Consolidation

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1.

Numbers and their operation

Success Criteria
● Type of numbers (integers, rational numbers, real numbers)
● Four operations
● Standard form
● Primes and prime factorisation
● Finding the highest common factor (HCF) and lowest common multiple (LCM), square
roots, and cube roots by prime factorisation
● Representation and ordering of numbers on the number line
● Use of the symbols <, >, ⩽, ⩾
● Approximation and estimation (including rounding off numbers to a required number of
decimal places or significant figures and estimating the results of computation)
● Use of standard form A × 10n, where n is an integer, and 1 ⩽ A < 10
● Positive, negative, zero, and fractional indices
● Laws of indices
Type of Numbers

Name Symbol Set/Examples

Real Numbers ℝ Includes all numbers on the


number line.

Rational Numbers ℚ All real numbers that can be


expressed as a fraction,
𝑝/𝑞 where 𝑝 and 𝑞 are
integers and 𝑞≠0.

1 5 0
5
, 5
= (1), 3
= (0), etc.

Integers ℤ All positive and negative


whole numbers. (not
including 0)

Whole Numbers - Integers and 0

Natural Numbers ℕ Numbers used for counting


(all positive integers).

Irrational Numbers - All real numbers which can't


be expressed as a fraction
whose numerator and
denominator are integers.

π, √2, √3, etc.


Exercise - Type of Numbers

1. {𝑥 ∈ ℤ}, 𝑤𝑟𝑖𝑡𝑒 𝑜𝑢𝑡 3 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑡ℎ𝑎𝑡 𝑐𝑎𝑛 𝑏𝑒 𝑥

2. {𝑦 ∈ ℕ | 𝑦 𝑖𝑠 𝑒𝑣𝑒𝑛 } 𝑤𝑟𝑖𝑡𝑒 𝑜𝑢𝑡 3 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑡ℎ𝑎𝑡 𝑐𝑎𝑛 𝑏𝑒 𝑦

3. {𝑧 ∈ 𝑖𝑟𝑟𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 } 𝑤𝑟𝑖𝑡𝑒 𝑜𝑢𝑡 3 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑡ℎ𝑎𝑡 𝑐𝑎𝑛 𝑏𝑒 𝑧

4. 𝐻𝑜𝑤 𝑖𝑠 𝑎 𝑤ℎ𝑜𝑙𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡 𝑓𝑟𝑜𝑚 𝑎𝑛 𝑖𝑛𝑡𝑒𝑔𝑒𝑟?

5. 𝐼𝑠 𝑎 𝑠𝑒𝑡 𝑜𝑓 𝑎𝑙𝑙 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑖𝑠 𝑙𝑎𝑟𝑔𝑒𝑟 𝑡ℎ𝑎𝑛 𝑎 𝑠𝑒𝑡 𝑜𝑓 𝑎𝑙𝑙 𝑖𝑟𝑟𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠?

6. 𝑊𝑟𝑖𝑡𝑒 𝑜𝑢𝑡 3 𝑟𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑡ℎ𝑎𝑡 𝑠ℎ𝑜𝑤 𝑟𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠’ 𝑢𝑛𝑖𝑞𝑢𝑒 𝑝𝑟𝑜𝑝𝑒𝑟𝑡𝑦
Number Operations and Their Order

Always solve equations in this order


Everything in the brackets → Division / Multiplication → Addition / Subtraction

How to present four mathematical operators


𝑎 + 𝑏 → 𝑎 𝑝𝑙𝑢𝑠 𝑏
𝑎 – 𝑏 → 𝑎 𝑚𝑖𝑛𝑢𝑠 𝑏
𝑎 × 𝑏, 𝑎𝑏, 𝑎. 𝑏 → 𝑎 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑖𝑒𝑑 𝑏𝑦 𝑏
𝑎
𝑎 ÷ 𝑏, 𝑎/𝑏 , 𝑏
→ 𝑎 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑏𝑦 𝑏

Exercise - Number Operations and Their Order

1. 21 ÷ 3 + (3 × 9) × 9 + 5

2. (17 − 7) × 6 + 2 + 56 − 8

3. 45 ÷ 9 + 12 − 9 ÷ 3
Standard form

Worked Example 1:
Find the standard form of 15600.

Step 1: Find a decimal number less than 10 for 15600. The tip is to ALWAYS move the
decimal point to the left/right. Decimal number = 1.56

Step 2: From 15600 to 1.56, we move by 4 places. Hence, the exponent goes up by 4.

Answer: 1. 56 𝑥 10⁵

Exercise - Standard form

1. 𝑊𝑟𝑖𝑡𝑒 0. 000000000000412 𝑖𝑛 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑓𝑜𝑟𝑚.

3
2. 𝐸𝑣𝑎𝑙𝑢𝑎𝑡𝑒 (4 𝑥 10⁵) 𝑥 (2 𝑥 10 ) 𝑖𝑛 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑓𝑜𝑟𝑚

3
3. 𝐸𝑣𝑎𝑙𝑢𝑎𝑡𝑒 (4 𝑥 10⁵) 𝑥 (2 𝑥 10 ) 𝑖𝑛 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑓𝑜𝑟𝑚

*Come back after Indices and Laws of indices


4 −3
4. 𝐸𝑣𝑎𝑙𝑢𝑎𝑡𝑒 (3 𝑥 10 ) 𝑥 (6 𝑥 10 ) 𝑖𝑛 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑓𝑜𝑟𝑚
−4 −3
5. 𝐸𝑣𝑎𝑙𝑢𝑎𝑡𝑒 (2. 1 𝑥 10 ) ÷ (6 𝑥 10 ) 𝑖𝑛 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑓𝑜𝑟𝑚
4 2
6. 𝐸𝑣𝑎𝑙𝑢𝑎𝑡𝑒 (5 𝑥 10 ) 𝑖𝑛 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑓𝑜𝑟𝑚
Primes and prime factorisation

Prime Numbers - Prime Numbers have 2


factors, which are 1 and the
number itself.

2, 3, 5, 7, 11, 𝑒𝑡𝑐.

Take Note: 1 and 0 are


neither prime nor composite.

Composite Numbers - Composite numbers are


numbers that have more than
2 factors

4, 6, 8, 9, 12, 𝑒𝑡𝑐.

Prime factorisation of any number means to represent that number as a product of prime
numbers.

Worked Example 2:
Express 12 as a product of prime numbers.

Step 1: 12 = 4 × 3
Step 2: 12 = 2 × 2 × 3

2
Answer: 2 × 2 × 3 𝑜𝑟 2 × 3

Exercise - Primes and prime factorisation

1. 𝐸𝑥𝑝𝑟𝑒𝑠𝑠 12 𝑎𝑠 𝑎 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑝𝑟𝑖𝑚𝑒 𝑛𝑢𝑚𝑏𝑒𝑟𝑠.

2. 𝐸𝑥𝑝𝑟𝑒𝑠𝑠 6006 𝑎𝑠 𝑎 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑝𝑟𝑖𝑚𝑒 𝑛𝑢𝑚𝑏𝑒𝑟𝑠.


Application of prime factorisation

Prime factorisation can be used to find:


● Greatest common divisor (GCD)
● Lowest common multiple (LCM)
● Square roots
● Cube roots

Greatest common divisor (GCD) is the largest whole number which is shared by given
numbers.

Worked Example 3:
Find the greatest common divisor for 35 and 49.

Step 1: 35 = 7 × 5 and 49 = 7 × 7
Step 2: the largest whole number shared by 35 and 49 is 7

Answer: 7

Lowest common multiple (LCM) is the smallest multiple that two or more numbers have in
common.

Worked Example 4:
Find the lowest common multiple for 35 and 49.

Step 1: 35 = 7 × 5 and 49 = 7 × 7
Step 2: the smallest multiple of 35 and 49 is 7 × 7 × 5

Answer: 245

(𝐴 𝑓𝑜𝑟𝑚𝑢𝑙𝑎 𝑟𝑒𝑙𝑎𝑡𝑖𝑛𝑔 𝐺𝐶𝐷 𝑡𝑜 𝐿𝐶𝑀)


Square root is the value of power 1/2 of that number. In other words, it is the number whose
product by itself gives the original number.

Example:
4 = 𝑠𝑜𝑚𝑒𝑡ℎ𝑖𝑛𝑔 × 𝑠𝑜𝑚𝑒𝑡ℎ𝑖𝑛𝑔
∴ 𝑠𝑜𝑚𝑒𝑡ℎ𝑖𝑛𝑔 = ± 2

You can simplify the square root by factoring the prime out and see if there is any duplicate.
Example:
1519 = 7 × 7 × 31
= 7 31

The same goes for Cube root, which is the value of power 1/3 of that number.

Exercise - Application of prime factorisation

1.

(a) 𝑊𝑟𝑖𝑡𝑒 𝑑𝑜𝑤𝑛 𝑡ℎ𝑒 ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑐𝑜𝑚𝑚𝑜𝑛 𝑓𝑎𝑐𝑡𝑜𝑟 (𝐻𝐶𝐹) 𝑜𝑓 648 𝑎𝑛𝑑 540.

(b) 𝐹𝑖𝑛𝑑 𝑡ℎ𝑒 𝑙𝑜𝑤𝑒𝑠𝑡 𝑐𝑜𝑚𝑚𝑜𝑛 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑒 (𝐿𝐶𝑀) 𝑜𝑓 648 𝑎𝑛𝑑 540.

2. Find the lowest common multiple (LCM) of 12, 15 and 18.

3. Light A flashes every 5 seconds.


Light B flashes every 6 seconds.
Light C flashes every 7 seconds.

All three lights flash at the same time. Work out how long it will take for all three lights to flash
at the same time again.
Representation and ordering of numbers on the
number line

A number line is a picture of a graduated straight line that serves as a visual representation
of real numbers. Every point of a number line is assumed to correspond to a real number, and
every real number to a point.

You can use a number line to represent an inequality.

Anything more than 1

Anything less than 1

Anything more than or equal to 1

Anything less than or equal to 1

Exercise - Representation and ordering of numbers on the number line


Draw a number line and an arrow to represent a range of − 4 ≤ 𝑥 < 5
Approximation & Estimate

2 ways of rounding off will be heavily tested in examinations.


1. Round off to _______ significant figures.
2. Round off to _______ decimal places

Significant figures are specific digits within a number written in positional notation that carry
both reliability and necessity in conveying a particular quantity.

Rules to identify significant figures in a number:


1. Non-zero digits within the given measurement or reporting resolution are significant.
e.g. 91 has two significant figures
2. Zeros between two significant non-zero digits are significant
e.g. 101.12003 consists of eight significant figures
3. Zeros to the left of the first non-zero digit (leading zeros) are not significant.
e.g. 0.00034 has 2 significant figures
4. Zeros to the right of the last non-zero digit (trailing zeros) in a number with the decimal
point are significant.
e.g. 1.200 has four significant figures or 120.0 has four significant figures
5. Trailing zeros in an integer are not significant
e.g 120 has two significant figures

Exercise - Approximation & Estimate

1. Write each of the following numbers correct to the number of decimal places stated:
(a) 0. 3741 𝑡𝑜 2 𝑑. 𝑝.
(b) 3. 8451 𝑡𝑜 2 𝑑. 𝑝.
(c) 142. 8315 𝑡𝑜 3 𝑑. 𝑝.

2. Write each of the following numbers correct to 3 s.f.


(a) 37412
(b) 0. 002615
(c) 18.3071

3. The mass of a ship is stated as 47384 tonnes to the nearest tonne. Are the following
statements correct?
(a) The mass is less than 47384.5 tonnes
(b) The mass is greater than 47384.4 tonnes
Indices and Laws of indices

An index (plural: indices), or power, is the small floating number that appears after a number
or letter

Laws of indices Examples


𝑚 𝑛 𝑚+𝑛 2 3 5
𝑎 ×𝑎 =𝑎 2 ×2 =2

𝑚 𝑛 𝑚−𝑛 5 2 3
𝑎 ÷𝑎 =𝑎 3 ÷3 =3

𝑚 𝑛 𝑚×𝑛 2 3 6
(𝑎 ) = 𝑎 (4 ) = 4

1 1
𝑎 = 𝑎 5 = 5

0 0
𝑎 = 1 6 = 1
𝑚 2
𝑎 𝑚 𝑎 7 2 7
(𝑏) = 𝑚 (8) = 2
𝑏 8

−𝑚 1 −1 1
𝑎 = 𝑚 9 = 9
𝑎

𝑚 2
𝑛 3 2
𝑚
𝑎 𝑛
= 𝑎 10 3 = 10
Exercise - Indices and Laws of indices

1. Write the following using index notation:


(a) y × y × y (b) p × p × p × p × p

(c) s × s × s × s (d) m × m × m × n × n

(e) s × t × t × t × t (f) a × a × b × b × a × b

2. Without using a calculator, evaluate the following: (


2 4 6
a) 8 (b) 10 (c) 1
2 5 1 2
(d) 12 (e) 2 (f) ( 2 )
5 2 3 3
(g) 10 − 10 (h) 3 + 5

3 3 2
3. Simplify 2𝑎 𝑐 × 3𝑎 𝑐

5 4
10𝑚 𝑛
4. Simplify 2
2𝑚 𝑛

5
50π𝑎
5. Simplify fully 3
2π𝑎

5 7 0
6. Simplify fully ( 465π𝑏 ÷ 38ε𝑥 )
Chapter Practice - Numbers and their operation

Q1) Choose the correct option which provides all the prime numbers.
1) 29, 53, 1, 47
2) 41, 43, 29, 110
3) 17, 19, 23, 9
4) 823, 997, 23, 67

Q2) Choose the correct standard form for 4,300,000


1) 43 x 105
2) 0.43 x 107
3) 4.3 x 106
4) 430 x 104

Q3) Evaluate the following and choose the correct option.18 ÷ 3 -7+ 2 x 5
1) 9
2) -19
3) 5.5
4) 0.9

Q4) Evaluate the following and choose the correct option. 24 - 16 ÷ 4 x 2 +3


1) 7
2) 19
3) 25
4) 4

Q5) Find the HCF of 12, 6 and 8. Express your answers in terms of product notation.

Q6) Find the LCM of 12 and 18. Express your answer in terms of product notation.

Q7) The Highest Common Factor (HCF) of the two numbers is 6. The lowest common Multiple
(LCM) of the same numbers is 60. What are the two numbers, given both numbers are less than
50?

Q8) A red light flashes every 3 seconds. A yellow light flashes every 8 seconds. A green light
flashes every 11 seconds They all flash at the same time. After how many seconds will they next
all flash at the same time?

Q9) Round off the following to 3 significant figures


a) 39899
b) 44000
c) 550.234
d) 12.00
Q10) A blue light flashes every 8 minutes, while a pink light flashes every 54 minutes. Both
lights flash together at 2 pm. When is the next time that both lights will flash together again?

Q11) Evaluate the following equations


1
2 1000 2
a) (3 × 3 )
1

b) 27 3

Q12) The H.C.F. of two numbers is 23, and the other factors of their L.C.M. are 13 and 14. What
can the smallest number be? State the smallest and largest number.

Q13) A merchant has 120L and 180L of two kinds of oil. He wants to sell the oil by filling the two
kinds in tins of equal volumes. Find the greatest volume of such a tin
Chapter Practice Answer - Numbers and their operation

Q1) 823, 13, 23, 67


Q2) 4.3 x 106
Q3) 9
Q4) 19
Q5) 2
Q6) 22 * 32
Q7) 12, 30
Q8) 264
Q9) a) 39900
b) 44100
c) 550
d) 12.0
Q10) 5 pm 36 min
501
Q11) a) 3
b) 3
Q12) 161
Q13) 60L
2. Monomials and Polynomials

Success Criteria
● Using letters to represent numbers
● evaluation of algebraic expressions and formulae
● translation of simple real-world situations into algebraic expressions
● recognising and representing patterns/relationships by finding an algebraic expression
for the nth term
● addition and subtraction of linear expressions
● simplification of linear expressions
● expansion of the product of algebraic expressions
● changing the subject of a formula
● finding the value of an unknown quantity in a given formula
● use of:
2 2 2
- (𝑎 + 𝑏) = 𝑎 + 2𝑎𝑏 + 𝑏
2 2 2
- (𝑎 − 𝑏) = 𝑎 − 2𝑎𝑏 + 𝑏
2 2
- 𝑎 + 𝑏 = (𝑎 + 𝑏)(𝑎 − 𝑏)
● finding the value of an unknown quantity in a given formula
2
● factorisation of quadratic expressions 𝑎𝑥 + 𝑏𝑥 + 𝑐
● multiplication and division of simple algebraic fractions
● addition and subtraction of algebraic fractions with linear or quadratic denominator
Introduction to Algebra

Algebra is a branch of mathematics that deals with symbols and the arithmetic operations
across these symbols.

Example of algebraic expressions:


- 𝑥 + 3
- 2𝑘
𝑏
- 3
− 𝑘

The letters/symbols used to represent certain values, which are not fixed, are called variables.
Variables are generally denoted by the letters x, y, and z, but they are usually arbitrary.

An expression does not contain an equal sign (=) e.g. 𝑥 + 3, but an equation does.

Warm Up - Introduction to Algebra

1. Given an equation 𝑦 = 𝑥 + 3 , what is the value of 𝑦 when 𝑥 = 4?

2. Given an equation 𝑧 = 2𝑘 , what is the value of 𝑘 when 𝑥 = 6?

3. John runs the same number of miles 𝑚 each day. Write an expression to represent the
number of miles John ran in June last year. .
4. Ralph is a baker who makes loaves of bread to order. He needs 5 cups of flour in each
loaf of bread. On a particular day, 𝑥 amount of order for his bread comes in. Write an
equation to represent the total amount of cups of flour 𝑦 he needs.

An ability to manipulate an algebraic equation is of utmost importance for students in secondary


level and higher.

When you've solved an equation for the subject, your subject is the variable by itself on either
the left or right side of the equation.

Worked Example 1 (subject manipulation):


Given 𝑥 = 2𝑦 + 3, make 𝑦 the subject of the equation

Step 1: remove 3 from the right side of the equation by subtracting 3 from both sides of
the equation

𝑥 − 3 = 2𝑦 + 3 − 3 → 𝑥 − 3 = 2𝑦

Step 2: remove 2 from the right side of the equation by dividing 2 from both sides of the
equation

𝑥−3 2𝑦 𝑥−3
2
= 2
→ 2
= 𝑦

𝑥−3
Answer: 𝑦 = 2
(Note: it is preferable to put the subject on the left side of the equation)

Warm Up - Introduction to Algebra

𝑦+3
1. Given an equation 2
= 𝑥 + 3 , make 𝑦 the subject of the equation

2. Given an equation 3(𝑥 + 4) + 6 = 16 , find the value of 𝑥


Students must also be familiar with linear expressions and able to add / subtract / simplify
given linear expressions.

Linear expressions are algebraic expressions containing constants and variables raised to
the power of 1.

e.g. 3𝑥 + 3, 4𝑦 , 5(𝑥 + 3) − 7

Worked Example 2 (addition of linear expressions):


Evaluate (5𝑥 + 3) + (𝑥 + 4).

Step 1: Add 𝑥 variables and constants separately.

(5𝑥 + 3) + (𝑥 + 4) → (5𝑥 + 𝑥) + (3 + 4)

Step 2: Simplify

(5𝑥 + 𝑥) + (3 + 4) → 6𝑥 + 7

Answer: 6𝑥 + 7

Worked Example 3 (multiplication and subtration of linear expressions):


Evaluate 7(2𝑥 + 9) − 3(𝑥 + 5).

Step 1: Multiply 7 & − 3 into the bracket.

7(2𝑥 + 9) − 3(𝑥 + 5) → 14𝑥 + 63 − 3𝑥 − 15

Step 2: Simplify

14𝑥 + 63 − 3𝑥 − 15 → 11𝑥 + 48

Answer: 11𝑥 + 48
Simplification is the act of removing parentheses and combining term

Worked Example 4 (simplification of linear expressions):


Simplify − 2(3𝑥 − 5) + 4𝑥.

Step 1: Multiply − 2 into the bracket.

− 2(3𝑥 − 5) + 4𝑥 → − 6𝑥 + 25 + 4𝑥

Step 2: Add 𝑥 together

− 6𝑥 + 25 + 4𝑥 → − 2𝑥 + 25

Answer: − 2𝑥 + 25

Warm Up - Introduction to Algebra

2𝑥 3(𝑥−5)
1. Simplify fully
3
− 2
(hint: use LCM for the denominator)

1
2. Simplify fully 2
(8𝑥 − 6 + 2𝑥) + 10 + 2𝑥

3. Simplify fully 2(5𝑎 + 10) − 3(2𝑎 + 1) + 4(𝑎 + 5)


Polynomials expansion and factorisation

A polynomial is a mathematical expression consisting of variables and coefficients.


2 3 2
e.g. 𝑥 − 4𝑥 + 7 , 3𝑥 + 2𝑥 − 𝑥 +9

A polynomial can be represented in mainly 2 forms:

(i) A factor form, e.g. (𝑥 + 2)(𝑥 − 1)


2
(ii) An expanded form, e.g. 𝑥 + 𝑥 −2

How to expand a polynomial expression


Step 1: To expand, look at the first digit/alphabet in the first bracket. Then multiply it withthe
second bracket.

Step 2: Look at the second digit/alphabet in the first bracket. Then multiply itwith the second
bracket.

Step 3: Summing the results of the 2 expansions.

Worked Example 5 (polynomial expansion):


Expand (𝑥 − 3)(𝑥 − 2).

2
Step 1: (𝑥)(𝑥 − 2) → 𝑥 − 2𝑥

Step 2: (− 3)(𝑥 − 2) → − 3𝑥 + 6

2 2
Step 3: (𝑥 − 2𝑥) + (− 3𝑥 + 6) → 𝑥 − 5𝑥 + 6

2
Answer: 𝑥 − 5𝑥 + 6
Warm Up - Polynomials expansion and factorisation

Expand the following polynomial expressions:

1. (3𝑥 + 2𝑏) (𝑥 + 𝑏)

2. (𝑥 + 4) (𝑥 + 4)

3. 2(𝑥 − 6) (𝑥 + 6)
How to factorise a polynomial expression

Worked Example 6 (polynomial factorisation):


2
Given a polynomial expression 𝑥 − 2𝑥 − 8
Step 1: Find two numbers that multiply to give you 8 and adds up to give you − 2.
− 8 = − 4 𝑥 2 𝑜𝑟 − 2 𝑥 4 𝑜𝑟 − 1 𝑥 8 𝑜𝑟 − 8 𝑥 1
∴ the two numbers = − 4 𝑥 2

Step 2: Rewrite the two numbers by replacing -2𝑥 with the two numbers.
2 2
𝑥 − 2𝑥 − 8 → 𝑥 − 4𝑥 + 2𝑥 − 8

Step 3: Factorise by first breaking them down into pairs.

Step 4: Hence, there is one common bracket which is (𝑥 - 4). To get the other bracket, take the
other two numbers which is 𝑥 and 2 to form (𝑥 + 2).

Answer: (𝑥 + 2) (𝑥 - 4)

How do I know if a polynomial can be factorised? ***


At your current knowledge, you can only factorise polynomials if they have real roots.

To check whether they have real roots or not:


2
Given 𝑎𝑥 + 𝑏𝑥 + 𝑐

Find b2- 4ac


If b2- 4ac ≥ 0: they have real roots and can be factorised

If b2- 4ac < 0: they do not have real roots and cannot be factorised
Warm Up - Polynomials expansion and factorisation

Factorise the following polynomial expressions:

1. 𝑥² + 2𝑥 + 1***

2. 𝑥² - 1***

3. 𝑥² - 6𝑥 + 9***

5 1
4. 𝑥² + 6
𝑥+ 6

5. 2𝑥² + 11𝑥 + 5

SPECIAL PROPERTIES - MEMORISE!!!***

(a + b)2 = a2 + 2ab +b2


(a - b)2 = a2 - 2ab +b2
a2+b2 = (a + b)(a - b)
Long Division of Polynomials

Worked Example 7 (polynomial long division):

Given an expression 6𝑥² + 10𝑥 - 24 and that one of its roots is 2𝑥 + 6, find another root.

Step 1: Look at the first term of the dividend and divide that by the first term of the
divisor

6𝑥² ÷ 2𝑥 = 3𝑥

Step 2: Multiply the answer from step 1 to the entire divisor. Subtract that from the
dividend then pull down the next term.

(3𝑥)(2𝑥 + 6) = 6𝑥² + 18𝑥


(6𝑥² + 10𝑥 - 24) - (6𝑥² + 18𝑥) = -8𝑥 - 24

Step 3: Similar to step 1, divide the result of step 2 with 2𝑥 + 6

(-8𝑥 - 24) ÷ (2𝑥 + 6) = -4

Answer: 3𝑥 - 4
Warm Up - Long Division of Polynomials

1. Given an expression 2𝑥3 - 5𝑥² - 8𝑥 + 15 and that one of its roots is 3, find another
root.

2. Given an expression 𝑥3 + 6𝑥² + 11𝑥 + 6 and that one of its roots is 𝑥 + 1, factorise
𝑥3 + 6𝑥² + 11𝑥 + 6.
Remainder Theorem

According to the remainder theorem, when a polynomial p(x) (whose degree is greater than
or equal to 1) is divided by a linear polynomial x - a, the remainder is given by r = p(a)

The degree of a polynomial is defined as the highest power of the variable of its individual
terms

To find the remainder, follow the steps below:

Step 1: Find the zero of the linear polynomial by setting it to zero. i.e., x - a = 0 ⇒ x = a.

Step 2: Then just substitute it in the given polynomial. The result would give the remainder.

If the remainder = 0, x - a is the root of the polynomial p(x)

Proof:
By division algorithm, Dividend = (Divisor × Quotient) + Remainder.

Using this, p(x) = (x - a) · q(x) + r.

Substitute x = a

p(a) = (a - a) · q(a) + r

p(a) = (0) · q(a) + r

p(a) = r

i.e. the remainder = p(a).


Worked Example 8 (finding remainder):
Find the remainder when 6x4 - x3 + 2x2 - 7x + 2 is divided by 2x + 3

3
Step 1: 2x + 3 = 0 ⇒ x = − 2
Step 2:

203
Answer:
4

Warm Up - Remainder Theorem

Find the remainder when 2x2 + 11x + 19 is divided by x + 4


Chapter Practice - Monomials and Polynomials

Q1) Factorise x2 - 3x -18 and find the values of x if the following equation is equivalent to 0.

Q2) Add 3a+1 with 8𝑎2 + 5𝑎 − 2.

Q3) Solve the equation 3x2 + 6x - 1 = 8

Q4) Multiply (x-1-a) with (1-a)

Q5) Expand (x - 9)(2x + 7)

Q6) The height of a triangle is given by 3a+2 unit. If its area is 6a2+4a unit2, find the length of its
base.

Q7) What should we multiply (-2x2 - x + 4) with to get (10x3 + 5x2 - 20x)?

𝑥 2 𝑥
Q8) Solve the equation: 3
+ 7
= (7−5)

Q9) Factorise fully the equation: 4𝑥2 − 12𝑥 + 9

Q10) Find the remainder when 2x3 + 21x2 + 55x + 42 is divided by x + 7. Determine whether -7
is the root of 2x3 + 21x2 + 55x + 42

1 3
Q11) Write a single fraction in its simplest form 2𝑥 − 3
− 3𝑥 − 1

Q12) Use factorisation to solve the equation. 3p2 + p - 10 = 0


Chapter Practice Answer - Monomials and Polynomials

Q1) (x - 6)(x + 3); x = 6 or -3


Q2) 8𝑎2 + 8𝑎 − 1.
Q3) x = -3 or 1
Q4) x - ax - 1 + a2
Q5) 2x2 - 11x -63
Q6) 2a unit
Q7) -5x
12
Q8) x = 7
Q9) (2x - 3)2
Q10) 0; yes
−3𝑥 + 8
Q11) 2
6𝑥 − 11𝑥 + 3
5
Q12) p = 3
or -2
3. Functions and Graphs

Success Criteria
● Cartesian coordinates in two dimensions
● Graph of a set of ordered pairs as a representation of a relationship between two
variables
● Linear functions (y = ax + b) and quadratic functions (y = ax2 + bx + c)
● Graphs of linear functions
● The gradient of a linear graph is the ratio of the vertical change to the horizontal change
(positive and negative gradients)
● Graphs of quadratic functions and their properties:
- the positive or negative coefficient of x2
- maximum and minimum points
- symmetry
● Sketching the graphs of quadratic functions given in the form:
- y = – (x − p)2 + q
- y = − (x − p)2 + q
- y = – (x − a)(x − b)
- y = − (x − a)(x − b)
● Graphs of power functions of the form y = axn, where n = −2, −1, 0, 1, 2, 3, and simple
sums of not more than three of these
● Graphs of exponential functions y = kax, where a is a positive integer
● Estimation of the gradient of a curve by drawing a tangent
The Cartesian Plane

The Cartesian plane is defined as a two-dimensional coordinate plane formed by the


intersection of the x-axis and y-axis.

Warm Up - The Cartesian Plane

Draw a cartesian plane and plot A(3,2) and B(-5,-1)


Linear Functions

A function f from a set X to a set Y is an assignment of an element of Y to each element of X.


In other words, it is the matching of input X to corresponding output Y.

e.g. f(x) = x + 2
when x = 3
f(3) = 3 + 2 = 5

Most of the time, you would see the questions let y = f(x)

Linear expressions are algebraic expressions containing constants and variables raised to
the power of 1.

e.g. 3𝑥 + 3, 4𝑦 , 5(𝑥 + 3) − 7

Regarding the linear functions, the questions may ask you to determine:
1. The x-axis intercept
2. The y-axis intercept
3. The gradient of the line
4. The length of the line
5. The point where 2 lines intercept (simultaneous equations)
6. The equation of another line that has some interactions with the given line (extras)

X - axis Intercept Y - axis Intercept


If a graph is given, If a graph is given,
Determine the point where the line or curve Determine the point where the line or curve
crosses the x - axis of the graph crosses the y - axis of the graph

If a function is given, If a function is given,


By substituting y = 0, you can solve for x By substituting x = 0, you can solve for y
value for the x - int (x,0) value for the y - int (0,y)
Gradient of the Line
The gradient of a line is the measure of the steepness of a straight line.
𝐶ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝐻𝑒𝑖𝑔ℎ𝑡 𝐶ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑌
Remember! Gradient = 𝐶ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝐿𝑒𝑛𝑔𝑡ℎ = 𝐶ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑋

If a graph is given,

Change in Y = y2 - y1 = 5 - 3
Change in X = x2 - x1 = 6 - 2

5−3 1
Gradient = 6−2 = 2

If a function is given,
e.g. y = ax + b
Make y the subject of the equation. The gradient is the coefficient of x.

Length of the Line


Finding the length of the line requires the use of Pythagorus Theorem, a2 + b2 = c2
a = the x distance between the two coordinates
b = the y distance between the two coordinates
c = the length of the line

2 2
∴ length = ∆𝑥 + ∆𝑦

To find length of line, it is also very important that we have to have two coordinate points
Worked Example 1 (finding length):
Find the length of the straight line graph
shown on the diagram from (0,1) to (2,5)

2 2
length = (2 − 0) + (5 − 1)

2 2
= 2 + 4

= 20

= 2 5 units

Answer: 2 5 units

Warm Up - Linear Functions

1. For this linear graph, find

a. Y-interception
b. The linear equation
c. x-interception
2. What is the gradient of this line?

3. Find the length of AB and BC


The point where 2 lines intercept
This involves solving simultaneous equations. Simultaneous equations are two or more
algebraic equations that share variables such as x and y.

Worked Example 2 (point of intersection):


Find the point of intersection between 𝑦 = − 𝑥 + 6 and 𝑦 = 3𝑥 + 2.

Step 1: − 𝑥 + 6 = 3𝑥 + 2

Step 2: 4 = 4𝑥

Step 3: 𝑥 = 1

Step 4: substitute 𝑥 = 1 into one of the linear equations


𝑦 = − 1 + 6 = 3(1) + 2 = 5

Answer: (1,5)
Extra (line that has some interactions with the given line)
Parallel Lines Perpendicular Lines

When two lines are parallel, it is important to


note that their gradients are the same.
When two lines are perpendicular,
gradient m1 x gradient m2 = -1

Warm Up - Linear Functions

1. Find the point of intersection between y = 3x+7 and y = - 2x - 3

2. Find the equation of a line when a graph with coordinate points(5, 10) and is
perpendicular to a line Y = 5X+ 100.

3. Find the equation of the line parallel to the line passing through (5,7) and (2,3) and
having y-intercept as -4
Quadratic Functions

Quadratic equations are the polynomial equations of degree 2 in one variable of type
f(x) = ax2 + bx + c = 0 where a, b, c, ∈ R and a ≠ 0.

Graphically,

Regarding the linear functions, the questions may ask you to determine:
1. The x-axis intercept
2. The y-axis intercept
3. The highest point / lowest point
4. Sketching the graphs from quadratic functions given
5. Estimating the gradient of a curve by drawing a tangent
6. Completing the square
The x-axis intercept
If a graph is given,
Determine the point where the line or curve crosses the x-axis of the graph

If a function is given,
First, try to factorise the equation to find the x-intercept of a quadratic function.

Worked Example 3 (quadratic function x-interception):


Find the x-interception of y = x2 + 4x -12

Step 1: x2 + 4x -12 → (x + 6)(x - 2)

Step 2: 0 = (x + 6)(x - 2)

Step 3: Therefore, x = -6 or 2

Answer: (-6,0) or (2,0)

If you cannot easily factorise the quadratic equation, you can use this formula to work out the
answer
The y-axis intercept
If a graph is given,
Determine the point where the line or curve crosses the y - axis of the graph

If a function is given,
By substituting x = 0, you can solve for y value for the y - int (0,y)

The highest point / lowest point


Remember! The coefficient of the x2 will tell the shape of the graph
Given y = ax2 + bx + c

If a > 0 If a < 0
The Smiley Face The Sad Face

Method 1
1. Find the x-coordinate of centre between the two x-intercepts
2. Substitute that x value back into the quadratic equation to get the y-coordinate of the
index

Worked Example 4 (Finding the vertex):


Find the x-interception of y = x2 + 4x -12

Step 1: x2 + 4x -12 → (x + 6)(x - 2)

Step 2: 0 = (x + 6)(x - 2)

−6 + 2
Step 3: The center between x = -6 and x = 2 is x = 2
= -2

Step 4: y = (-2)2 + 4(-2) -12 = -16

Answer: (-2,-16)

Method 2
If given quadratic functions in the form y = (x - h)2 + k, the vertex coordinate is (h,k)
Warm Up - Quadratic Functions

1. This y = x2 + 8x + 12 shows a quadratic graph. What are the x-intercepts?

2. Draw the graph of y = x2 - x - 2 and label the maximum/minimum point, x-intercept and
y-intercept

3. This y = 5x2 + 3x - 4 shows a quadratic graph. What are the x-intercepts?

4. This y = (x - 3)2 - 2 shows a quadratic graph. What are the vertex coordinates?
Sketching the graphs from quadratic functions given (only x-int and y-int are concerned)

y = - x2 + 2x + 8 y = x2 + 6x

y = x2 - 9 y = - x2 + 4x + 5
Estimating the gradient of a curve by drawing a tangent

Step 1: Use a ruler to draw a straight line through


the point on the curve, ensuring that the line only
cut through a single point

Step 2: Calculate the gradient of the straight line

Completing the Square


Step 1: Set the constant aside and pull out the factor to make the coefficient of x2 equal to 1

Step 2: Add another constant that completes the square


e.g. given x2 + 4x + __
Divide the coefficient of x, then square the result
∴ x2 + 4x + (4/2)2 → x2 + 4x + 4

Step 3: Minus off the added constant times the factor that you pulled out in step 1

Worked Example 5 (Completing the square):


Complete the square of the equation y =2x2 + 8x -12

Step 1: 2x2 + 8x -12 → 2(x2 + 4x) - 12

Step 2: 2(x2 + 4x + 4) - 12 - 8

Step 3: 2(x + 2)2 - 20


Warm Up - Quadratic Functions

1. Find the gradient of the curve where x = - 4

2. Complete the square of the following equations:

a. y = x2 + 14x + 49
b. y = 2x2 + 8x + 14
c. y = x2 + 9x + 18
Graphs of Power and Exponential Functions

A power function is a mathematical expression of y = ax^n, where 'a' is a constant, 'x' is the
independent variable, and 'n' is the exponent.

Given a power function f(x) = kxn where n is a non-negative integer, identify the end behaviour.

1. Determine whether the power is even or odd.


2. Determine whether the constant is positive or negative.
3. See the table above for the end behaviour.
NOTE! For a negative power function, x = 0 is an asymptote.

An exponential function is a Mathematical function in the form f(x) = ax, where “x” is a
variable and “a” is a constant. This constant is called the base of the function, and it should be
greater than 0.

1. ax 2. a-x
Chapter Practice - Functions and Graphs

Q1) One solution of the equation kx2 + (k + 1)x - 4 = 0 is x = -2.


(a) the value of k,
(b) the second possible value of x.

Q2) Factorise completely


(a) 8p2q - 6pq3
(b) 6x2y - 2xy + 3x - 1

2
𝑥 +3
Q3) Rearrange the formula y = 2 to make x the subject.
𝑥 +𝑎

Q4) Given that l1 represents the function y = 5x - 7


(a) Find the equation of line l2, which passes through coordinate points(2, 12) and is parallel
to line l1.
67
(b) Find the equation of line l3, which passes through coordinate points(2, − 5
) and is
perpendicular to line l1.
(c) Find the point of intersection of l2 and l3.

Q5) Sketch the following functions:

y = x3 y = x-1 y = 2x
1
Q6) The graph of y = 2
(x - x2) is drawn on the grid.

(a) Write down the equation of the line of symmetry of the curve.
(b) Use the graph to solve the equation x - x2 = -4
(c) The point P has coordinates (-2, 5).
A tangent to the curve can be drawn so that the tangent passes through P.

(i) Draw this tangent on the grid above


(ii) Find the equation of this tangent

Q7) Show that (3n- 1)2 +2 is a multiple of 3 for all integer values of n.

Q8) (a) Find 7x2 + 28x - 6 in the form (x - h)2 + k


(b) Hence, solve the equation 7x2 + 28x - 6 = 0, giving your answers in exact form
Chapter Practice Answer - Functions and Graphs

Q1)
Q2)
Q3)
Q4)
Q5)
Q6)
Q7)
Q8)
4. Equations and Inequality

Success Criteria
● solving linear equations in one variable
● solving simple fractional equations that can be reduced to linear equations, such as:
𝑥 𝑥−2
3
+ 4
= 3
3
𝑥−2
= 6
● solving simultaneous linear equations in two variables by
- substitution and elimination methods
- graphical method
● solving quadratic equations in one unknown by
- Factorisation
- use of formula
- completing the square for y = x2 + px + q
- graphical method
● solving fractional equations that can be reduced to quadratic equations, such as:
6
𝑥+4
= 𝑥 +3
1 2
𝑥−2
+ 𝑥−3
= 5
● formulating equations to solve problems
● solving linear inequalities in one variable and representing the solution on the number
line
Fractional Equations

The trick to solving the fractional equations: make the denominators the same by either
- Using LCM
- Multiplying them together
Then, combine terms into one fraction and solve as usual

Worked Example 1 (Linear Fractional Equations):


𝑥 𝑥−2
Solve 3
+ 4
= 3

Step 1: Find LCM of the denominators / multiply them together (LCM of 3 and 4 is 12)

Step 2: Combine the two terms

4𝑥 3(𝑥−2) 7𝑥 − 6
12
+ 12
= 3→ 12
= 3

Step 2: Solve

7𝑥 − 6 = 36 → 𝑥 = 6

Answer: 𝑥 = 6

Warm Up - Fractional Equations

𝑥+3 𝑥+1
1. 2
+ 4
= 10

2𝑥−5 2𝑥−1
2. 7
− 2
= 3

𝑥 4𝑥+1
3. 2
+ 10
= −8

𝑥+1 2𝑥−1 𝑥+2


4. 2
+ 4
+ 3
= 1
The examination will frequently include fractional equations with an algebraic term as the
denominator, which can be reduced to quadratic equations and solved.

Worked Example 2 (Quadratic Fractional Equations):


6
Solve 𝑥+4
= 𝑥 + 3

Step 1: Multiply 𝑥 + 4 on both sides

6
𝑥+4
(𝑥 + 4) = (𝑥 + 3)(𝑥 + 4)

Step 2: Expand the quadratic term and make one side of the equation 0

2
(𝑥 + 3)(𝑥 + 4) − 6 = 0 → 𝑥 + 7𝑥 + 6 = 0

Step 2: Solve

2
𝑥 + 7𝑥 + 6 = 0 → (𝑥 + 1)(𝑥 + 6) = 0

Answer: 𝑥 = − 1 𝑜𝑟 − 6

Warm Up - Fractional Equations

8 3
1. 𝑥+3
+ 𝑥+8
= 1

8 6
2. 3𝑥−2
+ 𝑥+1
= 2

7 4
3. 𝑥+1
− 3𝑥−2
= 1

4. Given that
2𝑥 + 1 : 𝑥 + 2 = 𝑥 + 8 : 3𝑥 − 4 Find the possible values of x.
Simultaneous Equation

Simultaneous equations are two or more algebraic equations that share variables such as x
and y

There are mainly 3 tested ways to solve simultaneous equations


- Substitution
- Elimination
- Graphical Method

1. Substitution refers to replacing one variable with another to make the equation include only
one variable.

Worked Example 3 (Substitution):


Given x + y = 13 and 4x - 2y = 4, solve for x and y.

Step 1: Take one equation and make one variable the subject

x + y = 13 → y = 8 - x - - - (1)

Step 2: Substitute (1) into another equation

4x - 2(13 - x) = 4

Step 3: Solve for x

4x - 26 + 2x = 4 → 6x = 30 → x = 5

Step 4: Substitute the found value of x back and solve for y

5 + y = 13 → y = 8

Answer: 𝑥 = 5, 𝑦 = 8
2. Elimination refers to adding or subtracting the two equations together to eliminate one of the
variables.

Worked Example 4 (Elimination):


Given 2x + 4y = 14 and 4x - 4y = 4, solve for x and y.

Step 1: Adding the two equations together

Step 2: Solve for x

x=3

Step 3: Substitute the found value of x back and solve for y

2(3) + 4y = 14 → 4y = 8 → y = 2

Answer: 𝑥 = 3, 𝑦 = 2

Note!
You can manipulate the given equations to facilitate the elimination process

e.g. Given x + y = 13 and 4x - 2y = 4, solve for x and y.

Let’s say we want to eliminate x, so we will make the coefficients of x the same.
4(x + y) = 4(13) → 4x + 4y = 52

4𝑥 + 4𝑦 = 52

4𝑥 − 2𝑦 = 4
_______________
6y = 48

y=8
x=5
3. Graphical Method refers to plotting the given equations and finding the point of the
intersection for an answer.

Worked Example 5 (Graphical Method):


Given x + y = 6 and - 3x + y = 2, solve for x and y.

Answer: 𝑥 = 1, 𝑦 = 5

Note!
DO NOT forget to label which graph corresponds to which equation.

Warm Up - Simultaneous Equation

1) a + 3b = 11
a + 2b = 9

2) 4e + 2f = 34
3e + f = 21
3) c + d = 7
c-d=9

4) 14x = 30y + 5
6x = 4y + 11

7 15 5
5) 2
𝑥 − 2
𝑦 = 4
3 11
2
𝑥 − 𝑦 = 4

6) y = x2 - 3
y=x+3

7) e + 6f = 18
e + 4f = 14
Linear Inequalities

An inequality involves one of the four symbols

<, ≤, >, ≥

The following statements illustrate the meaning of each of them:

x > 1: x is greater than 1


x ≥ 1: x is greater than or equal to 1
x < 1: x is less than 1
x ≤ 1: x is less than or equal to=1

Warm Up - Linear Inequalities

1. Represent each of the inequalities below on a number line.


(a) x > 3
(b) -1 < x ≤ 2
(c) x ≤ 1
2. Solve the inequality 6x - 7 ≤ 5 and illustrate the result on the number line

3. Solve the inequality -10 < 6x + 2 ≤ 32

4. A man finds that his electricity bill varies between $50 and $90.
(a) If C represents the size of his bill, write down an inequality involving C.

The bill is made up of a standing charge of $10 and a cost of 10p per kilowatt hour of
electricity.

(b) If n is the number of kilowatt hours used, write down a formula for C in terms of n.
(c) Using your formula, write down an inequality involving n and solve this inequality.
Quadratic Inequalities

Inequalities involving x2 rather than x can still be solved. For example:

Worked Example 6 (Quadratic Inequalities):


Solve inequality x2 < 9.

Step 1: Finding the endpoints.

2
𝑥 = 9
𝑥= ±3

Step 2: Decide whether the region is between or outside the points

This inequality will be satisfied by any number between -3 and 3.

Step 3: Represent the answer on the number line if need be

Answer: − 3 < 𝑥 < 3

Note!
If the inequality had been x2 > 9, then it would be satisfied if x was greater than 3 or if x was
less than - 3. So, the solution will be

x > 3 or x < - 3
Tips!
You can quickly sketch out the graph to determine the range

For this example, x2 < 25

We make one side of the equation equal 0

x2 < 25 → x2 - 25 < 0

Then quickly sketch graph x2 - 25 (see left side)

See which part of the graph below y = 0

Therefore, the answer is -5 < x < 5

Warm Up - Quadratic Inequalities

1. Represent each of the inequalities below on a number line.


(a) x2 + 6 > 15
(b) 3x2 - 7 ≤ 41
(c) x2 - 3x - 4 > 0
2. Solve the inequality x2 - 6 ≤ 0

3.

5.
Chapter Practice - Equations and Inequality

Q1) Find the solutions of the following inequalities.

Q2) Solve the simultaneous equations x + 5y = 5


3x = 9 + y

Q3) In a shop, 2 coffees and 3 cakes cost £9.95


In the same shop, 1 coffee and 4 cakes cost £10.35.
Work out the price for one coffee and the price for one cake

Q4) (a) < = >


Choose a symbol from the list above to make a correct statement.
(b) Solve the inequalities 6 ≤ 2x + 22 < 19.

Q5) (a) Solve x2 - 4x - 21 < 0


(b) Sketch the function f(x) = x2 - 4x - 21 and highlight the portion of the graph in which the
inequality in (a) represents.
Chapter Practice Answer - Equations and Inequality

Q1)
Q2)
Q3)
Q4)
Q5)
5. Set Language and Notation

Success Criteria
Set

In mathematics, a set is a collection of different things; these things are called elements or
members of the set and are typically mathematical objects of any kind.

e.g. A = {4, 2, 1, 3}
B = {blue, white, red}.

There are mainly 3 types of sets (no need to remember the names)
● An intensional definition uses a rule to determine membership.
e.g.

● An extensional / roster definition describes a set by listing all its elements.


e.g. A = {4, 2, 1, 3}.

● An ostensive definition describes a set by giving examples of elements.


e.g. {..., −3, −2, −1, 0, 1, 2, 3, ...}.

A universal set is a set that contains all the elements or objects of other sets that are
considered in the problem. It is usually denoted by a symbol ‘U’ or ‘ε’

Warm Up - Set

Write out, with proper set notation,

1. A =
2. B =
3. Universal Set U =
Set Notation

Set notation refers to the different symbols used in the process of working within and across
the sets.

There are 10 notations you need to know:

1. ⊂ Proper subset
e.g A ⊂ B (every element of A is also an element of B & A does NOT equal B)

A = {1, 2, 3, 4, 5} and B = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}.

2. ⊄ Not a proper subset

3. ⊆ Subset
e.g A ⊂ B (every element of A is also an element of B & A may or may not be equal to B)

A = {1, 2, 3, 4, 5} and B = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}.


A = {1, 2, 3} and B = {1, 2, 3}.

4. ⊈ Not a subset

5. ∪ Union
This operation of a union of sets combines all the elements of the two sets and
presents it as a single set.

6. ∩ Intersection
The operation of the intersection of sets takes the common elements of the two sets to
form a new set.
7. ∈ Belong to / Member of
When a particular element is said to belong to a set A. If the set A = {a, b, c}, then we
refer that the element a belongs to set A, as a ∈ A.

8. Ø Null Set
A set that does not have any elements in it is referred to as a null set. It is also called an
empty set and is represented as Ø = { }.
e.g. A = { } or A = Ø

9. A' Complement Of A Set


The complement of a set is all the elements of the universal set except the elements of
the set A.

10. n(A) Number of elements in A


e.g. A = {4, 2, 1, 3}.
∴n(A) = 4

11. - Difference / Subtraction


e.g. A = {4, 2, 1, 3}, B = {4, 2}.
∴A - B = {1,3}

12. Δ Delta
The notation of delta between two sets gives the elements remaining after removing the
common elements from the union of the two sets.
13. Equal Sets
Two sets that contain exactly the same elements, regardless of the order listed or
possible repetition of elements.

Example: 𝐴 = {1, 1, 2, 3, 4}, 𝐵 = {4, 3, 2, 1, 2, 3, 4,}.

Sets 𝐴 𝑎𝑛𝑑 𝐵 are equal because they contain exactly the same
elements (i.e. 1, 2, 3, & 4).

14. Equivalent Sets


Two sets that contain the same number of distinct elements.

Warm Up - Set

1.

2.

3.

4. Given A = {1, 2, 3, 4, 5} and B = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}, find:


i) A Δ B
ii) n(A∩B)
iii) whether A is a subset of B (T/F)
Venn Diagrams

A Venn diagram is a diagram that helps us visualise the logical relationship between sets
and their elements and helps us solve examples based on these sets.

Using the knowledge of set notations, here are operations of set and Venn Diagram
Warm Up - Venn Diagrams

1. Study the following Venn diagram and state whether the statements are true or false.

a. People who liked only one beverage is 100.


b. 80 people love both tea and coffee.
c. 20 people do not drink any of the beverages.
d. Total coffee-only drinkers are 40.
e. There are more tea-only drinkers than coffee-only drinkers.

2. Jenna has been challenged to list the following. Could you help her match the same?

A = First 3 factors of 8,
B = First 8 multiples of 1

i) A ∪ B = { }
ii) A ∩ B = { }

3. Here is a Venn diagram. Write down the numbers that are in the set:

i) A =
ii) A ∪ B =
iii) A' =
4. In the given Venn diagram, find out the items that fall under

i) C ∪ D’
ii) n(C’ ∩ U)
iii) CΔD
iV) U - C∪D
Chapter Practice - Set Language and Notation

Q1) Given the set description below, answer the following questions

U = All integers from 1 to 10. A = Odd integers from 1 to 10.


B = Even integers from 1 to 10. C = Multiples of 2 from 1 to 10.

a) Write each of the sets in extensional / roster notation.


b) Are Set B and Set C Equal?
c) Are Set A and Set C Equivalent?
d) Find B’ and C’
e) A ∪ C’
f) B’ ∩ C

Q2) In a class of 24 students

12 students play the piano


13 students play the guitar
4 students play neither instrument.

Represent this information on a Venn diagram

Q3)

(a) List the elements in


(i) R,

(ii) P∩R,

(b) Underline the correct statements from the list below.


Q4)

(a) (i) A∩B,


(ii) (A∪B)’

(b) Use set notation to describe the shaded region.

(i) (ii)
Chapter Practice Answer - Set Language and Notation

Q1) a) U = {1,2,3,4,5,6,7,8,9,10}, A = {1,3,5,7,9}


B = {2,4,6,8,10}, C = {2,4,6,8,10}
b) Yes
c) Yes
d) B’ = C’ = {1,3,5,7,9}
e) A ∪ C’ = {1,3,5,7,9}
f) B’ ∩ C = Ø or { }

Q2)
Q3)
Q4)
Q5)
6. Law of Surds

Surds are the square roots (√) of numbers that cannot be simplified into whole or rational
numbers. It cannot be accurately represented in a fraction. In other words, a surd is a root of
the whole number with an irrational value.

e.g. √2, √20, etc.

There are 6 Rules for Surds

Rule 1:

18 = 9 x 2 = 32 x 2 since 9 is the greatest perfect square factor 18.

Therefore, √18 = √(32 x 2)

= √32 x √2

= 3√2

Rule 2:

12 12
121
=
121

2
2 *3
= 11
2 3
= 11

Rule 3:

You can rationalise the denominator by multiplying the numerator and denominator by the
denominator.

5
7

Multiply the numerator and denominator by √7

5 5 7 5 7
=( )x( )= 7
7 7 7
Rule 4:

5√6 + 4√6

5√6 + 4√6 = (5 + 4) √6

= 9√6

a2+b2 = (a + b)(a - b) WHAT SUP’! REMEMBER ME?

Rule 5:

Rule 6:
Chapter Practice - Law of Surds
Chapter Practice Answer - Law of Surds
7. Angles, Triangles and Polygons

Success Criteria
Angles

Angles are formed when two lines intersect at a point. The measure of the 'opening' between
these two rays is called an 'angle'. It is represented by the symbol ∠.

There are 6 types of angles, as shown below:

Warm Up - Angles

Write out the types of the following angles:

(a) 127° (b) 14°

(c) 180° (d) 275°

(e) 90° (f) 111°


Properties of Angles

1. Vertically opposite angles are angles that are opposite one another at a specific
vertex and are created by two straight intersecting lines. Vertically opposite angles
are equal to each other.

2. Angles on a straight line will always sum up to 180°.

3. Angles around a point describe the sum of angles that can be arranged together to
form a full turn. Angles around a point add up to 360°.
4. Two angles are supplementary when they add up to 180º. They do not have to be
next to each other

5. Two angles are complementary when they add up to 90º. They do not have to be
next to each other

Angles formed by two parallel lines and a Transversal

Parallel lines are straight equidistant lines that lie on the same plane and never meet each
other.

A transversal line, in geometry, passes through two lines in the same plane at two distinct
points.

Two parallel lines and a Transversal from 4 angles:

1. Corresponding Angles:
- The corresponding angles have
the same relative position.
- The corresponding angles are
equal in measure
- e.g. ∠1 = ∠5, ∠2 = ∠6

2. Alternate Interior Angles:


- Alternate interior angles are
formed inside two parallel lines.
- The alternate interior angles are
equal in measure
- e.g. ∠4 = ∠5, ∠3 = ∠6
3. Alternate Exterior Angles:
- Alternate exterior angles are formed on either transversal side.
- The alternate exterior angles are equal in measure.
- e.g. ∠1 = ∠8, ∠2 = ∠7

4. Consecutive Interior Angles:


- The pairs of angles formed on the inside of one side of the transversal are called
consecutive interior angles or co-interior angles.
- The pair of consecutive interior angles are supplementary.
- e.g. ∠4 + ∠6 = 180°, and ∠3 + ∠5 = 180°

Warm Up - Properties of Angles and Angles formed by two parallel lines and a
Transversal
Find angle x in each of the following diagrams:
Triangles

Triangles can be classified into broad categories based on their angles and sides.

Here are some properties of triangles you need to know:


1. The sum of the three interior angles of a triangle is always 180°.
2. The sum of the length of the two sides of a triangle is greater than the third.
3. Hypotenuse² = Base² + Altitude²
4. The exterior angle of a triangle is always equal to the sum of the interior opposite angles.
In the given triangle, Exterior angle (e) = ∠a + ∠b

All these exterior angles add up to 360°.


Warm Up - Triangles

1. Classify the following triangle.

2. Use the information in the diagram to determine the type of triangle of ABD.

3. The exterior angles of a triangle are equal to 120° each. Classify the triangle.
Quadrilaterals

A quadrilateral is a two-dimensional figure. It is a type of polygon, and what makes a figure a


quadrilateral is the fact that it has four sides.

The five types of special quadrilaterals are:

A rectangle is a quadrilateral with opposite parallel sides of equal length and four equal right
angles of 90 degrees each.

1. The opposite sides of a rectangle are equal and parallel to each other.
2. It has four equal angles of 90 degrees.
3. The diagonals bisect each other.
4. The sum of the angles in a rectangle is 360 degrees.
A square is a quadrilateral with four sides of equal length and four equal right angles of 90
degrees each.

1. The diagonals bisect each angle.


2. It has four equal angles of 90 degrees.
3. The length of the diagonals is longer than the sides of the square.

The rhombus is a quadrilateral with equal sides. The opposite sides are parallel to each
other. A rhombus also has equal opposite angles.

1. The opposite sides of a rhombus are equal and parallel.


2. The opposite angles of a rhombus are equal.
3. The diagonals bisect each other.
4. The diagonals of a rhombus bisect each angle.
5. The area of a rhombus is half the product of the length of its diagonals.
A trapezoid is a quadrilateral. However, it is not a parallelogram because it has just one pair
of parallel sides. The parallel sides are called the bases, and the other two are called the legs.

1. Just one pair of the opposite sides (the base) are parallel.
2. The sum of the angles on the same side is equal to 180°.
(𝑏𝑎𝑠𝑒1 + 𝑏𝑎𝑠𝑒2)
3. Area = 2
× height

The kite has two pairs of congruent sides adjacent to each other.

1. It has two pairs of congruent sides.


2. It has two pairs of adjacent sides.
3. The angles opposite each other from the diagonals are equal.
4. The diagonals bisect each other at right angles.
5. The area of a kite is half the product of the length of its diagonals.
Warm Up - Quadrilaterals

Q1) What is the perimeter of a square whose diagonal is 3 2

Q2) A builder is building a rectangular deck with dimensions of 16 feet by 30 feet. What
should diagonal measure to ensure that the sides form 90° angles?

Q3) In rectangle ABCD, diagonals AC and BD intersect at E.


If AE = x + 2 and BD = 4x - 16, then what is the length of AC?

Q4) In the accompanying diagram of rectangle ABCD, m∠BAC = 3x + 4 and


m∠ACD = x + 28. What is m∠CAD?

Q5) In a trapezium ABCD, AB//CD. If the angle A = 95°, what is the angle D?

Angle sum of interior and exterior angles of any


convex polygon

A polygon is convex if all the interior angles are less than 180 degrees.

To find a sum of interior angles: S = 180 ( n − 2 )

To find a sum of exterior angles: S = 360


Chapter Practice - Angles, Triangles and Polygons

Q1) AB is a tangent to a circle, centre 0.


CB is parallel to OA, and angle OBC = 66°
.

Find angle OAB.

Q2) (a) Find


(i) Angle EDC.
(ii) Angle BCD.

(b) Explain why the quadrilateral ACDE is a parallelogram.

Q3) A decagon is a polygon with 10 sides. Find,


(a) an interior angle
(b) an exterior angle
Q4)

ABCD is a trapezium.
AEC is a straight line.
Angle BAC = 34°, angle DEC= 45°, angle CDE = 38° and angle ADE= 22°.

(a) Calculate the reflex angle ABC.


Give a reason for each step of your working.

(b) Explain why a semicircle, with AD as diameter, does not pass through C.

Q5) Use the diagram below to answer the following questions.

a) Calculate C2
b) Calculate C1
c) Calculate A4
Chapter Practice Answer - Angles, Triangles and Polygons
8A. Congruence and Similarity

Success Criteria
Congruence and similarity

Congruence and similarity are mathematical terms used to describe how two or more
shapes are related.

Congruent:
- Exactly the same shape and size
- Corresponding angles are equal
- Corresponding sides are equal

Similar:
- Same shape but different sizes
- Corresponding angles are equal
- Corresponding sides are proportional

Our focus will primarily be on determining the congruence and similarity between two
triangles.
Congruent and Similar Triangles

There are 4 special conditions to help us recognise congruent triangles.

- Side-side-side (SSS)
- Right angle, hypotenuse and one other side (RHS)
- Side-angle-side (SAS)
- Angle-side-angle (ASA)

Side-side-side (SSS):
When two triangles have all three sides the same, they are congruent.

Right angle, hypotenuse and one other side (RHS):


When two triangles are right-angled and have the hypotenuse and one of the shorter sides the
same, they are congruent.

Side-angle-side (SAS):
When two triangles have two sides, and the included angle is the same, they are congruent.
The included angle is the angle between the two sides.
Side-angle-side (SAS):
When two triangles have two angles, and the included side is the same, they are congruent.

This can also be known as angle-angle-side (AAS), as if two angles in a triangle are known; the
third angle can be worked out using the angle fact that the sum of interior angles in a triangle is
180°

Warm Up - Congruent Triangles


Similar shapes are the same shape, but they have different sizes.

- All corresponding angle pairs of triangles are equal.


- All corresponding sides of triangles are proportional.

If we know that 2 shapes are mathematically similar, we can work out any missing sides using
the ratio or scale factor.

Warm Up - Similar Triangles


Ratio of areas of similar figures

For similar plane figures:


The ratio of the areas of two similar figures is equal to the square of the ratio of the
corresponding sides.

For similar plane solids:


The ratio of the areas of two similar figures is equal to the cube of the ratio of the corresponding
sides.

Worked Example 1 (ratio of area of similar plane figures):


Rectangles ABCD and EFGH are similar. If the width of rectangle ABCD is 5 cm and the width
of rectangle EFGH is 10 cm, what is the area ratio for these two figures?

Step 1: Find the ratio of the corresponding sides of the similar figures.

5 : 10 = 1 : 2

Step 2: Find the area ratio by squaring the ratio of the corresponding sides.

12 : 22 = 1 : 4

Answer: 1 : 4
Warm Up - Ratio of areas of similar figures

1.

2.

3.
Chapter Practice - Congruence and Similarity

Q1)

The diagram shows a regular hexagon and an equilateral triangle.


The ratio of the perimeters hexagon: triangle = 1: 2,

Find the ratio of the areas hexagon: triangle.

Q2) The diagram shows a sketch of a horizontal field, AEFDG.


A survey of the field was carried out, and measurements taken.
The measurements, in metres, of some of the lengths are shown on the diagram.

Angles BAE, DCF and DBG are right angles.


ABCD is a straight line.

(a) Angle BGD = angle BAG.


Show that BD = 54 m.

(b)The area of section ACFE= 1586m2.


Calculate the total area of the field AEFDG.
Q3) Two wine bottles have similar shapes. The standard bottle has a height of 30 cm.
The small bottle has a height of 23.5 cm.

(a) Calculate the ratio of the areas of the bases of the two bottles.
Give your answer in the form n: 1.

(b) What is the ratio of the volumes of the two bottles?


Give your answer in the form n: 1.

(c) Is it a fair description to call the small bottle a 'half bottle'?


Give a reason for your answer

Q4)

Q5) One box has a surface area of 96 cm2 and a height of 4 cm. A second similar box has a
volume of 1728 cm3 and a surface area of 864 cm2.

Find (a) the height of the larger box (b) the volume of the smaller box.
Chapter Practice Answer - Congruence and Similarity
8B. Properties of Circles

Success Criteria
Part of Circles

Circumference / Perimeter: The length of the boundary of the circle.

Radius: Radius is the distance from the centre of a circle to any point on its boundary.

Chord: A chord is any line segment touching the circle at two points on its boundary. The
longest chord in a circle is its diameter.

Tangent: A tangent is a line that touches the circle at a unique point and lies outside the circle.

Secant: A line that intersects two points on an arc or circumference of a circle is called the
secant.

Arc: An arc of a circle is a curve, which is a part or portion of its circumference.

Segment: The area enclosed by the chord and the corresponding arc in a circle is called a
segment. There are two types of segments - minor segment and major segment.

Sector: The sector of a circle is defined as the area enclosed by two radii and the
corresponding arc in a circle. There are two types of sectors - minor sector and major sector.
Symmetry properties of circles

1. Equal chords are equidistant from the centre. Likewise, Equidistant chords from the
centre are equal in length.

In the figure below, AB and DC are equal in length and are equidistant from centre O.

2. The perpendicular from the centre of a circle to a chord bisects the chord (splits the
chord into two equal parts).

3. The angle between a tangent and a radius is 90 degrees. Tangents which meet at the
same external point are equal in length.
4. (a) The line joining an external point to the centre of the circle bisects the angle between
the tangents and forms two congruent triangles.

(Figure below APO and BPO are congruent)

(b) The angle between the two tangents drawn from an external point to a circle is
supplementary to the angle subtended by the line segment joining the points of contact
at the centre

(∴ ∠APB + ∠BOA = 180°)


Angle properties of circles

Subtended angles: An angle within a circle is created by two chords meeting at a point on
the circumference.

1. The angle that lies between a tangent and a chord is equal to the angle subtended by
the same chord in the alternate segment.

2. Given that they are extended from the same arc, the angle at the centre is twice the
angle at the circumference.

3. Angles in the same segment are equal.


4. The triangle in a semi-circle is always a right-angled triangle.

5. The opposite angles in a cyclic quadrilateral total 180°


Warm Up - Properties of circles
Chapter Practice - Congruence and Similarity

Q1) (a)

A, B and Care points on the circle with centre 0.


D and E are points on the circle with centre P.
BFE and CFD are tangents to both circles.
AOC is a straight line.

(i) Show that triangle BDF is congruent to triangle CEF.


Give a reason for each statement you make

(ii) Angle OAB = x°.


Find, in terms of x,

(I) angle OBC,


(II) angle DPE.

(b) The diagram shows a circle, centre K, radius 12 cm.


Angle LKM = 1.8 radians.

(i) Calculate the length of the major arc LM.


(ii) Calculate the percentage of the circle that is shaded.
Q2)

O is the centre of the circle passing through A, B, C and D.


Angle AOC= 3x° and angle ABC= (2x+5)°.
(a) Find, in terms of x, angle ADC.

(b) Find x.

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