Maths2 Gr7 LB

MATHEMATICS
Grade 7
Book 2
CAPS
Learner Book
Developed and funded as an ongoing project by the Sasol Inzalo

Foundation in partnership with the Ukuqonda Institute.
Maths2_Gr7_LB_Book.indb 1 2014/09/04 11:34:31 AM

Published by The Ukuqonda Institute
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Public Benefit Organisation, PBO Nr. 930035134
Website: http://www.ukuqonda.org.za
First published in 2014

© 2014. Copyright in the work is vested in the publisher.
Copyright in the text remains vested in the contributors.
ISBN: 978-1-920705-25-1
This book was developed with the participation of the Department of Basic
Education of South Africa with funding from the Sasol Inzalo Foundation.
Contributors:
Piet Human, Erna Lampen, Marthinus de Jager, Louise Keegan, Paul van Koersveld,
Nathi Makae, Enoch Masemola, Therine van Niekerk, Alwyn Olivier, Cerenus Pfeiffer,
Renate Röhrs, Dirk Wessels, Herholdt Bezuidenhout
Acknowledgements:
For the chapters on Data Handling, some valuable ideas and data sets were gleaned
from the following sources:
http://www.statssa.gov.za/censusatschool/docs/Study_guide.pdf
http://www.statssa.gov.za/censusatschool/docs/Census_At_School_2009_Report.pdf
Illustrations and computer graphics:

Zhandre Stark, Lebone Publishing Services
Computer graphics for chapter frontispieces: Piet Human
Cover illustration: Leonora van Staden
Text design: Mike Schramm
Layout and typesetting: Lebone Publishing Services
Printed by: [printer name and address]

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Table of contents
Term 3
Chapter 1:
Numeric and geometric patterns........................................... 1
Chapter 2:
Functions and relationships 1................................................. 17
Chapter 3:
Algebraic expressions 1........................................................... 25
Chapter 4:
Algebraic equations 1.............................................................. 33
Chapter 5:
Graphs ...................................................................................... 41
Chapter 6:
Transformation geometry....................................................... 57
Chapter 7:
Geometry of 3D objects.......................................................... 79
Term 3: Revision and assessment........................................... 97

Term 4
Chapter 8:
Integers..................................................................................... 117
Chapter 9:
Numeric patterns..................................................................... 133
Chapter 10:
Functions and relationships 2................................................. 141
Chapter 11:
Algebraic expressions 2........................................................... 149
Chapter 12:
Algebraic equations 2.............................................................. 157
Chapter 13:
Collect, organise and summarise data................................... 167
Chapter 14:
Represent data......................................................................... 189
Chapter 15:
Interpret, analyse and report on data.................................... 207
Chapter 16:
Probability................................................................................ 219
Term 4: Revision and assessment........................................... 227

Chapter 1
Numeric and geometric
patterns
In this chapter, you will learn to create, recognise, describe, extend and make
generalisations about numeric and geometric patterns. Patterns allow us to make
predictions. You will also work with different representations of patterns, such as flow
diagrams and tables.
1.1 Number patterns in sequences.................................................................................... 3

1.2 Geometric patterns..................................................................................................... 8
CHAPTER 1: NUMERIC AND GEOMETRIC PATTERNS 1

2 MATHEMATICS Grade 7: Term 3

1 Numeric and geometric patterns
1.1 Number patterns in sequences
what comes next?
What may the next three numbers in each of these sequences be?
4; 8; 12; 16; 20;
4; 8; 16; 32; 64;
4; 8; 14; 22; 32;
5; 7; 4; 8; 3; 9; 2;
A set of numbers in a given order is called a The numbers in a sequence

number sequence. In some cases each number are called the terms of the
in a sequence can be formed from the previous sequence. Terms that follow
number by performing the same or a similar one another are said to be
action. In such a case, we can say there is a consecutive.
pattern in the sequence.
1. (a) Write down the next three numbers in each of these sequences:
Sequence A: 4; 7; 10; 13; 16;
Sequence B: 5; 10; 20; 40; 80;
Sequence C: 2; 5; 10; 17; 26;
(b) Write down how you decided what the next numbers would be in each of the
three sequences.
A sequence can be formed by repeatedly adding

or subtracting the same number. In this case the
difference between one term and the next is constant.
A sequence can be formed by repeatedly multiplying
or dividing by the same number. In this case the ratio
between one term and the next is constant.
A sequence can also be formed in such a way that
neither the difference nor the ratio between one term
and the next is constant.


In sequence A of question 1 there is a constant difference between consecutive
terms, as shown below.
Sequence A: 4 7 10 13 16
Difference: + 3 + 3 + 3 +3
In sequence B of question 1 there is a constant ratio between consecutive terms, as

shown below.
Sequence B: 5 10 20 40 80
Ratio: × 2 × 2 × 2 ×2
In sequence C of question 1 there is neither a constant difference nor a constant ratio

between consecutive terms. There is, however, a pattern in the differences between
the terms, which makes it possible to extend the sequence. Consecutive odd numbers,
starting with 3, are added to form the next term.
Sequence C: 2 5 10 17 26
Difference: + 3 + 5 + 7 +9
2. Write down the next five terms in each of the sequences below. In each case, describe
the relationship between consecutive terms.
(a) 100; 95; 90; 85;
(b) 0,3; 0,5; 0,7; 0,9;
(c) 6; 18; 54; 162;
(d) 1; 3; 6; 10; 15;
(e) 20; 31; 42; 53;
(f) 10; 9,7; 9,4; 9,1;
(g) 18 000; 1 800; 180; 18;

1 1 1 1
(h) ; 24 ; 12 ; 6 ;
48
(i) 1; 4; 9; 16;
(j) 625; 125; 25; 5;
In all of the above cases it was possible to extend The word “recur” means “to
the sequence by repeatedly adding or subtracting happen again”. The extension of
a number to get the next term, or by repeatedly a number sequence by repeatedly
multiplying or dividing by a number to get performing the same or similar
the next term, or by adding different numbers action is called recursion. The
according to some pattern to get the next term. rule that describes the
relationship between consecutive
terms is called a recursive rule.
relationships between dependent and independent variables
1. (a) Mr Twala pays a fee to park his car in a parking lot every day. He has to pay R3 to
enter the parking lot and then a further R2 for every hour that he leaves his car
there. Complete the table below to show how much his parking costs him per
day for various numbers of hours.
Number of hours 1 2 3 4 5 6 7 8 9
Cost of parking in R 5 7 9
(b) How did you complete this table? Describe your method.
(c) Is there another way that you could complete the table? Describe it.
(d) Thembi multiplied the number of hours by 2 and then added 3 to calculate
the cost for any specific number of hours. Complete the flow diagram to show
Thembi’s rule.

The rule multiply by 2 and then add 3 describes the The R3 that is added is a constant
relationship between the two variables in this in this situation. The number of hours
situation. The number of hours is the and the cost are variables.
independent variable. The cost of Mr Twala’s
parking is the dependent variable because the amount he has to pay depends on the
number of hours that he parks.
This rule describes how you can calculate the value of the dependent variable if the
corresponding value of the independent variable is known. It differs from a recursive rule,
which describes how you can calculate the value of the dependent variable that follows
on a given value of the dependent variable.
In the case of a number sequence, the position (number) of the term can be taken
as the independent variable, as shown for the sequence 15; 19; 23; 27; 31; . . . in
this table:
Term number 1 2 3 4 5 6 7 8 50
Term 15 19 23 27 31
2. (a) Complete the above table.

(b) How did you calculate term number 50?
(c) Lungile reasoned like this:

I added 4 each time to complete the table. I Lungile remembered that
counted backwards to see what comes before multiplication is done before
term 1. I got 11 and then I knew I had to add addition, unless otherwise
indicated by brackets.
one 4 to 11 to get the first term.
Complete the pattern below to show Lungile’s thinking:
Term 1: 11 + 1 × 4 = 11 + 4 = 15
Term 2: 11 + 2 × 4 = 11 + 8 = 19
Term 3:
Term 4:
Term 5:
Term 6:
Term 10:
Term 50:

(d) Describe in your own words how term number 50 can be calculated.
(e) Tilly reasoned like this: The constant difference between the terms is 4. I must add
four 49 times to the first term to get the 50th term. So, 15 + 49 × 4 = 15 + 196 = 211.
Complete the pattern below to demonstrate Tilly’s thinking:
Term 1: 15
Term 2: 15 + 1 × 4 = 15 + 4 = 19
Term 3: 15 + 2 × 4 = 15 + 8 = 23
Term 4:
Term 5:
Term 6:
Term 10:
Term 50:
(f) Write the rule to calculate term number 50 in your own words.
In the example in question 2, the term number is the independent variable and the term
itself is the dependent variable. So, if we know the rule that links the dependent variable
and the independent variable, we can use it to determine any term for which we know
the term number.
3. Write a rule to calculate the term for any term number in the sequence
15; 19; 23; 27; 31; . . . by using
(a) Lungile’s thinking.
(b) Tilly’s thinking.
We can use n as a symbol for “any term number”.

The rule to calculate the term for any term number
when using Lungile’s thinking will then be:
Term = n × 4 + 11
(c) Write down the rule to calculate the term for any term number in terms of n by
using Tilly’s thinking.

1.2 Geometric patterns
constant quantities and variable quantities
Small yellow, blue and red tiles are combined to form larger square tiles as shown below:

Tile no. 1
Tile no. 1
Tile no. 2
Tile no. 2
Tile no. 3
Tile no. 3
Tile no. 4
Tile no. 4
Tile no. 5
Tile no. 5
1. Draw tile no. 5 on the grid provided. (Shade the blue and red tiles in different ways.
You don’t have to use colours.)
2. Complete the table.
Tile Tile Tile Tile Tile Tile

no. 1 no. 2 no. 3 no. 4 no. 5 no. 10
Number of
yellow tiles
Number of
red tiles
Number of
blue tiles

3. How many red tiles are there in each bigger tile?
4. How many yellow tiles are there in each bigger tile?
5. Some of the quantities in this situation are variables and some are constants.
Which are variables and which are constants?
6. Was it possible to predict the pattern on tile no. 2 by looking only at tile no. 1?

The number of red tiles is constant and the number
of blue tiles is constant. It is clear that the design is
such that there is always a red tile in the top right
corner, and also in the bottom left corner, and that
the red tiles are always “bordered” by two blue tiles
each. So the number of red and blue tiles is constant
in this situation.
The number of yellow tiles in the arrangements
varies. The number of yellow tiles is a variable in
this situation.
patterns with matches
1. A pattern with matches is shown below.
Figure 1 Figure 2 Figure 3

Figure 1 Figure 2 Figure 3

(a) Explain how the pattern is formed.
(b) Complete the table.
Figure number 1 2 3 4 5 6 7 8
Number of matches 3 5 7
(c) What rule did you use to complete the table?
(d) How many matches are needed to form figure no. 9?

(e) How many matches are needed to form figure no. 17? Explain.
(f) If you used the recursive rule to complete the table, it would have taken a long
time to answer question (e) because you had to add the same number many
times. Try to find an easier way to answer question (e). Describe your method.

(g) Complete the pattern below.
Hint: It may help to think of figure no. 1 or term 1 like this:
There is 1 match at the beginning and two more are added
every time. It helps to “see” the two matches that are added
each time.
Term 1: 1 + 1 × 2 = 3
Term 2: 1 + 2 × 2 = 5
Term 3: 1 + 3 × 2 = 7
Term 4:
Term 5:
Term 10:
Term 17:
(h) What stays the same in the pattern in (g) and what varies?
(i) Use the flow diagram below to write down the rule that you can use to
calculate the number of matches needed for any figure in the pattern.
Figure number Number of matches
(j) Can you link the number of matches added each time to the number that you
multiply by in the flow diagram? Explain.
2. Another pattern with matches is shown below.
Figure 1
Figure 1 Figure 22
Figure Figure 33
Figure
(a) Explain how the pattern is formed.

Figure
1 2 3 4 5 6 7 8
number
Number of
4
matches
(c) What rule did you use to complete the table?
(d) How many matches are needed for figure 9 (or term 9)?
(e) How many matches are needed for figure 20 (or term 20)?
(f) What rule did you use to calculate the number of matches in question (e)?
(g) Complete the pattern:

Term 1: 1 + 1 × 3 = 4
Term 2: 1 + 2 × 3 = 7
Term 3: 1 + 3 × 3 =
Term 4:
Term 5:
Term 10:
Term 17:
(h) What stays the same in the pattern in (g) and what varies?
(i) Use the flow diagram below to write down the rule that you can use to
calculate the number of matches needed for any figure in the pattern.
Figure number Number of matches
3. Compare the way in which the number of matches increases in question 1 to the
way in which it increases in question 2. What is the same and what is different?

alphabetic patterns
Consider the figures below formed with red dots.
Figure 1
Figure 1 Figure 2
Figure 2 Figure 3
Figure 3 Figure 4
Figure 4 Figure
Figure 55
1. How many dots are used to form figure 5?
2. Draw figure 5.
Figure
1 2 3 4 5 6 7 8
number
Number of
7 12 17
dots
4. Complete the flow diagram.
5. What rule did you use to complete the table? Describe your rule.
6. Can you think of another rule to complete the table? Describe your rule.
7. Name the dependent variable and the independent variable in this situation.

squares and cubes
1. Squares are arranged to form figures as shown below, according to a rule.
Figure 1
Figure 1 Figure 2
Figure 2 Figure 3
Figure 3 Figure
Figure 44
(a) Complete the table. Then determine the differences between consecutive terms.
Figure number 1 2 3 4 5 6 7 8
Number of squares 2 5
+ 3
(b) Describe the recursive rule that you can use to extend the pattern in words.
(c) Nombuso played around with the differences between consecutive terms. She
noticed that the pattern (+ 3; + 5; + 7; …) was similar to the one that you get
when you calculate the differences between square numbers. This made her
think that she should investigate square numbers to help her find a rule that
could link the figure number and the number of squares.
Complete the following pattern along the lines of Nombuso’s thinking:
Figure 1: 1 × 1 + 1 = 1 + 1 = 2
Figure 2: 2 × 2 + 1 = 4 + 1 = 5
Figure 3:
Figure 4:
Figure 5:
Figure 6:
Figure 7:
Figure 8:
Figure 50:
(d) Write a rule to calculate the number of squares for any figure number.

(e) Write your rule in (d) in terms of n where n is the symbol for any figure number.
(f) Compare the sequence in this activity to the sequence in the previous activity
where dots were arranged to form the letter H. Describe the way in which the
dependent variable (the output number) changed in each of the sequences.
2. Identical cubes are arranged to form stacks of cubes in the following way:
Stack
Stack 11 Stack
Stack22 Stack 3
Stack 3 Stack
Stack 4
4
(a) Complete the table. Then find the differences between consecutive terms. Do it
a second and a third time. Write the differences below the arrows.
Stack number 1 2 3 4 5 6 7 8
Number of cubes 2 9 28
7 19
12
(b) Describe the way in which you completed the table.

(c) David looked carefully at the structure of the stacks and did the following to link
the stack number with the number of cubes in a stack. Complete the pattern.
Stack 1: 1×1×1+1=1+1=2
Stack 2: 2×2×2+1=8+1=9
Stack 3: 3 × 3 × 3 + 1 = 27 + 1 = 28
Stack 4: 4 × 4 × 4 + 1 = 64 + 1 = 65
Stack 5:
Stack 6:
Stack 7:
Stack 8:
Stack 9:
Stack 10:
(d) How many cubes will there be in stack 50?
(e) Write the rule that you used to calculate the number of cubes in stack 50 in words.
(f) Write your rule in (e) in terms of n where n is the symbol for any stack number.
3. In questions 1(a) and 2(a) you calculated the differences between the consecutive
terms.
(a) What did you find when you kept on finding the differences, as suggested in
question 2(a)?
(b) Go back to question 1(a). What do you find when you keep on finding the
differences between consecutive terms, like you did in question 2(a)?

my own patterns
Use the grid, the tables and the tile template to create and describe your own geometric
patterns.
Pattern A
Pattern B

Chapter 2
Functions and
relationships 1
In this chapter, you will work with formulae. A formula is a description of how one may
calculate the value of one variable quantity if the value or values of certain other variable
quantities are given.
You will acquire the symbolic language to write formulae with two variables.
2.1 From counting to calculating.................................................................................... 19

2.2 What to calculate and how....................................................................................... 21
2.3 Input and output numbers........................................................................................ 23
CHAPTER 2: FUNCTIONS AND RELATIONSHIPS 1 17


2 Functions and relationships 1
2.1 From counting to calculating
1. (a) How many red squares and how many black squares are there in each of the
arrangements 1, 2, 3 and 4 below? Write your answers in the table.
1 2 3 4
Arrangement number 1 2 3 4
Number of red squares
Number of black squares
(b) Imagine that arrangements 5, 6 and 7 are made according to the same pattern.
How many red and how many black squares do you think there will be in each
of these arrangements? Write your answers in the above table.
(c) Draw arrangements 5 and 6 on the above grid, if you have not done so already.
(d) Try to figure out how many red and how many black squares there will be in
arrangements 20, 21 and 22.
2. It will be useful to have formulae to calculate the numbers of red and black squares in
different arrangements like the above.
(a) Which of the formulae below can be used to calculate the numbers of red squares
in the above arrangements? There is more than one formula that works.
y = 2 × x + 4 y = 2 × (2 × x + 1) y = x2 + 2 y = 4 × x + 2
CHAPTER
CHAPTER
1: NUMERIC
2: FUNCTIONS
AND GEOMETRIC
AND RELATIONSHIPS
PATTERNS 1 19

(b) Natasha decided to use the formula y = 4 × x + 2 to calculate the number of red
squares in an arrangement. What do the symbols x and y mean in this case?
(c) Use the formula y = 4 × x + 2 to calculate the numbers of red squares in

arrangements 20, 21 and 22.
(d) If your answers differ from the answers you gave in question 1(d), you have
made mistakes somewhere. Find your mistakes and correct them.
(e) Complete the table.
x 1 2 3 4 5 6 7 8 9
2 × (2 × x + 1)
2×x+4
4×x+2
3. (a) Which of the formulae below can be used to calculate the numbers of black
squares in the arrangements in question 1?
z = (x + 2)2 z = x2 + 2 p = n2 + 2

x 1 2 3 4 5 6 7 8 9
x2 + 2
(x + 2)2
4. Hilary uses x to represent the number of squares in each side of the arrangements.
(a) Which of these formulae can Hilary use to calculate the numbers of black
squares in the arrangements in question 1?
y = x2 − 4 × x + 6 y = (x − 2)2 + 2
(b) Which of these formulae can Hilary use to calculate the numbers of red squares?
y = 3 × x − 3 y = 4 × x − 6 4 × (x − 2) + 2
(c) Complete this table to check your answers.
x 3 4 5 6 7 8 9
x2 − 4 × x + 6
(x − 2)2 + 2
3×x−3
4×x−6
4 × (x − 2) + 2

2.2 What to calculate and how
representing situations mathematically
1. (a) How many minutes are there in an hour?

(b) How many minutes are there in 2 hours?
(c) How many minutes are there in 3 hours?
(d) Explain how you determined the answers for questions 1(b) and (c).
The formula m = 60 × h can be used to calculate the number of minutes when the
number of hours is known. The symbol h represents the number of hours and m the
number of minutes.
(e) Express the formula m = 60 × h in words.
(f) Complete the table.
Number of hours 1 2 3 15 24
Number of minutes 60 120
How to calculate 60 × 1
2. Three bus companies placed the following advertisements in a newspaper:

(a) Which of the formulae at the top of the
next page can be used to calculate the fare Saamgaan Tours
for a journey with Hamba Kahle Tours? We criss-cross every province and
stop in every town and dorpie. Pay
only R450 per trip plus 60c per km.
(b) Which of the formulae can be used to
Hamba Kahle Tours
calculate the fare for a journey with Long distance travel is our business:
Saamgaan Tours? R500 per trip plus 50c per km!
Comfort Tours
Experience what it means to
travel in style. Only R480 per trip
plus 55c per km.

Some formulae to calculate fares:
A. Fare = 0,50 × distance + 500 B. Fare = 50 × distance + 500
C. Fare = 0,60 × distance + 450 D. Fare = 60 × distance + 450
E. Fare = 55 × distance + 480 F. Fare = 0,55 × distance + 480
(c) Which of the above formulae can be used to We write 50c as R0,50 or 0,50
calculate the fare for a journey with Comfort when we do calculations.
Tours?
(d) Complete the table by making use of the formulae below. You may use a
calculator for this question.
Fare for Hamba Kahle Tours = 0,50 × distance + 500
Fare for Saamgaan Tours = 0,60 × distance + 450
Fare for Comfort Tours = 0,55 × distance + 480
Distance in km 150 200 250 300
Hamba Kahle Tours
Saamgaan Tours
Comfort Tours
(e) Which bus company is the cheapest? Explain.
(f) Complete a flow diagram for the bus company that you named in question (e):
(g) Wandile wrote the formulae for calculating the fares for the different bus
companies using the letter symbols x and y. Say what each letter symbol stands
for in each of the following:
(i) y = 0,50 × x + 500
(ii)
y = 0,60 × x + 450
(iii)
y = 0,55 × x + 480
(h) Which of the three bus companies would be the cheapest to use for a journey of
1 000 km?

2.3 Input and output numbers
from formulae to tables
1. For each of the tables, determine which of these formulae could have been used to
complete it:
A. y = 5 × x + 3 B. y = 3 × x C. y=3×x+2
D. y = 4 × x E. y = 3 × x + 1 F. y = 2 × x
G. y = 3 × x + 10 H. y = 2 × x − 1 I. y = 5 × x
(a) x 1 2 3 4 5 (b) x 1 2 3 4 5
y 13 16 19 22 25 y 8 13 18 23 28
Formula used: Formula used:

(c) x 1 2 3 4 5 (d) x 1 2 3 4 5
y 4 8 12 16 20 y 5 8 11 14 17

(e) x 1 2 3 4 5 (f) x 1 2 3 4 5
y 5 10 15 20 25 y 1 3 5 7 9
We can complete a table of values if we are given a formula. For example, for the
formula y = 7 × x − 3 we can complete the table below, as shown:
For x = 1, y = 7 × 1 − 3 For x = 2, y = 7 × 2 − 3 For x = 3, y = 7 × 3 − 3

= 7 − 3 = 14 − 3 = 21 − 3
= 4 = 11 = 18
x 1 2 3 4 5 6 7
y 4 11 18 25 32 39 46
2. Use the given formulae to complete the tables.

1
(a) y=6×x−5
2
x 1 2 3 4 5 6 7

(b)
y = 30 × x + 1
x 0,1 0,2 0,3 0,4 0,5 0,6 0,7

y
from patterns to formulae
1. Some arrangements with black and red squares and some formulae are given below.
Formula A: z = 2 × n + 1 Formula B: z = 2 × x − 3
Formula C: y = (n + 1)2 + 2 Formula D: y = x2 − (2 × x − 3)

(a) How many black squares will there be in the next two similar arrangements?
(b) Susan uses formulae B and D to calculate the numbers of red and black squares.
What do the letter symbols z, x and y mean in Susan’s work?
(c) Zain uses formulae A and C to calculate the numbers of red and black squares.
What do the letter symbols z, n and y mean in Zain’s work?
2. Write formulae that can be used to calculate the numbers of red and black squares
in arrangements like those below. Use letter symbols of your own choice and state
clearly what each of your symbols represents.

Chapter 3
Algebraic expressions 1
In this chapter, you will learn about algebraic expressions. An algebraic expression is a
computational procedure. Put differently, an algebraic expression tells you how to
calculate a value. But an algebraic expression is also a value.
You will learn more about variable and constant quantities in this chapter and you will
be required to identify these in formulae and number sentences.
3.1 Describing and doing computations......................................................................... 27

3.2 Relationships represented in formulae....................................................................... 31
CHAPTER 3: ALGEBRAIC EXPRESSIONS 1 25


3 Algebraic expressions 1
3.1 Describing and doing computations
different ways of describing a computation
1. The diagrams below represent arrangements of small circles. In every arrangement

there are two rows of circles.
Diagram 1
Diagram 1 Diagram
Diagram 2
2 Diagram 3
Diagram 3 Diagram
Diagram 4
4 Diagram
Diagram 55
(a) The table below relates to the diagrams. Complete it.
Diagram number 1 2 3 4 5
Number of circles per row
Number of rows
How to calculate the total number of
circles per diagram (rule)
In every diagram, we can identify:

• the number of rows
• the number of circles per row
• the total number of circles per arrangement.
(b) What remains the same in the diagrams?

(c) What changes in the diagrams? In other words, what are the variable quantities
in the situation?
(d) Complete the flow diagram.

11
21
×2 62
41
102
CHAPTER 1: NUMERIC
CHAPTER AND
3: ALGEBRAIC
GEOMETRIC
EXPRESSIONS
PATTERNS 1 27

(e) How many circles will diagram 11 have if the pattern is extended? Explain.
(f) What does the number 2 in the rule 2 × n The rule 2 × n can be used to
represent? determine the total number of
circles in a diagram. The number
2 in the rule 2 × n remains the
(g) What does the letter symbol n represent in same all the time. We say it is
the rule 2 × n? a constant. n represents the
number of circles per row and
that is a variable, because it
changes.
Consider the sequence 1; 3; 5; 7; 9; ... The numbers 2 and −1 remain

the same all the time; we call
The first odd number can be written as 2 × 1 − 1.
them constants. The numbers
The second odd number can be written as 2 × 2 − 1. in blue change according to
The third odd number can be written as 2 × 3 − 1. the position of the odd number
in the sequence. We call them
2. (a) What is the tenth odd number? variables.
(b) What is the thirtieth odd number?
(c) What is the hundredth odd number?

(d) What is the nth odd number?
3. The rule 2 × n − 1 can be used to determine any odd number in the sequence
1; 3; 5; 7; 9; ...
What does the letter symbol n represent in the rule 2 × n − 1?
The rule 2 × n can be used to

calculate the total number of
In the questions above we have used the letter
circles in a diagram if the number
symbol n to represent: of circles per row is known.
1. a changing number in the rule 2 × n The rule 2 × n − 1 can be used
(n represents the number of circles in a row) to determine any odd number in
2. the position of the odd number in a the sequence of odd numbers if
its position is known.
sequence in the rule 2 × n − 1.

4. (a) Complete the flow diagram. We call the numbers on the left
11 in the flow diagram the input
numbers.
125 The numbers on the right in
31 +4 ×5 the flow diagram, and whose
values depend on the input
41 numbers, are called the output
numbers.
275
(b) Which of the following instructions did you follow to calculate the output
values of +4 ×5 in question 4(a)?
Make a tick mark (✓) next to the correct answer.

A. Multiply the input number by 5 and then add 4.
B. Add 45 to the input number.
C. Add 4 to the input number and then multiply by 5.
5. Use 10 as input number and calculate the output number for each of the word
formulae in question 4(b).
We may write (x + 4) × 5 as an abbreviation for The letter symbol x, or any

add 4 to the input number, then multiply by 5. other symbol, can be used as
(x + 4) × 5 can be called a computational instruction an abbreviation for “the input
number”.
or an algebraic expression.
In the expression (x + 4) × 5, the letter symbol x can be replaced by many different
input numbers. The symbol x represents a variable quantity or a variable. If,
however, the expression (x + 4) × 5 is equal to 35, as in the number sentence
(x + 4) × 5 = 35, the symbol x represents only one value, and that is 3.
In the expression (x + 4) × 5, the numbers 4 and 5 are constants. In the number
sentence (x + 4) × 5 = 35, x is an unknown value.
6. Write the abbreviations for the following computational instructions by using x for
“the input number”:
(a) Half the input number plus 2
(b) Multiply the input number by 6 and subtract 2.
(c) Multiply the sum of the input number and 3 by 10.
(d) Subtract 4 from the input number and multiply the answer by 7.

7. Cardo’s teacher writes on the board: “Add 2 and then multiply the answer by 3.”
The class must use 5 as an input number and apply the computational instruction.
(a) Cardo uses 5 as the input number and writes: (5 + 2) × 3.
Paul says (5 + 2) × 3 is 7 × 3 which is 21. Is Paul right?
(b) Explain your answer in (a).
(c) Represent this flow diagram as an algebraic expression:

x +2 ×3
8. Express each computational instruction as a flow diagram and then write the
abbreviation (algebraic expression) with x as input number:
(a) Multiply by 4 and then subtract 8.
(b) Subtract 8 and then multiply by 4.
(c) Add 15 and then divide by 5.
(d) Divide by 5 and then add 15.
9. Describe each computational instruction in words:

(a) ×4 +7
(b) +7 ×4
(c) ×9 –5
(d) –5 ×9
10. Two algebraic expressions are given in the table. Use the given input values
(x values) to determine the corresponding output values.
x 1 2 3 4 5 6
6×x+8 14 20 26
2 × x × (3 + 4)

3.2 Relationships represented in formulae
making sense of variables and constants in formulae
1. (a) Chris uses the formula P = 2 × l + 2 × b to calculate the perimeters of rectangles

of differing lengths and breadths as indicated in the table. He also calculates the
area of each rectangle using the formula A = l × b.
Complete the table.
Rectangle 1 2 3 4
Length (l) 24 6 8 12
Breadth (b) 1 4 3 2
Perimeter
P=2×l+2×b
Area
A=l×b
(b) Rita calculates the perimeter of a rectangle in a different way. She adds the value
of the length of the rectangle to the value of the breadth of the rectangle and
then multiplies the answer by 2.
Write down the formula that Rita uses to calculate the perimeter of each
rectangle. Test whether or not Rita’s formula produces the same results as Chris’s.
Questions 1(c) to (e) refer to the formula P = 2 × (l + b).

(c) What does the number 2 represent in the formula?
(d) What is the number 2 called?

(e) Which letter symbols represent variables in the formula P = 2 × (l + b)? Explain.
(f) What can you say about the area of all of these rectangles?
2. Sindi calculates her father’s age by using the formula F = x + 37, where x is Sindi’s age.
Her father passed away when Sindi was 43 years old. How old was he then?

3. Jacob wants to buy the cheapest cell phone on the market. He has already saved
R45 and decides to save R5 per week until he has enough money to buy the phone.
The formula y = 45 + 5 × w gives the amount of money (in rands) that Jacob has
saved to buy the cell phone after w weeks.
(a) Complete the table. The first row has been done as an example.
Number of How to calculate

Amount saved (y)
weeks (w) 45 + 5 × w
0 45 + 5 × 0 = 45 + 0 45
1
2
4
5

(b) The cell phone that Jacob wants to buy costs R90. Will Jacob have saved
enough money to be able to buy the cell phone by the eighth week? Explain.
(c) Complete the table.
Formula: Explanation
y = 45 + 5 × w
Which are constants in the
formula?
Which letter symbols
represent variable quantities
in the formula?
4. In each of the following formulae, identify the symbols that represent variables and
constants.
Symbols for variable(s) Constant(s)

(a) y=5×x+7
(b) y = 100 + x
(c) y=x÷5
(d) y=5×x
(e) y = 0,7 × x + 2,3

Chapter 4
Algebraic equations 1
In this chapter you will learn about solving open number sentences (or equations) by
inspection and by the trial and improvement method. You will also represent problem
situations by means of number sentences as well as analyse and interpret some number
sentences.
4.1 Solving by inspection................................................................................................ 35

4.2 Solving by the trial and improvement method.......................................................... 36
4.3 Describing problem situations with equations........................................................... 39
CHAPTER 4: ALGEBRAIC EQUATIONS 1 33


4 Algebraic equations 1
4.1 Solving by inspection
number puzzles
Solve these number puzzles.

1. I am thinking of a certain number. If I add 3 to that number, the answer is 13.
What is the number?
2. I am thinking of a certain number. If I multiply that number by 5, the answer is 30.

What is the number?
3. I am thinking of a certain number. If I multiply that number by 3 and then add 4 to

the result, the answer is 19.
(a) Is the number 3? Give a reason for your answer.
(b) Is the number 4? Give a reason for your answer.
(c) Is the number 5? Give a reason for your answer.
(d) Is the number 6? Give a reason for your answer.
Number puzzles like those above can be shortened A mathematical statement

by using letter symbols as place holders for unknown such as x + 3 = 13 that could
numbers. In the case of question 1 we can write the be true or false depending
following number sentence: x + 3 = 13. on the value of x, is called an
In the case of a number sentence such as x + 3 = 13 open number sentence or
an equation.
we cannot say whether it is true or false until we have
determined the value of the unknown. The value of the
unknown that makes the number sentence (an equation)
true is called the solution of the number sentence. To make a number
For the number sentence x + 3 = 13, the solution is sentence true means to
find its solution.
x = 10 because it makes the number sentence true.
CHAPTER 1: NUMERIC
CHAPTERAND
4: ALGEBRAIC
GEOMETRICEQUATIONS
PATTERNS 1 35

the solution is there to see
The solution to the number sentence x + 4 = 20 can be seen at once. The value of x is
16 simply because 16 + 4 = 20. In this case, we say we solve the number sentence by
inspection.
Solve these number sentences (equations) by inspection.

1. (a) x − 8 = 8 (b) x + 7 = 20
16 x
(c) = 8 (d) =2
x 16
(e) 5 × x = 40 (f) 8 × x = 40
2. (a) 84 ÷ x = 7 (b) 36 ÷ x = 4
(c) x + 56 = 100 (d) 100 − x = 56
4.2 Solving by the trial and improvement method

Sometimes you cannot see the solution of a number sentence (an equation) at once.
Look at the following number puzzle or equation, for example:
I am thinking of a number. 6 × the number − 11 = 43. What is the number?
In this case, you will have to try many different possible solutions until you identify
the correct one. Here we can use a method known as trial and improvement to
determine the solution. It is shown in the table below.
Possible solution Test Conclusion

Try 5 6 × 5 − 11 = 30 − 11 = 19 5 is too small
Try 10 6 × 10 − 11 = 60 − 11 = 49 10 is too big
Try 8 6 × 8 − 11 = 48 − 11 = 37 8 is too small
Try 9 6 × 9 − 11 = 54 − 11 = 43 9 is the solution

Solve the following equations by means of the trial and improvement method. In each
case, the solution is a number between 1 and 20.
1. 2 × x + 13 = 37 The solution is x =
2. 14 × x − 21 = 77 The solution is x =

solving by inspection or trial and improvement
Solve the following equations by inspection or by the trial and improvement method:
1. (a) x + 5 = 2 × x (b)
k × 5 = 20 + k
(c) 2 × q = 18 − q (d) 3 × t = t + 22
2. (a) y + 6 = 4 × y (b) 5 × p = 18 + 2 × p
(c) 4 × z = 18 + z (d) x × 5 = 20
(e) 42 ÷ m = 35 − 29 (f) 3 × x − 2 = x + 6

4.3 Describing problem situations with equations
from words to equations
Write an equation using a letter symbol as a placeholder for the unknown number to
describe the problem in each of the situations below.
1. There are 30 learners in a class. x learners are absent and 19 are present.
2. There are 70 passengers on a bus. At a bus stop m passengers get off. There are now
23 passengers on the bus.
3. A boy buys a bicycle for R1 260 on lay-by. How many payments of R90 each must he
make to pay for the bicycle? Let x be the number of payments to be made.
4. Five people share a total cost of R240 equally amongst themselves. Let c be the cost
per person.
5. A school charges R100 a day for the use of its training facilities for athletes plus
R30 per athlete per day for food and use of equipment. A team of athletes paid
R400 for a day’s practice. Let x be the number of athletes attending the training.
6. Bennie has R54 with which to buy chocolate for his friends. Each chocolate costs R6.
How many chocolates can he buy for that amount? Let x be the number of chocolates
that Bennie can buy.
7. Write an equation to calculate the area of a rectangle with length 2,5 cm and breadth
2 cm. Let A represent the area of the rectangle.
8. There are 38 girls in Grade 7. This is 6 more than double the number of boys.
9. Janine is 12 years old. Her father’s age is 7 years plus three times Janine’s age.

making sense of equations
1. Rajbansi Taxi Service charges R10 per kilometre travelled and a standard charge of
R30 per trip. Consider the equation below about a taxi trip:
10 × t + 30 = 80
(a) Explain what each number and letter symbol stands for in the equation.
(b) Why is t multiplied by 10 in the equation?
2. The cost of an adult’s ticket for a music concert is four times the cost of a child’s
ticket. An adult’s ticket costs R240. The equation below represents this problem:
4 × x = 240
(a) What does x represent?
(b) Why is x multiplied by 4?
(c) Solve the equation by inspection.
(d) How much does a child’s ticket cost?
3. There are 12 eggs in a carton. Consider the equation below:

12 × c = 72
(a) What does the letter symbol c represent in the equation?
(b) What value of c makes the equation true?
(c) What does the number 72 represent?

Chapter 5
Graphs
In this chapter, you will get familiar with a new kind of graph: the line graph. A line
graph shows how the change in one variable affects another variable. You will specifically
deal with global graphs. These graphs show visually how variables vary, focusing on trends
rather than detailed readings.
5.1 A graph can tell a story............................................................................................. 43

5.2 Investigating rate of change in situations.................................................................. 44
5.3 Interpreting graphs................................................................................................... 47
5.4 Drawing graphs........................................................................................................ 55
CHAPTER 5: GRAPHS 41


5 Graphs
5.1 A graph can tell a story
1. Jena drew this graph to show how her feelings of hunger changed during the day.
Describe in a short paragraph how her day went as far as need for food is concerned.
Very hungry
Hunger
Not hungry
Time of day
2. Think about a specific day and things that happened to you on that day. Draw a
graph to show how your feelings changed during that day.
Happy
Feelings
Unhappy
Time of day
CHAPTER 1: NUMERIC AND GEOMETRIC

CHAPTERPATTERNS
5: GRAPHS
1 43

5.2 Investigating rate of change in situations
compare situations and represent them in a different way
1. Consider the situations in (a) and (b) below and complete the tables to represent the
relationships.
(a) Sally is saving money to buy a CD that she badly wants. She saves R4 per week.
Number of weeks 1 2 3 4 5 6 7 8
Money saved in rands 4 8
(b) Nathi has a box of 24 chocolates. He is thinking about sharing the chocolates
equally between different numbers of friends and is working out how many
chocolates each friend would get.
Number of friends 1 2 3 4 5 6 7 8
Chocolates per friend 24 12
(c) On the grids below, draw bar graphs to represent the relationships in the
situations described in (a) and (b). The length of each bar should represent
an output number.
30 30
Number of chocolates per friend
Money saved (R)
20 20
10 10
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
Number of weeks Number of friends sharing

2. Consider the situations in (a) and (b) below and complete the tables to represent the
relationships.
(a) Vusi collects acorns for a pig farmer who pays him per bag. Vusi thinks: “I wish
Mr Bengu would agree to pay me R1 for the first bag of acorns, R2 for the second
bag, R4 for the third bag and then keep on doubling the money for every bag.”
Number of bags 1 2 3 4 5 6 7
Payment (R) 1 2 4 8
(b) Judy works out the areas of squares with different side lengths.
Side length of square (cm) 1 2 3 4 5 6 7

Area of square (cm2) 1 4
(c) On the grids below, draw bar graphs to represent the relationships in the situations
described in (a) and (b). The length of each bar should represent an output number.
60 60
50 50
40 40
Side length of square (cm)
Payment (R)
30 30
20 20
10 10
1 2 3 4 5 6 7 1 2 3 4 5 6 7
Number of bags Area of square (cm2)

3. The input numbers for the different relationships in questions 1 and 2 are the same,
but the output numbers differ. Describe how the output numbers change in each of
the four situations.
4. Describe briefly how the shape of the bar graphs differ.
5. Turn back to the tables of values that you made for the four relationships in
questions 1 and 2. Find out how the output values changed by calculating the
differences between consecutive output values:
(a) Sally’s savings: 4 8 12 16

4 4
Sally’s savings grow by every week.
(b) Chocolates per friend: 24 12 8

12
The number of chocolates per friend
(c) Vusi’s payment per bag: 1 2

1
The amount grows slowly at first and then
(d) Areas of Judy’s squares:

1 4 9

3
The area of the squares

The amount of money that Sally saves per week The rate of change means
stays constant. The relationship therefore has a how fast or slow change
constant rate of change. happens per unit of time.
With every additional friend, the number of
chocolates per friend changes. The number of
chocolates changes (decreases) rapidly at first
and then it changes slower. The rate of
change is not constant. The shape of a bar graph shows
The amount that Vusi would like to earn per bag the rate of change of the
of acorns grows faster and faster with each bag relationship. If the rate of
that he collects. The rate of change increases. change is constant, the shape
is a straight line. If it is
The area of a square also increases faster and
changing, the shape is a curve.
faster for every cm added to the side length.
6. Refer to the bar graphs in questions 1 and 2 and link the shape of the graphs to the
rate of change of the relationship.
5.3 Interpreting graphs

reading graphs
1. Look carefully at the graph. Traffic on the R44 (weekdays)

(a) What does this graph tell you?
Number of vehicles
04:00
06:00
08:00
10:00
12:00
14:00
16:00
18:00
20:00
22:00
(b) Explain your answer in (a).

Time of day

2. Mr Thatcher bought three plants in containers. The salesman at the nursery told him
that one of the plants, Glamiolus, grows at a constant rate. The second plant, Bouncy
Bess, grows slowly at first but then grows faster and faster. The salesman was not sure
about the rate at which the third plant, Samara, grows.
(a) What does “grows at a constant rate” mean?
Mr Thatcher measured the three plants every week and recorded the heights in a
table, given below.
(b) Calculate the differences in height from week to week, to find the rate at which
each plant grows per week.
Week Height of A (cm) Height of B (cm) Height of C (cm)

1 6 8,3 10,1
2 6,3 10,2 10,6
3 6,4 12,2 11,2
4 7,2 14,1 11,9
5 7,3 16,2 12,8
6 7,4 18,3 13,9
7 9,1 20,2 15,8
(c) Identify the plants. Which plant is plant A, which plant is plant B and which
plant is plant C? Explain how you got your answers.

(d) The three graphs below show the growth of the three plants. Which graph
belongs to which plant? Explain.
A B C
revisiting change and rate of change
In section 5.2 you compared the way in which relationships changed.
1. Consider the following situations:

Ben saves R5 per week. Sally saves R7 per week.
Charlie saves R5 in the first week, R6 in the second week and R7 in the third week.
Every week he increases the amount that he saves by R1.
(a) The graph shows Ben’s savings. Draw Sally’s savings and Charlie’s savings.
Do it on the same sketch.
Ben
(b) Describe and explain the shape of the graphs showing Sally, Ben and Charlie’s
savings.
The rate of change in a relationship influences the

steepness of the graph. The higher the rate of
change (i.e. the faster the output numbers change),
the steeper the graph.

2. Examine the following relationships. Complete the tables and calculate the
differences between the output numbers indicated with arrows.
(a) Christine wants to buy a book for her favourite teacher. The book costs R240.
This is a lot of money for Christine to spend. She realises that if she asks her
friend Beatrice to share the cost, she will have to spend only R120. She could
even ask more classmates to join in and share the cost. Christine investigates
the situation and calculates what amount everyone must pay if they share the
cost equally.

Number of learners
1 2 3 4 6 8 10 12
sharing the cost
Amount each learner
240 120
will pay
120
(b) Investigate the relationship between the length of a side of a square and the
perimeter of the square.

Length of a side of
1 2 3 4 6 7 8 9
the square
Perimeter of the
4 8 12
square

(c) Investigate the relationship between the length of a side of a square and the
area of the square.
Length of a side of
1 2 3 4 6 7 8 9
the square
Area of the
1 4 9
square

(d) A tall candle was lit and its length was measured and recorded every hour
while it was burning.
Number of hours the

1 2 3 4 6 7 8 9
candle is burning
Length of candle
33 31 29
in cm

3. Match each of the graphs below to one of the situations in question 2.
A B C D
Write the letter of the graph next to the description of the situation:
(a) Buying a book for the teacher

(b) Length of a side of a square and the perimeter of the square
(c) Length of a side of a square and the area of the square
(d) Length of the candle and the number of hours it is burning
When we investigate the growth (or change) in

a relationship, we look at the way the output
numbers change.
The change can be:

• an increase or a decrease
• a constant increase, for example the perimeter of a square as the side length
increases
• a constant decrease, for example the length of a burning candle
• an increase that is not constant but happens faster and faster, for example the area
of a square as the side length increases
• a decrease that is not constant but happens faster and faster, for example the
amount of money each friend has to pay as more and more friends share the cost.
In the case of an increase, the graph slopes like this: or or
In the case of a decrease, the graph slopes like this: or or
When the increase or decrease is constant, the

graph is a straight line and it is called a linear
graph.
If the increase or decrease is not constant, the
graph is curved and is called a non-linear graph.
If there is no change in the output variable, the
graph is a straight horizontal line.

4. Consider the graphs in question 3 on the previous page.
(a) Which graphs indicate a linear increase or decrease?
(b) Which graphs indicate a decrease or increase which is not constant?
5. Peter’s father drives him to school in the mornings. Below is a graph of their journey
to school. Describe the story that the graph tells. What do you know about the route
that they are taking?
Going to school: speed changes
Car‘s speed (in km/h)
60
50
40
30
20
10
0 1 2 3 4 5 6
A BCD E F G H
Distance from Peter‘s home (in km)
6. Consider the graph in question 5 above. Identify the parts of the graph that are
increasing, decreasing and constant.
0 to A: A to B: B to C:
C to D: D to E: E to F:
F to G: G to H: H to 6:

exploring more graphs
1. Janet takes a bath. The graph below shows the height of the water level in the bathtub
as time passes. The water runs into the bath at a constant rate. Study the graph and
describe what happens.
A BC D E
Water level
Time in minutes
2. The axes of the graph below are not labelled.

The vertical axis is the one
that goes from bottom to top.
The horizontal axis is the
one that goes from left to right.
(Axes is the plural of axis.)
(a) Which of the following sets of labels could fit the graph?
A: vertical axis: time passed; horizontal axis: distance from home
B: vertical axis: distance from home; horizontal axis: time passed
C: vertical axis: rainfall; horizontal axis: temperature
(b) Describe the story told by the graph, with the axes that you chose.

3. The graph below shows the distance that three athletes, A, B and C, covered in a
hurdles race in a certain time.
(a) Describe what happened during the race.
A hurdles race
400 A
B
C
Distance (metres)
60
Time (seconds)
(b) How far was the race?

(c) Which of the athletes, A, B or C, won the race?
(d) Did the best athlete of the three win? Explain your answer.
4. Identify the graphs (or parts of a graph) in questions 1, 2 and 3 above that are linear
and those that are non-linear.

5.4 Drawing graphs
1. Water is dripping at a constant rate into three containers, A, B and C, shown
below. Draw graphs to show how the height of the water in each container will
vary with time.
A B C
Height of water
Height of water
Height of water
Time Time Time
2. Draw a graph showing the height of the water level in the swimming pool below
if the pool is filled with a constant stream of water.
Water level
Cross-section of swimming pool Time

Water level
Time

3. Draw a graph of the speed of a racing car as it travels once around the track shown
below. S is the starting point.
Speed
Distance
4. The Western Cape gets rain during the winter months, but in summer it is usually
dry. Draw a global graph of the average rainfall in the Western Cape during one year.
Rainfall in mm
Months
5. Draw a graph of the following story:

During a rainstorm, Lydia put a measuring cup outside to measure the rainfall.
After 10 minutes of hard rain the water level was 10 mm. It started to rain softer,
and after 20 more minutes the water level was 15 mm.
When Lydia went back 10 minutes later, the level was 30 mm. An hour after the
storm started, the water level was still 30 mm.
40
35
Water level (mm)
30
25
20
15
10
5
0 10 20 30 40 50 60
Time in minutes

Chapter 6
Transformation geometry
In this chapter, you will revise the property of symmetry and practise identifying lines of
symmetry in geometric figures. You will then investigate how figures can be reflected,
rotated or translated, while the size and shape of the original figure remains the same. You
will also investigate how we can change the size of a figure, but still keep the angles of the
figure the same, to produce enlarged or reduced similar figures. In such figures, you will
work out the factor by which the original figure was resized.
6.1 Lines of symmetry..................................................................................................... 59

6.2 Original figures and their images............................................................................... 62
6.3 Translating figures..................................................................................................... 62
6.4 Reflecting figures...................................................................................................... 66
6.5 Rotating figures......................................................................................................... 71
6.6 Enlarging and reducing figures.................................................................................. 75
CHAPTER 6: TRANSFORMATION GEOMETRY 57


6 Transformation geometry
6.1 Lines of symmetry
what is the line of symmetry?
In the diagrams below, the red dotted lines divide the arrows into two parts. In which
diagram does the red dotted line divide the arrow into two parts that are exactly the
same?
Arrow A Arrow B
If you were to cut out arrow A and fold it along the

red dotted line, the two parts would fit perfectly on
top of one another (all edges would match). The
fold line is called a line of symmetry or an axis
of symmetry.
A line or axis of symmetry is a line that divides a
figure into two parts that have an equal number of
sides, and all the corresponding sides and angles
are equal. The two parts on either side of the line of
symmetry are mirror images of each other. We also
say the parts are congruent. Congruent figures are
A geometric figure can have no line of figures that are the same size
symmetry, one line of symmetry, or more than one and shape. All the sides and
angles of the figures match.
line of symmetry.
CHAPTERCHAPTER
1: NUMERIC
6: TRANSFORMATION
AND GEOMETRIC PATTERNS
GEOMETRY
1 59

identifying lines of symmetry
1. (a) Make a tick next to each figure in which the red line is a line of symmetry.
(b) In the figures where the red line is not a line of symmetry, draw in a line of
symmetry if this is possible. If there is more than one line of symmetry, draw it
in too. If a figure doesn’t have any lines of symmetry, write this above the figure.

A B
C D
E F

2. Draw lines of symmetry in the following geometric figures. Also write down how
many lines of symmetry there are in each figure.
A B
C D
E F

3. In each diagram, the dotted line is the axis of symmetry. Complete each figure.
A B
6.2 Original figures and their images

Figures can be moved around in different ways – they can be shifted, swung around
and turned over. When the movement is done, the figure in its new position is called
the image of the original figure.
Figures can be moved in three ways: through

translation, reflection and rotation. These
transformations are often referred to as “sliding”
(shifting), “flipping” (turning over) and “turning”
(swinging) respectively.
6.3 Translating figures

Here are two original figures and their images after the figures were translated:
J J' D G
E F
Original
K L K' L'
D' G'
Original Image
E' F'
Image

When we name the image, we use the same letters for the points that correspond to
those of the original figure, but we add the prime symbol ( ' ) after each letter. The image
of ∆JKL is ∆J'K'L'. The image of parallelogram DEFG is parallelogram D'E'F'G'.
investigating the properties of translation
In a translation, all the points on the figure move in the same direction by the same
distance. For example, look at ∆JKL on the previous page. All of its points have moved
6 units to the right. Also look at parallelogram DEFG on the previous page. All of its
points have moved 3 units to the right and 5 units down.
1. Look at ∆ABC below.

(a) Translate each of the points A, B and C 5 units to the right and 2 units down.
Then join the translated points to form the image ∆A'B'C'.
A B
Look at the completed translation.

(b) Are the side lengths of the original triangle and those of its image the same?
(c) Is the area of the original triangle the same as the area of its image?

2. Look at ∆PQR below.
(a) Translate each of the points P, Q and R 4 units to the right and 2 units up.
Then join the translated points to form the image ∆P'Q'R'.
Original
P
R
(b) Join point P and its image, point Q and its image, and point R and its image.
(c) Are the line segments that join the original points to their image points equal
in length?
(d) Are the line segments that join the original points to their image points
parallel?
Properties of translation
Q'
Use the diagram on the right to check if the
following is true: Q
• The line segments that connect the vertices Image
of the original figure to those of the image P'
are all equal in length: R'
PP' = RR' = QQ' Original
P
• The line segments that connect the vertices R
of the original figure to those of the image
are all parallel to one another:
PP' || RR' || QQ'
• When a figure is translated, its shape and
size do not change. The original and its
image are therefore congruent.

practise translating figures
1. Translate the following figure 8 units to the left and 2 units down.
I
M
N
J
L
2. Translate the following figure 6 units to the right and 1 unit down.
A G
C B F
D E
3. Describe the translation in each of the following diagrams:
(a)
P P'
Q Q'
R R'
Original Image
S S'

(b) (c)
P A'
Q
Original
Image D'
A
B'
R S
P' C'
Original D
Q' B
Image
C
R' S'
6.4 Reflecting figures

When a figure is reflected, it is flipped or turned over. The image that is produced is the
mirror image of the original figure. The line of reflection is like a mirror in which the
original figure is reflected.
The image is produced on the opposite side of the line of reflection. Each point on
the original figure and its corresponding point on the image are the same distance away
from the line of reflection.
investigating the properties of reflection
The diagrams below and on the next page show examples of figures that have been
correctly and incorrectly reflected in the lines of reflection.
Correct reflection Incorrect reflection
A A' A A'
B C C' B' B C C' B'
Line of reflection Line of reflection

D F D F
E E

E' D' F'
D' F' E'
G K G K K' G'
K'
H H H'
G'

H'
1. Write down the distance from each of the following points to the line of reflection.
Original figure Correct reflection Incorrect reflection

A: 2 units A': A':
B: B': B':
C: C': C':
D: D': D':
E: E': E':
F: F': F':
G: G': G':
H: H': H':
K: K': K':

2. Look at each set of correct reflections.
(a) Are the side lengths of the image the same as those of the original figure?
(b) Are the size and shape of the image the same as the size and shape of the
original figure?
3. (a) In each diagram showing the correct reflection, draw a dotted line to join each
point on the original figure to its corresponding reflected point (A to A', B to B',
C to C' and so on).
(b) Is the line that joins the original point to its correct reflection perpendicular
to the line of reflection?
4. (a) In each diagram showing the incorrect reflection, draw a dotted line to join
each point on the original figure to its corresponding reflected point.
(b) Is the line that joins the original point to its incorrect reflection perpendicular
to the line of reflection?
Properties of reflection Line of reflection

The diagram on the right shows ∆FHG and F G
its reflection ∆F'H'G'. Notice the following Original
E
properties of reflection:
• The image of ∆FHG lies on the opposite G'
H C
side of the line of reflection.
• The distance from the original point to
D
the line of reflection is the same as the Image
distance from the reflected point to the F'
line of reflection: GE = G'E; FC = F'C and H'
HD = H'D
• The line that connects an original point to its
image is always perpendicular (⊥) to the line of
reflection: HH' ⊥ line of reflection; FF' ⊥ line of
reflection, and GG' ⊥ line of reflection.
• When a figure is reflected, its shape and size do
not change. The original and its image are
therefore congruent.

practise reflecting figures
1. Reflect the following figures in the given line of reflection. (Hint: First reflect the
points; then join the reflected points.)
(a)
Line of reflection
H
E
(b)
D F H
C I
E G
K J
Line of reflection

(c)
K O Line of reflection
L
N
2. Draw the line of reflection.

(a) (b)
C G I'
Original
D F Image G'
E G
E' H'
D' F' Original

Image I
H
C' G'
(c)
A' A
Image Original
D' B' B D
C' C

6.5 Rotating figures
When a figure is rotated it is turned in a clockwise
direction or in an anticlockwise direction around a
particular point. This point is called the centre of
rotation and could be inside the figure or outside Clockwise Anticlockwise
of the figure.
The following diagrams show ∆ABC rotated In this case, about means
90° clockwise and 90° anticlockwise about different “around”.
centres of rotation.
Centre of rotation is at C Centre of rotation is at B

B' 90°
A'' C'' anticlockwise
90°
clockwise A
A
C' B
B A'
C'' C B'' B' C
A''
90° 90°
anticlockwise clockwise
C' A'
B''
Centre of rotation is at A Centre of rotation is at P
B' A'' C'' 90°

anticlockwise
90° A
clockwise
C' A' A C''
A'' B'' B
P
C
B'
B C
90°
90° clockwise
anticlockwise B''
C' A'

investigating the properties of rotation
In the following diagrams, the centre of rotation is point A. ∆PRS has been rotated
anticlockwise through 90° about point A.
P
1. Lines have been drawn to join A to
point S, and A to point S'.
(a) Measure the distance from
Original S
A to S.
R
(b) Measure the distance from A
A to S'. Centre of
S'
rotation
(c) What do you notice about the

distances in (a) and (b) above? P'
Image
(d) Measure the size of the angle

SAS'. What do you notice?
R'
2. Lines have been drawn to join

P
A to P, and A to P'.
(a) Measure the distance from
A to P.
Original S
(b) Measure the distance from R

A to P'.
A
S' Centre of
(c) What do you notice about the rotation
distances in (a) and (b) above?
P'
Image
(d) Measure the size of the angle
PAP'. What do you notice?
R'

3. Lines have been drawn to join A to R,
P
and A to R'.
(a) Measure the distance from A to R.
Original S
(b) Measure the distance from A to R'.
R
A
(c) What do you notice about the Centre of
S'
distances in (a) and (b) above? rotation
(d) Measure the size of the angle RAR'. Image

P'
What do you notice?
R'
4. In any of the diagrams in questions 1 to 3 above, measure the sides of the original
triangle and the corresponding sides of the image. What do you notice?
Properties of rotation
• The distance from the centre of rotation to
any point on the original is equal to the A C
distance from the centre of rotation to the
corresponding point on the image. In the
diagram on the right: PA = PA', PB = PB' P
and PC = PC'. B C' (Centre of
rotation)
• The angle formed by the connecting lines
between any point on the original figure, the
centre of rotation and the corresponding point
on the image is equal to the angle of rotation.
A' B'
For example, if the image is rotated through
90°, this angle will be equal to 90°. If the
image is rotated through 45°, the angle will
be 45°.
• When a figure is rotated, its shape and size do
not change.

practise rotating figures
1. Rotate triangle ∆ABC 90° clockwise

about point P as follows:
(a) Plot the image of each vertex on A
the grid. Remember:
• The image point must be the
same distance from P as the C
original point. B
• The angle that is formed between
the line connecting an original P
Centre of rotation
point to point P and the line
connecting its image point to
point P must be the same as the angle
of rotation. In this case, it must be 90°.
(b) Join the image points to create ∆A'B'C'.
2. Rotate KLMN 180° about point T.
T
L
Centre of
M rotation
3. Rotate ∆XYZ 90° anticlockwise about point F.
F Z
Centre of rotation

6.6 Enlarging and reducing figures
Enlarging a figure means that we make it bigger in a specific way. Reducing a figure
means that we make it smaller in a specific way. Enlarging or reducing figures is also
called resizing.
investigate the properties of enlargements and reductions
1. Look at the following rectangles and answer the questions below.
J M
A D E H
B C F G K L
(a) Rectangle EFGH:

How many times is FG longer than BC?
How many times is EF longer than AB?
(b) Rectangle JKLM:
How many times is KL longer than BC?
How many times is JK longer than AB?
When the lengths of all the sides of a figure are

multiplied by the same number to produce a
second figure, the second figure is an enlargement
or reduction of the first figure.
The number by which the sides are multiplied to
produce an enlargement or reduction is called the
scale factor. The scale factor in question 1(b)
above is 2. We say that figure ABCD has been
enlarged (or resized) by a scale factor of 2 to
produce figure JKLM.
Figure EFGH is not an enlargement of figure ABCD
because not all its sides have been increased by the
same scale factor.

The scale factor
• When the scale factor is 1, the image is the same
size as the original.
• When the scale factor is <1, the image is a
1
reduction. For example, if the scale factor is or
2
0,5, each side of the image is half the length of its
corresponding side in the original figure.
• When the scale factor is >1, the image is an
enlargement. For example, if the scale factor is 2,
each side of the image is double the length of its
corresponding side in the original figure.
2. Look at the following triangles and answer the questions that follow.
A
I
B C F G J K
(a) How many times is:

• FG longer than BC? • JK shorter than BC?
• EF longer than AB? • IJ shorter than AB?
• EG longer than AC? • IK shorter than AC?
(b) Is ∆EFG an enlargement of ∆ABC? Explain your answer.
(c) Is ∆IJK a reduction of ∆ABC? Explain your answer.
Similar figures If two or more figures are similar:

When figures are enlarged or reduced, the • their corresponding angles are
enlarged or reduced image is similar to the equal, and
original figure. ∆ABC, ∆EFG and ∆IJK above are • their corresponding sides are
all similar. We also say that the lengths of their longer or shorter by the same
scale factor.
corresponding sides are in proportion.

practise resizing figures
1. State whether the following scale factors will produce a larger or smaller image:
(a) 5 (b) 0,25
3
(c) 1,2 (d)

8
2. Enlarge the triangle below with a scale factor of 2.
3. Resize the following figure. Use a scale factor of 0,5.
1
4. Resize the figure below. Use a scale factor of .
3

5. (a) Which image below is similar to the original?
(b) State the scale factor by which it has been resized.
Original Image 1 Image 2
6. What scale factors were used to produce image 1 and image 2 from the original?
Image 1:
Image 2:
Original Image 1 Image 2

Chapter 7
Geometry of 3D objects
In this chapter, you will revise the work you have done on 3D objects in Grade 6. This
includes describing, sorting and comparing 3D objects by focusing on the number and
shapes of their faces, their number of vertices and their number of edges. The 3D objects
you will work with in this chapter are cubes, rectangular prisms, triangular prisms, pyramids
and cylinders.
After classifying various 3D objects, you will build cardboard or paper models of
different cubes and prisms. In order to do this, you will need to know how to draw nets
(or flat patterns) for these 3D objects. As you do the drawings of the nets of the 3D objects
and as you construct the objects, you will find that you have to think carefully about which
sides of the shapes in the net have to match up. This will give you clues about how long
each of these sides has to be.
7.1 Classifying 3D objects............................................................................................... 81

7.2 Prisms and pyramids................................................................................................. 83
7.3 Describing, sorting and comparing 3D objects.......................................................... 86
7.4 Nets of 3D objects.................................................................................................... 88
7.5 Using nets to construct cubes and prisms.................................................................. 93
CHAPTER 7: GEOMETRY OF 3D OBJECTS 79


7 Geometry of 3D objects
7.1 Classifying 3D objects
There are two main groups of objects with three dimensions (length, width and
height), namely those with curved surfaces and those with flat surfaces. Spheres
(balls), cylinders and cones are examples of objects with curved surfaces. Objects with
only flat surfaces are called polyhedra.
Examples of objects with curved surfaces Examples of objects with flat surfaces only
what is a polyhedron?
A polyhedron is a three-dimensional object (or 3D object) made of flat surfaces only. It
has no curved surfaces. It consists of faces, edges and vertices.
A face is the flat surface of a 3D object. We say: one polyhedron;

An edge is the segment where two faces of a two or more polyhedra.
polyhedron intersect. We say: one vertex; two or
more vertices.
A vertex is the point where the edges meet.
Faces Edges Vertices
CHAPTER 1: NUMERIC
CHAPTER 7:
ANDGEOMETRY
GEOMETRIC
OF 3D
PATTERNS
OBJECTS
1 81

A cube has 6 faces, 12 edges and This pyramid has 5 faces, 8 edges and
8 vertices. 5 vertices.
identifying and describing 3D OBJECTS
1. Identify parts (a) to (d) on the figure correctly. (a)

(b)
(a) (b)
(c) (d)
(c) (d)
2. Which of the following objects are polyhedra?

(a) (b) (c)

(d) (e) (f)
3. How many faces, edges and vertices does each of the following polyhedra have?

(a) (b) (c)
Faces: Faces: Faces:

Edges: Edges: Edges:
Vertices: Vertices: Vertices:
4. Six learners each used play dough to make a 3D object. Use the descriptions on the
next page to match each 3D object to the learner who made it.

(a) (b) (c)

(d) (e) (f)
• Tumi’s object has 6 vertices and 5 faces.

• Debbie’s object has 8 vertices and 12 edges.
• Brad made an object that has 7 faces and 10 vertices.
• Xola made an object with no vertices.
• Mpuka’s object has 8 edges and 5 faces.
• Maggie made an object with 2 circles and no vertices.
7.2 Prisms and pyramids

difference between prisms and pyramids
Prisms and pyramids are two special groups of polyhedra.
Prisms
A prism is a polyhedron with two faces that are Congruent means exactly
congruent and parallel polygons. These faces are the same shape and size.
called bases and they are connected by lateral Lateral faces are faces that
aren’t bases.
faces that are parallelograms.
In the case of right prisms the bases are connected by rectangles which are
perpendicular to the base and the top. This means the lateral faces of a right prism
make a 90° angle with the bases.
A prism is named according to the shape of its base. So a prism whose base is a
triangle is called a triangular prism; a prism whose base is a rectangle or square is called
a rectangular prism; and a prism with a pentagonal base is called a pentagonal prism.
Any pair of faces in a prism that are congruent and parallel can be the bases of that
prism. A cube is a special type of prism. It has 6 congruent faces; therefore any of its faces
can be a base.
Triangular prism Rectangular prism Pentagonal prism Cube

These are two oblique prisms – the one on the left is a triangular prism and the one on
the right is an oblique pentagonal prism.
Pyramids
apex
A pyramid has only one base. The lateral faces of a pyramid
are always triangles. These triangles meet at the same vertex
at the top. This vertex is called the apex of the pyramid. In a
right pyramid, the lateral faces are isosceles triangles.
There are many types of pyramids. The type of pyramid A triangular-based pyramid
is determined by the shape of its base. For example, a is also called a triangular
triangular-based pyramid has a triangle as its base, a pyramid; a square-based
square-based pyramid has a square as its base and a pyramid is also called
hexagonal-based pyramid has a hexagon as its base. a square pyramid; a
hexagonal-based pyramid
is also called a hexagonal
pyramid, etc.
Square-based pyramid Hexagonal-based pyramid

It has 5 faces: It has 7 faces:
1 square, 1 hexagon,
4 triangles 6 triangles
If a pyramid is not a right pyramid, it is called an oblique pyramid, like the two
shown below. The lateral faces of an oblique pyramid are not necessarily isosceles
triangles.

identifying prisms and pyramids
1. Shade the base of each of the following figures and write down whether it is a prism
or a pyramid. In some cases there is more than one possibility for the base.
B
A
A:
B:
C:
D D:
E:
C
F:
E
G:
H:
F G H
2. Join each 3D object with its correct name.
Hexagonal-based Triangular Square-based Cube Pentagonal prism

pyramid prism pyramid

7.3 Describing, sorting and comparing 3D objects
practise describing and classifying 3D objects
1. For each of the following 3D objects:

(a) name the object, and
(b) describe the number of faces it has and the shapes of these faces.

2. (a) Sort the 3D objects below into prisms, pyramids and cylinders by writing down
the correct letters.
Prisms:
Pyramids:
Cylinders:
(b) Further divide the prisms into three groups and name each group by writing
down the letters.
Cubes:
Rectangular prisms:
Triangular prisms:
C
A
D
E
G I
H
L M N
K
J

7.4 Nets of 3D objects
what is a net?
In mathematics, a net is a flat pattern that can be folded to form a 3D object. Different
3D objects have different nets. Sometimes the same 3D object can have different nets.
Here are examples of different 3D objects and their nets.
Triangular pyramid Rectangular prism Cube
In this section, you are going to focus on the net of a cube. In order for a net to form a
cube, it must consist of 6 equal squares. But not all net patterns that consist of 6 squares
will fold into a cube.
Only one of the nets below will fold into a cube. Write down which one it is.
A B
C D

a cube or not a cube
In order to decide whether or not a net will fold into a cube, you have to imagine what
will happen when you fold the net. Read through the following steps.
1. We can label the faces of a cube: bottom face (X), right face (R), back face (B), left
face (L), top face (T) and front face (F). We will use these terms in the rest of the steps.
B T
R L F
2. Start by choosing one square of the net as the bottom face (marked with an X).
3. Look at the square to the right of the X. (It is coloured blue.) If you fold the net on the
red line, the blue square will be the right face of the cube.
fold
4. Look at the next square to the left of the right face. If you fold this square on the red
line, it will become the front face of the cube.
R R
F
fold

5. Look at the square to the left of the
front face. It will fold to become the
left face of the cube. T
fold
6. The square to the left of the left face
of the cube will become the back B
face of the cube. R
R L L R
7. The last square will form the top. F F F
8. Therefore you can label the squares on the net as follows:
T
T B
B
L R
F
L R
9. Since each square on the net corresponds with a face of the cube, this net can be
folded into a cube.
identifying the nets of a cube
For each of the following nets, determine whether it will fold into a cube or not by
labelling the squares to match the faces of a cube.
1. 2.
3. 4.

nets of other 3D objects
1. In each of the following cases, label the faces on the net according to the labels on the
3D object.
(a) (b)
T
L B
B
L F R
R
F
(c)
L
R B
F
2. Decide whether the following nets will form 3D objects.
(a) (b)
(c) (d)

3. Identify the following nets:
(a) (b) (c)
(d) (e)
4. (a) Identify the shapes that the net on the right consists of.
A: A
B: B
C: H D
C
D:
G E
E: F
F:
G:
H:
(b) How many rectangular faces does the net have?

(c) How many other shapes does the net have? What are they?
(d) Will this form a pyramid or a prism?
(e) How do you know?
(f) Name the 3D object that the net will form.

5. Answer the following questions about this net.
(a) Which shapes does this net consist of?
(b) How many triangular faces does the net have?
(c) How many other shapes does the net have?
(d) Will this form a pyramid or a prism?
(e) How do you know?
(f) Name the 3D object that the net will form.
7.5 Using nets to construct cubes and prisms

how to draw a net of a prism
Look at the triangular prism alongside. Its faces are

2 right-angled triangles and 3 rectangles.
(Since the base has 3 edges, there will be 3 rectangles.) 5 cm
3 cm 11 cm
1. Draw a rectangle, which will be the bottom of the 4 cm
prism. Then add a right-angled triangle at the top
and a mirror image of the triangle at the bottom of the rectangle.

2. Draw the other two rectangles next to the centre one. The rectangle on the right
must fit onto the side opposite the right angle in the triangle when it is folded, so
that rectangle will be the biggest. The rectangle on the left is the smallest of the three
rectangles.
practise drawing nets and constructing 3d models
1. Complete the following nets:
(a)
(b)

2. Draw nets for the following objects:
(a)
(b)
(c)

3. (a) Copy each of the nets that you drew in questions 1 and 2 above onto
cardboard or paper.
(b) Cut out the nets, and fold and paste them to make each 3D object.
(c) Write down what you found difficult in making your 3D models and how you
overcame this difficulty.

Term 3
Revision and assessment
Revision............................................................................................................................. 98
• Numeric and geometric patterns.................................................................................. 98
• Functions and relationships 1..................................................................................... 100
• Algebraic expressions 1.............................................................................................. 101
• Algebraic equations 1................................................................................................. 102
• Graphs....................................................................................................................... 103
• Transformation geometry........................................................................................... 105
• Geometry of 3D objects............................................................................................. 109
Assessment...................................................................................................................... 111
TERM 3: REVISION AND ASSESSMENT 97

Revision
Show all your steps of working.
numeric and geometric patterns
1. For each of the following sequences, (i) describe in words the relationship between
the terms in the sequence, and (ii) use the relationship to find the next three terms
in the sequence.
(a) 23; 19; 15; …
(b) 0,1; 0,2; 0,4; 0,8; …
1 3 1
(c) ; ; 2 ;…
2 2 2
(d) 1; 4; 9; 16; …
(e) 2; 4; 7; 11; …
(f) 2; 9; 28; 65; …
(g) 21 200; 2 120; 212; …

2. Write down the first three terms of a sequence that fits the description given:
(a) Each term is 2,3 bigger than the previous term.
1
(b) Each term is smaller than the next term.
3
(c) Each term is half the previous term.
3. (a) Write down the values of a to d:
Term number 1 2 3 4 5 10
Value of the term 7,2 7,7 8,2 a 9,2 b
Term number 1 2 3 c d 7
Value of the term 1 3 9 81 243 729
(b) Explain how you obtained the values of b and d.
4. Below are the first three arrangements in a pattern created with matches.
1 2 3
(a) Complete the table below:
Number of the arrangement 1 2 3 4 15

Number of matches needed 3 5 121
(b) Write in words the rule that describes the number of matches needed for each
new arrangement.

functions and relationships 1
1. Use the formula for the area of a rectangle (A = l × b) to calculate the following:
(a) The area, if the length is 0,4 m and the breadth is 0,3 m
(b) The length, if the area is 12,4 cm2 and the breadth is 4 cm
(c) The breadth, if the area is 14,4 m2 and the length is 12 m
2. The formula for the total surface area of a π or pi (pronounced “pie”) is a

cylinder of base radius r and height h is: 22
number approximately equal to .
A = 2 × π × r2 + 2 × π × r × h 7
You will learn about pi in Grade 8.
Use this formula to calculate the surface area if
22
π = , the base radius is 7 cm and the height is 3 cm.
7
r
5
3. The formula for finding the temperature in degrees Celsius (°C) is C = × (F − 32),
9
where F is the temperature in degrees Fahrenheit (°F). What is the temperature in °C
if it is 59 °F?

algebraic expressions 1
1. If Skumbuzo is x years old, write down in terms of x the ages of the following
people:
(a) Suzie, who is 2 years older than Skumbuzo
(b) Mohau, who is two years older than Suzie
(c) Lintle, who is twice as old as Skumbuzo
2. The relationship between a girl’s age (y years old) and that of her mother is y + 27.
How old is the girl’s mother when the girl is 13 years old?
3. Write numbers in the boxes that make the statements true. All the numbers that you
fill in should be decimal numbers.
(a) If x = 4,5, then x + 7,7 =
(b) If x = 2,6, then 2 × x =

x
(c) If x = , then =
3
4. Match each computational instruction to the correct expression. The first one has
been done for you.
5−y
5
Add y to 5 y
Subtract 5 from y 5+y
Multiply y by 5 y−5
y
Divide 5 by y 5
Subtract 5 from y and multiply
y3
the answer by 5
Cube y 5×y
y2
5 × (y − 5)

algebraic equations 1
1. Write an equation (an open number sentence) that fits the given description:
(a) Christian is x years old, his best friend Refilwe is y years old, and the sum of their
ages is 27.
(b) Car a is R5 000 cheaper than car b.
2. Here is an equation: 3 + c = d
(a) Write down a pair of numbers that makes the equation true.
(b) Write down a different pair of numbers that makes the equation true. The
numbers should be common fractions.
3. Solve for x:
80
(a) x − 6 = 15 (b) 3 × x = 45 (c) =4
x
4. You are given that 3 × x + 5 = 11. Write down the value of:
(a) 3 × x + 4 (b) (3 × x + 5)2
5. If d = c3 + 12, calculate the value of d when c has a value of:

(a) 3 (b) 6

graphs
1. Study the following graph, showing the distance travelled by a car on the N1, and
then answer the questions that follow:
600
500
400
Distance
(km) 300
200
100
0
0 1 2 3 4 5 6
Time (hours)
(a) Ahmed says, “This is a linear graph.” Is he correct? Explain your answer.
(b) Sindi says the graph is increasing. Is she correct? Explain your answer.
(c) How far has the car travelled after 1,5 hours?
(d) Complete the following table of values by reading off from the graph:
Time (hours) 1 2 3 4 5 6
Distance (km)
(e) If the car continued in the same way as shown on the graph, how far will it have
travelled after 10 hours?

2. Study the following graph, showing the average maximum temperatures in Cape
Town, and then answer the questions that follow:
30
25
20
Temperature (˚C)
15
10
0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Months

(a) Describe the trend in the maximum temperatures from February to June.
(b) Describe the trend in the maximum temperatures from June to August.
(c) Describe the trend in the maximum temperatures from August to October.
(d) Which is the hottest month in Cape Town?
What is the average maximum temperature in this month?
(e) Write down the names of the coldest months in Cape Town.
What is the average maximum temperature during these months?

3. Draw graphs that fit each of the following descriptions. Label the axes. You don’t
have to show any values on the axes.
(a) A speed-time graph for a vehicle (b) A temperature-time graph for one day
travelling at a constant speed (midnight to midnight) in Durban

transformation geometry
1. (a) Make tick marks in the relevant boxes in this table, to show which
transformations will produce congruent figures:
Translation Reflection Rotation Enlargement

Congruent figures
(b) Which of the transformations will produce similar figures that are not congruent?
2. Perform the described transformation on shape ABC on each of the following grids,
and label the image vertices A', B' and C':
(a) Translation of 2 units to the left and 1 unit down
B C

(b) Reflection in the dotted line
B C
(c) Rotation of 90° clockwise around vertex A
B C

(d) Enlargement of factor 2, with vertex B as the centre of enlargement
B C
3. Describe in as much detail as possible the single transformation which maps

triangle A onto:
(a) triangle B
(b) triangle C.

4. In this image, quadrilateral ABCD has been enlarged to quadrilateral AEFG:
E G
B D
(a) Write down the factor of enlargement.

(b) What kind of quadrilateral is ABCD?
(c) What kind of quadrilateral is AEFG?
(d) Are the two quadrilaterals (ABCD and AEFG) congruent, or are they similar, or
both?
5. Consider the square grid below, with some blocks shaded in.
(a) How many lines of symmetry does the shape have?

Draw them in on the diagram, using dashed lines.

(b) Shade in some more blocks on the grid below so that the shape has exactly two
lines of symmetry.
(c) Shade in some blocks on the grid below so that the shape has exactly one line
of symmetry.
geometry of 3D objects
1. What is the name of the solid (3D object) that:

(a) has only square faces?
(b) has a combination of square faces and triangular faces?
(c) has 3 faces and no vertices?
(d) has 4 triangular faces only?
2. (a) Complete the table.
Number of Number of Number of

faces vertices edges
Rectangular prism
Triangular prism

(b) Euler was a Swiss mathematician who lived in the 18th century. He noticed that
the number of faces (F) plus the number of vertices (V) minus the number of
edges (E) is almost always equal to 2 for solids. Thus: F + V − E = 2.
Check whether Euler’s formula works for the two prisms in question (a). Show
all your working.
3. Study the image below, showing the net of a dodecahedron:
Write down the number of faces and vertices a dodecahedron has.
4. On the grid below, draw a possible net for a rectangular prism that is 4 blocks long,
3 blocks wide and 2 blocks high.


Assessment
In this section, the numbers in brackets at the end of a question indicate the number of
marks that the question is worth. Use this information to help you determine how much
working is needed.
The total number of marks allocated to the assessment is 50.
1. For each sequence, (i) describe in words the relationship between the terms in the
sequence, and (ii) use the relationship to find the next three terms in the sequence:
(a)
28,3; 31,1; 33,9; … (2)
2 6 18
(b) ; ; (2)
5 5 5
2.
(a)
Complete the table. (2)
Term number 1 2 3 4 7
Value of the term 0 3 8 15 143
(b) Describe in words the rule by which you could find any term in the sequence
shown in the table. (1)
3. (a) If a = b3 − (2 × c2 + 8), what is the value of a if b = 5 and c = 4?(3)
4 × s − a2
(b)
Use the formula p = to calculate the value of t if p = 36, s = 45
t
and a = 6.(2)

4. A soccer ball costs x rand. Write down in terms of x the costs of the following items:
(a) five soccer balls
(b) a rugby ball that costs twice as much as the soccer ball
(c) a dress that costs R150 more than the soccer ball
(d) three soccer balls and a dress (4)
5. Solve for x:
x
(a) x + 18 = 52 (b) 5 × x = 60 (c) = 12 (3)
3
6. You are given that 2 × x + 8 = 15. Write down the value of 2 × x + 10. (1)
7. Study the following graph, showing the average minimum temperatures in Cape
Town, and then answer the questions that follow:
18
16
14
Temperature (˚C)
12
10
8
6
4
2
0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Months

(a) Describe the trend in the minimum temperatures from July to December. (1)
(b) Which month has the lowest minimum temperature, and what is the average
minimum temperature in this month? (2)
(c) Write down the names of the months with the highest minimum
temperatures, and their average minimum temperatures. (2)

8. Draw graphs that fit each of the following descriptions. Remember to label the axes.
You don’t have to show any values on the axes.
(a) A graph for the total cost of different (b) A speed-time graph for a vehicle
masses of stewing beef (2) that is accelerating (2)

9. Perform the described transformation on shape ABC and label the image vertices A',
B' and C':
(a) Translation by 3 units to the right and 2 units up (2)
B C

(b)
Reflection in the dotted line (2)
B C
(c)
Rotation of 90° clockwise around vertex C (2)
B C

10. (a) Draw in all the lines of symmetry (use dashed lines) on the following shape. (2)
(b) Add one line from one side of the shape to the other to each of the following
diagrams, so that the shape has:
(i) exactly one line of symmetry (1)

(ii)
no lines of symmetry (1)


11.
Complete the table. (4)
Number of faces Number of vertices Number of edges

Cube
Square-based
pyramid
12. (a) On the grid below, draw a net for a cube which has a side length of 2 units. (3)
(b) On the grid below, draw a completely different net for the same cube. It should
not simply be, for example, a rotated or reflected version of the one you drew in
question (a). (3)

Chapter 8
Integers
In this chapter you will work with numbers smaller than 0. These numbers are called
negative numbers. Mathematicians have agreed that negative numbers should have
certain properties that will make them useful for various purposes. You will learn about
these properties and how they make it possible to do calculations with negative numbers.
8.1 The need for numbers called integers...................................................................... 119

8.2 Finding numbers that make statements true........................................................... 125
8.3 Adding and subtracting integers............................................................................. 128
CHAPTER 8: INTEGERS 117

Do what you can.
5 − 0 =? 5 − 7 =? 5 + 5 =?
5 − 1 =? 5 − 6 =? 5 + 4 =?
5 − 2 =? 5 − 5 =? 5 + 3 =?
5 − 3 =? 5 − 4 =? 5 + 2 =?
5 − 4 =? 5 − 3 =? 5 + 1 =?
5 − 5 =? 5 − 2 =? 5 + 0 =?
5 − 6 =? 5 − 1 =? 5 +? =?
5 − 7 =? 5 − 0 =? 5 +? =?
5 − 8 =? 5 −? =? 5 +? =?
5 − 9 =? 5 −? =? 5 +? =?
5 − 10 = ? 5 −? =? 5 +? =?
5 − 11 = ? 5 −? =? 5 +? =?
5 − 12 = ? 5 −? =? 5 +? =?
5 − 13 = ? 5 −? =? 5 +? =?

8 Integers
8.1 The need for numbers called integers
Numbers are used for many different purposes. We use numbers to say how many
objects there are in a collection, for example the number of desks in a classroom. For
this purpose we use the counting numbers 1, 2, 3, 4 . . . Numbers are also used to
describe size, for example the lengths of objects. For this purpose we need more than the
counting numbers, we also need fractions. Another purpose of numbers is to indicate
position, for example the position of the right end of the red line on the pictures below.
Numbers also occur as the solutions to equations, and the natural numbers and
fractions do not provide solutions for all equations. For example, there is no natural
number or fraction that is the solution to the equation 10 − x = 20. The number that
provides the solution to this equation must have the property that when you subtract it,
it has the same effect as when you add 10!
With a view to have numbers that can serve more purposes than counting and
measuring, mathematicians have decided to also think of another kind of numbers
which are called integers. The integers include the natural numbers, but for each
natural number, for example 24, there is also another number called the additive
inverse. For example, −24 is the additive inverse of 24. When you add a number to its
additive inverse, the answer is 0. For example, 24 + (−24) = 0.
saying how cold it is
One of the uses of integers is for the measurement of temperature. If we say that the
temperature is 0 when water freezes to become ice, we need numbers smaller than 0 to
describe the temperature when it gets even colder than when water freezes. When water
starts boiling, its temperature is 100 degrees on the scale called the Celsius scale.
Liquids expand when heated, and shrink when cooled down. So when it is warm, the
liquid in a thin tube may almost fill the tube:
When it is cold, the column of liquid will be quite short.
This property of liquid is used to measure temperature, and an instrument like the above
is called a thermometer.

This is what a thermometer will show when it is put in water that is boiling. It shows a
temperature of 100 degrees Celsius, which is written as 100 °C.
–80 –60 –40 –20 0 20 40 60 80 100 120 140 160 180 200 220
On the diagram below, you can see what a thermometer will show if it is in water that is
starting to freeze. It shows a temperature of 0 °C.
–80 –60 –40 –20 0 20 40 60 80 100 120 140 160 180 200 220
On the next diagram you can see what a thermometer will show when the temperature
is −40 °C, which is colder than any winter night you may have experienced.
–80 –60 –40 –20 0 20 40 60 80 100 120 140 160 180 200 220
1. Write down the temperature that is shown on each of the thermometers below.
–80 –60 –40 –20 0 20 40 60 80 100 120 140 160 180 200 220
(a)
–80 –60 –40 –20 0 20 40 60 80 100 120 140 160 180 200 220
(b)
–80 –60 –40 –20 0 20 40 60 80 100 120 140 160 180 200 220
(c)
–80 –60 –40 –20 0 20 40 60 80 100 120 140 160 180 200 220
(d)
–80 –60 –40 –20 0 20 40 60 80 100 120 140 160 180 200 220
(e)
–80 –60 –40 –20 0 20 40 60 80 100 120 140 160 180 200 220
(f)

2. (a) The temperature of water in a pot is 20 °C. It is heated so that it gets 30 °C
warmer. What is the temperature of the water now?
(b) The temperature of water in a bottle is 80 °C. During the night it cools down to
30 °C. By how much has it cooled down?
(c) In the middle of a very cold winter night the temperature outside is −20 °C.
At nine o’clock in the morning it has become 30 degrees warmer. What is the
temperature at nine o’clock?
3. (a) The temperature is 8 °C. What will the temperature be if it gets 10 degrees
colder?
(b) The temperature is 8 °C. What will the temperature be if it gets 20 degrees
colder?
(c) The temperature is −8 °C. What will the temperature be if it gets 10 degrees
warmer?
(d) The temperature is −24 °C. What will the temperature be if it gets 10 degrees
warmer?
4. Some numbers are shown on the number lines below. Fill in the missing numbers.
–9 –5 –4 –2 –1 0 1 2 3 4 9
0 1 2 3
–10 –5 0 5 10 15
saying how much money it is
Simon is in Grade 5. He saved money in a tin. When he turned 10, his grandmother
gave him R100. He also opened his savings tin on his tenth birthday and there was
R260 in the tin. Simon was very happy. He said to himself: “I am very rich!”
Simon decides to buy some things that he has always wanted. This is what he decides
to buy:
• a soccer ball at R160
• a pair of sunglasses at R180
• a book about animals at R90
1. How much money did Simon have in total on the day that he thought he was
rich?

2. What is the total cost of the three items he wants to buy?
3. Simon decides to first buy the soccer ball only. How much money will he have after
paying for the soccer ball?
4. How much money will Simon have if he buys the soccer ball and the sunglasses?
5. How much money will Simon have if he buys the soccer ball and the sunglasses and
the book about animals?
Simon did these calculations while he was thinking about buying the various items:
R360 − R160 = R200
R200 − R180 = R20
R20 − R90 = (−) R70 ?
6. Fatima owns a small shop. One afternoon when she closed the shop, she had R120
cash, clients owed her R90, and she owed her suppliers R310. In Fatima’s view her
financial position was as follows: R120 + R90 − R310 = −R100.
(a) On another day, Fatima ended the business day with R210 cash, clients owed
her R180 and she owed her suppliers R160. What was her financial position?
(b) On another day, Fatima ended the business day with R150 cash, clients owed
her R130 and she owed her suppliers R460. What was her financial position?
About 500 years ago, some mathematicians proposed Mathematicians are people who
that a “negative number” may be used to describe the do mathematics for a living.
result in a situation like the above, where a number is Mathematics is their profession,
subtracted from a number smaller than it. like health care is the profession
of nurses and medical doctors.
For example, we may say 10 − 20 = (−10)
This proposal was soon accepted by other mathematicians, and it is now used all over
the world.

7. Continue the lists of numbers below to complete the table.
(a) (b) (c) (d) (e) (f) (g)

10 100 3 −3 −20 150 0
9 90 6 −6 −18 125 −5
8 80 9 −9 −16 100 −10
7 70 12 −12 −14 75 −15
6 60 15 −15 50 −20
5 50 −25
4 40
3 30
2 20
1 10
0 0
−1
8. Calculate each of the following:

(a) 16 − 20 = (b) 16 − 30 = (c) 16 − 40 =
(d) 16 − 60 = (e) 16 − 200 = (f) 5 − 1 000 =
9. Jeminah has R200 in a savings account and R40 in her purse. Her brother owes her
R50. How rich is she? In other words, how much money does she have?
10. Oops! Jeminah forgot that she borrowed R60 from her mother, and that she still has
to pay R150 for a dress she bought last month. So how rich (or poor) is she really? In
other words, how much money does she actually have?
11. In fact, Jeminah’s financial situation is even worse. She has received an outstanding
bill from her doctor, for R250. So how much money does she really have?

ordering and comparing integers
1. On a certain day the following minimum temperatures were provided by the weather
bureau:
Bethlehem −4 °C Bloemfontein −6 °C
Cape Town 7 °C Dordrecht −9 ºC
Durban 12 °C Johannesburg 0 °C
Pretoria 4 °C Queenstown −1 °C
Arrange the temperatures from the coldest to the warmest.
2. Place the following numbers on the number line as accurately as you can:
50; −2; −23; 5; −36
3. In each case, place the numbers in the boxes provided:
(a) 125 000; −178 000; −100 900; 180 500
–200 000 200 000
(b) −1 055 500; −1 010 100; −1 100 100; −1 032 800; −1 077 500
–1 111 000 –1 000 000
4. Insert one of the symbols > or < to indicate which number is the smaller of the two.
(a) 978 543

978 534 (b) −1 043 724 −1 034 724

(c) −864 026
−864 169 (d) −103 232 −104 326

(e) −710 742
710 741 (f) −904 700 −904 704

8.2 Finding numbers that make statements true
The numbers 1, 2, 3, 4 and so on that we use for counting are called the natural
numbers. Natural numbers are whole numbers – they do not contain fraction parts.
1. Is there a natural number that can be put in the brackets below to make the
statement true?
12 + ( ) = 17
2. In each case below, insert a natural number in the space between the brackets that
will make the statement true.
(a) 15 + ( ) = 21 Here is a different way to ask the
(b) 15 − ( ) = 10 same questions:
(a) What is x if 15 + x = 21?
(c) ( ) + 10 = 34 (b) What is x if 15 − x = 10?
(d) ( ) − 10 = 34 (c) What is x if x + 10 = 34?
(d) What is x if x − 10 = 34?
(e) 3 × ( ) = 18 (e) What is x if 3 × x = 18?
3. (a) Can you think of a natural number that will make this statement true?
2 × ( …. ) = 5
(b) Can you think of any other number that will make the statement true?
4. (a) Can you think of a natural number that will We normally think of adding
make this statement true? as making something bigger.
8 + ( …. ) = 5 Question 4(a) requires us to
change our mind about this.
(b) Can you think of any other number that
We have to consider the
will make the statement true?
possibility that adding a number
may make something smaller.
We are looking for a number that will make the following statement true:
8 + ( .… ) = 5
Consider this plan:
Let us agree that we will call this number negative 3 and write it as (−3).
If we agree to this, we can say 8 + (−3) = 5.
This may seem a bit strange to you. You do not have to agree now. But even if you do
not agree, let us explore how this plan may work for other numbers. What answers will a
person who agrees to the plan give to the following question?

(a) 10 + (−3) (b) 12 + (−3) What may each of the following
be equal to?
(c) 12 + (−5) (d) 10 + (−9)
5 + (−8)
(e) 8 + (−8) (f) 1 + (−1) (−5) + (−8)
You possibly agree that

5 + (−5) = 0 10 + (−10) = 0 and 20 + (−20) = 0
We may say that for each “positive” number there is a corresponding or opposite
negative number. Two positive and negative numbers that correspond, for example
3 and (−3), are called additive inverses. They wipe each other out when you add them.
When you add any number to its additive inverse,

the answer is 0. For example, 120 + (−120) = 0 The number zero is regarded as
So, the set of integers consists of all the natural an integer.
numbers and their additive inverses and zero.
6. Write the additive inverse of each of the following numbers:

(a) 24 (b)
−24
(c) −103 (d)
2 348
The idea of additive inverses may be used to explain why 8 + (−5) is equal to 3:
8 + (−5) = 3 + 5 + (−5) = 3 + 0 = 3
7. Use the idea of additive inverses to explain why each of these statements is true:
(a) 43 + (−30) = 13 (b) 150 + (−80) = 70
8. Calculate each of the following: Natural numbers can be

(a) 10 + 4 + (−4) (b) 10 + (−4) + 4 arranged in any order to add
and subtract them. It would
(c) 3 + 8 + (−8) (d) 3 + (−8) + 8
make things easy if we agree
that this should also be the case
9. Calculate each of the following: for negative numbers.
(a) 18 + 12 = (b) 12 + 18 =
(c) 2 + 4 + 6 = (d) 6 + 4 + 2 = (e) 2 + 6 + 4 =
(f) 4 + 2 + 6 = (g) 4 + 6 + 2 = (h) 6 + 2 + 4 =
(i) 6 + (−2) + 4 = (j) 4 + 6 + (−2) = (k) 4 + (−2) + 6 =
(l) (−2) + 4 + 6 = (m) 6 + 4 + (−2) = (n) (−2) + 6 + 4 =

(a) (−5) + 10 (b) 10 + (−5)
(c) (−8) + 20 (d) 20 − 8
(e) 30 + (−10) (f) 30 + (−20)
(g) 30 + (−30) (h) 30 + (−40)
(i) 10 + (−5) + (−3) (j) (−5) + 7 + (−3) + 5
(k) (−5) + 2 + (−7) + 4
11. In each case find the number that makes the statement true. Give your answer by
writing a closed number sentence.
(a) 20 + (an unknown number) = 50
Statements like these are also

(b) 50 + (an unknown number) = 20
called number sentences.
An incomplete number
sentence, where some numbers
(c) 20 + (an unknown number) = 10 are not known at first, is
sometimes called an open
number sentence:
(d) (an unknown number) + (−25) = 50 8 − (a number) = 10
A closed number sentence
is where all the numbers are
(e) (an unknown number) + (−25) = (−50) known:
8 + 2 = 10
12. Use the idea of additive inverses to explain why each of the following statements
is true:
(a) 43 + (−50) = −7 (b) 60 + (−85) = −25
Statements that are true for many different numbers
For how many different pairs of numbers can the following statement be true, if only natural
(positive) numbers are allowed?
a number + another number = 10
For how many different pairs of numbers can the statement be true if negative numbers are
also allowed?

8.3 Adding and subtracting integers
properties of integers
1. Calculate:
(a) 80 + (−60) = (b) 500 + (−200) + (−200) =
2. (a) Do you agree that 20 + (−5) = 15?

(b) What do you think 20 − (−5) should be?
We normally think of addition
and subtraction as actions that
have opposite effects: what the
one does is the opposite or
3. (a) Is 100 + (−20) + (−20) = 60, or does it equal
inverse of what the other does.
something else?
(b) What do you think (−20) + (−20) should be equal to?
4. Complete the following as far as you can:
(a) (b) (c)
5−9= 5+9= 9−3=
5−8= 5+8= 8−3=
5−7= 5+7= 7−3=
5−6= 5+6= 6−3=
5−5= 5+5= 5−3=
5−4= 5+4= 4−3=
5−3= 5+3= 3−3=
5−2= 5+2= 2−3=
5−1= 5+1= 1−3=
5−0= 5+0= 0−3=
5 − (−1) = 5 + (−1) = (−1) − 3 =
5 − (−2) = 5 + (−2) = (−2) − 3 =
5 − (−3) = 5 + (−3) = (−3) − 3 =
5 − (−4) = 5 + (−4) = (−4) − 3 =
5 − (−5) = 5 + (−5) = (−5) − 3 =

(a) 20 − 20 = (b) 50 − 20 =
(c) (−20) − (−20) = (d) (−50) − (−20) =
6. In each case suggest a number that may make the statement true. Also give an
argument to support your proposal.
(a) 20 + (a number) = 8
(b) 20 + (a number) = 28
(c) 20 − (a number) = 28
(d) 20 − (a number) = 12
Some history
The following statement is true if the number is 5:

15 − (a certain number) = 10
A few centuries ago, some mathematicians decided they wanted to have numbers that will also
make sentences like the following true:
15 + (a certain number) = 10
But to go from 15 to 10 you have to subtract 5.
The number we need to make the sentence 15 + (a certain number) = 10 true must have the
following strange property:
If you add this number, it should have the same effect as to subtract 5.
Now the mathematicians of a few centuries ago really wanted to have numbers for which such
strange sentences would be true. So they thought:
“Let us just decide, and agree amongst ourselves, that the number we call
negative 5 will have the property that if you add it to another number,
the effect will be the same as when you subtract the natural number 5.”
This means that the mathematicians agreed that 15 + (−5) is equal to 15 − 5.
Stated differently, instead of adding negative 5 to a number, you may subtract 5.

We may agree that subtracting a negative number
has the same effect as adding the additive inverse of
the negative number. If we stick to this agreement,
the following two calculations should have the
same answer:
10 − (−7) and 10 + 7
7. Calculate.
(a) 20 − (−10) = (b) 100 − (−100) =
(c) 20 + (−10) = (d) 100 + (−100) =
(e) (−20) − (−10) = (f) (−100) − (−100) =
(g) (−20) + (−10) = (h) (−100) + (−100) =
8. Complete the following as far as you can:
(a) (b) (c)
5 − (−9) = (−5) + 9 = 9 − (−3) =
5 − (−8) = (−5) + 8 = 8 − (−3) =
5 − (−7) = (−5) + 7 = 7 − (−3) =
5 − (−6) = (−5) + 6 = 6 − (−3) =
5 − (−5) = (−5) + 5 = 5 − (−3) =
5 − (−4) = (−5) + 4 = 4 − (−3) =
5 − (−3) = (−5) + 3 = 3 − (−3) =
5 − (−2) = (−5) + 2 = 2 − (−3) =
5 − (−1) = (−5) + 1 = 1 − (−3) =
5−0= (−5) + 0 = 0 − (−3) =
5−1= (−5) + (−1) = (−1) − (−3) =
5−2= (−5) + (−2) = (−2) − (−3) =
5−3= (−5) + (−3) = (−3) − (−3) =
5−4= (−5) + (−4) = (−4) − (−3) =
5−5= (−5) + (−5) = (−5) − (−3) =

9. In each case, state whether the statement is true or false and give a numerical
example to demonstrate your answer.
(a) Subtracting a positive number from a negative number has the same effect as
adding the additive inverse of the positive number.
(b) Adding a negative number to a positive number has the same effect as adding
the additive inverse of the negative number.
(c) Subtracting a negative number from a positive number has the same effect as
subtracting the additive inverse of the negative number.
(d) Adding a negative number to a positive number has the same effect as subtracting
the additive inverse of the negative number.
(e) Adding a positive number to a negative number has the same effect as adding
the additive inverse of the positive number.
(f) Adding a positive number to a negative number has the same effect as subtracting
the additive inverse of the positive number.
(g) Subtracting a positive number from a negative number has the same effect as
subtracting the additive inverse of the positive number.
(h) Subtracting a negative number from a positive number has the same effect as
adding the additive inverse of the negative number.
properties of operations
1. Calculate the following:

(a) (−3) + (−5) = (b) (−5) + (−3) =
(c) 5 + (−7) = (d) (−7) + 5 =
(e) (−13) + 17 = (f) 17 + (−13) =
(g) 15 + 19 = (h) 19 + 15 =
(i) (−21) + (−15) = (j) (−15) + (−21) =

In chapter 1 of Book 1 (which was about whole numbers) we said:
Addition is commutative: the numbers can be swopped around.
Or, in symbols: a + b = b + a, where a and b are whole numbers.
2. (a) Would you say addition is also commutative when the numbers are integers?
(b) Explain your answer.

(a) 9 − 5 = (b) 5 − 9 =
(c) (−7) − 3 = (d) 3 − (−7) =
(e) 15 − (−12) = (f) (−12) − 15 =
(g) (−40) − (−23) = (h) (−23) − (−40) =
4. (a) Do you think subtraction is commutative?
(b) Explain your answer.
In Book 1, chapter 1 we also said:

When three or more whole numbers are added, the order in which you perform the
calculations makes no difference. We say: Addition is associative.
5. Do you think addition is also associative when we work with integers? Investigate.

Chapter 9
Numeric patterns
In this chapter you will analyse, extend and form number patterns with integers, including
negative numbers.
9.1 Investigating and extending numeric patterns........................................................ 135

9.2 Making patterns from rules..................................................................................... 137
9.3 Making patterns from expressions........................................................................... 138
CHAPTER 9: NUMERIC PATTERNS 133

−100 −91 −82 −73 −64 −55 −46 −37
−100 −92 −84 −76 −68 −60 −52 −44
−100 −93 −86 −79 −72 −65 −58 −51
−100 −94 −88 −82 −76 −70 −64 −58
−100 −95 −90 −85 −80 −75 −70 −65
−100 −96 −92 −88 −84 −80 −76 −72
−100 −97 −94 −91 −88 −85 −82 −79
−100 −98 −96 −94 −92 −90 −88 −86
−100 −99 −98 −97 −96 −95 −94 −93
−100 −100 −100 −100 −100 −100 −100 −100
−100 −101 −102 −103 −104 −105 −106 −107
−100 −102 −104 −106 −108 −110 −112 −114
−100 −103 −106 −109 −112 −115 −118 −121
−100 −104 −108 −112 −116 −120 −124 −128
−100 −105 −110 −115 −120 −125 −130 −135
−100 −106 −112 −118 −124 −130 −136 −142
−100 −107 −114 −121 −128 −135 −142 −149
−100 −108 −116 −124 −132 −140 −148 −156

9 Numeric patterns
9.1 Investigating and extending numeric patterns
patterns in two directions
1. The numbers in each row of the table form a sequence, but not all the numbers
are given.
A 4 6 8 10
B 10 8 6 4
C 5 8 11 14
D 20 17 13 8
(a) Fill in the missing numbers.

(b) What is the constant difference in sequence A?
(c) What is the constant difference in sequence C?
2. The first term of a certain sequence is 100 and the constant difference is 20.
(a) What is the second term, and the third term, and the fourth term?
(b) What is the 10th term in this sequence?
A constant-difference sequence is formed by adding

the constant difference each time to form the next
term.
3. The first term of a certain sequence is 100 and the constant difference is −20.
(a) What is the second term, and the third term, and the fourth term?
(b) What is the 10th term in this sequence?
4. (a) What is the constant difference in sequence B in question1?
(b) What is the constant difference in sequence D in question1?
CHAPTER 1: NUMERIC
CHAPTER
AND GEOMETRIC
9: NUMERIC
PATTERNS 1 135
PATTERNS

5. The sixth terms of sequences E, F and G are given in the table. Fill in the other terms.
Term number 1 2 3 4 5 6 7 8 9
E with constant difference 10 30
F with constant difference −5 30
G with constant difference −10 30
6. Investigate each of the patterns below. Find the pattern and write the next four
terms in the sequence.
(a) 1 4 9 16 25

(b) 3 6 11 18 27

(c) 20 19 17 14 10

(d) 20 25 29 32 34

7. Make some numeric patterns of your own.
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)

9.2 Making patterns from rules
1. (a) Start at 30. Add −5 and write the answer. Add −5 again and write the answer.
Continue until you have a number sequence with 10 terms.
(b) Start at −30. Add −5 and write the answer. Add −5 again and write the answer.
(c) Start at −30. Add 5 and write the answer. Add 5 again and write the answer.
2. (a) The first term of a sequence is −10 and there is a constant difference of 5
between the terms. Write down the first ten terms of the sequence.
(b) The first term of a sequence is −10 and there is a constant difference of −5
between the terms. Write down the first ten terms of the sequence.
3. Choose a number to be your first term and another number to be a constant

difference. Write the first ten terms of your sequence.
4. Choose a number smaller than −10 to be your first term and another number to be a
constant difference. Write the first ten terms of your sequence.
5. Choose a number to be your first term and a negative number to be a constant

6. Choose a negative number to be your first term and another negative number to be a
constant difference. Write the first ten terms of your sequence.
7. Choose a number to be your tenth term and another number to be a constant

8. Choose a negative number to be your tenth term and another negative number to be
a constant difference. Write the first ten terms of your sequence.

9.3 Making patterns from expressions
x 0 1 2 3 4 5 6 7 8
2 × x − 10
(b) Do the output values of 2 × x − 10 in the above table form a pattern with a
constant difference? If they do, what is the constant difference?
(c) Complete the table.
x 0 1 2 3 4 5 6 7 8
3 × x − 20
(d) What is the constant difference in (c)?
(e) Complete the table.
x 0 1 2 3 4 5 6 7 8
2−3×x
(f) What is the constant difference in (e)?
(g) Complete the table.
x 0 1 2 3 4 5 6 7 8
1−2×x
(h) What is the constant difference in (g)?
2. Look at the pattern: −15; −19; −23; −27; −31; . . .

In this pattern, −19 is followed by −23 and −23 is followed by −27.
(a) What number in the pattern is followed by −19?
(b) What number in the pattern is followed by −31?
(c) In the pattern, −19 follows on −15 and −23 follows on −19.
What number follows on −31?

3. A certain pattern is formed by a common difference of 6.
(a) What number follows on 23 in this pattern?
(b) What number is followed by 23 in this pattern?
(c) What number follows on 47 in this pattern?
(d) What number is followed by 47 in this pattern?
Consider the sequence: 10 6 2 −2 −6 . . . . . . . . .

In this sequence, 2 follows on 6. They are called consecutive terms.
When one number follows another in a sequence

they are called consecutive terms.
4. Write down any two consecutive terms in the pattern formed by 2 × x + 3, when the
input numbers are consecutive whole numbers.
5. Each of the patterns below was formed by using one of the following expressions.
Establish which pattern belongs to each expression.
(a) 2 × x + 5
(b) 3 × x + 2
(c) 4 × x + 1
(d) 5 × x + 6
(e) 6 × x − 5
(f) 7 × x − 2
(g) 1 − 4 × x
(h) 5 − 5 × x
(i) −5 − 6 × x
A. 6 11 16 21 26 Expression
B. 13 17 21 25 29 Expression
C. 20 23 26 29 32 Expression
D. 1 −3 −7 −11 −15 Expression
E. 31 33 35 37 39 Expression
F. −20 −25 −30 −35 −40 Expression
G. 25 31 37 43 49 Expression
H. 26 33 40 47 54 Expression
I. −11 −17 −23 −29 −35 Expression

Sequence I in question 5 is a decreasing sequence; the numbers become smaller as the
sequence progresses:
–11 –17 –23 –29 −35
Sequence H is an increasing sequence; each term is bigger than the previous term:
26 33 40 47 54
6. (a) Which sequences in question 5 are increasing sequences?
(b) Which sequences in question 5 are decreasing sequences?
7. (a) By how much does sequence A increase from one term to the next?
(b) By how much does sequence B increase from one term to the next?
(c) Which of the sequences in question 5 increases by the biggest amount from
one term to the next, and by how much does it increase?
Sequence G increases by 6 from term to term, and sequence E increases only by 2.

We may say that sequence G increases faster than sequence E.
8. (a) Which of the sequences in question 5 decreases fastest?

(b) Which of the sequences in question 5 decreases slowest?
9. (a) Write 5 consecutive terms of a sequence which decreases faster than

sequence D in question 5.
(b) Write 5 consecutive terms of a sequence which increases slower than

sequence B in question 5.
10. (a) Each of the expressions below can be used to produce a sequence. Which of the
expressions will produce the sequence that increases fastest?
3 × x + 5 2 × x + 10 6 × x – 1 20 + 3 × x 4 × x − 9
(b) Think of a way in which you can test your answer, and do it.
11. In each case state whether the sequence will be decreasing or increasing.
10 + 3 × x 10 − 3 × x 10 × x + 3 3 × x − 10

Chapter 10
Functions and
relationships 2
The way in which an output number can be calculated is called the rule for the
relationship. The rule can be described in words or with a formula, and in some cases
with a flow diagram.
The work in this chapter builds on the work that you did last term, in chapter 2.
10.1 Relationships between variables.............................................................................. 143

10.2 Integers in the rules for relationships....................................................................... 146


10 Functions and relationships 2
10.1 Relationships between variables
different ways to represent the rule for a relationship
A relationship between two variables consists of two sets of numbers as shown in the two
rows of the table below. The first row contains the input numbers and the second row
contains the output numbers.
x 1 2 3 4 5 6 7 8 9
y 32 39 46 53 60 67 74 81 88
For the relationship shown in the table, any output number can be calculated by
multiplying the input number by 7 and adding 25 to the answer.
The way in which an output number can be The input numbers may also be
calculated is called the rule for the relationship. called the values of the input
The rule can be described in words or with variable, and the output
a formula, and in some cases with a flow numbers may also be called the
values of the output variable.
diagram.
The rule “multiply by 7 and add 25” can be represented with this flow diagram:
×7 + 25
The same rule can also be represented with the formula below:
y = 7 × x + 25
1. Calculate the value of 7 × x + 25 for each of the following values of x:

(a) x = 10 (b)
x = 20
(c) x = 5 (d)
x = 15
2. (a) What is the value of 3 × x − 5 if x = 10?

(b) What is the value of 3 × x − 5 if x = 20?
(c) What is the value of 3 × x − 5 if x = 25?
(d) What is the value of 3 × x − 5 if x = 100?
CHAPTER
CHAPTER
1: NUMERIC
10: FUNCTIONS
AND GEOMETRIC
AND RELATIONSHIPS 2 143
PATTERNS 1

3. Complete the table for the values of x and 3 × x − 5 given in the table.
x 0 1 2 5 15 50 200
3×x−5 61 595 994
4. When you worked out the input number that corresponds to the output number
994 in question 3, you solved the equation 3 × x − 5 = 994.
Write the equation that you solved when you worked out the input number that
corresponds to the output number 61.
5. (a) Express each of the rules below in words.
A ×5 +3

B –5 ×3

C ×3 –5

(b) Which of the above flow diagrams represent the same calculations as the
expression 3 × x − 5?
Instead of 3 × x − 5 we may write 3x − 5.

3x means 3 × x.
The multiplication sign can be left out.
Instead of 3 × (x − 5) we may write 3(x − 5).
6. (a) Which of the formulae below provide the same information as flow diagram B
in question 5?
y = 5x − 3 y = 3 + 5x y = 5(x − 3)
y = 3x − 5 y = 5x + 3 y = 3(x − 5)
(b) Which of the above formulae provide the same information as flow diagram A
in question 5?

formulae for tables
1. The table below shows the values of y that correspond to some of the given values
of x. In this case, the output numbers form a pattern with a constant difference if
the input numbers are the natural numbers.
x 1 2 3 4 5 6 7 8
y 13 21 37 45 53
(a) Find the output numbers that correspond to the input numbers 3, 7 and 8.
(b) Find the output numbers that correspond to the input numbers 20, 21 and 22.
(c) Which of the formulae below is the rule for the relationship between x and y in
the above table?
y = 10x + 3 y = 8x + 5 y = 6x + 7 y = 4x + 9 y = 2x + 11
2. Complete the tables below for the formulae in question 1(c).
x 1 2 3 4 5 6 7 8
10x + 3
x 1 2 3 4 5 6 7 8
8x + 5
x 1 2 3 4 5 6 7 8
6x + 7
x 1 2 3 4 5 6 7 8
4x + 9
x 1 2 3 4 5 6 7 8
2x + 11

3. In each table in question 2, the output numbers form a number pattern with a
constant difference between consecutive terms. What is the constant difference in
the pattern generated by each of the following expressions, when the input numbers
are consecutive natural numbers? Write your answers in the table below. Also fill in
the values of the expressions for x = 0 in the last column.
Constant difference between Value of the expression

Expression
output numbers for x = 0
2x + 11
4x + 9
6x + 7
8x + 5
10x + 3
4. What do you think the constant differences between consecutive output numbers,
and the values of the expressions for x = 0 may be in each of the following cases,
when the input numbers are consecutive natural numbers?
Constant difference between Value of the expression

Expression
output numbers for x = 0
5x + 7
3x + 10
12x + 5
5x − 5
(−10x) + 3
10.2 Integers in the rules for relationships

rules that may look strange at first
1. Complete the flow diagrams.
A. 5 ×3 –5 B. 5 ×3 + (–5)
C. 5 –3 ×5 D. 5 + (–3) ×5
E. 5 ×3 – (–5) F. 5 × 3 +5

2. Describe each rule in question 1 in words, for example
“multiply by 6 and then add −3”.
A.
B.
C.
D.
E.
F.
The rule multiply by 6 and subtract the answer from 100 can be expressed with the formula
y = 100 − 6x. This formula can also be written as y = 100 + (−6x) or as y = (−6x) + 100.
The brackets around the −6x can be left out, so the last formula above can also be
written as y = −6x + 100.
3. Calculate y if y = −10x + 3, for each of the following values of x:

(a) x = 5 (b) x = 10
(c) x = 20 (d) x = 1
4. Describe each of the rules in question 1 with a formula, for example y = 5x + 8.

A. B.
C. D.
E. F.
5. In each case below, predict which of the different expressions will produce the
same results. You will test your predictions later, and can then mark your own
answers for this question.
(a) 20 − 5x 5x − 20 (−5x) + 20 20 + (−5x)
(b) 20 + 5x 5x + 20 20x + 5 20 − (−5x) 5(x + 4)
(c) 5x − 20 20x − 5 (−20) − (−5x) −((−5x) + 20)

6. Complete the table below and then use the results to carefully check your answers
to question 5.
x 0 1 5 10 100
20 − 5x
5x − 20
(−5x) + 20
20 + (−5x)
20 + 5x
5x + 20
20x + 5
20 − (−5x)
5(x + 4)
5x − 20
20x − 5
(−20) − (−5x)
−((−5x) + 20)
7. In each case below, use your results in the above table or other methods to establish
for which values of x the two expressions have the same value(s).
(a) 20 − 5x and 20 + 5x
(b) 20 − 5x and (−5x) + 20
(c) 5x − 20 and (−20) − (−5x)
(d) 5(x + 4) and 5x − 20
(e) 20 + 5x and 20 − (−5x)

Chapter 11
Algebraic expressions 2
You already know that an algebraic expression is a computational procedure. It tells you
what calculations you must do with the value of one variable, to produce the value of
another variable. In this chapter, we extend the work you have already done to include
algebraic expressions with integer constants, including negative numbers.
11.1 Interpret rules to calculate values of a variable......................................................... 151

11.2 Slightly different kinds of rules................................................................................ 154

45 −228
41 −208
37 −188
33 −168
29 −148
25 −128
(−3) − 5 × x =
21 −108
17 −88
13 −68
9 −48
5 −28
1 −8

11 Algebraic expressions 2
11.1 Interpret rules to calculate values of a variable
rules in verbal and symbolic form
1. Do this to each of the numbers in the top row of the table, and write your answers
in the bottom row: multiply the input number by 20 and add 50 to the answer.
x 1 2 3 4 5 6 7 8 9
y
The sentence multiply the input number by 20 and add 50 to the answer is the rule that
describes how the output number that corresponds to each input number in the above
relationship between the variables x and y can be calculated.
The same rule can be described with the algebraic If there are no brackets in an
expression, multiplication is
expression 20x + 50. In this expression, the symbol
done first, even if it appears
x represents the input variable (the values of x). The
later in the expression like in
numbers 20 and 50 are constant; they remain the 30 + 5x.
same for all the different values of x. If there are brackets in an
The rule add 50 to the input number and multiply the algebraic expression, the
answer by 20 can be described with the expression operations in brackets are to
be done first.
20(x + 50).
2. Describe each of the following rules in words.

(a) 15x + 30
(b) 30 + 15x
(c) 15(x + 30)
(d) 15(x + 2)
(e) 15x − 30
(f) 15(x − 30)
(g) 15(x − 2)
3. What is the difference between 3(x + 5) and 3x + 5?
CHAPTER 1: CHAPTER
NUMERIC11:
ANDALGEBRAIC
GEOMETRIC
EXPRESSIONS 2 151
PATTERNS 1

x 1 2 3 4 5 6 7 8 9
15x + 30
30 + 15x
15(x + 30)
15(x + 2)
x 30 40 50 60 70 80 90
15x − 30
15(x − 30)
15(x − 2)
6. (a) Investigate which of the following rules will produce the same output numbers.
You need to check for several different input numbers.
A: Multiply the input number by 10 and then add 20.

B: Add 20 to the input number and then multiply by 10.
C: Add 2 to the input number and then multiply by 10.
D: Multiply the input number by 3, add 15, add 7 times the input number,
and then add 5.
x
A
B
C
D
(b) Describe each of the above rules with an algebraic expression.

A:
B:
C:
D:

7. (a) Which of these rules do you think will produce the same output numbers?
A: 5x + 20 B: 4x + 19 C: 5(x + 20)
D: 20 + 5x E: 5(x + 4) F: 3x + 7 + 2x + 13
(b) Express each of the above rules in words.

A:
B:
C:
D:
E:
F:
(c) Complete this table for the rules given in (a).
x 0 5 10 15
5x + 20
4x + 19
5(x + 20)
20 + 5x
5(x + 4)
3x + 7 + 2x + 13
(d) Use your completed table to check your answer in question (a).
8. (a) Which of these rules do you think will produce the same output numbers?
A: 5x − 20 B: 20 − 5x C: 5(x − 20)
D: 3x − 18 E: 5(x − 4) F: 9x + 10 − 4x − 30
(b) Express each of the above rules in words.

A:
B:
C:
D:
E:
F:

(c) Complete this table for the rules given in (a).
x 20 30 40 50 60 70 80 90
5x − 20
20 − 5x
5(x − 20)
3x − 18
5(x − 4)
9x + 10 − 4x − 30
(d) Use your completed table to check your answer to question (a).
11.2 Slightly different kinds of rules

subtract positive and negative quantities

x 1 10 5 20 25
10x
50 − 10x
20 − 10x
0 − 10x

x 0 5 10 15 20 25 30
10x − 5
5x − 10
100 − 5x
−100 + 5x
5x − 100
5 − 10x
(b) The values of 10x − 5 increase as the values of x increase from 0 to 30.
For which expressions in (a) do the values decrease when x is increased?
(c) Do the values of −100 + 5x increase or decrease when x is increased from 0 to 30?

3. (a) The values of the expression 5x − 10 increase when x is increased from 0 to 30.
Do you think the values will increase further when x is increased beyond 30,
or will they start to decrease at some stage?
(b) Do you think the values of the expression 100 − 3x will increase when x is
increased from 0 to 30? Explain why you think they will or will not.
The additive inverse of a number may be indicated by writing a negative sign before the
number. For example, the additive inverse of 8 can be written as −8.
4. Write the additive inverse of each of the When a number is added to

following numbers: the number called its additive
inverse, the answer is 0. For
20 30 −25 −20 40
example, 45 + (−45) = 0 and
(−12) + 12 = 0.
5. Different values for x are given in the first row of the table below. Write the additive
inverses of the x values in the second row, and then complete the table.
x 5 10 15 20 25 30
the additive inverse of x
20 + (the additive inverse of x)
20 − (the additive inverse of x)
20 + x
20 − x

x −5 −10 −15 −20 −25 −30
the additive inverse of x
20 + (the additive inverse of x)
20 − (the additive inverse of x)
20 + x
20 − x
x 3 2 1 0 −1 −2 −3
−x
5 + (−x)
5 − (−x)
5−x
5+x

expressions with additive inverses
x 1 5 10 20 25
5x
the additive inverse of 5x
20 + (the additive inverse of 5x)
20 − (the additive inverse of 5x)
3x
−3x
10 + (−3x)
10 − 3x
10 − (−3x)
2. Complete the table below.

Note that (−10x) indicates the additive inverse of 10x.
x 1 2 3 4 −4 −3 −2
10x − 1 000
1 000 − (−10x)
1 000 − 10x
(−10x) + 1 000
10x + 1 000
10x + (−1 000)
(−10x) − 1 000
1 000 + (−10x)
1 000 + 10x
10x − (+1 000)
Instead of (−10x) − 1 000 we may write −10x − 1 000, in other words the brackets around
the additive inverse may be left out.
Similarly, (−10x) + 1 000 may be written as −10x + 1 000.
x 1 5 10 20 25 30
−5x + 20
−5x + (−20)

Chapter 12
Algebraic equations 2
You have already done some work on equations in Term 3. In this term, we extend the
work you have already done to include negative numbers.
12.1 Describing problem situations................................................................................. 159

12.2 Analysing and interpreting equations...................................................................... 160
12.3 Solving and completing equations.......................................................................... 161
12.4 Identifying variables and constants.......................................................................... 165
12.5 Numerical values of expressions.............................................................................. 166

5 × 21 −3 = 102
5 × ? −3 = 97
5 × ? −3 = 92
5 × ? −3 = 87
5 × ? −3 = 82
5 × x −3 = 77
5 × ? −3 = 72
5 × ? −3 = 67
5 × ? −3 = 62
5 × ? −3 = 57
5 × ? −3 = 52
5 × ? −3 = 47

12 Algebraic equations 2
12.1 Describing problem situations
A closed number sentence is a true statement about numbers, for example
21 + 5 = 26. All the numbers are given.
In an open number sentence, for example An open number sentence is
also called an equation.
15 + x = 21, one or more of the numbers are
unknown.
1. Jan is 3 years older than his sister Amanda. Amanda is 14 years old. Write a closed
number sentence to show Jan’s age.
2. Numbers are said to be consecutive if they follow one another. The numbers
−1, 0, 1 are consecutive. The sum of −1, 0 and 1 is 0.
(a) Write a closed number sentence that shows two consecutive numbers that
add up to −33.
(b) Write a closed number sentence that shows two consecutive numbers whose
product is 6.
3. A cell phone costs R500 after a discount of R150 is given. Write a closed number
sentence to show the original price of the cell phone.
4. When the bus leaves the terminal, it is carrying 55 people. At the first bus stop 12
people get off the bus and 9 people get in. At the second bus stop, 12 people get in
and 9 people get off the bus. Write a closed number sentence to show the number
of people that are now in the bus.
5. A rectangle is shown on the right. 6 cm

Write a closed number sentence to calculate
2 cm
the following:
(a) the area of the rectangle
(b) the perimeter of the rectangle
CHAPTER 1: NUMERIC
CHAPTER AND
12: ALGEBRAIC
GEOMETRICEQUATIONS 2 159
PATTERNS 1

12.2 Analysing and interpreting equations
1. The cost of a school uniform in rands is represented by x. An alteration fee of R20 is
also charged. Mr Malan paid R520 for both the school uniform and the alterations
done on it.
(a) Which equation describes this situation?
A. 20 × x = 520 B. x − 20 = 520 C. x + 20 = 520 D. 20 + 20 = x
(b) What is the price of the uniform?
2. Five learners should each receive the same number of sweets. There are 60 sweets in
total that they have to share.
s
A. 5 + s = 60 B. 5s = 60 C. s − 5 = 60 D. = 60
5
(b) How many sweets does each learner get?
(c) What does the letter s represent in the equation you have chosen?
3. A taxi picks up n passengers at the airport and drives to the nearest hotel. When it
leaves the hotel, the number of passengers in the taxi has decreased by 6. There are
now 7 passengers in the taxi.
A. n − 6 = 7 B. 7 − n = 6 C. n + 6 = 7 D. n − 7 = 6
(b) How many passengers were in the taxi when it left the airport?
4. Write a closed number sentence for calculating the Remember: An equilateral

perimeter of an equilateral triangle whose sides are triangle is a triangle in which
5 cm long. all three sides are equal.
5. Write a closed number sentence to calculate

5 cm
the perimeter of the triangle shown on the right. 3 cm
4 cm

12.3 Solving and completing equations
solve by inspection
1. The number sentences given below are not true. Make the number sentences true by
changing the numbers in blue.
(a) 13 + 7 = 22 (b) 50 + (−50) = −100 (c) 7 × 8 = 54
(d) 9 − (−3) = 6 (e) −5 + 12 = −7 (f) 4 × 6 = 28
(g) 6 − 9 = 3 (h) 9 − 6 = −3 (i) 5 + (−12) = 7
(j) 10 + (−2) = 12 (k) (−1) − (−1) = −2 (l) 0 + (−2) = 0
2. Consider the equations given below. Check whether the value given in brackets is
the solution. Simply write yes or no with an explanation.
(a) x + 3 = 0 (x = −3)
To check whether a given

(b) 3 − x = 4 (x = 1) value is the solution or not
we have to answer the
following question in our
(c) −5 + x + x = −11 (x = −2) minds: Does the given
value make the equation
true? If it does, we say such
(d) 3 − x = 4 (x = −1) a value is the solution.
3. Find the value of the unknown that makes the equation true in each case:
(a) x + 6 = 8 (b) x + 6 = 4 (c) x + 6 = 0
(d) 6 − x = 8 (e) 6 − x = 4 (f) 6 − x = 0
x x 1
(g) = 2 (h) x = 4 × 2 (i) =
4 2 4

4. Three possible solutions are given in brackets below each equation, but only one is
correct. Find the correct solution in each case.
(a) x + 27 = 27 (b) 12 = 4 − x (c)
x+3=0
{−27; 0; 1} {8; 16; −8} {−3; 0; 3}
(d) 5 − x = 10 (e) 5 + x = 10 (f) −5 + x = 10

{−5; 0; 5} {−5; 0 ; 5} {−5; −15; 15}
(g) −5 − x = 10 (h) −5 − x = 0 (i) 5 − x = −10

{−5; −15; 15} {−5; −15; 15} {−5; −15; 15}
10 x
(j) x= (k) 10x = 0 (l) =0
10 10
1
{0; 1; 100} {0; 1; } {0; 1; 10}
10
5. What value for x would make each equation below true?

(a) Let x = .... then x + 3 = 10 (b) Let x = …. then x + 3 = −4
(c) x + x + x = −6 is true for x = …. (d)

x + x + x + x = −8 is true for x = ….
6. In each case, fill in the table until you can see for what value of x the equation
given above the table is true. You may add more x values of your own choice. To
save time and work, you may skip columns that you think will not help you to find
the solution.
(a) 37 − 4x = 5
x 1 10 5 6 7
37 − 4x
(b) 50 − 7x = 22
x 1 10 5 6
50 − 7x
(c) 100 − 3x = 49
x 10 20 25 15 16
100 − 3x


solve by trial and improvement
We can think of an equation as a question asking

for a value that we can assign to the unknown
to make the equation true.
Consider the equation 82 + m = 23. We need to assign values to m until we find a value
that makes the equation true, as shown in the table below.
Equation True/False
Let m = −50 82 + (−50) = 82 − 50 = 32 False
Let m = −30 82 + (−30) = 82 − 30 = 52 False
Let m = −60 82 + (−60) = 82 − 60 = 22 False
Let m = −59 82 + (−59) = 82 − 59 = 23 True
So m = −59 because 82 + (−59) = 82 − 59 = 23
1. Determine the value of t that makes the equation 28 − t = 82 true by making use of
the trial and improvement method.
Equation True/False
Solution:
2. Consider the equation w + 32 = −68. Use the trial and improvement method to find
the solution of the equation.
Equation True/False
Solution:

3. The equation 200 − 5t = 110 is given. What value of t makes the equation true?
Use the table below to determine the solution.
Equation True/False
Solution:
4. What value of p makes the equation 18p = 90 true?
Equation True/False
Solution:
5. What value of x makes the equation 88 − 6x = 46 true?
Equation True/False
Solution:

12.4 Identifying variables and constants
1. The mass of an empty truck is 2 680 kg. The truck is used to transport cement.
Each pocket of cement has a mass of 90 kg.
The combined mass of the truck and the cement can be calculated by means of
the formula: y = 90 × x + 2 680.
Use the terms variable or constant to describe the meaning of each symbol
used in the formula. Explain your answer.
(a) 90 (c)
y (b) 2 680
x (d)
2. A steel spring is suspended from a stand. Mass pieces of equal

0
mass are hooked onto the bottom end of the spring. The length 1
of the spring is measured with 1 mass piece hooked, 2 mass 2

3
pieces hooked, 3 mass pieces hooked and so on. The results are 4
5
shown in the table below. 6
Number of mass pieces 1 2 3 4 5 7 10

Length of spring in cm 48 56 64 72 80 96 120
The formula y = 8x + 40 is used to predict the length of the spring for the various
number of mass pieces hooked.
Use the terms variable or constant to describe each symbol used in the formula.
Explain your answer.
(a) 8 (c)
y (b) x (d) 40

12.5 Numerical values of expressions
substituting numbers into expressions
1. (a) Calculate the values of each expression for the given values of x, and write your
answers in the table.
x 0 2 5 10 20 50 100
100 − 9x
100 − 8x
100 − 7x
100 − 6x
100 − 5x
100 − 4x
100 − 3x
(b) Which sequence in the above table decreases fastest, and which sequence
decreases slowest?
x 1 2 3 4 5 6 7
2x + 3
3x − 3
3x − 2
3x − 1
(b) For which value of x is 2x + 3 equal to 3x − 1?

(c) For which values of x is 2x + 3 smaller than 3x − 1?
(d) Do you think 2x + 3 is smaller than 3x − 1 for all values of x greater than 4?
You may try a few numbers to help you think about this.
(e) Which sequence increases fastest, the sequence generated by 2x + 3 or the

sequence generated by 3x − 3?

Chapter 13
Collect, organise and
summarise data
Data handling is the part of Mathematics that deals with numbers and facts that we
collect about the world around us. Data can be many different things, for example
people’s opinions on politics or the success rates of treating people with a certain kind
of medicine. We use data to help us make decisions and solve problems about the
world around us.
In this chapter you will focus on: collecting data using questionnaires; organising
data, which includes using stem-and-leaf displays and grouping data into intervals;
and then summarising data by determining the mode, median, mean and range of sets
of numerical data.
13.1 Collecting data........................................................................................................ 169

13.2 Organising data...................................................................................................... 174
13.3 Summarising data................................................................................................... 184
CHAPTER 13: COLLECT, ORGANISE AND SUMMARISE DATA 167

Pose a
question
Report on Collect
the data data
The data
cycle
Interpret Organise
and analyse the data
the data
Represent
the data

13 Collect, organise and summarise
data
13.1 Collecting data
Think of something that you really want to know about your own community or
about children your age in other schools. For example, “How many Grade 7 learners
in South Africa have access to a computer?” What would you find interesting to know
about?
When you start the cycle of data handling, you start with at least one question. But
there can of course be many more questions.
Once you have a research idea in mind, you can start planning how you will collect the
data. When you collect data, you need to consider:
• what question you are asking
• where you will find the data to answer the question (for example from people such
as your peers, family or the wider community; or from published sources such as
newspapers, books or magazines)
• how you will collect the data (for example by using questionnaires or conducting
interviews)
• who you will collect the data from (the entire population or a sample).
populations and samples: from whom to collect data
In data handling, population refers to the whole

group you are asking the question about.
Sample refers to a small number of the group that
you think will represent the whole group.
Here is an example: Thandeka wants to know about the home languages of all Grade 7s
across the whole of South Africa. All Grade 7s in all of South Africa would be the
population of that data. But it is not possible to reach every single Grade 7 learner in
South Africa, so Thandeka could choose a sample of Grade 7 learners. For example,
she could choose to collect data from her own Grade 7 class and from two other Grade 7
classes from two other schools.
But if Thandeka chose her own Grade 7 class and only two other classes from other
schools, her sample would not really give information about learners across the whole
of South Africa, because the learners in all three of the schools could be from the same
language group.
CHAPTER
CHAPTER
13: COLLECT,
1: NUMERIC
ORGANISE
AND GEOMETRIC
AND SUMMARISE
PATTERNS 1 169
DATA

So, how can you try to make sure that a sample gives information about the whole
population? In other words, how can you make sure that your sample is representative
of the population?
1. Choose a big enough sample. Generally, the bigger the sample is the more likely it is to
represent the characteristics of the population.
2. Ensure that you do not take a sample from only one of the groups within the population.
For example, if you want to find out if people like watching soccer, you cannot survey
people at a Chiefs versus Pirates match. The majority of these people will almost
certainly be there because they love watching soccer!
Example
Ganief wishes to find out if learners at his school like the style and colour of their school
uniform and surveys 10 learners in Grade 7. There are 2 000 learners at the school.
Give two reasons to explain why the sample chosen is not likely to be representative
of the population.
Answer
1. The sample is too small.
2. He is only getting the views of Grade 7s, not of the learners in any of the other grades
(who might have very different views).
thinking about populations and samples
1. Here are some research questions. Use a P to show which statement describes
the population and an S to show which statement describes a sample of the
population.
(a) What percentage of plants in the vegetable patch is affected by disease?
All the plants in the vegetable patch
Every fourth or fifth plant in the vegetable patch
(b) How often do teenagers recycle plastic?
Every teenager in South Africa
About 40 teenagers in the community
(c) How many hours of sleep do 10-year-olds in my community get per night?
All 10-year-olds in the community
About ten 10-year-olds in the community

2. You want to know the most popular colour of the learners in your school.
(a) Write down the population of your data collection.
(b) Write down what sample you would use.
3. Census@School took place in 2001 and 2009. These were surveys that Statistics
South Africa did to show learners how information about people is collected and
analysed. The Census@School wanted to know personal, community and household
information about learners from Grades 3 to 12. This is how they chose their sample:
• A sample of 2 500 schools was selected from the Department of Basic Education’s
database of approximately 26 000 registered schools.
• The schools were divided into groups depending on their province, school type (primary:
Grades 3 to 7 only; intermediate: Grades 5 to 9 only; secondary: Grades 8 to 12 only;
combined: Grades 3 to 12), and education district.
• A sample of schools was selected from each of these groups.
• Approximately 790 000 learners participated in the Census@School 2009.
This information was included in their final report.
(a) What percentage was the sample of all the schools in the country?
(b) Why do you think they separated the schools into groups first?
(c) Do you think the information that they obtained from this survey would be
interesting to you? Explain.
4. Unathi goes to River View Girls’ Primary School. She wants to find out whether
13-year-olds in her town prefer rugby or netball. She surveys 10 learners from
each of the three Grade 7 classes at her school. Is the sample chosen likely to be
representative of the population (13-year-olds in her town)? Explain your answer.

constructing questionnaires: how to collect data
A questionnaire is a sheet with questions used A respondent is a person

to collect data from people. Each respondent in who fills in a questionnaire or
the sample completes a questionnaire. The from whom you collect data.
questions on the sheet can be structured
differently, for example:
• The questions may require “yes” or “no” answers.
• A selection of answers (multiple-choice answers)
may be provided for respondents to choose from.
• The respondents may enter their own views or
information on the questionnaire.
The type of responses you need (for example a simple “yes” or “no” or more detailed
information) depends on the data you intend to collect.
Look at the examples below. Notice how each question is worded to be as clear as
possible and to allow the data to be collected easily. (The questions in examples 4 and 5
were used by Census@School in their 2009 questionnaire.)
Example 1 Example 2
Do you help with chores at home? Which of these chores do you help with?
Yes No cleaning dishes washing clothes

sweeping/vacuuming making beds
Example 3
How old are you? Note in example 3 how all the

5–8 years 9–11 years ages from 5 to 19 are covered,
12–15 years 16–19 years but without any overlaps.
Example 4
14. Tick the box if you have:
1 Running water inside home 6 A cell phone

2 Electricity inside home 7 Access to a computer
3 A radio at home 8 Access to the internet
4 A TV at home 9 Access to a library
5 A telephone at home

Example 5
6. How tall are you without your shoes on? Answer to the nearest cm.
centimetres
7. What is the length of your right foot, without a shoe? Answer to the
nearest cm.
centimetres
8. What is your arm span? (Open arms wide, measure the distance across
your back from the tip of your right hand middle finger to the tip of
your left hand middle finger.) Answer to the nearest cm.
centimetres
making questionnaires
1. (a) Refue wants to find out how much pocket money learners in her class receive
each month. She draws up the following multiple-choice question:
How much pocket money do you get?
0–10 10–20 20–30 30–40
Explain why this question is not clear. Give at least three reasons.
(b) Draw up the multiple-choice question so that it will allow Refue to collect the
data that she needs.

2. You want to find out which sports learners at your school play.
(a) Describe the population of your data.
(b) Describe the sample you will use.
3. Make a question with yes/no or multiple-choice responses to help you collect the
data you need:

4. Collect your data from your population or the sample you chose. Keep your data for
the next chapter.
13.2 Organising data

To organise data that we have collected, we can use tally marks and tables, dot plots, and
stem-and-leaf displays. We can also group the data when there are many data values. The
ways that we organise the data depends on the type of data we collected.
different types of data
Look at the five examples of questions for questionnaires on pages 172 and 173.
1. Which of the examples will give you data that looks like this?

Yes 1 235 learners
No 1 265 learners

2. Which of the examples might give you data that looks like this?
132 cm; 141 cm; 160 cm; 132 cm; 154 cm; 145 cm; 147 cm; 129 cm; 121 cm;
143 cm; 135 cm; 154 cm; 156 cm; 133 cm; 156 cm; 123 cm; 137 cm etc.
3. What could the data for example 4 look like? Fill in this table to give a possible
example for 30 learners. Use numbers that you have made up.
Number of learners
4. Which of the examples might give you a data set that looks like this?
5–8 years 15
9–11 years 45
12–15 years 32
16–19 years 28
The type of data in questions 1 and 3 is called

categorical data. This is often described by
words. The categories don’t have to be given in
order.
The type of data in questions 2 and 4 is called
numerical data. Numerical data can be whole
numbers only, or it can include fractions.
For both of these kinds of data, your results give you a list of responses. You will soon
learn how to organise these responses.

5. Classify the following data sets as categorical or numerical.
(a) the number of pages in books
(b) the length of learners’ arm spans
(c) learners’ favourite soccer teams
(d) the time it takes 13-year-olds to run 1,5 km
(e) the cost of different types of cell phone
(f) colours of new cars manufactured
organising categorical data
Thandeka asked the following question: “Which of South Africa’s official languages are
the home languages of the learners in my class?”
Thandeka drew up a table with each learner’s name. She then asked each learner what
his or her home language was, and wrote it down as follows:
Name Language Name Language Name Language

Nonkhanyiso isiXhosa Marike Afrikaans Herbert Sepedi
Anna Afrikaans Jennifer Sepedi Thabo isiXhosa
Mpho Ndebele Nomonde isiXhosa Nomi isiXhosa
Nontobeko isiZulu Thandeka Sepedi Manare Sepedi
Jonathan English Siza isiZulu Unathi Sesotho
Sibongile isiZulu Prince Sesotho Gabriel Ndebele
Dumisani isiZulu Duma isiZulu Marlene Afrikaans
Matshediso Sesotho Thandile Sepedi Simon Sesotho
Chokocha Sepedi Nicholas Sesotho Miriam Setswana
Khanyisile isiXhosa Jabulani isiZulu Sibusiso isiZulu
Ramphamba Tshivenda Nomhle isiXhosa Mishack isiZulu
Portia isiZulu Frederik Afrikaans Peter Setswana
Erik Afrikaans Lola Afrikaans Maya Afrikaans
Jan Afrikaans Zinzi isiXhosa Thobile Sesotho
Palesa isiZulu Jacob Setswana
We don’t need the learners’ names in the data. This data could be written as a list of the
languages, like this:
isiXhosa, Afrikaans, Sepedi, Afrikaans, Sepedi, isiXhosa, Ndebele, isiXhosa, isiXhosa, isiZulu,
Sepedi, Sepedi, English, isiZulu, Sesotho, isiZulu, Sesotho, Ndebele, isiZulu, isiZulu, Afrikaans,
Sesotho, Sepedi, Sesotho, Sepedi, Sesotho, Setswana, isiXhosa, isiZulu, isiZulu, Tshivenda,
isiXhosa, isiZulu, isiZulu, Afrikaans, Setswana, Afrikaans, Afrikaans, Afrikaans, Afrikaans, isiXhosa,
Sesotho, isiZulu, Setswana

Now work with this data set to see what story it is telling you. What do you notice about
the data?
1. What do you need to find out from this list of languages?
2. Does it matter what order you write the languages in? Why or why not?
3. (a) Use Thandeka’s table. In the space below, draw a dot above each language to
show every learner who speaks that language. The languages are in alphabetical
order. Try to space out the dots evenly. The dots for Afrikaans have been drawn
for you. A graph like this is called a dot plot.
Afrikaans English isiXhosa isiZulu Ndebele Sepedi Sesotho Setswana Siswati Tshivenda Xitsonga
Languages
(b) Which languages have the same numbers of learners?
(c) List the languages in order from the language spoken by the most learners to
the language spoken by the fewest learners.

You can also record results in a tally table. To do Examples of tally marks:
this, you draw a single line ( | ) for each item you A count of three = |||
count. This line is called a tally mark. A count of four = ||||
You group tally marks in groups of five. The fifth A count of five = ||||
A count of seven = |||| ||
tally mark is always drawn horizontally to show that
the group of five is complete. Then you start a new
group. This makes it easy to quickly count how many
tally marks there are in a particular category.

Home language of learners in the Grade 7 class
Language Number of speakers of each home language Total
Afrikaans |||| ||| 8
English | 1
isiXhosa
isiZulu
Ndebele
Sepedi
Sesotho
Setswana
Siswati
Tshivenda
Xitsonga
Total (whole class)
(b) How many learners altogether were asked about their home language?
(c) Which home language occurs most often in this class?
(d) Which languages are not spoken as a home language by any of the learners in
this class?
(e) Write a short paragraph to describe the home languages in Thandeka’s class.

Dot plots and tally tables are used for numerical data too. You can write data values
on prepared tally tables or dot plots as you record them. This sorts the data at the same
time as it is recorded.
introducing stem-and-leaf displays
A stem-and-leaf display (also called a stem- Numerical data is data that

and-leaf plot) is a way of listing numerical data consists of numbers.
using two columns divided by a vertical line. Each
number is split across the columns.
For example, if the numbers in a set of data
consist of digits for tens and units (such as 23, 25,
34), the column on the right (the leaf column)
shows the units digits of the numbers, and the
column on the left (the stem column) shows the
tens digits of the numbers.
Example 1
Show the following data set as a stem-and-leaf In this example, the tens
display: digits range from 1 to 5,
13, 56, 20, 35, 47, 53, 12, 51, 53, 49, 34, 53 so we list these in the stem
column. Then we fill in
First, we order the values in the data set from the units digits in the leaf
smallest to biggest: column.
12, 13, 20, 34, 35, 47, 49, 51, 53, 53, 53, 56
The stem-and-leaf display of the above data set looks like this:
Stems Leaves
Key: 1 | 2 means 12
1 2, 3 Values with the same stem are written

in the same row. Numbers with the
2 0 same tens value are separated by
3 4, 5 a space or a comma. The first row
shows the numbers 12 and 13, the
4 7, 9 second row shows 20, and the last
row shows 51, 53, 53, 53 and 56.
5 1, 3, 3, 3, 6
In this example, the Here the leaf column

stem column shows the shows the units digit
tens digit of each value. of each value.

Example 2
This stem-and-leaf display shows the units digits as the leaves, and both the hundreds
and tens digits as the stems:

10 2, 5
11 0, 6 Key: 10 | 2 means 102
12 1, 4, 4
13
14 7, 9
15
16 1, 3, 8
The values shown are: 102, 105, 110, 116, 121, 124, 124, 147, 149, 161, 163, 168.
Note that if there is a 0 in the leaf column it means the unit digit is a 0, as in 110 above.
When there is nothing written in the leaf column next to a stem, it means that there
aren’t any numbers with that particular stem. In the case of stem 13 above, for example,
it means there are no values between 129 and 140.
When you draw stem-and-leaf displays, it is important that the numbers line up
vertically so that you can compare the leaves. Draw lines to help you. (Or use grid paper,
if you have some.)
dot plots and stem-and-leaf displays
1. Look at the following stem-and-leaf display and answer the questions below.
13 1, 9 Key: 13 | 1 means 131
14 0
15
16 2, 3, 5, 5, 5
17 6, 8, 8
18
19 4, 6, 7
(a) Write down the values in the data set shown by the stem-and-leaf display.
(b) Do most of the values fall in the 160s or 170s?

(c) Which value occurs the most times?
(d) Add the following values to the stem-and-leaf display: 143, 167 and 199.
(e) There are no values in the 150s. Can we add the following to the stem-and-leaf
display to show that there are no values in the 150s? Explain your answer.
15 | 0

2. (a) Arrange the values in the following data set in order from smallest to largest:
378, 360, 390, 378, 378, 400, 379, 382, 354, 394, 399, 395, 378, 361, 375
(b) Organise the data set as a stem-and-leaf display.

Key:
(c) Which value occurs most often?
3. (a) The data sets below show the sales of two new makes of cars (Jupiter and
Mercury) over 24 months. Draw a dot plot for each set on the number lines.
Mercury: 23, 27, 30, 27, 32, 31, 32, 32, 35, 33, 28, 39, 32, 29, 35, 36, 33, 25, 35,
37, 26, 28, 36, 30
Jupiter: 31, 44, 30, 36, 37, 34, 43, 38, 37, 35, 36, 34, 31, 32, 40, 36, 31, 44, 26,
30, 37, 43, 42, 33
Mercury
20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
Number of cars sold
Jupiter
20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
Number of cars sold
(b) If you look at the dots for Mercury and the dots for Jupiter, what can you see
about the sales of the two cars? What does this mean?

something to think about
What kind of graph does the stem-and-leaf display look like if you turn it by 90°?
1 2, 5
9
2 0, 6
5 7
3 1, 4, 4, 5, 5, 9 5 9 7
4 8 6 8
4
5 6 4 7 3 3
5 2, 7, 8, 9 2 0 1 2 1 1
1 2 3 4 5 6 7
6 1, 3, 6, 7, 7
7 1, 3, 8
grouping data into intervals
When a data set contains many data items, we sometimes group the data items to help
us organise the data. For example, the following data set shows the number of milk
bottles collected by 24 learners for recycling:
9, 10, 13, 23, 24, 26, 26, 27, 30, 31, 34, 40, 42, 49, 50, 53, 61, 64, 67, 67, 68, 69, 91, 94
We can group the data into categories called class

intervals, such as 0–9, 10–19, 20–29, and so on.
We can then count how many times a value occurs
in each interval. The number of times a value
occurs in an interval is called its frequency.
This table shows the grouped data and the frequency of the values in each interval.
Interval 0–9 10–19 20–29 30–39 40–49 50–59 60–69 70–79 80–89 90–99
Frequency 1 2 5 3 3 2 6 0 0 2
The table shows that 1 learner collected 0–9 bottles, 2 learners collected 10–19 bottles,
5 learners collected 20–29 bottles, and so on. We can clearly see that most learners (6)
collected 60–69 bottles.

working with grouped data
1. Anita collected data from a sample of Grade 7 learners about how far they live from
the nearest grocery store. Below are the results. The values are in kilometres, correct
to one decimal figure.
0,1 0,1 0,2 0,2 0,2 0,2 0,3 0,3 0,3 0,4 0,4 0,5 0,5 0,5 0,6
0,6 0,7 0,7 0,7 0,8 0,8 0,8 0,9 0,9 0,9 1 1 1 1,5 1,5
2 2 2 2 2,5 2,5 3 3 3 3,5 3,5 4 4 4, 4,5
5 5 6 6 7 7 8 8 9 10 10 15 20 23 30
(a) Complete the table alongside to indicate

Interval Frequency
how many of the values appear in each of
less than 1,0 km
the given intervals.
(b) How far do most of the learners live from 1,0–5,9 km
the nearest grocery store? 6,0–9,9 km
10 km or further
2. Here are the heights of 50 Grade 7 boys at a school (in centimetres):
165 148 150 160 165 150 156 155 164 162
160 158 138 158 140 146 160 148 152 139
165 148 152 139 165 148 160 163 178 138
142 179 156 160 160 171 140 160 164 135
159 143 167 138 163 164 155 160 167 165
(a) Draw a stem-and-leaf display to show this set of data.

Key:
(b) Write a short paragraph to describe the data set.

(c) Complete the frequency table below for the grouped data from your stem-and-
leaf display in question (a).
Class interval (cm) Frequency

130–139
140–149
150–159
160–169
170–179
Total
13.3 Summarising data

When you have collected data, you often need to tell someone what you have found out.
People want to know what your conclusions are, without looking at all of the data you
have collected.
It is often useful to summarise a set of numerical data by using one value. For example,
which value best summarises or describes the following data set?
0 1 1 5 8 8 9 9 10 10 10 11 11
Statisticians use any of three values that show the Statisticians are mathematicians
most central values in the set, or the value around who specialise in collecting,
which the other values tend to cluster. These organising and analysing data.
values are called the measures of central
tendency or summary statistics.
• The mode is the value that occurs the most A data set can have more than
frequently in the data set. In the example one mode.
above, the mode is 10 because it occurs the
most times (three times).
• The median is the value exactly in the middle If the data set consists of an
of the data set when the data values are even number of items, the
arranged in order from smallest to largest. For median = sum of the two
the data set above, the median is 9 because middle values divided by 2.
there are six values to the right of the first 9 and
six values to the left of it.
• The mean (average) is the total (sum) of the In the data set above, either 10
values divided by the number of values in the (mode), 9 (median) or 7,15
data set. So: (mean) could be used to
Total of values 93
Mean = = = 7,15 represent the entire data set.
Number of values 13

understanding the mean
This activity will help you to understand how the mean represents the whole set of data.
Make piles of blocks of different heights:
Then move blocks from the higher piles to the lower ones to make all the piles equal:
You have just found the mean: Each pile now has 4 blocks in it. But how do you do this if you
only have the numbers 5, 6, 3, 2 and 4 to work with? You add them up and then divide the
answer by the total number of values (numbers):
5 + 6 + 3 + 2 + 4 = 20 20 ÷ 5 = 4
What this means is that you are finding a single number that you can use in place of all the
different numbers and still get the same total.
It is also useful to know how big the spread of the data is.
The range of a data set is the difference between the

highest value and the lowest value. For example, for
the data set on the previous page, the range is:
11 − 0 = 11
The bigger the range, the more the data is spread out.
The smaller the range, the more the data is clustered
around similar values.

determining the mode, median, mean and range
1. The following data set shows the shoe sizes of a sample of learners at a school:
1, 1, 1, 2, 2, 2, 3, 3, 4, 4, 4, 5, 5, 5, 5, 5, 5, 6, 6
(a) What is the mode of the data set?
(b) What is the median of the data set?
(c) What is the mean? (Round off to the nearest whole number.)
(d) What is the range of the data set?
2. The following data set shows the number of siblings (that is, brothers and sisters)
that the learners in a sample of Grade 7 learners have:
0, 0, 0, 1, 1, 1, 1, 1, 2, 2, 2, 2, 2, 2, 2, 3, 3, 3, 3, 3, 4, 4, 5
(a) How many learners are in the sample?
(b) What is the mode of the data set?
(c) What is the median of the data set?
(d) What is the mean? (Round off to the nearest whole number.)
(e) What is the range of the data set?
3. The following data set shows the number of hours worked in a week by a sample of
parents at School A:
15, 16, 20, 25, 25, 30, 40, 40, 40, 40, 40, 42, 45, 45, 48, 48
(a) How many parents are in the sample?
(b) What is the mode of the data set? Remember, if the number of
items in a data set is even, the
(c) What is the median of the data set? median = the sum of the two
middle numbers divided by 2.
(d) What is the mean? (Round off to one decimal place.)

4. The following data set shows the number of hours worked in a week by a sample of
parents at School B:
25, 30, 35, 35, 35, 40, 40, 40, 40, 40, 42, 45, 45, 45, 48, 50
(a) How many parents are in the sample?
(b) What is the mode of the data set?
(c) What is the median of the data set?
(d) What is the mean? (Round off to one decimal place.)
5. The following is a list of test scores of learners in a Grade 7 class:

40, 42, 44, 13, 10, 23, 68, 31, 69, 91, 30, 49, 50, 53, 67, 94, 61, 64, 67, 34
(a) Arrange the scores from the lowest to the highest.
(b) How many learners are in the population?

(c) What is the mode of the data set?
(d) What is the median of the data set?
(e) What is the mean?
(f) What is the range of the data set?

6. A hockey player recorded the number of goals she scored in her last 30 matches:
1 1 3 2 0 0 4 2 2 4 3 1 0 1 0
2 1 5 1 3 7 2 2 2 4 3 1 1 0 3
(a) Draw a dot plot on the number line below to organise these data values.
0 1 2 3 4 5 6 7
Number of goals scored
Now use the dot plot to answer these questions.

(b) Which of the values are quite different to the other values?
(c) Which number of goals has she scored the highest number of times?
(d) Which numbers of goals did she score in the two groups with five matches each?
(e) Use the dot plot to find the mode of the data.
(f) Use the dot plot to find the median.
(g) What is the mean of the goals?

Chapter 14
Represent data
When we have collected and organised our data, we often represent it as a graph. This
helps us to see the data and patterns in the data more easily. In this chapter, you will
revise bar graphs, double bar graphs and pie charts, which you have learnt about in
previous grades. You will learn about a new type of graph called a histogram, and how
this differs from a bar graph. You will also learn how to draw your own pie charts by
estimating fractions of a whole circle.
14.1 Bar graphs and double bar graphs.......................................................................... 191

14.2 Histograms.............................................................................................................. 194
14.3 Pie charts................................................................................................................ 202
CHAPTER 14: REPRESENT DATA 189

Pose a
question
Report on Collect
the data data
The data
cycle
Interpret Organise
the data
Represent
the data

14 Represent data
Now that we have collected and organised a set of data, we want to show the results in a
useful way.
Remember when you drew dot plots in the previous chapter, you could see which
categories or measurements occurred many times and which occurred only a few times.
There are a few different graphs that show the important things about the data in such a
way that you can see them easily. You need to be able to draw these graphs.
14.1 Bar graphs and double bar graphs

drawing a bar graph
A bar graph shows categories (or classes) of data along the horizontal axis, and the
frequency of each category along the vertical axis. (Sometimes the axes are swopped
around.) Here is an example of a bar graph.
Frequency of Title of graph

each category
Sports played by learners at my school
50 Height of bar
45 indicating the
40 frequency of
Number of learners
35 each category
30
25
20
15
10
5
0
Soccer Hockey Netball Cricket Other Categories
Sports of data
Go back to section 13.2 of chapter 13, where you drew a dot plot and made a tally table
of Thandeka’s data about languages spoken in her class. Use the data to draw a bar graph
on the set of axes on the next page. Draw the bars to the correct height by looking at the
numbers on the vertical axis.
CHAPTER 1: NUMERICCHAPTER
AND GEOMETRIC
14: REPRESENT
PATTERNS 1 191
DATA

Home languages of the Grade 7 class
12
11
10
9
8
7
6
5
4
3
2
1
0
isiZulu
using double bar graphs
A double bar graph shows two sets of data for each category (or class). For example,
the double bar graph below shows data collected from girls for each category, and data
collected from boys for each category.
Sports played by boys and girls at my school

Two bars are shown in
30
each category. The blue
25 bars show the data for
Number of learners
boys and the red bars

20
show the data for girls.
15
10
5
0
Soccer Hockey Netball Cricket Other
Sports A key (or a legend)
explains the colours
Boys Girls used to distinguish the
two sets of data.

1. Look at the data below and answer the questions that follow.
Number of schools, by province, participating in a school survey

Primary schools
200
Number of schools
180 Secondary schools
160
140
120
100
80
60
40
20
0
pe
al
pe
t
po
pe
ga
e
ng
es
at
at
Ca
Ca
Ca
an
po
W
te
St
N
au
al
u-
th
n
n
ee
rn
m
er
er
ul
G
Li
or
te
Fr
pu
th
st
aZ
es
Ea
or
M
Kw
W
N
Provinces
(a) Did more primary schools or more secondary schools participate in the survey?
(b) Which province had fewer than 50 secondary schools participating in the
survey?
(c) Which provinces had more than 150 of its primary schools participating in
the survey?
2. Draw a double bar graph to show the following data. Use the grid on the next page.
Facilities available at schools in Province A and Province B

Percentage of schools Percentage of schools
Facility
in Province A in Province B
Electricity 73 50
Running water 68 45
Computers 60 20
Internet 30 10

14.2 Histograms
a situation where data has to be organised
1. Mr Makae wants to buy an orange farm. Three farms are available, each with an
orchard of orange trees, and the three farms cost about the same. There are 40 orange
trees on each farm. The total mass of oranges (in kg) harvested from each tree on each
farm over the last 3 years is given below. Which farm should he buy?
Farm A:
426 628 467 413 862 585 652 600 734 611
741 605 536 643 833 438 613 704 623 719
719 701 501 768 642 444 751 579 695 726
616 619 441 703 902 947 785 952 725 721
Farm B:
822 736 773 674 884 463 644 433 688 487
884 530 448 410 982 638 492 638 725 621
743 661 744 530 560 745 455 943 760 734
888 457 621 969 507 500 542 831 576 801
Farm C:
438 530 743 947 450 777 859 748 473 724
750 852 428 464 725 554 758 997 467 743
722 438 779 690 785 543 752 898 474 483
460 772 544 756 491 576 482 744 701 803

2. How can the data about the orange trees on the three farms be organised so that the
farmer has a clear picture of the difference between the orchards on the three farms?
For now just write down how you think the data may be organised. You will organise
the data later when you do the questions that follow.
3. Complete these tally and frequency tables for the data about the masses of oranges
harvested on the three orange farms.
Masses of oranges harvested from different trees on Farm A
Mass of oranges harvested from each tree. Number of trees that produced
Total
These are called class intervals. masses in the interval
400 kg or more but less than 500 kg |||| |
500 kg or more but less than 600 kg ||||
600 kg or more but less than 700 kg |||| |||| ||
700 kg or more but less than 800 kg |||| |||| |||
Masses of orange harvested from different trees on Farm B

Number of trees that produced
Class interval Total
masses in the interval
400 kg or more but less than 500 kg |||| ||| 8
500 kg or more but less than 600 kg |||| || 7
600 kg or more but less than 700 kg |||| |||
700 kg or more but less than 800 kg |||| |||
800 kg or more but less than 900 kg
900 kg or more but less than 1 000 kg
Masses of oranges harvested from different trees on Farm C
Number of trees that produced
Class interval Total
masses in the interval
On the next page, you will learn how to draw graphs of the data for the three farms.

The data for Farm A is represented on this graph.
Histogram of the total masses of oranges from trees on Farm A
20
15
Frequency
10
0
300 400 500 600 700 800 900 1 000
Mass intervals
This type of graph is called a histogram.
(The columns in a histogram are normally not coloured differently, or even coloured
at all. In this histogram the columns are coloured only because some questions are asked
about them in question 4 below.)
The numbers 400 on the left and 500 on the right of the light yellow column indicate
that masses of 400 kg or more but less than 500 kg are counted in that interval.
The height of each column represents the number of masses (the frequency) that fall
in that interval.
4. (a) A total of 536 kg of oranges was harvested from one of the trees on Farm A over
a period of the 3 years. In which column on the above histogram is this tree
represented? Explain your answer.
(b) Which masses are represented in the red column?
(c) Which class interval is represented by the light blue column on the above histogram?
(d) How many masses are represented by the green column?
(e) Which column represents the highest frequency?

5. Complete the histograms below.
Histogram of the total masses of oranges from trees on Farm B
20
15
Frequency
10
0
300 400 500 600 700 800 900 1 000
Mass intervals
Histogram of the total masses of oranges from trees on Farm C

20
15
Frequency
10
0
300 400 500 600 700 800 900 1 000
Mass intervals
The different class intervals are consecutive and cannot have values that overlap.
For example, we can group heights into class intervals of 10 cm, as shown below:
Height (m) Heights that fall in the class interval Frequency

1,20–1,30 1,20; 1,25; 1,29 3
1,30–1,40 1,30; 1,31; 1,35; 1,39 4
1,40–1,50 1,40; 1,46; 1,48; 1,48; 1,49 5
1,50–1,60 1,53; 1,53; 1,57; 1,58; 1,59; 1,59 6
We follow the convention that the top value So the height of 1,20 m falls
into the 1,20–1,30 m interval,
(also called the upper boundary) of each class
but the height 1,30 m falls into
interval is not included in the interval. the 1,30–1,40 m interval.

interpreting a histogram
Study the histogram showing the numbers of members, in different age groups, of a
sports club. Then answer the questions that follow.
36
34
32
30
28
26
24
22
20
18
Frequency 16
14
12
10
8
6
4
2
0 20 30 40 50 60 70 80
Ages of members (years)
1. Complete a frequency table for the information.
2. How many of the members are in their fifties?
3. How many members does the club have?
4. When you drew a bar graph, it did not matter what order the bars were in. Does the
order of the columns on the histogram matter? Explain.

Notice that you cannot see the individual data values in a histogram – they have been
“lost”. For example, below you can see a stem-and-leaf display and a histogram of the
same data set:
Fishes’ masses
10
Fishes’ masses in g 9
8
15 7, 8
Number of fishes
7
16 2, 3, 3
6
16 5, 5, 6, 7, 8, 8, 9, 9
5
17 1, 2, 3
4
17 6, 7, 7, 8, 8
18 0, 3 3
18 6, 7 2
1
Key: 15|7 means 157
0
155 160 165 170 175 180 185 190
Mass in g
A histogram usually has many more data values than a stem-and-leaf display – too
many to show in a stem-and-leaf display. It would, for example, be difficult to put the 84
values for the members of the sports club onto a stem-and-leaf display.
drawing more histograms
1. The table shows how long it takes learners Time

from a Grade 7 class at Western Primary to Frequency
(minutes)
travel to school each day. In question (d) 0–10 7
you will represent the data in the table
10–20 18
with a histogram.
20–30 11
(a) How many learners were asked about their
travelling hours? 30–40 3
(b) Look at the grid provided in question (d). What do you have to consider in order
to help you decide on a scale division for the vertical axis?
(c) What scale will you use on the horizontal axis? Explain your answer.

(d) Draw a histogram of the data.
2. The table shows how much money different Money (R) Frequency
vendors earn selling their goods every week.
0–100 6
(a) How many vendors were asked about
their earnings? 100–200 9
200–300 11
300–400 7
(b) Look at the grid below. Decide on a scale for
the vertical axis of a histogram and indicate 400–500 5
it on the axis.
(c) Decide on a scale for the horizontal axis and indicate it on the axis.
(d) Complete the histogram showing the data.

3. In a Natural Sciences class, learners planted beans and measured the heights of the
bean plants after two months. Here is the data they collected (in cm):
34 65 72 42 37 29 78 43 79 91 43 45 28 42 79
34 92 87 40 43 43 78 82 47 85 43 32 86 76
(a) Complete this frequency table:
Height of bean plants (cm) Tally Frequency

20–30
30–40
40–50
50–60
60–70
70–80
80–90
90–100
Total

(b) Draw a histogram of this data.

14.3 Pie charts
A pie chart consists of a circle divided into slices (sectors), where the slices show how
the different categories of data make up the whole set of data. Bigger categories of data
have bigger slices of the circle.
Look at the example of a pie chart below.
Number of learners playing sports
30
50
20
Categories
of data
100
Soccer Hockey Basketball Cricket
The pie chart shows the following:

• A total of 200 learners were asked about the sports they played:
20 + 30 + 50 + 100 = 200
• The key shows the four categories of data:
– soccer
– hockey
– basketball
– cricket.
• 100 of the 200 learners play hockey. This is the largest category, and gets the biggest
slice (half of the whole).
• 20 of the 200 learners play basketball. This is the smallest category, and gets the
smallest slice (one tenth of the whole).
You will learn how to draw accurate pie charts in later grades. In this grade, you will
estimate the portions of a pie chart that each category of data requires.

estimating sizes of slices in a pie chart
1. (a) Write down the fraction of a whole that each slice in the following diagrams
shows.
Halve each slice Halve each slice
1
2
1
= %
2
Halve each slice
Halve each slice
(b) Below each diagram in question 1(a), write down what percentage each
fraction is equal to.
You can use the diagrams above to estimate the sizes of slices when drawing your own
pie charts.

2. Use the data in each of the following tables to complete the pie charts. You must:
• label the major sector
• divide the other sector into the parts that represent the other languages
• label each sector.
(a)
Province: Western Cape Afrikaans

(50%)
Major Frequency
languages (in % )
Afrikaans 50%
English 20%
isiXhosa 25%
Other 5%

(b)
Province: KwaZulu-Natal
Major Frequency
languages (in %)
English 15%
isiZulu 80%
Other 5%
(c)
Province: Limpopo
Major Frequency
languages (in %)
Sepedi 50%
Tshivenda 15%
Xitsonga 20%
Other 15%

representing data as fractions and percentages in pie charts
To represent data in a pie chart, you need to know how to convert (change) the
frequencies of the different categories into a fraction or percentage of the total.
1. The learners in Class A were asked how many languages they could speak. The table
shows the data that was collected.
(a) Complete the ‘Fraction’ column by determining what fraction of the whole
each category is.
Remember, to convert a common
(b) Complete the ‘Percentage’ column by fraction to a percentage you have
converting the fraction to a percentage. to multiply by 100%.
Number of languages spoken by learners in Class A
Languages Frequency Fraction Percentage

10 1
One language 10 = 25%
40 4
Two languages 20
Three languages 6
Four languages 2
More than four

2
languages
40
Total 40 100%
40
(c) Draw a pie chart of the data in your completed table. Use a circular object to
draw the circle. Then estimate the sizes of the various slices of the pie chart.

2. The learners in Class B were asked how many languages they could speak. The table
shows the data that was collected.
(a) Complete the ‘Fraction’ column by determining what fraction of the whole
each category is.
(b) Complete the ‘Percentage’ column by converting the fraction to a percentage.
Number of languages spoken by learners in Class B

Languages Frequency Fraction Percentage
12 1
One language 12 = 20%
60 5
Two languages 30
Three languages 12
Four languages 3
More than four

3
languages
60
Total 60 100%
60
(c) Draw a pie chart to represent the data in your completed table.

Chapter 15
Interpret, analyse and
report on data
By now you should be able to read and interpret data represented in words, bar graphs,
double bar graphs, pie charts and histograms. The activities in this chapter will give you
more practice in interpreting and analysing such data. At the same time, you will be asked
to think critically about the data, especially how the ways in which data is presented can
mislead the reader into drawing inaccurate conclusions. You will also practise reporting on
data by writing short paragraphs to summarise the data presented to you.
15.1 Interpreting and reporting on data.......................................................................... 209

15.2 Identifying bias and misleading data....................................................................... 212
CHAPTER 15: INTERPRET, ANALYSE AND REPORT ON DATA 207

Pose a
question
Report on Collect
the data data
The data
cycle
Interpret Organise
the data
Represent
the data

15 Interpret, analyse and
report on data
15.1 Interpreting and reporting on data
critically reading and reporting on data
1. Read the following paragraph and answer the questions that follow.
In 2009, a sample of 2 500 schools from about 26 000 schools across South Africa took
part in a survey to provide data about learners and schools. The sample included schools
from each province as follows: 415 schools from the Eastern Cape, 238 from the Free
State, 265 from Gauteng, 386 from KwaZulu-Natal, 326 from Limpopo, 248 from
Mpumalanga, 129 from the Northern Cape, 275 from North West and 218 from the
Western Cape.
Adapted from: Census @ School Results 2009, Statistics South Africa
(a) What was the population of the survey?

(b) What was the sample of the survey?
(c) Which province were most of the schools from?
(d) Which province were the fewest schools from?
(e) Complete the first two columns of the table by listing the provinces in order
from the province that had the most schools to the province that had the
fewest schools participating in the survey.
Province Number of schools Percentage of all schools

CHAPTER
CHAPTER
15: INTERPRET,
1: NUMERICANALYSE
AND GEOMETRIC
AND REPORT
PATTERNS 1 209
ON DATA

(f) Complete the last column by working out the percentage of the whole that
the schools in each province make up. You may use your calculator for this
question. (Round off to one decimal place.)
(g) Write three to five lines as a summary report of the data described in the
paragraph on the previous page. The summary should give an idea of the
highest and lowest data items, as this indicates the range of the data.
2. The graph below shows the percentage of male and female learners at schools in
Grades 3 to 8 in 2009.
Percentage of male and female learners in Grades 3 to 8
60
51,6 52,1 51,0 50,3 50,6 51,1
49,0 49,7 49,4 48,9
50 48,4 47,9
Percentage (%)
40
30
Male
20
Female
10
0
3 4 5 6 7 8
Grade
(Source: Census @ School Results 2009, Statistics South Africa)
(a) Which grade has the highest percentage of females?

(b) Which grade has the lowest percentage of females?
(c) Which grade has the highest percentage of males?
(d) Which grade has the lowest percentage of males?
(e) If 150 000 Grade 6 learners took part in the survey, how many girls and how
many boys were there in Grade 6? You may use your calculator.

(f) Complete the following summary report:
The graph shows that the number of male learners seems to (decrease/increase)
the higher the grade. For example, in Grade 3, % learners were male
compared to % in Grade 8. The number of female learners seems to
(decrease/increase) the higher the grade. For example, in Grade 3, %
learners were female compared to % in Grade 8.
(g) Based on the graph, would you expect there to be more or fewer males in
Grade 10? Explain your answer.
(h) Based on the graph, would you expect there to be more or fewer females in
Grade 10? Explain your answer.
The following pie chart shows the land area of each province in 2011.
3. The following pie chart shows the land area of each province in 2011.
Western Cape
10,6% Eastern Cape
13,8%
Free State
10,6%
Northern Cape Gauteng

30,5% 1,4%
KwaZulu-Natal
7,7%
Limpopo
10,3%
North West
Mpumalanga
8,7%
6,3%
(Source: Census 2011: Census in brief, Statistics South Africa)
(a) Which province has the largest land area?

(b) Which province has the smallest land area?
(c) Which three provinces have more or less the same land area?

(d) How much bigger is the Northern Cape than Gauteng? (Use a calculator.)
(e) Are we able to tell from the pie chart which province has the largest
population? Explain your answer.
(f) If the total land area of South Africa is 1 200 000 km2, how many square
kilometres are the largest and the smallest provinces?
(g) Write a short paragraph to summarise the data shown in the pie chart.
15.2 Identifying bias and misleading data

Sometimes the ways in which data is presented Bias means that a person
could be intentionally or unintentionally biased prefers a certain idea and
or misleading. As you work through the following possibly does not give equal
activities, think carefully about: chance to a different idea.
• data that is not necessarily shown by the graph
• when, how and where the data was collected
• which scales are used on the graphs
• which summary statistics (mean, median and mode) are used to summarise the data.

critically analysing data
1. Look at the bar graph below and answer the following questions:
Most popular burgers
110
Number of people
108
106
104
102
Burger A Burger B Burger C Burger D

(a) Which burger is the clear favourite?
(b) The height of the bars indicate that burger A is liked by five times as many
people as burger B. Is this true? Look at the vertical scale.
(c) In your exercise book, redraw the bar graph, but show the full vertical scale.
2. Look at the pie chart. Learners’ modes of transport to school
Train
(a) What is the second most Bus 19%
common mode of transport 17% Taxi
22%
that learners use?
(b) Which mode of transport is the

least common one? Walk
18%
Car
(c) Is the pie chart misleading in Bicycle 16%
any way? Explain. 8%

3. Ilse and Moletsi wanted to find out more about the number of hours people spend
watching TV on a particular public holiday. Ilse did her survey on the public holiday
from 13:00 to 15:00. She visited a supermarket and asked adult respondents to
complete her questionnaire. Moletsi did his survey on the same day from 17:00 to
19:00. He went from door to door in his neighbourhood and asked the children to
complete his questionnaire.
Ilse’s data
65
60
55
50
Percentage (%)
45
40
35
30
25
20
15
10
5
0 1 2 3 4
Number of hours watching TV
Moletsi’s data
65
60
55
50
Percentage (%)
45
40
35
30
25
20
15
10
5
0 1 2 3 4
Number of hours watching TV

(a) According to Ilse’s data, how long did most people spend watching TV on the
public holiday?
(b) According to Moletsi’s data, how long did most people spend watching TV on
the public holiday?
(c) Write a paragraph to summarise and compare Ilse’s data and Moletsi’s data.
(d) How could the time when the data was collected have affected the data?
(e) How could the place where the data was collected have affected the data?
(f) How could the people from whom data was collected have affected the data?

4. Look at the following graphs and answer the questions that follow:
Number of CDs sold by Music Note Number of CDs sold by Music Note
in Year 1 in Year 2
800 400
700 350
Number of CDs sold
Number of CDs sold

600 300
500 250
400 200
300 150
200 100
100 50
0 0
Jan–Mar Apr–Jun Jul–Sep Oct–Dec Jan–Mar Apr–Jun Jul–Sep Oct–Dec
Months Months
(a) What does each of the graphs show?
(b) How many CDs were sold in July to September of Year 1?

(c) How many CDs were sold in July to September of Year 2?
(d) The heights of the bars indicate that Music Note sold more CDs in October to
December of Year 2 than in the same months of Year 1. Is this the case?
(e) How many CDs were sold altogether in Year 1?
(f) How many CDs were sold altogether in Year 2?
(g) Explain why the heights of the bars seem to indicate that Music Note sold more
or less the same number of CDs in both years, which is not true.

5. The following table shows the Mathematics marks of Class A and Class B.
94, 42, 23, 67, 67, 68, 13, 53, 44, 34, 64, 69, 50, 31, 91, 40, 10, 30,
Class A
49, 61
74, 26, 65, 45, 71, 77, 58, 35, 39, 45, 68, 45, 57, 62, 29, 55, 23, 56,
Class B
38, 36, 50, 64, 58, 32, 42
(a) Find the range of each set of data.

Class A: Class B:
(b) What can you say about the two classes by looking at the range of marks?
(c) Calculate the mean (average) Mathematics mark for each class. You may use
your calculator.
Class Total marks Number of marks Mean

Class A
Class B
(d) Compare the two sets of data using the means.
(e) Find the median for each class.
Class Marks from highest to lowest Middle Median

position
Class A
Class B
(f) Compare the two sets of data using the medians.

(g) Find the mode for each class.
Class Highest frequency Mode

Class A
Class B
(h) Compare the two sets of data using the mode.
(i) Which of the following do you think best represents each set of data: mean,
median or mode? Explain your answer.

Chapter 16
Probability
Probability theory deals with situations that can have many possible outcomes, only one of
which actually occurs. For example, when you throw a dice, only one face shows – but any
of the others could have shown. Or when you cross a street you usually get to the other
side without being struck by a car – but it could have happened.
16.1 Possible and actual outcomes, and frequencies....................................................... 221

16.2 Relative frequencies................................................................................................. 222
16.3 More trials and relative frequencies......................................................................... 224

CHAPTER 16: PROBABILITY 219

1 1 4 4 3 2 4 1 3 4 5 4 1 1 2 3 1 6 4 4 3 1 5 5 5 3 2
2 5 3 3 2 4 1 2 4 4 5 4 1 2 6 2 2 5 5 2 4 6 2 5 4 5 5
3 4 1 5 4 5 3 3 2 3 1 1 2 1 4 6 1 1 2 4 2 1 5 6 2 4 4
1 5 1 4 1 1 6 5 1 2 6 2 5 6 1 3 2 2 2 4 1 1 4 5 1 3 3
4 3 6 5 5 2 3 3 4 3 5 5 3 2 1 5 4 4 4 5 2 6 6 2 4 4 2
1 3 1 5 4 5 5 3 4 3 1 4 4 1 5 2 2 1 6 2 4 1 1 6 5 5 5
3 4 4 2 4 3 3 1 4 6 1 2 2 1 3 4 3 6 1 5 5 4 1 1 2 3 2
2 6 3 3 4 4 3 4 1 6 6 6 4 5 2 4 2 1 6 4 4 2 5 3 4 4 5
1 3 6 3 2 5 6 2 4 5 2 3 1 6 3 5 5 1 5 6 2 1 3 1 2 2 3
1 3 2 2 6 1 3 2 2 4 4 4 4 3 4 6 3 3 3 5 3 6 4 6 6 3 1
1 5 6 1 5 5 1 6 4 6 4 5 4 2 2 6 6 3 3 1 1 3 5 3 2 2 1
6 4 6 2 1 6 2 6 3 1 6 6 4 4 5 3 2 6 6 4 3 1 5 1 1 1 1
3 1 4 2 5 5 2 3 4 4 1 5 2 5 3 6 4 3 5 3 2 2 6 3 4 1 1
2 1 3 4 4 4 2 2 1 2 4 3 2 2 2 6 4 2 4 2 1 3 2 5 6 3 6
2 3 2 4 6 6 3 6 5 4 2 1 5 4 3 3 1 4 6 4 4 4 1 6 1 3 3
2 4 1 5 3 2 3 4 6 3 2 5 2 6 2 5 1 5 3 4 3 2 3 1 1 1 6
1 5 3 4 3 3 6 1 5 2 2 1 3 3 3 5 5 5 1 1 3 6 2 3 1 3 3
3 5 1 2 2 3 4 6 1 5 4 4 3 3 6 6 2 2 2 2 5 6 1 1 2 3 5
6 5 4 6 6 1 5 2 2 4 4 6 2 2 4 1 1 4 1 3 2 4 5 5 6 4 2
5 1 6 3 4 4 4 2 4 5 3 3 5 5 4 2 4 3 5 1 3 3 1 2 5 2 5
2 5 1 3 6 4 2 2 2 3 2 1 3 1 4 1 1 6 3 1 6 1 3 1 3 5 1
3 1 1 5 1 6 3 4 2 1 3 5 1 6 1 3 3 5 6 4 3 1 4 1 4 1 6
2 1 5 5 5 4 1 2 2 4 5 2 1 6 5 5 1 2 2 1 3 5 3 4 4 5 1
1 6 2 3 6 1 6 3 5 1 2 6 2 4 1 4 4 1 1 1 3 5 1 3 6 6 4
1 4 6 3 2 2 3 5 1 6 2 5 5 2 3 4 2 3 5 4 4 2 6 1 2 3 4
3 1 1 5 1 6 3 5 4 1 2 6 1 6 5 4 6 6 4 1 5 1 2 1 6 1 1
4 5 4 6 2 2 2 2 6 6 5 6 1 1 1 1 4 5 4 3 3 2 1 3 3 5 3
2 4 2 1 4 6 4 2 6 6 1 5 3 5 2 2 5 4 1 5 4 5 5 4 5 3 4
2 6 4 2 4 4 5 2 2 5 5 4 5 1 4 1 4 2 6 3 1 2 6 3 3 4 6
3 2 2 2 3 6 3 2 4 5 6 5 4 6 4 1 4 6 1 6 6 1 2 1 5 1 6
6 4 4 4 3 2 4 2 5 2 1 5 4 1 3 1 2 6 5 2 2 4 1 3 4 6 3
1 2 3 6 1 1 6 1 5 5 5 1 1 4 6 1 1 5 2 1 2 6 2 3 5 2 2
5 1 2 1 3 4 6 1 1 3 3 2 2 4 3 5 2 4 4 5 1 2 3 3 2 5 6
4 4 2 1 1 4 1 5 5 4 6 5 1 6 1 4 3 3 2 6 6 4 2 3 6 2 2
5 4 2 5 6 2 1 5 3 6 3 5 5 2 2 5 6 1 3 6 1 5 6 3 4 4 4
3 1 1 2 1 2 5 5 1 6 5 1 6 3 3 6 6 4 1 2 3 2 2 4 6 6 4
6 1 4 2 3 2 4 6 4 3 5 4 1 6 2 5 1 6 4 5 2 1 1 3 5 3 2
2 5 3 1 2 4 1 5 4 4 3 4 4 2 6 2 2 5 3 2 4 4 2 5 4 5 5
3 4 2 5 4 5 2 3 2 5 4 2 5 6 2 6 1 1 2 4 2 1 5 5 2 4 4
1 5 1 4 1 1 6 5 1 3 6 2 2 6 1 3 5 2 3 6 1 2 1 3 4 3 5
4 3 6 5 5 3 5 3 4 3 5 2 3 2 1 5 4 4 4 5 2 6 6 2 4 4 2
1 5 1 5 4 5 5 3 2 3 1 4 4 1 5 2 2 1 3 2 4 1 5 6 5 5 5
3 4 4 2 4 3 3 1 4 6 1 5 2 1 4 4 3 6 1 5 5 4 5 1 2 6 2
1 6 2 3 6 1 6 3 5 5 2 6 2 4 1 6 2 1 2 1 3 5 3 3 6 6 4
4 5 1 2 1 2 3 4 5 1 6 3 3 2 6 6 4 5 5 5 5 2 1 2 2 1 2

16 Probability
16.1 Possible and actual outcomes, and frequencies
what can you expect?
You will soon do an experiment. To do the experiment you need a bag like a plastic
shopping bag or a brown paper bag. You also need three objects of the same size and
shape, like three buttons, bottle tops or small square pieces of cardboard. The three
objects must look different, for example they should have different colours such as
yellow, red and blue. If you use cardboard squares, you can write “yellow”, “red” and
“blue” on them.
1. (a) Put your three objects in your bag. You will later draw one object out of the bag,
without looking inside. Can you say whether the object that you will draw will
be the yellow one, the blue one or the red one?
(b) Discuss this with two classmates.
2. (a) Now draw an object out of the bag, write down its colour, and put it back.
(b) You will soon do this 12 times. Can you say how many times you will draw each
of the three colours? If you think you can, write your prediction below.
(c) Compare your predictions with two classmates.

(d) Can you think of any reason why you may draw blue more often than red or
yellow, when you do the experiment described in (b)?
3. (a) Draw an object out of the bag, write down its colour, and put it back. Do this 12
times and write down the colour each time.
(b) Write your results in the table below.

Outcome Yellow Red Blue
Number of times obtained
CHAPTER 1: NUMERIC ANDCHAPTER

GEOMETRIC PATTERNS 1 221
16: PROBABILITY

What you did in question 3 is called a probability
experiment. Each time you drew an object out of
the bag, you performed a trial.
Each time you performed a trial, three different
things could have happened. These are called the
possible outcomes.
Each time you performed a trial, one of the possible
outcomes actually occurred. This is called the actual
outcome.
The number of times that a specific outcome
occurred during an experiment is called the actual
frequency of that outcome.
4. (a) What were the possible outcomes in the experiment that you did in question 3?
(b) How many trials did you perform in the experiment?

(c) What was the actual outcome in the third trial that you performed?
(d) What was the actual frequency of drawing a blue object during the 12 trials in
the experiment that you did?
16.2 Relative frequencies

Thomas also did the experiment in question 3 on page 221 but he performed more trials
and his results were as follows:
Outcome Yellow Red Blue
Number of times obtained 5 7 8
1. (a) How many trials did Thomas perform in total?

(b) What fraction of the trials produced yellow as an outcome?
(c) What fraction of the trials produced red as an outcome?
(d) What fraction of the trials produced blue as an outcome?

The fraction of the trials in an experiment that
produce a specific outcome is called the relative
frequency of that outcome.
number of times the outcome occurred
Relative frequency of an outcome =
total number of trials
A relative frequency can be expressed as a common fraction, as a decimal or as a

percentage. The relative frequencies in the results of the experiment Thomas did
(question 1) were one quarter for yellow, 7 twentieths for red and 2 fifths for blue.
Expressed as percentages, the relative frequencies were 25%, 35% and 40%. The range
of Thomas’s relative frequencies, expressed as percentages, is 15% (40% − 25%).
2. (a) Use your calculator to calculate the relative frequencies that you obtained for
the three different outcomes in the experiment you did in question 3 on page
221. Express them both as fractions and percentages.
(b) Calculate the range of the relative frequencies of the three outcomes for the
results of the experiment you did in question 3.
(c) You will soon repeat the experiment with 3 possible outcomes and 12 trials
that you did. Do you think you will get the same results than when you first
did the experiment?
3. (a) Join with three or four classmates to work as a team, and discuss question 2(c).
(b) Assign the “names” A, B, C, D and E (if you are 5) to the team members and
complete the table below for the experiment you did in question 3. Give the
relative frequencies as percentages. Note that to calculate the relative
frequencies for the totals as percentages, you have to use your calculators.
Actual frequencies Relative frequencies % Range

Yellow Red Blue Yellow Red Blue
Experiment 1 by A
Experiment 1 by B
Experiment 1 by C
Experiment 1 by D
Experiment 1 by E
Totals for experiment 1
(c) Which of the ranges is the smallest?

16.3 More trials and relative frequencies
what happens when you conduct many trials?
1. Join up with your teammates of the previous session. Each of you will soon repeat
the experiment you did previously. You will put a yellow object, a red object and a
blue object in a bag, draw one object and note the colour. You will do this 12 times.
This will be experiment 2.
(a) Do you expect that the results will in some ways be the same as for the
experiment in which you did this in the previous section? Do not talk to
your teammates yet. Form your own opinion, and also consider why you
think the results will be different or the same.
(b) Share your ideas with your teammates.
You will soon repeat the experiment and write the results in the rows for “experiment
2” on the table on the next page. You will repeat it once more and write the results
in the rows for “experiment 3”. If you have time left, you may repeat it once more as
“experiment 4”.
2. (a) Look at the table on the next page. Certain rows are for the outcomes that you
and your teammates obtain. The shaded rows are for adding different sets of
outcomes together. Think about what may happen and predict in what rows
the ranges will be smaller than in other rows, and in what row the range will be
the smallest of all.
(b) Share your ideas with your teammates.
3. (a) Copy the totals for “experiment 1” into the first row of the table on the next
page. Do the experiment described in question 1 and enter the results in the
rows for “experiment 2”. Calculate the relative frequencies and the range.
(b) Add in the results of your teammates, add up the totals and calculate the relative
frequencies and the range of the totals.
4. Repeat question 3, and enter the results in the rows for “experiment 3”.

Actual frequencies Relative frequencies % Range
Yellow Red Blue Yellow Red Blue
1 Totals for experiment 1
2 Experiment 2 by A
3 Experiment 2 by B
4 Experiment 2 by C
5 Experiment 2 by D
6 Experiment 2 by E

Totals for experiments
8
1 and 2 combined
9 Experiment 3 by A
10 Experiment 3 by B
11 Experiment 3 by C
12 Experiment 3 by D
13 Experiment 3 by E

15
1, 2 and 3 combined
16 Experiment 4 by A
17 Experiment 4 by B
18 Experiment 4 by C
19 Experiment 4 by D
20 Experiment 4 by E

22
1, 2, 3 and 4 combined


Term 4
Revision and assessment
Revision........................................................................................................................... 228
• Integers...................................................................................................................... 228
• Numeric patterns....................................................................................................... 229
• Functions and relationships 2..................................................................................... 229
• Algebraic expressions 2.............................................................................................. 230
• Algebraic equations 2................................................................................................. 231
• Collect, organise and summarise data......................................................................... 231
• Represent data........................................................................................................... 233
• Interpret, analyse and report on data.......................................................................... 235
• Probability.................................................................................................................. 237
Assessment...................................................................................................................... 238

Revision
Do not use a calculator for any of the questions in this section. Show all your steps of
working.
integers
1. Write down the next 3 terms of the following sequences:

(a) 3; 2; 1; 0; …
(b) −10; −12; −14; …
2. Fill in either <, > or = to make the statement true:
(a) −10 −11 (b) −8 + 2 −8 − 2
3. Rewrite the following numbers in order from smallest to largest: 3; −3; 0; −6; 4.
4. Write down the values of all integers that are bigger than −12 and smaller than −8.

(a) −4 + 5 (b) 7 − 3 (c) 8 + 4
(d) 5 − (−3) (e) −2 + (−4) (f) −1 − 2 – 3 − 4
(g) −40 − (−24) (h) −24 − (−40) (i) −13 − 15
6. If I descend from 10 m above sea level to 5 m below sea level, how many metres have
I descended?
7. If a submarine that is 15 m below sea level rises 7 m, how far below sea level would
the submarine still be?

numeric patterns
1. Write down the first four terms of a sequence that fits the description given:
(a) The sequence starts at −14, and each term is 3 bigger than the previous term.
(b) The sequence starts at 5, and each term is 4 less than the previous term.
2. Describe in words the relationship between the terms in the sequence. Then use the
relationship to find the next 3 terms in the sequence.
(a) −90; −94; −98; …
(b) −4; −5; −9; −14; …
x 0 1 2 3 4 5 6 7 8
2 − 4x 2 −6
(b) Do the output values form a pattern with a constant difference? If so, what is
the constant difference?
functions and relationships 2

1. Study the flow diagrams and fill in all the missing numbers:
(a) –12 (b) 5
–11 3
–10 0
–8 +7 –6 –7
1 –10
3 –12
–2 –8

2. Fill in the rule.
–18 –5
–22 –9
–30 –17
–32 –19
–39 –26
3. Study the tables and fill in all the missing numbers:
(a) Term number 1 2 3 4 8

Value of the term −9 −12 −15
(b) Term number 1 2 3 4 7
Value of the term 5 0 −5 −50
algebraic expressions 2
1. Write numbers in the boxes to make the statements true:
(a) If x = 5, then x − 12 =
(b) If x = −4, then x + x =
(c) If x = −2 and y = 4, then x − y =
(d) If x = −8 and y = −3, then x − y =
2. Estelle is visiting Paris in July, and she SMSes Sonja back in Pretoria that the
temperature at 6 a.m. is 13 °C. Sonja SMSes back that the temperature in Pretoria is
13 − x where x is 15 degrees. What is the temperature in Pretoria?
3. Consider the following situation and identify the variable quantities and the constants:
A camping site charges R50 as entrance fee for a vehicle and thereafter R60 per night.
The Brinks use the formula 60x + 50 to calculate the total cost if they want to camp
for x nights.

algebraic equations 2
1. Solve for x:
(a) x − 6 = −2 (b) x + 4 = −2 (c) x + x = −8
2. Here is an equation: 2 + c = d
(a) Write down a pair of integers that makes the equation true. One of the integers
should be positive and the other negative.
(b) Write down a pair of negative integers that makes the equation true.
3. You are given that x − 6 = −15. Write down the value of:
(a) x − 9 (b) x + 2
4. If d = c − 5, calculate the value of c when d has a value of −2.
collect, organise and summarise data
1. Write down whether each of the described groups represents a sample or a population:
(a) the learners of Star Primary
(b) 30 drivers of Toyota Corollas
2. Is the sample chosen for each study appropriate? Why do you say so?
(a) The study is “favourite music amongst teenagers” and the sample is all
teenagers in Grade 7 at your school.

(b) The study is “what food should the school tuck shop stock” and the sample is
6 learners in each of the grades at your school.
3. Is the following multiple-choice question a good one? If it is not good, explain why
and re-write it.
How old are you?
(a) 6–10 years old
(b) 10–15 years old
(c) 15–20 years old
(d) 20+ years old
4. The learners of one Grade 7 class at Star Primary were asked how many pets they had,
and this is the data that was generated:
0; 3; 0; 1; 2; 3; 2; 1; 0; 0; 1; 3; 2; 2; 1; 1; 0; 1; 1; 2; 1; 4; 0; 1; 2; 1; 3; 0
(a) Summarise this data in a tally and frequency table.
Number of pets Tally Frequency
(b) Write down the modal number of pets.

(c) Write down the range of the number of pets.
(d) Determine the mean number of pets, correct to 1 decimal place.

5. The following stem-and-leaf display represents the amount of money (in rands) in
some learners’ purses/wallets:
0 0 3 4 7 9
1 0 2 4 7 9
2 0 1 2 8
3 0 2 2 7 9
4 0 2 6 7 7 8 9
5 3 4
Key: 3|2 means 32
(a) How many learners were sampled?

(b) What is the maximum amount of money in the purses/wallets?
(c) Determine the median of the amount of money in the purses/wallets.
represent data
1. The 120 learners in Grade 7 at a boys’ school were asked to name their favourite
winter sport, and the data was represented by the pie chart below.
25% 30%
15%
30%
rugby soccer hockey other
(a) What percentage of the boys like hockey the most?

(b) How many boys like soccer the most?
(c) How many boys like hockey the most?

2. Seventy-five people were asked to name their favourite South African soccer teams.
The bar graph shows the results, with two bars missing. The number of people that
like Ajax Cape Town or Bloemfontein Celtic the most are equal. Draw in the
missing bars.
20
18
16
Number of people
14
12
10
8
6
4
2
0
Kaizer Orlando Amazulu Ajax Cape Bloem Other
Chiefs Pirates Town Celtic
Favourite team
3. Draw a histogram to show the ages of a sample of people, as recorded in this

frequency table:
Age group (years) < 20 20–29 30–39 40–49 50–59 60–69

Frequency 5 7 6 8 4 3

interpret, analyse and report on data
1. The information collected from boys about their favourite winter sport (see question
1 on page 233) could be represented in a number of different ways, for example by a
pie chart or in a bar graph.
40
Percentage of boys
25% 30% 30
20
10
15%
30% 0
rugby soccer hockey other
rugby soccer hockey other Favourite sport
What type of graph do you think is best suited to represent the data? Why do you
say so?
2. Jan wants to find out how important the following activities are in people’s lives:
shopping, playing sport, watching TV, and doing hobbies. He goes to the shopping
mall near his house and asks 20 teenagers to rank these activities in order of
importance. Describe some possible sources of bias in sourcing and collecting
the data.

3. A survey of favourite fast foods was undertaken. The data that was collected is
represented in this bar graph:
1 000
995
990
985
Number of votes
980
975
970
965
960
955
950
Pizza Hot dogs Hamburgers
Favourite food
David says, “The graph shows clearly that hamburgers are by far the least favourite
fast food.” Do you agree with David? Explain your answer.
4. The following data is collected for a project. It represents the number of times nine
different people have accessed their Facebook page in the past week:
5; 8; 8; 10; 15; 17; 18; 23; 59.
Which measure of central tendency (the mode, mean or median) will best represent
the ‘average’ of the data? Explain your answer.

probability
1. Rendani has 12 T-shirts: 3 are black; 4 are white; 2 are blue and 3 are green. If, one
morning, he picks a T-shirt at random from his cupboard, what is the probability
(given as a fraction in simplest form) that:
(a) he chooses a white T-shirt?
(b) he chooses a T-shirt that is not blue?
2. In a bag there are only black, green and yellow counters. You are going to take one
counter out of the bag at random. If you are told that:
• the probability that it will be black is less than a third, and
• the probability that it will be green is twice the probability it will be black
write down one example of how many counters of each colour there might be in
the bag.
3. You are going to throw two dice at the same time, and the outcome will be the sum
of the numbers showing on each dice. For example, if a 3 and a 4 is thrown the
outcome will be 7.
(a) List all the possible outcomes of the experiment.
(b) Write down the probability the outcome will be 2.
(c) Write down the probability the outcome will be 10.

Assessment
In this section, the numbers in brackets at the end of a question show the number of
marks that the question is worth. Use this information to help you determine how much
working is needed.
The total number of marks allocated to the assessment is 60.
1. Write the numbers below in order from smallest to largest. (2)

1; −4; 0; −2; 4
2. List all the integers that are between −17 and −22. (2)
3. Calculate the following: (4)

(a) 8 − 10 (b) 5 + (−4)
(c) −2 − 3 − 4 (d) −3 − (−2)
4. If the temperature at sunset is 12 °C, and it drops by 16 degrees overnight, what is

the temperature at dawn? (2)
5. Fill in either <, > or = to make the statement true. (2)

(a) −1 234 −1 235 (b) 2 − (−1) 1 − (−2)
6. Describe in words the relationship between the terms in the sequence. Then use
the relationship to find the next 3 terms in the sequence. (6)
(a) −81; −77; −73; …
(b) 10; 4; 6; −2; 8; …

7. Study the flow diagram and fill in all the missing numbers: (3)
10
4
0
–9 –10
–12
–21
–20 –29
8. Write numbers in the boxes to make the statements true. (4)

(a) If x = 10, then x − 14 =
(b) If x = −2, then x + x =
(c) If x = −1 and y = 7, then x − y =
(d) If x = −5 and y = −1, then x − y =
9. Solve for x. (3)

(a) x − 9 = −2 (b) x + 7 = −5 (c) x + x + x = −6
10. Three possible solutions are given in brackets next to the equation, but only one
is correct. Which one is correct? (1)
−5 − x = 10 {−5; −15; 15}
11. Here is an equation: e + f = −5

(a) Write down a pair of integers that makes the equation true. One of the integers
should be positive and the other negative. (2)
(b) Write down a pair of negative integers that makes the equation true. (2)

12. An inter-schools shot-put competition was held and the best throws (in metres)
were recorded as a stem-and-leaf display:
5 0 1 1 1 1 3 9
6 5 6 7 7 7 9 9
7 1 4 5 7 9
8 1 1 6
9 0 0 2 7 7 8
Key: 5|1 means 5,1
(a) How many shot-putters were there in the competition? (1)

(b) Only those able to throw 7 m or more in the first two throws were allowed to
continue in the competition, to throw a further three times.
How many competitors were permitted to continue? (1)
(c) What is the modal distance of the throws? (1)
(d) What is the range? (1)
13. The graph shows the Mathematics results of four learners in two exams: the Term 2
exam and the Term 4 exam.
80
70
60
Percentage
50
40 Term 2
30 Term 4
20
10
0
Susan Malachai Buti Tumi
(a) What is the name of this type of graph? (1)

(b) Whose results remained constant? (1)
(c) Who performed best in Term 4, and what was his or her percentage? (2)

14. In a survey, 200 people were asked about the quality of services they received from
their local municipality. The bar graph summarises their responses.
very good
satisfactory
poor
very poor
don’t know
(a) Which response was the most common? (1)

(b) About how many people thought the services received were either very
good or satisfactory? (2)
(c) Siyoli says that about 80 people think the services received were poor.
Is Siyoli right or wrong, or is it impossible to tell from the information
provided? (1)
(d) If you had been the person responsible for this survey, what feedback
would you give the local municipality? (1)
15. Ashwell wanted to collect information on which fast food was the most popular
amongst 12- to 13-year-olds. He collected information by asking 10 of his friends
which fast food they liked the most.
Discuss any problems with Ashwell’s process of data collection, and suggest
better alternatives. (4)

16. You are going to throw two dice at the same time, and the outcome will be the
product of the numbers shown on the dice. For example, if a 3 and a 4 is thrown
the outcome will be 12.
(a) List all the possible outcomes of the experiment. (3)
(b) Write down the probability that the outcome will be 6.

Give your answer as a fraction in simplest form. (3)
17. A bag contains 20 counters of 3 different colours. I am going to take one counter
from the bag, without looking.
(a) Fill in the missing information in this table: (3)
Colour of Number of counters Probability of

counters choosing this colour
red 5
1
white
4
blue 10
(b) Suppose that before taking a counter out of the bag, I add an extra white counter
to the bag. How will this affect the probability that I will take a red counter?
Tick one of these options: (1)
• It will increase the probability.
• It will decrease the probability.
• The probability will remain the same.
• It is not possible to tell.

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MATHEMATICS

Developed and funded as an ongoing project by the Sasol Inzalo

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First published in 2014

Illustrations and computer graphics:

Cover illustration: Leonora van Staden

Text design: Mike Schramm

Layout and typesetting: Lebone Publishing Services

Printed by: [printer name and address]

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Your freedom to legally copy this book

This book is published under a Creative Commons Attribution-NonCommercial 4.0

For more information about the Creative Commons Attribution-NonCommercial 4.0

Except where otherwise noted, this work is licensed under

Maths2_Gr7_LB_Book.indb 3 2014/09/04 11:34:31 AM

Term 3: Revision and assessment........................................... 97

Maths2_Gr7_LB_Book.indb 4 2014/09/04 11:34:31 AM

Maths2_Gr7_LB_Book.indb 5 2014/09/04 11:34:31 AM

1.1 Number patterns in sequences.................................................................................... 3

CHAPTER 1: NUMERIC AND GEOMETRIC PATTERNS 1

Maths2_Gr7_LB_Book.indb 1 2014/09/04 11:34:31 AM

Maths2_Gr7_LB_Book.indb 2 2014/09/04 11:34:32 AM

A set of numbers in a given order is called a The numbers in a sequence

A sequence can be formed by repeatedly adding

Maths2_Gr7_LB_Book.indb 3 2014/09/04 11:34:32 AM

In sequence B of question 1 there is a constant ratio between consecutive terms, as

In sequence C of question 1 there is neither a constant difference nor a constant ratio

(b) 0,3; 0,5; 0,7; 0,9;

(c) 6; 18; 54; 162;

(d) 1; 3; 6; 10; 15;

(e) 20; 31; 42; 53;

(f) 10; 9,7; 9,4; 9,1;

(g) 18 000; 1 800; 180; 18;

4 MATHEMATICS Grade 7: Term 3

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(j) 625; 125; 25; 5;

relationships between dependent and independent variables

CHAPTER 1: NUMERIC AND GEOMETRIC PATTERNS 5

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2. (a) Complete the above table.

(c) Lungile reasoned like this:

6 MATHEMATICS Grade 7: Term 3

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(b) Tilly’s thinking.

We can use n as a symbol for “any term number”.

CHAPTER 1: NUMERIC AND GEOMETRIC PATTERNS 7

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Tile Tile Tile Tile Tile Tile

4. How many yellow tiles are there in each bigger tile?

8 MATHEMATICS Grade 7: Term 3

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patterns with matches

1. A pattern with matches is shown below.

Figure 1 Figure 2 Figure 3

(b) Complete the table.

(c) What rule did you use to complete the table?

(d) How many matches are needed to form figure no. 9?

CHAPTER 1: NUMERIC AND GEOMETRIC PATTERNS 9

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Figure number Number of matches