 1 0 1 0
Let’s practice now with some examples
Example #1:Addition in base two with carry
However, it is clear to you that the addition is being done in base 2, there is no need to write down the 2
Add: 1012 + 1012
1 1 1
0 1 12
1 0 12
___________________________
1 0 0 02
Explanation:
in red)
Add the numbers in the twos place: 1 two + 1 two + 0 two = 2 twos = 4 = 4 + 0
Write 0 in the twos place and carry the 4 to the fours place. You can just a 1 to represent the 4 (shown in
green)
Add the numbers in the fours place: 1 four + 0 four + 1 four = 2 fours = 8 = 8 + 0
in black)
Bring down the 1 shown in black et voila!
Example #2:
Add: 11012 + 11012
1 1 1
1 1 0 12
1 1 0 12
________________________________
1 1 0 1 02
Explanation:
in red)
Add the numbers in the twos place: 1 two + 0 two + 0 two = 1 two
Write 1 two in the twos place.
Add the numbers in the fours place: 1 four + 1 four = 2 fours = 8 = 8 + 0
in green)
Add the numbers in the eights place: 1 eight + 1 eight + eight = 2 eights + 1 eight = 16 + 1 eight
Write 1 eight in the eights place and carry the the 16 to the sixteens place. You can just use a 1 to
represent the 16 (shown in black)
Bring down the 1 in the sixteens place shown in black et voila!
If you struggle to understand addition in base two, you may need to go back to the example I gave about
base 10 and try your best to relate this to base two
Subtraction in Base 2
Base 2 uses only 0 and 1
With base 2, you will borrow a 2,4,8,16, etc depending on the place value, not a 10 when needed. Why is
that?
Some explanations:
In base 10, the number 739 can mean everything you see below:
7 × 102 + 3 × 10 + 9
7 hundreds + 3 tens + 9
In base 2, the number 1012 could also mean everything you see below:
1 × 22 + 0 × 2 + 1
1 four + 0 two + 1
Simply put, it is because you are in base 2, so any borrowing is done with 2, 4, 8, etc
Say you want to perform the following subtraction in base two
1 1 0
– 1 0 1
_____________
From the twos place, borrow 2 from 1 two. 1 two in now 0 two
Then, add that 1 two to the 0 in the ones place to make it 1 two or 2
Rewrite the problem and subtract
0 2
1 1 0
– 1 0 1
_____________
0 0 1
Now you are ready to do some more subtraction in base two
Example #2:No carry

However, it is clear to you that the subtraction is being done in base two, there is no need to write down
the 2
1 1 12
– 0 1 02
_____________________
1 0 12
The subtraction above is easy since there was no carry
Assessment
Add: 10112 + 10112
Subtract: 1102 – 1012
Week 5
Topic: Multiplication and Division in Base 2
Binary multiplication
Is actually much simpler than decimal multiplication. In the case of decimal multiplication, we need to
remember 3 x 9 = 27, 7 x 8 = 56, and so on. In binary multiplication, we only need to remember the
following,
0x0=0
0x1=0
1x0=0
1x1=1
Note that since binary operates in base 2, the multiplication rules we need to remember are those that
involve 0 and 1 only. As an example of binary multiplication we have 101 times 11,
101
x11
First we multiply 101 by 1, which produces 101. Then we put a 0 as a placeholder as we would in decimal
multiplication, and multiply 101 by 1, which produces 101.
101
x11
101
1010 <– the 0 here is the placeholder
The next step, as with decimal multiplication, is to add. The results from our previous step indicates that
we must add 101 and 1010, the sum of which is 1111.
101
x11
101
1010
1111
Binary division
Is almost as easy, and involves our knowledge of binary multiplication. Take for example the division of
1011 into 11.
11 R=10
11 )1011
-11
101
-11
10 <– remainder, R
To check our answer, we first multiply our divisor 11 by our quotient 11. Then we add its’ product to the
remainder 10, and compare it to our dividend of 1011.
11
x 11
11
11
1001 <– product of 11 and 11
1001
+ 10
1011 <– sum of product and remainder
The sum is equal to our initial dividend, therefore our solution is correct.
Assessment
Multiply: 111 x 101
Divide: 1101 / 11
JSS 3
MATHEMATICS
SECOND TERM
TABLE OF CONTENT
WEEK 1 TOPIC: FACTORISATION OF QUADRATIC
EXPRESSIONS
WEEK 2 TOPIC: TANGENT OF AN ANGLE
WEEK 3 TOPIC: FACTORIZATION: COMMON FACTORS
WEEK 4 TOPIC: SIMILARITY AND ENLARGEMEN
WEEK 5 TOPIC: SIMULTANEOUS LINEAR EQUATION
WEEK 6 TOPIC: TRIGONOMETRY – SINE AND COSINE OF
ANGLES
WEEK 7 TOPIC: AREA OF PLANE SHAPES
WEEK 8 TOPIC: AREAS AND VOLUMES OF SIMILAR SHAPES

JSS 3 Mathematics Second Term
Week 1
Topic: FACTORISATION OF QUADRATIC EXPRESSIONS
You can also factorise quadratic expressions. Remember that factorizing an expression simplifies it in
some way. Factorizing is the reverse of expanding brackets.
Factorizing quadratic expressions

Multiply these brackets to remind yourself how to factorise.
( x + 2 ) ( x + 5 ) = x2 + 7x + 10
( x + 2 ) ( x + 3 ) = x2 + 5x + 6
( x – 3 ) ( x – 5 ) = x 2 – 8x + 15
( x + 6 ) ( x – 5 ) = x2 + x – 30
( x – 6 ) ( x + 5 ) = x2 – x – 30
Factorising
To factorise an expression such x 2 + 5x + 6, you need to look for two numbers that add up to make 5 and
multiply to give 6.
The factor pairs of 6 are:
1 and 6
2 and 3
2 and 3 add up to 5. So: (x +2) (x+3) = x2 + 5x + 6
Factorising expressions gets trickier with negative numbers.
Example
Factorise the expression: c2– 3c – 10
Write down the expression: c2– 3c – 10
Remember that to factorise an expression we need to look for common factor pairs. In this example we
are looking for two numbers that:
multiply to give -10
add to give -3
Think of all the factor pairs of -10:
1 and -10
-1 and 10
2 and -5
-2 and 5
Which of these factor pairs can be added to get -3?
Only 2 + (-5) = -3
So the answer is:
c2 – 3c – 10 = (c + 2)(c – 5)
Factorising the difference of two squares

Some quadratic expressions have only a term in x2 and a number such as x2 – 25.
These quadratic expressions have no x term.
Using our method to factorise quadratics means we look for two numbers that multiply to make -25 and
add to make 0.
The only factor pair that will work are 5 and -5. So:
(x + 5)(x – 5) = x² – 25
Not all quadratic expressions without an x term can be factorised.
Examples
Factorise:
x2 – 4 = (x + 2)(x – 2)
x2 – 81 = (x + 9)(x – 9)
x2 – 9 = (x + 3)(x – 3)
Solving quadratic equations by factorising

To solve a quadratic equation, the first step is to write it in the form: ax 2 + bx + c = 0. Then factorise the
equation as you have revised in the previous section.
If we have two numbers, A and B, and we know that A × B = 0, then it must follow that either A = 0, or B
= 0 (or both). When we multiply any number by 0, we get 0.
Example
Solve the equation: x2 – 9x + 20 = 0
Solution
First, factorise the quadratic equation x2– 9x + 20 = 0
Find two numbers which add up to 9 and multiply to give 20. These numbers are 4 and 5.
(x – 4) (x – 5) = 0
Now find the value x so that when these brackets are multiplied together the answer is 0.
This means either (x – 4) = 0 or (x – 5) = 0
So x = 4 or x = 5.
You can check these answers by substituting 4 and 5 in to the equation:
x2– 9x + 20
Substituting 4 gives:
42 – 9 × 4 + 20 = 16 – 36 + 20 = 0
Substituting 5 gives:
52 – 9 × 5 + 20 = 25 – 45 + 20 = 0
Remember these 3 simple steps and you will be able to solve quadratic equations.
Now try this question.
Completing the square

This is another way to solve a quadratic equation if the equation will not factorise.
It is often convenient to write an algebraic expression as a square plus another term. The other term is
found by dividing the coefficient of x by 2, and squaring it.
Any quadratic equation can be rearranged so that it can be solved in this way.
Have a look at this example.
Example
Rewrite x2 + 6x as a square plus another term.
The coeffient of x is 6. Dividing 6 by 2 and squaring it gives 9.
x2 + 6x = (x2 + 6x + 9) – 9
= (x + 3)2 – 9
Example
We have seen in the previous example that x2 + 6x = (x + 3)2 – 9
So work out x2 + 6x – 2
x2 + 6x – 2 = ( x2 + 6x + 9 ) – 9 – 2 = (x + 3)2 – 11
Now try one for yourself.
Example
Solve x2 + 6x – 2 = 0
From the previous examples, we know that x2 + 6x – 2 = 0 can be written as (x + 3)2 – 11 = 0
So, to solve the equation, take the square root of both sides. So (x + 3) 2 = 11
x + 3 = + √11
or x + 3 = – √11
x = – 3 + √11
or x = – 3 – √11
x = – 3 + 3.317 or x = – 3 – 3.317 (√11 is 3.317)
x = 0.317 (3 s.f) or x = – 6.317 (3 s.f)
Example
Rewrite 2x2 + 20x + 3
Rewrite to get x2 on its own.
2( x2 + 10x ) + 3
The coefficient of x is 10. Divide 10 by 2, and square to get 25.
= 2 ( ( x + 5)2 – 25) + 3
= 2 (x + 5)2 – 50 + 3
= 2 (x + 5)2 – 47
Now use the previous example to solve 2x2 + 20x + 3 = 0
From the previous example, we know that 2x2 + 20x + 3 can be rewritten as:
2 (x + 5)2 – 47
Therefore, we can rewrite the equation as:
2(x + 5 )2 – 47 = 0
2(x + 5 )2 = 47
(x + 5 )2 = 23.5 (dividing both sides by 2)
Take the square root of both sides.
x + 5 = √23.5
or x + 5 = – √23.5
x = – 5 + √23.5
or x = – 5 – √23.5
x = – 5 + √23.5
or x = – 5 – √23.5
x = – 0.152 (3 s.f) or x = – 9.85 (3 s.f)
Exercise
1. x2 + 4x – 5
2. x2 + 6x – 7
3. (a + 4)2
4. (3x + y)2
5. 49m2 – n2
Week 2
Topic: TANGENT OF AN ANGLE
The tangent is one of the three basic trigonometric functions, the other two being sine and cosine. These
functions are essential to the study of triangles and relate the angles of the triangle to its sides. The
simplest definition of the tangent uses the ratios of the sides of a right triangle, and modern methods
express this function as the sum of an infinite series. Tangents can be calculated directly when the lengths
of the sides of the right triangle are known and can also be derived from other trigonometric functions.
Step 1
Identify and label the parts of a right triangle. The right angle will be at vertex C, and the side opposite it
will be the hypotenuse h. The angle θ will be at vertex A, and the remaining vertex will be B. The side
adjacent to angle θ will be side b and the side opposite angle θ will be side a. The two sides of a triangle
that are not the hypotenuse are known as the legs of the triangle.
Step 2
Define the tangent. The tangent of an angle is defined as the ratio of the length of the side opposite the
angle to the length of the side adjacent to the angle. In the case of the triangle in Step 1, tan θ = a/b.
Step 3
Determine the tangent for a simple right triangle. For example, the legs of an isosceles right triangle are
equal, so a/b = tan θ = 1. The angles are also equal so θ = 45 degrees. Therefore, tan 45 degrees = 1.
Step 4
Derive the tangent from the other trigonometric functions. Since sine θ = a/h and cosine θ = b/h, then sine
θ / cosine θ = (a/h) / (b/h) = a/b = tan θ. Therefore, tan θ = sine θ / cosine θ.
The ratio called tangent (tan) of an acute angle in a right angled triangle is defined as the ration between
the side opposite the angle and the side adjacent to the angle.
Tan A = a/b Tan B =b/a
Example 1 Find the angle A
First
Tan A = 3/4 = 0.75
We need to use the inverse function for tan, tan-1, to find the angle. This function is on the same key on
the calculator as the tan function (shift tan).
We use the following sequence of commands:
shift – tan-1 0.75 = 37º
Try the following on your calculator to see the difference between tan and tan-1:
angle → ratio ratio → angle
tan 370 = 0.75 tan–1 0.75 = 370
ASSESSMENT
1. Find the side b

tan 370 = 4/b
tan 370 · b = 4
0.75· b = 4
b=5.3
Week 3
Topic: FACTORIZATION: COMMON FACTORS
a(b + c) = ab + ac
The reverse process, ab + ac = a(b + c), is called taking out the common factor.
Consider the factorisation of the expression 5x + 15.
Clearly, 5x = 5 X x
15 = 3 X 5
∴ HCF = 5
Thus 5x + 15 = 5 X x + 3 X 5
= 5(x + 3)
Note that the common factor 5 has been taken out and placed in front of the brackets. The expression
inside the brackets is obtained by dividing each term by 5.
In general:
To factorise an algebraic expression, take out the highest common factor and place it in front of the
brackets. Then the expression inside the brackets is obtained by dividing each term by the highest
common factor.
Example
Factorise the following
a. 15x – 20
b. 3px + 12qx
c. x2 + x
d. 8x2y + 6xy2
Solution:
a. 15x – 20 {HCF = 5}
= 5(3x – 4)
b. 3px + 12qx {HCF = 3x}
= 3x(p + 4q)
c. x2 + x {HCF = x}
= x(x + 1)
d. 8x2y + 6xy2 {HCF = 2xy}
= 2xy(4x + 3y)
Note:
The process of taking out a common factor is of great importance in algebra. With practice you will be
able to find the highest common factor (HCF) readily and hence factorise the given expression.
Example
Fcartorise the following:
a. -8x + 12
b. –x2 – x + ax
c. -6x2 + 4x – 2px
Solution:
a. -8x
-8x + 12 {HCF = 4}
= 4(-2x + 3)
It is customary to have the first term in the brackets positive. So, we take out -4 as the common factor
rather than 4.
So, -8x + 12 = -4(2x – 3)
1. –x2 – x + ax {Take out –x as the common factor}

= -x(x + 1 – a)
C. -6x2 + 4x – 2px {Take out the common factor -2x}
= -2x(3x – 2 + p)
Simplifying calculations by factorization

Example
By factorising, simplify 79 X 37 + 21 X 37.
37 is a common factor of 79 X 37 and 21 X 37.
79 X 37 + 21 X 37 = 37(79 + 21)
= 37 X 100
= 3 700
Factorise the expression πr2 + 2πrh. Hence, find the value of πr2 + 2πrh when π = 22/7, r = 14 and h = 43.
π r2 +2πrh = πr(r + 2h)
when π = 22/7, r = 14 and h = 43,
πr2 + 2πrh = πr(r + 2h)
= 22/7 X 14(14 + 2 X 43)
= 22 X 2(14 + 86)
= 44 X 100
= 4400
Factorization by grouping
This lesson introduces the technique of factoring by grouping, as well as factoring the sum and difference
of cubes. Factoring by grouping builds on the ideas that were presented in the section on factoring the
common factor. While there are many different types of grouping, as you will learn in higher algebra
courses, all of the grouping problems in this book involve four terms, and they work by grouping the first
two terms and the second two terms together. If you do it right, a common factor will always emerge!
Remember, the method of grouping is one of trial and error. As always, there is no substitute for practice
and experience. Remember, if you can learn this topic now, it will help you later.
Example
Factor x3 + 2x2 + 8x + 16
Solution: There are no common factors to all four terms. It is not a trinomial, and nothing discussed
so far works to factor this. So, try grouping the first two terms together, and the last two terms together,
and factor out the common factor within each grouping as follows:
(x3 + 2x2) + (8x + 16) = x2 (x + 2)+ 8(x + 2)
Notice that there is a common factor of (x+2) that can be factored out:
= (x + 2)( x2 + 8)
Example
Factor xy − 4y + 3x − 12
Solution: Again, there are no common factors, and this is not a trinomial. Group the first two and the last
two terms together, and factor out the common factor from each grouping:
(xy − 4y) + (3x − 12) = y(x − 4) + 3(x − 4)
Now, take out the common factor, which is (x − 4):
= (x − 4)(y + 3)
Example
Factor xy − 4y − 3x + 12
Solution: Group the first two and the last two terms together, and factor out the common factor from
each grouping:
(xy − 4y) + (−3x + 12) = y(x − 4) + 3(−x + 4)
This time there is no common factor. Try again, this time factoring a −3 from the last grouping. This
works!
xy − 4y − 3x + 12 = y(x − 4) − 3(x − 4)
= (x − 4)(y − 3)
Example
Factor xy − 4y + 3x + 12
Solution: Group the first two and the last two terms:
xy − 4y + 3x + 12 = y(x − 4) + 3(x + 4)
At this point, it is important to realize that no common factor resulted. Do not try to factor out something
that is not common to both groupings. In fact, there is no way to group this problem to get a common
factor. This one cannot be factored by grouping. In fact, it can not be factored by any method.
Remember, not all problems can be factored. Remember that the entire process of grouping is one of trial
and error, and, as you will see later, there are different types of grouping.
Assessment
1. Factorise the following: 4xy + 6zy, kx – 6k – 9x + 24

2. Factorise 12mn + 8kn and solve for k if m=5 and n=2

Week 4
Topic: SIMILARITY AND ENLARGEMENT
Similarity and Congruence
Two objects are similar if they have the same shape, so that one is an enlargement of the other.
Two objects are congruent if they are the same shape and size.
Corresponding angles are equal. Corresponding lengths are in the same ratio – they have the same Scale
Factor. The scale factor is greater than 1 for an enlargement. The scale factor is smaller than 1 for a
reduction.
Example
3:2 or 1.5 or 3/2

Two shapes are said to be similar if one is a scaled version of the other. This means that their
corresponding angles are equal; their corresponding sides are in the same ratio. (ie. they have the same
scale factor) similar?
Check that their corresponding angles are equal. Check the ratio of their corresponding sides.
Length of A/Length of B
= 20 mm/30 mm
= 2/3
Breadth of A/Breadth of B
10 mm/15 mm
2/3
x = scale factor x corresponding side
Scale factor = 5/20 = ¼

x = scale factor x corresponding side
x = ¼ x 12
x=3
For any triangle
Split the triangles into their components

x = scale factor X corresponding side
scale factor = AB/AD = 12/15 = 4/5
corresponding side = DE = 10 cm
x = 4/5 X 10
x = 40/5 = 8 cm
x = scale factor X corresponding side
Area A = 6 cm2
Scale factor = 2
(Scale factor)2 = 4
Area B = 24 cm2
Area B = 4 X 6
= 4 X Area A
Area B = (Scale factor)2 X original area
Scaled area = (Scale factor)2 X original area
Area B = (Scale factor)2 X original area

= 22 X 16

= 4 X 16
= 64 cm2
Area A = 6cm2
Volume A = 6 cm2
(Scale factor)2 = 8
Area B = 24 cm2
Volume B = 48cm3
Volume B = 8 X 6 = 8 X Volume A
Scale Volume = (Scale factor)3 x original volume
New Volume = (scale factor)3 X original volume
= (1/3)3 X 200
= 1/8 X 200
= 1/8 X 200
= 25 ml
Assessment
What is y
Week 5
Topic: SIMULTANEOUS LINEAR EQUATION
Any question or problem having one unknown variable requires a minimum of 1 equation. One usually
should do the trick.
Likewise, any question or problem having two unknown variables requires a minimum of 2 equations.
One equation is NOT enough to find both x and y, for example.
In general, having n variables requires a minimum of n equations.
Either you are given these or you will have to convert the English from a question into maths. So, a
question asking you to find the age of a dad and his son, means there are 2 unknowns, so the
question MUST hold enough information for you to get 2 equations.
There are 2 main methods of working through simultaneous equations: substitution and elimination. Each
is one side of a coin. By that I mean both methods are really the same, just approached from a different
viewpoint.
Substitution Method
EXAMPLE Solve 2x-y=6 and x+y=6. Note there are 2 variables (x and y) and we have 2 equations… so
this is solvable.
Let 2x-y=6 be eqn1
Let x+y=6 be eqn2
OK then… we will re-write one equation to say either x= or y=. Then we put this into the other equation,
which then will just have 1 variable, so we can solve it.
Which equation and which variable do we choose? Very easy…the simplest looking to you! Why do
more work than you have to?
Looking at the 2 equations, eqn2 looks the simpler: it has smaller coefficients (the numbers in front of the
x and y). As to x or y? Here, they both look the same, so I will pick x.
so, eqn2 becomes x = 6-y. Call this eqn3.
We will now substitute eqn2 (written in the form of eqn3) into eqn 1 to get rid of x. So, eqn1 becomes…
2(6-y)-y = 6
12-2y-y = 6
12-3y = 6
-3y = -6
y = (-6)/(-3)
–> y = 2
We can now find x by putting this value into eqn2 (yes, you could put it into eqn3, but stick with the
“original” versions, just in case you have made some sort of mistake somewhere.
Equation 2 becomes x+2 = 6, so x must be 4.
Exercise
1. Solve the equations 2x + y = 7, x – y = 2
2. 3a + b = 10, 2a + 4b = 0
3. 2x – y = 6, 3x + 2y = 2
Elimination Method
EXAMPLE
Solve 2x-y=6 and x + y=6.
Let 2x-y=6 be eqn1
Let x+y=6 be eqn2
The elimination method lets you look at the 2 equations together and just by adding or subtracting them,
we get rid of 1 variable, leaving the other to be found.
This method only works if the variable you are trying to get rid of has the same number in both equations.
In our example, the x terms are different (one has a 2 and the other has a 1). However, the y terms are the
same, albeit different sign.
So, in my head, my thoughts are: “the y-terms have the same number” which means i can use elimination
very simply here.
Next question: Do I add or subtract them? Just remember the following:
SSS Same sign –> SSS Subtract
DDD Different sign –> ADDDD
So, let us do it….
2x – y = 6
x + y=6
different signs therefore ADD! gives
3x = 12
–> x = 4
So now, pick one of your 2 equations to put this value into, to find y. Again, pick the simpler looking one,
which here is eqn2.
eqn2 becomes 4+y = 6
so, y = 2
NOW CHECK by putting both values into the equation you have not used (here, eqn1)…
2(4)-2 is 8-2 which is 6, which is what eqn1 says it should equal. Now, we know our answers are correct.
Exercise
1. 3x + 2y = 12, 5x – 3y = 1
2. 3f = 4 – 4e, 2e = 5f + 15
3. 5a – 2b = 14, 2a + 25 = 14
Word Problems
Four pens and six pencils cost N272 altogether. Six pens and five pencis cost N328. Find the cost of one
pen and one pencil.
Let one pen cost x naira and one pencil cost y naira.
Then 4 pens cost 4x naira
6 pencils cost 6y naira
Thus, 4x + 6y = 272 (1)
(1st sentence in question)
Similarly, 6x + 5y = 328 (2)
(2nd sentence in question)
(1) X3: 12x + 18y = 816
(2) X2: 12x + 10y = 656
——————–
Subtracting: 8y = 160
Y = 20
Substitute 20 for y in (1).
4x + 120 = 282
4x = 272 – 120 = 152
x = 38
Thus, a pen costs N38 and a pencil costs N20.
Check:
4 pens cost N152
6 pencils cost N120
——–
N 272
6 pens cost N228
5 Pencils cost N100
———–
N 328
Exercise
1. The sum of two pens is 19. Their difference is 5. Find the number
2. A father is 25 years older than his son. The sum of their ages is 53 years. Find their ages.
3. The sum of two numbers is 17. The difference between twice the large number and three times the
smaller is 4. Find the numbers.

Week 6
Topic: TRIGONOMETRY – SINE AND COSINE OF ANGLES
The sine (abbreviated “sin“) and cosine (“cos“) are the two most prominent trigonometric functions. All
other trig functions can be expressed in terms of them. In fact, the sine and cosine functions are closely
related and can be expressed in terms of each other.
Definition 1 is the simplest and most intuitive definition of the sine and cosine function. The sine
definition basically says that, on a right triangle, the following measurements are related:
 the measurement of one of the non-right angles (q)

 the length of the side opposite to that angle
 the length of the triangle’s hypotenuse
Alternately, the cosine definition basically says that, on a right triangle, the following measurements are
related:
 the measurement of one of the non-right angles (q)

 the length of the side adjacent to that angle
 the length of the triangle’s hypotenuse

Furthermore, Definition I gives exact equations that describe each of these relations:
sin (q) = opposite / hypotenuse
cos(q) = adjacent / hypotenuse
This first equation says that if we evaluate the sine of that angle q, we will get the exact same value as if
we divided the length of the side opposite to that angle by the length of the triangle’s hypotenuse. This
second equation says that if we evaluate the cosine of that angle q, we will get the exact same value as if
we divided the length of the side adjacent to that angle by the length of the triangle’s hypotenuse. These
relations holds for any right triangle, regardless of size.
The main result is this: If we know the values of any two of the above quantities, we can use the above
relation to mathematically derive the third quantity. For example, the sine function allows us to answer
any of the following three questions:
“Given a right triangle, where the measurement of one of the non-right angles (q) is known and the length
of the side opposite to that angle q is known, find the length of the triangle’s hypotenuse.”
“Given a right triangle, where the measurement of one of the non-right angles (q) is known and the length
of the triangle’s hypotenuse is known, find the length of the sideopposite to that angle q.”
“Given a right triangle, where the length of the triangle’s hypotenuse and the length of one of the
triangle’s other sides is known, find the measurement of the angle (q) oppositeto that other side.”
The cosine is similar, except that the adjacent side is used instead of the opposite side.
The functions takes the forms y = sin(q) and x = cos(q). Usually, q is an angle measurement and x and y
denotes lengths.
The sine and cosine functions, like all trig functions, evaluate differently depending on the units on q,
such as degrees, radians, or grads. For example, sin(90°) = 1, while sin(90)=0.89399….explaination
Both functions are trigonometric cofunctions of each other, in that function of the complementary angle,
which is the “cofunction,” is equal to the other function:
sin(x) = cos(90° – x) and
cos(x) = sin(90° – x).
Furthermore, sine and cosine are mutually orthogonal.
Use of sine and cosine

Sines and cosines of angles are used to find the lengths of unknown sides in triangles. The table below
shows the sines and cosines of some chosen angles.
angle A sin A cos A
300 0.5000 0.8660
350 0.5736 0.8192
400 0.6428 0.7660
450 0.7071 0.7071
500 0.7660 0.6428
550 0.8192 0.5736
600 0.8660 0.5000
Example
In the triangle shown below, find the value of x, accurate to three decimal places.
They’ve given me an angle measure and the length of the side “opposite” this angle, and have asked me
for the length of the hypotenuse. The sine ratio is “opposite over hypotenuse”, so I can turn what they’ve
given me into an equation:
sin(20°) = 65/x
x = 65/sin(20°) Copyright © Elizabeth -2011 All Rights Reserved
I have to plug this into my calculator to get the value of x: x = 190.047286…
x = 190.047
Note: If your calculator displayed a value of 71.19813587…, then check the “mode”: your calculator is
set to “radians” rather than to “degrees”. You’ll learn about radians later.
For the triangle shown, find the value of y, accurate to four decimal places.
They’ve given me an angle, a value for “adjacent”, and a variable for “opposite”, so I can form an
equation:
tan(55.3°) = y/10
10tan(55.3°) = y
Plugging this into my calculator, I get y = 14.44183406….
y = 14.4418
Using sine and cosine tables

1. In the sine table, as angles increase from 0 0 to 900, their sines increase from 0 to 1.
2. In the cosine table, as angles increase from 0 0 to 900, their cosine decrease from 0 to 1.
Solving right-angled triangles
To SOLVE A TRIANGLE means to know all three sides and all three angles. When we know the ratios
of the sides, we use the method of similar figures. That is the method to use when solving an isosceles
right triangle or a 30°-60°-90° triangle. When we do not know the ratio numbers, then we must use
the Table of ratios. The following example illustrates how.
The general method
Example 1. Given an acute angle and one side. Solve the right triangle ABC if angle A is 36°, and
side c is 10 cm.
Solution
Since angle A is 36°, then angle B is 90° − 36° = 54°.
To find an unknown side, say a, proceed as follows:
1. Make the unknown side the numerator of a fraction, and make the known side the denominator.
Unknown/known = a/10
2. Name that function of the angle.
Unknown/known = a/10 = 360
3. Use the trigonometric Table to evaluate that function.
Unknown/known = a/10 = 360 = 0.588
4. Solve for the unknown side.
a = 10 × .588 cm = 5.88 cm
Example
Solve the triangle for side b.
Unknown/known = b/a = cos 360 0.809

B = 10 X 8.09cm
Assessment
The lengths of side AB and side BC of a scalene triangle ABC are 12 cm and 8 cm respectively. The size
of angle C is 59°. Find the length of side AC.

Week 7
Topic: AREA OF PLANE SHAPES
Area of Basic shapes
Area of a trapezium
A trapezium is a quadrilateral that has only one pair of parallel sides.
The area of the trapezium is given by the following formula where a and b are the lengths of the parallel
sides and his the perpendicular distance between the parallel sides.
A = ½(a + b)h
Example
Find the area of the following trapezium.
Solution
a = 20 cm, b = 14 cm, h = 12 cm
A = ½(a + b)h
½ (20 + 14) X 12
= ½ X 34 X 12
= 204
So, the area of the trapezium is 204 m2.
Example
Find the area of the following trapezium.
Solution
a = 8.8 cm, b = 4.2 cm, h = 6 cm
A = ½ (a + b)h
= ½ (8.8 + 4.2) X 6
= ½ X 13 X 6
= 36
So, the area of the trapezium is 39 cm2.
Circles
What is the diameter of a circle of area 3 850 m 2?
area = πr2 = 3 850 m2?
Thus, 22/7r2 = 3 850
r2 = 3 850 X 7/22
= 175 X 7
= 52 X 72
r = 5 X 7 = 35
diameter = 2 X 35 cm = 70 m
Area of a sector of a circle

Sometimes, we will not want to find the areas of full circles and instead need to find smaller sections of a
circle. In these cases, we will need a way to calculate these parts of circles called sectors. Let’s study the
definition of sectors and see what they look like before we introduce the area formula.
Definition: A circular sector is the portion of a circle enclosed by two radii and an arc of the circle.
Notice that the arc of a circle is just the part of the circumference enclosed by the endpoints of both
radians.
Working with the sectors of circles can be quite simple if we know how to apply the area formula for
circles. If we know that the circle is split up into a certain amount of congruent areas, we can just put the
corresponding factor into our area formula. For instance, if we have a circle that is split up into four equal
sections, and we want to find the area of one of those sections, our area formula would be
Because one-fourth of the circle is shaded, we just multiply the area formula of circle c by a factor of ¼ to
find the area of the circle sector.
In other cases, we may be given the measure of the angle at the radius of a circle, called the central
angle. For those exercises, we can apply the area of sectors formula, which is
A = x/360πr2
where A represents area, x represents the degree measure of the central angle, and r is the radius.
This formula essentially does the same as what we’ve done in the previous example because it just
converts the degree measure of the interior angle into an equivalent fraction. Circles have degree
measures of 360°. Therefore, when we divide a given measure by 360°, we are just taking the fraction of
the circle we desire and multiplying it by our regular area formula. Let’s take a look at one final example
to make sure we understand how to apply the area of sectors formula.
Exercise
Find the area of the shaded sector below.
Answer
Because circle t has not been split into even sections for us, we cannot just multiply the area formula of
circles by a fraction. Rather, we need to use the degree measure of the central angle and plug it into the
area of sectors formula. Remember, we need to also use the fact that the radius is 14 meters long in order
to solve for the area of the sector. Let’s do this now.
A = x/360πr2
135/360 π(14)2
=3/8 π(186)
= 73.5 π
≈ 73.5 (3.142) ≈ 230.9
So, the area of the shaded sector is approximately 230.79 square meters.
Area in the home and environment

We need area when maintaining and renovating homes, offices and the environment. Floor coverings,
cloth, roofing materials and paint are usually sold in units that involve area. Tiles are often used to cover
the floor of a room. The number of tiles needed can be calculated from the dimensions of the room.
There usually some wastage since tiles are sold in whole numbers.
Example
Square tiles, 30 cm X 30 cm, are used to cover a floor 4.4 m long and 3.8 m wide?
Length of room = 4.4 m = 440 cm
Number of tiles = 440/30 = 14 2/3
Thus, 15 tiles are needed along each length of the room. (The last tile will be cut.)
Width of room = 3.8 m = 380 cm
Number of tiles = 380/30 = 12 2/3
Thus, 13 tiles are needed across each width of the room.
total number of tiles needed = 15 X 13 = 195
Land measure
The hectare (ha) is the basic unit of land measure.
1 hectare = 10 000 m2
Since 10 000m2 = 100 m X 100 m (or 2 X 100 m X 50 m) we can think of a hectare as being about the
size of two football pitches.
Example
A village I roughly in the shape of a circle of diameter 400 m. Use the value 3 for π to find the
approximate area of the village in hectares.
Radius of village = ½ of 400 m = 200 m
Area of village ≈ π X 200 m2
≈ 3 X 40 000 m2
≈ 3 X 4 hectares
≈ 12 hectares
The area of the village is about 12 ha.
Assessment
For sectors of circles, make a rough sketch of each.
Angle at
radius area
centre
a 7 cm 900
b 35 m 720
c 4.2 cm 1200
d 5.6 cm 1350

Week 8
Topic: AREAS AND VOLUMES OF SIMILAR SHAPES
A scale factor is a number which scales, or multiplies, some quantity. For example in this
equation y=Cx, C is the scale factor for x. Scale factors are straight forward and are not as complex as
other maths problems you might encounter. Once you understand the logic of solving them everything
else becomes easy, there are just a few simple rules you have to understand. We shall be looking at scale
factors to do with Areas and Volumes, but there are many others.
Summary
Two figures/shapes may be identical in shape but generally not in size. The following shapes will always
be similar in shape but not in size.
Linear scale factor

Let us look at linear scale factor. A shape can be transformed into another similar shape by adjusting its
size through enlargement/reduction by using a scale factor. In this process all dimensions of the shape
must stay proportional to each other (i.e the lengths, heights, or widths) For example a scale factor of 2
means that the new shape is twice the size of the original shape. A scale factor of 3 means that the new
shape is three times the size of the original. To carry out enlargements/reductions you must first find the
scale factor. To find the enlargement scale factor you divide the dimensions of the big shape by the small
shape.
SFenlargement = Big/Small
To find the shape reduction scale factor you divide the small dimensions by the big dimensions.
SFreduction = Small/Big
Below is an example.
Example
The following shapes abcd and ABCD are similar. Find the length of CD.
Answer
Here we have to find the length of the bigger rectangle. We shall therefore be calculating an enlargement
scale factor first.
SFenlargement = Big/Small = 6/4 = 1.5
Notice we have used the corresponding lengths. The rectangle ABCD is 1.5 times bigger than rectangle
abcd. We therefore multiply the width of the smaller rectangle with the enlargement scale factor to find
the size of the bigger width.
CD = 12 X 1.5 = 18
Area Scale Factor

Area scale factor can apply to any shape provided you have at least one of the corresponding quantities
(areas or lengths) For example here are two triangles;
Find the linear/length scale factor.

In general to find the scale factor we divide the large quantity with the small quantity.
SFenlargement = Big/Small = 6/4 = 1.5
Find the Area scale factor by squaring the linear scale factor
ASF =LSF2 = 1.52 = 2.25
Multiply the area scale factor with the small area to find the area for the large triangle.
Area = 12 X 2.25 = 27cm2
The area for the large shape is 27cm.
Volume of similar shapes

The figure represents two similar cuboids, one 4 cm X 3 cm X 5 cm, the other 6 cm X 4.5 cm X 7.5 cm.
Scale factor of the big cuboid to the small cuboid = ratio of their corresponding edges
= 6 cm/4 cm or 4.5 cm/3 cm or 7.5 cm/5 cm
= 1.5 in each case
Volume factor of the big cuboid too the small cuboid = ratio of their volumes
= 6 X 4.5 X 7.5 cm3 /4 X 3 X 5 cm3 = 202.5/60 = 3.
Assessment
Find the length of missing side in the similar triangles shown below
JSS 3
MATHEMATICS
THIRD TERM
TABLE OF CONTENT
WEEK 1 & 2 TOPIC: GEOMETRICAL CONSTRUCTION
WEEK 3 TOPIC: TANGENT OF AN ANGLE
WEEK 4 & 5 TOPIC: MEASURE OF CENTRAL TENDENCY
WEEK 6 TOPIC: VARIATION
WEEK 7 TOPIC: STATISTICS

Week 1 & 2
Topic: GEOMETRICAL CONSTRUCTION
Using ruler and compasses
Remember the following when making geometrical constructions.
1. Use a hard pencil with a sharp point. This gives thin lines which are more accurate.
2. Check that your ruler has good straight edge. A damaged ruler is useless for construction work.
3. Check that your compasses are not too loose. Tighten loose compasses with a small screw driver.
4. All construction lines must be seen. Do not rub out anything which leads to the final result.
5. Always take great care, especially when drawing a line through a point.
6. Where possible, arrange that the angles of intersection between lines and arcs are about 90 0.
Perpendicular bisector of a line segment

The locus of a point which moves so that it is an equal distance from two points, A and B, is the
perpendicular bisector of the line joining A and B.
Perpendicular means at right angles to.
Bisector means cuts in half.
To construct this locus, you do the following (try this yourself on a piece of paper):
Draw the line segment XY.

Put your compass on X and set it to be over half way along the line. Draw an arc.
Without adjusting your compass put it on Y and draw another arc.
Label these points A and B.
Draw a straight line through A and B.

The point M where the lines cross is the midpoint of XY. And AB is perpendicular to XY.
Bisecting an angle
V is the vertex of the angle we want to bisect.
Place your compass on V and draw an arc that crosses both sides of the angle.
Label the crossing points A and B.
Place your compass on A and draw an arc between the two sides of the angle.
Without adjusting your compass place it on B and draw another arc that cuts the one you just drew. Label
the point where they cross C.
Draw a straight line through V and C.
The line VC bisects the angle. Angles AVC and BVC are equal.
Constructing a 900 Angle
We can construct a 90º angle either by bisecting a straight angle or using the following steps.
Step 1: Draw the arm PA.
Step 2: Place the point of the compass at P and draw an arc that cuts the arm at Q.
Step 3: Place the point of the compass at Q and draw an arc of radius PQ that cuts the arc drawn in Step 2
at R.
Step 4: With the point of the compass at R, draw an arc of radius PQ to cut the arc drawn in Step 2 at S.
Step 5: With the point of the compass still at R, draw another arc of radius PQ near T as shown.
Step 6: With the point of the compass at S, draw an arc of radius PQ to cut the arc drawn in step 5 at T.
Step 7: Join T to P. The angle APT is 90º.
We know that: ½ of 600 = 300
So, to construct an angle of 30º, first construct a 60º angle and then bisect it. Often, we apply the
following steps.
Step 1: Draw the arm PQ.
Step 2: Place the point of the compass at P and draw an arc that passes through Q.
Step 3: Place the point of the compass at Q and draw an arc that cuts the arc drawn in Step 2 at R.
Step 4: With the point of the compass still at Q, draw an arc near T as shown.
Step 5: With the point of the compass at R, draw an arc to cut the arc drawn in Step 4 at T.
Step 6: Join T to P. The angle QPT is 30º.
ASSESSMENT
We know that the angles in an equilateral triangle are all 60º in size. This suggests that to construct a 60º
angle we need to construct an equilateral triangle as described below.
Step 1: Draw the arm PQ.
Step 2: Place the point of the compass at P and draw an arc that passes through Q.
Step 3: Place the point of the compass at Q and draw an arc that passes through P. Let this arc cut the arc
drawn in Step 2 at R.
Step 4: Join P to R. The angle QPR is 600, as the ∆PQR is an equilateral triangle.
Try your understanding regarding the explanations above over and over again.

Week 3
Topic: TANGENT OF AN ANGLE
The tangent is one of the three basic trigonometric functions, the other two being sine and cosine. These
functions are essential to the study of triangles and relate the angles of the triangle to its sides. The
simplest definition of the tangent uses the ratios of the sides of a right triangle, and modern methods
express this function as the sum of an infinite series. Tangents can be calculated directly when the lengths
of the sides of the right triangle are known and can also be derived from other trigonometric functions.
Step 1
Identify and label the parts of a right triangle. The right angle will be at vertex C, and the side opposite it
will be the hypotenuse h. The angle θ will be at vertex A, and the remaining vertex will be B. The side
adjacent to angle θ will be side b and the side opposite angle θ will be side a. The two sides of a triangle
that are not the hypotenuse are known as the legs of the triangle.
Step 2
Define the tangent. The tangent of an angle is defined as the ratio of the length of the side opposite the
angle to the length of the side adjacent to the angle. In the case of the triangle in Step 1, tan θ = a/b.
Step 3
Determine the tangent for a simple right triangle. For example, the legs of an isosceles right triangle are
equal, so a/b = tan θ = 1. The angles are also equal so θ = 45 degrees. Therefore, tan 45 degrees = 1.
Step 4
Derive the tangent from the other trigonometric functions. Since sine θ = a/h and cosine θ = b/h, then sine
θ / cosine θ = (a/h) / (b/h) = a/b = tan θ. Therefore, tan θ = sine θ / cosine θ.
The ratio called tangent (tan) of an acute angle in a right angled triangle is defined as the ration between
the side opposite the angle and the side adjacent to the angle.
Tan A = a/b Tan B =b/a
Example 1 Find the angle A
First
Tan A = 3/4 = 0.75
We need to use the inverse function for tan, tan-1, to find the angle. This function is on the same key on
the calculator as the tan function (shift tan).
We use the following sequence of commands:
shift – tan-1 0.75 = 37º
Try the following on your calculator to see the difference between tan and tan-1:
angle → ratio ratio → angle
tan 370 = 0.75 tan–1 0.75 = 370
ASSESSMENT
1. Find the side b
tan 370 = 4/b
tan 370 · b = 4
0.75· b = 4
b=5.3

Week 4 & 5
Topic: Measure of Central Tendency
Introduction
A measure of central tendency is a single value that attempts to describe a set of data by identifying the
central position within that set of data. As such, measures of central tendency are sometimes called
measures of central location. They are also classed as summary statistics. The mean (often called the
average) is most likely the measure of central tendency that you are most familiar with, but there are
others, such as the median and the mode.
The mean, median and mode are all valid measures of central tendency, but under different conditions,
some measures of central tendency become more appropriate to use than others. In the following sections,
we will look at the mean, mode and median, and learn how to calculate them and under what conditions
they are most appropriate to be used.
Mean (Arithmetic)
The mean (or average) is the most popular and well known measure of central tendency. It can be used
with both discrete and continuous data, although its use is most often with continuous data (see our Types
of Variable guide for data types). The mean is equal to the sum of all the values in the data set divided by
the number of values in the data set. So, if we have n values in a data set and they have values x 1, x2, …,
xn, the sample mean, usually denoted by (pronounced x bar), is:
This formula is usually written in a slightly different manner using the Greek capital letter, ,
pronounced “sigma”, which means “sum of…”:
You may have noticed that the above formula refers to the sample mean. So, why have we called it a
sample mean? This is because, in statistics, samples and populations have very different meanings and
these differences are very important, even if, in the case of the mean, they are calculated in the same way.
To acknowledge that we are calculating the population mean and not the sample mean, we use the Greek
lower case letter “mu”, denoted as µ:
The mean is essentially a model of your data set. It is the value that is most common. You will notice,
however, that the mean is not often one of the actual values that you have observed in your data set.
However, one of its important properties is that it minimises error in the prediction of any one value in
your data set. That is, it is the value that produces the lowest amount of error from all other values in the
data set.
An important property of the mean is that it includes every value in your data set as part of the
calculation. In addition, the mean is the only measure of central tendency where the sum of the deviations
of each value from the mean is always zero.
When not to use the mean

The mean has one main disadvantage: it is particularly susceptible to the influence of outliers. These are
values that are unusual compared to the rest of the data set by being especially small or large in numerical
value. For example, consider the wages of staff at a factory below:
Staff 1 2 3 4 5 6 7 8 9 10
Salary 15k 18k 16k 14k 15k 15k 12k 17k 90k 95k
The mean salary for these ten staff is $30.7k. However, inspecting the raw data suggests that this mean
value might not be the best way to accurately reflect the typical salary of a worker, as most workers have
salaries in the $12k to 18k range. The mean is being skewed by the two large salaries. Therefore, in this
situation, we would like to have a better measure of central tendency. As we will find out later, taking the
median would be a better measure of central tendency in this situation.
Another time when we usually prefer the median over the mean (or mode) is when our data is skewed
(i.e., the frequency distribution for our data is skewed). If we consider the normal distribution – as this is
the most frequently assessed in statistics – when the data is perfectly normal, the mean, median and mode
are identical. Moreover, they all represent the most typical value in the data set. However, as the data
becomes skewed the mean loses its ability to provide the best central location for the data because the
skewed data is dragging it away from the typical value. However, the median best retains this position
and is not as strongly influenced by the skewed values. This is explained in more detail in the skewed
distribution section later in this guide.
Median
The median is the middle score for a set of data that has been arranged in order of magnitude. The median
is less affected by outliers and skewed data. In order to calculate the median, suppose we have the data
below:
65 55 89 56 35 14 56 55 87 45 92
We first need to rearrange that data into order of magnitude (smallest first):
14 35 45 55 55 56 56 65 87 89 92
Our median mark is the middle mark – in this case, 56 (highlighted in bold). It is the middle mark because
there are 5 scores before it and 5 scores after it. This works fine when you have an odd number of scores,
but what happens when you have an even number of scores? What if you had only 10 scores? Well, you
simply have to take the middle two scores and average the result. So, if we look at the example below:
65 55 89 56 35 14 56 55 87 45
We again rearrange that data into order of magnitude (smallest first):
14 35 45 55 55 56 56 65 87 89 92
Only now we have to take the 5th and 6th score in our data set and average them to get a median of 55.5.
Definition of Mode
A statistical term that refers to the most frequently occurring number found in a set of numbers. The mode
is found by collecting and organizing the data in order to count the frequency of each result. The result
with the highest occurrences is the mode of the set.
Other related terms include the mean, or the average of a set; and the median, or the middle value in a set.
For example, in the following list of numbers, 16 is the mode since it appears more times than any other
number in the set:
3, 3, 6, 9, 16, 16, 16, 27, 27, 37, 48
A set of numbers can have more than one mode (this is known as bimodal) if there are multiple numbers
that occur with equal frequency, and more times than the others in the set.
3, 3, 3, 9, 16, 16, 16, 27, 37, 48
In this example, both the number 3 and the number 16 are modes. If no number in a set of numbers occurs
more than once, that set has no mode:
3, 6, 9, 16, 27, 37, 48
Range
The range of a set of data is the difference between the highest and lowest values in the set.
Cheryl took 7 math tests in one marking period. What is the range of her test scores?
89, 73, 84, 91, 87, 77, 94
Solution
Ordering the test scores from least to greatest, we get:
73, 77, 84, 87, 89, 91, 94
highest – lowest = 94 – 73 = 21
The range of these test scores is 21 points.
Example
The Jaeger family drove through 6 midwestern states on their summer vacation. Gasoline prices varied
from state to state. What is the range of gasoline prices?
$1.79, $1.61, $1.96, $2.09, $1.84, $1.75
Solution
Ordering the data from least to greatest, we get:
$1.61, $1.75, $1.79, $1.84, $1.96, $2.09
highest – lowest = $2.09 – $1.61 = $0.48
The range of gasoline prices is $0.48.
Summary
The range of a set of data is the difference between the highest and lowest values in the set. To find the
range, first order the data from least to greatest. Then subtract the smallest value from the largest value in
the set.
Assessment
1. Find the average range of the following percentages
84%, 56%, 72%, 64%, 33%, 49%.
2. A marathon race was completed by 5 participants. What is the range of times given in hours given thus,
2.7 hr, 8.3 hr, 3.5 hr, 5.1 hr, 4.9 hr?

Week 6
Topic: VARIATION
Direct Variation
If a person buys some packets of sugar, the total cost is proportional to the number of packets bought.
The cost of 2 packets at Nx per packet isN2x.
The cost of 3 packets at Nx per packet isN3x.
The cost of n packets at Nx per packet isNnx.
The ratio of total cost to number of packets is the same for any number of packets bought.
This is an example of direct variation, or direct proportion. The cost, C, varies directly with the number
of packets, n. In the second example, the mass, M, varies directly with the length, L.
The symbol ∝ means ’varies with’ or ‘is proportional to’. The statements in the prevous paragraph are
written:
C∝n
M∝L
M ∝ L really means that the ratio M/L is constant (i.e. stays the same).
Example
1 packet of sugar costs x naira. What will be the cost of 20 packets of sugar?
Cost varies directly with the number of packets bought.
Cost of 1 packet = x naira
Cost of 20 packets = 20 X x naira
= 20x naira
Example
C ∝ n and C = 5 when n = 20. Find the formula connecting C and n.
C ∝ n means C/n = k.
0r C = kn
C = 5 when n = 20
hence 5 = k V 20
k = ¼
Thus, C = ¼n is the formula which connects C and n.
A formula such as C = ¼n is often known as a relationship between the variables C and n.
Exercise
1. 1m of wire has a mass of x g. What is the mass of 25 m of the same wire?
2. A man cycles 15 Km in 1 hour. How many will he cycle in t hours in he keeps up the same rate?
3. Eggs cost N25 each, how many will n eggs cost?
Answers
1. 25x g 2. 15t km 3. N25n
Inverse Variation
Inverse variation is the relationship of two variables such that a variable increases in its value as the other
variable decreases and vice-versa i.e the two variables are inversely proportional to each other. In other
words, it is defined as the mathematical expression that shows the relationship between two variables
whose product is a constant.
The Inverse Variation Formula is,
Y = k/x
Some solved problems on inverse variation are given below:
Examples
Question 1: If y varies inversely with x and when y = 100, x = 25. What is the value of y when x = 10 ?
Solution
Given,
y = 100
x = 25
The inverse variation formula is,
y = kx
100 = k25
k = 100 X 25
k = 2500
Now,
x = 10
k = 2500
y = kx
y = 250010
y = 250
Question
The time taken to reach the church is inversely proportional to the driving speed. If traveled at the speed
of 30 miles per hour, it takes you 2 hours to reach the church. How long will it take to reach the church at
the speed of 60 miles per hour?
Solution:
Given,
y=2
x = 30
The direct variation formula is,
y = kx
2 = k30
k = 2 X 30
k = 60
Now,
x = 60
k = 60
y = kx
y = 6060
y=1
Joint variation
The mass of a sheet of metal is proportional to both the area and the thickness of the metal. Therefore M
∝ At (where M, A and t are the mass, area and thickness). This is an example of joint variation. The
mass varies jointly with the area and thickness.
At midday, the temperature, T 0C, inside a house is proportional to the outside temperature, S 0C, and
inversely proportional to the thickness of the house walls, t cm. In theis case,
T ∝ S/t. This is another example of joint variation.
The inside temperature varies directly with the outside temperature and inversely with the wall thickness.
Example
x ∝ y/z. When y = 7 and z = 3, x = 42.
a. Find the relation between x, y and z.
b. Find x when y = 5 and z = 9.
Solution
a. x ∝ y/z
Thus, x = ky/z, where k is a constant.
When y = 7 and z = 3, x = 42.
Thus, 42 = k X 7/3
K = 3 X 42/7 = 18
Hence x = 18y/z
b. When y = 5 and z = 9,
x = 18 X 5/9 = 2 X 5
x = 10
Exercise
1. x ∝ yz. When y = 2 and z = 3, x = 30.
a. Find the relationship between x, y and z.
2. x ∝ y/z. x = 27 when y = 9 and z = 2.
a. Find the relationship between x, y and z.
Partial variation
When a tailor makes a dress, the total cost depends on two things: first the cost of the cloth; secondly the
amount of time it takes to make the dress. The cost of the cloth is constant, but the time taken to make the
dress can vary. A simple dress will take a short time to make; a dress with a difficult pattern will take a
long time. This is an example of partial variation. The cost is partly constant and partly varies with the
amount of time taken. In algebraic form, C = a + kt, where C is the cost, t is the time taken and a and k are
the constants.
ASSESSMENT
R is partly constant and partly varies with E. When R = 530, E = 1 600 and when R = 730, E = 3 600.
a. Find the formula which connects R and E.
b. Find R when E = 1 300.
a. From the first sentence,
R = c + kE where c and k are both constants.
Substituting the given values given values gives two equations.
530 = c + 1 600k (1)
730 = c + 3 600k (2)
These are simultaneous equations.
Subtract (1) from (2).
200 = 2 000k
k = 200/2 000
=1/10
Substituting in (1),
530 = c + 1 600 X 1/10
530 = c + 160
Thus, c = 370
Thus, R = 370 + 1/10E is the required formula.
b. R = 370 + E/10
When E = 1 300,
R = 370 + 1 300/10
= 370 + 130
= 500
JSS3 Third Term Mathematics
Week 7
Topic: Statistics
Types of Presentation
Good presentation can make statistical data easy to read, understand and interpret. Therefore it is
important to present data clearly.
i. There are two main ways of presenting data: presentation of numbers or values in lists and tables;
ii. Presentation using graphs, i.e. picture. We use the following examples to show the various kinds of
presentation.
An English teacher gave an essay to
15 students.
She graded the essays from A (very good), through B, C.D, E to f (very poor). The grades of the students
were:
B, C, A, B, A, D, F, E, C, C, A, B, B, E, B

Lists and tables
Rank and order list
Rank order means in order from highest to lowest. The 15 grades are given in rank order below:
A, A, A, B, B, B, B, C, C, C, E, E, F
Notice that all the grades are put in the list even though most of them appear more than once. The ordered
list makes it easier to find the following: the highest and lowest grades; the number of students who got
each grades; the most common grade; the number of students above and below each grade; and so on.
Frequency table
Frequency means the number of times something happens. For example, three students got grade A.
The frequency of grade A is three. A frequency table, gives the frequency of each grade.
Grade A B C D E F
frequency 3 5 3 1 2 1
Graphical presentation
In most cases, a picture will show the meaning of statistical data more clearly than a list of or table or
numbers. The following methods of presentation give the data of the example in picture, or graph, form.
Pictogram
A pictogram uses pictures or drawings to give a quick and easy meaning to statistical data.
Bar chart
A bar chart represents the data as horizontal or vertical bars. The length of each bar is proportional tothe
amount that it represents.
There are 3 main types of bar charts.
Horizontal bar charts, vertical bar chart and double bar charts.
When constructing a bar chart it is important to choose a suitable scale to represent the frequency.
The following table shows the number of visitors to a park for the months January to March.
Month January February March
Number of visitors 150 300 250
a) Construct a vertical and a horizontal bar chart for the table.
Solution
a) If we choose a scale of 1:50 for the frequency then the vertical bar chart and horizontal bar chart will
be as shown.
Pie Chart
Pie charts are useful to compare different parts of a whole amount. They are often used to present
financial information. E.g. A company’s expenditure can be shown to be the sum of its parts including
different expense categories such as salaries, borrowing interest, taxation and general running costs (i.e.
rent, electricity, heating etc).
A pie chart is a circular chart in which the circle is divided into sectors. Each sector visually represents an
item in a data set to match the amount of the item as a percentage or fraction of the total data set.
Example
A family’s weekly expenditure on its house mortgage, food and fuel is as follows:
Expenses N
Mortgage 300
Food 225
Fuel 75
Draw a pie chart to display the information.
Solution
The total weekly expenditure = N300 + N225 + N75 = N600
We can find what percentage of the total expenditure each item equals.
Percentage of weekly expenditure on:
Mortgage = 300/600 X 100% = 50%
Food = 225/600 X 100% = 37.5%
Fuel = 75/600 X 100% = 12.5%
To draw a pie chart, divide the circle into 100 percentage parts. Then allocate the number of percentage
parts required for each item.
Note
It is simple to read a pie chart. Just look at the required sector representing an item (or category) and read
off the value. For example, the weekly expenditure of the family on food is 37.5% of the total
expenditure measured.
A pie chart is used to compare the different parts that make up a whole amount.
Assessment
The following is a rank order list of an exam result: 87, 82, 78, 76, 75, 70, 66, 64, 59, 59, 59, 51, 49, 48,
41.
a. How many students took the exam?
b. What was the highest rank?
c. What was the lowest rank?
d. What is the mark of the student who came 6th?
e. What is the position of the student who got 76 marks?
f. Three students got 59 marks. What is their position?
g. How many students got less than 75 marks?

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JSS 3

WEEK 2 TOPIC: WHOLE NUMBERS

WEEK 3 TOPIC: WHOLE NUMBERS CONT’D

WEEK 4 TOPIC: ADDITION AND SUBTRACTION IN BASE 2

WEEK 5 TOPIC: MULTIPLICATION AND DIVISION IN BASE 2

WEEK 6 TOPIC: RATIONAL AND NON-RATIONAL NUMBERS

WEEK 11 TOPIC: FORMULAE: SUBSTITUTION AND CHANGE OF

WEEK 9 TOPIC: SIMPLE EQUATIONS INVOLVING FRACTIONS

WEEK 10 TOPIC: PROBLEM SOLVING ON NUMBER BASES

EXPANSION, CONVERSION AND RELATIONSHIP

JSS 3 Mathematics First Term

 Binary Number System

Convert from other bases to base ten

Operations with binary numbers

B. Using Computer – ICT and Computer

Mobile phone with in-built computer

Entering data into a spreadsheet

Editing data in a cell

C. Word Problems – Sum and difference

From numbers to words

Problems involving equations

JSS 3 Mathematics First Term

 Expression Involving Fractions

Fractions with unknowns in the denominator

Factors with binomials in the denominator

Word problems involving fractions

B. Direct and Inverse Proportion

Direct Proportion to Powers

Notice the shape of the graph of inverse variation.

The Reciprocal of a Number

Given number Additive inverse

JSS 3 Mathematics First Term

Let’s first take a look at decimal addition.

Example #1:Addition in base two with carry

Example #2:No carry

JSS 3 Mathematics First Term

In ∆ABC, using Pythagoras’ rule,

JSS 3 Mathematics First Term

Expression of Algebraic Expressions

These give four possible answers

 (+10) + (+1) = +11

1. The answer can be checked by expanding the brackets

JSS 3 Mathematics First Term

Solving simple equations

Trial and improvement

Step 6: Answer the question in the problem

1. If y = 2x – 9. Express x in terms of y. Find x when y = 5

Example #2:No carry

WEEK 1 TOPIC: FACTORISATION OF QUADRATIC

WEEK 2 TOPIC: TANGENT OF AN ANGLE

WEEK 3 TOPIC: FACTORIZATION: COMMON FACTORS

WEEK 4 TOPIC: SIMILARITY AND ENLARGEMEN

WEEK 5 TOPIC: SIMULTANEOUS LINEAR EQUATION

WEEK 6 TOPIC: TRIGONOMETRY – SINE AND COSINE OF

WEEK 7 TOPIC: AREA OF PLANE SHAPES

WEEK 8 TOPIC: AREAS AND VOLUMES OF SIMILAR SHAPES

Factorizing quadratic expressions

Factorising the difference of two squares

Solving quadratic equations by factorising

Completing the square