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MT.147.02
M1 MATHEMATICS
EASA PART-66
CAT B1/B2
ISSUE: 1JAN2007
Training Manual
M1
HAM US/F
MATHEMATICS
KrA
Feb 7, 2007
ATA DOC
Page 1
MATHEMATICS
M 1.1 ARITHMETIC
1.
IR PART 66
M1
ARITHMETIC
1.1 General
Just as studying a new language begins with learning basic words, the study of
mathematics begins with arithmetic, its most basic branch. Arithmetic uses real
and nonnegative numbers, which are also known as counting numbers, and
consist of only four operations, addition, subtraction, multiplication and division.
While you have been using arithmetic since childhood, a review of its terms and
operations will make learning the more difficult mathematical concepts much
easier.
Numbers are represented by symbols which are called digits. There are nine digits
which are 1, 2, 3, 4, 5, 6, 7, 8, & 9. We also use the symbol 0 (ie zero) where no
digits exists. Digits and zero may be combined together to represent any number.
1.2 Addition
The process of finding the total of two or more numbers is called addition. This
operation is indicated by the plus (+) symbol. When numbers are combined by
addition, the resulting total is called the sum.
When adding whole numbers whose total is more than nine, it is necessary to
arrange the numbers in columns so that the last digit of each number is in the same
column. The ones column contains the values zero through nine, the tens column
contains multiples of ten, up to ninety, and the hundreds column consists of
multiples of one hundred.
To add the sum of the above, first add the ones column, 8 and 3 make 11 and 2
makes 13. Place the 3 in the ones column of the answer and carry the 1 forward
to the tens column. Adding this we have 1 and 7 is 8 and 4 is 12 and 6 is 18. Place
the 8 in the tens column of the answer and carry the 1 forward to the hundreds
column which we now add. 1 and 2 is 3 and 4 is 7. Place the 7 in the hundreds
column of the answer. We see that the answer (sum) to the addition is 783.
The process is identical if any of the numbers includes a decimal as long as the
decimal points are arranged in the same column. The number of digits after the
decimal point as no significance.
Example:
hundreds
2
+4
7
tens
7
4
6
8
.
.
.
.
ones
8
3
0
3
Example:
hundreds
2
+ 4
7
tens
7
4
6
8
ones
8
3
2
3
01/Calculations/A/B
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MATHEMATICS
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1.3 Subtraction
The process of finding the difference between two numbers is known as
subtraction and is indicated by the minus () sign. Subtraction is accomplished by
taking the quantity of one number away from another number. The number which
is being subtracted is known as the subtrahend (smaller number), and the
number from which the quantity is taken is known as the minuend (larger
number).
To find the difference of two numbers, arrange them in the same manner used for
addition. With the minuend on top and the subtrahend on the bottom, align the
vertical columns so the last digits are in the same column. Beginning at the right,
subtract the subtrahend from the minuend. Repeat this for each column.
Example:
hundreds
4
2
1
tens
4
6
8
ones
3 minuend
2 subtrahend
1
Place 262 under 443. 2 from 3 leaves 1. write 1 in the ones column of the answer.
6 from 4 is clearly impossible, so the 4 is increased in value to 14 by taking 1 from
the hundreds column leaving 3. 14 from 6 leaves 8. Write 8 in the tens column.
finally, 3 from 2 in the hundreds columns leaves 1.
To check a subtraction problem, you can add the difference to the subtrahend
to find the minuend.
There are two methods by which subtraction can be performed. Consider
15 8 = 7
1st method: take 8 from 15. We have 7 left.
2nd method: if to 7 we add 8 then we obtain 15. 7 is therefore the difference
between 15 and 8.
The process is identical if any of the numbers include a decimal as long as the
decimal points are arranged in the same column.
01/Calculations/A/B
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1.4 Multiplication
Multiplication is a special form of repetitive addition. When a given number is
added to itself a specified number of times, the process is called multiplication. The
sum of 4 + 4 + 4 = 12 is expressed by multiplication as 4 x 3 = 12. The numbers
4 and 3 are called factors and the answer, 12, represents the product. The
number multiplied (4) is called the multiplicand, and the multiplier represents
the number of times the multiplicand is added to itself. Multiplication is typically
indicated by an (x), (), or in certain equations, by the lack of any other operation
sign.
One important factor to remember when multiplying is that the order in which
numbers are multiplied does not change the product.
Example:
or
4
x3
12
Example:
532 Multiplicand
x 24 Multiplier
10640 First partial product
2128 Second partial product
12,768 Product
3
x4
12
Like addition and subtraction, when multiplying large numbers it is important they
be aligned vertically. Regardless of the number of digits in the multiplicand or the
multiplier, the multiplicand should be written on top, and the multiplier beneath it.
When multiplying numbers greater than nine, multiply each digit in the multiplicand
by each digit in the multiplier. Once all multiplicands are used as a multiplier, the
products of each multiplication operation are added to arrive at a total product.
01/Calculations/A/B
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1.5 Division
Just as subtraction is the reverse of addition, division is the reverse of
multiplication. Division is a means of finding out how many times a number is
contained in another number. The number divided is called dividend, the number
you are dividing by is the divisor, and the result is the quotient. With some
division problems, the quotient may include a remainder. A remainder represents
that portion of the dividend that cannot be divided by the divisor.
Division is indicated by the use of the division sign (B) with the dividend to the left
and the divisor to the right of the sign, or with the dividend inside the sign and the
divisor to the left. Division also is indicated in fractional form.
For example, in the fraction 3 the 3 is the dividend and the 8 is the divisor. When
8
division is carried out, the quotient is 0.375.
The process of dividing large quantities is performed by breaking the problem
down into a series of operations, each resulting in a single digit quotient. This is
best illustrated by example.
Example:
dividend divisor
416
= 52
or
52
8 ) 416
40
16
16
To check a divsion problem for accuracy, multiply the quotient by the the divisor
and add the remainder (if any). If the operation is carried out properly, the
result equals the dividend.
01/Calculations/A/B
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Multiplication
1. 5.05 x 13.8
2. 18.098 + 210.099
2. 1.27 x 0.871
3. 0.025 + 10.995
3. 1.01 x 0.89
4. 27.3 x 9.31
Subtraction
1. 27.3 4.36
Division
1. 233.1 B 18.5
2. 21.76 18.51
2. 0.1254 B 0.057
3. 32.76 20.086
3. 0.6875 B 22
4. 24.024 B 4.62
5. 1.09 x 104 B 12
01/Calculations/A/B
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MATHEMATICS
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01/Calculations/A/B
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When adding two or more numbers with the same sign, ignore the sign and find
the sum of the values and then place the common sign in front of the answer. In
other words, adding two or more positive numbers always results in a positive sum,
where as adding two or more negative numbers results in a negative sum.
When adding a positive and negative number, find the difference between the two
numbers and apply (+ or ) of the larger number. In other words, adding negative
number is the same as subtracting a positive number. The result of adding or
subtracting signed numbers is called algebraic sum of those numbers.
Add 25 + (15)
25
+ (15)
10
or
25
15
10
When subtracting numbers with different signs, change the operation sign to plus
and change the sign of the subtrahend. Once this is done, proceed as you do in
addition. For example +3 4 is the same as +3 + +4. There is no difference if the
subtrahend is larger than the minuend, since the operation is done as though the
two quantities are added.
Example:
Subtract 48 from 216
Step 1: Set up the subtraction problem 216 48
Step 2: Change the operation sign to a plus sign and change the sign of the
subtrahend. Now add.
216 + 48 = 264
Example:
12 B 3 = 4
12 B (3) = 4
(12) B ()3 = 4
(12) B 3 = 4
02/Signed Numbers/B
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MATHEMATICS
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16.11 12 B 4 + 3 x (6 2)
2. 7 6 3
17.15 B (4 + 1) 9 x 3 + 7 (4 + 3)
3. 8 7 15
18.10 12 B 6 + 3 (8 3)
4. 3 + 5 + 7 4 2
5. 6 + 4 3 5 7 + 2
6. 8 x (3)
7. (2) x (5) x (6)
8. 4 x (3) x (2)
9. (3) x (4) x 5
10.16 B (2) x (4)
11. 15 x (3) x 2 B (5) x (6)
12.3 + 5 x 2
FOR TRAINING PURPOSES ONLY
IR PART 66
13. 7 x 5 2 + 4 x 6
14.7 x 5 12 B 4 + 3
15.11 9 B 3 + 7
Question 1.
16 holes spaced 48mm apart are to be marked off on a sheet of metal. 17 mm
is to be allowed between the centres of the holes and the edge of the metal.
Calculate the total length of metal required.
Question 2.
In the first 2 hours of a shift an operator makes 32 soldered joints per hour. In
the next 3 hours the operator makes 29 joints per hour. In the final two hours
26 joints are made per hour. How many soldered joints are made in the 7
hours.
Question 3.
A machinist makes 3 parts in 15 minutes. How many parts can he produce in
an 8 hour shift allowing 20 minutes for starting and 10 minutes for finishing the
shift.
Question 4.
The length of a metal plate is 891 mm. Rivets are placed 45 mm apart and the
distance between the centres of the end rivets and the edge of the plate is
18mm. How many rivets are required.
Question 5.
32 pins each 61 mm long are to be turned in a lathe. If 2 mm is allowed on
each pin for parting off. what total length of material is required to make the
pins.
02/Signed Numbers/B
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MATHEMATICS
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Example:
(8 3) ) 2
Convert 8 2 =
= 26
3
3
3
27
Express
as a mixed number
4
27 = 6 3 (since 27 B 4 = 6 remainder 3)
4
4
03/Fractions/A/B
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2. 21
5
3. 53
7
4. 210
4
5. 99
8
03/Fractions/A/B
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When the values of two or more fractions are to be compared, express each of
the fractions with the same denominator. This common denominator should be
the LCM of the denominator of the fractions to be compared. It is sometimes
called the lowest common denominator (LCM).
Example:
Arrange the fractions 5 , 8 and 7 in order of size beginning with the smallest.
6 9
8
The LCM of the denominators 6, 8, and 9 is 72, i.e. the lowest common
denominator is 72.
5 is equivalent to (5 12) + 60
6
72
(6 12)
Two fractions which have the same denominator can be added together by adding
their numerators. Thus
8 is equivalent to (8
9
(9
8)
+ 64
72
8)
7 is equivalent to (7
8
(8
9)
+ 63
72
9)
Because all the fractions have been expressed with the same denominator all
that we need to do is to compare the numerators. Therfore the order of size is
60 , 63 and 64 or 5 , 7 and 8
72 72
72 6 8
9
3 ) 5 + (3 ) 5) + 8
11 11
11
11
When two fractions have different denominators they cannot be added together
directly. However, if we express the fractions with the same denominator they can
be added.
Example:
Add 2 and 3
7
5
The lowest common denominator of 5 and 7 is 35
2 ) 3 + 14 ) 15
5 7
35 35
=
(14 ) 15)
35
= 29
35
04/Fractions/B
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MATHEMATICS
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M1
When mixed numbers are to be added together, the whole numbers and the
fractions are added separately.
When mixed numbers are involved first subtract the whole numbers and then deal
with the fractional parts.
Example:
Example:
Add 4 2 and 2 3
3
5
Subtract 4 1 *6 3
4
3
3
1
3
6 *4 + 2 ) * 1
4
3
4 3
(9 * 4)
= 2)
12
= 2) 5
12
=2 5
12
42) 23 + 6 ) 2) 3
3
5
3 5
= 6 ) 10 ) 9
15 15
= 6 ) 19
15
= 6)1) 4
15
= 7 4
15
04/Fractions/B
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MATHEMATICS
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5 + (3
7
(8
5)
7)
= 15
56
If any factors are common to a numerator and a denominator they should be
cancelled before multiplying.
21
3
2 1 + 11 7
3
8
3
(11 7)
=
(8 3)
= 77
24
= 3 5
24
Example:
5
7
5
7
21 + (1
32
(1
5
1
21
32
1)
16)
5
16
04/Fractions/B
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MATHEMATICS
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M1
8
7
8)
7)
24
35
04/Fractions/B
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MATHEMATICS
M 1.1 ARITHMETIC
M1
1. 3 ) 3
4 8
1. 3
4
5
7
2. 1 ) 2 ) 5
8 3 12
2. 2
9
12
3
3. 7 2 ) 6 3
3
5
3. 7
5
31
2
4. 3 3 ) 5 2 ) 4 3
7
8
4
4. 3 3
4
5. 23 ) 14
10
6
5. 3 of 16
4
IR PART 66
3. 5 3 * 2 9
8
10
4. 21 * 3 2
5
5
5. 1 3 * 2 2
4
5
13
5
11
8
4. 1 2 B 3 B 9
3
5 10
5. 2 8 B 1 2 ) 1
9
3 2
04/Fractions/B
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04/Fractions/B
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1.8 Decimals
Working with fractions is typically time consuming and complex. One way you can
eliminate fractions in complex equations is by replacing them with decimal
fractions or decimals. A common fraction is converted to a decimal fraction by
dividing the numerator by the denominator. For example, is converted to a
decimal by dividing the 3 by the 4.
The decimal equivalent of is 0.75. Improper fractions are converted to decimals
in the same manner. However, whole numbers appear to the left of the decimal
point.
In a decimal, each digit represents a multiple of ten. The first digit represents
tenths, the second hundredths, the third thousandths.
Example:
0.5 is read as five tenths
0.05 is read as five hundredths
0.005 is read as five thousandths
when writing decimals, the number of zeros to the right of the decimal does not
affect the value as long as no other number except zero appears. In other words,
numerically, 2.5, 2.50 and 2.500 are the same.
The number of digits after the decimal point are called decimal places
Examples:
05/Decimals/A/B
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MATHEMATICS
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Like adding, subtracting decimals is done in the same manner as with whole
numbers. Again, it is important that you keep the decimal points aligned.
When dividing decimals, the operation is carried out in the same manner as
division of whole numbers. However, to ensure accurate placement of decimal
point in the quotient, two rules apply:
Example:
If you have 325.25 pounds of ballast on board and remove 30.75 pounds, how
much ballast remains?
325.25
1. When the divisor is a whole number, the decimal point in the quotient aligns
vertically with the decimal in the dividend when doing long division.
2. When the divisor is a decimal fraction, it should first be converted to a whole
number by moving the decimal point to the right. However, when the decimal in
the divisor is moved, the decimal in the dividend must also move in the same
direction and the same number of spaces.
30.75
294.50
Example:
Divide 37.26 by 2.7
Move the decimal in the divisor to the right to convert it to a whole number.
27 ) 37.26
Example:
26.757
3 decimal
x 0.32 2 decimal
53514
80271
856224 count 5 decimal places to the left of the digit 4
8.56224
Move the decimal in the dividend the same number of places to the right.
27 ) 372.6
13.8
Divide:
05/Decimals/A/B
27 ) 372.6
27
102
81
216
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1.9 Conversions
1.9.1 Converting Decimals to Fractions
Although decimals are typically easier to work with, there are times when the use
of a fraction is more practical. For example, when measuring something, most
scales are fractional increments. For this reason it is important that you know how
to convert a decimal number into a fraction. For example, 0.125 is read as 125
thousandths, which is written as 125/1000. This fraction is then reduced to its
lowest terms.
Examples:
0.800 + 800 + 4
1000
5
6.250 + 6) 250 + 6 1
1000
4
0.037 + 37
1000
To convert a fraction into a decimal we divide the denominator into the numerator.
Convert 27 to decimals
32
27 + 27 B 32
32
= 0.84375
When we have mixed numbers to convert into decimals we need only deal with
the fractional part. Thus to convert 2 9 into decimals we only have to deal with 9
16
16
9 + 9 B 16
16
= 0.5625
06/Decimals/B
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100%=
4 3 as a percentage = 19
4
4
(3
100)
= 60%
5
100% 1900
=
= 475%
1
4
8%
+ 8 + 2
100%
100
25
12.5%
+ 25
100%
2
1 + 25 + 1
100
200
8
06/Decimals/B
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1.9.6.2
Example:
Example:
12 as a percentage of 50 = 12
50
100 = 24%
4 as a percentage of 60 = 4
60
100 = 6.67%
1.9.6.1
100 = 13.333% or 13 1%
3
60 = 240 = 12 = 2 2
100
5
5
1500 = 5250 + 525 + 105 + 52 1
100
10
2
2
3% of 1500 = 3.5
100
06/Decimals/B
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MATHEMATICS
M 1.1 ARITHMETIC
Solve the following equations:
Convert the following decimals to fractions in their lowest terms:
1. 0.2
2. 0.45
3. 0.3125
4. 2.55
5. 0.0075
6. 2.125
Find the difference between:
1. 19 and 0.295
64
2. 1 3 and 1.1632
16
IR PART 66
M1
Express the following as a percentage %:
1. 0.43
2. 0.025
3. 1.25
4. 3
8
5. 3
7
6. 1
12
7. 7
20
Express the following as fractions:
1. 25%
2. 13%
3. 4.5%
4. 16 1%
3
5. 33%
Express:
1.
2.
3.
4.
5.
30 as a percentage of 50
24 as a percentage of 16
0.5 as a percentage of 12.5
3.2 as a percentage of 2.4
0.08 as a percentage of 0.72
Calculate:
1. 4% of 30
2. 0.8% of 360
3. 1.5% of 60
4. 120% of 75
5. 80% of 90
06/Decimals/B
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Ratio
IR PART 66
07/Ratio/A/B
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1.10.2
IR PART 66
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Proportion
1.10.2.1 General
If 5 litres of oil has a mass of 4 kg, then 10 litres of the same oil will have a mass
of 8 kg. That is, if we double the quantity of oil its mass is also doubled. Now 2
litres of oil will have a mass of 2 kg. That is if we halve the quantity of oil we halve
its mass. This is an example of direct proportion. As the quantity of oil increases
the mass increases in the same proportion. As the quantity of oil decreases the
mass decreases in the same proportion.
3 + (engine-speed)
2
(propeller-speed)
3 + 2700
x
2
3x + 5, 400
x + 1, 800rpm
This same proportion may also be expressed as 3:2 = 2,700 : X. The first and last
terms of the proportion are called extremes, and the second and third terms are
called the means. In any proportion, the product of the extremes is equal to the
product of the means. In this example, multiply the extremes to get 3x, and multiply
the means to get 2 x 2,700 or 5,400. This results in the identical derived earlier;
3x = 5,400.
3:2 = engine speed : propeller speed
3x = 2 : 2,700
3x = 5,400
x = 1,800 rpm.
Example:
The electrical resistance of a wire 150 mm long is 2 ohms. Find the resistance of
a similar wire which is 1 m long.
The lengths of the two wires are increased in the ratio of 1000 :150. The resistance
will aslo increase in the ratio 1000 :150.
3:2 = 2,700 : x
A motor car will travel 30 km in 1 hour if its speed is 30 km per hour. If its speed
is increased to 60 km per hour the time taken to travel 30 km will be hour. That
is when the speed is doubled the time taken is halved. This is an example of
inverse proportion. When we multiply the speed by 2 we divided the time taken by
2.
Example:
Two pulleys of 150 mm and 50 mm diameter are connected by a belt. If the larger
pulley revolves at 80 rev/min find the speed of the smaller pulley.
The smaller pulley must revolve faster than the larger pulley and hence the
quantities, speed and diameter, are in inverse proportion. The pulley diameters are
decreased in the 50 : 150, or 1 : 3. The speed will be increased in the ratio of 3 :1.
Therefore
Speed of smaller pulley = 80
07/Ratio/A/B
3 + 240 rev/min.
1
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Example:
A certain brass is made by alloying copper and zinc in the ratio of 7:3. How
much copper must be mixed with 30 g of zinc.
3 parts have a mass of 30 g
1 part has a mass of 10 g
7 parts have a mass of 70 g
Therefore,
08/Ratio/B
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A gear wheel having 40 teeth revolves at 120 rev/min. It meshes with a wheel
having 25 teeth. Find the speed of the 25 tooth wheel.
Two shafts are to rotate at 150 and 250 rev/min respectively. A 120 mm diameter
pulley is fitted to the slower shaft and by means of a belt it drives a pulley on the
faster shaft. What diameter pulley is required on the faster shaft.
A bar of metal 10.5 m long is to be cut into three parts in the ratio of 1 : 1 3 : 3.
2 4
Find the length of each part.
8 people take 5 hours to change an engine. How long would it take 4 people to do
this work.
An engineering company employ 12 men to fabricate a number of containers.
They take 9 days to complete the work. If the company had employed 8 men, how
long would it have taken.
A train travels 200 km in 4 hours. If it travels at the same rate, how long will it take
to complete a journey of 350 km.
A motor running at 400 rev/min has a pulley of 125 mm diameter attached to its
shaft. It drives a parallel shaft which has a 1000 mm diameter pulley attached to
it. Find the speed of this shaft.
08/Ratio/B
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1 +1
23
2
1
2
1+1
2
8
Any number, except zero, that is raised to the zero power equals 1. When a
number is written without an exponent, the value of the exponent does not
have a SIGN (+ or ) preceding it, the exponent is assumed to be positive.
The root of a number is that value which, when multiplied by itself a certain
number of times, produces that number. For example, 4 is a root of 16 because
when multiplied by itself, the product is 16. However, 4 is also a root of 64
because 4 x 4 x 4 = 64. The symbol used to indicate a root is the radical sign
( x ) placed over the number. If only the radical sign appears over a number, it
indicates you are to extract the square root of the number under the sign. The
square root of a number is the root other than a square root, an index number
is placed outside the radical sign. for example the cube root is expressed as
3
64
Example:
23 is read 2 to the negative third power. the inverse, or reciprocal of 23 with
its exponent made positive is
09/Power/A/B
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1.12 Indices
1.12.1
a + a3
09/Power/A/B
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1.12.2
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Laws of Indices
1.12.2.1 Multiplication
Let us see what happens when we multiply powers of the same base together.
5 2 5 4 + (5 5) (5 5 5 5)
= 5 5 5 5 5 5 + 56
or
Now lets see what happens when we divide powers of the same base.
3 5 + (3 3 3 3 3) + 3 3 3 + 33
32
(3 3)
We see that the same result could have been obtained by subtracting the
indices.
3 5 + 35*2 + 3 3
32
The law is:
c) (c c c c c)
= c c c c c c c c + c8
In both the examples above we see that we could have obtained the result by
adding the indices together.
5 2 5 4 + 52)4 + 5 6
c 3 c 5 + c 3)5 + c 8
We may apply this idea when multiplying more than two powers of the same
base together.
c3
c 5 + (c
Thus 7 2 7 5
The law is:
7 9 + 72)5)9 + 716
When dividing powers of the same base subtract the index of the
denominator from the index of the numerator.
1.12.2.3 Powers of Powers
2
How do we simplify 5 3 ?
One way is to proceed as follows:
2
5 3 +53+3 = 5 6
We that the same result would have been obtained if we multiply the two
indices together.
2
5 3 +53x2 = 56
The law is:
FOR TRAINING PURPOSES ONLY
10/Power/B
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MATHEMATICS
M 1.1 ARITHMETIC
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M1
1.12.2.6 Fractional Indices
2
2
2
2
2
2
The cube root of 5 (written as 35 ) is the number which, when multiplied by itself
three times, gives 5.
3
5 35 35 + 5
2)
+1
2)
2 + 25*5 + 2 0 Thus
20 + 1
25
4
(c c c c)
4
Also c 4 +
+ 1 or c 4 + c 4*4 + c 0 = 1
c
c
(c c c c)
The law is:
5
(2
2
2
2
2)
2
2 3 + 23*7 + 2 *4
27
2 *4 + 14
2
2)
(2
5 13 + 513)13)13 + 5
Similarly the fourth root of base d ( written as 4d ) is the number which, when
multiplied by itself four times, gives d.
4
d 4d 46 4d + d
5 13
2)
d 14
d 14 d 14
4
d + d 14
d 14 + d 14)14)14)14 + d
10/Power/B
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MATHEMATICS
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1. 2 5
1. 811/4
26
2. a
a2
a5
3. 163/4
3. n 8 B n 5
4. 10 5
10 3 B 10 4
5. z 4
z2
6. 3 2
3 *3 B 3 3
7. 9 3
4. 92.5
z *3
8. t
t 3
71
9.
2. 82/3
10/Power/B
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MATHEMATICS
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10/Power/B
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MATHEMATICS
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ii. Transpose x +
IR PART 66
Step 1. Since there are no roots get rid of the fraction by multiplying both sides
of the equation by (R * r).
V(R * r) + 2R
Step 2. Clear the bracket.
VR * Vr + 2R
Step 3. Collect the terms containing R on the LHS.
VR * Vr + 2R
Step 4. Factorise the LHS.
R(V * 2) + Vr
Step 5. Isolate R by dividing both sides of the equation by (V * 2).
Vr
R+
(V * 2)
Although we used five steps to obtain the required subject, in very many cases
far fewer steps are needed. Nevertheless, you should work through the steps
in the order given.
iv. Tranpose d + 2hr to make h the subject.
Step 1. Remove the square root by squaring both sides.
d 2 + 2hr
Step 2. Since there are no fractions or brackets and factorisation is not needed
we can now isolate h by dividing both sides of the equation by 2r.
d 2 + h or h + d 2
2r
2r
Since it is usual to position the subject on the LHS.
11/Transposition/B
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MATHEMATICS
M 1.1 ARITHMETIC
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M1
15. C +
(N * n)
for N
2p
16. a +
3
(4t ) 5)
2. S + pdn for d
3. I + PRT
for R
for t
4. v 2 + 2gh for h
5. x + ay for y
6. P + RT for T
V
7. S + ts for t
T
8. M + E
I
R
9. GY + T
J
l
for R
for J
10. v + u ) at
for t
11. n + p ) cr
for r
12. y + ax ) b for x
13. y + x ) 17
5
14. C +
for x
E
for E
(R ) r)
11/Transposition/B
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MATHEMATICS
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1.14 Areas
The area of a plane figure is measured by seeing how many square units it
contains. 1 square metre is the area contained in a square metre is the area
contained in a square having a side of 1 metre; 1 square centimetre is the area
contained in a square having a side of 1 centimetre, etc. The standard
abbreviations are
1 square metre
1 m2
1 square centimetre
1 cm2
1 square millimetre
1 mm2
1 square inch
1 in2
1 square foot
1 ft2
1 square yard
1 yd2
Parallelogram
Area = b h
Perimeter = Sum of all 4 sides.
The following provides the formulae for areas and perimeters of simple
geometrical shapes.
Triangle
Rectangle
Area = l
Area = 1
2
Perimeter = 2l
2b
where s +
12/Areas/A/B
(a ) b ) c)
2
Page 36
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M1
MATHEMATICS
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12/Areas/A/B
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MATHEMATICS
M 1.1 ARITHMETIC
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M1
Trapezium
Sector of a Circle
Area = 1
2
(a ) b)
Area = pr 2
q
360
Perimeter = 2r )
(prq)
180
Circle
Area = pr 2
Circumference = 2pr + pd p + 3.142 or 22
7
13/Areas/B
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IR PART 66
M1
MATHEMATICS
M 1.1 ARITHMETIC
13/Areas/B
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MATHEMATICS
M 1.1 ARITHMETIC
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M1
1.15 Volumes
The volume of a solid figure is found by seeing how many cubic units it contains.
1 cubic metre is the volume contained inside a cube having an edge 1 metre long;
1 cubic centimetre is the volume contained inside a cube having an edge
1 centimetre long, etc. The standard abbreviations for units of volume are as
follows:
1 square metre
1 square centimetre
1 square millimetre
1 square inch
1 square foot
1 square yard
Cylinder
1 m3
1 cm3
1 mm3
1 in3
1 ft3
1 yd3
Volume = pr 2h
Surface Area = 2pr(h ) r)
The following figures give the formulae for the volumes and surface areas of
solid figures.
Any solid having a uniform crosssection;
Cone
14/Volumes/A/B
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M1
MATHEMATICS
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14/Volumes/A/B
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MATHEMATICS
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M1
Surface Area = 4pr 2
Frustum of a Cone
Pyramid
Volume = 1 ph R 2 ) Rr ) r2
3
Curved Surface Area = pl(R ) r)
Volume = 1 Ah
3
Surface Area = Sum of the areas of the triangles forming the
sides plus the area of the base
( A = Area of base)
Sphere
Volume = 4 pr 3
3
HAM US/F-4 KrA 02/2006
15/Volumes/B
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IR PART 66
M1
MATHEMATICS
M 1.1 ARITHMETIC
15/Volumes/B
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MATHEMATICS
M 1.1 ARITHMETIC
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M1
1.16 Conversions
Length
1 in
1m
1 ft
12 in
3 ft
1 yd
1 km
1 mile
=
=
=
=
=
=
=
=
Mass
2.54 cm
39.37 in or 3.281 ft
0.3048 m
1 ft
1 yd
0.9144 m
0.621 miles
1.61 km = 5,280 ft
1 amu
1000 kg
1000 g
1 slug
1
1 m2
1 ft2
1 in2
=
=
=
=
10.76 ft2
10.000 cm2
0.0929 m2 = 144 in2
6.452 cm2
Volume
m3
1
1 ft3
1 litre
1 ft3
1 gal
1 gal
=
=
=
=
=
=
1.000.000 cm3
1728 in3 = 0.0283 m3
1000 cm3 = 1.0576 qt
7.481 gal
8 pints
4.546 litres = (3.785 litres in American)
1.66 x 1027 kg
1t
1 kg
14.59 kg
Area
m2
=
=
=
=
=
=
0.2248 lbf
3.5969 ozf
Velocity
1 mph
1 m/s
1 knot
1 knot
1 knot
1 mph
=
=
=
=
=
=
1.47 ft/s
3.281 ft/s
1.688 ft/s
1.151 mph
1.852 km/h
1.61 km/h
Energy
1J
1 cal
1 Btu
16/Conversions/A/B
=
=
=
0.738 ft lb
4.186 J
252 cal
Page 44
MATHEMATICS
M 1.1 ARITHMETIC
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M1
Time
1 year
1 day
=
=
365 days
24 h = 1,440 min
Power
1 HP
1 HP
1W
1W
1 Btu/h
=
=
=
=
=
550 ft lb/s
746 W
1 J/s
0.738 ft lb/s
0.293 W
Pressure
1 atm
1 atm
1 atm
1 atm
1 Pa
1 bar
=
=
=
=
=
=
76.0 cmHg
760 mmHg
29.92 inHg
14.7 lb/in2
0.000145 lb/in2
14.5 lb/in2
1 bar
100,000 Pa
1 kg
1 lb
16/Conversions/A/B
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MATHEMATICS
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M1
17/Conversions/B
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MATHEMATICS
M 1.1 ARITHMETIC
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M1
1.17 Test
Work out the value of the following:
1. 7 + 4 x 3 =
2. 5 x 4 3 x 6 + 5 =
3. 10 12 B 6 + 3 (8 3) =
16.A triangle has length of sides 3 cm and 4 cm. Using pythagros theorem
calculate the missing length.
4. 53 =
5. 2 ) 3 =
5 7
6. 5 * 3 =
6 4
7. 3
8
5=
7
8. 3 B 7 =
5 8
9. divide 74.52 by 8.1 =
17/Conversions/B
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MATHEMATICS
M 1.2 ALGEBRA
2.
IR PART 66
M1
ALGEBRA
2.1 Introduction
01/Symbols/A/B
Page 48
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MATHEMATICS
M 1.2 ALGEBRA
01/Symbols/A/B
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MATHEMATICS
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M1
2.3 Substitution
The process of finding the numerical value of an algebraic expression for given
values of the symbols that appear in it is called substitution.
Example:
If x = 3, y = 4 and z = 5 find the value of:
(3
(3y ) 2z)
=
(x ) z)
5)
= 22 = 2.75 or 2.
8
(12 ) 10)
8
4) ) (2
3)5
02/Substitution/B
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8.
02/Substitution/B
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MATHEMATICS
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Example:
(lp)
= lp B 2pR
(2pR)
3y 5y = (3 5) y = 8y
q 3q = (1 3) q = 2q
Page 52
MATHEMATICS
M 1.2 ALGEBRA
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M1
1. 2z x 5y
2. 7x 5x
2. 3a x 3b
3. 3x 6x
3. 3 x 4m
4. 2x 4x
4. q x 16p
5. 8x + 3x
5. z x (y)
6. 2x + 7x
6. a x a
7. 5m + 13m 6m
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MATHEMATICS
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5. 3x 2y + 4z 2x 3y + 5z + 6x + 2y 3z
Page 54
IR PART 66
M1
MATHEMATICS
M 1.2 ALGEBRA
Page 55
MATHEMATICS
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M1
3y + 5
y + 15xy
(*3x)
+ * 3x
2y
2y
(*5x)(*6y) + ) 5x + 5x
6y
6y
4x + * 4x
3y
(*3y)
05/Multiplication/A/B
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6. 3m x (3m)
05/Multiplication/A/B
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M1
When multiplying expressions containing the same symbols, indices are used:
m
m+m
3m
5m + 3
m + 15m 2
Remember the word BODMAS which gives the initial letters of the correct
sequence i.e. Brackets, Of, Division, Multiply, Add, Subtract.
Thus
= 2x 2)3x2*x 2
(*m)
m 2 + (*m)
= 5x 2*x2
m + *m 3
= 4x 2
5m 2n
3mn 3 + 5
3mn
*2n 2 + 3
(*2)
n + 15m3n 4
n + *6mn 3
p
p
p
q
x
x
y
y
y
z)
z)
+ 3xy
(18x 2y 2z)
(18 x
+
(6xyz)
(6
q)
3p
p
+
+
6q
2q
q)
06/Multiplication/B
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06/Multiplication/B
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2.7 Brackets
Brackets are used for convenience in grouping terms together. When removing
brackets each term within the bracket is multiplied by the quantity outside the
bracket:
3(x)y) + 3x)3y
5(2x)3y) + 5
4(a*2b) + 4
When simplifying expressions containing brackets first remove the brackets and
then add the like terms together.
(3x)7y)*(4x)3y) + 3x)7y*4x*3y + *x)4y
2x)5
a*4
3y + 10x)15y
2b + 4a*8b
m(a)b) + ma)mb
2p)3x
4a(2a)b) + 4a
2a)4a
3q + 6px)9qx
b + 8a 2)4ab
3x(2p)3q) + 3x
07/Brackets/A/B
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1. 3(x + 4)
1. (x + 4) (x + 5)
2. 2(a + b)
2. (2x + 5) (x + 3)
3. 3(3x 2y)
3. (5x + 1) (2x + 3)
4. (x 1)
4. (7x + 2) (3x + 2)
5. 5(2p 3q)
5. (x 4) (x 2)
6. 7(a 3m)
6. (2x 1) (x 4)
7. (a + b)
7. (2x 4) (3x 2)
8. (a 2b)
8. (x 2) (x + 7)
9. (3p 3q)
9. (2x + 5) (x 2)
10.(3x + 4y) (2x 3y)
07/Brackets/A/B
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MATHEMATICS
M 1.2 ALGEBRA
Remove the brackets in the following:
1. 4(x + 3)
IR PART 66
M1
Remove the brackets in the following:
When a bracket has a minus sign in front of it, the signs of all the terms inside the
bracket are changed when the bracket is removed. The reason for this rule may
be seen from the following examples:
2. 2(2x 5)
*3(2x*5y) + (*3)
3. 5(4 3x)
4. 2k(k 5)
*(m)n) + *m*n
5. 3y(3x + 4)
*2(p)3q) + *2p*6q
2x)(*3)
*5y + *6x)15y
*(p*q) + *p)q
6. 4xy(ab ac + d)
7. 3x2(x2 2xy + y2)
8. 7p(2p2 p + 1)
HAMuS/F-4 KrA
02/2006
08/Brackets/B
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HAMuS/F-4 KrA
02/2006
08/Brackets/B
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2.8 Factorisation
A factor is a common part of two or or more terms which make up an algebraic
expression. Thus the expression 3x)3y has two terms which have the number 3
common to both of them. Thus 3x)3y + 3(x)y). We say that 3 and (x)y) are the
factors of 3x)3y. To factorise algebraic expressions of this kind, we first find the
Highest Common Factor (HCF) of all the terms making up the expression. The
HCF then appears outside the bracket. To find the terms inside the bracket divide
each of the terms making up the expression by the HCF.
Example:
Find the factors of ax)bx
The HCF of ax and bx is x
Factorise mp + np mq nq
ax)bx + x(a)b)
09/Factorisation/B
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12.ab + ac bd cd
13.2pr 4ps + qr 2qs
14.4ax + 6ay 4bx 6by
15.3mx + 2nx 3my 2yn
16.ab(p + q) cd(p + q)
17.K2l2 mnl k2l + mn
09/Factorisation/B
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Example:
x * 5x ) 1 and 3p ) 12p * 5
are both quadratic expressions.
Factorise
8x 2 * 34x ) 21
Here a + 8, b + * 34 and c + 21.
ac + 168 and b + * 34
The two integers whose sum is 34 and whose product is 168 are 6 and 28.
8x 2 * 34x ) 21 = 8x 2 * 6x * 28x ) 21
= 2x(4x * 3) * 7(4x * 3)
= (4x * 3)(2x * 7)
Now 120 + 8 15. It can now be seen that the two integers are 8 and 15.
Since 23x + 15x ) 8x
12x 2 ) 23x ) 10 = 12x 2 ) 15x ) 8x ) 10= 3x(4x ) 5) ) 2(4x ) 5)
= (4x ) 5)(3x ) 2)
09/Factorisation/B
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12.6x2 7x 5
09/Factorisation/B
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1
a+1Ba+ 1
and
aBc + a
b
b d
a + (1 a) + a
1
1
d + ad
c
bc
and
(x)y)
1
(x * y)
+ (x ) y) B
1
+ (x ) y)
(x * y)
(x * y)
+ (x ) y)(x * y)
1
You should note in the last example how we put brackets round x ) y and x * y
to remind us that they must be treated as single expressions, otherwise we may
have been tempted to handle the terms x and y on their own.
10/Fractions/A/B
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4. 3y * 5 ) 4
3y 5y
10/Fractions/A/B
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MATHEMATICS
M 1.2 ALGEBRA
2.8.3.1
IR PART 66
M1
2.8.3.2
Consider the expression a ) c which is the addition of two fractional terms. These
b d
are called partial fractions.
If we wish to express the sum of these partial fractions as one single fraction then
we proceed as follows (similar method used when adding or subtracting number
fractions)
First find the lowest common denominator. This is the LCM of b and d which is bd.
each fraction is then expressed with bd as the denominator.
Example:
a + (a d) + ad and c + (c
b
bd
d
(b d)
(d
b)
+ cb
bd
b)
c + (a
d
(b
c)
d)
3x
2y
or
p
4q
r 2 + (3x
s
(2y
p
4q
r 2)
s)
Factors which are common to both numerator and denominator may be cancelled.
it is important to realise that this cancelling means dividing the numerator and
denominator by the same quantity.
Example:
8ab
3mn
9mn 2 = (8
4ab 2
(3
a
m
b
n
9
4
n
a
n
b
m)
b)
= 6n
b
a ) c + ad ) cb + (ad ) cb)
b d
bd bd
bd
(5x 2y)
(5x 2y)
10xy
B
=
3
2
8ab
8ab 3
(4a b)
(4a 2b)
10xy
(5 x x y 4a a b)
(8 a b b b 10 x y)
= ax2
4b
11/Fractions/B
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MATHEMATICS
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1. 3 * 2
5p 3q
2. 3x *
4y
5z
14.
3pq
p2
B
5rs
15s 2
3. 1 * 2x ) x
5
8
4. 1x ) 1y
5. 3m *
6.
(2m ) n)
7
(a * b)
ab
7. 6a2
b
b
3a 2
2
8. 9x 2
6y
y3
x3
6pq
4rs
8s 2
3p
10. 6ab
c
ad
2b
9.
2
11. 2z 2
3ac
6a2
5zy 2
8cd 2
4bc
10c 3
3y 3
2
2
12. ab2 B a 3
bc
bc
11/Fractions/B
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2.9.1 Identities
A statement of the type x 2 5 x
x is called an identity
The sign 5 means is identical to. Any statement using this sign is true for all
values of the variable, the variable in this case being x.
Thus when x + 2 we have 2 2 5 2
and when
3 and so on.
x + 3 we have 3 2 5 3
In practise the 5 sign is often replaced by the = (equals) sign and the above
identities would be stated as
x
x km = 1000 x m
This means that the quantity on the lefthand side of the equation is equal to the
quantity on the righthand side. We can see that, unlike an identity, there is only
one value of x that will satisfy the equation, or make the lefthand side equal to
the righthand side. The process of finding x + 8 is called solving the equation,
and the value 8 is known as the solution or root of the equation.
2.9.2.1
Linear equations contain only the first power of the unkown quantity.
and
5x + (2x ) 5)
3
2
x km 5 1000x m
Thus 7 km 5 7000 m
and 9 km 5 9000 m and so on.
and
7t * 5 + 4t ) 7
Another type of identity involves units as, for example, the relationship between
kilometres and metres. This may be stated as
x2 + x
2.9.2 Equations
12/Linear Expressions/B
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MATHEMATICS
M 1.2 ALGEBRA
2.9.2.2
Example:
Solve the equation x + 3
6
Multiply each side by 6, we get
x 6+3 6
6
x + 18
Check: when x + 18, LHS = 18 , RHS = 3
6
IR PART 66
M1
2.9.2.3
Example:
Solve the equation x * 4 + 8
If we add 4 to each side, we get
x*4)4+ 8)4
x + 12
The operation of adding 4 to each side is the same as transferring 4 to the
RHS but in so doing the sign is changed from a minus to a plus.
x*4 + 8
x+8)4
x + 12
12/Linear Expressions/B
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MATHEMATICS
M 1.2 ALGEBRA
2.9.2.4
IR PART 66
M1
In equations of this kind, group all the terms containing the unknown quantity
on one side of the equation and the remaining terms on the other side.
Example;
Solve the equation 7x ) 3 + 5x ) 17
Subtracting 5 x and 3 from both sides,
7x * 5x + 17 * 3
2x + 14
x + 14
2
x+7
Solve the equation
(4 * x) (2x * 1)
*
+4
3
2
In solving equations of this type remeber that the line separating the numerator
and denominator act as a bracket. The LCM of the denominators 3 and 2 is 6.
Multiplying each term of the equation by gives:
(4 * x)
(2x * 1)
6*
6+4
2
3
2(x * 4) * 3(2x * 1) + 24
2x * 8 * 6x ) 3 + 24
* 4x * 5 + 24
* 4x + 24 ) 5
* 4x + 29
x + 29
*4
x + * 29 + * 7.25
4
HAM US/F-4 KrA 02/2006
12/Linear Expressions/B
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17.
(x ) 3)
(x * 3)
+
2
3
3. 2x = 8
4. 2x 7 = 9
5. 5x + 3 = 18
6. 3x 7 = x 5
7. 9 2x = 3x + 7
8. 4x 3 = 6x 9
9. 5x 8 = 3x + 2
10.2(x + 1) = 9
11. 5(x 3) = 12
12.3(2x 1) + 4(2x + 5) = 40
13.7(2 3x) = 3(5x 1)
14. x ) x + 10
2 3
15. 3x ) 3 + 2 ) 2x
8
3
16. 2x + x ) 1
5
8 2
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2.9.2.6
(1)
15x ) 9y + 57
(3)
15x ) 10y + 60 (4)
We now eliminate x by subtracting equation (3) from equation (4) which gives
y+3
(1)
5x ) 3 3 + 19
5x ) 9 + 19
5x + 10
x+2
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Solve the following equations for x and y and check the solutions:
1. 2x 3y = 8
x + 3y = 14
2. 3x + 5y = 17
4x + 5y = 21
3. 3x + 4y = 26
x +y =7
4. 5x 7y = 1
2x + 5y = 16
y
5. x ) + 5
2 5
2x ) 3y + 19
3
2
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A quadratic equation has two solutions (often called the roots of the equation).
It is possible for one of the roots to be zero or for the two solutions to be the
same.
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Factorising
or
x +9
(x ) 3)(x * 3) + 0
Either x ) 3 + 0, giving x + * 3 or x * 3 + 0, giving x + 3
Factorising
2
x ) 7x ) 12 + 0
x * 10 ) 9x + 0
(x * 9)(x * 1) + 0
(x ) 4)(x ) 3) + 0
Factorising,
Either x ) 4 + 0, giving x + * 4 or x ) 3 + 0, giving x + * 3
The roots are x + * 4 and x + * 3.
(2x * 5) + 0
3. Solve
(2x * 5)(2x * 5) + 0
With this equation both roots are the same and we say that the equation
has equal roots. This always happens when the expression ax 2 ) bx ) c
forms a perfect square.
x2 * 9 + 0
2. Solve
4x 2 * 20x ) 25 + 0
Example:
1. Solve
Writing the equation as
4. Solve
x 2 * 6x + 0
Factorising
x(x * 6) + 0
Either x + 0 or x * 6 + 0, giving x + 6.
The roots are x + 0 and x + 6
(Note that it is incorrect to say that the solution is x + 6. The solution
x + 0 must also be stated).
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2.10.3
Using the Formula to Solve Quadratic
Equations
Example:
i. Solve the equation
This equation is called the quadratic formula. Note that the whole of the
numerator, including * b, is divided by 2a. The formula is used when
factorisation is not possible, although it may be used to solve any quadratic
equation.
2x 2 * 12 + 0
2
2x + 12
x2 + 6
x +" 6
x +" 2.45
and
Example:
i. Solve the equation
2x ) 18 + 0
2
2x + * 18
x 2 + * 18 + * 9
2
x +" * 9
and
x+
x+
(* 3) + 9
x+
() 3) + 9
9 +" 3
FOR TRAINING PURPOSES ONLY
* b " b
* 4ac
2a
* (* 8) " (* 8) * 4
2
x+
x+
(2
12/Linear Expressions/B
3)
8 " 64 * 24
6
8 " 40
6
(8 ) 6.325)
6
x + 2.39
3x 2 * 8x ) 2 + 0
or
or
x+
(8 * 6.325)
6
0.28
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i. x2 4 = 0
i. 4x2 3x 2 = 0
ii. x2 16 = 0
ii. x2 x 1 = 0
iii. 3x2 27 = 0
iii. 3x2 + 7x 5 = 0
iv. 7x2 + 8x 2 = 0
v. (x 7) ( x + 3) = 0
v. 5x2 4x 1 = 0
vi. x(x + 5) = 0
vi. 2x2 7x = 3
x. 6x2 11x 35 = 0
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2.11 Logarithms
2.11.1
2.11.2
Continuing on the above reasoning, let us take our simple example again, what
number raised to the power of 3 gives 1,000? if we invent an unknown variable,
call it x and try to write out our question in terms of the notation of algebraic powers
we have the following sistuation:
10 x + 1, 000
What number do I have to raise to the power of 3 in order to get 1,000? this might
seem pretty simple and obvious. If you multiply 10 x 10 you 100, and if you muliply
100 x 10 you get 1,000. So, you would say that 10 multiplied by itself 3 times or,
in our power notation, 10 3 is equal to 1,000.
Now, this is easy to answer by thinking about powers because the above example
is simple powers and simple numbers, and one can reason it out relatively quickly.
However, things can get more complicated. Suppose now that you were asked
what number do I have to raise 10 to in order to get 735. All of a sudden the answer
is not very obvious. What is so different about this question?
FOR TRAINING PURPOSES ONLY
There is actually nothing different about this question. You still can try doing the
same process, but now the number is not that pretty and its not exactly obvious
how many times you should multiply 10 by itself to get 735. If you multiply it by itself
2 times you get 100, but 3 times gives 1,000 and you have already exceeded 735!
how do we get out this power that we need.
Logarithms are at the most basic level invented to answer the general question
of how does one extract the base or exponent of an algebraic power when one of
these is an unknown.
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Common Logarithms
There are two basic types of logarithms that are important to know. In the previous
section, where logarithms were defined, you already saw the difinition of one kind
of logarithms, that was the so called Log Base 10.
The logarithmic operation that we have introduced serves the maoin purpose of
extracting the exponents in an algebraic power. This is true of the operation of
taking the logarithm.
There is another logarithm that is also useful (and in fact more common in natural
processes). Many natural phenonenon are seen to exhibit changes that are either
exponentially decaying (radioactive decay for instance) or exponentially
increasing (population growth for example). These exponentially changing
functions are written as ex, where x represents the rate of the exponential.
In such cases where exponential changes are involved we usually use another
kind of logarithm called natural logarithm. The natural log can be thought of a
logarithm basee. What this means is that it is a logarithmic operation that when
carried out on e raised to some power gives us the power itself. This logarithm is
labelled with Ln (for natural log) and its definition is: Ln(e x) + x.
Logarithms having a base of e (where e is a mathematical constant approximately
equal to 2.7183) are called hyperbolic or natural logarithms, and loge is often
abbreviated to ln.
The following values may be checked by using a calculator:
ln 4.73 = 1.5539, ln 278.4 = 5.6290 and ln 0.7642 = 0.2689
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Rules of Logarithms
Hence ln 5 = ln 5 ln 2.
2
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Binary
Every number that can be written in decimal can also be written in another
system called Binary. Binary as the main number systems used by computer
scientists.
The binary number system is a base 2 number system which uses only the
digits 0 and 1. It is also a place value system which means that each place
represents a power of 2, just as the place represents a power of 10 in the
decimal system.
Powers of 2: 2 5 2 4
Decimal No: 32 16
eg: 1010.01 2 0
0
23
8
1
22
4
0
21
2
1
2 0 . 2 *1
1 . 0.5
0 . 0
2 *2
0.25
1
Example:
Convert 1001001 to a Decimal
Write down the powers of 2, and the number to be converted below them, as
follows:
64
1
32
0
16
0
8
1
4
0
2
0
1
1
1010.01 2 = 10.25 10
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Line up the numbers as shown, and add each column starting from the left (as
you would when adding decimal numbers). When two 1s are added, this would
normally be 2. But 2 is not allowed in binary, so write 0 and carry 1 to the next
column to the left and include it in the addition of the next column.
1100010
+ 1000111
10101001
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Octal
Every number that can be written in decimal can also be written in another
system called octal. Like binary, octal is one of the three main number systems
used by computer scientists.
The octal number system is base 8 number system which uses only the eight
digits 0, 1, 2, 3, 4, 5, 6, and 7. It is also a place value system which means that
each place represents a power of 8, just as the place represents a power of 10
in the decimal system.
Powers of 8;
Decimal No: 4096
eg: 237 8
84
512
83
64
2
82
8
3
81
1
7
80
.
.
.
8 *1
8 *2
0.125 0.015625
81 ) 7
80 + 128 ) 24 ) 7 + 159 10
237 8 = 2
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octal
so,
11010010 2 + 3228
To convert from octal to binary, write down the binary representation of each
octal digit. Note that each octal digit should take up 3 bits.
Example:
Convert 322 8 to binary
3 = 011
2 = 010
2 = 010
so,
322 8 + 0110100102
Example:
Convert 11010010 to octal.
1. Take the 3 most right bits, 010 and find the corresponding octal value in the
above lookup table. The octal value is 2.
2. Take the next 3 bits, 010. The corresponding octal value from the lookup
table is 2 again.
3. Now only 2 bits, 11 of the binary number remain. Pad the left hand side with
a 0 to get 011. The corresponding octal from the lookup table is 3.
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Hexadecimal
Every number that can be written in decimal can also be written in another
system called hexadecimal. Hexadecimal is the last of the three main number
systems used by computer scientists.
The hexadecimal number system is a base 16 number system which uses the
sixteen digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B, C, D, E, & F. Here, we need the
extra didgits A, B, C, D, E and F to represent the numbers 10, 11, 12, 13, 14,
and 15, since there are no digits in the decimal numeral system to do this.
Decimal
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Hexadecimal
0
1
Hexadecimal is also a place value system which means that each place
represents a power of 16, just as the place represents a power of 10 in the
decimal system:
Powers of 16:
16 3
16 2
16 1
Decimal No: 4096 256 16
1
eg.: 3AF 16
3
A
.
F
.
16 *1
0.0625
3
4
5
6
7
8
9
A
B
C
D
E
F
16 0
16 2 ) 10
16 1 ) 15
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4bit Binary
Hexadecimal
0000
0001
0010
0011
0100
0101
0110
0111
1000
1001
1010
1011
1100
1101
1110
1111
Example:
Convert 11010010 to Hexadecimal
1. Take the 4 most right bits, 0010 and find the corresponding hexadecimal
value in the lookup table. The hexadecimal value is 2.
2. The next 4 bits, 1101 and find the corresponding hexadecimal value in the
lookup table. The hexadecimal value is D.
so,
11010010 2 + D216
To convert from hexadecimal to binary, write down the binary representation of
each hexadecimal digit. Note that each hexadecimal digit should take up 4 bits.
Example:
Convert 2CF 16 to binary
2 = 0010
C = 1100
F = 1111
so,
2CF 16 + 0010110011112
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The BCD system is a 4bit system representing a decimal character for use
with digital display readouts. It can also be used for addressing to make it more
convenient for humans to use.
BCD number
1001
Decimal Equivalent
0010
9
0011
2
0000
3
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2.13 Test
Solve the following examples:
Binary
Convert the following Binary numbers to Decimals
1. 1101.1
2. 1001110.11
3. 100100.1
Hexadecimal
Convert the following Binary bits to Hexadecimal code
1. 11100001
2. 101110001111
3. 11111100
Octal
Convert the following Binary numbers to Octal
1. 101010100
2. 011110100000
3. 111101001
Convert the following Octal numbers to Binary
1. 1263
2. 65217
3. 426
4. 5625
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Geometry
Pythagoras Theorem
In a right angled triangle, the area of the square on the hypotenuse is equal to the
sum of the areas of the squares on the other two sides.
c2
c
b2
5cm
a
a2
12cm
By pythagoras c2 = 122 + 52
= 144 + 25
= 169
c = 169
= 13cm
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Pythagoras Theorem can be used to find the height of equilateral and isosceles
triangles (an equilateral triangle has all its sides of equal length and an isosceles
triangle has 2 sides of equal length).
As an example, we could tip the triangle onto its side and take a new height for it.
Example:
Find the height of an isosceles triangle which has sides of length 13 cm and base
of length 10 cm.
h2 =
132
13cm
52
= 169 25
h2 = 144
h = 12cm
10cm
13cm
13cm
13cm
Note now that the base is 13 cm long, whereas before 10 cm long. The height will
also be a different length, so there is not one height for one triangle, it all depends
on which side you use as your base.
5cm
5cm
10cm
Note: The height is always drawn at right angles to the base and goes to the
opposite apex. We can draw the height from any side providing it meets the above
requirement, i.e it cuts the chosen base at right angles and goes from the base to
the opposite apex.
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Area of a Triangle
3.1.1.3
Example:
Using our first example, we had height = 12 cm and base = 10 cm
N Area = x base x height
= x 10 x 12
= 60 cm2
Height
In our second triangle, the lengths of all the sides are the same as our first triangle,
i.e it is the same triangle and therefore has the same area. We can use this fact
to calculate the new height that corresponds to have a base of 13 cm.
Area = x base x height
= x 3 x 4
= 6 cm2
Obviously, we could tip the triangle on its side. The 4 cm side now becomes the
base and the 3 cm side becomes the height. Note, no difference in size of area.
Base
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5. A triangle has sides which are 12.5 cm, 30 cm and 32.5 cm in length. Is it a
right angled triangle.
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3.2 Trigonometry
3.2.1 Trigonometrical ratios
By using pythagoras, you are now able to partially solve rightangled triangles, i.e
you can find the third side of a rightangled triangle when given its other 2 sides.
This chapter is concerned with establishing the basic trigonometrical concepts
which will later enable you to completely solve rightangled triangles, i.e to find all
their 6 elements (angles and sides).
Similar triangles, are triangles which are the same shape, one is simply an
enlargement of the other. Two important properties of similar triangles are:
1. their corresponding angles are equal
2. their corresponding sides are proportional
Now consider the following similar triangles, In both cases side c is the
hypotenuse.
The above triangles are similar since they are equiangular and the ratios of their
corresponding sides are constant, i.e.
1. BC = 3 + EF + 6 + 3
DE
AB 5
10
5
AC
4
DF
8
2.
+ +
+
+4
DE
AB
5
10
5
BC
3
EF
6
3
3.
+ +
+ +
DF
AC
4
8
4
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opposite
+ ac
hypotenuse
SideadjacenttheAngle
is called the Cosine of the reference angle
Hypotenuse
N cos A =
3.
1. sine of angle B
2. cosine of angle B
3. tangent of angle B
SideoppositetheAngle
is callled the Sine of the reference angle
Hypotenuse
N sin A =
2.
adjacent
+ bc
hypotenuse
SideoppositetheAngle
is called the Tangent of the angle
SideadjacenttheAngle
N tan A =
opposite
+a
adjacent
b
opp
+ 3 + 0.6
hyp
5
2. cos B =
ajd
+ 4 + 0.8
5
hyp
3. tan B =
opp
+ 3 + 0.75
adj
4
The above are the fundamental trigonometrical ratios for rightangled triangles
and must be remembered. A convenient method to help you to remember them
is SOHCAHTOA, where S = sin, C = cos and T = tan.
1. sin B =
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We will now calculate the values for 30 and 60. Consider the equilateral triangle
ABC of sides 2 units.
3
opp
+
+ 1.7321 + 0.8660
2
hyp
2
2. cos 60 =
adj
+ 1 + 0.5000
2
hyp
3. tan 60 =
3
opp
+
+ 1.732
adj
1
4. sin 30 =
opp
+ 1 + 0.5000
hyp
2
5. cos 30 =
3
adj
+
+ 1.7321 + 0.8660
hyp
2
2
6. tan 30 =
opp
+ 1 + 0.5774
3
adj
We can now collect all our information and show graphically how the basic
trigonometrical ratios change as the angle increases from zero to 90.
The functions all give graphs which are important. You should know how to sketch
them and know how to use them.
side d = 2 (given)
Side b = 1 (half of AC)
Side a2 = 22 12
a2 = 3
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Example:
The following example involves the use of trigonometry, or combinations of
trigonometry and pythagoras, to solve rightangled triangles.
In the rightangled triangle ABC, find angle A and side c.
Angle A
12
b
5
Since
opp
= tan, this is the ratio we use
adj
opp
adj
12
tan A =
5
tan A = 2.4
N tan A =
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For triangle shown, find the sine, cosine and tangent of angles BAC and
ABC.
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Example:
The point (3, 2) may be plotted on the coordinate axes as follows
Along the x and y axes we can mark off units of measurement (not necessarily the
same on both axes). The origin takes the value zero on both axes. The x axis takes
positive values to the right of th origin and negative values to the left of the origin.
The y axis takes positive values above the origin and negative values below the
origin.
Any point on this diagram can be defined by its coordinates (consisting of two
numbers). The first, the x coordinate, is defined as the horizontal distance of the
point from the y axis, the second, the y coordinate, is defined as the vertical
distance of the point from the x axis.
In general, a point is defined by its coordinates which are written in the
form (a, b).
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3.3.2 Graphs
An equation involving two variables can be represented, on coordinate axes, by
means of a graph. For a given range of values of x, the corresponding y values
can be calculated from the equation being considered. The points obtained can
then be plotted and joined together to form the graph.
Before ploting the points on a graph, the axes must be drawn in a way that takes
into account the range of the xvalues and the range of the yvalues. If graph is
used (which is desireable) you should use a scale that involes a sensible number
of units per square i.e you should use steps of, for example, 1, 2, 5 or 10 etc. units
per square depending on the question. You should avoid using steps along the
axes of, for example 7 or 9 units per square as this can complicate the graph
unnecessarily.
Example:
Draw the graph of y = 2x + 1 between x = 0 and x = 5
By taking the x values 0, 1, 2, ........5, we can calculate the corresponding y values,
as shown below, by first evaluating the component parts of the equation.
x:
2x
+1
y:
0
0
1
1
1
2
1
3
2 3 4
4 6 8
1 1 1
5 7 9
5
10
1
11
We then plot the points obtained, each point being defined by its x coordinate and
its corresponding y coordinate. The points are then joined together to the graph.
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Example:
As c = 6, we know that this line cuts the y axis at y = 6 (this can be verified by
substituting x = 0 into the equation of the line, as x = 0 along the y axis)
Similarly, as y = 0 along the x axis, we can substitute y = 0 into the equation of the
line to find where the intersects with the axis (the intercept).
Note: in this example m = 2 and c = 0, whenever c = 0 the line will pass through
the origin.
we have, when
y=0
6 3x = 0
3x = 6
x =2
Hence the line cuts the x axis at x = 2. We can now say that the y intercept = 6 and
the x intercept = 2.
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Example:
A striaght line parallel to the x axis takes the form y = constant. Similarly, a straight
line parallel to the y axis takes the form x = constant.
These case are illustrated below:
0 = 2 + 4
4x = 2
x = 0.5
Hence the x intercept is x = 0.5.
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Given the coordinates of two points (x1, y1) and (x2, y2) say, we can calculate the
equation of the straight line that passes through these points.
Now (1) and (2) give us equations in two unkowns, m and c, ( simultaneous
equations) which we can solve.
We have
4 = m + c (1)
10 = 3m + c
(2)
Subtracting (1) from (2) to eliminate c we obtain 6 = 2m
m=3
Substituting this value of m back into (1) we obtain
4=m+c
4=3+c
c=43
c=1
Example:
The question is; Find the equation of the striaght line that passes through the
points (1, 4) and 3, 10).
Method 1:
The general equation of a straight line is given by y = mx + c and it is necessary
to find numerical values for m and c.
If the straight line in question passes through the two given points, then each of
these points must satisfy the equation of this straight line. That is, we can
substitute the coordinates of each point as follows:
y = mx + c
4 = m + c (1)
Likewise, substituting (3, 10) we have
10 = 3m + c (2)
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Method 2:
In general, we can consider any two points (x1, y1) and (x2, y2). The straight line
passing through these points can be written as:
y y1 = m (x x1)
where m = (y1 y2)
(m is the gradient of the line)
(x2 x1)
Applying this points (1, 4) and (3, 10) we have x1 = 1, y1 = 4, x2 = 3, y2 = 10 and
we hence obtain:
m = 10 4 = 6 = 3
31
2
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We can specify an angle by using a point on each ray and the vertex. The angle
below may be specified as angle ABC or as angle CBA; you may also see this
written as ABC or as CBA how the vertex point is always given in the middle.
We measure the size of angle using degrees. We can also use radians to measure
angles.
There are 2p radians in 360.
The radius of a circle fits around the circumference 6.26 (or 2p ) times.
1 radian = 57.3 degrees. To convert from degrees to radians, use:
n x 2p , where n is the number of degrees.
360
Example:
Here are some examples of angles and their degree measurements. Convert them
to radians.
Many different names exist for the same angle. For the angle below, PBC,
PBW, CBP and WBA are all names for the same angle.
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Example:
The following angles are all acute angles
Example:
The following angles are all obtuse
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Two angles are called complementary angles if the sum of their degree
measurements equal 90. One of the complementary angles is said to be the
complement of the other.
Two angles are called supplementary angles if the sum of their degree
measurements equal 180. One of the supplementry angles is said to be the
supplementary of the other.
Example:
These two angles are complementary
Example:
These two angles are supplementry.
Note that these two angles can be pasted together to form a straight line.
Note that these two angles can be pasted together to form a right angle.
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3.4.11
For any pair of parallel lines 1 and 2, that are both intersected by a third line, such
as line 3 in the diagram below, angle A and angle D are called alternate angles.
Alternate angles have the same degree measurement. Angle B and angle C are
also alternate exterior angles.
3.4.10
For any pair of parallel lines 1 and 2, that are both intersected by a third line, such
as line 3 in the diagram below, angle A and angle D are called alternate interior
angles. Alternate interior angles have the same degree measurement. Angle B
and angle C are also alternate interior angles.
3.4.12
Corresponding Angles
For any pair of parallel lines 1 and 2, that are both intersected by a third line, such
as line 3 in the diagram below, angle A and angle C are called corresponding
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angles. Corresponding angles have the same degree measurement. Angle B and
angle D are also corresponding angles.
MATHEMATICS
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3.4.13
IR PART 66
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Angle Bisector
An angle bisector is a ray that divides an angle into two equal angles.
Example:
The central ray on the right is the angle bisector of the angle on the left.
The centre ray on the right is the angle bisector of the angle on the left.
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3.5 Circles
3.5.1 Chords & Radii
All the parts of a circle, such as the radius, the diameter, etc, have a relationship
with the circle or another part that can always be expressed as a theorem. The
two theorems that deal with chords and radii (pulral raduis) are outlined below.
i. If a radius of a circle is perpendicular to a chord, then the radius bisects the chord.
ii. In a circle or in congruent circles, if two chords are the same distance from the
centre, then they are congruent.
Using these theorems in action is seen in the example below.
Find CD.
OC = radius
AB = chord
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3.5.2 Tangents
The tangent being discussed here is not the trigonometrical ratio. This kind of
tangent is a line or line segment that touches the perimeter of a circle at one point
only and is perpendicular to the radius that contains the point.
Congruent arcs are acrs that have the same degree measure and are in the same
circle or in congruent cirles. Arcs are very important and let us find out a lot about
circles. Two theorems involving arcs and their central angles are outlined below.
Example:
Find the value of x.
Given: segment AB is tangent to circle C at B.
1. For a circle or for congruent circles, if two minor arcs are congruent, then
their central angles are congruent.
2. For a circle or for congruent circles, if two central angles are congruent
then their arcs are congruent.
Example:
x + 64
x+8
Arc PQ and arc QR are congruent. Angle POQ and angle QOR are congruent
(they are supplemental and since POQ = 90 ). Theorem i.
Angle POQ and angle QOR are congruent. Arc PQ and arc QR have to be
congruent by theorem ii.
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Example:
Find the measure of each arc or angle listed below.
Note; A right angled triangle fitted inside a semicircle, the other 2 angles must be
30 and 60. arc QSR; angle Q and angle R.
The most important theorem dealing with inscribed angles is stated below.
The inscribed angle is equal to its intercepted arc.
Solution:
Arc QSR is 180 because it is twice its inscribed angle( angle QPR, which is 90)
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The one last theorem dealing with inscribed angles is a bit more complicated
because it deals with quadrilaterals too.
If a quadrilateral is inscribed in a circle, then both pairs of opposite angle are
supplementary.
Example
Find the measure of arc GDE.
Solution:
By the theorem stated above, angle D and angle F are supplementary. Therefore,
angle F equals 95. The first theorem discussed in this section tells us the arc is
twice that of its inscribed angle. With that theorem, arc GDE is 190.
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Solution:
C = 2pr
For example, if a circle has a radius of 3, the circumference of the circle is 6p.
Also, you can find the length of any arc when you know its angle and the radius
with the following formula.
L = length, n = degree measure of arc, r = radius,
L = n 2pr
360
= 24 2p5
360
= 240 p
360
the length of the arc is 2 p cm, or 2.1 cm
3
L = n 2pr
360
Example:
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P66 B12 M1 E
TABLE OF CONTENTS
M1
MATHEMATICS . . . . . . . . . . . . . . . . . . . .
1.9.1
20
1.9.2
20
1.
ARITHMETIC . . . . . . . . . . . . . . . . . . . . . . .
1.9.3
21
1.9.4
21
1.1
General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.9.5
21
1.2
Addition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.3
Subtraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.9.6
1.9.6.1
1.9.6.2
22
22
22
1.4
Multiplication . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.10
24
1.5
Division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.10.1
Ratio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
24
1.6
Signed Numbers . . . . . . . . . . . . . . . . . . . . . . . . .
1.6.1
1.6.2
1.6.3
1.10.2
1.10.2.1
1.10.2.2
1.10.2.3
1.10.2.4
Proportion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Direct Proportion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Inverse Proportion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Proportional Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25
25
25
25
26
1.6.4
1.11
28
1.7
Common Fractions . . . . . . . . . . . . . . . . . . . . . .
10
1.7.1
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
1.12
Indices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29
1.7.2
Lowest Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
1.12.1
29
1.7.3
12
1.7.4
12
1.7.5
Multiplication of Fractions . . . . . . . . . . . . . . . . . . . . . . . .
14
1.7.6
Division of Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15
1.8
Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
1.12.2
1.12.2.1
1.12.2.2
1.12.2.3
1.12.2.4
1.12.2.5
1.12.2.6
Laws of Indices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Multiplication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Division of Powers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Powers of Powers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Zero Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Negative Indices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fractional Indices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
30
30
30
30
31
31
31
1.8.1
Adding Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
1.13
Tranposition of Formulae . . . . . . . . . . . . . . . .
34
1.8.2
Subtracting Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
1.8.3
Multiplying Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
1.14
Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
36
1.8.4
Dividing Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
1.15
Volumes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
40
1.9
Conversions . . . . . . . . . . . . . . . . . . . . . . . . . . . .
20
1.16
Conversions . . . . . . . . . . . . . . . . . . . . . . . . . . . .
44
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1.17
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
47
2.
ALGEBRA . . . . . . . . . . . . . . . . . . . . . . . . .
48
2.1
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
48
2.2
Use of Symbols . . . . . . . . . . . . . . . . . . . . . . . . .
48
2.3
Substitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
50
2.4
52
2.5
52
2.6
56
2.7
Brackets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
60
2.8
Factorisation . . . . . . . . . . . . . . . . . . . . . . . . . . . .
64
2.8.1
Factorising by Grouping . . . . . . . . . . . . . . . . . . . . . . . . .
64
2.8.2
66
2.8.3
2.8.3.1
2.8.3.2
Algebraic Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Adding & Subtracting Algebraic Fractions . . . . . . . . . . . . .
Multiplication & Division of Algebraic Fractions . . . . . . . .
68
70
70
2.9
Linear Equations . . . . . . . . . . . . . . . . . . . . . . . .
2.9.1
Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.9.2
2.9.2.1
2.9.2.2
2.9.2.3
2.9.2.5
2.9.2.6
Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
72
Solving Linear Equations . . . . . . . . . . . . . . . . . . . . . . . . . . .
72
Equation Requiring Multiplication & Division . . . . . . . . . . .
73
Equations Requiring Addition & Subtraction . . . . . . . . . . .
73
2.9.2.4
Equations Containing the Unknown
Quantity on Both Sides . . . . . . . . . . . . . . . . . . . . . . . . . . . .
74
Simultaneous Linear Equations . . . . . . . . . . . . . . . . . . . . .
76
Solution of Simultaneous Linear Equations . . . . . . . . . . .
76
2.10
Quadratic Equations . . . . . . . . . . . . . . . . . . . . .
2.10.1
79
2.10.2
80
2.10.3
80
2.11
Logarithms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
82
2.11.1
82
2.11.2
82
2.11.3
2.11.3.1
2.11.3.2
Common Logarithms . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Logarithm Base 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Natural Logarithms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
83
83
83
2.11.4
Rules of Logarithms . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
84
2.12
Number Systems . . . . . . . . . . . . . . . . . . . . . . . .
86
2.12.1
2.12.1.1
2.12.1.2
2.12.1.3
Binary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Binary to Decimal Conversions . . . . . . . . . . . . . . . . . . . . . .
Decimal to Binary Conversions . . . . . . . . . . . . . . . . . . . . . .
Adding Binary Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . .
86
86
87
87
2.12.2
2.12.2.1
Octal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Converting Binary to Octal & Octal to Binary . . . . . . . . . .
88
89
2.12.3
72
Hexadecimal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
90
2.12.3.1 Converting Hexadecimal to Binary &
Binary to Hexadecimal . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
91
2.12.4
92
72
2.13
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
94
3.
Geometry . . . . . . . . . . . . . . . . . . . . . . . . . .
96
3.1
Geometrical Constructions . . . . . . . . . . . . . . .
96
3.1.1
3.1.1.1
3.1.1.2
3.1.1.3
Triangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pythagoras Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Area of a Triangle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Area of a RightAngled Triangle . . . . . . . . . . . . . . . . . . . . .
96
96
98
98
78
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3.2
Trigonometry . . . . . . . . . . . . . . . . . . . . . . . . . . . .
100
3.2.1
Trigonometrical ratios . . . . . . . . . . . . . . . . . . . . . . . . . . . .
100
3.2.2
103
3.3
106
3.3.1
Coordinates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
106
3.3.2
3.3.2.1
3.3.2.2
Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Straight Line Graph . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Derivation of the Equation of a Straight Line Graph . . . .
107
110
112
3.4
Geometry Angles . . . . . . . . . . . . . . . . . . . . . .
114
3.4.1
General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
114
3.4.2
114
3.4.3
Acute Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
115
3.4.4
Obtuse Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
115
3.4.5
Reflex Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
115
3.4.6
Right Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
115
3.4.7
Complementry Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . .
116
3.4.8
Supplementary Angles . . . . . . . . . . . . . . . . . . . . . . . . . . .
116
3.4.9
Vertical Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
117
3.4.10
117
3.4.11
117
3.4.12
Corresponding Angles . . . . . . . . . . . . . . . . . . . . . . . . . . .
117
3.4.13
Angle Bisector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
119
3.5
Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
121
3.5.1
121
3.5.2
Tangents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
122
3.5.3
Congruent Arcs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
122
3.5.4
Inscribed Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
123
3.5.5
125
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