Contents

Unit 1: Rational Numbers.....................................................................................1

1.1 The concept of Rational numbers..............................................................2
1.1.1 Representation of rational numbers on a number line..................4
1.1.2. Relations among W, Z and Q..............................................................8
1.1.3 Absolute value of rational numbers...................................................10
1.2 Comparing and Ordering Rational............................................................13
Numbers..........................................................................................................13
1.2.1 Comparing rational numbers.............................................................13
1.2.2 Ordering rational numbers.................................................................16
1.3 Operations and Properties of Rational Numbers......................................19
1.3.1 Addition of rational numbers.............................................................19
1.3.2 Subtraction of Rational numbers.......................................................27
1.3.3 Multiplication of Rational Numbers..................................................30
1.3.4 Division of Rational number..............................................................35
1.4 Application of Rational Numbers............................................................41
1.4.1 Application in sharing something among Friends.............................41
1.4.2 Application in calculating Interest and Loans...................................43
Summary for Unit 1............................................................................................48
Miscellaneous Exercise on unit -1......................................................................50
Unit 2: Squares, square roots, Cubes and Cube roots.........................................53
2.1 Squares and Square Roots........................................................................54
2.1.1 Square of a Rational Number.............................................................54
2.1.2 Use of table values and scientific calculator to find squares of rational
numbers.......................................................................................................63
2.1.3 Square roots of Rational numbers......................................................68
2.2 cubes and cube roots.................................................................................78
2.2.1 Cubes of a rational number................................................................78

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

At the end of this unit, Learners will be able to:

 Define and represent rational numbers as fractions.

 Show the relationship among W, Z and Q.
 Order rational numbers.
 Solve problems involving addition, Subtraction,
Multiplication and division of rational numbers.
 Apply Rational Numbers to solve practical problems.
 Aware the four operations as they relate to Rational
Numbers.
Introduction
In the previous grades you had already learnt about fractions and
decimals. These numbers together with integers form a larger set
of numbers known as the set of rational numbers. In this unit, you
will learn about the concept of rational numbers, compering and
ordering of rational numbers and their basic properties. You will
also learn how to perform the four fundamental operations on
rational numbers and the real-life application of rational numbers.

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

4. Give your own example for proper fractions, improper

fractions and mixed numbers.
a a
Definition 1.1 Fractions are numbers of the form b where b ¿a÷b
a
when a and b are whole numbers and b ≠ 0. In the fraction b , ' a ' is

called the numerator and ‘b ' is called the denominator.

Types of fractions
Based on the numerator and the denominator we can classify a
given fractions in to two types.
1. Proper fraction: If the numerator of a fraction is less than the
denominator then the fraction is called proper fraction. That is,
a
the fraction b is called proper fraction, if a< b.
1 2 7
Examples, 2 , 5 , 9 etc.

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.

If an improper fraction is expressed as a whole number and proper

fraction, then it is called mixed number.
1 2 2
Examples, 2 2 ,3 5 , 1 7 etc.

Example 1: Change the improper fractions in to mixed numbers.

7 39
a) 2 b) 5

Solution: To change improper fractions in to mixed numbers,

divide the numerator by the denominator, then write the
remainder over denominator.

7 +1 1 39 +4 4
a) 2 ¿ 7÷ 2¿3 2 ¿ 3 2 . b) 5 ¿ 39÷5 ¿ 7 5 ¿7 5 .

Example 2: Change the following mixed numbers in to improper

fractions.
2 1
a) 5 7 b) 3 4

Solution: To convert mixed number into improper fraction,

multiply the whole number by the denominator and add the
numerator.

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
.

Remark: The value of proper fraction lies between 0 and 1 and

that of improper fraction is greater than or equal to 1.

Rational numbers

A rational number is the ratio of two integers where denominator

in the quotient being non-zero.

a
Definition 1.2 Any number that can be written in the form of b ,

where a and b are integers andb ≠ 0 is called rational number.

The set of rational number is denoted by ‘Q ’.
1 −3 11 17 −8
Example 3: 7 , 8 , 5 , 4 , 3 , etc. are rational numbers.

a
Note: Any integer ' a ' can be written in the form 1 .

It follows that all integers are rational numbers, but all

rational numbers are not integers.
18 21
Example 3: Fractions 9 , 3 ,13 etc. are rational numbers.
13
The integer 13 is a rational number, since it can be written as 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

3. Determine whether the following statements are true or false.

3
a) −¿ 5 lies to the left of 0 on the number line.
29
b) The rational number 23 lies to the left of 0 on the number

line.
12
c) −¿ 7 lies to the right of 0 on the number line.

d) The rational number ( −12

−17 )
lies to the left of 0 on the

number line.
1 5
e) The rational number 3 and −¿ 2 are on the opposite side

of 0, on the number line.

5
 −21 7
f) The rational number 5
and −31
are on opposite side

of 0 on the number line.

From your previous grades, you have learnt that integers can be
represented on the number line. In this section, you will learn how
to represent a rational number on the number line. To represent a
rational number on the number line, consider a point called zero.
Every positive rational number lies to the right of zero and every
negative rational number lies to the left of zero on the number
line.
Example 5: Sketch a number line and locate of each of the
following fractions.

−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.

Figure 1.1 number line

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.

Remark: Every rational number corresponds to some unique

point on a number line.
An interesting property of rational numbers is that infinitely
many different numbers may be used to represent the same
rational number.

Note: Fractions that represent the same point on the number

line are called equivalent fractions.

Figure 1.2 Number line.

From the above number line;

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.

3. Fractions with the same denominator are called like (Similar)

fractions.
4. Fractions with the different denominator are called unlike
(Dissimilar) fractions.

5 13
For example: a) 7 and 7 are similar fractions.

8 7
b) 5 and 6 are dissimilar fractions.

Remark: We can classify the rational numbers based on their

location as negative rational number¿ Positive rational number¿ ¿
and 0.

8
 + ¿¿
Q is equal to the combination of Q−¿ ,Q ¿
and 0.

1.1.2. Relations among W, Z and Q

Group work 1.3

Discuss the following questions with your friends.

The Venn-diagram in figure 1.3 below shows the relationship

among whole numbers, integers and rational numbers.

1. List three numbers that are rational but not integers.

2. List three numbers that are integers but not whole numbers.
3. What relations have you observed among the whole numbers,
integers and rational number from the Venn diagram?

Figure 1.3 Venn diagram

4. List numbers which belong to both the integers and rational

numbers.

9
5. List the numbers which belong to either in the whole number
or rational numbers.

From figure 1.3 above, the following facts can be seen.

i) The set of integer includes the set of whole numbers.

Therefore, every whole number is also integers.
ii) The set of rational numbers includes the set of integers.
Therefore, every integer is also a rational number.
iii) The set of whole numbers are included in the set of integers
and the set of integers are also included in the set of rational
numbers.

1.1.3 Absolute value of rational numbers

Class Activity 1.1:
Discuss the following questions with your friends.
1. Write each of the following without the absolute value sign.

a) |7| b) |−7| c) |0| d) |12| |−1|

e) 2

2. Find the rational numbers whose absolute values are:

3 5 4
a) 7 b) 2 c) 3

The absolute value of a rational number x , denoted by |x| is

defined as the distance from zero on the number line.

10
Since points corresponding to 15 and -15 are at the same distance
from opposite sides of ' 0 ' , we have |15|=|−15|=15

Figure 1.4 number line

Note: Two numbers that are at the same distance from 0 on a

number line, but on opposite side of ‘0’ are called opposite
numbers.

 If a is positive, the – a is negative.

 If a is negative, the – a is positive.
 The opposite of 0 is itself.

Figure 1.5
opposite side

From the above discussion we have the following true statements.

a) If x is a positive number, then |x| ¿ x .
b) If x is zero, then |x|=¿ 0.
c) If x is a negative number, then |−x| ¿−(−x )=x .

11
 ||
5 5
For example, 6 ¿ 6 , |0| ¿ 0, |−10| ¿ −(−10 ) =10 etc.

Definition 1.3 The absolute value of a rational number ' x ' is

denoted by the symbol ¿ x∨¿ and defined by

{
x if , x >0
¿ x∨¿ ¿ 0 if , x=0
−x if , x <0

Example 6: Evaluate the following absolute values.

|−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

1. Sketch the following rational numbers on the number line.

11 3
a) 5 b) −2 4 c) 0.7 d)−1.5

2. Are the following pairs of fractions equivalent? Give the

reason for your answer.
5 15 1 5 125 130
a) 7 and 21 b) 6 and 36 c) 25 and 5 d) 5 and 16

3. Evaluate each of the following expressions.

a) |10−3| b) |3−11| c) |−5|+|7−3|
4. Evaluate each of the following expressions.
a) |x +5|, when x=−3
b) −2 x+|−x+ 9| , when x=6
c) |x + y| , when x=10 and y=−7

d) |x|+|2 y|, when x=9 and y=8

5. Use your own Venn diagrams to show all the possible

relationships among W , Z and Q .
6. There are 45 students in grade 8 section A. Out of these, 20 are
male and 25 are female students. What fraction of the students
is: a) Male b) Female

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

2. Locate the following rational numbers on the number line.

a) −2.4 and −1.6 b) −5.3and 2.5 c) 2 and 3.15
The concept of “greater than”, “less than” and “equal to” for
rational numbers are similar to that of integers.
Recall that, for two integers the smaller numbers is to the left of
the larger number on the number line.
5 −3
As shown in the figure 1.5 below, −¿ 2 lies to the left of 2 .
−5 3
Hence, 2 ← 2 .
1 8 1 8
and 7 lies to the left of 7 . Hence, 7 < 7 .

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 .

Note: For any two different rational numbers whose

corresponding points are marked on the number line, the
number located to the left is smaller.
Definition 1.4 On the number line:

i) If a is to the left of b , thena< b .

ii) If b is to the right of a , then b> a.

iii) a=b if a and b have the same point. That is a is equivalent to

b.

16
 Figure 1.7 number line

Example 8: Compare the following pairs of numbers.

5 2
a) −10 and 10 b) −3.5 and −4.5 c) 2 7 and 3 7

Solution:

a) −¿10 ¿ 10, since −¿10 is to the left of 10.

b) −3.5>−4.5, since −¿4.5 is to the left of −3.5 .

5 2 5 2
c) 2 7 ¿ 3 7 , since 2 7 is to the left of 3 7 .

Example 9: Compare the following rational numbers by using

¿ ,<¿ or ¿ to make statements true.
−7 6 −8 5 −3
a) 8 ____ 8 b) −0.51 ___ 15 c) 8 ____ 8

Solution:
−7 6 −8 5 −3
a) 8 ¿ 8 b) −¿0.51 ¿ 15 c) 8 ¿ 8

From the above discussion, it follows that

 Every positive rational number is greater than zero.

 Every negative rational number is less than zero.
 Every positive rational number is greater than every
negative rational number.

17
  Among two negative rational numbers, the one with the
larger absolute value is smaller than the other.

For example, −57<−6 because |−57|>¿−6∨¿.

Note: Between any two rational numbers, there are infinitely

many rational numbers.
For example, 1.1 ,1.2 , 1.33 , 1.7 and 1.78 are between 1 and 2.

1.2.2 Ordering rational numbers

Group work 1.5

Discuss the following questions with your partners.

1. Arrange the following numbers from least to greatest

−70 ,−20 ,0 , 50 , 46 , 63 , 80.
2. Arrange the following numbers from greatest to lowest.
1 3 3 1
a) −¿3 3 , 3.3, −¿3 4 , 3.5 b) 2.8, −¿2 4 , 3 8 ,−2.2

3. List all integers which lie between.

a) −¿3 and 4 b) −¿2 and 8 c¿−1 and 0 d) 7 and 13
4. Zeyneba and Gurmessa were asked to order the list of number
−1 −3 3 −3
2
, 5
, 7, ,
4 7
,−7 and 3 from least to greatest.

−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?

Definition 1.5( Ordering similar fractions)

a b
Let c and c be any two fractions with c >0.
a b
Then c ¿ c if and only if a< b.
16 13
Example 10: a) −¿ 7 ¿−¿ 7 , since −16←13
27 33
b) 4 ¿ 4 , since 27< 33

Definition 1.6 (Ordering dissimilar fractions)

a c
For any dissimilar rational numbers b and d ,

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

2. Arrange the following fractions in an increasing order.

5 7 2 31 7 1 13 1 −1 −7
a) 8 , 12 , 3 , 48 b) 24 , 3 , 48 , 4 c) −5, 2 , −2.8, 4

3. Arrange the following fractions in decreasing order.

7 −9 3 2 6 4 1 3 −8 3 7
a) 8 , 8 ,−¿ 2 , 0, 4 b) 7 , 5 , 2 , 4 c) 5 , 2 , −3, 2 ,
−2.5
4. Represent the following rational numbers on the number line.
10 1 1 −2 5 1 5 5 3
a) 5 , 4 , 2 b) 3 , 4 , 2 3 c) 2 , −¿ 4 , 5

5. The five rational numbers p , q , r , s and t are represented on the

number line below.

20
 Figure 1.8 number line

use ¿ or ¿ and Fill in the following blank spaces.

a) q ¿ r b) p¿ r c) t ¿ s
d) q ¿ p e) p¿ f) 0¿ q

1.3 Operations and Properties of Rational

Numbers
1.3.1 Addition of rational numbers
Group work 1.6
Discuss the following questions with friends.
1. Draw a number line to show how to find the sum of the
following rational numbers.
a) 4 +3 b) 15+2 c) 7+ 4+1
2 −1 + 5
d) −12+4 e) −10+3 f) 3 +9 g) 2 3
2. Write the sum of the following numbers.
6 5 1 5 7 4 3 12
a) 7 +¿ 7 b) 11 +¿ 11 c) 5 +¿ 5 d) 14 +¿ 14

3. Indicate the positions of the points corresponding to the

numbers −3 ,−5 ,0 , 3and2.5 on the number line.
4. Find the following sums and give your answer in the simplest
form.
3 2 −2 9 1 2 +5
a) 4 +¿ 6 b) 7 +¿ 5 c) 5 +¿ 3 6

21
 1 (−5) + 3 7 +(−2) 1
d) 4 +¿ 8
e) 6+ ¿ 9 f) 5+ 6
4 3
Adding numbers of the same sign.

i) The sum of two positive numbers is a positive number.

ii) The sum of two negative numbers is a negative number.

That is, to add numbers with the same sign, add the absolute
values of the numbers and then attach the sign of the addends.

Adding Numbers of opposite signs.

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.

Example12. Draw a number line to show how to find the sum of

a)−7 and 4 b) 7+ 4+2

Solution:

22
a) −7+ 4

Figure 1.9 Number line

b)7+ 4+2

Figure 1.10 Number line

Example 13: Add the following numbers.

a) −65 and −48 b) 27 and −53
Solution:
a) −65 + (−48 )…The signs are the same.
|−65|+|−48|…. add the absolute values of the numbers.
65+ 48=113

¿−113…attach the sign of the addends.

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

the sign of −53.

Adding rational numbers can be done in the same way as adding
fractions. There are two cases related to addition of rational
numbers.
Case1:Addition of rational numbers with the same denominators.

a b
For two rational numbers c and c , c ≠ 0, the sum is given by
a b a+b
+ ¿
c c c
.

That is, to add rational numbers with the same non-zero

denominators, we simply add the numerators and write the
common denominator.

Example 14: Add the following numbers

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

Case 2: Addition of rational numbers with different

denominators.

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.

Example 15: Add the following numbers

5 7 5 +(−3) −17 13
a) 6 +¿ 9 b) 6 c) 32 +¿ 16
7
Solution:
5 7
a) The LCM of 6 and 9 is 18. Now we express 6 and 9
in to

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
.

Addition of rational numbers can be also performed using

different models.
4 3
Example 16: Find the sum of 8 and 8 using fraction circle

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),

i) Closure property of addition

The sum of any two rational numbers is rational numbers.
That is
26
a c
+¿ is also a rational number.
b d

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

iii) Associative property of addition

Addition of rational number is associative. That is
a
b
+¿ (
c m
+
d n
¿) ( )
a c
+ +¿
b d
m
n

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 .

Note: 0 is called additive identity.

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 .

Example 17: Use commutative and associative properties to

simplify the following additions.
5
a) 34+ 48+66 b) 3.9+0.8+ 0.66+3 2

Solution:
a) 34+ 48+66=34 +( 48+66)...associative property.
¿ ( 66+ 48 ) +34 … Commutative property.

¿ 114 +34 .…addition operation.

¿ 148 …addition operation.

5
b) 3.9+0.8+ 0.66+3 2

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

1.3.2 Subtraction of Rational numbers

Activity 1.2

1. Evaluate each of the following differences.

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

a c a d c b ad bc ad−bc ad+ (−bc )

b
– = × − × = − = = provided
d b d d b bd bd bd bd
that b ≠ 0and d ≠ 0.
7 3
Example18: Find the difference 6 − 6 using fraction bars.

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

8 7 (8 ×6)−(12× 7) 48−84 −36 −1

c) − = = = =
12 6 12 ×6 72 72 2

−6 (−13 ) −6 13 −(−13 ) 13
d) − = + , since =
7 4 7 4 4 4

(−6 × 4 ) + ( 7 ×13 ) −24 +91 67

¿ = =
7×4 28 28

Note: The difference of any two rational numbers is always

rational number. That is, rational numbers are closed
under subtraction.
Exercise:1.3
1. Copy and Complete the following table 1.1 below.
Table1.1

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

a) 25+ 40+55 b)218+125+782+375

2 3 5
c) 3.5+5.8+ 0.8+0.9 d) 3 + 4 + 6

3. Find each of the following differences.

2 1
a) 5 − 5
1
b) −4 3 − 3
2 3
( 1)
c)2 4 − −3 2

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 ,

then find the other number.

3 5
7. What number should be subtracted from 7 to get 4 ?
5 1
8. Add 8 and 8 using fraction bar.

32
1.3.3 Multiplication of Rational Numbers

Activity 1.3

Multiply each of the following rational numbers.

2 3
a¿ ×
3 5
5
b) 9 × 4
−3
(
−31 −16 2
c) 32 × 7 × 62 ) d)

(3 45 )( 1017 )( 1 259 ) 2
e) 4 ×5
7
1
6
f)
−11 51
9
×
44

When we multiply two rational numbers, we get a rational number

whose numerator is the product of their numerators and whose
denominator is the product of their denominators.
a c
That is, for any rational numbers, b and d , b ≠ 0 and d ≠ 0 , the
a c a ×c ac
product b × d = b × d = bd .

Note: i) The product of any two positive rational numbers is

always positive.
ii) The product of a negative rational number and a
positive rational number is always a negative
rational number.
iii)The product of any two negative rational numbers

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)

Solution: a) First decide the sign of the product which is

positive.
Secondly, take the absolute value of the numbers and
multiply them.
−3 −7
( )| || |
−3 −7 3 7 21
Thus, 16 × 8 = 16 × 8 = 16 × 8 = 128

b)The sign of the product is ‘+¿’.

−4.8× (−7.8 )=|−4.8|×|−7.8|=4.8 ×7.8=37.44
The following Table 1.2 summarizes the facts about product of
rational number.
Table 1.2

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.

The product of two rational numbers is also a rational number

a c
That is for any two rational numbers b and d where b ≠ 0 andd ≠ 0,
a c ac
the product b × d = bd is also rational number.
3 10 30 5
For example, 4 × 9 = 36 = 6 is rational number.

2. Commutative property of multiplication.

a c
For any rational number b and d where b ≠ 0 andd ≠ 0.
a c c a
× = × .
b d d b
Example 24:
2 14 14 2
a) 3 × 4=4 × 3 b) 7 × 20 = 20 × 7

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

multiplication over addition.

a
(
c e a c
)( a e
)( )
ii) b × d − f = b × d − b × f … distributive property of

multiplication over subtraction.

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

Here 1 is called multiplicative identity.

Example27: a) 5 ×1=5× 0=0

9 9 9
b) 1 × 17 = 17 ×1= 17 .

Note: The product of any rational number with 0 is always

a
0. That is, for a rational number b , where b ≠ 0,
a a
× 0=0× =0.
b b
2 2
For example, 7 × 0=0 × 7 =0

Example 28: Simplify the following using property of

multiplication of rational numbers.

( )
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

1.3.4 Division of Rational number

Activity 1.4
Divide and write each answer in the lowest term.
4 7 1 5 3
a) 9 ÷ 5 b) 12 ÷ 6 c) 2 ÷ 4
1 1 3 5
d) 39 ÷ 13 e) 4 6 ÷ 2 3 f) 8 ÷ 3

Multiplication and division are reverse operations of each other in

the set of non-zero rational number.

To divide 16 by 2 is to find a number which gives the product 16

when multiplied by 2, This number is 8.
38
Thus, 16 ÷ 2=8 , because 8 ×2=16.

In the division 16 ÷ 2=8 , 16 is called the dividend, 2 is called the

divisor and 8 which is the result of the division, is called the
quotient.
Division can be defined as follows:
Division: For any number a , b andc , where b ≠ 0, a ÷ b=c ,if and
only if c ×b=a .
 c is the quotient obtained by dividing a by b .
 a ÷ b is read as divided by b .
 In the division a ÷ b=c ;
 The number ' a ' is called the dividend.
 The number b is called divisor.
 The number c is called quotient.
a
 a ÷ b is also denoted by b or a :b .

Definition1.7 i) For any non-zero number a , the reciprocal

1
of a is a .
c d
ii) The reciprocal of a non-zero fraction d is c .

Note: a) The number 0 does not have reciprocal.

b) The product of a any non-zero number and its

reciprocal is always 1.

39
 a b b a
i.e, b × a =1, since a is the reciprocal of b .

Rule: The rules for division of two rational numbers.

1. To determine the sign of the quotient:

a) If the sign of the dividend and the divisor is the same, the

sign of the quotient is positive (+¿ ).

b) If the sign of the dividend and the divisor is opposite

(different), the sign of the quotient is negative (−¿).

Example 29: Look at the table 1.3 below

Table 1.3

Note: Any number cannot be divided by 0.

a
i.e For any number a , 0 is undefined(not defined).

To divide a rational number by another rational number, we

multiply the rational number by the reciprocal of the other.

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

Example 30: Divide the following rational numbers

5 −3 4 4 (−5)
a) 5 ÷ 7 b) 7 ÷ 11 c) ÷
9 12
−3 −9
d) 4 ÷ 16 ( ) 7
e) 10 ÷ 4

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

4 (−5) 4 (−12) 4 ×(−12) −48 −16

c) ÷ = × = = =
9 12 9 5 9 ×5 45 15

( )
−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 .

We can illustrate division of rational numbers using models.

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. So division is closed under non zero

rational number.

Exercise 1.4

1. Compute each of the following products.

3 12 1 2 1
a) 7 × 0 b) 2 ×10 c) 2 × 5 d) 3 ×2 4 e) 1 3 ×2 4

2. Find the quotient of the following.

5 3 7 7 4 4
a) 15 ÷ 3 b) 4 ÷ 4 c) 8 ÷ 11 d) 7 ÷ 21

3. Compute the following division and express each answer in

simpler form.
2 3 6 4 100 10
a) 5 ÷ 4 b) 11 ÷ 3 c) 33 ÷ 3

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

6. Perform the following calculations

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?

1.4 Application of Rational Numbers

1.4.1 Application in sharing something among
Friends
We use rational numbers for varieties of our real life activities,
such as
 When we share a bread or anything.
 When you complete half of your homework, you say that you
1
completed 50% of it. That is, 2 .

 Rational numbers are also used to share some thing among

friends and they want to divide a bread equally among
themselves, the quantity of bread that each friend will get will
1
be one fourth of the bread, that is rational number 4 .

44
Example32:Adem ,Helen and Gemechu shared a cake.Adem
3 1
ate 8 of the Cake, Helen ate 4 of the cake and

Gemechu ate the rest of the cake.How much of the

cake did Gemechu ate?
Solution:
Consider the Following Figure to illustrate the problem
3 2 1
Adem ate 8 of the Cake.Helen ate 8 = 4 .
3
8

3
Thus, 8 is left
2 1
=
8 4

3
8

Figure 1.16

Then Gemechu ate the remaining part which is the un-shaded

region as shown in the figure 1.14 above.

In other words if we assume the amount that Gemechu ate is x ,

3 1
then we have 8 + 4 + x=1

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

want to prepare 24 pairs of equal sizes of trousers, we

use division of rational number.

54 9 1
Thus, 54 ÷ 24= 24 = 4 =2 4 .
1
Therefore, 2 4 meter of cloths is required for each pair of trouser.
1
Example 33: Abel had a piece of rope that was 23 2 meter

length. He cut the rope in to two pieces, so that one

1
piece was 8 4 meter long. What was the length of the

other pieces of rope?

1
Solution: Since the total length of the rope is23 2 and one the
1
piece is 8 4 meter. The other piece can be obtained
1
by subtracting 8 4 meter from the total. If we assume

x to be the other piece, then

1 1 47 33 94−33 61 1
x=23 −8 = − = ¿ =15 .
2 4 2 4 4 4 4
1
Therefore, the length of the other piece of rope is15 4 .

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.

c. Birr 750 for 3 years and 4 months at interest rate of

10.5%
2. If the simple interest on a sum of money investment 3% per
annum for 4 years is 420 birr, find the principal.

When money is lent, particularly for business, the borrower is

expected to pay for the use the money. The amount of money
borrowed is called the principal and the charge made for the use is
called interest.

Interest on money borrowed is paid at definite time interval

(Monthly, Quietly, half yearly, or yearly). It is usually reckoned
as percentage of the principal for the period stated until the loan is
repaid.

Simple interest: It is the interest paid on the original principal

only during the whole interest period.

47
Simple interest can be expressed in terms of the basic interest
formula.

Interest =Principal× Rate ×Time

That is, I =PRT where

I =¿ is amount of Interest

P=¿is principal

R=¿the interest rate per period/expressed as percentage.

T =¿time in year

Example 34: If birr 1,200 is invested at 10% simple interest

per annum, then what is the amount after five year?
Solution: Given P=birr 1,200
R=10 %
T =5 year
Amount (A)¿ ?
Formula: I =PRT
10
¿ 1200 × ×5 birr
100
¿ 600 birr
Thus, amount after 5 years ¿ principal+ Interset or
A=P+ I

¿ ( 1,200+600 ) birr

¿ 1,800 birr.

Example 35: Assume you have 500 birr earning 3% simple

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

Example 36: A 3,500 birr is invested, earned 70 birr interest

over a course of six months. What annual rate of
interest did the investment earn?
Solution: Given p=3,500
I =70
6
T= years
12
R=?
I
I =PRT , implies R= .
PT
70 70
R= = =0.04
6 1750 .
3500 ×
12

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

Thus, P=37,000 Birr .

Exercise 1.5

Solve each of the following word problems.

1. From a rope of 11 meter long, two pieces of length 13/5 meter

and 33/10 are cut off. What is the length of remaining rope?
2. A basket contains three types of fruits weighing 58/3kg.
If 76 /9kg of these is Mangoes, 19/6 kg is Oranges and the
rest is Bananas, What is the weight of Bananas?
1 2
3. Balcha spends 3 of his monthly salary on rent, 5 on food and
1
on transportation. What fraction of his salary is left with
10
him for other expenses?
4. Over what period of time will birr 500 amount becomes birr
900 at the simple interest rate of 8%?
5. A man borrows birr 800 for two years at a simple interest rate
of 20%. What is the total amount that must be repaid?

50
 1
6. In a certain school, there are 30 students in a given class; 5 of

the class have their own cell phone. Of these groups of

1
students, 2 of them are allowed to use social media. How

many of the students have cellphone and use social media?

7. Suppose that the Purchase price on a coat is birr 1000. Find the
VAT (15%).

Summary for Unit 1

a
1. A rational number is the ratio of two integers b with b ≠ 0.

2. The absolute value of a rational number x is denoted by the

{
x , if x> 0
symbol |x| and is defined as |x|= 0 ,if x=0
−x , if x< 0

3. The sum, difference and product of any two rational numbers

are always rational numbers.
4. The sum of a rational number and its opposite is zero.
5. For any rational number a ,
i) a+ 0=0+ a=a

ii) a × 1=1× a=a

6. Subtraction of any rational number can be treated as the

inverse operation of addition.
7. For any rational numbers a , b and c ,

51
 i) a × ( b+c )=a ×b+ a ×c

ii) a × ( b−c )=a × b−a× c

8. Any rational number represents a unique point on number line.

9. Every integer is a rational number, but every rational number
is not an integer.
10. For any rational number a and b .
i) Rule of signs for addition
a) −a+ (−b ) =−( a+b )=−a−b .
b) a+ (−b )=a−b ,(a> b)
c) a+ (−b )=−(b−a) ,(a<b)
ii) Rules of signs for multiplication.
a) a × (−b )=−( a ×b )=−ab
b) −a × b=−( a ×b )=−ab
c) −a ×(−b)=−(−ab )=ab
iii) Rules of signs for division
a) a ÷−b=−(a÷ b)
b) −a ÷ b=−(a ÷ b)
c) −a ÷−b=−(−a ÷ b ) =−(−( a ÷ b ) )=a ÷ b

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

III. Work Out

16. Convert the following mixed number to fractional notation
2 2 2
a) 6 3 b) 8 9 c) −7 5

17. Find the sum

3 9 1 5 1 2 2 1
A) 8 + 16 B) 4 2 +3 6 +2 3 C) 7 3 + 5 +2 2

18. Find the difference of

2 4 −3 −5
A) 7− 5 B) 13−1 7 C) 12 −( 9 )

19. Find the product of the following rational number

5 −8
A) 6 15 ( ) 1
(7
B) −3 4 −2 10 ) 6 8
C) 4 × 12

20. Find the quotient of the following

1 3
A) 2 ÷ 2
3
B) 1 4 ÷ 4(−1 ) −5 −2
( )
C) 9 ÷ 3

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

by itself is called squaring the number.

For example, few square numbers are:

a) 1 ×1=1is the first square number.

b) 2 ×2=4 is the second square number.

c) 3×3 ¿ 9 is the third square number.

d) 4 × 4=16 is the fourth square number.

a) b) c) d)

Figure 2.1 Square numbers can be shown as a pattern of squares

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”.

Example 1: Find the square of each of the following.

a) 1 b) 6 c) 9 d)11 e)25
Solution:
a) 12¿ 1 ×1=1
b) 6 2=6 ×6=36
c) 9 =¿ 9×9 ¿ 81
2

d) 112 ¿ 11×11 ¿ 121

e) 252=25× 25=625

Note: For a rational numbera , if a 2=b,then

 b is called the standard form.

 a is called the base.
 2 is called the exponent.
 a 2 is called the power form.

For example, 52=25 , then

25 is the standard form.

5 is the base.

2 is the exponent.

60
 52 is the power form.

Example 2: Identify the standard form, base, exponent and power

form of the following expression.

a) 62 b) 132 c) 192 d) 302

Solution:
Table 2.2

Definition 2.2: A rational number x is called a perfect square, if

and only if x=n × n=n 2, for some rational number n.

Example 3: In table 2.3 below some natural numbers are given as

a value of n. Find n2 and complete table 2.3 below.

61
Table 2.3

Solution:

When n=1 ,n 2=12=1 ×1=1

2 2
n=2 ,n =2 =2 ×2=4
2 2
n=3 , n =3 =3 × 3=9
2 2
n=4 ,n =4 =4 × 4=16
2 2
n=5 , n =5 =5 ×5=25
2 2
n=10 , n =10 =10 × 10=100
2 2
n=15 , n =15 =15 × 15=225
2 2
n=20 , n =20 =20× 20=400
This can be summarized as show in the table 2.4 below.

Table 2.4

You have, so far been able to recognize the squares of natural

numbers; you also know that multiplication is closed in the set of
rational numbers. Hence, it is possible to multiply any rational
number by itself.

Example 4: Find x 2 in each of the following where x is a rational

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:

i. A perfect square rational number is a number that is a product

of a Rational number by itself.
ii. The squares of a rational number is also a rational numbers.
iii. 0 × 0 ¿ 0. Therefore, 02 ¿ 0.
iv. We give no meaning to the symbol 0 0.
v. For a rational number ' a ' , with a ≠ 0, a0 ¿ 1.
vi. For any rational number ' a ' , a × a is denoted by a2 and read as
“a squared” or “a to the power of 2” or “the square of a”.

Note: There is a difference between a 2 and 2 a.

For example, a) 32 ¿ 3×3 ¿ 9 and 2×3 ¿ 6

b) 522 ¿ 52×52 ¿2704 and 2×52 ¿ 104.

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

1. Determine whether each of the following statements is true or

false.
a) x 2 ¿ 2 x, for any rational number x .
b) 102=¿ 2 ×10
c) (−30 )2=900
d) −( 30 )2 ¿ 900
e) The square of 26 will have 6 at the unit place.
f) The sum of two perfect squares is a perfect square.
g) The product of two perfect squares is a perfect square.
h) The square of any natural number is always greater than
the number itself.
2. Complete the following

a) 7 × ___ ¿ 49 b) 11 × ___ ¿ 121

c) ( 3 a )2 =¿ ____×____ d) ( 4 a )2=¿____×_____
64
 e) 37 ×37 ¿ ____ f) 272 ¿______×______
3. Find the square of each of the following.
a) 7 b) 13 c) 21 d) 100 e) 41
4. Find x2 in each of the following.
1
b) x=9 b) x=−0.3 c) x= 7
−50
d) x= 3 e) x=0.07 f) x=−2.3

5. Find two square numbers which add up to give a square

number.
6. Explain whether.
a) 441 is a square number b) 625is a square number
c) 750 is a square number d) 125 is a square number
7. Find

a) the 9th square number .

b) the first 12 square natural numbers.

c) the 14 th square number d) the 16th square number.

8. From the list given below, identify all perfect squares.

a) 1 , 8 , 9 ,80 , 64 ,20 , 49 , 30 b) 90 , 16 , 75 ,169 , 81 , 180 ,361

c) 125 , 343 ,567 ,100 , 3600

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.

numbers is an odd number.

11. Find the unit digit of the square of 29.

Theorem 2.1 Existence theorem.

For each rational number x , there is a rational number y ( y ≥0)

such that x 2= y .

Example 5: By the Existence theorem, if

a) x=14 , then y=14 2=196 .

()
2
3 3 9
b) x ¿ 4 , then y ¿ =¿
16
.
4

c) x=−13, then y=(−13)2=169.

Rough calculation could be carried out for approximating and

checking the results in squaring rational numbers. Such an
approximation depends on rounding of decimal numbers.

Example 6: Find the approximate values of x 2 in each of the

following.

66
 a) x=2.95 b) x=5.32 c) x=54.88
Solution:

a) 2.95 ≈ 3, then (2.95)2 ≈ 32 = 9

b) 5.32 ≈ 5, then (5.32)2 ≈ 52 = 25
c) 54.88 ≈ 55, then (54.88)2 ≈ 552 = 3025

2.1.2 Use of table values and scientific calculator to

find squares of rational numbers
Group work 2.2:

Discuss the following questions with your partners.

1. Use table of square to find x 2 in each of the following.

a) x=1.07 b) x=3.46 c) x=7.89

d) x=1.75 e) x=5.48 f) x=9.15 g) x=8.99

2. Use scientific calculator to find the squares of the following

a) x=2.25 b) x=3.06

c) x=7.48 d) x=9.29

 To find the square of a rational number, when it is written in

the form of a decimal is tedious and time consuming work. To
avoid tedious and time consuming work, a table of squares is
prepared and presented in “numerical tables” at the end of this
text book.
67
 In this table the first column headed by x lists numbers starting
from 1.0 the remaining columns are headed respectively by the
digits 0 to 9.
Now if you want to determine the square of a number, for
example 3.75 we have to follow the following steps.

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

Discuss the following with your teachers.

Find the square of the number 6.85.

a) Use rough calculation method.

b) Use numerical table.
c) By calculating the exact value of the number.
d) Compare your answer from a to c and write your
generalization.
Example 7: Find the square of the number 5.67.
Do rough calculation and compare your answer with the
value obtained from table.
Solution

i. Rough calculations

5.67 ≈ 6 and 6 2=¿36

ii. Value obtained from table

a) Find the row which starts with 5.6

b) Find the column headed by 7.
c) Read the number, that is ( 5.67 )2 at the intersection of the row
in ‘a’ and the column in ‘b’, ( 5.67 )2 ¿32.15.
iii. Exact value

69
multiply 5.67 by 5.67

5.67 ×5.67 ¿ 32.1489

Therefore, (5.67)2 ¿ 32.1489

This example shows that the result obtained from the “numerical
table” is an approximation and more closer to the exact value.

Recall that a natural number ‘ a’ is an even number if it is written

in the form a=2 n , where n is natural number and it is an odd
number, if it is written in the form a=2 n+1 , where n is also natural
number.

For example: a) 2, 4, 6, 8, 10, 12,…are even numbers.

b) 1, 3, 5, 7, 9, 11, 13,… are odd numbers.
Example 8: Adding odd numbers have certain patterns.
a) Find the first odd natural numbers.
b) Find the sum of the first two odd natural numbers.
c) Find the sum of the first three odd natural numbers.
d) Find the sum of the first four odd natural numbers.
e) Find the sum of the first five odd natural numbers.
f) What is the sum of the first n odd natural numbers?
Solution

a) 1 is the first odd natural numbers.

b) 1+3=4=22 is the sum of the first two odd natural numbers.

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

1. Determine whether each of the following statements is true or

false.
a) ( 3.2 )2=10.24 b) ( 9.1 )2=97.32
c) ( 6.43 )2=41.3 d ) ( 5.33 )2=26.35
e) ( 2.46 )2 =6.05 f) ( 4.36 )2=16.2
2. Find the square of the following numbers by using scientific
calculator.
a) 7.5 b) 19 c) 498

d) 1.65 e) 98.01 f) 37

3. Find the squares of the following numbers from the table.

a) 2.7 b) 165 c) 7.98d) 37.2 e) 245 f) 9.05

2.1.3 Square roots of Rational numbers

Group work 2.3

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

In the previous sub-topic you have studied the meaning of n2,

when n is rational number. The opposite operation of squaring a
number is finding the square root and square roots are written
with radical symbol “ √ ” over them. Because squaring and
finding a numbers’ square root are opposite operations, they
cancel each other. For example √ 25=5 because 52=25.

Definition 2.3 For any two rational numbers a and b, if a 2=b,

then a is called the square root of b .
Example 9:

a) 2 is the square root of 4 , since 22=4.

b) 8 is the square root of 64 , since 82 =64.
c) 11 is the square root of 121, since 112 =121.
d) 15 is the square root of 225, since 152=225.
Note:
i) The notation “square root” is the inverse of the notation
square of a number.
ii) The operation “extracting square root” is the inverse of
the operation “square”.

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.

vii) a is the square root of b and written as a ¿ √ b.

Example 10: Find the square root of the following.

a) 9 b) 49 c) 169 d) 441 e) 729

73
Solution:

a) 9=3 ×3, thus square root of 9 is 3.

b) 49=7 ×7 , thus the square root of 49 is 7.
c) 169=13× 13 , thus the square root of 169 is 13.
d) 441=21× 21 , thus the square root of 441is 21.
e) 729=27 ×27 , thus the square root of 729 is 27.
Definition 2.4 If a number y ≥ 0 is the square of a positive
number x ( x ≥ 0 ), then the number x is called the
square root of y . This can be written as x=√ y
Example 11: Find

a) √ 0.04 b)√ 0.16 c)√ 0.0625 d) √ 94.09

Solution:

a) √ 0.04 ¿ √ 0.2× 0.2=0.2

b)√ 0.16=√ 0.4 ×0.4=0.4

c) √ 0.0625= √0.25 × 0.25=0.25

d) √ 94.09= √ 9.7 ×9.7=9.7

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

c) If x=16 and y=625 , then find ( 2 √ x+ y ) 2

5. Simplify each of the following
a) √ ( 159 )2 + √ ( 131 )2 b) √ ( 81 )2−√ ( 49 )2

Square roots of perfect squares

To simplify square roots of numbers, the following properties are

useful.
If √ a and √ b represent rational numbers for a ≥ 0 and b ≥ 0, then
i. √ ab=√ a √ b.

75
 ii.
√ a √a
=
b √b
, where b ≠ 0.

Example 12: Determine whether each of the following number is

a perfect square or not.
64 23
a) 16 b) 49 c) 625 d) 17 e) 15

Solution:

a) 16 is perfect square, because 16=4 × 4=¿ 42.

b) 49 is a perfect square, because 49=7 ×7=7 2.

( )
2
64 64 8
c) 625 is a perfect square, because = .
625 25

d) 17 is not a perfect square, since there is no rational number

whose square is equal to 17.
23
f) 15 is not a perfect square, since there is no rational number
23
whose square is equal to 15 .

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.

i.e 256 ¿ (2 ×2 ×2 ×2)×(2 ×2 ×2 × 2)

¿16x16

¿ 162

So, √ 256 ¿ √ 16 x 16 ¿ √ 162 ¿ 16

b) 484=2× 2× 11× 11

Now arrange the factors so that 484 is a product

of two identical prime factors

i.e 484=(2 ×11)×(2× 11)
¿ 22 ×22
2
¿ 22

So, √ 484 ¿ √ 22× 22 ¿ √ 222 ¿ 22.

c)900=2 ×2 ×3 ×3 ×5 ×5
Now arrange the factors, so that 900 is a
product of three identical prime factors
i.e 900 ¿ (2×3×5)×(2×3×5)
¿30×30
2
¿ 30

So,√ 900 ¿ √ 30 ×30 ¿ √ 302 ¿ 30.

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

2. Which of the following are perfect squares?

10 , 1 ,9 , 13 , 16 , 24 , 25 ,30 , 36 , 40 , 49 ,64
3. Copy and complete the following questions.
a) 32 +9 2 ¿ ___ b) 52 +6 2+¿ ___¿ 110
c) 4 2 +¿___+¿ 122 ¿ 185 d)72 +132 +¿ 4 2 ¿ ____
Finding the square roots of numbers using square root table.
In this lesson, you will learn how to find the square root of a
number using square root table. The same table which you used to
determine squares of number can be used to find the approximate
square roots of numbers.
Example 14: Find the square root of √ 56.85
Solution:
Step1: Find the number 56.85 in the body of the table.
Step 2: On the row containing this number move to the left and
read 7.5 under ‘ x ’. These are the first two digit of the
square root of 56.85.
Step3:To get the third digit start from 56.85 move vertically up

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

¿ 9.46 × √ 1 =9.46 × 1 =0.946

√ 100 10

80
 √
d)√ 0.008941 ¿ 89.41 × 1
10000
=√ 89.41×
1
√
10000

¿ 9.46 × √ 1 =9.46 × 1 =0.0946

√ 10000 100

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:

a) √ 6059 b) √ 0.6059 c)√ 0.006059

2.2 cubes and cube roots

2.2.1 Cubes of a rational number

When a number a is multiplied by itself three times, then the

product obtained is called the cube of the number. That is, a × a ×a
is usually written as a 3 and it is read as “ cubed”.
For example, the product 3 ×3 ×3=33, 4 × 4 × 4=4 3, 5 ×5 ×5=53,etc.
Group work 2.4
Discuss the following questions with your partners.
1. Copy and complete the following.
81
Table2.7

2.

Find x 3 if
1
a) x=2 b) x=−1 c) x=7 d) x= 3 e) x=0.4

3. Determine whether the following numbers are cubic numbers

or not.
a) 8 b) 25 c) 216 d) 500 e) 3150
Definition 2.5 :A cube number is the result of multiplying a

rational number a by itself, then multiplying by the

number again.

For example, some cubed numbers are.

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

Thus, 20 is called base, 3 is exponent,203 is power form and8000 is

standard form.
Example 20:Find x 3, if
a) x=−1 b) x=−2 c) x=−5 d) x=−6
Solution
1) x 3=(−1)3=(−1)×(−1)×(−1)=−1
2) x 3=(−2)3 =(−2)×(−2) ×(−2)=−8
3) x 3=(−5)3 =(−5)×(−5)×(−5)=−125
4) x 3=(−6)3=(−6)×(−6) ×(−6)=−216
Note: The cube of a negative number is negative.
Theorem 2.1: Existence theorem
For each rational number x , there is a rational number y such that
y=x .
3

Rough calculations and scientific calculators could be used for

approximating cubes of rational numbers.
Example 21:Find the approximate values of x 3 if,
a) x=3.2 b) x=0.025 c) x=−2.49
Solution :

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

a)(2 ×3)3=23 ×33 =8 ×27=216

()
3 3
4 4 64
b. 5 = 3 = 125
5

Definition 2.6: A rational number x is called a perfect cube if and

only if x=n 3, for some rational number n or a perfect
cube is a number that is a product of three identical

85
 factors of a rational number.
For example, 1=13 , 8=23 , 27=33 ,64=43 etc are perfect cubes.

Example 23: Determine whether each of the following numbers

are perfect cube or not.
a) 216 b) 128 c)1000 d) 72
Solution

a) 216=2× 2× 2 ×3 ×3 ×3

¿ ( 2 ×2 ×2 ) × ( 3 ×3 ×3 )=23 ×33=63

Thus, 216=63 . Which is a perfect cube.

b)128=2× 2× 2× 2× 2× 2× 2

¿ ( 2 ×2 ×2 ) × ( 2 ×2 ×2 ) ×2

here 128 cannot be grouped in to triples of equal

factor, we are left with one factor of 2. Therefore,
128 is not a perfect cube.

c)1000=2× 2× 2× 5× 5 ×5
3 3 3 3
¿ ( 2 ×2 ×2 ) × ( 5 ×5 ×5 )=2 ×5 =(2 ×5) =10

Hence, 1000 is a cube of 10. Therefore, it is a perfect cube.

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

3. Find the approximate values of x 3 in each of the following

a) x=−1.75 b) x=2.98 c) x=0.05

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.

a) 3.36 b) 4.25 c) 5.74 d) 6.89

e) 7.47 f) 8.15 g) 9.47

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

(or find the column headed by 5).

Step3. Then read the number at the intersection of the rows

step(1) and columns step(2) therefore, we find 3.953=61.63.

See the illustration below.

Table2.8 table of cubes

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.

iii. Multiply 4.86 × 4.86 × 4.86=114.791256.

So, ( 4.86)3 =114.791256.

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:

1. Add the following numbers.

a) 13 +23 b) 13 +23 +33 c)13 +23 +33 +4 3
2. Consider the following patterns:
3
1=1=1

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

31+33+35+37 +39+41=216=6 , how many consecutive odd

3

numbers will be needed to obtain the sum as 103?

Solution

90
1. a) 13 +23=1+8=9=(1+2)2 .

b) 13 +23 +33=1+ 8+27=36=(1+2+3)2 .

c)13 +23 +33 +4 3=1+8+ 27+64=100

¿( 1+ 2+ 3+4) .
2

Therefore, from this example we can conclude that

3 3 3 3 3 2
1 +2 +3 +4 +…+ n =( 1+2+3+ 4+ …+n ) .
2. Since 1=1=13... first odd number.

3+5=8=2 … the next two odd numbers.

3

7+ 9+11=27=3 ... the next three odd numbers.

3

13+15+17 +19=64=4 … the next four odd numbers.

3

21+23+25+ 27+29=125=5 ... the next five odd numbers.

3

31+33+35+37 +39+41=216=6 ... the next six odd numbers.

3

Therefore, based on the a above patterns in 103, we have 10

consecutive odd numbers.
Exercise 2.7
1. Use scientific calculator to find the cube of each of the
following
a) 3.75 b)4.32 c) 7.05 d) 9.9 e) 8.87 f) 6.8
2. Use the table of cubes to find the cube of each of the following

91
 a) 2.55 b) 4.85 c) 6.58 d) 1.12

2.2.2 Cube root of a rational number

Group work 2.5

Discuss the following questions with your groups.

1. In the figure 2.4 to the right, the volume of a cube is S

125m3.What is the length of each edge?

S
S

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:

ii.The relation of cubing and extracting cube root can be

expressed as follows.

iii. a is the cube root of b and written as a=√3 b

iv. a)√3 ab=√3 a × √3 b .

√
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.

Example 27:Simplify each of the following cube roots

a)√3 8 x 27
√
b) 3 64
125 √
c) 3 1
8 √
d) 3 −27
64

93
Solution:

a) √3 8 ×27=√3 8 × √3 27= √3 23 × √3 33=2× 3=6.

√ √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

3.Evaluate each of the following.

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

1.Use scientific calculator to find the cube root of each of the

following.

a) 29.5 b) 245 c) 729 d) 0.125

96
2. Use the table of cube to find the cube root of each of the
following.

a) 62.77 b) 302.55 c) 210.6 d) 935.4

2.3 More real-life applications on squares, square

roots, cube and cube roots
There are several practical real-life applications of squares, square
roots, cubes and cube roots.

 To find area of a square figure.

 To find the side length of square figure.
 To find the volume of cuboids.
 To find the side length of cubes.
 Squares and square roots are also used in Pythagoras theorem.
Example 29:If the side length of a square land is given to be 7m,
then find the area of the square land.

Solution: 7m

Area¿ L2 (for a square with side length L)

7m

2 2 Figure 2.4
A=( 7 m ) =7 m× 7 m=49 m

Example 30:A square piece of farm land has an area of

10000 m .Find the side length of the farm land .

2

Solution:
L
97
L
 2
A=10000 m
2
¿ L× L=L
2 2
Figure2.5 Square
10000 m =L

Therefore, L= √10000 m2=√ 100 mx 100 m=100 m.

Example 31:If each side of the cube in the

figure shown has length of 4cm.
find the volume of the cube.

Figure 2.6 Cube

Solution:
Volume¿ L3=L × L × L(L is the side length of the cube).
3
V =4 cm × 4 cm ×4 cm=64 cm .

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

1. A 10m long ladder rests against a vertical wall. If the foot

of the ladder is 6m away from the wall and the ladder just
reaches the top of the wall. How high is the wall?
2. A square board has an area of 169 square units. How long
is each side of the board?
3. A cube is 2.5cm on each side. Find its volume.
4. Bereket makes a cuboid of a box of side 5m, 2m, 5m. How
many such cuboids will needed to form a cube?

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

5. The process of multiplying a number by itself three times is

called cubing the number.
6. The cube root of a number is one of the three identical factors
whose product is the given number.
7. A rational number x is called a perfect cube, if and only if,
x=n for some rational number n.
3

8. In √n x , √❑ is radical sign, x is the radicand, n ( n is a natural

number greater than 2) is the index.
9. The relationship between squaring and square root can be

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

e) (2 √ 7)2 f) √ 72+9 g)√ 132

3. Simplify each expressions(where x≠ 0).

√3 32 √3 64
a) √3 −27 b) c)
√3 −4 √3 8

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

d) (8.05)2 e) √3 107.9 f)(9.5)3

5. From the list of numbers 961, 9261, 343, 289, 5832, 2025, 81
write down
those which are

a) Square numbers

b) cube numbers

6. Find the area of a square whose side length is 2 √15 cm.

7. If the volume of a cube is 15625 cm3, then find the side length of
the cube.
8. Find the cube root of 13824 using prime factorization method.
9. Find 2 consecutive square numbers whose sum is 145.
2 2 2
16 a 2a 9a
10. Find the square root of 2
− 2 + 2
9b b 16 b
11.Find the cube root of
a) (3 a+ 2b)3

b)27 a 3+54 a2 b+36 ab 2+ 8 b3.

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

2. Name the quadrant in which the point of p(x , y) lies when:

a¿ x >0 , y >0 b¿ x >0 , y <0
c) x <0 , y <0 d) x <0 , y >0
Definition 3.1:( Cartesian coordinate plane)
A Cartesian coordinate plane is defined by two perpendicular number lines
the x -axis which is horizontal and the y - axis which is vertical.
A Cartesian coordinate system is a system used to display a
specified point in a plane by numerical coordinates.
To form a Cartesian coordinate system, you have to draw two
mutually perpendicular number lines, one is vertical and the other
is horizontal.

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.

Let p be any point in the given plane. Then to determine the

coordinate of the point p, you draw lines through p parallel to the
coordinate axis meeting the x-axis at a and the y-axis

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:

i. In the first quadrant if both coordinates are positive. i.e.

x >0 , y >0.
ii. In the second quadrant if x-coordinate is negative and y-
coordinate is positive. i.e. x <0 , y >0.
iii. In the third quadrant if both coordinates are negative. i.e.
x <0 , y <0.
iv. In the fourth quadrant if x- coordinate is positive and y-
coordinate is negative. i.e. x >0 , y <0.
Example 1: Locate each of the following points on the
Cartesian coordinate plane
a) P(3 , 4) b) Q(−3 ,−2) c) R(0 , 3)
Solution:
a) For point P, move 3 units to the
right, then move 4 units up
b) For point Q, move 3 units to the
left, then move 2 units down.
108
c) For point R, there is no horizontal distance, then move 3 units
up.

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.

b) Which point has the coordinate (3 ,−2).

c) Which coordinate of point C is zero?

d) Which coordinate of the points C and D are the same?

e) To which axis is the line CD parallel?

109
f) To which axis is the line BE parallel?

g) If F is any point on the line CD, state its x -coordinate.

3.2 Graph of linear equations

Group work 3.2
Discuss the following questions with friends.
1. Write down the equation of the lines
marked by a, b and c in the given
figure 3.6 to the write.

Figure 3.6

2. Write down the equations of the lines

marked by p , q and r in the given figure
3.7 to the right.

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

Graphing Horizontal and Vertical Lines

i. Graph of horizontal line ¿ where n is a rational number).

The graph of the equation y=n (is a rational number ,n ≠ 0 ¿ is
the line parallel to the x-axis and at a distance of n units from
the x-axis.
Note:
a) If n> 0, then the line lies
above the x-axis.
b) Ifn< 0, then the line lies
below the x-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

ii. Graph of vertical line( x=m , m is a rational number ).

The graph of the equation x=m (m is a rational number, m ≠0 ) is a
line parallel to the y-axis and at a distance of m units from the y-
axis.

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

Hence the slope of a horizontal line is 0.

2 1 y –y y2 – y1
iii. For a vertical line x 2 ¿ x 1, m= x −x = 0
which is not
2 1

defined. Hence, the slope of a vertical line is not defined.

Example 5: Find the slope of the line passing through each of
the following pairs of points.
a) P(2 , 3) and Q(4 , 6) b) P(4 ,−6) and Q(10 ,−6)
c) P(−1 , 3) and Q(−1 , 7) d) P(7 , 2) and Q(0 , 9)
Solution:
y 2− y
m= 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

Solution: a) m=3 and y-intercept is −3.

b) m=−2 and y-intercept is 4.
Example 7: Draw the graph of the following.
a) y=2 x−3
b) y=−3 x +1
Solution: a) y=2 x−3
x −2 −1 0 1 2
y −7 −5 −3 −1 1

Figure 3.16 Graph of y=2 x−3

118
b) y=−3 x +1
x −2 −1 0 1 2
y 7 4 1 −2 −5

Figure: 3.17 Graph of y=−3 x +1

Note: i). If the graph of a linear equation rises from left to
right on the Cartesian Coordinate plane, then it has a
positive slope.
ii). If the graph of a linear equation falls from left to right
on the Cartesian
Coordinate plane, then it has a negative slope.
Exercise 3.2
1. Draw the graph of the following equations on the same
coordinate system.
i. a) y=5 x b) y=−5 x
1 −1
ii. a) y= 2 x b) y= 2 x

2. Draw the graph of the following equations on the Cartesian

coordinate plane.
a) y−4 x=0 b) y=5 c) x=3
d) y=2 x +3 e)3 x−2 y=8

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)

4. The point (3 , 2) lies on the graph of the line ax +2 y=10. Find a.

5. If the point (k , 5) lies on the graph of the line y=5 x−20 , then
find the value of k .
6. Find the slope of the line that passes through the two points.
a) P(5 , 7) and Q(9 ,15) b) P(6 ,2) and Q ¿)

1 3 1 −4
c) P( 2 , 5 ) and Q( 4 , 5 )

7. State the slope and y−¿intercept of each of the following linear

equations:
−1
a) y= 3 x +6 b) y=13 x

c)2 ( x+ y )=5 ( y +1 ) d) 7 x +6 y−10=0

3.3. Solving Linear inequalities

Group work 3.3
Discuss the following questions with your friends.
1. Define linear equation?
2. Define linear inequality?
3. Solve each of the following linear inequalities for a rational
number x .

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. If both sides of an inequality are multiplied or divided by the

same negative number, the direction of the inequality is
reversed. That is, for any rational numbers a , b and c .
i) If a< band c <0, then ac >bc .
a b
ii) If a< band c <0, then c > c .

Example 8: Solve each of the following linear inequalities.

a) 3 x+ 7<16 b) 10 x−4 ≤8 x−2
c) 5 x−3(2 x−1)≥ 2(x−3)
Solution:
a) 3 x+ 7<16………given inequality
3 x+ 7−7 <16−7 …subtracting 7 from both sides.

3 x< 9 …….simplification.
3x 9
< ……dividing both sides by 3.
3 3
x <3 ……simplifying.

This solution can be shown by the number line in figure 3.17

below.

122
 x <3

-3 -2 -1 0 1 2 3 4

Figure 3.17

b) 10 x−4 ≤8 x−2 ………given inequality.

10 x−4 +4 ≤8 x−2+ 4 …….adding 4 to both sides.

10 x ≤ 8 x+ 2 ……. Simplification.

10 x−8 x ≤ 8 x−8 x +2…subtracting 8 x from both sides.

2 x ≤ 2……. simplification.
2x 2
≤ ………………dividing both sides by 2.
2 2
x ≤ 1……simplification.

This solution can be shown by the number line shown in

figure 3.18 below.

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 +3−3 ≥ 2 x−6−3….subtracting 3 from both sides.

−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

This solution can be shown by the graph in figure 3.19

below.

Figure 3.19

Definition 3.4: Two inequalities are said to be equivalent, if and

only if they have exactly the same solution.

For example:

a) 6 x <30 and x <5 are equivalent.

b) x >3 and x +8>3+ 8 are equivalent.

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 )

2. Determine whether the following pairs of inequalities are

equivalent or not.
a) 2 x−6> 4 and 2 x−8>2.
21
b) 3 x+ 8 x+21 ≥ 0 and x ≥− 11 .

c) 6 x +22<4 and 6 x ←14.

3
d) 4 x< 12and x <9.

3.4 Applications in linear Equations and

Inequalities
From the previous lessons, you have learnt about linear equations
and linear inequalities. In this section, you will learn the real-life
application of linear equations and linear inequalities to solve
practical problems. To solve real life application problems, we use
the following steps.

Step 1: Read the problem carefully.

125
Step 2: Identify the unknowns.

Step 3: Translate the word problems in to mathematical

expressions.

Step 4: Solve mathematical expressions.

Example 9: The sum of three consecutive odd integers is 93.
Find the numbers.
Solution: Let x be the first odd integer. Then x +2 is the second
odd integer, and x +4 is the third odd integer.

Thus, x +(x +2)+(x + 4)=93 .

x + x+ 2+ x+ 4=93
3 x+ 6=93
3 x=87
x=29 , which is the first odd integer.

x +2=29+2=31 , which is the second odd integer.

x +4=29+ 4=33 ,which is the third odd integer.

Therefore, the three consecutive odd integers are 29, 31 and 33

whose sum gives 93.
Example 10: There are 51 students in a certain class. The
number of female students is five less than three
times the number of male students. Find the
number of male and female students in the class.

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

Hence, substituting f by 3 m−5 inm+ f =51 , we have

m+3 m−5=51

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.

3. In a class there are 48 students. The number of girls is three

times the number of boys. How many boys and how many
girls are there in the class?
4. Eight times a number decreased by four times a number is
equal to 36. Find the number?
5. Aster has Birr 500 in a saving account at the beginning of the
summer. She wants to have at least Birr 2000 in her account by
the end of the summer. If she with draws Birr 250 each weak
for food, clothes and cinema tickets, then

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.

Figure 3.20 xy -plane

2. If x 1 ≠ x 2 , the slope of the line through the points ( x 1 , y 1) and (
x 2 , y 2 ) is

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

pass through the origin.

4. In the equation of the line y=mx , m is called the slope of the
line, and the graph passes through the 1 st and 3rd quadrants if

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).

7. The following rules are used to transform a given inequality to

an equivalent inequality.
For all 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 , for c >0 .
a b
iii. If a< b, then ac >bc and c > c , for c <0.

132
8. To solve word problems the following steps will help you to
develop the skill. The steps are.

Step 1: Read the problem carefully.

Step 2: Identify the unknowns.

Step3: Translate the word problems in to mathematical

expressions.

Step 4: Solve the mathematical expressions.

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.

3. The equation of the line y=−4 x +3 passes through the origin of

coordinates.
4. For a rational number a , the graph of the equation x=a , is to
the right of y -axis if a< 0.
5. The slope of a vertical line is zero.
II. Choose the correct answer from the given alternatives.
6. Which one of the following points lies in the third quadrant?
A) (3 , 2) B) (−5 , 1) C) (−2 ,−4) D) (4 , 3)
7. Which one of the following represents an equation of vertical
line?
A) 6 y + 4=10 B) 9−12 x=3
C) 4 x+ 2 y=4 D) y=5 x
8. Which one of the following linear equation passes through the
origin?
A) y=−5 x B) y=2 x +3 C) y=−7 x +10

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 ?

A) undefined B) zero C)13 D) any rational number

III. Work out

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

IV. Word problems

18.Three children share 1000Birr. If two of them get the same
amount and the other get Birr 400 more. Find the share of each
child.

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

the student scores in the 4th subject?

137
UNIT 4: Similarity of Figures
Learning outcomes

At the end of this Unit learners will be able to:

 Know the concept of similar figures and related

terminologies.
 Understand the conditions for triangles being similar.
 Apply tests to check whether two given triangles are similar
or not.
 Apply real-life situations in solving geometric problems.

Introduction

This unit focuses, on similarity of plane figures. Furthermore,

similarity focused on the same shape rather than size. For instance
you can consider the map of Ethiopia either smaller or larger in
size, in each case you can observe that the difference is only in
size but the shape is the same. In geometry, this concept is
described by “Similarity of plane figures” and you will learn the
concept here in this unit. You begin this by studying similarity of
triangles and how to compare their areas and perimeters.

138
4.1 Similar Plane Figures

Activity 4.1

Discuss the following questions with your teacher.

1. Which of the following maps are similar?

(a) (b) (c) (d)

Figure 4.1

2. Which of the following pictures or polygons are similar?

(a) (b) (c) (d)

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:

 Any two circles are similar.

 Any two squares are similar.
 Any two equilateral triangles are similar.

Central Stretching

Central stretching is a transformation that does not preserve the

size. Central stretching will help us to enlarge or reduce the size
of a figure. In using central stretching, we need a point which is
called the center of central stretching and we need scale factor
(constant of proportionality)

Figure
4.6

Note: From 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❑.

When a figure is enlarged from a center of enlargement (central

stretching), the distance from the center to each point is multiplied
by the scale factor.
Definition 4.2: Scale factor is the ratio of corresponding sides
usually expressed numerically, so that
length of line segment on the enlargement
Scale factor=
length of line segment on the original figure

Notation: Scale factor is denoted by k.

Example 2: Given a triangle ABC and O as the center of

enlargement, Draw the image A❑ B❑ C❑ after enlargement of each
side of ABC three times.

Solution: Given that the point ‘O’ is the center of enlargement

and each side of ∆ ABC is enlarged three times.

Figure 4.7

143
 ❑ ❑ ❑ ❑ ❑ ❑
A B B C A C
= = =3 .
AB BC AC

Or A❑ B❑=3 AB , B❑ C❑=3 BCand A❑ C❑=3 AC . The number 3 in this

equation is called the constant of proportionality of scale factor.
Example 3: Given a square ABCD with side length 4cm.
1
Reduce the square by a scale factor of 2 .

Solution: Given that the point ‘O’ is the center of reduction.

Draw the image
❑ ❑ ❑ ❑
A B C D after
reduction of each side
of ABCD by scale
1
factor of 2 .

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

1. Which of the following figures are always similar?

a) Any two circles b) Any two lines segments

c) Any two quadrilaterals d) any two squares

e) Any two Isosceles triangles f) any two equilateral triangles

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

4.1.2 Similar Triangles

Group work 4.2

Discuss the following questions with your friends

1. Consider the following figures.

D
B

80o
80o

65O 35O
35O F E
A C

Figure 4.11

a) Are the two triangles, ∆ ABC and ∆≝¿similar?

146
 b)What is the measure of angle E?

2. Determine whether the two triangles given in Figure 4.12

below are similar or not. Justify your answer.

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.

Definition 4.3: Two triangles ∆ ABC and ∆≝¿ are said to be

similar if
i) Their corresponding sides are proportional (have the same
ratio).
ii) Their corresponding angles are congruent.
The symbol for similarity is' ' and read as is ‘similar to’.
That is, symbolically

∆ ABC ∆≝¿ if and only if

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

Or the above three facts 4, 5 and 6 can be summarized as

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?

Solutions: Given that ∆ ABC ∆≝¿, then Pairs of corresponding

angles are∠ Aand ∠ D ,∠ Band ∠ E , ∠ C∧∠ F

Pairs of corresponding sides are: AB and DE , BC and EF , AC∧DF .

Example 5:Let ∆ ABC ∆≝¿. As shown in figure 4.15 below, find

a)m ( ∠ F ) b)m ( ∠ D ) c) the length of BC d) length of DE .

149
 Figure 4.15
Solution: Given ∆ ABC ∆≝¿

m(∠ A)+m(∠ B)+ m( ∠ C)=180 ……..(sum of interior angle of

0

triangle).

0 0 0
30 +110 +m (∠C )=180 .

Therefore, m ( ∠ C )=400.

a) m ( ∠ C )=m(∠ F )…….corresponding angles are congruent.

Therefore, m ( ∠ F )=400 .
b) m ( ∠ A )=m(∠ D)……. corresponding angles.
Therefore, m ( ∠ D )=300 .
c) Since ∆ ABC ∆≝.

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

Therefore, DE=8 cm.

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

1. If ∆ ABC ∆≝¿ and AB=5cm, DE=20 cm , EF=12cm and DF =6

cm, then find the length of AC and BC .
2. Given that ∆ ABC ∆≝¿ as shown in figure 4.16 below.

Figure 4.16

a) Find the proportionality constant.

b) Find the length of EF .

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.

In ∆ ABC , m ( ∠ A )=560 and m ( ∠ B )=44 0 .

In ∆≝¿,m ( ∠ E )=440 and m ( ∠F )=800.

5. What is the length of the image of a 30cm long segment after

1
central stretching with a scale factor of 2 .

6. In figure 4.17, if ∆ XYZ ∆ WYP, express d in terms of a , b and c .

Figure 4.17

7. Write down a pair of similar

triangle in figure 4.18 below. Find CD and AC , if AEis parallel
to BD.

152
 Figure 4.18

4.1.3 Tests for similarity of triangles (AA, SSS and

SAS)
Group work 4.3
Discuss the following questions with your partner.
1. Explain a bout AA, SAS and SSS similarity theorem on
triangle.
2. Determine whether each of the following is always correct or
not. Justify.
a) Congruent by SAS means similar by SAS.
b) Congruent by SSS means similar by SSS.
c) Similar by SAS means congruent by SAS.
d) Similar by SSS means congruent by SSS.
3. Is it necessary to know all the six information to decide that
the two triangles are similar?
To show the similarity of triangles using the definition of
similarity requires checking all the six conditions stated by
153
definition 4.3. This is time consuming and tedious work. Hence
we want to have the minimum requirement which will guarantee
us that the two triangles are similar. These short cut techniques
are given as a similarity theorems. In this section, you will learn
similarity theorems as you did in grade 7 mathematics lesson,
congruency theorems for triangles.
Theorem 4.1 (AA Similarity Theorem)
If two angles of one triangle are congruent to the corresponding
two angles of the other triangle, then the two triangles are similar.
That is, for ∆ ABC and ∆≝¿ shown below, if ∠ A ≅ ∠ D and
∠ B≅ ∠ E, then ∆ ABC ∆≝¿ by AA similarity theorem.

Figure 4.19

Example 6: In Figure 4.20 to

the right ∠ A ≅ ∠ E . Show that
∆ BCA ∆ DCE .

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.

Example 7: In figure 4.21 to

the right, determine whether
the triangles are similar.
If they are similar write a
similarity statement.
Figure 4.21
Solution:
m(∠ ABC )≅ m(∠ ADE) …………both angles are 48 0.

Also ∠ A ≅ ∠ A …common angle (reflexive property).

From this we know that the two pairs of angles are congruent.
Thus, ∆ ABC ∆ ADE by AA similarity theorem.

Theorem 4.2 (SAS Similarity theorem)

If two sides of one triangle are proportional to the corresponding
two sides of another triangle and their included angles are also
congruent, then the two triangles are similar.
i .e Given two triangles ∆ ABC and ∆≝¿ such that
AB AC
= and ∠ A ≅ ∠ D , then ∆ ABC ∆≝¿.
DE DF
155
 Figure 4.22

Example 8: In ∆ ABC and∆≝¿, if m(∠ A)=70 0 and m(¿ D)=700 ,

AB=4 cm, DE=12 cm, AC=5 cm, DF =15 cm, then show that
∆ ABC ∆≝.
Solution:
Given ∆ ABC and ∆≝¿ such that

m ( ∠ A )=70 °=m ( ∠ D ) , AB=4 cm, DE=12 cm, Ac=5 cm, DF =15 cm. As

shown in figure 4.23

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.

Example 9: In figure 4.24 below show that B

3.5cm 6cm
A
the two triangles are similar and find the value x of
x. C 3cm
7cm
Figure 4.24
Solution: Consider ∆ CAB and ∆ QAR .

∠ CAB ≅ ∠ QAR… Vertically opposite angles are

congruent…………..(1)

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.

Theorem 4.3 (SSS-Similarity theorem)

If the three sides of one triangle are in proportion to the three

sides of another triangle, then the two triangles are similar.

157
 Figure 4.25

AB BC AC
That is, if PQ = QR = PR , then ∆ ABC ∆ PQR .

Eample10: In figure 4.26 below, decide whether the two triangles

are similar or not. Write the correspondence.

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

Therefore, ∆ ABC ∆ PQR … by SSS similarity theorem.

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.

Solution: Since ∆ ABC ∆≝¿, we have

AB BC AC
= =
DE EF DF
4 x−1 8
This implies = =
12 18 3 x+3
x−1 1
= . This implies 3 x−3=18.
18 3
3 x=18+3.

3 x=21.

Therefore, x=7 cm.

Exercise 4.3
1. If ∆ ABC ∆≝¿ and AB=5 cm, AC=2cm , DE=10 cm ,
EF=8 cm, then find the length of BC and DF .

2. Show that any two equilateral triangles are similar.

3. In Figure 4.27 below, if the two triangles are similar, then find
the length of side DB .

Figure 4.27

159
4. In figure 4.28 below, determine the unknown side of
∆ ABC ,if ∆ ABC ∆≝¿.

Figure 4.28

5. In the figure 4.29 to the right, DE is parallel to BC .

If AD=3 cm , DB=5 cm and AE=6 cm. Find AC .

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

8. In Figure 4.32 to the right, BE and AD are altitude of ∆ ABC

show that
i ¿ ∆ ADC ∆ BEC

ii) ∆ AFE ∆ BFD

Figure 4.32

4.1.4 Perimeter and Area of similar triangles

Group work 4.4

Discuss the following questions with your friends.

1. Find the perimeter and their ratio of perimeters of the triangles

in figure 4.33 below.

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 .

In your previous grades, you have learnt how to find perimeters

and areas of some plane figures, such as triangles, squares,
parallelograms and trapeziums. Group work 4.4 of this section is
designed to see the perimeters and areas of similar plane figures
which have very interesting relations to their corresponding sides.
In this sub topic, you will learn how to compare ratios of
perimeters or the ratios of areas of similar triangles without
actually calculating the exact value of the perimeters or the areas.
Example 12: In figure 4.34 below, if ∆ ABC ∆≝¿, determine the
relationship between:
a) The altitude of the two triangles.
b) The perimeter of the two triangles.
c) The areas of the two triangles.

162
 Figure4.34
Solution:
∆ ABC ∆≝¿

Let the constant of proportionality between their corresponding

sides be k:
a
i.e. d =k . Which implies a=kd .

b
=k . Implies b=ke .
e

c
=k . Implies c ¿kf.
f

a) let BX be the altitude of ∆ ABC from vertex B on AC and EY be

the altitude of ∆≝¿ from vertex E on DF then ∠ BXC ≅ ∠ EYF …
both are right angles.
∠ C ≅ ∠ F …………corresponding angles of similar triangles.

Therefore, ∆ ABC ∆≝¿ …………… by AA similarity theorem.

BX BC
Thus, EY = EF ……………definition of similar triangles.
h1 a
= ……….. by substitution.
h2 d

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 .

¿ k (d +e+ f ) and p(∆≝¿=d +e +f .

Thus, the ratio of the perimeter of the two triangles is

p (∆ ABC )
.
p¿¿
Therefore, the ratio of the perimeter of the two similar triangles is
‘ k ’ which is equal to the ratio of the lengths of any pair of

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.

Theorem 4.4: If the ratios of the corresponding sides of two

similar triangles is ‘ k ’ , then the ratio of their perimeters is given
p1 s
1
by: p = s =k .
2 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 .

Example 13: If ∆ ABC ∆≝¿, where perimeter of ∆≝¿ is 30cm and

its area is 45 cm2 .

Figure 4.35

a) What is the constant of proportionality?

b) What is the ratio of their perimeter?
c) If BC=5 cm, then how long is EF ?
d) What is the perimeter of ∆ ABC ?
e) What is the ratio of their areas?
f) What is the area of ∆ ABC ?

Solution: Since ∆ ABC ∆≝¿, then

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(∆ ABC ) 2

e) , this implies =3 .
a¿¿ 45 c m2

Therefore, a ( ∆ ABC ) =45 c m2 × 9=405 c m2 .

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?

Solution: Let x be the side of the smaller triangle, then 3 x is the

side of triangle. Hence, it follows that

() ( ) ()
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

a) Corresponding sides, if the areas are 50 cm2 and 98 cm2 .

b) The perimeter, if the areas are 50 cm2 and 16 cm2 .

4. Two triangles are similar. The length of a side of one of the

triangle is 6 times that of the corresponding sides of the other.
Find the ratios of the perimeters and the areas of the triangles.
5. The area of two similar triangles are 144 square units and 81
square units.
a) What is the ratio of their perimeters of the large to
small?
b) If a side of the first is 6 units long, what is the length of
the corresponding side of the second.
6. Two triangles are similar. The length of side of one of the
triangles is 2 times that of the corresponding sides of the other.
The area of the smaller triangle is 25 cm2. Find the area of the
larger triangle.

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

the ratio of area of ∆ ABC to that of ∆ PQR .

Summary for unit 4

1. Similar geometric figures are figures which have the same
shape.

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:

length of line on the enlargement

Scale factor=
l engthof line on the original

4. Two triangles are similar if:

i) Their corresponding sides are proportional.

ii) Their corresponding angles are congruent

5. ∆ ABC similar to ∆≝¿ if.

i) their corresponding sides are proportional.

ii) Their corresponding angles are congruent.

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

In the above figure 4.36 you have, ∠ A ≅ ∠ D , ∠ B≅ ∠ E.

Thus, ∆ ABC ∆≝¿ …. By AA similarity theorem.
7. SAS similarity theorem

If two sides of one triangle are proportional to the

corresponding two sides of another triangle and their included
angles are congruent, then the two triangles are similar.

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 .

ii) the ratio of their areas is k 2 .

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

∆ ABC is similar to∆≝?

A) SAS theorem B) AA theorem C) SSS theorem D) None

AB BC
8. In ∆ ABC and ∆≝¿, if it is given that DE = EF , then which of

the following additional conditions is sufficient to ensure that

the triangles are similar?
A) ∠ A ≅ ∠ F B)∠ B≅ ∠ E . C)∠ C ≅ ∠ F . D)∠ B≅ ∠ F .
9. Which of the following is false statement?
A) All congruent figures are similar.
B) Any equilateral triangles are similar.
173
 C) Every square with ratio of corresponding sides 1,
are congruent.
D) The corresponding sides of every similar figures are
congruent.
10. If ∆ ABC is similar to∆≝¿, as shown in figure 4.40 below, what
is the perimeter of ∆≝?
A) 21 B) 105 C) 63 D) 126

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

III. Work out problems

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

i ¿ The ratio of perimeter of ∆ ABC

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 .

Unit 5:Theorems on triangles

Learning outcomes
At the end of this unit, learners will be able to:

 Know sum of interior angles of a triangle.

 Understand the relation between the exterior angle of a
triangle with the. sum of the two remote interior angles.
 Understand basic concepts about right angled triangle.
 Apply some important theorems on right angled triangle.
 Apply real life situations in solving geometric problems.

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.

You will learn about the basic properties of right-angled

triangles in detail by using theorems on right angled triangles and
their real-life application to solve problems.

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

Note: The angles on a straight line add up to 1800.

Example 1: Calculate the marked angles in figure 5.3 below

110o 20o
θ
70o β a)
Figure 5.3
Solution:
a) 700 + β=180 0----------------- straight angle
0 0
β=180 −70

β=110 ----------------------- simplifying

0

b) θ+110 0 +200 =1800 ---------- straight angle

0 0
θ+130 =180

178
 θ=180 −130 ------------------- subtracting
0 0

θ=50 ----------------------------- simplifying

0

Definition 5.1: If two parallel lines are cut by a transversal

line, then the alternate interior angles are congruent

That is, l 1 is parallel to l 2 and t is a transversal line

that cuts l 1 and l 2.

Figure 5.4

Example 2:Calculate the marked angles if l 1 is parallel to l2 in the

figure 5.5 below.

Figure
5.5
179
Solution:
i ¿ 45 +θ=180 …straight angle
0 0

0 0
θ=180 −45

θ=135 .
0

ii ¿ Since 45 0 and α are alternate interior angles, they are equal.

That is, α =450 .

iii ¿ Since α +γ =1800 … straight angle.
0 0
45 +γ =180 .

γ =180 −45 .
0 0

γ =135 =θ . Because they are alternate interior angles.

0

Theorem 5.1. (Angle-sum theorem)

The sum of the degree measures of the interior angles of a triangle

is equal to1800. That is m ( ∠ A ) +m (∠ B ) +m ( ∠C )=1800.

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 .

Example 3: Consider the triangle

shown in figure 5.8. Find the measures
of each interior angles.
Figure 5.8
Solution:
m ( ∠ A ) +m (∠ B ) +m ( ∠C )=180 ---- --sum of interior angle
0

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 .

m ( ∠ B )=3 θ=3 ( 20 0 )=60 0 .

m ( ∠ C )=4 θ=4 ( 200 )=800 .

Example 4: Calculate the value of x in the figure 5.9 below.

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

3. In the figure 5.11 below if m ( ∠ ADB )=700 and m ( ∠BCA ) =300,

then what is the measure of angle CDB?

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

5.2 The exterior angle of a triangle equals the

sum of the two remote interior angles.
Activity 5.1
Discuss the following questions with your teacher.

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?

Note: When sides of a triangle are extended, other angles are

formed. The three original angles are the interior angles. The
angles that are adjacent to the interior angles are the exterior
angles.

184
 Figure 5.15

In the figure 5.15 above,

i ¿ c , a and b are interior angles of ∆ ABC .

ii ¿ e , f and g are exterior angles of ∆ ABC .

Theorem 5.2 The measure of an exterior angle of a triangle is

equal to the sum of the measures of the two remote
(non- adjacent interior) angles.
That is, in ∆ ABC below,

θ=β+ γ ,δ=α +γ , ω=β +α

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.

Therefore, ω=α + β and in similar way it follow that.

δ=α +γ and θ=β+ γ .

B
Example 5: Apply the exterior angle theorem to find
the measure of the marked angles in figure 65 o

5.17 to the right. x (2x+10)

A C D

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

(Angle sum theorem).

30 ° + y +42 °=180 ° …. Substitution.

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

2. Find the values x , y and z in

the figure 5.20 to the right
with BC=BA .

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

5.3 Theorems on the Right-angled triangles

In your previous grade, you have learnt many things about

triangles. Recall that a right -angled triangle is a triangle one of
whose angles isa right angled(90 ° ). The sides forming a right-
angle are perpendicular to each other. The adjacent sides to the
right angle are called legs and the side opposite to the right angle
is called hypotenuse of the right-angled triangle. In the figure
5.22, ∆ ABC is a right-angled triangle with m ( ∠ C )=90 ° . The sides
AC and BC are legs and AB, (side opposite to∠ C ) is the hypotonus

of the right triangle ABC.

Figure 5.22

In this sub-topic, we will give a special attention to the properties

of a right-angled triangles and the theorems related to them. There
are some theorems and their converses that deal with the property
of right-angled triangles.
5.3.1 Euclid’s Theorem and its converse.

Historical Note:
188

There are no known records of the exact date of

place of Euclid’s birth, and little is known about
Figure 5.25 Euclid

Group Work 5.2

Discuss the following questions with your friends.

1. Define altitude of a triangle.

2. Name the altitudes drawn from the right-angle to the
hypotenuse of the given right angled triangles.

Figure 5.23

3. By referring figure 5.24 below answer the following questions.

189
 Figure 5.24

a) Complete table 5.1below.

Table 5.1
sides ∆ ABC ∆ ADC ∆ BDC
Hypotenuse
Leg
Leg

b) Find three similar triangles.

c) Is ∆ CAB ∆ DAC ?Why?

If we draw an altitude to the hypotenuse of the right-angled

triangle, we obtain the relation of similarity.

190
 Figure 5.26

∆ ADC ∆ ACB CDB .

From this similarity relation, we obtain the equation

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

Theorem 5.3 (Euclid’s Theorem)

In a right-angled triangle with an altitude to the hypotenuse, the

square of the length of each leg of the triangle is equal to the
product of the hypotenuse and the length of the adjacent segment
in to which the altitude divides the hypotenuse.

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

Thus, AC= √24 cm2=2 √6 cm.

ii) ( CB )2=( DB ) ( AB ) =( 2 cm )( 6 cm )=12cm2

192
 Thus, CB= √12 cm2=2 √3 cm .

Example 8: Find the value of x and y in

figure 5.29 shown to the right.

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 .

Theorem 5.4 (Converse of Euclid’s Theorem)

In a triangle, if the square of each shorter side of the triangle is
equal to the product of the
length of the longest side of

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

2) b 2=ce if and only if ∆ ABC is right angled

Example 9: In figure 5.31 below, AD=4 cm, DB=12 cm ,
AC=8 cm and BC=8 √ 3 cm and m ( ∠ ADC )=90 °

Is ∆ ABC a right angled? C

a
b
h
e f
A D B
c
Figure 5.3

Solution:
a) ( BC )2=( 8 √3 cm )2
¿ 192 cm =a and
2 2

( AB )( BD )=16 cm×12 cm=192 cm2=f ×c .

Thus, ( BC )2=( DB ) ( BA ) .

2
a =cf .

b) ( AC )2=( 8 cm )2 =64 cm2=b 2

( AD )( AB )=( 16 cm ) ( 4 cm )=64 cm2

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

the right, AC=8 cm, 8

AD=5 cm and BD=4 cm. 5 4
A D B

Is ∆ ABC right -angled at C?

Figure 5.32
Solution: From the converse of Euclid’s theorem if ∆ ABC is
right- angled at C, then ( AC )2=( AD ) ( AB )
2
8 =5 (5+ 4 )
64=5 ×9
64=45 which is false.
Therefore, ∆ ABC is not right angled at C.

Exercise 5.3

1. In the figure 5.33 to the

right find the value of .

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

3. In the figure 5.35

to the right, find
the value of the
variables.
Figure 5.35

5.3.2 The Pythagoras’ Theorem and its Converse.

Historical Note:

Early writer agree that Pythagoras was born

on Samos the Greek Island in the eastern
Aegean Sea.

Pythagoras was a Greek religious leader and

Figure 5.36 Pythagoras a philosopher who made developments in

Astronomy, Mathematics and Music
theories.

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

2. Determine whether the following triples are sides of right

triangle or not.
a) 12 cm ,5 cm and 13 cm c) 10 cm ,30 cm and 32 cm
b) √ 2 cm, √ 2∧2 cm d) 9 cm , 12cm and 15 cm
3. Pythagoras triples consists of three whole number a, b and c

which obey the rule a 2+ b2=c 2.

a) When a=3, b=2, then find the value of c .

b) When a=3 and b=4 , find the value of c .

197
 Theorem 5.5 (Pythagoras Theorem)

If a right -angled triangle has legs of lengths a, b and hypotenuse c

, then

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 .

Therefore, the length of the hypotenuse is 10cm long.

Example 12: In the figure 5.39 to

the right, the hypotenuse of a right
triangle is 13cm long and one of the
legs is 5cm long. Find the measure
of the other leg.
Figure 5.39

Solution: Let ∆ ABC be right angled triangle.

To find x , we use Pythagoras’ theorem

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 .

x=√ 144 cm2=12 cm .

Theorem 5.6 (Converse of Pythagoras theorem)
If the square of the length of the larger side of a triangle is equal
to the sum of the square of the lengths of the two legs, then the
triangle is right angle.

Figure 5.40

In figure 5.40 above, if ( AC )2 + ( BC )2=( AB )2, then ∆ ABC is right

angled triangle such that ABi s hypotenuse of ∆ ABC .
Example13: In figure 5.41 to the
right, is∆ ABC a right-
angled triangle or not?

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 .

Hence, a 2+ b2=144 cm2 +25 cm2=169 cm2=c 2

Therefore, a 2+ b2=c 2

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

1. A ladder leans against a vertical wall where the top of the

ladder is 6m from the ground and the bottom of the ladder is
3m from the wall, how long is the ladder?
2. Determine whether the following triples are the side length of
a right -angle triangle or not.
a) 7 cm , 5 cm∧11cm .
b) 12 cm ,13 cm and 5 cm .
c) 3cm, 4 cm and 5cm.
3. A mother donkey leaves the village to go in search of water.
The donkey travels due south for 2.5km and due east for 1.2
km. How far is the donkey from the village?

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 .

Find the values of the

variables. Figure 5.42
5. In figure 5.43 to the right, ∆ ABC is
an equilateral triangle. AD ⊥ BC and
AD=20 cm , find

a) AD b) BD c) DC .
Figure 5.43

6. In Figure 5.44 to the right, ABCD is a

square and DB the is diagonal of the
square with length DB=3 √ 2 cm. Find the
length of side of the square.
Figure 5.44

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 °

4. The measure of an exterior angle of a triangle is equal to the

sum of the measures of the two remote (non-adjacent) interior
angles.

203
 Figure 5. 46
ω=θ+ α
γ =β +θ
δ=β +α

5. In figure5.47 below, triangle ABC is right angled triangle, we

have the following facts.
i) Euclid’s theorem a) a 2=c 2 c
b) b 2=c 1 c
ii) Converse of Euclid’s Theorem
2 2
a =c 2 c and b =c 1 c if and only if Δ AB C

is right-angled

iii) Pythagorean Theorem:

2 2 2
a + b =c
iv) Converse of Pythagorean
Theorem:
If a 2+ b2=c 2 , then Δ ABC 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

m ( ∠ A )=4 x . Find m ( ABC )

5x
in degrees. 81°
4x D
C
A
Figure
5.48
3. In Figure 5.49 shown to the
right, find the length of the
hypotenuse of the right-angled
triangle ABC .
Figure 5.49
4. In Figure 5.50 shown to the right, find the value of x and
the measure of each interior angle of the triangle.

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

8. Find the degree measures of the marked angles in figure

5.54 below

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:

At the end of this unit, learners will be able to:

 Have a better understanding of circles.

 Realize the relationship between lines and circles.
 Apply basic facts about central and inscribed angles and angles
formed by the intersecting chords to compute their measures.
 Apply the real-life situations in solving geometric problems.

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

A detailed knowledge of circle is fundamental in the construction

of machinery.

A circle is a geometrical figure defined as a set of points that are

equidistant from a fixed point on the plane. The fixed point is
called the center of the circle. The connected point from a series
of arcs that surround the fixed point.
6.1.1 Lines and Circles.
Group work 6.1
Discuss the following with your partner.
1. Define the following terms.
a) circle b) radius c) diameter
d) chord e) circumference

2. a) Draw a circle of radius 3cm.

b) Draw a diameter in your circle.
Diameter divides the circle in to
two semi- circles.
c) Identify the semi-circles.

Figure 6.1 Compass

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 ?

Definition 6.1: A circle is the set of points in a plane that are

equidistant from a fixed point. The fixed point is called the
center of the circle.

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.

iv. A diameter of a circle is any chord that passes though the

center and denoted by ‘ d ’. It is the biggest chord of a circle.
In figure 6.3 above the chord CD is a diameter of the circle.
v. Circumference of a circle is the complete path around the
circle.

Example 1: In the circle ‘O’, as shown in

Figure 6.4 to the right, name the center,
radius and diameter of the circle.
Figure 6.4
Solution:

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

CD=r + r (where OC and OD are radii of the circle).

d=2r (d is the diameter).

d
r= .
2
Hence, the diameter ‘ d ’ of a circle is twice the radius r or radius r
is half of diameter.

Definition 6.2: The set of points on a circle(part of a circle)

contained in one of the two half- planes determined by the line
through any two distinct points of a circle is called an arc of a
circle. C

A B

Figure 6.5 Circle

The center of the circle is ‘O’ and OP is the radius.

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 .

Note:An arc is a portion of the circumference of acircle.

Classification of Arcs
1. Semi- circle: is half of a circle whose end points are the end
points of a diameter of the circle and its measure is 180 ° .

Figure 6.6 ^
APB and ^
ACB are semi-circle.

2. Minor arc: is the part of a circle

which is less than a semi-circle
Figure 6.7 ^
AX , ^
BY , ^
AY and ^
BX are minor

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

Definition 6.3: A sector of a circle is the region

bounded by two radii and an intercepted arc of the
circle.

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.

Positional relations between a circle and a line.

A circle and a line may be related in one of the following three

ways.

1. The line may not intersect the circle at all.

Figure 6.14

2. The line may intersect the circle at exactly one point.

217
 Figure 6.15 l intersect circle ‘O’ at point p.

3. The line may intersect the circle at two points.

Figure 6.16 l intersect circle ‘O’ at points ‘A’ and ‘B’.

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.

Example 5: In circle ‘O’ as shown in figure 6.17 below, identify:

a) The point of tangency

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.

2. In circle ‘O’ as shown in figure 6.18 to the

right, identify the sector.

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

6.1.2 Central angle and inscribed angle.

Group work 6.2

Discuss the following with your partner.

1. What is central angle?

2. What is inscribed angle?
3. In circle ‘O’ as shown in figure
6.20 to the right, identify the
central angle, the inscribed angle
and subtending arc.

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

In the figure 6.22 ‘O’ is the center of the circle, OA=OB=r

radii of the circle. Hence, ( ∠ AOB ) is the central angle of the
circle.

Note:

1. ^
A XB is said to intercepted by ∠ AOB and ∠ AOB is said to be

subtended by ^
AXB.

2. The chord AB is said to subtend ^

AXB and ^
AXB is said to be

subtended by chord AB.

3. Chord AB subtends ∠ AOB .
4. The measure of the central angle ∠ AOB is equal to the measure
of the intercepted arc ^
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.

Definition 6.7 (Inscribed angle): An inscribed angle is an angle

whose vertex is on a circle and whose sides contain chords of the
circle.

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).

2. The measure of the inscribed angle is half of the measure of

the arc subtending it.
1
That is, m ( ∠ ABC )= 2 m ( ^
AXB ) .

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 ).

Because both are subtended by ^

AXE .

Figure 6.25

Example 6: In the figure 6.26 to the

right, O is the center of the
circle.
If m ( ∠ AOB )=80 ° ,what is m ( ∠ ADB )?
Figure 6.26

Solution: Measure of inscribed angle is half of the measure of

central angle.

1 1
i .e m ( ∠ ADB )= m (∠ AOB ) ¿ ( 80 ° ) .
2 2
m(∠ ADB) ¿ 40 ° .

Example 7: If the measure of the

intercepted arc in figure 6.27 to the

223
 right, is 240 ° , find the measure m ( ∠ DBC ) subtended by the arc
^
DXC . Figure 6.27

Solution: The Measure of an inscribed angle is half of the

measure of the arc subtending it.
1
i .e m ( ∠ DBC )= m ( ^
DXC )
2
1
¿ ( 240 ° )=120 °
2
Therefore, m ( ∠ DBC )=120 °.
Example 8: In the figure 6.28 to
right, m(∠ ABC )=30 °.
If ‘O’ is the center, then find

m ( ∠ AOC ) .

Figure 6.28

Solution: Measure of a central angle ¿ 2 ×measure of the

inscribed angle.

That is, m ( ∠ AOC )=2m ( ∠ ABC )=2 ×30 ° .

Therefore,m ( ∠ AOC )=60°
Exercise 6.2
1. In the figure 6.29 to the right, find
m ( ∠ JHK ).

224
 Figure 6.29

2. In the figure 6.30 circle ‘O’ to the right, find Q

m ( ∠ QPR ) and m ( ∠ QRP ) . 4x 5x

P R
O

Figure 6.30
3. In figure 6.31 to the right, if m ( ∠ RST )=61 °,
then findm ( ∠ ROT ) and m ( ^
RXT ) .

Figure 6.31

4. In figure 6.32 to the right, find m ( ∠ P ).

Figure 6.32

5. Find the measure of arc ^

AXB in

the figure 6.33to the right.

Figure 6.33

6. In the figure 6.34. A, B and C are

three points on a circle with center

225
 ‘ O ’ such that m ( ∠ BOC )=30° and m(∠ AOB)=60 ° . If D is a

point on the circle other than arc ABC, find m ¿

Figure 6.34

7. In circle ‘O’ as shown in figure 6.35 below,

find
a) m(∠ COD) ^
b) m( CXD)

c)m( ^
BYC ) d) m ( ∠ BOC )

e) m(∠ AOD) f) m( ^
AZD)

g) m(∠ AOB) h) m ( ^
APB )

Figure 6.35

6.1.3 Angles formed by two intersecting chords

Group work 6.3
Discuss the following questions with partners.
1. In figure 6.35 given to the right, find the
value of x .

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

3. From figure 6.37 given to the right, ‘O’ is the

center and CD is the chord.

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 .

Example 9: In a circle of radius 13cm if a chord is 10cm long.

How far is it from the center O?

Solution: By theorem 6.1, M is midpoint of

chord. Thus,OM bisects AB. i.e AM =BM .

This implies that AM =BM =5 cm .

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

Solution: Since OC bisect AB, we have AC=BC . which

implies that

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

1. Join A and D ……………….Construction.

1 1
2. m ( ∠ ADC )= 2 m ( ^
AYC ) and m ( ∠ BAD )= m ( ^
2
BXD ) … inscribed

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).

Example 11: Find the value of x in figure 6.43 below.

(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.

If AB=8 cm and OF =3 cm, then find the

length of the radius OB . Figure 6.44
2. In the figure 6.45 to the right, ‘O’ is the center
of the circle. Chord AC is perpendicular to
radius OD at B such that OB=3 x unit and
AC=8 x units. Find BD.

231
 Figure 6.45
3. In figure 6.46 below find the value of x .

232
 (a)
Figure 6.46 (b)

4. In figure 6.47 to the right, A, B, C

and D are four points on the circle.
AC and BD intersect at a point E
such that m(∠ BEC )=130 °∧¿
m(∠ ECD)=20° .Find m(∠ BAC ).

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

6.2 Application of circles

Circles are present in real-life situation both in natural world and
man-made creations. Circles appear frequently in architecture, in
science, in transportation, in technology and mappings.

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.

Circumference and Area of Circle.

The perimeter of a circle is called its circumference. The

circumference of a circle is related to its radius or diameter.

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).

The actual value is special number represented by π which is read

as Pi.

In calculation we often use the value of π correct to two decimal

22
places as 3.14 or 7 .

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

C=2 πr …………. d=2r

Therefore, the formula for circumference of a circle is given by

C=2 πr and the area a circle whose radius r units long is given by
2
A=π r .

Example 12: If the radius of a circle is 5cm long, then find

a) Diameter b) circumference c) Area
Solution:
a) d=2r =2 (5 cm )=10 cm.
d=10 cm.

b) C=2 πr =2 π ( 5 cm ) .

¿ 10 πcm=10 ( 227 ) cm=31.42 cm .

c) A=π r 2 =π ( 5 cm )2 .
2
¿ 25 π cm .
2
A=25 π cm .

¿ 25 ( 227 ) cm .
2

235
 2
A=78.57 cm .

Example 13: A goat is tethered by a rope of 3.5m long. Find the

maximum area that the goat can graze.

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

A=12.25 ( 227 ) m =38.5 m .

2 2

Example 14: If all the inscribed angles of the star on Ethiopia

Flag are congruent, then find the measure of each inscribed angle
and the measure of the arc subtending the inscribed angle.

Solution: Since all the inscribed angles are

congruent, all the arcs, subtending

those angles are also congruent.

Figure 6.50

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

18. In any circle O, with radius r,

d
i) d=2r ∨r=
2
ii) C=2 πr =πd

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

8. In the figure 6.55 to the right A, B, C and D are four points on

a circle, AC and BD intersect at a point E such that
m(∠ BEC )=130 ° and m ( ∠ ECD )=20° .Find m(∠ BAC ).

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

10. In the figure 6.57 to the right ,

m(∠ ABC )=6 9 ° ,

m ( ∠ ACB )=31 ° . Find m(∠ BDC).

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

12. Find the area of a circle whose radius is 7cm.

13. Find the diameter of a circle if its area is 225 π cm2 .
242
14. The diameter of a car wheel is 2.1m. Find the distance
travelled when it completes 100 revolutions.
15. A piece of land has a shape of semi-circular region as shown
in figure 6.59 below. If the distance between points is
200meters, find the perimeter
of the land.

Figure 6.58Figure 6.59

Figure 6.58

243
Unit 7:Solid figures and Measurements
Learning out comes:

At the end of this unit, learners will be able to:

 Identify parts of solid figures.

 Find the surface area of solid figures.
 Find the volumes of some solid figures.
 Solve applications of solid figures and measurement.

Introduction

In your previous grade, you have learnt about plane figures. In

this unit, you will learn basic concepts of solid figures such as
prisms, pyramids, cones and cylinders. Figures that have three
dimensions (length, width and height) are called solid figures.

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.

7.1 Solid figures

Recall that the geometrical figures that have three dimensions
(length, width and height) are called solid figures. Examples of
solid figures are prisms, cylinders, cones and pyramids.

244
Group work 7.1

Discuss the following questions with your friends.

1. Identify edges, vertices, and faces

of the figure 7.1 to the right.

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.

Consider the rectangular prism shown in the figure 7.4 below.

Figure 7.4

 The rectangular region ABCD is the upper base and the

rectangle EFGH is the lower base.
 The line segments AB , BC , CD , DA , EF , FG , GH and HE are
edges of the bases , where as AE, BF , CG and DH are the
lateral edges of the prism.
 The rectangles ABFE, BCGF, CDHG and ADHE are called
the lateral faces of the prism.
 A vertex of a prism is a point where the three edges are
intersected.

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

Exapmle1: Identify the vertices, edges

and faces. How many vertices, edges and
faces are there in the rectangular prism
shown in the figure 7.6 to the right.
Figure 7.6

Solution: There are 8 vertices A , B ,C , D , E , F , G and H .

There are 12 edges AB , BC , CD , DA , AE , BE , DH ,CG , EF , EH

FG, and HG .

There are 6 faces. These are ABFE, CDHG, HDAE, BCGF,

ABCD and EFGH.

Note: When the base of the prism is a circle, the prism becomes a
cylinder.

Cylinder

Definition 7.3: A cylinder is a solid figure with two congruent

circular bases. The height of a cylinder is the perpendicular
distance between its bases. The radius of a base is the radius of
the cylinder.

In a right cylinder, the segment joining the center of the bases is

perpendicular to the bases.
248
 Figure 7.7 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.

250
 Figure 7.10

7.1.2. Pyramids and cones

Pyramids Historical note

The Egyptian pyramids are ancient

pyramids shaped brick work
structures located in Egypt. The
shape of the pyramid is taught to be
representative of the descending rays
of the sun.
Group work 7.2

Discuss the following with your partners.

1. What is pyramid?
2. Answer the following questions based
on the figure 7.11 shown to the right.

Figure 7.11

a) Name the vertex of the pyramid.

251
 b) Name the base of the pyramid.
c) Name the lateral faces of the pyramid.
d) Name the height of the pyramid.
e) Name the base edges of the pyramid.
f) Name the lateral edges of the pyramid.
3. List different types of pyramids.

Definition 7.4: A pyramid is a solid figure in which the base is a

polygon and the lateral faces are triangles with a common vertex.
The common vertex is called apex.

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.
252
 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).

Based on the shape of the base, pyramids can be classified as

triangular pyramid, quadrilateral pyramid, and pentagonal
pyramid and so on.

a) Triangular pyramid is a pyramid whose base is a triangle.

b) Quadrilateral pyramid is a pyramid whose base is
quadrilateral.
c) Pentagonal pyramid is a pyramid whose base is pentagon.

a)Triangular pyramid b)Quadrilateral pyramid c) Pentagonal pyramid

Figure 7.13

Example 2: Identify the vertex, base lateral faces, slant height,

base edge, lateral edge and altitude of each of the following
pyramids shown in figure 7.14

253
 (a) (b)
Figure 7.14 pyramids
Solution:
a) Vertex: D

Lateral faces: ∆ ADB , ∆ ADC and ∆ DBC .

Lateral edges: AD , DC and DB .

Base edges: AB , BC and AC .

Base: ∆ ABC .

Altitude: DE

Slant height: DF

b) Vertex: V

Lateral faces: ∆ VAE , ∆ VAB , ∆ VBC , ∆ VCD and ∆ VDE

Lateral edges: VA , VB ,VC , VD and VE

Base edges: AB , BC , CD , DE and AE

Base: pentagonal ABCDE

Altitude: VF

Slant height: VG

254
Note:

1. Right pyramid is a pyramid in which the foot of the altitude is

at the center of the base.

Figure 7.15 Rectangular right pyramids.

2. Regular pyramid: A pyramid is said to be regular if it
satisfies the following conditions:
i) The pyramid must be a right pyramid.
ii) The base of the pyramid must be a regular polygon.
iii) The lateral edges of the pyramids are all equal in

length.

255
a) Regular triangular pyramid b) Regular square pyramid

Figure 7.16

If the base of a pyramid is circle, the pyramid becomes a cone

Cone

Group work 7.3

Discuss the following questions with your friends.

1. List the objects that have a shape of cones in your

surroundings.
2. Define a cone.
3. Answer the following questions based on the
figure 7.17 shown to the right.

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 below represents 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.

Figure 7.19 cone

Solution:
The base of the cone is a circle ‘ O ’.

257
The Vertex of the Cone is ‘ V ’.
The Altitude of the cone is h=¿ VO .

The Slant height of the Cone is l=¿ VA .

Note:

 A right circular cone is a circular cone with the foot of its

altitude is at the center of the base, otherwise it is said to be
oblique cone.
 A line segment from the vertex of a right cone to any point on
the circle is called slant height.

a)Right circular cone b) Oblique cone

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.

7.2 Surface Area and Volume of Solid Figures

In the previous sub topic, you have learnt about the properties of
different parts of solid figures such as prisms, cylinders, pyramids
and cones. In this subtopic, you will learn about the surface area
of prisms, cylinders, pyramids and cones and also you will learn
about the volumes of prisms and cylinders.

7.2.1 Surface area of prisms, pyramids, cylinders

and cone
Surface areas of prisms and pyramids

260
Group work 7.4

Discuss the following questions with your friends.

1. Define a rectangular prism and explain about its properties.

2. How many vertices and lateral edges, lateral faces and bases
does a triangular prism have?
3. The figure 7.22 shows rectangular prism.
a) use ruler to construct a net of the
solid on plane paper.
b) cutout the net and fold it to make
the solid. Figure7.22
4. Define a regular pyramid
5. What is tetrahedron?
6. Using figure 7.23 complete
the following to make the
statement true.

Figure 7.23 Rectangular pyramid

a) The figure is called________________
b) The region VAD is called ______________
c) The region ABCD is called __________
d) VA , VB ,VC and VD are called ____________
e) VE is called _______________________

261
 f) VF is called________________________

Surface area of prisms

The surface area of a rectangular prism consists of six rectangles,

pair wise faces or rectangles have equal size, that is, the front and
the back, the right side and the left side and the top and the
bottom are rectangles having the same size.

Figure 7.24 Rectangular prism

Thus,

 Area of front face ¿ area of back face ¿ lh .

 Area of left face¿area of right face¿ wh .
 Area of top face ¿area of bottom face¿ lw .

The lateral surface area is the sum of the areas of all lateral faces
denoted by A S

A S=a ( ABFE )+ a ( BCGF ) +a ( CDHG ) +a ( ADHE )

¿ wh+lh+wh+lh

¿ 2 lh+2 wh

262
 ¿ 2 h(l+w)

¿ ph---where p is the perimeter of the base.

The base area is the area of either the lower base or the upper base
(because they are equal).

Base area¿ A B=¿ a( ABCD ¿=a ( EFGH ) .

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.

AT =a ( ABCD ) + a ( EFGH )+ a ( ABFE ) +a ( BCGF )+ a ( CDHG )+ a ( ADHE )

¿ A B + A B + wh+lh+ wh+ lh

AT =2 A B + 2 wh+2 lh

AT =2 A B + A L

Where A B is area of the base.

A L is lateral surface area.

AT is total surface area.

Note:

263
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

2 A B =2 ( 24 cm2 )=48 cm2

AT = A S +2 A B =100 cm + 48 cm =148cm2
2 2

Thus, AT =148 cm2.

Example 5: Find the total surface area of the
following right triangular prism in which the
base is right angled triangle as shown in
Figure 7.26 to the right.

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

Next find the base area.

1 1 2
A B=a ( ∆ ABC )= ( AC ) ( BC )= 3Cm × 4 cm=6 cm
2 2

Therefore, AT = A L +2 A B=72 cm2+ 2 ( 6 cm2 )=72 cm2+12 cm2

2
AT =84 cm .

Surface area of a pyramid

Pyramids can be named by their bases. For instance, if the base is

triangle then the triangle is called triangular pyramid. If the base
is a rectangle, then the pyramid is called rectangular pyramid and
if the base is n-sided polygon, then we call the pyramid n-
polygonal pyramid.

265
( a) Triangular pyramid ( b) Rectangular pyramid

Figure 7.27

Figure 7.28( Net of a Pyramid)

Lateral surface area of a regular Pyramid is the sum of the areas of

the congruent lateral faces.

Lateral surface area¿the sum of the areas of the lateral faces.

A L =a ( ∆ VDC ) +a ( ∆ VBC )+ a ( ∆ VAB ) +a ( ∆ VAD )

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

AT is total surface area, A L is lateral surface area and A B is area of

the base.
Example 6: Find

a) Lateral surface area

b) Base area
c) Total surface area of the
pyramid in the figure
7.30 shown to the right

Figure
7.29

Solution:
1
a) The lateral surface area is given by A L = 2 pl , where

P=2 ( L+W )=2 (5 cm+ 4 cm )=18 cm.

267
 l=7 cm

1 2
A L = (18 cm×7 cm )=63 cm .
2

b) The base area is given by A B=lw=5 cm × 4 cm=20 cm2

c) The total surface area is given by
AT = A L + A B=63 cm +20 cm =83 cm .
2 2 2

Therefore, AT =83 cm2 .

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

height of ∆ ABC which is obtained by solving

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

c) The total surface area is given by AT = A L + A B .

¿ 54 cm +9 √ 3 cm
2 2

AT =(54+9 √ 3)cm .
2

Surface area of cylinders and cones

Surface area of Cylinders

Group work 7.5

Discuss the following questions with your friends.

1. Consider figure 7.31 to the right. If the height of the cylinder is

7cm, and its radius is 3cm, find

a) Circumference of the base of the

cylinder.
Figure 7.31
b) The base area of the cylinder.

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?

To calculate the total surface area of a cylinder, we consider a

circular cylinder (see figure 7.33)

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)

Example 8: The radius of the base of the right circular cylinder is

5cm and its height is 7cm. Find

a) The base area

b) The lateral surface area
c) The total surface area
Figure 7.33
Solution:
a) The base area is given by A B=π r 2=π ( 5 cm )2 .
2
A B=25 π cm

b) The lateral surface area is given by A L =2 πrh=2 π ( 5 cm )( 7 cm )

2
A L =70 π cm .

c) The total surface area is given by AT =2 A B + A L

AT =2 ( 25 π cm2 ) +70 π cm2 .
2
AT =120 π cm .

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 .

Surface area of Cones

Activity 7.1

Discuss the following with your teacher

1. From the figure 7.35 to the right find

Figure 7.34

a) The circumference of the base

b) The area of the base
c) The lateral surface area
d) The total surface area
e) Definition 7.5:A cone is a solid figure that has a circular
base and vertex that is not in the same plane as the base.

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

 The area of the base is A B=π r 2

 The total surface area is AT = A L + A B
AT =πrl+¿ π r 2

AT =πrl(l+r )

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Example 10: From the figure 7.37
to the right, find

Figure 7.36

a) The circumference of the base

b) The base area
c) The lateral surface area
d) The total surface area

Solution:

a) The Circumference of the base is given by C=2 πr =12 πcm .

b) The area of the base is given by A B=π r 2=36 π cm2 .
c) The lateral surface area is given by
2
A L =πrl=60 π cm .
d) The total surface area is given by
2 2
AT = A L + A B=60 π cm +36 π cm .
2
AT =96 π cm .

274
Example 11: A right circular cone has base radius of 2cm and the
total surface area of 8 π cm2. Find

a) The slant height b) The lateral surface area of the cone

Solution:

a) Given a radiusr =2 cm, AT =8 π cm2

2
AT =π r + πrl
2 2
8 π cm =π (2 cm) + π ( 2 cm ) l
2 2
8 π cm =4 π cm +2 πlcm
2 2
8 π cm −4 π cm =2 πcml
2
4 π cm =2 πcml
l=2 cm .

Therefore, the slant height is l=2 cm .

b) The lateral surface area is A L =πrl=π (2 cm)(2 cm)
2
A L =4 π cm .

Exercise 7.3

1. The base of a right prisms is a right triangle of side lengths of

9cm, 12cm and 15cm, and the height of the prism is 10cm.
Find
a) The lateral surface area of the prism.
b) The total surface area of the prism.

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.

7.2.2 Volume of Prisms and Cylinders

Activity 7.2

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

1. The volume of a rectangular prism equals the product of its

length, width and height. That is

Volume of rectangular prism¿length ×

width × height

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

Figure 7.39 cube

3. The volume of a right triangular prism equals the product of its
base area and its height. That is
Volume of a right triangular prism¿base
area ×height
V = A B ×h

Figure 7.40 triangular prism

4. The volume of any prism equals the product of its base area
and its altitude. That is
Volume¿base area×altitude
V = A B ×h

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

Example 13: The volume of a triangular pyramid is 204 cm3. If its

height is 6cm, then find the area of the base.
Solution:
V = A B ×h
3
204 c m
=34 cm .
3
204 cm =A B × 6 cm⇒ A B =
6 cm
Therefore, the area of the base is A B=34 cm2 .
Volume of a cylinder

A circular cylinder is a special prism where the base is a circle.

The area of the base with radiusr is π r 2. So it its volume is

V¿area of the base times the height.

2 2
i .e ,V =π r × h=π r h .

Figure 7.41
Cylinder

Volume of a cylinder¿base area ×height

i.e, Volume; V = A B ×h

279
 V =¿ π r 2 h

Example 14: Find the volume of a circular cylinder with height

8cm and base radius 3cm.
Solution: The volume of Circular Cylinder is given by
V =¿ π r 2 h .

V =¿ π (3 cm)2 × 8 cm
3
V =72 π cm

Example 15: The volume of a circular cylinder is 48 π cm3. Find

the radius of the cylinder, if its height is 3cm.
Solution:
V = A B ×h .
3 2
48 π cm =π r h .
3 2
48 π cm =3 πcmr .
3
48 π cm
2
r= .
3 πcm
2 2
r =16 cm .

r =√ 16 cm2 , r =4 cm.

Therefore, the radius of the cylinder is r =4 cm.

Exercise 7.4

1. Calculate the volume of the

triangular prism given in the figure
7.42 to the right.

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.

7.3 Application on Solid Figures and

Measurements
In the previous sub topic, you have discussed the solid figures
such as prisms, cylinders, pyramids and cones and you have
also learnt how to calculate the surface area of prisms,
cylinders, pyramids and cones. Moreover, you have studied
about the volumes of prisms and cylinders using different
examples and through exercises.

281
 In this subtopic, you will investigate and solve practical
real-life problems involving volumes and surface areas of
prisms and cylinders.

Example 16: Find the volume of a

cube whose edge is 7cm.

Figure 7.44

Solution:
Let sbe the side length of the cube. Then the volume V of the
cube is V =s 3.

Thus, V =(7 cm)3=7 cm ×7 cm ×7 cm=343 cm3 .

3
V =343 cm .

Example 17: Find the volume of the cylinder whose base

circumference is 12 πcm and whose lateral area is 72 π cm2.

Solution:

C=2 πr =12 πcm .

12 πcm
Thus, r = 2 π =6 cm.

A L =2 πrh

282
 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 .

Therefore, V =216 π cm3 .

Example 18: The outside of a purple trap is coated with glue to

catch emerald ash borers. You make your own trap in the shape of
a rectangular prism with an open top and bottom as shown in
figure 7.45 to the right. What is the lateral surface area that you
need to coat with glue as shown in figure 7.45 to the right?

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 .

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Therefore, you need to coat 880 square centimeters with glue.

Exercise 7.5

1. Rashid has a rectangular prism with length 10cm, width 2cm

and an unknown height. He needs to build another rectangular
prism with length 5cm and the same height as the original
prism. The volumes of the two prisms will be the same. Find
the width in cm of the new prism.
2. Abel needs to buy some wood to
build a box. He must calculate the
surface area of the box to determine
how much wood to buy. A diagram
of the box is shown in figure 7.46 to
the right. How much wood does Abel
need to build the box?
Figure 7.47
3. Hawa wants to make several canes like the one shown in
figure 7.48 below. She is going to cut them in to a sheet of
metal that has an area of 3750 cm2. How many canes does she
make? (use ≈ 3.14 ).

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

water. Find the volume of water need to fill the tank

completely.

285
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

Shape Cross section Area Volume

286
 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.

a) Rectangular pyramid b) Right

Circular Cone
Figure 7.48
9. a) Lateral surface area of a regular pyramid is the sum of the
areas of the congruent lateral faces. That is, it is the product of

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

At the end of this unit, learners will be able to:

 Understand the concept of probability.

 Find events, sample space and probability of simple events.
 Apply problems of real-life situations in solving the
probabilities.
Introduction

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.

Weather forecasts are made by studying weather data and using a

branch of mathematics called probability.

Probability is used by governments, scientists, economists,

medical researchers and many other people to predict what is
likely to happen in the future by studying what has already
happened.

8.1 The concept of probability

Group work 8.1
Discuss the following questions with your partner
What is the possible outcome when?
a) A coin is tossed.
b) Two coins are tossed.
c) Die is rolled.
d) Three coins are tossed at once.
Definition 8.1: Probability is measure of uncertainty involved in
the happening of event so that definite value may be assigned to
it.
Note:

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 } .

Figure 8.2 die

294
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.

ii) E is certain event if P ( E )=1.

1
iii) E has an equal chance of occurrence if P ( E )= .
2
iv) E unlikely event if P(E) is between 0 and ½.
v) E likely event if P(E) is between ½ and 1.

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

8.2 probabilities of simple events

Group work 8.2
1. Suppose an experiment is tossing a coin.

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

The first book written on the subject of

probability was the Book on Games of
Chance by Jerome Cardano. He was an
Italian physician and mathematician
who lived in the 16th century.

Figure 8.4 Jerome cardan

Definition 8.5: (probability of an event)

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)

Assuming that the outcomes are equally likely.

Example 6: A fair die is rolled once. Calculate the probability of
getting the following.
a) An odd number.
b) An even number.
c) A score of 3.
d) A number less than 5.
e) A prime number.
f) Not less than 4.
Solution:
Here Sample space, S={1 ,2 , 3 , 4 ,5 , 6 }, n (s)=6.
a) Event, getting an odd number E={1 , 3 ,5 },n (E)=3.
n(E) 3 1
Probability of event, P ( E )= n(S) = 6 = 2 .

b) Event, getting an even number E={2 , 4 ,6 }, n(E)=3.

n(E) 3 1
Probability of event, P ( E )= n(S) = 6 = 2 .

c) Event, E={3 },n (E)=1.

299
 n(E) 1
P ( E )= = .
n(S) 6

d) Event, E={1 , 2, 3 , 4 }, n(E)=4.

n(E) 4 2
P ( E )= = =
n(S) 6 3

e) Event, E={2 , 3 ,5 }, n(E)=3

n(E) 3 1
P ( E )= = =
n(S) 6 2

f) Event, E={4 , 5 ,6 }, n(E)=3

n(E) 3 1
P ( E )= = =
n(S) 6 2

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

number of succesful out comes n (E) 2 1

b) P(white)= 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

number of succesful out comes n(E) 1

d) P( yellow)= total number of possible out comes = n(S) = 10

Example 8: A letter is chosen at random from the word

MATHEMATICS. What is the probability of the following
letters?
a) M b) E c) A d) I e) T f) H or S
Solution:
Total number of outcomes is 11.

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

Example 9: A box of fruit contains 5 mango, 4 oranges, 3

bananas and 3 lemons. Abebe takes one fruit without looking.
What is the probability that he takes?

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

Example 10: Suppose a student council is to be elected in a class

of 50 students with 30 of them girls. Find the probability of the
council elected be
a) a boy b) a girl
Solution:
Number of boys +¿ number of girls ¿50 students
Thus n(boys¿+30=50
Therefore, n ¿boy s ¿=20

a) P(boys)¿ n(S) = 50 = 5 =0.4=40 %

n(E) 20 2

b) P(girls)¿ n(S) = 50 = 5 =0.6=60 %

n(E) 30 3

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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)

a) The out comes with sum 9 are

{(3,6),(4,5),(5,4),(6,3)}
n (E) 4 1
P( ∑ ¿ 9)= = =
n(S ) 36 9
b) The out comes with sum 12 is {(6,6)}
n(E) 1
P( ∑ ¿ 12)= =
n(S) 36
c) The out comes with sum less than 12 are all possible outcomes
except {(6,6)}
n( E)
35
Therefore, P(∑ less than 12)= n (S) = 36 .

d) The out comes with sum even numbers are :

{(1,1),(1,3),(1,5),(2,2),(2,4),(2,6),(3,1),(3,3),(3,5),(4,2),(4,4),(4,6)
(5,1),(5,3),(5,5),(6,2),(6,4),(6,6)}

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 n ( E ) 18 1
Therefore, P ( ∑ even number )= = = .
n ( S ) 36 2

d) The out comes with sum prime numbers are:

{(1,1),(1,2),(1,4),(1,6),(2,1),(2,3),(2,5),(3,2),(3,4),(4,1),(4,3),(5,2),
(5,6),(6,1),(6,5)}
n ( E ) 15 5
Therefore, P ( ∑ prime number ) = = =
n ( S ) 36 12

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:

Figure 8.3 Tree diagram

Using tree diagram shown in figure 8.3 above, we have
sample space
S= { H 1 , H 2 , H 3 , H 4 , H 5 , H 6 ,T 1 ,T 2 , T 3 , T 4 , T 5 ,T 6 }
a) Event, E={H 6 }, n (E)=1
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 1
∴ P ( E )= =0.083=8.3 %
12
b) Event, E={H 1 , H 3 , H 5 }, n(E)=3
3 1
Therefore, P ( E )= 12 = 4
3 1
∴ P ( E )= = =0.25=25 %
12 4
c) Event, E={T 2 , T 4 , T 6 },n (E)=3
3 1
∴P(E)¿ = =0.25=25 %.
12 4

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

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 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

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 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

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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:

a) P(Agriculture)¿ n(S) = 100,000 = 10 =0.1=10 %

n(E) 10,000 1

b) P(Health)¿ n(S) = 100,000 = 10 =0.2=20 %

n(E) 20,000 2

c) P(Education)¿ n(S) = 100,000 = 10 =0.7=70 %

n(E) 70,000 7

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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

Determine the probability of

a) Foot
b) Cycle
c) Bajaj
d) Buss

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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)

11. The sum of the probability of an out comes in the sample

space is 1.

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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.

1. When Hana tosses a coin, the possible outcomes are 1, 2, 3, 4,

5,6.
1
2. The choice made in answering true or false type of quiz have 2

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

9. A glass jar contains 40 marbles which of them are red, green,

blue and yellow color. If the probability of drawing a single
1
green marble at random is 5 . What is the number of green

marbles?

a) 5 b) 7 c) 8 d) 6

10.A ball is drawn at random from a bag containing 3 red, 2 blue,

5 green and 1 yellow balls. What is the probability that it is not
green?
6 5 3 2
a) 11 b) 11 c) 11 d) 11

11.What is the probability of choosing the alphabet S from the

word ‘CLASS’?
1 2 3 4
a) 5 b) 5 c) 5 d) 5

III. Answer the following questions

12. A letter of the English alphabets is chosen at random.

Calculate the probability that the letters to chosen are
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 a) Vowel.
b) Precedes m and is a vowel.
c) Follows m and is a consonant.
d) Consonant.
13. A party host gives a door prize to one guest chosen at random.
There are 48 men and 42 women at the party. What is the
probability that the prize goes to a woman?
14. A weather forecaster said there is a 20% chance of rain
tomorrow. What is the probability that it will not rain
tomorrow?
15. In an experiment of selecting students at random a researcher
found the following results after 50 trials.

Student Boy Girl Total

number 20 30 50

What is the probability that a randomly selected student is a girl?

16.Two fair dices are rolled once. What is the probability that the
difference of the two numbers is shown is 1?

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