Grade 8 Mathematics After Validation - B5
Grade 8 Mathematics After Validation - B5
i
2.2.2 Cube root of a rational number..........................................................88
2.3 More real-life applications on squares, square roots, cube and cube
roots............................................................................................................94
Summary for unit 2.............................................................................................97
Miscellaneous exercise 2....................................................................................99
Unit 3:Linear equations and inequalities..........................................................101
3.1 Revision of Cartesian coordinate system...........................................102
3.2 Graph of linear equations........................................................................106
3.3. Solving Linear inequalities....................................................................116
3.4 Applications in linear Equations and Inequalities..................................121
Summery for unit 3...........................................................................................127
Miscellaneous Exercise 3..................................................................................130
UNIT 4: Similarity of Figures..........................................................................134
4.1 Similar Plane Figures..............................................................................135
4.1.1 Definition and Illustration of similar figures...................................136
4.1.2 Similar Triangles............................................................................142
4.1.3 Tests for similarity of triangles (AA, SSS and SAS).......................149
4.1.4 Perimeter and Area of similar triangles...........................................157
Summary for unit 4...........................................................................................165
Miscellaneous Exercise 4..................................................................................169
Unit 5:Theorems on triangles...........................................................................172
5.1 The three angles of a triangle add up to 1800..........................................173
5.2 The exterior angle of a triangle equals the sum of the two remote.........180
5.3 Theorems on the Right-angled triangles.................................................184
5.3.1 Euclid’s Theorem and its converse...........................................185
5.3.2 The Pythagoras’ Theorem and its Converse....................................192
Summary for Unit 5..........................................................................................199
Miscellaneous Exercise 5..................................................................................201
UNIT 6:Lines and Circles.................................................................................204
ii
6.1 Circles.....................................................................................................205
6.1.1 Lines and Circles.............................................................................205
6.1.2 Central angle and inscribed angle....................................................215
6.1.3 Angles formed by two intersecting chords......................................222
6.2 Application of circles..............................................................................228
Summary for Unit 6..........................................................................................233
Miscellaneous Exercise 6..................................................................................236
Unit 7:Solid figures and Measurements............................................................239
7.1 Solid figures............................................................................................240
7.1.2. Pyramids and cones........................................................................245
7.2 Surface Area and Volume of Solid Figures............................................254
7.2.1 Surface area of prisms, pyramids, cylinders and cone.....................254
7.2.2 Volume of Prisms and Cylinders.....................................................271
7.3 Application on Solid Figures and Measurements...................................275
Summary for unit 7...........................................................................................280
Miscellaneous Exercise 7..................................................................................283
Unit 8: Introduction to Probability....................................................................286
8.2 probabilities of simple events.................................................................292
8.3 Applications on Business, Climate and Road transport accidents.........303
Summary for Unit 8..........................................................................................307
Miscellaneous Exercise 8..................................................................................309
iii
Unit 1: Rational Numbers
Learning outcomes
1
1.1 The concept of Rational numbers
Group work 1.1
Discuss the following questions with your partners.
1. What is fraction?
2. What is rational number?
3. Name the numerator and denominator of the fractions and
identify the type of fractions.
3 12 2 8
a) 5 b) 7 c) 3 5 d) 2
2
2. Improper fraction: If the numerator of a fraction is greater
than or equal to its denominator, then the fraction is called
improper fraction.
a
i.e. The fraction b is called improper fraction, if a≥ b.
3 7 6
Examples, 2 , 5 , 2 etc.
7 +1 1 39 +4 4
a) 2 ¿ 7÷ 2¿3 2 ¿ 3 2 . b) 5 ¿ 39÷5 ¿ 7 5 ¿7 5 .
3
2 5× 7+2 37 2 2 37
a) 5 7 ¿ 7
¿
7
or 5 7
¿ 5 +¿ ¿
7 7
.
1 3× 4 +1 13 1 1 13
b) 3 4 =¿ 4
= 4
or 3 4
¿ 3+¿ ¿
4 4
.
Rational numbers
a
Definition 1.2 Any number that can be written in the form of b ,
a
Note: Any integer ' a ' can be written in the form 1 .
4
1.1.1 Representation of rational numbers on a
number line
Group work 1.2
Discuss the following questions with your friends.
1. Draw integers on the number line.
2. Draw a number line and represent the following rational
numbers on the number line.
1 2 −3 3 7
a) 3 b) 3 c) 8 d) 1 4 e)−¿2 8
line.
12
c) −¿ 7 lies to the right of 0 on the number line.
number line.
1 5
e) The rational number 3 and −¿ 2 are on the opposite side
5
−21 7
f) The rational number 5
and −31
are on opposite side
−5 6 3 3 9
a) 2
b) 3 c) 4
d) 2 e) 2
Solution: First draw a number line and then mark the location of
each fraction.
5
a) The number−¿ 2 is located half way between −¿2 and −¿3.
6
6
b) The number 3 is located at the point labeled 2.
3
c) The number 4 is located between 0 and 1.
3
d) The number 2 is located half way between 1 and 2.
9
e) The number 2 is located half way between 4 and 5.
1 2 3 4 5
i) 2 ¿ 4 ¿ 6 ¿ 8 ¿ 10 ¿ … are equivalent fractions.
7
2 4 6 8 10
ii) 3 ¿ 6 ¿ 9 ¿ 12 ¿ 15 ¿… are equivalent fractions.
3 6 9 12 15
iii) 4 ¿ 8 ¿ 12 ¿ 16 ¿ 20 ¿... are equivalent fractions.
1 2 3 4 5
iv) 1 ¿ 2 ¿ 3 ¿ 4 ¿ 5 ¿… are equivalent fractions.
Note:
a a n a m a k
1. b ¿ b × n =¿ b × m = b × k .
a a n a m a k
Therefore, b , b × n , b × m , b × k are equivalent fractions.
a c
2. b ¿ d if and only if a×d ¿b×c.
5 13
For example: a) 7 and 7 are similar fractions.
8 7
b) 5 and 6 are dissimilar fractions.
8
+ ¿¿
Q is equal to the combination of Q−¿ ,Q ¿
and 0.
9
5. List the numbers which belong to either in the whole number
or rational numbers.
10
Since points corresponding to 15 and -15 are at the same distance
from opposite sides of ' 0 ' , we have |15|=|−15|=15
Figure 1.5
opposite side
11
||
5 5
For example, 6 ¿ 6 , |0| ¿ 0, |−10| ¿ −(−10 ) =10 etc.
{
x if , x >0
¿ x∨¿ ¿ 0 if , x=0
−x if , x <0
|−1|
a) 5 b) 9|7 | |0 |
c) 4
Solution:
−1
a) Since 5 ¿ 0, we obtain |−15|=¿ −( −15 ) ¿ 15 .
7
|7 |
b) Since 9 > 0, we get 9 ¿ 9 .
7
0
c) Since 4 ¿ 0, we obtain |04| ¿ |0| ¿ 0.
Example 7: Simplify each of the following absolute value
expressions.
a) |9−4| b) |5−10|
Solution:
a) Since 9−4=5 and 5>0 , we have |9−4|=|5|=5
b) Since 5−10=−5 and −5<0 ,we have
|5−10|=|−5|=−(−5) ¿ 5.
12
Exercise 1.1
13
1.2 Comparing and Ordering Rational
Numbers
1.2.1 Comparing rational numbers
Group work 1.4
Discuss the following questions with your friends.
1. Insert ¿ ,=,<¿ to express the corresponding relationship
between the following pairs of rational numbers.
a) 10 _______ 50 b) −10 _______ −50
25 −30 50 150
c) 4 _______ 4
d) 4 _______ 12
14
Figure 1.5 number line
−5 −3
Note: The fractions 2 and 2 have the same denominator 2
1
from which it follows that −5<−3 and the fraction 7
8
and 7 have the same denominator,7 from which it follows
that1<8 .
For example; consider the number line given in figure 1.6 below.
15
Figure 1.6 number line
−5 −3
As shown in the above figure 1.6, −4 is to the left of 2 , 2 is to
1 1 3
the left of −¿ 2 , −1 is to the left of 2 and 2 is to the left of 4.
5 −3 1 1 3
Therefore,−4← 2 < 2 ← 2 <−1< 2 < 2 <4 .
16
Figure 1.7 number line
Solution:
5 2 5 2
c) 2 7 ¿ 3 7 , since 2 7 is to the left of 3 7 .
Solution:
−7 6 −8 5 −3
a) 8 ¿ 8 b) −¿0.51 ¿ 15 c) 8 ¿ 8
17
Among two negative rational numbers, the one with the
larger absolute value is smaller than the other.
−1 −3 3 −3
Gurmessa wrote: 7, 2 , 5 , 4 , 7 , 3, −7 and
18
−3 −1 −3 3
Zeyneba wrote: -7, 5 , 2 , 7 , 4 ,3, 7. Then who listed the
numbers correctly?
b ≠ 0 and d ≠ 0.
a c
i) b ¿ d if and only if ad <bc .
a c
ii) b ¿ d if and only ifad =bc.
a c
iii) b ¿ d if and only if ad >bc .
8 15
Example 11: a) 3 ¿ 4 , since 8× 4 ¿ 3×15. That is,32< 45.
17 51
b) 2 ¿ 6 , Since 17 ×6 ¿ 51 ×2 which implies
that 102=102.
23 23
c) 4 ¿ 7 , Since 23 ×7¿ 23 ×4 which implies
19
that 161>92.
Note: If p and q are rational numbers, then one and only one
of the following relation holds true:
p ¿ q or p ¿ q or p ¿ q.
Exercise 1.2
1. Compare the following rational numbers using > , < or= sign.
4 3 13 11 2
a) 5 _____ 5 b) 24 _____ 6 c) 8 _____
14
21
7 1 1 12
d) 10 _____ 10 e) 3 _____ 36
20
Figure 1.8 number line
21
1 (−5) + 3 7 +(−2) 1
d) 4 +¿ 8
e) 6+ ¿ 9 f) 5+ 6
4 3
Adding numbers of the same sign.
That is, to add numbers with the same sign, add the absolute
values of the numbers and then attach the sign of the addends.
i) When the addend with the longer arrow is positive, the sum is
Positive.
ii) When the addend with the longer arrow is negative,
the sum is negative.
iii) When the addends have arrows of equal length, the sum is 0.
That is, to add numbers with different signs, find the absolute
value of each number. Subtract the smaller of the two from the
larger. Then attach the sign of the number with the larger absolute
value.
Solution:
22
a) −7+ 4
b)7+ 4+2
Therefore, (−65)+(−48)=−113
b) 27+(−53)
|27|=27 and |−53|=53…find the absolute values.
53−27=26 …subtract the smaller from the larger.
23
27+(−53)=−26 . Because the |−53|>|27|, so attach
a b
For two rational numbers c and c , c ≠ 0, the sum is given by
a b a+b
+ ¿
c c c
.
13 + 22 +4
a) 7 7
b) 0.3 10
Solution
13 + 22 13+22 35
a) 7 ¿ ¿ ¿5
7 7 7
+4 3 +4 3+4 7
b) 0.3 10 ¿ 10 10 ¿ 10 ¿ 10 ¿0.7
24
In this case we take the least common multiple (LCM) of their
denominators and express each of the given numbers with the
LCM as the common denominator.
a c
Let b and d be rational numbers, where b ≠ 0 and d ≠ 0.Then
a c ad +bc
b +¿ d = bd
, if LCM(b , d )=bd
a c
If the LCM(b , d ) is either b or d then b +¿ d is
a+c a+c
either b
or d , respectively.
two
forms in which both of them have the same denominator 18.
5 5× 3 15 7 7 ×2 14
We have 6 ¿ 6 ×3 ¿ 18 and 9 ¿ 9 ×2 ¿ 18
5 7 15 14 15+14 29
Therefore, 6 +¿ 9 ¿ 18 +¿ 18 ¿ 18
¿
18
5 5 ×7 35
b) LCM(6 , 7)=42. Therefore, 6 ¿ 6 ×7 ¿ 42 and
−3 −3 ×6 −18
¿ ¿
7 7 ×6 42
25
5 +(−3) 35 +(−18) 35−18 17
Now, 6 ¿
42
¿
42
¿
42
7 42
−17 −17 ×1 −17
c) LCM(32 , 16)=32. Therefore, 32 ¿ 32× 1 ¿ 32 and
13 13× 2 26
¿ ¿
16 16 ×2 32
−17 + 13 −17 26 −17+26 9
Now, 32 16
¿
32
+¿
32
¿
32
¿
32
.
Solution:
Figure1.11
Properties of addition of rational numbers
The following properties of addition hold true for any rational
numbers.
a c m
For any rational numbers b , d and n with (b ≠ 0, d ≠ 0 and n ≠ 0),
2 3 2 3
For example, 3 and 5 are rational numbers and their sum 3 +¿ 5 ¿
19
is also a rational number.
15
ii) Commutative property of addition
Addition of rational number is commutative. That is
a c c a
+¿ ¿ +¿ .
b d d b
2 1 1 +2
For example, 3 +¿ 7 ¿ 7 3
17 17
¿
21 21
For example, 3 + ( 7 + 9 ) ¿ ( 3 + 7 )+ 9
1 5 8 1 5 8
iv) Property of 0.
When we add any rational number with 0, the sum is the rational
a +a a
number itself. That is, b +¿ 0 ¿ 0 b ¿ b .
27
3 3 3
For example, 7 +¿ 0 ¿ 0 +¿ 7 ¿ 7
v) Property of opposite.
a
For any rational numbers b , there is an opposite rational number
−a a (−a) (−a) + a
b
such that b
+¿ ¿
b
¿ 0.
b b
−9 9
For example, a) 5 is the opposite number of 5 .
1 −1
b) 5 is the opposite number of 5 .
Solution:
a) 34+ 48+66=34 +( 48+66)...associative property.
¿ ( 66+ 48 ) +34 … Commutative property.
28
5
¿ 3.9+(0.8+0.66)+3
2
….associative property
5
¿ 3.9+(0.66+0.8)+3 …commutative property.
2
¿(3.9+0.66) + 0.8+3 ( 5
2)…… associative property
(
¿ 0.8+3
5
2 )
+¿ (3.9+0.66) …commutative property
8 11 39 66
¿( + ) +¿ ( + )
10 2 10 100
8+55 390+ 66
¿ +
10 100
63 456 630+456
¿ + ¿
10 100 100
1086
¿
100
……………..addition operation
a) 3−7 b)
−16
3
−12
0
( −17 )
c) 4 − 4
1
( ) 1
d) −2 2 − 12 4
In this subtopic, you will learn how the subtraction of any rational
number can be expressed as inverse of addition. Subtraction may
be defied as the follows.
29
a c a c e
For all rational numbers b and d , the difference b − d ¿ f if
a e c
and only if b ¿ f + d
a
Note: i) b −¿ d = b + b
c a
( −a )
ii) b −¿
a
( −cd )= ab + dc
Addition and subtraction are inverse operations of each other in
rational number.
a c
a. If b and b are rational numbers with the same denominators
ac a−c a +(−c)
then, b −¿ = = , b ≠ 0.
b b b
a c
b. If b and b are any two rational numbers, then
Solution:
30
7 3 4
− =
6 6 6
Fig1.12
Example19:Find the difference of the following
5 3 11 (−4 ) 8 7 −6 (−13)
a) 8 − 8 b) − c) 12 − 6 d) − .
13 13 7 4
Solution:
5 3 5−3 2 1
a) 8 − 8 = 8 = 8 = 4 ,since 8 is common denominator.
11 (−4 ) 11 4 11+ 4 15
b) − = + = =
13 13 13 13 13 13
−6 (−13 ) −6 13 −(−13 ) 13
d) − = + , since =
7 4 7 4 4 4
31
What do you understand from this table?
2. Use the commutative property and associative properties to
simplify the steps of addition. Mention the property you used
in each step
d) 0.5−(−0.2) | |( )
−3 −7
e) 4 − 4
5
f) −2− 9
−4 2
g) 7 − (−3)
9 −3
4. Find x if 8 + x= 2
1 −3
5. Subtract 6 3 from the sum of 7 and 2.
5 1
6. The sum of two numbers is 9 . If one of the numbers is 3 ,
32
1.3.3 Multiplication of Rational Numbers
Activity 1.3
(3 45 )( 1017 )( 1 259 ) 2
e) 4 ×5
7
1
6
f)
−11 51
9
×
44
is always positive.
3 7 3 ×7 21
Example20:i) 4 × 9 = 4 × 9 = 36 is positive.
33
3 −5
( ) 3 × (−5 )
−15
Example 21: 8 × 7 = 8 ×7 = 56 which is a negative
rational number.
−30 −13 −30 × (−13 ) 390 195
Example 22: × = = = which is
7 4 7×4 28 14
positive.
We can find the product of two negative rational numbers in two
steps.
a) Decide the sign of the product, It is ‘+¿ ’.
b) Take the absolute value of the numbers and multiply them.
Example 23: Find the product
−3 −7
( )
a) 16 × 8 b ¿−4.8 ×(−7.8)
34
Properties of Multiplication of rational numbers
There are basic properties of multiplication of rational numbers.
These are Closure property, Commutative property, associative
property, distributive property, and Existence of identity element.
1. Closure property of Multiplication.
35
3. Associative Property of Multiplication.
a c e
For any three rational numbers b , d and f , where b ≠ 0 , d ≠ 0 and
f ≠ 0.
a
(
c e
b d f
a c
b d
e
× × = × × .
f )( )
Example25: a) 5 × ( 2 ×3 )=( 5 ×2 ) ×3
−2 5 3
( −2 5 3
b ) 3 × 6× 4 = 3 ×6 ×4 )( )
4. Distributive property of multiplication over addition and
subtraction
a c e
For any three rational numbers b , d and f , where b ≠ 0 , d ≠ 0 and
f ≠ 0.
a
( )(
c e a c a e
)( )
i) b × d + f = b × d + b × f …distributive property of
Example 26:
a) 2 × ( 3+ 4 ) =( 2× 3 ) + ( 2 ×4 )
2 13 1
( )(
2 13 2 1
b) 3 × 8 + 9 = 3 × 8 + 3 × 9 )( )
36
c) 3 × ( 5−7 )= ( 3× 5 )−( 3 ×7 )
2 5 3
( )(
2 5 2 3
d) ) 3 × 6 − 4 = 3 × 6 − 3 × 4 )( )
5. Identity property (property of 1)
a
For any rational number b , where b ≠ 0.
a a a
1 × = × 1= .
b b b
9 9 9
b) 1 × 17 = 17 ×1= 17 .
( )
1 1 1
a) 3 × 2 + 5
4 10 3
(
b) 7 × 8 − 11 ) ( 6 1)
c) −5 × 13 − 9
Solution:
37
( )(
1 1 1 1 1
)(
1 1
)
a) 3 × 2 + 5 = 3 × 2 + 3 × 5 …distributive Property.
1× 1 1 ×1 1 1 5 ×1+2 ×1
¿ + = + = , since LCM (6 ,15)=30
3× 2 3 ×5 6 15 30
7
¿ .
30
4 10 3
( )(
4 10 4 3
b) 7 × 8 − 11 = 7 × 8 − 7 × 11)( )
4 × 10 4 × 3 40 12
¿ − = −
7 ×8 7 × 11 56 77
40 ×77−12× 56 301
¿ = .
56× 77 539
( 6 1
)( 6
)(
1 −30 5
b) −5 × 13 − 9 = −5 × 13 − −5 × 9 = 13 + 9 )
−270+65 −205
¿ = .
13 × 9 117
reciprocal is always 1.
39
a b b a
i.e, b × a =1, since a is the reciprocal of b .
a) If the sign of the dividend and the divisor is the same, the
Table 1.3
40
a c
Note: For any two rational number b and d , where
b ≠ 0, c ≠ 0 andd ≠ 0.
a c a d ad d c
÷ = × = , where is the reciprocal .
b d b c bc c d
Solution:
5 7 7 5
a)5 ÷ 7 =5 × 5 =7 , since 5 is the reciprocal of 7 .
−3 4 −3 11 −33
b) 7 ÷ 11 = 7 × 4 = 28
( )
−3 −9 −3 −16 (−3)×(−16 ) 48 4
d) 4 ÷ 16 = 4 × 9 = 4 ×9
= = .
36 3 ( )
7 7 1 7 ×1 7
e) 10 ÷ 4= 10 × 4 = 10× 4 = 40 .
3 2 15
Example 31: Use division model to show that 8 ÷ 5 = 16 .
41
Solution: Since it shows that the number of two fifth in the three
15
eighth is 16 .
3
a) Shade 8 of a unit rectangle using vertical lines.
3
8
Figure 1.13 Fraction Bar
2
b) Use Horizontal lines to create rectangles of area of 5 .
Figure 1.14
2
c) Move the Shaded boxes in to 5 rectangles
15
16
Figure 1.15
42
Note: The quotient of non-zero rational number is always
rational number.
Exercise 1.4
3
( −6 )
d) 5 ÷ 15
−5
e) 16 ÷ ( −118 )
1 1
4. A rectangular plot of land is 2 4 kilometer wide and 3
2
kilometers long. What is the area of the plot of land in square
kilometers?
5. Find the reciprocal of each of the following.
1 1 10
a) 8 b) 5 c) 2 4 d) 1 e) 11
43
(2 5 3
)
a) 5 − 4 ÷ 4
3 3
b) 8 × 14+ 4 ×25
( 1 3
) 5
c) 5 16 ÷ 6 4 × 7 9 (
4 35 −4
d) 7 × 4 + 12 ) (3 −4 1
)
e) 8 × 27 ÷ 9
11
(3 1)
f) 20 × 4 − 5
65 8
7. Divide the sum of 12 and 3 by their product.
3
8. How many pieces, each of length 3 4 m can be cut from a rope
of length 30m?
44
Example32:Adem ,Helen and Gemechu shared a cake.Adem
3 1
ate 8 of the Cake, Helen ate 4 of the cake and
3
Thus, 8 is left
2 1
=
8 4
3
8
Figure 1.16
3
Solving for x we get x= 8
3
Therefore, Gemechu ate 8 of the cake.
45
Example 32: If 24 Pairs of trousers of equal size can be
prepared with 54 meter of cloth, what length of the
cloth is required for each pair of trouser?
Solution: Since the total length of the cloth is 54metre and we
46
1.4.2 Application in calculating Interest and Loans.
Group Work 1.7
Discuss the following questions with your partners.
1. Find the simple interest on
a. Birr 1000 for 2 year at 5% interest rate.
1
b. Birr 5500 for 4 years at 3 2 % interest rate.
47
Simple interest can be expressed in terms of the basic interest
formula.
I =¿ is amount of Interest
P=¿is principal
T =¿time in year
¿ ( 1,200+600 ) birr
¿ 1,800 birr.
48
interest for a period of nine months. How much
interest do you earn?
Solution: Given
P¿ 500 birr
9
R=3 % ,T = 12 year, I =?
Formula : I =PRT
3 9 45
¿ 500 × × =
100 12 4
Therefore, I =11.25 birr
Thus, R=4 %
Example 37: What amount of money, invested at 6% annual
simple interest for 11 months earns 2,035 birr
49
interest?
11
Solution: Given R=6 % , T = 12 year, P=?
I
I =PRT , then P=
RT
2,035 2,035 1,200
P= = =2,035 × =37,000
6
×
11 66 66 .
100 12 1,200
Exercise 1.5
50
1
6. In a certain school, there are 30 students in a given class; 5 of
{
x , if x> 0
symbol |x| and is defined as |x|= 0 ,if x=0
−x , if x< 0
51
i) a × ( b+c )=a ×b+ a ×c
52
Miscellaneous Exercise on unit -1
I. Write True for Correct statements and False for the
incorrect one.
1. Every rational number is an integer.
2. The difference of two rational numbers is a rational number.
3. Rational numbers is closed under the operation division.
4. Addition of rational numbers is commutative.
5. Subtraction of rational numbers is commutative.
6. The sum or difference of rational numbers is a rational
number.
II. Choose the correct answer from the given four
alternatives.
53
7. Rational numbers are closed under the following operation
except :
A) Addition B) Subtraction C) Division
D) Multiplication
a c a
8. If b and d are any two positive rational numbers such that b ¿
c
, then which one of the following is true?
d
A) a−c=b−d B) ad =bc C) ab=cd D) a+ c=b+ d
9. If the product of two rational numbers is 2 and one of the
1
numbers is 7 , then what is the value of another number?
15 15
A) 13 B) 2 C) 14 D) 2
(3 1
)( )
1 2
10. 4 − 3 ÷ 4 + 3 is equal to:
5 5 11 7
A) 9 B) 11 C) 5 D) 9
1
11.The multiplicative inverse of −1 7 is _____
7 −7 8 7
A) 8 B) 8 C) 7 D) 8
7 −4
12.The Reciprocal of 5 × 9 is______
−28 28 −45 45
A) 45 B) 45 C) 28 D) 28
(1 3
)( ) 1
13. 7 + 14 × 3− 5 is equal to _____
54
1 3
A) 1 B) 2 C) 2 D) 2
1 1
13 ÷
2 6
14. 1 5 is equal to ______
1 ×
5 12
A) 37 B) 162 C) 81 D) 74
|x|−|3 y|
15. If x=−6 , and y=10 , then what is the value of .
|xy|
−2 2 −5 5
A¿
5
B) 5 C) 2 D) 2
55
21. Adding three to some number, multiplying the result by 7
gives 28.What is the original number?
22.There are 1025 students in a school containing 25 sections. If
in each section there is equal number of students, then find the
number of students in each section.
23.From a wire of 40 meter long, pieces of equal size are cut. If
10
the length of one piece is 3 meter, find the number of such
pieces.
56
Unit 2: Squares, square roots, Cubes and
Cube roots
Learning out comes:
At the end of this unit, Learners will be able to:
Understand the notion of squares and square roots and cubes
and cube roots.
Determine the square root of numbers.
Determine the square roots of the perfect square numbers.
Extract the approximate square roots of numbers by using the
numerical table and scientific calculator.
Determine the cube of numbers.
Extract the cube roots of perfect cubes.
Apply squares, square roots, cubes and cube roots in the real-
life situation.
Introduction
What you have learned in the previous grade about multiplication
will be used in this unit to describe squares and cubes of a given
number. In this unit we, will learn square, square root, cube, cubic
roots and describe square roots and cubic roots symbolically. We
will also learn how to use table of values and scientific calculator
to find the square, square roots, cube and the cube roots of
rational numbers.
57
2.1 Squares and Square Roots
2.1.1 Square of a Rational Number
Addition and subtraction are operations of the first kind while
multiplication and division are operations of the second kind.
Operations of the third kind are raising to a power and extracting
roots. In this unit, you will learn about raising a given number to
the power of ‘2’ and power of ‘3’ and extracting square roots and
cube roots of some perfect squares and cubes.
Group work 2.1
Discuss with your friends and Complete table 2.1 with number of
small squares.
Table 2.1
Square Figures Length of Area of Power form
side square
1 1 ×1=1 11
a)
b) 2 2 ×2=4 22
c) 3 3 ×3=9
d)
58
e)
From the above group work 2.1 you have studied that the area of a
square of side length ‘a’ is a × a or briefly a 2.
Definition 2.1: The process of multiplying a rational number
a) b) c) d)
59
Note: If the number to be multiplied by itself is ‘ a’ then the
product (or the result a × a) is usually written as a 2 and it is read as
“a squared” or “the square of a” or “a to the power of 2”.
5 is the base.
2 is the exponent.
60
52 is the power form.
61
Table 2.3
Solution:
Table 2.4
62
number given by:
1 2 3
a) x=¿ 2 b) x ¿ 3 c) x ¿ 5 d) x ¿ 0.27
Solution:
( ) ¿ 12 × 12 ¿ 1×
2
1 1 1
a) x ¿ 2
2
¿
2× 2 4
b) x ¿ ( 3 ) ¿ 3 × 3 ¿ 3× 3 ¿ 9
2
2 2 2 2 2× 2 4
c) x ¿ ( 5 ) ¿ 5 × 5 ¿ 5× 5 ¿ 25
2
2 3 3 3 3× 3 9
27 27 27 × 27 729
d) x 2 ¿(0.27)2 ¿ 100 × 100 ¿ 100× 100 ¿ 10000
Note:
63
Note: The following properties of square are important.
i) ( a × b )2=a2 × b2 and
()
2 2
a a
ii) b = 2 , where b ≠ 0
b
()
2 2
2 2 4
Thus, ( 4 ×5 )2=4 2 ×5 2=16 ×25=400 and 3 = 2 = 9 .
3
Remember a number is called a perfect square, if it is the square
of a rational number.
Exercise 2.1
65
9. Show that the difference between the 7th square number and the
4 square number is a multiple of 3.
th
10. Show that the difference between any two consecutive square.
()
2
3 3 9
b) x ¿ 4 , then y ¿ =¿
16
.
4
following.
66
a) x=2.95 b) x=5.32 c) x=54.88
Solution:
a) x=2.25 b) x=3.06
c) x=7.48 d) x=9.29
Step1. Under the column headed by x , find the row with 3.7 .
Step 2. Move to the right along the row until you get the column
under 5.(or find the column headed by 5 ).
Step 3. Then read the number at the intersection of the row in ( 1)
and the column (2) ( see the illustration below)
Hence (3.75)2 ¿ 14.06
Table 2.5 Table of squares
Note that the steps (1) to (3) are often shortened by saying “ 3.7
under 5”.
Mostly the values obtained from the table of squares are only
approximate values which of course serve almost for all practical
purposes.
68
Activity 2.1
i. Rough calculations
69
multiply 5.67 by 5.67
This example shows that the result obtained from the “numerical
table” is an approximation and more closer to the exact value.
70
c) 1+3+5=9=32 is the sum of the first three odd natural numbers.
d) 1+3+5+7=16=4 2 is the sum of the first four odd natural
numbers.
e) 1+3+5+7 +9=25=52 is the sum of the first five odd natural
numbers.
f) From the above pattern we can generalize that the sum of the
first odd natural number is n2.
Exercise 2.2
d) 1.65 e) 98.01 f) 37
71
Discuss the following questions with your partner.
Find the square root of each of the following numbers.
1 16 81
a) 9 b) 49 c) 25 d) 36 e) 100 f) 225
72
iii) In extracting square roots of a rational numbers, first
decompose the number in to a product consisting of two
equal factors and take one of the equal factors as the
square root of the given number.
iv) The symbol or notation for square root is “√ ” and it is
called radical sign.
v) For b ≥ 0, the expression √ b is called radical b and the
number b is called a radicand.
vi) The relation of squaring and square root can be
expressed as follows.
73
Solution:
Solution:
Exercise 2.3
1. Determine whether each of the following statements is true or
false.
a) √ 1=1 b) √ 0=0 c) √ (−144 )=−12
74
d) −√ 196=−14 e)
√ 36 1
=
324 3 √
f) − 900 =−30
961 31
√
g) 1 =± 1
9 3
2. Find the square root of each of the following numbers.
a) 100 b) 676 c) 289 d) 529
3. Evaluate each of the following
√ √ d) √
1 49 169 1
a) b) c) −√ 256 e)
36 81 676 √25
4. Find the following
a) If x=−4 and y=3 , then find √ x 2+ y2
x
b) If y =3 , then find 2 + 2
y x √ x2 y2
75
ii.
√ a √a
=
b √b
, where b ≠ 0.
Solution:
( )
2
64 64 8
c) 625 is a perfect square, because = .
625 25
Example 13: Use prime factorization and find the square root of
each of the following number.
a) √ 256 b) √ 484 c) √ 900
Solution
a) 256=2× 2× 2 ×2 ×2 ×2 ×2 ×2 .
76
Now arrange the factors, so that 256 is a product of two identical
factors.
¿ 162
b) 484=2× 2× 11× 11
77
Exercise 2.4
1. Determine whether each of the following statement is true or
false.
√
a) 125 =5
5
b) √ 36 × 49 ¿ √ 36 × √ 49
c) √
256
¿4
8 √
d) 144 ¿ 0
0
e)
√ 0
361
¿0
78
ward and read 4.
Therefore √ 56.85 ≈ 7.54
Table 2.6 Table of square roots.
Some radicals may not be found in the body of the table; in this
case, you can consider the number which is closer to it.
Example 15: Find √ 29.6
Solution:
a) It is not possible to find the number 29.6 directly in the table of
squares, but in this case find two numbers in the table which are
closer to it, one from the left and one from the right 29.59and 29.7
are the numbers.
79
i.e. 29.59<29.6 <29.7
b) 29.59 is the closer number to 29.6 from the two numbers.
Therefore, √ 29.59 ≈ √29.6 ≈ 5.44
Example 16: Find √ 97.41
Solution
a) It is not possible to find the number 97.41 directly from the
table of squares, but in this case find two numbers in the
table which are closer to it, one from the left and the other
from the right 97.22 and 97.42 are the numbers.
b) 97.42 is the closer number to 97.41 from the two numbers.
Therefore, √ 97.41 ≈ √ 97.42≈ 9.87 .
Finding square root of numbers greater than 100 can be also
approximated using square root table.
Example17:Find the square root of each of the following.
a) √ 324 b) √ 4489 c) √ 0.8941 d) √ 0.008941
Solution:
a)√ 324=√ 3.24 ×100=√3.24 × √ 100 ¿ √ 3.24 × √102 ¿ 1.8 ×10=18
b) √ 4489 ¿ √ 44.89 ×100=√ 44.89 × √100
¿ √ 44.89 × √ 10 ¿ √ 44.89 ×10=6.7 ×10=67 .
2
√
c) √ 0.8941= 89.41 × 1 =√ 89.41×
100 √ 1
100
80
√
d)√ 0.008941 ¿ 89.41 × 1
10000
=√ 89.41×
1
√
10000
Exercise 2.5
1. Find the square root of each of the following numbers from the
table.
a) 5.672 b) 12.74 c) 60.86
d) 5295 e) 4850 f) 138.1
2. Use table of squares to find the approximate value of each of
the following.
a) √ 5.36 b) √ 39.87 c) √ 4.341 d)√ 13.18
3. Find the square root of:
2.
Find x 3 if
1
a) x=2 b) x=−1 c) x=7 d) x= 3 e) x=0.4
number again.
82
a) 1 Cubed¿ 13=1 ×1 ×1=1.
b) 2 Cubed¿ 23=2 ×2 ×2=8.
c) 3 Cubed¿ 33=3 × 3× 3=27.
a) b)
c)
Figure 2.2 A cube number can be shown as a pattern of Cubes
Example 18:Find the cube of the following numbers.
a) 10 b) 25 c) 64
Solution:
a) The cube of 10 is 103=10 × 10× 10=1000 .
b) The cube of 25 is 253 =25× 25 ×25=15625.
c) The cube of 64 is 64 3=64 × 64 ×64=262,144 .
Note: For rational numbers ‘ a’ and ‘ b ’ if a 3=b, then a is called
base, 3 is called exponent, b is called standard form and a 3
is called power form.
Example 19: Identify the base, exponent, power form and
standard form of the following.
a) 73 b)203
solution:
83
a)73 =343
Thus, 7 is called bas, 3 is exponent,73 is power form and343 is
standard form.
a) 203 =8000
84
a. using Rough calculations
a) 3.2 ≈ 3 .Thus, ¿
b)0.025 ≈ 0.03 .Thus, ¿
c) −2.49 ≈−2.5 .Thus, ¿
ii. Using scientific calculators
a) ¿
b) ¿
c) ¿
Note: The following properties of cubes are important
i. (a × b)3=a 3 × b3 and
()
3 3
a a
ii. b = 3 , where b≠ 0
b
()
3
3 4
Example 22: Find a.(2 ×3) b. 5
Solution
()
3 3
4 4 64
b. 5 = 3 = 125
5
85
factors of a rational number.
For example, 1=13 , 8=23 , 27=33 ,64=43 etc are perfect cubes.
a) 216=2× 2× 2 ×3 ×3 ×3
¿ ( 2 ×2 ×2 ) × ( 3 ×3 ×3 )=23 ×33=63
b)128=2× 2× 2× 2× 2× 2× 2
¿ ( 2 ×2 ×2 ) × ( 2 ×2 ×2 ) ×2
c)1000=2× 2× 2× 5× 5 ×5
3 3 3 3
¿ ( 2 ×2 ×2 ) × ( 5 ×5 ×5 )=2 ×5 =(2 ×5) =10
d)72=2 ×2 ×2 ×3 × 3=( 2 ×2 ×2 ) ×3 × 3
86
hence 72 is not a perfect cube as out of two prime factors 2 and 3,
2 is forming a triple but 3 is not forming a triple.
Exercise 2.6
1. Determine whether each of the following statements is true or
false.
()
3
5 25
a) 63 =36 ×6 b) (−4)3=64 c) 4 = 16
d)(0.2)3=0.8 e) −(0.5)3=−0.125
2. Find x 3 in each of the following
2 −1
a) x=3 b) x= 5 c) x=−10 d) x= 5 e) x=0.7
d) x=22.1 e) x=3.56
Table of cubes
Activity 2.2
Discuss the following questions with your friends.
Use the table of cubes to find the cube of each of the following.
87
To find the cubes of a rational number, when it is written in the
form of a decimal, it is tedious and time consuming work. To
avoid this tedious and time consuming work, a table of cubes is
prepared and presented on the “numerical table” at the end of this
text book. In this table the first column headed by ' x ' lists
numbers starting from 1.0. The remaining columns are headed
respectively by the digit 0 to 9.0. Now if we want to determine a
cube of a number, for example 3.95 proceed as follows.
Step1. Find the row which starts with 3.9 (or under the column
headed by x ).
Step2. Move to the right until you get the number under column 5
88
Example 24: Find the cube of the number 4.86 by using
i. Rough calculation
ii. Value obtained from the table.
iii. Exact value.
iv. Compare your answer from i to iii.
Solution:
i.4.86 ≈5 and 53=125. Thus,(4.86)3 ≈ 125.
ii. a) Find the row which starts with 4.8.
b) Find the column headed by 6.
c) Read the number that is the intersection of the row (a) and
(b).
Therefore, ( 4.86)3 =114.8.
89
This example shows that the result obtained from the numerical
tables is an approximation and more closer to the exact value.
Note:
i. Cube of an even number is an even number.
ii. Cube of an odd number is an odd number.
iii. The sum of the cubes of the first natural numbers is equal to
the square of their sum.
Example 25:
3
3+5=8=2
3
7+ 9+11=27=3
3
13+15+17 +19=64=4
3
21+23+25+ 27+29=125=5
Solution
90
1. a) 13 +23=1+8=9=(1+2)2 .
¿( 1+ 2+ 3+4) .
2
91
a) 2.55 b) 4.85 c) 6.58 d) 1.12
Figure 2.3
2. Find the cube root of 8 , 216 , 27 , 64 , 343.
3. Define a cube root and give your own example.
The opposite operation of cubing a number is finding the cube
root and cube roots are written with the radical symbol ' ' √3 ❑ ' '
over them.
Because cubing and finding the cube root of a number are
opposite operations, they cancel each other.
For example, √3 125=¿ 5 because 53=125.
Definition 2.6.The cube root of a given number is one of the three
identical factors whose product is the given number.
Example 26
a) 1 ×1 ×1=1, so 1 is the cube root of 1.
b) 7 ×7 × 7=343 , so 7 is the cube root of 343.
1 1 1 1 1 1
c) 4 × 4 × 4 = 64 , so 4 is the cube root of 64 .
Note:
92
i.√❑ is radical sign
symbolically:
√
3 a √3 a
b) b = 3 , where b≠ 0.
√b
When no index written, the radical sign indicates a square root.
For example, √3 216 is read as the cube root of 216, the number 3 is
called the index and 216 is called the radicand.
a)√3 8 x 27
√
b) 3 64
125 √
c) 3 1
8 √
d) 3 −27
64
93
Solution:
√ √3 64 = √ 43 = 4
3
64
3
b) 125 = 3 .
√ 125 √3 53 5
√ 1 √1
3
3 1 1
c) = = = .
8 √3 8 √3 23 2
√
−27 √3 −27 √ −33 −3
3
3
d) 64 = 3 = = .
√64 √3 4 3 4
Cube roots of perfect cubes
Definition 2.7: The opposite of cubing a number is finding the
cube root of a perfect cube.
To find the cube root of a number easily, we can use prime
factorization method. But this method is only applicable for
perfect cubes.
For example:
a)√3 27= √3 3 3=3, hence the prime factorization of 27=3 ×3 ×3.
b)√3 1000= √3 103=10, hence the prime factorization of
1000=2× 2× 2× 5× 5 ×5= ( 2× 5 ) × ( 2× 5 ) × ( 2 ×5 )
¿ 10 ×10 ×10 .
Exercise 2.8
1. Determine whether each of the following statement is true or
False.
a) √3 17576=26
√
b) 3 1 =70
729
94
c) √3 −27=−3
√
d) 3 −1 = 1
125 5
2. Find the cube root of each of the following.
−1
a) 1 b) −216 c) 1331 d) x 3
a) √3 −64
√
b) 3 −27
8
c) √3 0.125
√
d) 3 125
343
4. Simplify each of the following.
√
a) 32
3
−4
b) √ 64 x
3 3
c)
√ √
x5
3
27 x
2
64
÷3 3
x
Table of cube roots
The same table which you used to determine cubes of numbers
can be used to find the approximate cube roots of numbers.
Example 28: Find √3 177.5 from the numerical table.
Solution:
Find the value using rough calculations.
177.5≈ 178,√3 177.5 ≈ √3 178 ≈ 5.6 .
Step 1. Find the number 177.5 in the body of the table for the
relation y=x 3 .
Step 2. Move to the left on the row containing this number to get
5.6 under x . These are the first two digits of the required
cube root of 177.5.
Step 3. To get the third digits start from 177.5 and move vertically
upward and read 2 at the top.
95
Therefore, √3 177.5=5.62.
Table2.9 table of cube roots.
Exercise 2.9
96
2. Use the table of cube to find the cube root of each of the
following.
Solution: 7m
2 2 Figure 2.4
A=( 7 m ) =7 m× 7 m=49 m
Solution:
L
97
L
2
A=10000 m
2
¿ L× L=L
2 2
Figure2.5 Square
10000 m =L
Example 32: Find the side length of a cube whose volume is 512
3
cm
Solution
Let the side length of a cube is x cm.
3 3
V = ( xcm ) × ( xcm ) × ( xcm )=x cm
3 3 3
512 cm =x cm
x=√ 512 cm3
3
¿ √ ( 2× 2× 2 ) ( 2× 2× 2 )( 2 ×2 ×2 ) cm3= √ 8 × 8× 8 cm3
3 3
¿ √ 83 cm3=8 cm .
3
98
Therefore, x=8 cm is the side length of the cub
Exercise 2.10
99
Summary for unit 2
1. The process of multiplying a number by itself is called
squaring the number.
2. For each rational number x, there is a rational number y ( y ≥ 0¿
such that x 2= y .
3. The square root of a number is one of its two equal factors.
4. A rational number x is called a perfect square if and only if,
x =n for some rational number n .
2
expressed as
100
10.The relationship between cubing and cube root can be
expressed as follows:
11.Squares, square root, cubes and cube roots are needful for
many jobs in our daily life. They are used in carpentry,
architecture, engineering, design buildings, flooring
technologies etc.
101
Miscellaneous exercise 2
1. Determine whether each of the following statements is true or
false.
a ) If a square of a number is 25, then it is 25 .
b) Cube of any odd number is even.
1 1
c) =
√4 2
3 √8 3
d) 2 x =
√ 32 4
√
e) 7 1 = 6
7 7
f) √ 0.0049 ÷ √ 49=0.1
2. Simplify each of the following.
a)
√ 36
324
b) -
√75
√3
c) √ 8 ( √32 + √2)
d) √ 81+ √ 0.81+ √ 0.0081+ √100
d)
√3 24 x5 e)
√3 81 x 4 f)√3 343 x3
√3 3 x 2 √3 x
3
102
4. Evaluate the following using table.
a) √ 19.25 b)√ 11.7 c) (2.79)2
5. From the list of numbers 961, 9261, 343, 289, 5832, 2025, 81
write down
those which are
a) Square numbers
b) cube numbers
103
Unit 3:Linear equations and
inequalities.
Learning out comes
At the end of this unit, learners will be able to:
Describe the Cartesian coordinate system.
Graph linear equation of type y=mx+n .
Solve linear inequalities.
Solve applications of linear inequalities.
Apply linear equations and inequalities in the real-life
situation.
Introduction
In this unit, you will expand the knowledge you already have on
the Cartesian coordinate system and you will learn how to sketch
the graph of linear equations, solve linear inequalities by
employing the very important properties such as the associative
property and the distributive property of multiplication over
addition and subtraction. Moreover, you will apply these to solve
application problems in linear equations and inequalities from
real-life situation.
104
3.1 Revision of Cartesian coordinate system
Group work 3.1
Discuss the following questions with your partners.
1. Write the coordinates of the points
A, B, C, D, E, F as shown in the
Figure 3.1
Figure 3.1
105
The horizontal line is called x-axis and the vertical line is called
the y-axis. The point of intersection of these two axes is called the
origin. Points representing numbers on the x-axis are called x-
coordinates or abscissa, while points on the y-axis are called y-
coordinates or ordinate.
Figure 3.2
From the above Figure 3.2, the intersection of the drawn parallel
lines represent the point p ( a , b ) , where a and b are called the
coordinates of the point p with a is x−¿coordinate and b is y−¿
coordinate respectively.
The two axes divide the given plane into four quadrants. Starting
from the positive direction of the x-axis and moving the
anticlockwise (counter clockwise) direction, the quadrants which
106
you come across are called the first, the second, the third and the
fourth quadrants, respectively.
107
Figure 3.3 The Four Quadrants
Note: The point p(x , y) in the Cartesian coordinate plane is:
Figure 3.4
Exercise 3.1
1. Draw a pair of coordinate axis and plot the points associated
with each of the following ordered pairs of numbers.
a) (2 , 3) b) (4 ,−3) c) (−1 , 6)
d) (0 ,−5) e) (−3 ,−4) f) (5 , 0)
2. Based on the given figure 3.5 to the
right answer the following questions:
Figure 3.5
a) Write the coordinate of A, B, C, D and E.
109
f) To which axis is the line BE parallel?
Figure 3.6
Figure 3.7
3. Draw the graph of the following equations on the same
coordinate system
i) a) y=x , b) y=− x
ii) a) y=2 x , b) y=−2 x
110
4. Determine whether each of the following is true or false.
Justify your answer.
a) The line x=10 is horizontal.
b) The line y=−2 is horizontal.
c) A line parallel to y-axis is horizontal.
d) A line perpendicular to x- axis is vertical.
5. Identify the following as equations representing a vertical line
or a horizontal line.
a) 3 x+ 5=8 b) 2 y +3=7
c) −5 x−10=0 d) −2 y +1=9
6. Write an equation representing:
a) The x-axis b) The y-axis
111
c) The graph of the equation y=0is the x-axis
Figure 3.8
Example 2: Draw the graph of the following equations.
a) y=3 b) y−1=−4
Solution:
First draw tables of values for x and y in which y is constant
and following this you will plot these points and realize that
the points lie on a horizontal line.
a) y=3
x -2 -1 0 1 2
y 3 3 3 3 3
Figure3.9
b) y−1=−4
x -2 -1 0 1 2
y -3 -3 -3 -3 -3
Figure3.10
112
Note:
a) If m>0, then the line lies to the right of
y
the y-axis.
b) If m<0, then the line lies to the left
x
of the y-axis.
x=−m x=m
c) The graph of the equation x=0 is
the y-axis. Figure3.10.
Example3: Draw the graphs of the following straight lines
on the same coordinates.
a) x=3 b) x=−3
Solution:
First draw tables of values for x and y in which x -is constant and
following this you will plot these points and realize that the points
lie on the vertical line.
a) x=3
x 3 3 3 3 3 3
y -3 -2 -1 0 1 2
b) x=−3
x -3 -3 -3 -3 -3 -3
y -3 -2 -1 0 1 2
Figure3.12
113
Graph of an equation of the form y=mx (m is a rational
number and m ≠0 ).
In grade 7 mathematics lesson, we discussed the equation y=mx ,
where y is directly proportional to x , with a constant of
proportionality m.
In this lesson we will learn how to draw the graph of y=mx , ( m≠ 0 ) .
Example 4: Draw the graph of the following equations.
a) y=4 x b) y=−4 x
Solution:
a) Step 1: Choose some values for x , for
Example let x=−2 ,−1, 0 , 1 and 2.
Step 2: Put these values of x into the equation y=4 x .
When x=−2 : y=4 (−2)=−8.
When x=−1 : y=4(−1)=−4.
When x=0 : y =4 (0)=0.
When x=1 : y=4(1)=4.
When x=2 : y=4(2)=8.
Step 3: Write these pairs of values in a
table.
x −2 −1 0 1 2
y −8 −4 0 4 8
Figure 1.13
114
Step 4: Plot the points (−2 ,−8),(−1,−4) ,(0 ,0)(1 , 4) and (2 , 8) and
join them to get a straight line.
Step 5: Label the line y=4 x .x
Note that the graph of y=4 x passes through the 1st and 3rd
quadrants.
b) Step 1: Choose some values for x , for example let x=−2 ,−1, 0 , 1
and 2.
Step 2: Put these values of x into the equation y=−4 x .
When x=−2 : y=−4 (−2)=8.
When x=−1 : y=−4 (−1)=4.
When x=0 : y =−4 (0)=0.
When x=1 : y=−4 ( 1 )=−4.
When x=2 : y=−4 (2)=−8.
Step 3: Write these pairs of values in a table.
x −2 −1 0 1 2
y 8 4 0 −4 −8
Step 4: Plot the points(−2, 8),(−1 , 4),(0 , 0)(1 ,−4) and (2 ,−8) and
join them to get a straight line.
Step 5: Label the line y=−4 x .
Note that the graph of y=−4 x passes
through the 2nd and the 4th quadrants as
shown in figure 3.14.
115
Figure 3.14
Graph of a linear equation of the form y=mx+n (m and n are
rational numbersm ≠0 ,n ≠ 0).
Activity 3.1
Discuss the following questions with your friends.
1. What is a slope?
2. What is the slope of a horizontal line?
3. What is the slope of a vertical line?
4. a) Draw a line with a negative slope.
b) Draw a line with a positive slope.
c) Draw a line with a zero slope.
d) Draw a line which is parallel to the y−¿ axis.
The slope of a straight line is calculated by dividing the change in
the y – value by change in the x – value, where the y – value is the
vertical height (vertical rise) gained or lost and the x – value is the
horizontal distance travelled.
change∈ y −value
Slope ¿ change∈ x−value
116
In the Figure 3.15 to the right, Consider a line drawn through the
points P( x 1, y 1) and
Q( x 2 , y 2 ).From P to Q the
change in the x Coordinate is (
x 2−x 1) and the change in the y
coordinate is ( y 2– y 1 ¿ .
y2 – y1
Hence, slope ¿ x −x , x 2 ≠ x 1 .
2 1
Figure 3.15
Note:
i. We usually denote the slope of a line by the letter m.
y2 – y1 0
ii. For a horizontal line y 2 ¿ y 1, m= x −x = x −x =0.
2 1 2 1
a) 6−3 3
x 2−¿x = = .¿
1
4−2 2
117
y 2− y
m= 1
b) −6−(−6) 0
x 2−¿x = = =0.¿
1
10−4 6
y 2− y
m= 1
c) x 2−¿x =
7−3
=
4 4 which is not defined.
= ¿
1
−1−(−1) −1+1 0
y 2− y
m= 1
d) 9−2 7
x 2−¿x = = =−1. ¿
1
0−7 −7
Note: In the equation of a straight line y=mx+n , m is called the
slope of the line and n is called the y - intercept.
Example 6: Determine the slope and y−¿intercept of the
following equations.
a ¿ y =3 x−3 b ¿ y=−2 x+ 4
118
b) y=−3 x +1
x −2 −1 0 1 2
y 7 4 1 −2 −5
119
2x
3. Complete the following tables for drawing the graph of y= 3 .
x -5 -3 -2 -1 0 1 2 4 6
y -2
(x , y ) (-3,-2)
1 3 1 −4
c) P( 2 , 5 ) and Q( 4 , 5 )
120
a) 2 x−10>10 b) 3 x< 21
−3 3
c) 2(5−x)≤3 (1−2 x)+1 d) 20 2 x ≥ 2 x−18
From your previous grade you have learnt about linear equations.
Now in this sub topic you will learn about linear inequalities. The
rules for transforming linear inequalities will be discussed in
detail so as to find their solutions.
Definition 3.2: An expression involving the symbols ‘ <’ , ’> ’ , ’ ≥ ’ ’
or ‘ ≤ ’ is called an inequality.
For example, 5>3 , x + y <9, x ≤ 10.
Definition 3.3: A linear inequality is a linear expression that
involves ‘ >’ , ‘ <’ , ’ ≥ ’or ‘ ≤ ’ .
For example, 3 x+ 7<16, −2 x+1 ≥ 19, −6 (2 x +1)< 1.
Solution of linear inequalities
A solution to a linear inequality is the values of the variable which
makes the inequality a true statement.
Note:
1. If the same number is added to or subtracted from both sides of
an inequality, the direction of the inequality is unchanged.
That is, for any rational numbers a , b and c .
i) If a< b , then a+ c< b+c .
ii) If a< b , then a−c <b−c .
121
2. If both sides of an inequality is multiplied or divided by the
same positive number, the direction of the inequality is
unchanged. That is, for any rational numbers a , b and c .
i) If a< b and c >0 , then ac <bc .
a b
ii) If a< band c >0 , then c < c .
3 x< 9 …….simplification.
3x 9
< ……dividing both sides by 3.
3 3
x <3 ……simplifying.
122
x <3
-3 -2 -1 0 1 2 3 4
Figure 3.17
10 x ≤ 8 x+ 2 ……. Simplification.
2 x ≤ 2……. simplification.
2x 2
≤ ………………dividing both sides by 2.
2 2
x ≤ 1……simplification.
Figure3.18
c) 5 x−3(2 x−1)≥ 2(x−3)…….given inequality.
5 x−6 x +3 ≥2 x−6 …simplification using distributive
property of multiplication.
−x +3 ≥2 x−6 …simplification.
−x ≥ 2 x−9 …simplification.
123
−x−2 x ≥ 2 x−2 x −9….subtracting 2 x from both sides.
−3 x ≥−9……..simplification.
−3 x −9
≤ …….dividing both sides by -3.
−3 −3
x ≤ 3…..simplifying
Figure 3.19
For example:
x 10
c) 2 < 6 and 6 x <20 are equivalent.
4
d) 3 x< 12 and x <9 are equivalent.
124
Exercise 3.3
1. Solve the following inequalities.
a) 4 x−6<10 b) 8 x−5>13−x
c) 4 x+ 6<3 x+ 3 d)7 ( x−2 ) < 4 x−8
2 3 4 5
e) 3 x + 4 ≤ 5 x + 6 f) −3 ( 4 +5 x )←2 ( 7−x )
125
Step 2: Identify the unknowns.
126
Solution: Let m represent the number of male students and f
represent the number of female students, So that it follows that
m+ f =51 , f =3 m−5
4 m−5=51
4 m−5+5=51+ 5
4 m=56
4 m 56
=
4 4
m=14 and f =3 m−5=3 ( 14 )−5
¿ 42−5=37
Therefore, the number of male students is 14 and that of female
students is 37.
Example11: The cost and the revenue equation of a product
are given by C=20 x+ 4000 and R=60 x +2000
respectively, where x is the number of items
produced and sold. How many items must be sold
to realize some profit? (Profit¿Revenue−¿Cost).
Solution: Profit¿Revenue−¿Cost.
P=R−C
P=60 x +2000−¿(20 x+ 4000 )
¿ 60 x+ 2000−20 x−4000
¿ 40 x−2000
127
To earn some profit, we must have p>0 , So
P=40 x−2000>0
40 x−2000+2000>0+2000
40 x >2000
40 x 2000
>
40 40
x >50.
Hence, the manufacturer must sell more than 50 items to realize
the profit.
Exercise 3.4
1. Find four consecutive even integers such that the sum of the
first three exceeds the fourth by 8.
2. The Celsius and the Fahrenheit temperature scales are related
5
by the equationC= 9 ( F−32). Express F in terms of C.
128
a) Write an inequality that represents Asters situation.
b) For how many weeks can Aster with draw money from
her account?
129
130
Summery for unit 3
1. The two axes divide the given plane into four quadrants.
Starting from the positive direction of the x -axis and moving
the anticlockwise direction, the
quadrants which you come across are called the first, the
second, the third and the fourth quadrants respectively.
change∈ y −value 2 1y −y
Slope (m)= change ∈x −valu = x −x .
2 1
3. All ordered pairs, that satisfy each linear equation of the form
y=mx ¿ is a rational number, m ≠0 ) lies on a straight line that
131
m>0 , and the graph passes through the 2nd and 4th quadrants if
m<0.
5. You can transform an equation into an equivalent equation that
does not have brackets. To do this it is necessary to remember
the following rules.
i. a+ ( b+c )=a+b+ c .
ii. a – ( b+c )=a – b – c .
iii. a ( b +c )=ab +ac .
iv. a ( b – c )=ab – ac .
6. The following rules are used to transform a given equation to
an equivalent equation.
For any rational numbers a , b and c .
i) If a ¿ b , then a+ c=b+ c and a – c=b – c .
a b
ii) If a=b , then ac=bc and c = c (where c ≠ 0).
132
8. To solve word problems the following steps will help you to
develop the skill. The steps are.
133
Miscellaneous Exercise 3
I. Write true for the correct statements and false for the
incorrect ones.
1. For any rational numbers a , b and, a (b−c)=ab−ac .
a b
2. For any rational numbers a, b and c, if a< b, then c > c , for c >0.
D) y=9
134
9. Which of the following graph has a negative slope?
Figure 3.21
10. If point p(a , 4) lies on the graph of the equation y=2 x−4, then
what is the value of a?
A) 3.5 B) −4C) 4 D) 7
11.What is the solution of the inequality 0.2 x−0.5 ≤ 0.1 x ?
A) x ≥ 5 B) x ≤ 5 C) x ≤ 2 D) x ≥ 2
12.What is the slope of the line y=13 ?
135
13. Plot the following points on the same Cartesian coordinate
plane.
a)(5 , 3) b)(−5 , 0) c)(−2 , 7 )
d)(0 ,−4) e)(−2 ,−5) f) (3 ,−2)
14.Find the slope of the line containing these points.
a)( 2 , 3 )and (4 ,−2) b)(4 , 3) and (6 ,−4)
(1 1) (3 1)
c) 8 , 4 and 4 , 4
1 1 1
d) ( 2 , 3) and ( 2 , 5 )
15. Find a and b if the points P(2 , 0) and Q(3 , 4 ) lie on the graph of
ax +by =10.
16. Point (a ,a) lies on the graph of the equation 3 y=2 x−4. Find
the value of a .
17. Solve the following linear inequalities.
a) 2 x−8<14. b)2 (−3 x+6 ) ≥−10.
3x 1 x 3(4−2 x ) x+1 5
c) 7 + 4 <1+ 2 . d) +1> − .
4 3 6
2(x+ 1) 1
e) >6− +3 x .
3 4
136
19.The length of rectangular farm land is 100m more than twice
the width. If the perimeter of the farm land is 1400m. Find the
length and width of the farm land.
20. If half a natural number is added to two-third of the same
9
number, then the result is at most 4 . Find the number.
21. A student takes four subjects. If the student must score at least
an average of 80 to pass to the next grade and scored 76 , 84 and
73 in the three subjects, what must be the minimum score that
137
UNIT 4: Similarity of Figures
Learning outcomes
Introduction
138
4.1 Similar Plane Figures
Activity 4.1
Figure 4.1
Figure 4.2
139
3. Which of the following polygons are similar?
Figure 4.3
Two figures are said to be similar if they have exactly the same
shape.
Geometric figures having the same shape, equal corresponding
angles and corresponding sides are proportional are called similar
figures.
4.1.1 Definition and Illustration of similar figures
Group work 4.1
Discuss the following questions with your friends.
1. Give two different examples of pairs of
i) Similar figures ii) Non- similar figures
2. A square and rectangle having corresponding angles
congruent. Are they similar? Why?
Figure 4.4
140
3. Which members of these families of shape are similar?
a) Squares b) Circles c) Trapezium
d) Parallelogram e) Rectangles f) Equilateral triangles
g) Isosceles triangles
4. Which members of these families of shapes are similar?
a) Squares b) Spheres c) Pyramids d) Cones
Definition 4.1 Two polygons are similar if
i) Their corresponding sides are proportional.
ii) Their corresponding angles are congruent (equal).
Example 1: Which of the following figures are similar?
Which are not?
Figure 4.5
Solution: Figures in (a) and (b) are similar and figures in (c)
and (d) are also similar. The remaining pairs are not
similar.
141
Note:
Central Stretching
Figure
4.6
AB is parallel to A❑ B❑ .
BC is parallel to B❑C ❑ .
AC is parallel to A❑ C❑.
142
Angle BAC≅ Angle B❑ A❑ C❑.
Angle ABC≅ Angle A❑ B❑C ❑.
Angle BCA ≅ Angle B❑C ❑ A❑.
Figure 4.7
143
❑ ❑ ❑ ❑ ❑ ❑
A B B C A C
= = =3 .
AB BC AC
Figure 4.8
❑ ❑ 1 ❑ ❑ 1 ❑ ❑ 1
Thus, A B = 2 AB=2 cm, B C = 2 BC=2cm , A D = 2 AD=2 cm and
❑ ❑ 1
D C = DC =2 cm.
2
144
Exercise 4.1
2. Draw the image of the shape ABCD shown in figure 4.9 below
after an enlargement by scale factor 2 with center ‘O’ and label
the image A❑ B❑ C❑ D❑.
Figure 4.9
3. Draw the image of the shaded shape ABC shown in figure 4.10
1
below after an enlargement by scale factor 2 , with center ‘O’.
145
Figure 4.10
D
B
80o
80o
65O 35O
35O F E
A C
Figure 4.11
146
b)What is the measure of angle E?
Figure 4.12
3. Consider figure 4.13 below
147
Figure 4.13
a) ∆ ABC is similar to ∆ DE F . Explain the reason.
b) ∆ ABC is not similar to ∆ EDF . Explain the reason.
4. ∆ ABC is similar to∆≝. Find AB and BC when the scale
Factor from ∆ ABC to ∆≝¿ is 3 and DE=7 , EF=12 and AC=36 .
You have defined similar plane figures in section 4.1.1. Thus the
definition you gave for similar figure could be used to define
similar triangles.
148
Figure 4.14
}
1.∠ A ≅ ∠ D
2. ∠ B ≅ ∠ E Corresponding angles are congruent.
3.∠ C ≅ ∠ F
}
AB BC
4. =
DE EF
¿ 5. BC = AC Corresponding sides are proportional.
EF DF
AB AC
6. =
DE DF
AB BC AC
= = =k ( k is proportionality constant).
DE EF DF
Example 4: If∆ ABC ∆≝¿, what are the pairs of
corresponding sides? And the pairs of corresponding
angles?
149
Figure 4.15
Solution: Given ∆ ABC ∆≝¿
triangle).
0 0 0
30 +110 +m (∠C )=180 .
Therefore, m ( ∠ C )=400.
AB BC AC
= = .
DE EF DF
AB AC
= .
DE DF
12 15 12 3
= . This implies = .
DE 10 DE 2
150
12× 2
DE= .
3
BC 3 BC 3
d) EF = 2 .This implies 6 = 2 .
18
Therefore, BC= 2 =9 cm.
Note: If two triangles are congruent, then they are similar but any
two similar triangles may not be congruent.
Exercise 4.2
Figure 4.16
151
c) Find the length of DF .
d) Find the m ( ∠ D ) .
e) Find the m ( ∠ F ) .
3. The sides of a triangle are 6 cm , 8 cm and xcm respectively. The
corresponding sides of a similar triangle to the first triangle are
ycm , 12 cm and 18 cm respectively. What are the values of x and
y.
4. Explain whether the two triangles can be similar.
Figure 4.17
152
Figure 4.18
Figure 4.19
Figure 4.20
Solution:
154
Statement Reason
1) ∠ A ≅ ∠ E …………. Given.
2) ∠ BCA ≅ ∠ DCE ……vertically opposite angles.
3) Δ BCA Δ DCE ……AA similarity theorem.
m ( ∠ A )=70 °=m ( ∠ D ) , AB=4 cm, DE=12 cm, Ac=5 cm, DF =15 cm. As
AB 4 1 AC 5 1
We have DE = 12 = 3 and DF = 15 = 3 .
Figure 4.23
AB AC
Which implies that DE = DF and m ( ∠ A )=m ( ∠ D ) .
156
Therefore, ∆ ABC ∆≝¿ by SAS theorem.
CA 3 1 AB 3.5 1
= =
QA 6 2
and =
AR 7 2
= ….
………………………………………… (2)
From (1) and (2) ∆ CAB ∆ QAR by SAS similarity theorem. To find
the value of x , consider the ratio.
CB CA
=
QR QA
x 3
= . This implies 6 x=12.
4 6
x=2 cm.
157
Figure 4.25
AB BC AC
That is, if PQ = QR = PR , then ∆ ABC ∆ PQR .
Figure 4.26
Solution:
AB 4 cm 1
Since the ratio = =
PQ 8 cm 2
BC 6 cm 1
= = and
QR 12 cm 2
AC 5 cm 1
= = .
PR 10 cm 2
AB BC AC 1
We have PQ = QR = PR = 2 or the sides are proportional
158
Example 11: Find the value of x that makes∆ ABC ∆≝¿.
If AB=4 cm, AC=8 cm, BC=x −1, DE=12 cm,
DF =3 x +3 and EF=18 cm.
3 x=21.
Figure 4.27
159
4. In figure 4.28 below, determine the unknown side of
∆ ABC ,if ∆ ABC ∆≝¿.
Figure 4.28
Figure 4.29
6. Which of the following three triangles are similar?
Figure 4.30
160
7. Solve for x and find the side length of ST in U
63
figure 4.31 to the right. N 27
S
21+2x T
21
Figure 4.31 M
Figure 4.32
Figure 4.33
161
2. If the base of a triangle is b=4 cm and height h=8cm, then find
the area of a triangle.
3. Find the ratio of the areas of the two similar triangles.
7
a) if the ratio of their corresponding sides is 5 .
4
b) if the ratio of their perimeters is 3 .
162
Figure4.34
Solution:
∆ ABC ∆≝¿
b
=k . Implies b=ke .
e
c
=k . Implies c ¿kf.
f
163
h1 a
=k …….. since =k proportional sides.
h2 d
h1
=k implies h1=k h2 .
h2
a) p ( ∆ ABC ) ¿ a+ b+c .
¿ kd + ke+ kf .
corresponding sides.
1 1 1 1 2
a) a (∆ ABC )= 2 b h1= 2 (ke)h1= 2 (ke)(kh¿¿ 2)= 2 e h2 (k )¿ and a(
1
∆≝¿= e h 2, then
2
a(∆ ABC )
a¿¿
Therefore, the ratio of the areas of two similar triangles is k 2.
164
Theorem 4.5: If the ratios of the corresponding sides of two
s1
similar triangles is s =k , then the ratio of their areas is given by:
2
=( )
A 1 s1 2 2
A 2 s2
=k .
Figure 4.35
AB BC AC AB 12 cm
a) DE = EF = DF =k this implies k = DE = 4 cm =3 .
165
p1 p(∆ ABC )
b) Since p = p¿¿
so that k =3.
2
BC 5 cm 5
c) From (a) EF =3 this implies EF =3 , then EF= 3 cm.
p (∆ ABC )
d) .
p¿¿
p (∆ ABC )
=3.Therefore, p ( ∆ ABC )=90 cm.
30 cm
a(∆ ABC )
a¿¿
Example14: Two triangles are similar. The sides of one are three
times as long as the sides of the other. What is the ratio of the area
of the smaller to the larger?
() ( ) ()
22 2
Areaof smaller triangle A1 s1 x 1 1
= = = = = .
Area of thelarger triangle A2 s2 3x 3 9
Exercise 4.4
166
1. The perimeter of two similar triangles ∆ ABC and ∆≝¿ are 12 cm
and 18 cm respectively. Find the ratio of the area of ∆ ABC to
that of ∆≝¿.
2. Find the ratio of the area of two similar triangles if one pair of
corresponding sides are 2.5 cm and 5 cm.
3. In two similar triangles, find the ratio of
167
7. The altitudes AD and PS of two similar triangles
∆ ABC∧∆ PQR are of length 2.5 cm and 3.5 cm respectively. Find
168
2. When a figure is enlarged from the center of enlargement, the
distance from the center to each point is multiplied by the scale
factor.
3. Scale factor: - is the ratio of the corresponding sides usually
express numerically so that:
i .e ∆ ABC ∆≝¿ if
∠ A ≅ ∠ D , ∠ B ≅ ∠ E ,∠ C ≅ ∠ F
AB BC AC
= =
DE EF DF
6. AA similarity theorems
169
If two angles of one triangle are congruent to the
corresponding two angles of another triangle, then the two
triangles are similar.
Figure 4.36
Figure 4.37
In the figure 4.37 above, we have
∠ B≅ ∠ E
AB BC
=
DE EF
170
Therefore, ∆ ABC ∆≝¿… by SAS similarity theorem.
8. SSS similarity theorem
If the three sides of one triangle are proportional to the
corresponding three sides of another triangle, then the two
triangles are similar.
Figure 4.38
In the above figure 4.38, you have
AB BC AC
= =
DE EF DF
Therefore, ∆ ABC ∆≝¿ … by SSS similarity theorem
9. If the ratio of the lengths of the corresponding sides of two
similar triangles is k, then
i ¿ the ratio of their perimeter is k .
Figure 4.39
171
In the figure 4.39 above, if ∆ ABC ∆≝¿, with constant of
proportionality k, then
p ( ∆ ABC )
i)
p¿¿
a ( ∆ ABC )
ii)
a¿¿
172
Miscellaneous Exercise 4
I. Write true for correct statement and false for the incorrect
one.
1. If ∆ ABC ∆≝, then ∠ A ≅ ∠ D .
2. Any two squares are similar.
3. All isosceles triangles are similar.
4. If two triangles are congruent, then they are similar.
5. If two sides of one triangle are proportional to two sides of
another triangle, then the triangles are similar.
6. If three sides of one triangle are congruent to three sides of
another triangle, then the triangles are similar.
II. Choose the correct answer from the given alternatives
7. Given ∆ ABC and ∆≝¿ such that ∠ A ≅ ∠ D , ∠ B≅ ∠ E and
∠ C ≅ ∠ F . Then which of the following theorem shows that
Figure
4.40
11. Wh
ich of the following is different in meaning from∆ ABC ∆≝¿?
A) ∆ CAB ∆≝¿ B) ∆ BAC ∆ EDF
C) ∆ CBA ∆ FED D) ∆ CAB ∆ FDE
12. For what value of x , is ∆ ABC ∆≝¿in the figure 4.41 Below?
A) 21 B) 18 C) 15 D) 19
174
Figure 4.41
13.In the figure 4.42, ∆ ABC ∆≝¿. If AC=4.8 cm, AB=4 cm and
DE=9 cm, find DF ?
Figure 4.42
14.In figure 4.43 to the right, ∆ ABC ∆≝¿, where
AB=3 DE , then find
to ∆≝.
ii ¿ If the area of ∆≝¿ is 27 cm2,
then what is the area the shaded
region.
Figure 4.43.
15.When Ali planted a tree 5m away from point A, the tree just
blocked the view of the building 50m away from point A. If
the building was 20m tall how tall was the tree?
16.Let ABCD and EFGH be two quadrilaterals such that
ABCD EFGH .
175
If AB=15 cm, EF=18 cm, and the perimeter of ABCD is 40 cm,
find the perimeter of EFGH .
Introduction
In this unit, you will revise about the alternate interior and the
exterior angles formed by two parallel lines cut by a transversal
line. You will also learn theorems on the interior angles of any
triangle add up to 1800 and the exterior angle of a triangle is equal
to the sum of the two remote interior angles.
176
5.1 The three angles of a triangle add up to
1800.
Group work 5.1
Discuss the following question with friends.
1. a) Draw any triangle.
b) Cut out the triangle from the scrap paper.
c) Tear the three corners from your triangle made of the
scrap paper.
d) Stick the torn angles inside its outline.
e) What do you guess about the sum of the measures of
interior angles of triangle ABC?
f) What is the degree measure of a straight line?
177
Figure 5.1
2. Describe alternate interior angle, alternate exterior angles and
corresponding angles from the figure 5.2
Figure 5.2
110o 20o
θ
70o β a)
Figure 5.3
Solution:
a) 700 + β=180 0----------------- straight angle
0 0
β=180 −70
178
θ=180 −130 ------------------- subtracting
0 0
Figure 5.4
Figure
5.5
179
Solution:
i ¿ 45 +θ=180 …straight angle
0 0
0 0
θ=180 −45
θ=135 .
0
γ =180 −45 .
0 0
Figure 5.7
To prove α +γ + β=1800 , draw a line BD through Point B and
parallel to AC.Since ∠ δ ,∠ γ and ∠ θ form a straight angle the sum
of their measure is 1800.
180
You also know that ∠ δ ≅ ∠ α and ∠ β ≅ ∠ θ by the alternate interior
angle definition.
Therefore, α +γ + β=δ+ γ + θ=180 0 as δ=α and β=θ
Thus, α +γ + β=1800 .
0
2 θ+3 θ+ 4 θ=180
0
9 θ=180
0
180
θ=
9
0
θ=20 .
When θ=200 ,
m ( ∠ A )=2 θ=2 ( 20 0 )=400 .
181
Figure 5.9
Solution:
0
m ( ∠ A ) +m (∠ B ) +m ( ∠ ACB )=180
0 0
55 + x +m ( ∠ ACB )=180
0 0 0
Since m ( ∠ ACB )=180 −105 ¿ 75 … straight angle, we have
0 0 0
55 + x +75 =180 .
0 0
x +130 =180 .
0 0
x=180 −130 .
0
x=50 .
Exercise 5.1
1. If two angles of a triangle are 550 and 650 , then find the third
angle.
2. Find the value of θ and β as marked in the figure 5.10 shown
below.
182
Figure 5.10
Figure
5.11
4. Find the angles marked by θ and β
in the figure 5.12 to the right.
Figure 5.12
5. In the figure 5.13 given below, m ( ∠ ABC )=320, m ( ∠ BHE )=420
and m ( ∠ ADE )=480. Find m ( ∠ NAD ).
D
48o
C
H
42o
32o
N A E B
183
Figure 5.13
1. Consider the figure 5.14 below and then answer the questions.
D
a B
b
A c α f
e C E
F
Figure 5.14
a) Find the sum∠ c +∠b+ ∠ α .
b) Find the sum ∠ e +∠c ,∠ a+∠ b and∠ α +∠f .
c) Compare m(∠ e ) and m(∠ b)+m(∠ α ).
d) Compare m(∠a) and m(∠c )+ m(∠α).
e) Compare m(∠ f ) and m(∠ b)+m(∠ c).
2. What do you guess about the sum of two interior angles and
one remote exterior angle?
184
Figure 5.15
Figure 5.16
Proof:
Using figure 5.16 above
185
1. α + β+ γ =1800………sum of interior angles.
2. γ +ω=1800………straight angles.
3. α + β+ γ =γ +ω……substitution.
4. α + β=ω………subtracting γ from both sides.
B
Example 5: Apply the exterior angle theorem to find
the measure of the marked angles in figure 65 o
Figure 5.17
Solution:
2 x+10 =x +65 ……. Exterior angle theorem.
0 0
0 0
2 x−x=65 −10
0
x=55
Therefore, m(∠ CAB)=550 and m(∠ BCD)=2(55 ¿¿ 0)+10 0=1200 . ¿
Example6: Calculate the value of the
interior angle x and y in the
figure 5.18 to the right.
Figure 5.18
Solution:
i) 0 0
m ( ∠ x ) + 42 =72 ………. Exterior angle theorem.
186
0 0
x=72 −42
0
ii)
x=30 .
0 0
x + y +42 =180 …Sum of the interior angles of a triangle
y +72 °=180 °.
y=180 ° −72° .
y=108 ° .
Exercise 5.2: B
(3x)o
1. Find the values of x and y in the figure (5x-10)o
40o yo
5.19 to the right. A C
Figure 5.19
Figure 5.20
3. The interior angles of a triangle are ( 5 x ) ° , ( x−12 ) ° and ( 3 x−6 ) ° ,
find the value of x and the measure of each interior angles.
4. Find the marked angles in the figure 5.21 below.
187
Figure 5.21
Figure 5.22
Historical Note:
188
Figure 5.23
189
Figure 5.24
190
Figure 5.26
AD AC CB DB c1 b a c2
= and AB = CB or = and = Where h is the
AC AB b c c a
altitude of ∆ ABC
191
Figure 5.27
Symbolically
1. ( BC )2=( AB ) ( BD ) 2. ( AC )2=( AB ) ( DA )
Ora 2=cf or b 2=ce
Example 7: In figure 5.28 to the right, ∆ ABC is right-
angled triangle. If CD ⊥ AB , AB=6 cm and
DB=2 cm , then find AC∧BC .
Figure 5.28
Solution:
Given: AB= AD+ BD
6cm¿ AD+ 2
AD=6−2=4 cm
i) ( AC )2=( AD ) ( AB )
¿ ( 4 cm )( 6 cm )=24 cm2
192
Thus, CB= √12 cm2=2 √3 cm .
Figure 5.29
Solution:
i) ( CB )2=( BD )( BA )
2
6 =4 ( 4+ x )=16 +4 x
36=16+ 4 x
36−16=4 x
20=4 x
Thus, x=5.
ii) ( AC )2=( AD ) ( AB )
2
y =5 ( 5+ x ).
2
y =5 ( 5+ 4 ) .
2
y =5 ( 9 )=45.
y= √ 45=3 √ 5 .
193
the triangle and the adjacent segment in to which the altitude to
the longest side divides this side, then the triangle is right angled.
Figure 5.30
Symbolically, 1) a =cf and 2
Solution:
a) ( BC )2=( 8 √3 cm )2
¿ 192 cm =a and
2 2
Thus, ( BC )2=( DB ) ( BA ) .
2
a =cf .
194
( AC )2=( AD ) ( AB ) or b 2=ce .
Therefore, from (a) and (b) and by theorem 5.4, ∆ ABC is a right-
angled triangle, where the right angle is at C.
Example10: In the figure 5.32, to C
Exercise 5.3
Figure 5.33
195
2. In figure 5.34 below, ∆ ABC is a right triangle with the right
angle at C and CD ⊥ AB , where D is on AB. Find the length of
AC and BC, if AD¿ 6
cmand DB=12cm.
Figure 5.34
Historical Note:
196
In this section, we will discuss the relation between the
hypotenuse of a right-angled triangle and its legs.
Group work 5.3:
1. Verify the Pythagorean property by counting the small squares
in the diagrams.
Figure 5.37
197
Theorem 5.5 (Pythagoras Theorem)
2 2 2
a + b =c
Figure 5.38
Proof: Let ∆ ABC be right angled triangle with the right angle at
C. As shown in figure 5.35 above, ∆ ABC is a right -angled
triangle and CD ⊥ AB.
To show that a 2+ b2=c 2, we use Euclid’s theorem in the following
way.
1. a 2=( AB )( DB )=c c 2.
2. b 2=( AB )( DA )=c c 1 .
3. a 2+ b2=c c 2+ c c1=c (c 1+ c 2)… Adding (1) and (2) and taking c as a
common factor.
4. a 2+ b2=c ( c)… sincec 1 +c 2=c
5. a 2+ b2=c 2 … proved
Therefore, a 2+ b2=c 2 .
198
Example 11: If a right -angled triangle has legs a=6 cm and
b=8 cm. What is the length of its hypotenuse?
Solution:
Let c be the length of the hypotenuse.
a + b =c … Pythagoras theorem.
2 2 2
2 2 2
6 +8 =c .
2
36+64=c .
2
c =100.
c=10 cm .
2 2 2
AC +CB = AB
2 2 2
(5 cm) + x =(13 cm) .
199
25 cm + x =169 cm .
2 2 2
2 2 2
x =169 cm −25 cm .
Figure 5.40
Figure 5.41
Solution: a 2=( 12 cm )2=144 cm2 .
2 2 2
b =( 5 cm ) =25 cm .
2 2 2
c =( 13 cm ) =169 cm .
200
Hence, ∆ ABC is right angled, the right angle at C. Converse of
Pythagoras Theorem.
Example 14: Determine whether the triples 4 √3 cm, 2 √3 cm
and 8cm are sides of right -angled triangle or not.
Solution:
2 2
( 4 √ 3 cm ) + ( 2 √ 3 cm ) =48 cm2+12 cm2=60 cm2 .
And ( 8 cm )2=64 cm2 .
Hence, 60 cm2 ≠ 64 cm2.
Therefore, they are not the lengths of the sides of the right -angled
triangle.
Exercise 5.4
201
4. In figure 5.42 to the right
∆ ABC is a right -angle
triangle. m ( ∠ ABC )=90 ° , BD is
the altitude to the hypotenuse
AC of ∆ ABC .
a) AD b) BD c) DC .
Figure 5.43
202
Summary for Unit 5
1. A triangle is a three-sided geometric figure bounded by line
segments.
2. The angle on a straight line add up to 180 ° .
3. The sum of the degree measures of the interior angles of any
triangle is 180 ° . B
α θ
A C
Figure 5.45
α + β+ θ=180 °
203
Figure 5. 46
ω=θ+ α
γ =β +θ
δ=β +α
is right-angled
Figure 5.47
204
Miscellaneous Exercise 5
1. If the measure of the two interior angles of a triangle
are 30 ° and 70 °, then find the measure of the third angle.
2. In the figure 5.48, of ∆ ABC , where m ( ∠ C )=30° ,
m ( ∠ ABD )=5 x∧¿ B
205
Figure
5.50
5. In the
Figure 5.51 below, ∆ ABC is a right-angled triangle with CD
the altitude on to the hypotenuse. Determine the lengths of
AC and BC if
AD=3 cm and
DB=12 cm.
Figure 5.51
6. Find the values of the variables in the figure 5.52 below.
C
C
a) x b) y
12
A 4 D 9 B A x+5 D 18 B
Figure 5.52
206
7. In the figure 5.53 line l 1is parallel to l 2 and t is a transversal
line, then find the marked angles.
Figure
5.53
Figure 5.54
9. A window cleaner has a ladder which is 10 meters long. If
he places it so that it just reaches a window bill 8 meters
from the ground, how far from the house is the ladder?
10.Yohanes, lying on the ground, looked up at the top of a flag
pole with a distance 13m. He was 5m far from the foot of
the flag pole. What is the height of the flag pole?
207
208
UNIT 6:Lines and Circles.
Learning out comes:
Introduction
In this unit, you will learn about a circle and its parts, like its
center, radius, diameter, chord, minor and major arcs. You will
also learn positional relationship between circles and lines.
Moreover you will learn in detail about central angle, inscribed
angle and angle formed by two intersecting chords inside the
circle. In addition to this you will define sector and segments of a
circle and the real-life application of circles in solving geometric
problems will be discussed.
209
6.1 Circles
210
d) Draw a minor arc in you circle and label your minor arc.
e) Draw a major arc in you circle and label your major arc.
C
3. In the figure 6.2 shown to the right,
A B
O
R S
T
P Q
Figure 6.2
a) Connect points A and B passing through the center, B and
C.
b) Draw a line passing through the points R and S, P and Q.
c) Draw a line that touches a point T but does not cross the
circle.
d) Identify the radius,diameter,chord,secant line and tangent
line from the figure .What can you say about the relation
ship between the circle and the line PQ ?
211
Note:
i. A circle is usually named by its center. In figure
6.3 below, the circle can be
named as circle ‘O’.
ii. The distance between the center and any
point on the circle is called the radius and
is denoted by ' r ' .
Figure 6.3 Circle
In figure 6.3 above, the line segments OC , OD and OP are
radii of the circle. (radii is the plural form of radius).
iii. A chord of a circle is a line segment whose end points are on
the circle. In figure 6.3 to the right, the line segment AB and
CD are chords of the circle.
212
Center: O
Radii: OC , OA and OD
Chords:CD and AB
Diameter:CD
Note: From example 1 above CD is the diameter.
CD=OC +OD
A B
213
The part of the circle determined by the line through the point A
and B is an arc of the circle. In figure 6.5 above, arc ACB is
ACB or arc APB is denoted by ^
denoted by ^ APB .
Figure 6.6 ^
APB and ^
ACB are semi-circle.
arcs
3. Major arc: is the part of a circle which is
greater than a semi -circle.
Figure 6.8 ^
AXBY and ^
BYAX are major arcs.
214
Example 2: In figure 6.9 to the right, determine whether the arc is
semi-circle, minor arcs and major arcs of a circle O with
diameters AD and BE.
a) ^
AFB b) ^
ABD c) ^
BED
^
d) CAE ^
e) CDE f) ^
BCD
g) ^
AEF h) ^
ABC
Figure 6.9
Solution:
a) Minor arc. d) major arc. g) Major arc.
b) Semi-circle. e) minor arc. h) minor arc.
c) Major arc . f) minor arc.
Sector
Figure 6.10
In the figure 6.10, the shaded region AOB and the unshaded region
AYB are sectors of the circle.
Note: There are two types of sectors, minor and major sectors.
A minor sector is less than semi-circle; where as a major
sector is a sector that is greater than semi-circle.
215
In figure 6.10 above, AOB is minor sector and AYB is major
sector.
Example 3: In circle ‘O’ as shown
figure 6.11 to the right,
identify the major sector and
minor sector.
Figure 6.11
Solution:
AOX and BOX are minor sectors.
BAX and ABX are major sectors.
AOB and AXB are semi-circle sectors.
Segment
Definition 6.4: A segment of a circle is the region
bounded by a chord and an arc of
the circle.
Figure 6.12
In figure 6.12 above, the shaded region AXB and the unshaded
region AYB are segments of the circle.
Note: There are two types of segments, minor segment and
major segment.
A minor segment is the segment which has a smaller
area where as a major segment is a
216
segment which has a larger area.
Example 4: In a circle ‘O’ as shown in figure
6.13 to the right, identify the minor
and major segment.
Figure 6.13
Solution:
AXB is minor segment.
APB is major segment.
Figure 6.14
217
Figure 6.15 l intersect circle ‘O’ at point p.
Definition 6.5:
a) If a line intersects a circle at exactly one point, then the line
is called a tangent line of a circle.
b) The point at which the line intersects the circle is called
point of tangency.
c) If a line intersects a circle at two points, then the line is
called a secant line of the circle.
218
b) The tangent line
c) Secant line
Figure 6.17
Solution:
a) P is the point of tangency.
´ is a tangent line to the circle ‘O’.
b) XY
´ is a secant line to the circle ‘O’.
c) AB
Exercise 6.1
1. Write true or false for the following statements.
a) A circle and a line can intersect at three points.
b) A secant line to a circle intersects a circle at two points.
c) A line which intersects a circle at only one point is
called a chord of the circle.
d) The largest chord in a circle is diameter.
e) An arc less than semi-circle is called major arc.
Figure 6.18
219
3. Tell whether the line or segment is
best described as chord, a secant,
tangent and a diameter in figure 6.19
to the right.
a) AD b) FK
c) HB d) EG f)OD Figure 6.19
Figure
6.20
4. In the figure 6.21to the right,
find m ( ∠ DAB ).
220
Figure 6.21
Definition 6.6 (Central Angle) :A central angle of a circle is
an angle whose vertex is the center of the circle and whose
sides are radii of the circle.
Figure 6.22
Note:
1. ^
A XB is said to intercepted by ∠ AOB and ∠ AOB is said to be
subtended by ^
AXB.
i .e m ( ∠ AOB )=m ^
( AXB ) .
221
If the measure of the central angle is doubled or halved, the length
of the intercepted arc is also doubled or halved. Thus, you can say
that the length of an arc is directly proportional to the measure of
the central angle subtended by it. Hence, you can use this fact to
determine the degree measure of an arc by central angle under
consideration.
Figure 6.23
In the figure 6.23 above, AC and AB are chords of the circle
^
O. Hence ∠ CAB is an inscribed angle in CXB ^
and CXB
subtends∠ CAB .
Note:
1. The measure of the inscribed angle is half of the measure of
1
the central angle.i .e m ( ∠ ABC )= 2 m ( ∠ AOC ) . (Figure 6.24).
222
3. The measure of the central angle is equal to the measure of the
arc subtending it.
i.e From figure 6.24, m ( ∠ AOC )=m ( ^
AXC ) .
Figure 6.24.
4. Inscribed angles subtended by the same arc are equal.
In the figure 6.25 to the right,
m ( ∠ ABE )=m ( ∠ ACE ).
Figure 6.25
1 1
i .e m ( ∠ ADB )= m (∠ AOB ) ¿ ( 80 ° ) .
2 2
m(∠ ADB) ¿ 40 ° .
223
right, is 240 ° , find the measure m ( ∠ DBC ) subtended by the arc
^
DXC . Figure 6.27
m ( ∠ AOC ) .
Figure 6.28
224
Figure 6.29
Figure 6.30
3. In figure 6.31 to the right, if m ( ∠ RST )=61 °,
then findm ( ∠ ROT ) and m ( ^
RXT ) .
Figure 6.31
Figure 6.32
Figure 6.33
225
‘ O ’ such that m ( ∠ BOC )=30° and m(∠ AOB)=60 ° . If D is a
c)m( ^
BYC ) d) m ( ∠ BOC )
e) m(∠ AOD) f) m( ^
AZD)
g) m(∠ AOB) h) m ( ^
APB )
Figure 6.35
Figure 6.35
2. In figure 6.36 given to the right, can you
derive a formula for m(∠ a) and m ( ∠ b ) ?
226
Figure 6.36
Figure 6.37
a) If CE=DE , then what is (∠CEO) ?
b) If m ( ∠ DEO )=90 ° , what is the relation between the length
of CE and DE ?
Theorem 6.1: The straight line drawn from the center of the
circle perpendicular to a chord bisect the chord.
i.e. in 6.38 below ‘O’ is the center, CD is the chord of the circle. If
OE is perpendicular to CD then CE=ED .
C D
E
Figure 6.38
Proof:
227
Given circle ‘O’ with chord CD perpendicular to OE we want to
show that CE=DE .
O
1. Join C and O, O and D … (construction).
D
2. OC =OD …. Radii of the circle ‘O’. C E
Figure6.38
3. OE is common side.
4. ∠ CEO ≅ ∠ DEO=90 ° (given).
5. ∆ OCD is isosceles triangles.
(step2 and definition of isosceles triangle).
6. ( ∠ OCE ) ≅ (∠ ODE )… base angle of an isosceles triangle.
7. ( ∠ COE ) ≅ (∠ DOE ) …angle sum theorem and step4 and 6.
8. ∆ COE ≅ ∆ DOE …. (SAS).
9. CE=DE … corresponding sides of congruent triangle.
10. Therefore, CE=DE .
by Pythagoras theorem
2 2 2
Figure6.40
OA =OM + AM
228
2 2 2
13 =OM + 5 .
2
169−25=OM
OM =√ 144=12 cm .
Therefore, AB is 12cm far from the center O.
Example 10: In figure 6.41 to the right, ‘O’ is
the center of the circle and OC is perpendicular
to AB. Find the length of AC and AB.
Figure 6.41
4 x=3 x+7
4 x−3 x=7
x=7
Thus, AC=4 (x)=4 ×7=28 and AB=2 AC =2 ×28=56.
Theorem 6.2: The measure of an angle formed by two chords
intersecting inside a circle is half the sum of the measures of the
arcs subtending the angle and its vertically opposite angle.
Figure 6.42
229
Proof: Given AB and CD intersecting at P inside a circle, we want
to show that
1 ^ 1 ^
m(∠ BPD)=¿ m ( AYC ) + m( BXD )
2 2
angle theorem.
3. m ( ∠ APD ) +m (∠ BPD )=180 ° … straight angle.
4. m ( ∠ BAD ) +m (∠ ADC ) +m (∠ APD )=180 ° angle sum theorem.
5. m ( ∠ APD ) +m (∠ BPD )=m ( ∠ BAD ) +m (∠ ADC ) +m(∠ APD) …..
steps 3 and 4
6. m ( ∠ BPD )=m ( ∠ BAD ) +m ( ∠ ADC ) … Simplification.
1 1
7. m(∠ BPD)=¿ 2 m ( ^
AYC ) + m( ^
2
BXD ) … Substitution (step2 and 6).
(a) (b)
Figure 6.43
230
Solution:
1 ^ 1 ^
(a) m ( ∠ CPB ) = m ( C B ) + m ( AD )
2 2
1
x= (190° +70).
2
x=130 ° .
1 1 ^
(b) m ( ∠ APD )= 2 m ( ^
AD ) + m ( C
2
B).
1
¿ ( 75+25 ) =50° .
2
x +m ( ∠ APD )=180 ° .
x +50 °=180 °.
x=180 °−50 ° .
x=130 ° .
Exercise 6.3
1. In figure 6.44 to the right, ‘ O ’is the
center of circle F is a point on chord
AB such that OF perpendicular to AB.
231
Figure 6.45
3. In figure 6.46 below find the value of x .
232
(a)
Figure 6.46 (b)
Figure 6.47
5. Find m ( ∠ ABC ) and m(∠ AOC) in a
circle ‘O’ as shown in Figure 6.48 to
the right.
Figure 6.48
6. In figure 6.49 below, if ln is a diameter of
circle ‘O’. Find the measure of the arcs:
a) ^
MN
b) ^
NLM
c) ^
NML
Figure 6.48
233
Same examples of circles in real-life applications are camera
lenses, tires, rings, Wheels, button and satellite orbit around the
earth. Circles are simply closed curves equidistant from a fixed
point called center.
Figure 6.49
You should find that for each circle the circumference (C) of a
circle divided by its diameter (d) is approximately equal to π . That
c
is d =π ,where (π ≈ 3.14).
234
To give a formula to find the circumference of a circle using its
Circumference C 22
diameter, note that = = ≈ 3.14 ≈ π
diameter d 7
C
Thus, =π
d
C
× d=π ×d …………. Multiplication of both sides by d.
d
C=πd
b) C=2 πr =2 π ( 5 cm ) .
¿ 25 ( 227 ) cm .
2
235
2
A=78.57 cm .
Solution: The maximum area that the goat can graze is the area of
the circular region covered by the grass with radius is equal to the
2 2 2
length of the rope. So A=π r =π ( 3.5 m ) =12.25 π m
Thus,
m(^
AB ) + m ( ^ ^
BC ) + m ( C ^
D ) +m ( D E )+ m ( ^
EA )=360 ° .
5 m( ^
AB ) =360° … because all arcs are equal
360 °
m(^
AB ) = =72 °
5
236
Therefore,m ( ^ ^
AB ) =m ( B ^
C )=m ( CD )=m ( D ^
E ) =m ( E A )=72 ° and
1
m ( ∠ A )=m ( ∠ B )=m ( ∠ C )=m ( ∠ D )=m ( ∠ E )= (72 °)
2
¿ 36 ° …Since all angles are congruent
Exercise 6.4
1. The circumference of the park is 176m. Find the area of the
park.
2. If the diameter of a circle is 14cm, then find the circumference
and area of the circle.
3. A silver wire bent in the form of a square enclosed in an area
of 121cm2. If the same wire is bent in the form of a circle, then
find the area of the circle.
4. Awheel makes 20 revolutions to cover a distance of 66m. Find
the diameter of the wheel.
5. Two concentric circles (circles with the same center) have
radii 6cm and 3cm respectively. Find the area of the annulus
(the shaded region).
(use π=3.14 ¿ .
Figure 6.51
237
Summary for Unit 6
1. A circle is the set of all points in a plane that are equidistant
from a fixed point called center of the circle.
2. A circle is usually named by its center.
3. A line segment whose end points are on the circle is called
chord of a circle.
4. A radius of a circle is the length of a line segment from the
center of a circle to a point on the circle.
5. A diameter of a circle is a chord that passes through the center
of the circle.
6. A secant of a circle is a line that intersects the circle at two
points.
7. A tangent line to the circle is a line that touches the circle
exactly at one point called point of tangency.
8. Circumference of a circle is the complete path around the
circle.
9. Semi-circle is half of a circle and it measures180 °.
10. An arc is a part (a portion) of the circumference.
11. Minor arc is the part of a circle which is less than semi-circle.
12. Major arc is the part of a circle which is greater than a semi-
circle.
13. A sector of a circle is the region bounded by two radii and an
intercepted arc of the circle.
238
14. A segment of a circle is the region bounded by a chord and an
arc of the circle.
15. A central angle of a circle is an angle whose vertex is the
center of the circle and whose sides are radii of the circle.
16. An inscribed angle is an angel whose vertex is on a circle and
whose sides contain chords of the circle.
17. From the figure 6.52 below
1
i. m ( ∠ ABC )= m( ^
AXC )
2
ii. m ( ∠ AOC )=m( ^
AXC )
1
iii. m ( ∠ ABC )= m(∠ AOC ) or
2
2 m ( ∠ ABC )=m(∠ AOC )
Figure 6.52
iii) A=π r
2
239
19. In any Circle ‘ O ’, if two chords AB andCD intersect at a point
1 1
E inside the circle , then m ( ∠ AED )= ( ^
AXD )+ m(∠ ^
CYB).
2 2
Figure 6.52
Miscellaneous Exercise 6
I. Write true for correct statement and false for the
incorrect one.
240
1. The largest chord in a circle is diameter.
2. An angle inscribed in the same or equal arcs are equal.
3. A tangent line to a circle can pass through the center of the
circle.
4. The measure of the central angle and the length of the
intercepted arc are equal.
5. An inscribed angle is twice of the measure of central angle.
6. The angle inscribed in a semi-circle is right angle.
II. Answer the following questions.
7. In the figure 6.54 ‘ O ’ is the center and m ( ^
AXC )=120 ° . Then
find
a) m ( ∠ AOC ) b) m ( ∠ ABC )
Figure 6.54
241
A D
130o 20o
O
B C
Figure 6.55
9. In the figure 6.56 given to the right, ‘ O ’is the center
of the circle and m ( ∠ BOC )=12 0 o.Find
a) m(∠ AOC) b) m(∠ ADC)
Figure 6.56
Figure 6.57
11. In Figure 6.58 to the right, ‘ O ’ is the center
of the circle, AB is a chord of the circle and
OC is perpendicular to AB. If the radius of
the circle is 5cm and the length of the chord
is 8cm, find the length OC .
Figure 6.58
Figure 6.58
243
Unit 7:Solid figures and Measurements
Learning out comes:
Introduction
You will also learn how to find the surface area and volume of
prisms and cylinders and surface area of pyramids and the real-
life application of solid figures and measurements.
244
Group work 7.1
Figure 7.1
2. Identify the faces and radius of the
figure 7.2 shown to the right.
Figure 7.2
2. List objects that have a shape of prisms and cylinders at
your home.
Prism
Definition 7.1: A prism is a solid figure that has two parallel and
congruent bases.
Depending on the shape of its base a prism can called triangular,
rectangular and so on.
245
Triangular prism Rectangular Prism Pentagonal prism
(bases are Triangle) (Bases are Rectangle) (Bases are Pentagon)
Figure 7.3
A prism has two bases: upper base and lower base. The edges of a
prism are the line segments that bound the prism.
Figure 7.4
246
Definition 7.2: A net is a pattern of shapes on a piece of paper or
card. The shapes are arranged so that the net can be folded to a
hollow solid.
247
Figure 7.5 Net of Rectangular Prism
FG, and HG .
Note: When the base of the prism is a circle, the prism becomes a
cylinder.
Cylinder
249
Figure 7.8 Net of Cylinder
Note:
1. The upper and the lower bases are congruent circles of equal
radii.
2. The bases lie on the parallel plane.
3. A line through the centers of the bases is perpendicular to the
diameter of the bases, which is the height of the cylinder.
Exercise 7.1
1. From the figure 7.9 below, identify the
a) Vertices b) edges c) faces d) draw the net
Figure 7.9
2. From the figure 7.10 below, identify the base and draw the net.
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Figure 7.10
1. What is pyramid?
2. Answer the following questions based
on the figure 7.11 shown to the right.
Figure 7.11
Figure 7.12
From the figure 7.12 above.
The polygonal region ABCD is called the base of the pyramid.
The point ‘ V ’ is called the vertex.
The triangles VAB , VBC , VCD and VDA are called lateral faces of
the pyramids.
AB , BC , CD and DA are the edges of the base of the pyramids.
VA , VB ,VC and VD are lateral edges of the pyramid.
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The altitude of the pyramid is the perpendicular distance from
the vertex to the point of the base (VV ' is the altitude).
The slant height is the length of the altitude of a lateral face of
the pyramid
( VE is the slant height of the pyramid).
253
(a) (b)
Figure 7.14 pyramids
Solution:
a) Vertex: D
Base: ∆ ABC .
Altitude: DE
Slant height: DF
b) Vertex: V
Altitude: VF
Slant height: VG
254
Note:
length.
255
a) Regular triangular pyramid b) Regular square pyramid
Figure 7.16
Cone
Figure 7.17
a) Name the vertex of the cone.
b) Name the slant height.
c) Name the base of the cone.
d) Name the altitude of the cone.
e) Indicate the lateral face of the cone.
256
Definition 7.5 The solid figure formed by joining all points of a
circle to a point not on the plane of the circle is called a cone.
Figure 7.18
Cone
The original circle is called the base of the cone and the curved
closed surface is called the lateral surface.
The point outside the plane at which the segments from the
circular region are joined is called the vertex of the cone. The
perpendicular distance from the base to the vertex is called the
altitude of the cone.
Example 3: Identify base, vertex, altitude and
slant height of the cone given in the figure 7.19 to
the right.
Solution:
The base of the cone is a circle ‘ O ’.
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The Vertex of the Cone is ‘ V ’.
The Altitude of the cone is h=¿ VO .
Note:
Figure 7.20
Exercise 7.2
258
1. Answer the following questions based on the figure 7.21 shown
below.
259
(a) (b)
Figure 7.21
i) Name the vertex
ii) Name lateral edges
iii) Name the base
iv) Name the height
v) Name the lateral faces
2. Draw a cone and indicate
a) The base. d) The slant height.
b) The lateral face. e) The vertex.
c) The altitude.
3. Draw a) Right circular cone.
b) Oblique circular cone.
260
Group work 7.4
261
f) VF is called________________________
Thus,
The lateral surface area is the sum of the areas of all lateral faces
denoted by A S
¿ wh+lh+wh+lh
¿ 2 lh+2 wh
262
¿ 2 h(l+w)
The base area is the area of either the lower base or the upper base
(because they are equal).
Total surface area of a prism is the sum of the areas of the two
bases and the area of the four lateral faces.
Total surface area¿Area of the two bases +¿ area the four lateral
faces.
¿ A B + A B + wh+lh+ wh+ lh
AT =2 A B + 2 wh+2 lh
AT =2 A B + A L
Note:
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The total surface area is the sum of the areas of all the faces,
denoted by AT .
Example 4: If a rectangular prism with
height 5cm, length 6cm and width
7cm. Find
a)Lateral surface area
b) Total surface area
Figure 7.25
Solution:
a) A L =ph where
p=2 ( 6 cm+ 4 cm )=2 ( 10 cm )=20 cm
h=5 cm
2
A L =( 20 cm )( 5 cm )=100 cm
2
A L =100 cm
b) AT = A S +2 A B where
2
A B=lw=6 cm× 4 cm=24 cm
AT = A S +2 A B =100 cm + 48 cm =148cm2
2 2
264
Figure 7.26
Solution:
First find the lateral surface area, each base of the prism is a right
triangle with hypotenuse 5cm and legs 3cm and 4cm.
Then
A S=a ( A A ' C ' C ) +a ( C ' CB B' ) + a( A A ' B' B)
¿ 3 cm× 6 cm+4 cm× 6 cm+5 cm× 6 cm
2 2 2
¿ 18 cm +24 cm +30 cm
2
¿ 72 cm
2
AT =84 cm .
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( a) Triangular pyramid ( b) Rectangular pyramid
Figure 7.27
1 1 1 1
¿ ( DC ) ( VE ) + ( BC )( VE )+ ( AB ) ( VE ) + ( AD ) ( VE )
2 2 2 2
1
¿ VE ( DC +BC + AB+ AD )
2
266
1 1
¿ VE p ( ABCD ) = pl Where l=¿ VE and pis
2 2
perimeter
1
Thus, A L = 2 pl .
The total surface area of the pyramid is the sum of the area of the
lateral surface and the area of the base.
That is,
AT ¿ A L + A B, where
the base.
Example 6: Find
Figure
7.29
Solution:
1
a) The lateral surface area is given by A L = 2 pl , where
267
l=7 cm
1 2
A L = (18 cm×7 cm )=63 cm .
2
Example 7: In the figure 7.31 given below, if the slant height the
pyramid is l=6 cm,and the base is equilateral triangle with side
V
length 6 cm . Then Find
a) The lateral surface area
B
b) The base area
A
c) The total surface area. C
D
Figure 7.30
Solution:
1
a) The lateral surface area is given by A L = 2 pl ,
p= AB+ BC + AC =6 cm+6 cm+6 cm=18 cm
1
A L = (18 cm )( 6 cm ) .
2
2
A L =54 cm .
1 1
b) The base area is given by A B= 2 bh= 2 AC h , where h is the
268
2 2 2
AD + BD = AB
2 2 2
3 cm +h =( 6 cm )
2 2 2
h =36 cm −9 cm
h=√ 27 cm =3 √ 3 cm .
2
1
A B= ( 6 cm ) ( 3 √ 3 cm)
2
A B=9 √ 3 cm .
2
AT =(54+9 √ 3)cm .
2
269
c) The lateral surface area of the cylinder
d) The total surface area of the cylinder
2. The lateral surface area of the cylinder is 48 π cm2 and the
circumference of the base is 8 πcm. What is the altitude of the
cylinder?
Figure 7.32
The upper and the lower bases of the cylinder are parallel and
congruent. Therefore they have equal area, A B=π r 2. If the upper
and the lower bases are detached, then you get a rectangle whose
length is 2 πr and height is h which the height of the cylinder.
Therefore, the lateral surface area( A L ) = ph,
where P=C=2 πr .
So, A L =2 πrh .
270
In general, for any circular cylinder with base radius ( r ¿ and
height( h ) ,
1. The area of the base is A B=π r 2 .
2. The area of the lateral surface area A L =2 πrh .
3. The total surface area AT =2 A B + A L ,with radius r and height h
Therefore,
2
AT =2 π r +2 πrh
AT =2 πr (r +h)
271
Example 9: Find the height of a right circular cylinder if the
lateral surface area is 72 π cm2 and radius of the base is 4cm.
Solution:
A L =2 πrh=72 π c m implies that
2
2
2 π ( 4 cm ) h=72 π cm .
2
8 πcmh=72 π cm
2
72 π cm
h=
8 πcm
h=9 cm .
Activity 7.1
Figure 7.34
272
Figure 7.35
The height of the cone is the perpendicular distance
between the vertex and the base.
The slant height l of the cone is the distance between the
vertex and a point on the base.
The lateral surface area of the cone
1 1
( A L ¿= 2 (circumference)(slant height) ¿ 2 ( 2 πr ) l
A L =πrl
AT =πrl(l+r )
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Example 10: From the figure 7.37
to the right, find
Figure 7.36
Solution:
274
Example 11: A right circular cone has base radius of 2cm and the
total surface area of 8 π cm2. Find
Solution:
Exercise 7.3
275
2. A rectangular prism has length 5cm, width 3cm and height
6cm. Find
a) The lateral surface area.
b) The area of the base.
c) The total surface area.
3. For a regular tetrahedron whose faces are equilateral triangles
of side 8cm. Find
a) The lateral surface area
b) The total surface area
4. Find the total surface area of a cube whose edge is 2cm long
5. Find the lateral and the total surface area of a regular pyramid
with a square base of side length 6cm, vertical height of 8cm
and slant height of 10cm.
6. The lateral surface area of a regular square pyramid is 240 cm2
and its base is 12cm long. Find its slant height.
7. Find the lateral surface area and the total surface area of a right
circular cylinder with height 5cm and radius of 4cm.
8. Find the radius of the base of a circular cylinder whose total
surface area is 12 π cm2 and its height is 1cm.
9. The lateral surface area of a cylinder is 120 π cm2. Its base radius
is 6cm long. Find the height of the cylinder.
10. The slant height of a right circular cone is 8cm. If the radius
of the base is 6cm, then find its
276
a) Lateral surface area.
b) Total surface area.
11. The lateral surface area of a cone is 48 π cm2 and the radius is
12cm. Find the slant height of the cone.
1. If the length, width and the height of a prism are 3cm, 2cm and
4cm respectively, what is the volume of the prism?
2. L9A right circular cylinder has a height of 10cm and a radius
of 6cm. What is its volume?
3. A right triangular prism has a height of 12cm and volume of
60cm3. What is the area of the triangular bases?
The volume of a solid geometric figure is a measure of the
amount of space it occupies. Most commonly used units of
volume are cubic centimeters (cm3) and cubic meters (m3).
Volume of a prism
277
i .e V =l ×w × h
Figure 7.37
2. In a cube the length, the width and the height are all the same
size. Therefore, the formula for the volume is given by
Volume of cube¿length × length × length
3
V =l ×l ×l=l
Example 12: Find the volume of a rectangular prism that has base
length of 6cm, width 4cm and height of 8cm.
278
Solution:
V =l × w ×h
¿ 6 cm × 4 cm× 8 cm
2
V =192 cm
Figure 7.41
Cylinder
i.e, Volume; V = A B ×h
279
V =¿ π r 2 h
V =¿ π (3 cm)2 × 8 cm
3
V =72 π cm
r =√ 16 cm2 , r =4 cm.
Exercise 7.4
280
Figure 7.42
2. A lock of wood is a prism
and has dimensions as shown
in the figure 7.43 to the right.
Find the volume.
Figure
7.43
3. Find the volume of a cylinder whose base radius is 2.5cm and
height is 5cm.
4. Calculate the volume of a right circular cylinder with radius
3cm and height 4cm.
5. The volume a right circular cylinder is 1540 cm3 and its altitude
is 10cm long. What is the length of the radius of the base?
6. A square prism of height 11cm has a volume of 539 cm3. Find
the length of each sides of the square base.
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In this subtopic, you will investigate and solve practical
real-life problems involving volumes and surface areas of
prisms and cylinders.
Figure 7.44
Solution:
Let sbe the side length of the cube. Then the volume V of the
cube is V =s 3.
Solution:
12 πcm
Thus, r = 2 π =6 cm.
A L =2 πrh
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2
2 72 π cm
⇒ 2 πrh=72 π cm ⇒ h= =6 cm.
12 πcm
Thus, V = A B h=πr r 2 .
2 3
¿ π ( 6 cm ) ( 6 cm ) =216 π cm .
Figure 7.45
Solution:
We do not calculate the two base areas as trap has open top and
bottom
A L =ph .
¿ 2 ( 12 cm+10 cm ) ( 20 cm )=( 44 cm ) ( 20 cm ) .
2
A L =880 cm .
283
Therefore, you need to coat 880 square centimeters with glue.
Exercise 7.5
Figure 7.48
284
4. A container in the shape of a right circular cylinder. It has
radius of 40cm and a height of 50cm. How many liters of
gasoline could it contain?
1
5. A rectangular fish tank 60cm by 5cm by 34cm is 3 full of
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Summary for unit 7
1. A prism is a solid figure that has two parallel and congruent
bases.
2. If the parallel planes containing the upper and the lower bases
and any line on the lateral edge makes right angle with edge of
the base, then the geometric solid figure is called a right prism.
3. A net is a pattern of shapes (rectangles, cones, triangles,
circles, prisms, pyramids and cylinders) on a piece of paper
and when correctly folded gives the model of solid figure.
4. A cylinder is a solid figure with two congruent circular bases.
5. A right circular cylinder is a cylinder in which the bases are
circles and a line through the two centers is perpendicular to
the radius if the bases.
6. Table 7.1 shows shape, cross section, areas and volumes of the
solid figures.
Table 7.1
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A L =ph V = AB h
h AT = A L +2 A B
h
b b
A L =ph V = AB h
w
AT = A L +2 A B
h
m
l
w
l
4
c A L =4 L
2
V =L
3
m
l l AT =6 L
2
m
l l
4
l
c
m
8. The solid figure formed by joining all points of a circle to a
point not on the plane of the circle is called a cone.
287
the perimeter of the base and its slant height.
1
A L = pl
2
b) The total surface area of a regular pyramid is the sum of
the areas of the lateral surface and the base. That is,
AT = A L + A B .
10.a) The lateral surface area of a cone is half of the product of
the circumference of its base and its slant height. That is,
( 2 πr ) l
A L= =πrl .
2
b) The total surface area of a cone is the sum of the lateral
area and its base area. That is,
2
AT = A L + A B=πrl+ π r =πr ( l+ r ) .
Miscellaneous Exercise 7
1. In the figure 7.49 shown below, Name
i) Edges ii) The lateral faces iii) The lower base iv)
The upper base
(a) (b)
Figure 7.49
288
2. In the figure 7.49 (b) above, name
i) The vertex
ii) The lateral edges
iii) The lateral faces
iv) The base
3. The base of a rectangular prism is 5cm long and 4cm wide. If
the height is 6cm, then find
a) The lateral surface area.
b) The total surface area .
c) The volume.
4. A triangular prism has a base edge 6cm, 8cm and 10cm long.
Its lateral area is 480 cm2. What is the height of the prism?
5. A regular square pyramid has a base of 4cm long, height of
6cm and slant of height 8cm. Find
a) The lateral surface area.
b) The total surface area.
6. A rectangular prism has base edges of 6cm and 8cm long and
a height of 5cm. Find
a) The lateral surface area.
b) The base area.
c) The total surface area.
289
7. The lateral surface area of a right triangular pyramid is 90 cm2.
Its base is a right-angled triangle with side length 3cm, 4cm
and 5cm. Find its slant height.
8. A right circular cylinder has a radius of 5cm and a height of
8cm. Find
a) The lateral surface area.
b) The base area.
c) The total surface area.
d) The volume.
9. What is the total surface area of the cylinder if its base radius
is 4cm and lateral surface area is 32 π cm2.
10. If the volume of a circular cylinder is 320 π cm3 and its height is
5cm. Find the radius of the cylinder.
11. If the radius and the height of a right circular cone are 4cm
and 6cm respectively, then find.
a) The slant height.
b) The circumference of the base.
c) The area of the base.
d) The lateral surface area.
e) The total surface area.
12.A cone has a lateral surface area of 72 π cm2 and its slant height
is 12cm. Find the radius of the cone.
290
Unit 8: Introduction to Probability
Learning out comes
When you buy a lottery ticket, you cannot be 100% sure to win.
Some things can occur by chance or things what you expected
may not occur at all. The occurrence or non-occurrence of these
things is studied in mathematics by the theory of probability. So
291
in this unit, you will learn the simple and introductory concepts of
probability.
292
i. An experiment is an activity (measurement or observation) that
generates results (out comes).
ii. An outcome (sample point) is any result obtained in an
experiment.
iii. Sample space(S) is a set that contains all possible outcomes
of an experiment.
iv. An event (E) is any subset of a sample space.
Example 1: Determine the sample space of the following
experiments.
a) Tossing a coin.
b) Tossing two coins.
c)Tossing three coins.
d) Rolling a die.
e) Choose an English vowel letters.
f) Answering a true false question.
Solution:
Possible outcomes are a set that contains all possible outcomes of
an experiment
Experiment Sample space
a. Tossing a coin. {Head, tail} = {H, T}
b. Tossing two coins. {HH, HT, TH, TT}
c. Tossing three coins. {HHH, HHT, HTH, HTT,THH,
THT, TTH, TTT}
d. Rolling a die. {1, 2, 3, 4, 5, 6}
e. Choosing an English vowel {a, e, i, o, u}
293
letters.
f. Answering a true –false {True, False}={T, F}
question.
a) showing head(H)
b) showing tail(T)
Figure 8.1 coins
Example 2: Suppose an experiment is rolling a die.
a) List the elements of the sample spaces.
b) List the elements of the set of the event "the number shown is
prime".
c) List the elements of the set of the event "the number shown is
odd".
d) List the elements of the set of the event "the number shown
is even".
Solution:
a) The sample space is ¿ { 1 ,2 , 3 , 4 ,5 , 6 } .
b) The prime number is E={ 2 ,3 , 5 } .
c) The odd number is E={ 1 ,3 , 5 } .
d) The even number is E={ 2 , 4 , 6 } .
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Activity 8.1
1. Identify the following events has certain or impossible events.
a) You will grow to be 3m centimeters tall.
b) You will live to be 300 years old.
c) You will die.
d) The newly born baby will be a girl.
2. Give examples of events that you think
a) are certain. b) Are impossible.
Definition 8.2: If the probability of an event is 1, then it is called
certain.
Example 3:
a) Night will follow day.
b) Monday is following Sunday next week.
c) The sun rises in the east.
Definition 8.3: If the probability of an event is 0, then it is
called impossible out comes.
Example 4:
a) Two lines intersect at three points.
b) You will grow to be 5 meters tall.
c) You will live to 250 years old.
Definition 8.4: All probabilities must have a value greater than or
equal to 0 and less than or equal to 1. i.e. 0 ≤ P(E) ≤ 1.
Note:If E is an event,then we say that
295
i) E is imposible event if P ( E )=0.
Figure 8.3
Example 5: The following events have equal chance of
occurrence.
a) Getting head and Tail in Tossing a coin.
b) Getting boy and girl for the newly born baby.
c) Getting Even and odd number in rolling of a die.
Example 6: Determine whether the following events are likely of
Unlikely event.
a) Getting number 3 in rolling a die.
b) Getting an even number from the factors of 8.
Solution:a) Sample space S= { 1, 2 , 3 , 4 , 5 ,6 }.
296
1 1 1
p ( 3 )= ,since 0< < getting 3 from rolling a
6 6 2
die is unlikely event
b) Sample space(factors of 8) S= { 1, 2 , 4 , , 8 }.
3 3
p ( even number )= ,since 0< <1 getting
4 4
even number from factors of 8 is likely event.
Exercise 8.1
1. Find the sample space for each of the following.
a) One coin is tossed.
b) Two coins are tossed.
c) One die is rolled.
d) A coin and a die are tossed together.
2. Given two examples of events that you think
a) are impossible.
b) have about an even chance.
c) are certain.
d) Are likely
e) Are unlikely
297
a) what is the sample space.
b) what is the probability of getting head (H).
c) what is the probability of getting Tail (T).
2. Suppose an experiment is rolling a die.
a) List the elements of the sample spaces.
b) List the elements of odd numbers.
c) List the elements of even numbers.
3. A fair die is rolled. What is the probability of getting?
a) a number 2.
b) an odd number.
c) an even number.
d) a prime number.
e) a multiple of 2.
f) a number 7.
4. What is the probability of sure event and impossible event?
Historical Note
298
The probability of an event is the ratio of the number of
Successful out comes in the event to the total number of possible
outcomes in the sample space.
number of succesful out comes
In symbol: P (event) = total num ber of possible out comes
n (E)
Or p(E)= n (s)
299
n(E) 1
P ( E )= = .
n(S) 6
Note: The word fair means that each number has an equal chance
of turning up; the outcomes are equally likely.
Example7: A bag contains 10 balls of which 4 are red, 3 are blue
2 are white and 1 is yellow. Calculate the probability that when
one ball is drawn from the bag, it will be
a) red. c) blue b) white. d) yellow.
Solution:
There are 10 balls altogether so the total number of possible
outcomes is 10
number of succesful out comes n(E) 4 2
a) P(red )= total number of possible out comes = n(S) = 10 = 5
300
number of succesful out comes n( E) 3
c) P(blue)= total number of possible out comes = n(S) = 10
a) P ( M )= n ( S ) = 11
n (E ) 2
b) P ( E )= n ( S ) = 11
n ( E) 1
c) P ( A )= n ( S ) = 11
n ( E) 2
d) P ( I ) = n ( S ) = 11 .
n( E ) 1
e) P ( T ) = n ( S ) = 11 .
n(E) 2
f) P ( H∨S ) = n ( S ) = 11 .
n(E) 2
301
a) a mango b) an orange c) a banana d) a lemon
Solution:
A box of fruit contains
¿ 5mango+ 4orange+3 banana+3lemons¿ 15 fruits.
a) P ( mango )= n ( S ) = 15 = 3 .
n ( E) 5 1
b) P ( orange )= n ( S ) = 15 .
n ( E) 4
c) P ( banana )= n ( S ) = 15 = 5 .
n ( E) 3 1
d) P ( lemon )= n ( S ) = 15 = 5 .
n ( E) 3 1
302
Example 11: Two dies are rolled. What is the probability of each
event?
a) The sum is 9.
b) The sum is 12.
c) The sum is less than 12.
d) The sum is even numbers.
e) The sum is prime numbers.
Solution:
There are 6 numbers on each die. The sample space has 6 2 or 36
outcomes.
303
Thus, the sample spaces are
Second die
First die 1 2 3 4 5 6
1 (1,1) (1,2) (1,3) (1,4) (1,5) (1,6)
2 (2,1) (2,2) (2,3) (2,4) (2,5) (2,6)
3 (3,1) (3,2) (3,3) (3,4) (3,5) (3,6)
4 (4,1) (4,2) (4,3) (4,4) (4,5) (4,6)
5 (5,1) (5,2) (5,3) (5,4) (5,5) (5,6)
6 (6,1) (6,2) (6,3) (6,4) (6,5) (6,6)
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n ( E ) 18 1
Therefore, P ( ∑ even number )= = = .
n ( S ) 36 2
Example 12: A die and a coin are tossed together. Find the
probability of getting:
a) head and 6.
b) head and odd number.
c) tail and even number.
Solution:
Exercise 8.2
1. A counting number less than 20 is chosen at random. What is
the probability that the number chosen is?
a) a prime number
b) an odd number
c) a multiple of 3
d) not a multiple of 4
2. Cards numbered 1 through 10 are shuffled and placed in a
deck. Find the probability that the top card has
a) prime number
b) not prime number
3. If Almaze tossed a coin 10 times and recorded a head 3 times
and a tail 7 times, what is the probability of getting?
a) a head b) a tail
4. A fair coin is tossed twice. Find the probability of getting
306
a) two heads b) two tail c) one head
5. In electing representative of student from a class of 20 girls
and 30 boys, what is the probability of elected be?
a) a boy b) a girl
6. From a jar which contains 3 red, 5green and 7 blue marbles,
what is the probability of?
a) Choosing a blue marble from a jar?
b) Choosing a marble that is not red?
c) Choosing a red or a green marble?
7. If a number is chosen at random, from the number 1 to 20
inclusive, what is the probability that
a) a prime number will be picked?
b) a single digit number will be picked?
c) a number containing the digit 1 will be picked?
8. A box contains 18 pens, 12 of which are blue. A pen is picked
at random. Find the probability that the pen
a) Blue b) not blue.
9. A game is played with two spinners. You multiply the two
numbers on the spinners land to get the score
307
Figure 8.4 spinner
a) Copy and complete the table to show all the possible scores.
One score has been done for you.
Table 8.2
Spinner Spinner B
× 1 2 3
A
1
2
3
4 8
b) Work out the probability of getting a score of 9.
c) Work out the probability of getting a score that is an odd
number.
d) Work out the probability of getting a score that is an even
number.
10.100 raffle tickets are sold. Raman buys 8 tickets, Susan 5
tickets and Aster 12 tickets. What is the probability that the
first prize will be won by?
a) One of these three c) Susan
b) Raman d) Somebody other than Aster?
Write each answer in three ways:
a) as a fraction
b) as a decimal
c) as a percentage
308
8.3 Applications on Business, Climate and
Road transport accidents
Introduction
Probability is the study of things that might happen or might not
happen. Probability is used to describe random or chances of
events to occur and plays a vital role in day-to-day real-life
activities. Some of the applications of probability are in weather
forecasting, in selling and buying things, in drug usage and road
transport accidents.
Example13: The Benishangul gumuz regional state office
allotted Birr 100,000 for special development of different sectors
given as for education 70,000, for health 20,000 and 10,000 for
agriculture. What is the probability of the budget allotted to be?
a) Agriculture.
b) Health.
c) Education.
Solution:
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Example 14: Rate of car accidents has increased rapidly in
the past 10 years. If a city has a population of 10,000 and the
death rate in car accident is 500. What is the probability of
being killed of each person by car accident?
Solution:
n( E) 500 5 1
P ( accident ) = = = = =0.05=5 %
n(S ) 10,000 100 20
Therefore, a person has 5% chance to be die by car accident.
Example 15: In a certain population 10% of the people are rich
and 5% are famous. If a person is randomly selected from this
population, what is the probability that the person is?
a) Not rich.
b) Famous.
c) Rich.
Solution:
Rich+ Famous +not rich=100 %
10 %+ 5 %+not rich=100 %
Not Rich¿ 85 %
85 % 85 17
a) P ( not rich )= 100 % = 100 = 20 =0.85
5% 5 1
b) P ( famous )= 100 % = 100 = 20 =0.05
10 % 10 11
c) P ( rich )= 100 % = 100 = 10 =0.1
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Exercise 8.3
1. In a certain city the road transport accidents are caused by
human, road and vehicle factors. If the human factor accident
is 50%, the road factor is 30% and vehicle factor is 20%,what
is the probability of the accident due to
a) Human factor.
b) Road transport factor.
c) Vehicle factor.
2. In 500 lottery ticket drawn for any educational price,
Mohammed’s name was written on 40 tickets, Abebe’s name
was written on 70 tickets and Alemitu’s name was written on
100 tickets. What is the probability that
a) Alemitu wins?
b) Mohammed wins?
c) Abebe wins?
3. The weather forecaster has announced that Benishangul
Gumuze Region has rain (R), partially rain (PR) and cloudy
(C) weather conditions. If the probability of having rain (R) is
2
twice as the probability of partial rain (PR) which is 7 , what is
the probability of
a) Rain (R) ?
b) Cloudy (C)?
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4. 800 school children were asked how they traveled every day to
school. The table given below shows the result of the survey.
Types of transport Cycle Bajaj Buss On foot
Number of students 100 200 100 400
who used the transport
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Summary for Unit 8
1. Probability is a measure of uncertainty involved in the
happening of an event.
2. An experiment is an activity (measurement or observation) that
generates results (or out comes).
3. Sample space (possibility set) is a set that contains all possible
outcomes of an experiment.
4. Outcome (or sample point) is any result obtained in an
experiment.
5. An event is any subset of a sample space denoted by E.
6. An event which is certain to happen has a probability of 1.
7. If an event is never happening, then the probability is zero
(impossible event).
8. The probability of an event has a value greater than or equal
to 0 and less than or equal to 1. i.e 0 ≤ p (E)≤ 1.
9. The probability of an event is the ratio of the number of
successful out comes in the event to the total number of
possible out comes in the sample space.
number of succesful out come n( E)
P(E)= Or P(E)= .
total number of possible out come n (S)
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12. The word ‘fair’ means that each number or events has an
equal chance of turning up. That is the outcomes are equally
likely.
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Miscellaneous Exercise 8
I. Write true for the correct statements and false for the
incorrect statements.
chances.
3. Abdella rolled a die. One of the possible outcomes in the
sample space is 7.
4. The probability of an event that is an impossible out come to
occur is 0.
5. If the set of all possible outcomes is equal to an event then the
probability of an event is 1.
6. The probability of an event that is certain to occur is 1.
II. Choose the correct answer from the given
alternatives
7. Which of the following is true about a probability scale?
1
a) Probability of unlikely event is between 0 and 2 .
1
b) Probability of even chance is 2 .
1
c) Probability of likely event is between 2 and 1.
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d) All are true
8. There are 24 right- handed students in a class of 30. What is
the probability that a student chosen at random will be left-
handed?
2 1 3 7
a) 5 b) 5 c) 5 d) 5
marbles?
a) 5 b) 7 c) 8 d) 6
number 20 30 50
16.Two fair dices are rolled once. What is the probability that the
difference of the two numbers is shown is 1?
317
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