CSEC Math Study Guide

MATHEMATICS
STUDY GUIDE
Curriculum Planning and Development Division

The booklet highlights some salient points for each topic in the CSEC Mathematics syllabus. At
least one basic illustration/example accompanies each salient point. The booklet is meant to be
used as a resource for “last minute” revision by students writing CSEC Mathematics.
Number Theory
Basic Rules
Points to Remember Illustration/ Example
The sum of any number added to zero gives the The Additive Identity
same number a+0=0+a=a
7+0 =7
0 + 3.6 = 3.6
The product of any number multiplied by 1 gives Multiplicative Identity
the same number a×1=1×a=a
7×1=1×7=7
Any number that is multiplied by zero gives a a×0=0×a=0
product of zero 7×0=0×7=0
The sum (or difference) of 2 real numbers equals a 4+5 = 9
real number 4 + (- 5) = -1
4.3 + 5.2 = 9.5
Zero divided by any number equals zero. 0/5 = 0
0/x = 0 x ≠ 0
Any number that is divided by zero is undefined. 5/0 is undefined
The denominator of any fraction cannot have the 0/0 is undefined
value zero. x/0 is undefined x ≠ 0
The Associative Law states The "Associative (a + b) + c = a + (b + c)
Laws" say that it doesn't matter how we group the (6 + 3) + 4 = 6 + (3 + 4) = 13
numbers, the order in which numbers are added or
multiplied does not affect their sum or product. (a × b) × c = a × (b × c)
(6 × 3) × 4 = 6 × (3 × 4) = 72
The Commutative Law states that in a set of a+b+c=c+b+a=b+c+a
numbers, multiplication must be applied before 2 + 3 + 4 = 4 + 3 + 2= 3 + 4 + 2 = 9
addition.
a×b×c=c×b×a=b×c×a
2 × 3 × 4 = 4 × 3 × 2 = 3 × 4 × 2 = 24
BODMAS provides the key to solving 7 + (6 × 52 × 3) Start inside Brackets, and then use
mathematical problems "Orders" first
B - Brackets first = 7 + (6 × 25 + 3) Then Multiply
O - Orders (ie Powers and Square Roots, etc.) = 7 + (150 + 3) Then Add
DM- Division and Multiplication (left-to-right) = 7 + (153) Final operation is addition
= 160 DONE!
When positive numbers are added together the 4+5=9
result is positive
When two or more negative numbers are to be -4–5=-9
added, we simply add their values and get another
negative number
Curriculum Planning and Development Division - 1

Number Theory
Basic Rules
To find the difference between two numbers when 20 – 10 = 10
one number is positive and one number is negative -20 + 10 = -10
the result will be “+” if the larger value is positive
or “–“ negative if the larger number is negative.
When multiplying, two positive numbers (+) × (+) = + e.g.
multiplied together give a positive product; and a (-) × (-) = + 8 × 5 = 40
negative number multiplied by another negative (+) × (-) = - -8 × -5 = 40
number gives a positive product. Also, a negative (-) × (+) = - 8 × -5 = -40
number multiplied by a positive number gives a -8 × 5 = -40
negative product
Number Theory
Positive and Negative Numbers
The rules for division of directed numbers are (+) ÷ (+) = + e.g. 10 ÷ 5 = 2
similar to multiplication of directed numbers. (-) ÷ (-) = + -10 ÷ -5 = 2
Use manipulatives- counters (yellow and red) (+) ÷ (-) = - 10 ÷ -5 = -2
(-) ÷ (+) = - -10 ÷ 5 = -2
There are different type of numbers: Natural Numbers (N) : {1,2,3,...}
Natural Numbers - The whole numbers from 1 Integers (Z) : {..., -3, -2, -1, 0, 1, 2, 3, ...}
upwards Rational Numbers (Q) :. 3/2 (=1.5), 8/4 (=2), 136/100
Integers- The whole numbers, {1,2,3,...} negative (=1.36), -1/1000 (=-0.001)
whole numbers {..., -3,-2,-1} and zero {0}. Irrational Number : 𝜋, 3.142 (cannot be written as a
Rational Numbers- The numbers you can make fraction)
by dividing one integer by another (but not Real Numbers (R): 1.5, -12.3, 99, √2, π
dividing by zero). In other words, fractions.
Irrational Number – Cannot be written as a ratio
of two numbers
Real Numbers - All Rational and Irrational
numbers. They can also be positive, negative or
zero.
Number Theory
Decimals – Rounding
Rounding up a decimal means increasing the 5.47 to the tenths place, it can be can be rounded up to
terminating digit by a value of 1 and drop off the 5.5
digits to the right. 6.734 to the hundredths place, it can be rounded down to
Round down if the number to the right of our 6.73
terminating decimal place is four or less (4,3,2,1,0)

Number Theory
Operations with Decimals
Find the product of 3.77 x 2.8 =? Find the product of 3.77 × 2.8
1. Line up the numbers on the right, 3.77 (2 decimal places)

2. multiply each digit in the top number by 2.8 (1 decimal place)
each digit in the bottom number (like 754
whole numbers), 3016
3. add the products, 10.556 (3 decimal places)
4. and mark off decimal places equal to the
sum of the decimal places in the numbers
being multiplied.
When dividing, if the divisor has a decimal in it,

make it a whole number by moving the decimal
point to the appropriate number of places to the
right. If the decimal point is shifted to the right in
the divisor, also do this for the dividend.
Fractions can always be written as decimals. For example:

2 1 3
= 0.4 = 0.5 = 0.75
5 2 4
1 3 3
= 0.25 = 0.6 = 0.75
4 5 4

Number Theory
Significant figures
The rules for significant figures: Number of
1) ALL non-zero numbers Number Significant Rule(s)
(1,2,3,4,5,6,7,8,9) are ALWAYS Figures
significant.
2) ALL zeroes between non-zero numbers 48,923 5 1
are ALWAYS significant.
3) ALL zeroes which are 3.967 4 1
SIMULTANEOUSLY to the right of the 900.06 5 1,2,4
decimal point AND at the end of the
number are ALWAYS significant. 0.0004 (= 4 E-4) 1 1,4
4) ALL zeroes which are to the left of a
8.1000 5 1,3
written decimal point and are in a number
>= 10 are ALWAYS significant. 501.040 6 1,2,3,4
A helpful way to check rules 3 and 4 is to write the
number in scientific notation. If you can/must get 3,000,000 (= 3 E+6) 1 1
rid of the zeroes, then they are NOT significant. 10.0 (= 1.00 E+1) 3 1,3,4
Number Theory
Binary Numbers
Each digit "1" in a binary number represents a 0001 is 2 to the zero power, or 1
power of two, and each "0" represents zero. 0010 is 2 to the 1st power, or 2
0100 is 2 to the 2nd power, or 4
1000 is 2 to the 3rd power, or 8
Binary numbers can be added 10001

+11101
101110
Binary numbers can be subtracted

Number Theory
Computation – Fractions
When the numerator stays the same, and the 1 1 1
denominator increases, the value of the fraction 3 , 4 , 5
decreases 3 3 3 3
4 ,5 , 6 7
When the denominator stays the same, and the 7 8 9
numerator increases, the value of the fraction 2 , 2 , 2
increases.
Equivalent fractions are fractions that may look 1 2 3 4
different, but are equal to each other. 2 , 4 , 6 8
Equivalent fractions can be generated by 1 1x 2 2

multiplying or dividing both the numerator and 2 = 2x2 = 4
denominator by the same number. 3 3x2 6
5 = 5 x 2 = 10
Fractions can be simplified when the numerator 6 3x2 3
and denominator have a common factor in them 10 = 5x2 = 5
Fractions with different denominators, can be 3 2 9 8
converted to a set of fractions that have the same 4 , 3 is the same as 12 , 12
denominator
Addition and subtraction of fractions are similar to 9 8 1
adding and subtracting whole numbers if the 12 – 12 = 12
fractions being added or subtracted have the same
denominator
When multiplying fractions, multiply the 5 2 10 5
numerators together and then multiply the 6 × 3 = 18 = 9
denominators together and simplify the results.
Number Theory
Prime Numbers
A prime number is a number that has only two
factors: itself and 1e.g. 5 can only be divided
evenly by 1 or 5, so it is a prime number.
Numbers that are not prime numbers are referred
to as composite numbers

Number Theory
Computation of Decimals, Fractions and Percentages
Percent means "per one hundred" 20 % = 20 per 100
To convert from percent to decimal, divide the 10

percent by 100 10 % = 100 = 0.1
67.5
67.5% = 100 = 0.675
To convert from decimal to percent, multiply the 0.10 as a percentage is 0.10 × 100 = 10%
decimal by 100 0.675 is 0.675 × 100 = 67.5%
To convert from percentages to fractions, divide 12 12 4 3
the percent by 100 to get a fraction and then 12% = 100 = 100 4 = 25
simplify the fraction
To convert from fractions to percentages, convert 3
the fraction to a decimal by dividing the numerator 25 = 0.12
by the denominator and then convert the decimal 0.12 as a percentage is 0.12 × 100 = 12%
to a percent by multiplying by 100.

Triangles
Classification of Triangles
Triangles can be classified according to lengths of Scalene Triangle
their sides to fit into three categories:-
Scalene: No equal sides ;No equal angles
Isosceles triangle
Isosceles: Two equal sides ; Two equal angles
Equilateral Triangle
Equilateral Triangle: Three equal sides ; Three
equal 60° angles
Triangles can be classified according to angles:- acute angle triangle
Acute- All three angles are acute angles.
Obtuse- An obtuse triangle is a triangle in which

one of the angles is an obtuse angle. obtuse angle triangle
Right angle- A triangle that has a right angle (90°)
right angle triangle

Angles formed by a Transversal Crossing two Parallel Lines
Vertical Angles are the angles opposite each Illustration of all angles mentioned on a single
other when two lines cross. diagram. The transversal crosses two Parallel
Vertically opposite angles are equal Lines
a=d f=g
b=c e=h
The angles in matching corners are called

Corresponding Angles.
Corresponding Angles are equal
a=e c=g
b=f d=h
The pairs of angles on opposite sides of the

transversal but inside the two lines are called
Alternate Angles.
Alternate Angles are equal
d=e c=f
The pairs of angles on one side of the

transversal but inside the two lines are called
Consecutive Interior Angles.
Consecutive Interior Angles are supplementary
(add up to 180°)
d+f c+e

Triangles
Pythagoras' Theorem
Pythagoras' Theorem states that the square of the c2= a2 + b2 The Hypotenuse is c
hypotenuse is equal to the sum of the squares on Find c
the other two sides
c2= 52 + 122
= 25 + 144
= 169
c= √169
= 13 units
Triangles
Similar Triangles & Congruent Triangles
Definition: Triangles are similar if they have the Show that the two triangles given beside are similar and
same shape, but can be different sizes. calculate the lengths of sides PQ and PR.
(They are still similar even if one is rotated, or one

is a mirror image of the other).
There are three accepted methods of proving that

triangles are similar:
If two angles of one triangle are equal to two

angles of another triangle, the triangles are similar.
Solution:
∠ A = ∠ P and ∠ B = ∠ Q, ∠ C = ∠ R(because ∠C = 180 -

∠A - ∠B and ∠R = 180 - ∠P - ∠Q)
Therefore, the two triangles ΔABC and ΔPQR are

similar.
If angle A = angle D and angle B = angle E
Then ∆ABC is similar to ∆DEF

Triangles
1) If the three sets of corresponding sides of two Consequently:
triangles are in proportion, the triangles are
𝐴𝐵 𝐵𝐶 𝐴𝐶 𝐴𝐵 𝐵𝐶
similar. = = 𝑃𝑅 implies =
𝑃𝑄 𝑄𝑅 𝑃𝑄 𝑄𝑅
4 6
Substituting known lengths give: = or 6PQ = 4 × 12
𝑃𝑄 12
12 × 4
Therefore PQ = =8
6
𝐵𝐶 𝐴𝐶
Also, = 𝑃𝑅
𝑄𝑅
6 7
Substituting known lengths give: = 𝑃𝑅 or 6PR = 12 × 7
If 12
𝐴𝐵 𝐴𝐶 𝐵𝐶 12 × 7
= = Therefore PR = = 14
𝐷𝐸 𝐷𝐹 𝐸𝐹 6
Then ∆ABC is similar to ∆DEF Find the length AD (x)
2) If an angle of one triangle is equal to the

corresponding angle of another triangle and the
lengths of the sides including these angles are
in proportion, the triangles are similar.
The two triangles ΔABC and ΔCDE appear to be similar

since AB || DE and they have the same apex angle C.
It appears that one triangle is a scaled version of the
other. However, we need to prove this mathematically.
AB || DE, CD || AC and BC || EC
If angle A = angle D and ∠BAC = ∠EDC and ∠ABC = ∠DEC
𝐴𝐵 𝐴𝐶
=
𝐷𝐸 𝐷𝐹 Considering the above and the common angle C, we
may conclude that the two triangles ΔABC and ΔCDE
Then ∆ABC is similar to ∆DEF
are similar.

Triangles
Therefore:
𝐷𝐸 𝐶𝐷
= 𝐶𝐴
𝐴𝐵
7 15
= 𝐶𝐴
11
7CA = 11 × 15
11 × 15
CA = 7
CA = 23.57
x = CA – CD = 23.57 – 15 = 8.57

Mensuration
Areas & Perimeters
The area of a shape is the total number of square Find the area and perimeter of a square that has a side-
units that fill the shape. length of 4 cm
Area of Square= a2
Perimeter of Square= a+ a + a + a
Area of Square = a × a= a2 = 4 × 4= 42 = 16 cm2
a = length of side Perimeter of Square = 4 + 4 + 4 + 4 = 16 cm
Find the area of a rectangle of length 5cm, width 3cm
a represents the length; b represents the width

Area of Rectangle = a × b Area of Rectangle = 5 cm x 3cm = 15 cm2
Perimeter of Rectangle = a+ a + b + b = 2(a+b) Perimeter of Rectangle = 5 + 5 + 3 + 3 = 2(5+3) = 16cm
1
The area of a triangle is : 2 x b x h
b is the base
h is the height
1 1
Area = 2 x b x h = 2 x 20units x 12units = 120 units2
Area of triangle using "Heron's Formula"- given Example: What is the area and perimeter of a triangle
all three sides: with sides 3cm, 4cm and 5cm respectively?
3 4  5 12
Step 1: s = 2 = 2 =6
Step 2 : Area of triangle = √6(6 − 3)(6 − 4)(6 − 5)

= √6 (3)(2)(1) = 6cm2
Step 1: Calculate "s" (half of the triangle’s perimeter):
Perimeter of triangle = a + b + c
= 3 + 4 + 5 = 12cm
Step 2: Then calculate the Area:

Mensuration
Areas & Perimeters
Area of triangle, given two sides and the angle

between them
First of all we must decide what we know. We know

Either Area = ½ ab sin C angle C = 25º, and sides a = 7 and b = 10.
or Area = ½ bc sin A
or Area = ½ ac sin B Start with:
Area= (½)ab sin C
Or in general,
Area = ½ × side 1 × side 2 × sine of the included angle Put in the values we know: Area=½ × 7 × 10 × sin(25º)
Do some calculator work:

Area = 35 × 0.4226 =14.8 units2 (1dp)
Area of Parallelogram, given two sides and an Find the area of the parallelogram:
angle
The diagonal of a parallelogram divides the

parallelogram into two congruent
triangles. Consequently, the area of a
parallelogram can be thought of as doubling the
area of one of the triangles formed by a Area = ab sin C
diagonal. This gives the trig area formula for a = (8)(6)sin 120o
parallelogram: = 41.569 =41.57 square units
Either Area = ab sin C

or Area = bc sin A
or Area = ac sin B

Mensuration
Areas & Perimeters
Find the area of the trapezium
c d
Area of Trapezium = ½(a+b) × h

= ½(sum of parallel sides) × h
A = ½ (a+b) × h
h = vertical height = ½(10 + 8) × 4
=½ × (18) × 4
Perimeter = a + b + c + d = 36 cm2
Perimeter = a + b + c + d
= 10 + 8 + 4.3 + 4.1
= 26.4 cm
Find the area of a parallelogram with a base of 12
centimeters and a height of 5 centimeters.
a
Area of Parallelogram = base × height Area of parallelogram= b × h = 12cm × 5cm = 60 cm2
Perimeter of parallelogram = a + b + a + b = 2 (a + b)
b = base
h= vertical height = 12cm + 7cm + 12cm + 7cm = 38cm

Mensuration
Surface Area and Volumes
Volume of Cylinder Find the volume and total surface area of a cylinder with a
= Area of Cross Section x Height = π r2h base radius of 5 cm and a height of 7 cm.
Surface Area of Cylinder 22

= 2π r2 + 2πrh = 2πr (r + h) Volume = π r2h = 7 × 52 × 7 =22 × 25 cm3 = 550cm3
Conversion to Litres: 1000 cm3 = 1L
550
550 cm3= 1000 L= 0.55 L
Surface Area = 2π(5)(7) + 2π(5)2 = 70π + 50π

= 120π cm2
≈ 376.99 cm2
* A prism is a three-dimensional shape which has the Example: What is the volume of a prism whose ends
same shape and size of cross-section along the entire have an area of 25 m2 and which is 12 m long
length i.e. a uniform cross-section
Prism- Since a cylinder is closely related to a prism, the

formulas for their surface areas are related
Volume of Prism = area of cross section × length = A l
Answer: Volume = 25 m2 × 12 m = 300 m3
Volume of irregular prism = Ah

Surface Area of irregular prism
= 2A + (perimeter of base × h)

Mensuration
What is the volume and surface area of a cone with
radius 4 cm and slant 8 cm?
Slant Height using Pythagoras’ Theorem:

h= √𝒔𝟐 − 𝒓𝟐
= √82 − 42
= √64 − 16
1 = √48
Volume of cone = 3 π r2h = 6.928 ≈ 6.93
Volume of cone
The slant of a right circle cone can be figured out 1 1
= 3 π r2h = 3 × 3.14 × 42 × 6.93 = 116.05 cm 3
using the Pythagorean Theorem if you have the
height and the radius.
Surface area
Surface area = πrs + πr2
= πrs + πr2 = (3.14 × 4 × 8) + (3.14 × 42)
= 100.48 + 50.24
= 150.72 cm2
Find the volume and surface area and of a sphere with
radius 2 cm
4
Volume of Sphere = 3 πr3
4
= 3 × 3.14 × 23
100.48
= 3
4 = 33.49 cm3
Volume of Sphere: V = 3 πr3
Surface Area of Sphere = 4πr2
Surface area of a sphere: A = 4πr2 = 4 × 3.14 × 22
= 50.24 cm2

Mensuration
Find the volume and surface area of a cube with a side
of length 3 cm
Volume of cube = s × s × s = s3 = 3 × 3 × 3 = 27 cm3
Surface Area of cube = s2+ s2+ s2+ s2+ s2+ s2

= 6 s2 = 6(3)2 = 6 × 9 = 54 cm2
Volume of cube = s3
Surface Area of cube = s2 + s2 + s2 + s2 + s2 + s2

= 6 s2
Find the volume and surface area of a cuboid with length
10cm, breadth 5cm and height 4cm.
Volume of cuboid = length × breadth × height

= 10 × 5 × 4
= 200cm3
Volume of cuboid = length x breadth x height
= xyz Surface Area of cuboid = 2xy + 2xz + 2yz
= 2(10)(5) + 2(10)(4) + 2(5)(4)
Surface area = xy + xz + yz + xy + xz + yz = 100 + 80 + 40
= 2xy + 2xz + 2yz = 220 cm2
= 2(xy + xz + yz)
Find the volume of a rectangular-based pyramid

whose base is 8 cm by 6 cm and height is 5 cm.
The Volume of a Pyramid Solution:

1 1
= 3 × [Base Area] × Height V = 3 × [Base Area] × Height

Mensuration
1
= 3 × [8 × 6] × 5
= 80 cm3

Geometry
Sum of all interior angles of a regular polygon
Find the sum of all interior angkes in
The sum of interior angles of a polygon having i) Pentagon
n sides is ii) Hexagon
iii) Heptagon
(2n – 4) right angles iv) Octagon
= (2n-4) x 90 .
Each interior angle of the polygon =
(2n – 4)/n right angles.
e.g. What is the sum of the interior angles of a

triangle

Geometry
Sum of all interior angles of any polygon
Illustration/ Example
Name Figure No. of Sum of interior angles Name Figure No. of Sum of interior angles
Sides (2n - 4) right angles Sides (2n - 4) right angles
Triangle 3 (2n - 4) right angles Hexagon 6 (2n - 4) right angles

= (2 × 3 - 4) × 90° = (2 × 6 - 4) × 90°
= (6 - 4) × 90° = (12 - 4) × 90°
= 2 × 90° = 8 × 90°
= 180° = 720°
Quadrilateral 4 (2n - 4) right angles Heptagon 7 (2n - 4) right angles
= (2 × 4 - 4) × 90° = (2 × 7 - 4) × 90°
= (8 - 4) × 90° = (14 - 4) × 90°
= 4 × 90° = 10 × 90°
= 360° = 900°
Pentagon 5 (2n - 4) right angles Octagon 8 (2n - 4) right angles
= (2 × 5 - 4) × 90°
= (2 × 8 - 4) × 90°
= (10 - 4) × 90°
= 6 × 90° = (16 - 4) × 90°
= 540°
= 12 × 90°
= 1080°

Geometry
Sum of all exterior angles of any polygon
Find the measure of each exterior angle of a
Sum of all exterior angles of any polygon = regular hexagon
360° A hexagon has 6 sides, so n = 6
Substitute in the formula
e.g. 360
Each Exterior angle = 𝑛
Find the sum of the exterior angles of:
a) a pentagon Answer: 3600 360
b) a decagon Answer: 3600 = 60
c) a 15 sided polygon Answer: 3600
=60o
d) a 7 sided polygon Answer: 3600 The measure of each exterior angle of a regular
polygon is 45°. How many sides does the
polygon have?
Set the formula equal to 45o. Cross multiply
and solve for n
360
= 45
𝑛
45n = 360
360
n= =8
45

Geometry
Circle Geometry
Parts of a Circle Insert the parts of the circle below:
 Arc — a portion of the circumference of a

circle.
 Chord — a straight line joining the ends of an
arc.
 Circumference — the perimeter or boundary
line of a circle.
 Radius ( ) — any straight line from the centre
of the circle to a point on the circumference.
 Diameter — a special chord that passes
through the centre of the circle. A diameter is a
straight line segment from one point on the
circumference to another point on the
circumference that passes through the centre of
the circle.
 Segment — part of the circle that is cut off by
a chord. A chord divides a circle into two
segments.
 Tangent — a straight line that makes contact
with a circle at only one point on the
circumference

Geometry
Circle Geometry
Area of Circle=
= π × r2
22
= 7 × 14m × 14m
Area = π × r2
22
= 7 × 196 m2 = 616 m2
Circumference = 2 × π × r = D × π
Perimeter (Circumference) of circle
=2×π×r
22
= 2 × 7 × 14 = 87.976 cm = 87.98 cm to (2 dp)

Area of Sector AOB = π × r2 × 360

Length of Arc AB = 2π r × 360

Area of Sector = π × r2 × 360
Perimeter = BO + OA + arc AB 22 45
= 7 × 12 × 12 × 360 = 56.55 units2

Arc length AB = 2πr × 360
22 45
= 2 × 7 × 12 × 360
= 9.428
= 9.43 units (2dp)
Perimeter of sector ABC

= BC + CA + Arc length AB
= 12 + 12 + 9.43 = 33.43 units

Algebra
Simplifying algebraic expressions
Algebraic expressions are the phrases used in 1) Nine increased by a number x
algebra to combine one or more variables, 9+x
constants and the operational (+ - x / ) symbols.
Algebraic expressions don't have an equals = sign. 2) Fourteen decreased by a number p
Letters are used to represent the variables or the 14 – p
constants
3) Seven less than a number t
t–7
4) The product of nine and a number, decreased by six

9m – 6
5) Three times a number, increased by seventeen

3a + 17
6) Thirty-two divided by a number y

32 ÷ y
7) Five more than twice a number

2n + 5
8) Thirty divided by seven times a number

30 ÷ 7n
Algebra
Substitution
In Algebra "Substitution" means putting numbers 10
1) If x = 5, then what is +4
where the letters are x
10
+4=2+4=6
5
2) If x = 3 and y = 4, then what is x2 + xy

32 + 3×4 = 9 + 12 = 21
3) If x = −2, then what is 1 − x + x2

1 − (−2) + (−2)2 = 1 + 2 + 4 = 7

Algebra
Binary Operations
A binary operation is an operation that applies to two An operation * is defined by a * b = 3a + b.
numbers, quantities or expressions e.g. a*b = 3a + 2b Determine:
i) 2*4
ii) 4*2
Commutative Law iii) (2*4)*1
iv) 2* (4*1)
Let * be a binary operation. v) Is * associative?
* is said to be commutative if , vi) Is * communicative?
a*b=b*a i) 2*4 = 3(2) + 4 = 10

ii) 4*2 = 3(4) + 2 = 14
Associative Law iii) (2*4)*1= 10*1= 3(10) + 1 = 31
iv) 2* (4*1)= 2 * [3(4)+1]= 2*13= 3(2) +13=19
Let * be a binary operation. v) Since (2*4)*1 ≠ 2* (4*1), * is not associative.
That is (a*b)*c, ≠ a* (b*c)
* is said to be an associative if ,
vi) Since 2*4 *≠ 4*2, * is not commutative. That is
a * (b * c) = (a * b) * c a*b ≠ b*a
Algebra
Solving Linear Equations
An equation shows the link between two 1)Solve 2x + 6 = 10
expressions 2x + 6 = 10
2x = 10-6
2x =4
4
x =
2
x =2
2) Solve 5x – 6 = 3x – 8
5x – 6 = 3x – 8
5x – 3x = -8 + 6
2x = -2
−2
x = 2
x = -1

Algebra
Linear Inequalities
*Solving linear inequalities is almost exactly like 1) Solve
solving linear equations x+3<0
* When we multiply or divide by a negative x < -3
number, we must reverse the inequality
Why? 2) 3y < 15
For example, from 3 to 7 is an increase, but from 15
y< 3
-3 to -7 is a decrease
y<5
3) (x-3)/2 < -5
(x-3) < -10
x < -7
-7 < -3 7>3 4) -2y < -8

divide both sides by -2 ... and reverse the
The inequality sign reverses (from < to >) inequality
−8
y > −2
y>4
Algebra
Changing the Subject of a Formula
Formula means Make x the subject of the formula
Relationship between two or more variables y =x+5
Example: y = x + 5 where x and y are variables. x+5=y
x =y–5
Subject Of A Formula means
The variable on its own, usually on the left hand Make x the subject of the formula
side. y = 3x – 6
Example: y is the subject of the formula y = x + 5 Switch sides
3x – 6 = y
Changing The Subject Of A Formula means 3x = y + 6
Rearrange the formula so that a different variable y 6
is on its own. x = 3
Example: Making x the subject of the formula
y = x + 5 gives x = y - 5 Make x the subject of the formula
y = 2(x + 5)
switch sides
2( x + 5) = y
Multiply out brackets
2(x) + 2(5) = y

Algebra
Changing the Subject of a Formula
2x + 10 = y
2x = y – 10
y 10
x= 2
Make x the subject of the formula

x
y= 2 +5
multiply everything on both sides by 2
x
2 +5=y
x
2( 2 ) + 2 ( 5 ) = 2 ( y )
x + 10 = 2y
x = 2y – 10
Make v the subject of the formula

1
E = 2 mv2
Switch sides
1 2
2 mv = E
Multiply everything across by 2
1
2 ( 2 mv2) = 2 E
mv2 = 2E
2E
v2 = m
2𝐸
v = √
𝑚
Make x the subject of the formula

xw
t +p=y
Multiply everything on both sides by t
xw
t ( t ) + tp = ty
xw + tp = ty
xw = ty – tp
ty−tp
x=
w

Algebra
Solving Simultaneous Equations (both Linear)
*Simultaneous means “at the same time” Solve simultaneously using the elimination method :
*There are two methods used for solving systems 3x – y = 1 ….eq. (1)
of equations: the elimination method and 2x + 3y = 8 .…eq. (2)
substitution method
* The elimination method is most useful when one Eq.(1) x 3 … 9x – 3y = 3
variable from both equations has the same Eq. (2) x 1 … 2x + 3y = 8
coefficient in both equations, or the coefficients Add both equations 11x = 11
are multiples of one another. 11
x = 11
* To use the substitution method, two conditions x =1
must be met: there must be the same number of Substitute x=1 into Eq. (1)
equations as variables; and one of the equations 3(1) – y = 1
must be easily solved for one variable 3–1 =y
2=y
Solution (1, 2)
Using the substitution method:

Make y the subject of the formula in Eq. (1)
3x – y = 1
3x – 1 = y
Substitute y= 3x – 1 into Eq. (2)
2x + 3(3x – 1) = 8
2x + 9x – 3 = 8
11x – 3 = 8
11x = 8 + 3
11x = 11
11
x = 11
x=1
Substitute x=1 into Eq. (1)
3(1) – y = 1
3–1 =y
2=y
Solution (1, 2)

Algebra
Solving Simultaneous Equations (Linear and Quadratic)
Solve simultaneously:
2x + y = 7 Eq. (1)
x2 – xy = 6 Eq. (2)
From Eq.(1),
2x + y = 7
y = 7 – 2x
Substituting this value of y into Eq. (2)
x2 – x (7 – 2x) – 6 = 0
x2 – 7x + 2x2 – 6 = 0
3x2 – 7x - 6 = 0
(3x + 2) (x – 3) = 0
2
x= 3 or x = 3
2
Using Eq. 1, when x = 3
2
y=7–2( 3 )
4
=7+ ( 3 )
25
= 3
When x = 3
y = 7 – 2(3)
=7–6
=1
2 25
Solutions: ( 3 , 3 ) or (3, 1)
Solving a pair of equations in two variables (linear
and quadratic)
Use graphs to find solutions to simultaneous
equations
y = x2 – 5x + 7 … eq. (1)
y = 2x + 1 … eq. (2)
Set them equal to each other
x2 – 5x + 7 = 2x + 1
x2 – 5x – 2x + 7 – 1 = 0
x2 – 7x + 6 = 0
(x – 1) (x – 6) = 0
x = 1 and x = 6
Substitute into eq. (2)
When x = 1 ; y = 2(1) + 1 = 3
x = 6 ; y = 2(6) + 1 = 13
Solutions (1, 3) and (6, 13)

Algebra
Indices
The laws of indices are used to simplify Use of a0 = 1
expressions and numbers with indices e.g. 25 = 2 x
20 = 1
2x2x2x2
Laws of Indices Use of am x an = a m+n
a0 = 1
am x an = a m+n
am ÷ an = a m-n
(ab)c = =abc = acb Use of am ÷ an = a m-n

1
𝑎−𝑛 =
𝑎𝑛
Use of (ab)c = =abc = acb
𝟏
Use of 𝒂−𝒏 = 𝒂𝒏
Use of

Algebra
Product of two brackets
Find the product of two algebraic expressions By applying the distributive law
using the distributive law (x + 4) (x + 3) = x (x + 3) + 4 ( x + 3)
(a + b) (c + d) = a (c + d) + b ( c + d) = x2 + 3x + 4x + 12
= ac + ad + bc + bd = x2 + 7x + 12
(a + b) (c + d + e) = a(c + d + e) + b (c + d + e)
= ac+ ad + ae + bc + bd + be
Algebra
Factorization of Simple expressions
In mathematics, factorization is the Removing a common factor:
decomposition of an expression into a product of 2y + 6 = 2(y + 3)
factors, which when multiplied together gives the 3y2 + 12y = 3y(y + 4)
original. There are four common ways to factorize
an expression: Quadratic factorization
x2 + 4x + 3 = (x + 3) (x + 1)
1) Removing a single common factor
e.g. ab + ac – ad = a(b + c – d) Factorizing by grouping
2a + 6b + 24c= 2(a + 3b + 12c) xy − 4y + 3x – 12
= (xy − 4y) + (3x − 12) = y(x − 4) + 3(x − 4)
2) Quadratic factorization = (x − 4)(y + 3)
a2 + 2ab + b2 = (a+ b)(a+b)
x3 + 2x2 + 8x + 16
3) Factorizing by grouping- Group the terms = (x3 + 2x2) + (8x + 16) = x2 (x + 2)+ 8(x + 2)
in pairs so that each pair of terms has a = (x + 2)( x2 + 8)
common factor
am + cn + dn + bm Difference of two squares
= am + bm + an + bn 4x2 – 9 = (2x)2 – (3)2 = (2x+3) (2x – 3)
= m(a+b) + n(a+b) (a+b) is now a common factor
= (a+b) (m+n)
4) Difference of two squares

(a+b)(a-b) = a2 – b2

Algebra
Solving quadratic inequalities
To solve a quadratic inequality: Solve -x2 + 4 < 0
1) Find the values of x when y = 0 Find out where the graph crosses the x-axis
2) In between these values of x , are intervals -x2 + 4 = 0
where the y values are either x2 – 4 = 0
greater than zero (>0), or (x + 2)(x – 2) = 0
less than zero (<0) x = -2 or x = 2
3) To determine the interval either: To solve the original inequality, I need to find the
Draw the graph or intervals where the graph is below the axis i.e the y
Pick a test value to find out which it is (>0 or values are less than zero.
<0)
Then the solution is clearly: x < -2 or x > 2

Relations, Functions and Graphs
Relations and Functions
This graph shows a This is a function. There is only

function, because there is one y for each x; there is only
no vertical line that will one arrow coming from each x.
cross this graph twice.
This graph does not show

a function, because any This is a function! There is
number of vertical lines only one arrow coming from
will intersect this oval each x; there is only one y for
twice. For instance, the y- each x
axis intersects (crosses)
the line twice.
This one is not a function: there

are two arrows coming from the
* A relation is a set of ordered pairs in which the number 1; the number 1 is
first set of elements is called the domain and the associated with two different
second set of elements the range or co-domain range elements. So this is a
* Relations can be expressed in three ways: as relation, but it is not a function.
expressions; as maps or diagrams; or as graphs
*A function is a mathematical operation that
assigns to each input number or element, exactly Each element of the domain has
one output number or value a pair in the range. However,
* Maximum and minimum points on a graph are what about that 16? It is in the
found where the slope of the curve is zero domain, but it has no range
element that corresponds to it!
This is neither a function nor a
Given the graph of a relation, if you can draw a relation
vertical line that crosses the graph in more than
one place, then the relation is not a function. Here
are a couple examples:

Composite Functions & Inverses
"Function Composition" is applying one function Given f(x) = 2x + 3 and g(x) = –x2 + 5, find ( f o g)(x).
to the results of another: ( f o g)(x) = f (g(x))
= f (–x2 + 5)
= 2( ) + 3 … setting up to insert the input formula
= 2(-x2 + 5) + 3
= -2x2 + 10 + 3
= -2x2 + 13
The result of f( ) is sent through g( )
Given f(x) = 2x + 3 and g(x) = -x2 + 5, find (g o f )(x).
It is written: (g o f)(x)
(g o f )(x) = g( f(x))
= g(2x + 3)
Which means: g(f(x))
=-( )2 + 5 … setting up to insert the input
= - (2x + 3)2 + 5
= - (4x2 + 12x + 9) + 5
= - 4x2 – 12x – 9 + 5
= - 4x2 – 12x – 4
Find ( f o g)(2) using ( f o g)(x) = –2x2 + 13
( f o g)(2) = -2 (2)2 + 13 = -8 +13 = 5

OR
Find g(2) = -22 + 5 = -4 + 5 = 1
Then f[g(2)] = 2 (1) +3 = 5
The inverse of a function has all the same points as Given f (x) = 2x – 1 and g(x) = (𝟏)x + 4,
the original function, except that the x's and y's 𝟐
find
have been reversed.
i) f –1(x),
ii) g–1(x),
For instance, supposing your function is made up
iii) ( f o g)–1(x), and
of these points: { (1, 0), (-3, 5), (0, 4) }. Then the
iv) (g–1 o f –1)(x).
inverse is given by this set of points:
{ (0, 1), (5, -3), (4, 0) }
First, find f –1(x), g –1(x), and ( f o g)–1(x):
Inverting f (x): f (x) = 2x – 1
Let y = 2x – 1
Interchange x = 2y – 1
Make y the subject
x + 1 = 2y
x+1
=y
2
Hence,
x+1
f –1(x) =
2

Composite Functions & Inverses
𝟏
Inverting g(x): g(x) = x+4
𝟐
1
Let y= x+4
2
1
Interchange x= y+4
2
Make y the subject
1
x–4= y
2
2(x – 4) = y
2x – 8 = y
Hence
g–1(x) = 2x – 8
Finding the composite function:
1
( f o g)(x) = f [g(x)] = f [ 2 x + 4]
1
= 2[ x + 4] – 1 = x + 8 – 1 = x + 7
2
Inverting the composite function:
( f o g)(x) = x + 7
Let y=x+7
Interchange x = y + 7
Make y the subject
x–7=y
( f o g)–1(x) = x – 7
Now compose the inverses of f(x) and g(x) to find the
formula for (g–1 o f –1)(x):
(g–1 o f –1)(x) = g–1[ f –1(x)]
𝑥+1
= g–1( )
2
𝑥+1
= 2( ) –8
2
= (x + 1) – 8
Hence,
(g–1 o f –1)(x) = x – 7
The inverse of the composition ( f o g)–1(x) gives the

same result as does the composition of the inverses
(g–1 o f –1)(x).
We therefore conclude that

( f o g)–1(x) = (g–1 o f –1)(x)

Introduction to Graphs
*In a graph, every point on the x-y plane can be y = 2x + 1
labeled to indicate its position.
* The coordinate axes divide the plane to four
regions called quadrants
* Graphs can be plotted from either linear
equations or quadratic equations
y = x2
The graphs of quadratic functions,

f (x) = ax2 + bx + c, are called parabolas.
Parabolas may open upward or downward.
If the sign of the leading coefficient, a, is positive

(a > 0), the parabola opens upward.
If the sign of the leading coefficient, a, is negative

(a < 0), the parabola opens downward.

Parts of the quadratic graph: Plot y = x2 – x – 12 for -4 ≤ x ≤ 5
The bottom (or top) of the U is called the vertex,

or the turning point. The vertex of a parabola
opening upward is also called the minimum point.
The vertex of a parabola opening downward is
also called the maximum point.
The x-intercepts are called the roots, or the zeros.

To find the x-intercepts, set ax2 + bx + c = 0.
The ends of the graph continue to positive infinity

(or negative infinity) unless the domain (the x's to
be graphed) is otherwise specified.
The parabola is symmetric (a mirror image) about

a vertical line drawn through its vertex (turning
point).
From the graph:

1) The values of x for which f(x) = 0 are
x = -3 and x = 4 (roots or x intercept)
2) The value of x for which f(x) is minimum is x =
1
2 (line of symmetry)
3) The minimum value of f(x) = -12.25
The y-intercept is -12 (when x = 0; y= -12)

Standard form By Calculation:
A quadratic function is written as y = ax2 + bx + c 1) The values of x for which f(x) = 0
a = 1, b = -1, c = -12
Roots
Can be found by factorization. −𝑏 ± √𝑏 2 − 4𝑎𝑐
x =
It can also be found using the quadratic formula 2𝑎
which gives the location on the x-axis of the two
−1 ± √(−1)2 − 4(1)(−12)
roots and will only work if a is non-zero. x=
2(1)
−𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑥= −1 ± √1 + 48 −1 ± √49 −1 ± 7
2𝑎 x= = =
Axis of symmetry 2 2 2
b −1 + 7 6 −1−7 −8
x = 2a x= = 2 = 3 or x = = = −4
2 2 2
Completing the Square 2) The value of x for which f(x) is minimum

When f(x) is written in the form y= a(x - h)2 + k b  (1) 1
(h, -k) is the maximum or minimum point x = 2 a = 2 (1) = 2
The y-intercept is found by asking the question: 3) The minimum value of f(x)
When x = 0, what is y? - complete the square or
i.e. write f(x) in the form y = a(x – h)2 + k
y = x2 – x – 12
1 2 1 2
y = x2 – x + (2) – 12 – (2)
1 1 1
y = (x − 2) (x − 2) – 12 – 4
1 2 49
y = (x − 2) – 4
1 2 49
a(x – h)2 + k = (x − 2) – 4
1 49
This implies that h = 2 and k = 4
49
So the minimum value of f(x) is 4 or -12.25
1 49
The minimum point is ( 2 , 4 )
4) The y-intercept :
When x = 0
y = 02 – 0 – 12 = -12

Non-Linear Relations
Exponential functions involve exponents, where the Draw the graph of y= 2x
variable is now the power.
We encounter non-linear relations in the
growth of population with time and the growth of
invested money at compounded interest rates

Direct & Inverse Variation
Direct Variation Example of Direct Variation:
The statement " y varies directly as x ," means that If y varies directly as x, and y = 15 when x = 10, then
when x increases, y increases by the same factor. what is y when x = 6?
yαx
Introducing the constant of proportionality, k Find the constant of proportionality:
y = kx yαx
. y = kx use (10, 15)
15 = k (10)
Other examples of direct variation: 15
=k
10
The circumference of a circle is directly
proportional to its radius. 3
=k
2
Therefore the equation becomes

3
y = 2x
Substitute x = 6
3
y = 2 (6)
y=9
Solution ( 6, 9)
Inverse Variation If y varies inversely as x, and y = 10 when x = 6 , then

Two quantities are inversely proportional if an what is y when x = 15 ?
1
increase in one quantity leads to a reduction in the yα 𝑥
other.
𝑘
y=𝑥
𝑘
10 = 6
k = 60
Therefore, the equation becomes

60
y= 𝑥
When x = 15
60
y = 15 = 4
Solution (6, 4)

Coordinate Geometry
a) Length of Line A line joins the points (-2, 1) and (1, 5) find:
a) The length of the line
One can use Pythagorean Theorem ( c2 = a2 + b2) b) The midpoint of the line
to find the length of the third side (which is the c) The gradient of the line
hypotenuse of the right triangle): d) The equation of the line
e) The gradient of any perpendicular to the line
(x2, y2) f) The equation of the perpendicular bisector of the
line
(x1, y1)
Length of line = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
b) Mid- point of Line

If you are given two numbers, you can find the
number exactly between them by averaging them,
by adding them together and dividing by two. If
you need to find the point that is exactly halfway
between two given points, just average the x-
values and the y-values
a) Length of line = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2

= √(1 − −2)2 + (5 − 1)2
c) Gradient of Line = √(1 + 2)2 + (4)2
= √(3)2 + (4)2
= √9 + 16
= √25
= 5 units
b) Midpoint of line
Gradient of the line passing through the points

21 51
(𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 ): =( 2 ,2 )
=(
1 6
2 , 2 )
or
= (  2 ,3)
1

Coordinate Geometry
d) Equation of line c) Gradient of line
The general equation of a straight line is
y = mx + c, where m is the gradient, and y
= c is the value where the line cuts the y-
axis. This number c is called the intercept 51 4
on the y-axis = 1 2 = 3
e) Gradients of Parallel Lines d) Equation of line:

On a graph, parallel lines have the same y= mx + c
gradient. For example, y = 2x + 3 and y = 4
2x - 4 are parallel because they both have a y = 3 x + c (use the point (1, 5))
gradient of 2. 4
5 = 3 (1) + c
f) Gradients of Perpendicular Lines 4
5– 3 =c
The product of the gradient of
perpendicular lines will always be -1. 11
3 =c
If lines are perpendicular, M1× M2 = − 1 4 11
Equation is y = 3 x + 3
e) Gradient of any perpendicular to the line

𝑚1 × 𝑚2 = -1
4
3 × 𝑚2 = -1
4
𝑚2 = -1 ÷ 3
3
𝑚2 = 4
f) Equation of perpendicular bisector

y= mx + c
y = 4 x + c (use the midpoint (  2 , 3 ))

3 1
3= 4 ( 2 )+c
3 1
3
3= 8 +c
3
3- 8 =c
21
8 =c
Equation of perpendicular bisector is
3 21
y= 4 x+ 8

Linear Programming
Linear programming is the process of taking Suppose that the three (3) inequalities are related to some
various linear inequalities relating to some situation.
situation, and finding the "best" value obtainable
under those conditions. A typical example would
be taking the limitations of materials and labor,
and then determining the "best" production levels
for maximal profits under those conditions. These inequalities can be represented on a graph:
𝟏
To draw the line y= - x + 7:
𝟐
When x = 0 , y = 7 and when y=0, x = 14
Therefore, coordinates on the line are (0, 7) and (14,0)
To draw the line y = 3x
When x = 0, y = 0 and say when x = 2, y =6
Coordinates on the line are (0,0) and (2,6)
To draw the line y= x - 2
When x = 0, y = -2 and when y = 0, x = 2
Coordinates on the line are (0, -2) and (2,0)
Suppose the profit is given by the equation "P = 3x + 4y"

To find maximum profit:
The corner points are (2, 6), (6, 4), and (–1, –3).
For linear systems like this, the maximum and minimum

values of the equation will always be on the corners of the
shaded region. So, to find the solution simply plug these
three points into "P = 3x + 4y".
(2, 6): P = 3(2) + 4(6) = 6 + 24 = 30
(6, 4): P = 3(6) + 4(4) = 18 + 16 = 34
(–1, –3): P = 3(–1) + 4(–3) = –3 – 12 = –15
Then the maximum of P = 34 occurs at (6, 4),
and the minimum of P = –15 occurs at (–1, –3).

Relations Functions and Graphs
Distance - Time Graphs
Speed, Distance and Time Example
a) Jane runs at an average speed of 12.5 m/s in a race
The following is a basic but important formula journey of 500 metres. How long does she take to
which applies when speed is constant (in other complete the race?
words the speed doesn't change)
To find a time, we need to divide distance by speed.
𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒 500 metres ÷ 12.5 m/s = 40 secs
Speed = 𝑇𝑖𝑚𝑒
b) Chris cycles at an average speed of 8 km/h.
If speed does change, the average (mean) speed If he cycles for 6½ hours, how far does he travel?
can be calculated:
To find a distance, we need to multiply speed by time.
Total Distance 8 km/h × 6.5 hours = 52 km
Average speed = Total Time Taken
Distance - Time Graphs
These have the distance from a certain point on the

vertical axis and the time on the horizontal axis.
The velocity can be calculated by finding the
gradient of the graph. If the graph is curved, this
can be done by drawing a chord and finding its
gradient (this will give average velocity) or by
finding the gradient of a tangent to the graph (this
will give the velocity at the instant where the
tangent is drawn).
a) Change 15km/h into m/s.
15 𝑘𝑚
15 km/h = 1 ℎ𝑜𝑢𝑟
15 𝑘𝑚
=
60 𝑚𝑖𝑛
15000 𝑚
=
3600 𝑠𝑒𝑐𝑠
1
= 4 6 m/s

Units b) Example If a car travels at a speed of 10m/s for 3
minutes, how far will it travel?
When using any formula, the units must all be i. Firstly, change the 3 minutes into 180 seconds,
consistent. For example speed could be measured so that the units are consistent.
in m/s, in terms of distance in metres and time in ii. Now rearrange the first equation to get distance
seconds or in km/h in terms of distance in = speed × time.
kilometres and time in hours. iii. Therefore distance travelled
= 10m × 180 = 1800m = 1.8 km
In calculations, units must be consistent, so if the c) A car starts from rest and within 10 seconds is
units in the question are not all the same e.g. m/s, travelling at 10m/s. What is its acceleration?
and km/h, then you must first convert all to the
same unit at the start of solving the problem. 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 10
Acceleration = 𝑡𝑖𝑚𝑒
= 10 = 1 m/s2
d) What is the speed represented by the steeper line?
10−0 10
Speed = 2− 0
= 2
= 5ms-1

Velocity - Time Graphs
Velocity and Acceleration Example
Consider the motion of the object whose velocity-time
Velocity is the speed of a particle and its direction graph is given in the diagram.
of motion (therefore velocity is a vector quantity,
whereas speed is a scalar quantity). a) What is the acceleration of the object between
times and ?
When the velocity (speed) of a moving object is b) What is the acceleration of the object between
increasing we say that the object is accelerating. If times and ?
the velocity decreases it is said to be decelerating. c) What is the net displacement of the object
Acceleration is therefore the rate of change of between times and ?
velocity (change in velocity / time) and is
measured in m/s².

Velocity - Time Graphs
Velocity-Time Graphs/ Speed-Time Graphs a) The velocity-time graph is a straight-line between t=0
and t=2, indicating constant acceleration during this
A velocity-time graph has the velocity or speed of time period. Hence,
an object on the vertical axis and time on the
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 8−0
horizontal axis. a = 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑡𝑖𝑚𝑒
= 2
= 4 ms-2
The distance travelled can be calculated by finding
the area under a velocity-time graph. If the graph b) The velocity-time graph graph is a straight-line
is curved, there are a number of ways of between t = 10 and t = 12 , indicating constant
estimating the area. acceleration during this time period. Hence,
Acceleration is the gradient of a velocity-time
graph and on curves can be calculated using 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 4−8
a = = = -2 ms-2
chords or tangents. 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑡𝑖𝑚𝑒 2
The negative sign indicates that the object is

decelerating.
c) The net displacement between times t = 0 and t = 16

equals the area under the velocity-time curve,
evaluated between these two times. Recalling that the
area of a triangle is half its width times its height, the
number of grid-squares under the velocity-time :
= Area of triangle + Area of Square + Area of

Trapezium + Area of Square
1 1
= 2 (b)(h) + (s x s) + 2 (h)(a+b) + (s x s)
1 1
= (2)(8) + (8x8) + (2)(4+8) + (4x4)
2 2
= 8 + 64 + 12 + 16 = 100 m

Statistics
Displaying data: Pie Chart, Bar Graph, Histogram and Line Graph
* A Pie Chart uses "pie slices" to show relative The table shows the result of a survey of your friends,
sizes of data to find out which kind of movie they liked best.
Draw
1) A Pie Chart
2) A bar Graph
to represent the information
Favorite Type of Movie
Comedy Action Romance Drama SciFi
4 5 6 1 4
Total number of friends = 20
% liking Comedy: 4/20 x 100 = 20
% liking Action: 5/20 x 100 = 25
% liking Romance: 6/20 x 100 = 30
% liking Drama: 1/20 x 100 = 5
% liking SciFi: 4/20 x 100 = 20
Example: Pie Chart

Statistics
* There are three basic types of Bar Charts: Example :Bar Graph
simple charts, proportionate charts and
chronological charts
.* Histograms are a great way to show results of The histogram below shows the heights (in cm)
continuous data, such as: distribution of 30 people.
a) How many people have heights between 159.5 and
 weight 169.5 cm?
 height b) How many people have heights less than 159.5 cm?
 how much time c) How many people have heights more than 169.5cm?
 etc. d) What percentage of people have heights between
149.5 and 179.5 cm?
The horizontal axis is continuous like a number
line:
a) 7 people
b) 9 + 6 = 15 people
c) 5 + 2 + 1 = 8 people
d) (9 + 7 + 5)/ 30 x 100 = 70%

Statistics
Line Graph - A graph that shows information You are learning facts about dogs, and each day you do
that is connected in some way (such as change a short test to see how good you are. Draw a line graph
over time) to represent the information:
Facts I got Correct

Day 1 Day 2 Day 3 Day 4
3 4 12 15
Example: Line Graph
Statistics
Frequency Distribution
Displaying data on the Bar Graph
Measure of Central Tendency – Mean, Median and Mode
The frequency of a particular data value is the Rick did a survey of how many games each of 20
number of times the data value occurs friends owned, and got this:
9, 15, 11, 12, 3, 5, 10, 20, 14, 6, 8, 8, 12, 12, 18, 15, 6,
A frequency table is constructed by arranging 9, 18, 11
collected data values in ascending order of
magnitude with their corresponding frequencies a) Find the Mode
b) Find the Median
The Mean is the average of the numbers. Add up c) Show this data in a frequency table
all the numbers, then divide by how many d) Calculate the mean
numbers there are e) Draw a histogram to represent the data
Ʃ 𝑥𝑓
mean = Ʃ𝑓

Statistics
To find the Median, place the numbers in value a) Mode is 12 (occurs most often)
order and find the middle number (or the mean of b) To find the median, first order the data then find the
the middle two numbers). mean of the 10th and 11th values:
3, 5, 6, 6, 8, 8, 9, 9, 10, 11, 11, 12, 12, 12, 14, 15, 15, 18, 18, 20
11+11 22
Median = 2
= 2
= 11
To find the Mode, or modal value, place the
numbers in value order then count how many of c) Frequency table for the number of games owned.
each number. The Mode is the number which Number of Frequency
Tally xf
appears most often (there can be more than one games (x) (f)
mode): 3 | 1 3
5 | 1 5
6 || 2 12
8 || 2 16
9 || 2 18
10 | 1 10
11 || 2 22
12 ||| 3 36
14 | 1 14
15 || 2 30
18 || 2 36
20 | 1 20
Ʃf = 20 Ʃxf = 222
Ʃ 𝑥𝑓 222
d) mean = Ʃ𝑓
= 20 = 11.1
e)
3.5 Frequency (f)
3.0
2.5
Frequency (f)
2.0
1.5
1.0
0.5
0.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Number of Games

Statistics
* When the set of data values are spread out, it is The lengths of ribbon required to wrap 40
difficult to set up a frequency table for every data presents are as follows:
value as there will be too many rows in the table.
So we group the data into class intervals (or 17 31 23 29 27 37 28 34 4 2 23
groups) to help us organize, interpret and analyze
the data. 12 22 18 26 24 30 41 14 2 9 22
*The values are grouped in intervals (classes) that 21 32 28 19 27 25 38 39 21 40

have the same width. Each class is assigned its
corresponding frequency. 26 27 26 30 33 20 28 35 29 31
Class Limits
Each class is limited by an upper and lower limit C onst ruct a Grouped Frequ enc y T abl e fo r
t he fol l owi ng dat a:
Class Width
The class width is the difference between the
upper and lower limit of that particular class Length of Mid- Frequency xf
Ribbon Interval (f)
Class Mark/ Mid-Interval Value (cm) Value (x)
The class mark is the midpoint of each interval and 6 – 10 8 0 0
is the value that represents the whole interval for
11 – 15 13 2 26
the calculation of some statistical parameters and
for the histogram 16 – 20 18 4 72
21 – 25 23 8 184
26 – 30 28 14 392
31 – 35 33 6 198
36 – 40 38 4 152
Estimating the Mode from a Histogram
41 – 45 43 2 86
1. Identify the tallest bar. This represents the Ʃ f =40 Ʃ xf = 1110
modal class.
2. Join the tips of this bar to those of the We can estimate the Mean by using the midpoints
neighbouring bars on either side, with the
Ʃ 𝑥𝑓 1110
one on the left joined to that on the right mean = = = 27.75
Ʃ𝑓 40
and vice-versa. The lines used to join these
tips cross each other at some point in this
The median is the mean of the middle two numbers
bar.
(the 20th and 21th values and they are both in the 26-30
3. Drop a perpendicular line from the tip of
group) ... The median group is 26-30. The median an
the point where these lines meet to the base
also be found from a cumulative frequency curve (the
of the bar (horizontal axis). The point
second quartile value)
where it meets the base is the mode.

Statistics
4. Read off the value at the base using the The modal group (the group with the highest
estimation method. frequency), which is 26-30. A single value for mode
can be found from a histogram.
Length of Riobbon to wrap presents
The mode is read off the horizontal axis. 16 Frequency
In this case, the mode is 39.5 + 5.5 = 45. 14
The modal age of visitors is approximately 45

Frequency
12
years. 10
To create a frequency polygon: 8
 Choose a class interval. 6
 Then draw an X-axis representing the values 4
of the scores in your data. 2
 Mark the middle of each class interval with a 0

4 8.00 13.00 18.00 23.00 28.00 33.00 38.00 43.00 48
tick mark, and label it with the middle value Length of Ribbon
represented by the class. From the histogram, the mode is 28

 Draw the Y-axis to indicate the frequency of Example: Frequency Polygon
each class.
 Place a point in the middle of each class
interval at the height corresponding to its
frequency.
 Finally, connect the points.
 You should include one class interval below
the lowest value in your data and one above
the highest value.
 The graph will then touch the X-axis on both
sides. Marks

Statistics
Cumulative Frequency Curve (Ogive)
Interquartile Range and Semi-Interquartile Range
A Cumulative Frequency Graph is a graph We need to add a class with 0 frequency before the
plotted from a cumulative frequency table. A first class and then find the upper boundary for each
cumulative frequency graph is also called an ogive class interval
or cumulative frequency curve Length Frequency Upper Length Cumulative
Class
The total of the frequencies up to a particular value (cm ) Boundary (x cm) Frequency
is called the cumulative frequency
6 – 10 0 10.5 x ≤ 10.5 0
The lower quartile or first quartile (Q1) is the 11 – 15 2 15.5 x ≤ 15.5 2
value found at a quarter of the way through a set of 16 – 20 4 20.5 x ≤ 20.5 6
data 21 – 25 8 25.5 x ≤ 25.5 14
26 – 30 14 30.5 x ≤ 30.5 28
The median or second quartile (Q2) is the value
31 – 35 6 35.5 x ≤ 35.5 34
found at half of the way through a set of data
36 – 40 4 40.5 x ≤ 40.5 38
The upper quartile (Q3) is the value found at 41 – 45 2 45.5 x ≤ 45.5 40
three quarters of the way through a set of data Ʃ f = 40
The Interquartile range is the difference between

the upper and lower quartile: Q3 – Q1
Semi-interquartile range = ½ (Q3 – Q1)
Q1 = 23.5
Q2 = 27.5
Q3 = 31.5
Interquartile Range = Q3 – Q1 = 31.5- 23.5= 8
Semi-interquartile Range = ½ (Q3 – Q1) = ½ (8) = 4

Consumer Arithmetic
Ready Reckoner
A ready reckoner is a table of numbers used to The table shows an extract from a ready reckoner
facilitate simple calculations, especially one for giving the price of N articles at 27 cents each.
applying rates of discount, interest, charging, etc.,
to different sums N N N N
21 5.67 63 17.01 105 28.35 500 135.00
22 5.94 64 17.28 106 28.62 525 141.75
23 6.21 65 17.55 107 28.89 550 148.50
24 6.48 66 17.82 108 29.16 600 162.00
25 6.75 67 18.09 109 29.43 625 168.75
26 7.02 68 18.36 110 29.70 650 175.50
27 7.29 69 18.63 111 29.97 700 189.00
28 7.56 70 18.90 112 30.24 750 202.50
29 7.83 71 19.17 113 30.51 800 216.00
30 8.10 72 19.44 114 30.78 900 243.00
Use the table to find the cost of:

1) 23 articles at 27 cents each
2) 571 articles at 27 cents each
3) 61/4 m of material at 27 cents each
4) 72.9 kg of foodstuff at 27 cents per kilogram
1) Directly from the table, the cost is $6.21

2) From the table:
Cost of 500 articles = $135.00
Cost of 71 articles = $ 19.17
Cost of 571 articles = $154.17
1
3) 6 4 = 6.25. To use the tables we find the cost of 625
m to be:
$162.00 + $6.75 = $168.75.
168.75
Hence the cost of 6.25 m is $ = $ 1.69
100
4)The cost of 729 kg at 27 cents each is:

$189.00 + $7.83 = $196.83
196.83
Hence the cost of 72.9kg is $ 10 = $ 19.68

Consumer Arithmetic
Foreign Exchange Rates
Foreign exchange, is the conversion of one Amelia is going on a holiday to Italy, so she will
country's currency into that of another have to purchase some euros (€). How many euros
will she get for £375 if the exchange rate is £1 =
€1.2769? Give your answer to the nearest euro.
£1 = €1.2769
1.2769
£375 = 1 x 375
= $ 478.8375
Change US$80 to TT$, given that TT$1.00 = US$6.35
US $6.35 = TT$ 1.00
1.00
US $1.00 = TT$ 6.35
1.00
US $ 6.35 = TT$ 6.35 x 80 = TT$ 12.59
Consumer Arithmetic
Hire Purchase
Goods purchased on hire purchase are paid for at A bicycle can be bought for $160.00 cash or it can be
regular intervals over a specified period of time. bought on hire purchase by depositing 25% of the cash
price, then paying the balance + 10% interest per
Sometimes the purchaser may pay a deposit, then annum (p.a.) on the balance in 12 monthly instalments.
the remainder (cash price- deposit + interest) is If the bicycle was sold on hire purchase determine the
repaid at a number of regular intervals. monthly repayments.
Cash Price = $160.00

25
Deposit = 100 x 160 = $40.00
Balance = $160.00 - $40.00 = $120.00

10
Interest on Balance = x 120 = $12.00
100
Total amount still to be paid = $120.00 + $12.00 = $132.00

132
Monthly repayment = = $ 11.00
12

Consumer Arithmetic
Profit, Loss, Discount
If an article is sold for more than it cost, then it is 1) A merchant bought a shirt for $10.00 and sold it for
said to have been sold at a profit $13.00.
a) Calculate the Profit
Profit = Selling Price – Cost Price b) Determine the percentage profit
Profit
Profit % =
Cost Price
x 100 Profit = Selling price – Cost price
= $13.00 - $10.00 = $3.00
Selling Price−Cost Price
= Cost Price
x 100
Profit % = Cost Price
x 100
Profit 3
= Cost Price
x 100 = 10 x 100 = 30%
If an article is sold for less than it cost, then it is 2) A vase costing $60.00 is sold for $50.00. Find the
said to have been sold at a loss percentage loss
Loss = Cost price - Selling price
Cost Price− Selling Price
Loss % = x 100 = $60.00 - $50.00 = $10.00
Cost Price
Cost Price− Selling Price

Loss % = Cost Price
x 100
Loss 10 2
Profit is often expressed as a percentage of the cost = Cost Price
x 100 = 60 x 100 = 16 3%
price. This is called the percentage profit
3) A watch priced at $160.00 is sold for $140.00.
a) Calculate the discount
b) Determine the percentage discount
Marked Price− Selling Price
Percentage discount = x 100
Marked Price
Discount = Marked Price – Selling Price
= $160.00 - $140.00 = $20.00
Marked Price− Selling Price

Percentage discount = Marked Price
x 100
20 1
= 160
x 100 = 12 2 %
4) A house was bought for $60 000 and is sold for

$75000. What is the percentage profit?
Profit
Profit % = Cost Price
x 100

= Cost Price
x 100
75000−60000 15000
= 60000
x 100 = 60000 x 100 = 25%

Consumer Arithmetic
Simple Interest
Money deposited in a bank will earn interest at the end Determine the simple interest on $460 at 5% per annum for
of the year. The sum of money deposited is called the 3 years.
principal. The interest is a percentage of the principal
𝐏𝐱𝐑𝐱𝐓 𝟒𝟔𝟎 𝐱 𝟓 𝐱 𝟑
given by the bank for depositing with it. This Simple interest = = = $69.00
𝟏𝟎𝟎 𝟏𝟎𝟎
percentage is called rate. If interest is always calculated
on the original principal, it is called simple interest. Simon wanted to borrow some money to expand his fruit
shop. He was told he could borrow a sum of money for 30
Remember to change time given in months to years, by months at 12% simple interest per year and pay $1440 in
dividing by 12. interest charges. How much money can he borrow?
𝐏𝐱𝐑𝐱𝐓 30
Simple interest = 𝟏𝟎𝟎 T = 12 = 2.5 years
𝐒𝐈 𝐱 𝟏𝟎𝟎 𝟏𝟒𝟒𝟎 𝐱 𝟏𝟎𝟎

P = = = $ 4800
𝐑𝐱𝐓 𝟏𝟐 𝐱 𝟐.𝟓
Determine the time in which $82 at 5% per annum will

produce a simple interest of $8.20
𝐒𝐈 𝐱 𝟏𝟎𝟎 𝟖.𝟐𝟎 𝐱 𝟏𝟎𝟎
Time = 𝐏𝐱𝐓
= 𝟖𝟐 𝐱 𝟓
= 2 years
Consumer Arithmetic
Compound Interest
A sum of money is invested at compound interest, Calculate the compound interest on $640 at 5% per annum
when the interest at the end of the year (or period) is for 3 years. What is the Amount after three years?
added to the principal, hence increasing the principal
and increasing the interest the following year (or 1st Principal 640.00
640 𝑥 5
period). 1st interest ( 100 = $32) 32.00
nd
2 Principal 672.00
672 𝑥 5
The principal plus the interest is called the amount. 2 nd
interest ( 100 = $33.60) 33.60
3rd Principal 705.60
For compound interest, the interest after each year is
705.60 𝑥 5
added to the principal and the following year’s interest 3rd Interest 100
= $35.28) 35.28
is found from that new principal Amount $806.48
The compound interest for 3 years

Compound Interest: A = P (1+ r/100)n
= $32.00 + $ 33.60 + $35.28 = $100.88
Amount after 3 years is $806.48

Consumer Arithmetic
Mortgages
A mortgage is a loan to finance the purchase of 1) Tim bought a house for 250,000. He makes a down
real estate, usually with specified payment periods payment of 15% of the purchase price and takes a 30-
and interest rates. The borrower (mortgagor) gives year mortgage for the balance.
a) What is Tim’s down payment?
the lender (mortgagee) a right of ownership on the b) What is Tim’s mortgage?
property as collateral for the loan.
Downpayment = Percent Down × Purchase Price
15
= 100 x $250,000 = $37500
Amount of Mortgage = Purchase Price − Down Payment

= 250,000 − 37500 = 212500
2) If your monthly payment is 1200 dollars, what is the

total interest charged over the life of the loan?
Total Monthly Payment

= Monthly payment × 12 × Number of years
= $1200 × 12 × 30 = $432000
Total Interest Paid
= Total Monthly Payment − Amount of Mortgage
= $432000 − $212500 = $219500
Consumer Arithmetic
Rates and Taxes
Taxes are ‘calculated’ sums of money paid to a Mr. Salandy’s salary is $22 000 per year. He has a personal
government by to meet national expenditures allowance of $2000, a marriage allowance of $1000, a child
allowance of $800, national insurance of $400 and an
 e.g. schools, hospitals, salaries, road networks insurance allowance of $300. A flat rate of 18% is paid on
Gross Salary is the figure before making other income tax. Determine his net salary.
deductions.
 Tax-free allowance - Working people do not Personal allowance = 2000
Marriage allowance = 1000
pay tax on all their income. Part of their earnings
Child allowance = 800
is not taxed. A tax-free allowance is made for
National insurance = 400
each dependent. Examples of dependents are : a
Insurance allowance = 300
wife, a young child, old father. Total Allowance = 4500
 Taxable income is obtained after the tax-free
allowance is subtracted from the gross salary Taxable income = $22000 - $4500 = $17 500
18
 Net salary is the take home salary of the Income Tax = 18% of $17500 = 100 x 17,500 = $3150.
employee after paying taxes Net Salary = $ 22 000 - $3150 = $18 850

Consumer Arithmetic
Wages
*Basic Week- Number of hours worked per week 1) A man works a basic week of 38 hours and his
*Basic Rate- Amount of money paid per hour basic rate is $13.75 per hour. Calculate his total wage
*Workers are paid wages and salaries. Wages can for the week
be paid fortnightly, weekly or daily. Total wage for week= Basic Rate x Time
*Overtime- The money earned for extra hours = 13.75 x 38
beyond the basic week = $522.50
2)John Williams works a 42 hour week for which he is
paid a basic wage of $113.40. He works 6 hours
overtime at time and a half and 4 hours at double time.
Calculate his gross wage for the week.
$113.40
Basic hourly rate = 42 = $2.70
Overtime rate at time and a half
= 1 ½ x $2.70 = 4.05
For 6 hours at time and a half, Mr. William will earn
$4.05 x 6 = $24.30
Overtime rate at double time

= 2 x $2.70 = $5.40
For 4 hours at double time, Mr. William will earn
$5.40 x 4 = $21.60
Gross Wage = $113.40 + 24.30 + 21.60 = $159.30

Trigonometry
Cosine Rule
When a triangle does not have a right angle, we This following examples will cover how to:
can find the missing sides or angles using either
the sine rule or the cosine rule  Use the Cosine Rule to find unknown sides and angles
It is used when two sides and an angle between  Use the Sine Rule to find unknown sides and angles
them are given or all three sides are given  Combine trigonometry skills to solve problems
The Cosine Rule is very useful for solving

triangles:
a2 = b2 + c2 − 2bc cosA
a2 = 52 + 72 − 2 × 5 × 7 × cos(49°)
a2 = 25 + 49 − 70 × cos(49°)
a2 = 74 − 70 × 0.6560...
a2 = 74 − 45.924... = 28.075
a = √28.075...
a, b and c are sides a = 5.298...
C is the angle opposite side c a = 5.30 to 2 decimal places
Trigonometry
Sine Rule
The Sine Rule is also very useful for solving b a
triangles: sin B = sin A
5 5.298
b a sin B = sin 49
sin B = sin A
sin B = (sin(49°) × 5) / 5.298...
When two angles and any side are given or when sin B = 0.7122...
two sides and an angle not between them are given B = sin−1(0.7122...)
B = 45.4° to one decimal place
C = 180° − 49° − 45.4°

C = 85.6° to one decimal place

Trigonometry
Bearings
Bearings are a measure of direction, with North 1) Find the bearings for:
taken as a reference. (a) East (E)
If you are travelling North, your bearing is 000°, (b) South (S)
and this is usually represented as straight up on the (c) South-East (SE)
page.
If you are travelling in any other direction, your
bearing is measure clockwise from North.
Example
Look at the diagram below:
2) J, K and L are three sea ports. A ship began its journey

at J, sailed to K, then to L and returned to J.
The bearing of K from J is 054o and L is due east of K.
JK= I22 km and KL= 60km.
If you walk from O in the direction shown by the (i) Draw a clearly labelled diagram to represent the
above information. Show on the diagram
red arrow, you are walking on a bearing of 110 °.
a) the north/south direction
b) the bearing 054o
Use simple trigonometrical ratios as well as the c) the distances l22km and 60 km.
sine and cosine rules to solve problems involving
bearings
Presents several problems and ask students decide
whether to use the sine or cosine rule, or the
trigonometric ratios

(ii) Calculate
a) the measure of angle JKL
b) the distance JL
c) the bearing of J from L
(a) Required to calculate angle JKL,

angle JKL = 90o + 54o
= 144o
(b) JL2 = JK2 + KL2 – 2 (JK)(KL) cos 144o

= (122)2 + (60)2 – 2(122)(60) cos 144o
= 30328.008
JL = √30328.008
JL = 174.15 km
(c) The bearing of J from L
122 = 174.149
sin 𝜃 sin 144o
sin 𝜃 = 122 x sin 144o

174.149
𝜃 = sin-1 (0.4417)
𝜃 = 24.31o
L = 270o – 24.31o
= 245.7o to the nearest 0.1o

Sets
Definitions and Notation
*A set is a collection of identifiable elements or Examples of sets are: a collection of coins; a pack of
members that are connected in some way cards; all vowels in the English alphabet etc.
* There are two types of sets: finite and infinite Examples of finite sets:
*The symbol ∈ is used to show that an item is an A= {All odd numbers between 1 and 10} = {3, 5, 7, 9}
element or member of a set V= {the vowels in the alphabet} = {a, e, i, o, u}
* A subset is represented by the symbol: ⊂ Examples of infinite sets:
and is used to present part of a set separately. A= {All natural numbers} = {1, 2, 3 …}
* A universal set is made up of all elements from B= {All whole numbers} = {0, 1, 2, 3, 4 …}
which all subsets will be pulled and is represented by Use of symbol ∈ :
the symbol ɛ or U {2} ∈ {1, 2, 3, 4}
* Venn Diagrams are used to represent sets and the
Use of symbol ⊂ :
relationship between sets (Describe each region).
* Complements of a set B are represented by Bʹ and
{2, 3} ∈ {1, 2, 3, 4}
show members of a set that are NOT part of B. Set Notation:
* The intersection of two or more sets consists of
those elements that are common to those sets Set notation Venn diagram Set
*The union of two or more sets consists of those
elements that make up those sets.
AUB {1, 2, 3}
Set
Description Meaning
Notation
everything that is
AUB “A union B” in either of the {2}
sets
only the things
“A intersect B” that are in both of
the sets A' {3, 4}
everything in the
"A complement" or
A' universal set
"not A"
outside of A
everything in A B' {1}
except for
B' “B complement"
anything in its
overlap with B (A U B)'
everything {4}
(A ∪ B)' "not (A union B)"
outside A and B
everything
"not outside of the
( )' ( )'
(A intersect B)" overlap of A
and B

Circle Geometry
Circle Theorems
The angle which an arc of a circle subtends at the What is the size of Angle POQ? (O is circle's center)
centre of a circle is twice the angle it subtends at
any point on the remaining part of the
circumference.
Angle POQ = 2 × Angle PRQ = 2 × 62° = 124°

The angle in a semicircle is a right angle. What is the size of Angle BAC?
The Angle in the Semicircle Theorem tells us that

Angle ACB = 90°
Now use the sum of angles of a triangle equals 180° to

find Angle BAC:
Angle BAC + 55° + 90° = 180°

Angle BAC = 35°
A tangent of a circle is perpendicular to the radius
of that circle at the point of contact.

Circle Geometry
Circle Theorems
Angles in the same segment of a circle and What is the size of Angle CBX?
subtended by the same arc are equal.
Angle ADB = 32° = Angle ACB.

Angle ACB = Angle XCB.
So in triangle BXC we know Angle BXC = 85°, and

Angle XCB = 32°
Now use sum of angles of a triangle equals 180° :

Angle CBX + Angle BXC + Angle XCB = 180°
Angle CBX + 85° + 32° = 180°
Angle CBX = 63°
The line joining the centre of a circle to the Given that OQ is perpendicular to PR and
midpoint of a chord is perpendicular to the chord. units, determine the value of
PQ = QR= 4 (perpendicular from centre bisects chord)
In :

Circle Geometry
Circle Theorems
The opposite angles of a cyclic quadrilateral are What is the size of Angle WXY?
supplementary
 a + c = 180°
 b + d = 180°
Opposite angles of a cyclic quadrilateral add to 180°
Angle WZY + Angle WXY = 180°

69° + Angle WXY = 180°
Angle WXY = 111°
The exterior angle of a cyclic quadrilateral is equal
to the interior opposite angle i.e.
Find the values of x and q in the following diagram.

x = 102o (exterior angle of a cyclic quadrilateral)
q = 92o (exterior angle of a cyclic quadrilateral)
The angle between a tangent to a circle and a Find the value of angles x and y
chord through the point of contact is equal to the
angle in the alternate segment.
x = 60°
Angle CEA and angle CDE are equal. y = 80°
(using that the angles in a triangle add up to 180°)

Circle Geometry
Circle Theorems
The lengths of two tangents from an external point to Calculate the unknown length.
the points of contact on the circle are equal.
This is a right angled triangle because a tangent of a circle is

perpendicular to the radius of that circle at the point of
contact. Therefore, use Pythagoras’ theorem
?2 = 10.92 - 9.12 = 118.81 - 82.81 = 36

? = 6.0
Symmetry
Lines of Symmetry
Definition: Identify and determine the number of lines of

 A line of symmetry is an imaginary line symmetry in the following shapes:
that can divide an object in equal opposite
a) Kite
parts. The line of symmetry is also called
b) Rectangle
the ‘mirror line’; it can be horizontal,
c) Triangle
vertical or at any angle.
 Some shapes have no lines of symmetry;
 A circle has an infinite number of lines of
symmetry.
A square has 4 lines

of symmetry A kite has 1 line of
symmetry

Symmetry
Lines of Symmetry
A rhombus has 2 A rectangle has 2 lines of

lines of symmetry symmetry
An equilateral triangle has

3 lines of symmetry
Non-example
The scalene triangle does not have any lines of

symmetry.

Transformations
Translation
* In a translation, all points in a line or object are The points A(2,4), B(4,4), C(5,2), D(2,1) were translated
7
changed in the same direction so there is no change in under (−3 ). Find the image A', B', C', D'
shape
A' (-5, 1), B' (-3, 1), (-2, -1), (-5, -2)

Transformations
Reflection
A transformation is a change made to a figure Reflect the points (-1,7), (6,5), (-2,2) on the x-axis
* The main types of transformations are:
reflections, translations, rotations, and
enlargements
* A reflection, or flip, is a transformation that
creates a symmetry on the coordinate plane
Reflect the points (2,3), (10,0), (3,-2) on the y-axis
* Matrices can be used to conduct transformations
Reflect the points A(1,2), B(1,5) and C(3,2) on the line x=-1

Transformations
Reflection
Reflect the points A(1,2), B(1,5) and C(3,2) on the line y= 1
Reflect the points A(1,2), B(1,5) and C(3,2) on the line y=x
Reflect the points A(1,2), B(1,5) and C(3,2) in the line y= -x

Transformations
Rotation
*A rotation is a transformation that turns a figure Draw a triangle ABC on the graph paper. The co-ordinate of
about a fixed point called a centre of rotation. A A, B and C being A (1, 2), B (3, 1) and C (2, -2), find the
rotation has a centre and an angle. The angle is new position when the triangle is rotated through 90°
measured in an anticlockwise direction. anticlockwise about the origin
1. Pick a point B on the shape pre-transformation

and locate the respective point post-
transformation B'.
2. Draw line BB' .
3. Locate the midpoint M of B and B'.
4. Draw a perpendicular bisector (intersecting
BB' at a right angle at M).
5. Repeat steps 1-4 for a second point C.
6. Extend the perpendicular bisectors (if
necessary) so that they intersect.(Since
perpendicular bisectors intersect the center of a
circle, and since the circle containing B and B'
and the circle containing C and C ' are both
A (1, 2) will become A' (-2, 1)
centered at the center of rotation), the
B (3, 1) will become B' (-1, 3)
intersection of the two perpendicular bisectors C (2, -2) will become C' (2, 2)
is the center of rotation. Thus, the new position of ∆ ABC is ∆ A'B'C'
Describe fully the rotation with image shape A and

object shape B.
Solution: Rotation, 270°, anti-clockwise rotation ,

centre (-2, 2)

Transformations
Enlargement
* An enlargement is a transformation that changes Enlargement with scale factor greater than 1
the size of a figure Enlarge the object ABC by scale factor 2
What is a scale factor?

Enlarging a shape by a positive scale factor means
changing the size of a shape by a scale factor from
a particular point, which is called the centre of
enlargement.
Enlargement with scale factor between -1 and +1

Fractional scale factors Fractional Scale Factors
If we 'enlarge' a shape by a scale factor that is Enlarge triangle ABC with a scale factor 1/2, centred about
between -1 and 1, the image will be smaller than the origin
the object)
If you enlarge it by a positive number greater than
1, the shape will get bigger.
The scale factor is ½, so:

OA' = ½OA, OB' = ½OB, OC' = ½OC
Since the centre is the origin, we can in this case multiply

each coordinate by ½to get the answers.
A = (2, 2), so A' will be (1, 1).

B = (2, 6), so B' will be (1, 3).
C = (4, 2), so C' will be (2, 1).

Transformations
Enlargement
Negative Scale Factors Negative Scale Factors
Enlarge the rectangle WXYZ using a scale factor of - 2,
An enlargement using a negative scale factor is centred about the origin.
similar to an enlargement using a positive scale
factor, but this time the image is on the other side
of the centre of enlargement, and it is upside down
to create you enlarged shape.
The scale factor is -2, so multiply all the coordinates by -2.

So OW' is 2OW. This time we extend the line WO beyond
O, before plotting W'.
In a similar way, we extend XO, YO and ZO and plot X',Y'

and Z'. Can you see that the image has been turned upside
down?

Transformations
Glide-Reflection
When a translation (a slide or glide) and a Examine the graph below. Is triangle A"B"C" a glide
reflection are performed one after the other, a reflection of triangle ABC?
transformation called a glide reflection is
produced. In a glide reflection, the line of
reflection is parallel to the direction of the
translation. It does not matter whether you glide
first and then reflect, or reflect first and then
glide. This transformation is commutative.
Answer: Yes, Triangle ABC is reflected on the x-axis

to A'B'C' and then translated through 5 places to the
∆𝐴′𝐵′𝐶′ is the image of ∆𝐴𝐵𝐶 under a glide −5
reflection that is a composition of a reflection over left or ( )
0
the line l and a translation through the vector v.
Vectors
Scalar Quantities
*Scalars are quantities that only have a magnitude, Give some real life examples of scalar quantities:
meaning they can be expressed with just a number. Answer: Height of a building, time taken for a trip,
There are absolutely no directional components in a temperature outside, an avocado on the scale reading 87.9
scalar quantity - only the magnitude of the medium grams,
e.g.
Time - the measurement of years, months, weeks,
days, hours, minutes, seconds, and even
milliseconds;
Volume - tons to ounces to grams, milliliters and
micrograms
Speed and - speed in miles or kilometers-per-hour,
temperature

Vectors
Vector Quantities
A vector has magnitude (how long it is) and Give some real life examples of vector quantities:
direction: 10 meters to the left of the tree.
The length of the line shows its magnitude and the

arrowhead points in the direction.
e.g. Increase/Decrease in Temperature, Velocity
Vectors
Vector Representation
Represent the diagram below in vector form:
This vector can be written as: , a, or

Vectors
Product of a Vector and a Scalar
* One method of multiplication of a vector is by −2 −6
Calculate 3( ) = ( )
using a scalar. 3 9
Vectors
Position Vector
Describe vectors as 2x1 column vectors
Associate position vectors with points

Find the magnitude of a vector
How do I use a column vector to describe a
translation? How do I add or subtract vectors?
Can any point be represented by a position vector?
The length of a vector can be calculated using
Pythagoras’ theorem

Vectors
Addition and Subtraction of Vectors
* Vector addition is simply the sum of the two 8 26
Add ( )+ ( ) and illustrate this on a diagram
vector's components. We can add two vectors by 13 7
simply joining them head-to-tail:
8 26 34
( )+ ( )= ( )
13 7 20
We can also subtract one vector from another: 2 3

If u = ( ) and v = ( )
1 −2
 first we reverse the direction of the vector i) Illustrate u – v on a graph
we want to subtract, ii) Calculate the value of u – v
 then add them as usual:
i)
2 3
ii) u – v = ( ) - ( )
1 −2
2 −3
=( )+( )
1 2
−1
=( )
3
Vectors

Magnitude of a vector
*The magnitude of a vector is shown by two 𝟔
1) What is the magnitude of the vector b = ( )
vertical bars on either side of the vector: |a| 𝟖
We use Pythagoras’ Theorem to calculate it:
|b| = √( 62 + 82 ) = √( 36+64 ) = √100 = 10
|a| = √𝑥 2 + 𝑦 2
Vectors
Parallel Vectors
One can use vectors to solve problems in In the triangle ABC the points X and Y are the mid-
Geometry e.g. to prove that two vectors are points of AB and AC. Show that XY and BC are
parallel. parallel.
Two vectors are parallel if they have the same

direction
To prove that two vectors are parallel:

If two vectors 𝑢
⃗ and 𝑣 are parallel, then one is a
simple ratio of the other , or one is a multiple of
the other 𝑣 = k𝑢⃗
𝑋𝑌 = ⃗⃗⃗⃗⃗
⃗⃗⃗⃗⃗ 𝑋𝐴 + ⃗⃗⃗⃗⃗
𝐴𝑌
= -a + b
= b–a
⃗⃗⃗⃗⃗ = ⃗⃗⃗⃗⃗
𝐵𝐶 𝐵𝐴 + ⃗⃗⃗⃗⃗
𝐴𝐶
= - 2a + 2b
= 2b – 2a
= 2 (b – a)
This implies that one vector is a simple ratio of the

other:
⃗⃗⃗⃗⃗
𝑋𝑌 𝑏−𝑎 1
⃗⃗⃗⃗⃗
= 2 (𝑏−𝑎) = 2
𝐵𝐶
⃗⃗⃗⃗⃗ = 1:2
⃗⃗⃗⃗⃗ : 𝐵𝐶
i.e. 𝑋𝑌
OR one is a scalar multiple of the other (cross

multiply)
1
⃗⃗⃗⃗⃗ = 2 ⃗⃗⃗⃗⃗
𝐵𝐶 𝑋𝑌 or ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗
𝑋𝑌 = 2 𝐵𝐶
Hence, XY is parallel to BC and half its length.

Vectors
Collinear Vectors
Points that lie on the same line are called collinear The position vectors of points P, Q and R are vectors
points. a + b, 4a - b and 10a – 5b respectively. Prove that P, Q
and R are collinear.
To prove that two vectors are collinear:
If two vectors are collinear, then one is a simple ⃗⃗⃗⃗⃗
𝑃𝑄 = ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗
𝑃𝑂 + 𝑂𝑄
ratio of the other, or one is a multiple of the other = (-a –b) + (4a – b)
𝑣 = k𝑢⃗ and they have a common point. = 3a – 2b
⃗⃗⃗⃗⃗ = 𝑄𝑂
𝑄𝑅 ⃗⃗⃗⃗⃗⃗ + 𝑂𝑅
⃗⃗⃗⃗⃗
= (-4a + b) + (10a – 5b)
= 6a – 4b
= 2 ( 3a – 2b)
This implies that one vector is a simple ratio of the

other and they have a common point Q
⃗⃗⃗⃗⃗
𝑃𝑄 3𝑎−2𝑏 1
⃗⃗⃗⃗⃗⃗
= 2 (3𝑎−2𝑏) = 2
𝑄𝑅
i.e. ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ = 1:2
𝑃𝑄 : 𝑄𝑅
OR one is a scalar multiple of the other (cross

multiply)
⃗⃗⃗⃗⃗ = 2 𝑃𝑄
𝑄𝑅 ⃗⃗⃗⃗⃗ = 1 𝑄𝑅
⃗⃗⃗⃗⃗ or 𝑃𝑄 ⃗⃗⃗⃗⃗
2
⃗⃗⃗⃗⃗ = 2 ⃗⃗⃗⃗⃗
Since 𝑄𝑅 𝑃𝑄 and they have a common point Q,
then P, Q and R are collinear.

Matrices
Introduction to Matrices
* A matrix is an ordered set of numbers listed in Examples
rectangular form and enclosed in curved brackets. It is 1) (2 9 −3) is a 1 x 3 row matrix
usual to denote matrices in capital letters
* In defining the ORDER of a matrix, the number of 4
2) ( 5 ) is a 3 x 1 column matrix
rows is always stated first and then the number of 6
columns.
5 7 9
3) ( ) is a 2x3 rectangular matrix
* There are different types of matrices such as square 3 2 5
matrices, diagonal matrices and identity matrices.
1 2
4) ( ) is a 2 x 2 square matrix
Row Matrix- A row matrix is formed by a single row 3 4
e.g. (a b c)
5 0 0
5) (0 2 0) is a diagonal Matrix
Column Matrix- A column matrix is formed by a
a 0 0 8
𝑏
single column e.g. ( ) 1 0 0
𝑐
6) (0 1 0) is an identity matrix
0 0 1
Rectangular Matrix- A rectangular matrix is formed
by a different number of rows and columns, and its 0 0 0
𝑎 𝑏 𝑐 7) (0 0 0) is the zero or null matrix
dimension is noted as: mxn e.g. ( ) is 3x2 0 0 0
𝑑 𝑒 𝑓
Square Matrix - A square matrix is formed by the

𝑎 𝑏
same number of rows and columns e.g ( ) is 2x2
𝑐 𝑑
D i a g o n al M a t ri x - In a diagonal matrix, all the

elements above and below the diagonal are zeroes e.g.
𝑎 0 0
(0 𝑏 0)
0 0 𝑐
I d e n t i t y M a t r i x - An identity matrix is a diagonal

matrix in which the diagonal elements are equal to 1
1 0 0
e.g. (0 1 0)
0 0 1
Singular matrix- see topic on Inverse Singular below
A zero or null matrix is a matrix with 0 as the element

for all its cells (rows and columns).
0 0 0
(0 0 0)
0 0 0

Matrices
Addition and Subtraction of Matrices
Two matrices may be added or subtracted provided Examples:
they are of the SAME ORDER. Addition is done by 1 2 5 6 6 8
1) ( ) + ( )= ( )
adding the corresponding elements of each of the two 3 4 7 8 10 12
matrices.
1 2 5 6 −4 −4
2) ( ) - ( )= ( )
𝑎 𝑏 𝑒 𝑓 𝑎+𝑒 𝑏+𝑓 3 4 7 8 −4 −4
( ) + ( )= ( )
𝑐 𝑑 𝑔 ℎ 𝑐+𝑔 𝑑+ℎ
Matrices
Multiplication of Matrices
Multiplication is only possible if the row vector and the Examples:
column vector have the same number of elements. To 3 1 6 2
1) 2( )=( )
multiply the row by the column, one multiplies 4 2 8 4
corresponding elements, then adds the results
4
2) (1 2 3) ( 5 ) = (1× 4) + (2 × 5) + (3 × 6) = (22)
6
A 1×3 matrix multiplied by a 3×1matrix gives a 1×1 matrix

Also,
2 1 −2 3
3) ( ) ( )
𝑎 𝑏 𝑒 𝑓 (𝑎𝑒 + 𝑏𝑔) (𝑎𝑓 + 𝑏ℎ) 3 5 4 −1
( )( )= ( )
𝑐 𝑑 𝑔 ℎ (𝑐𝑒 + 𝑑𝑔) (𝑐𝑓 + 𝑑ℎ)
(2 × −2 + 1 × 4) (2 × 3 + 1 × −1) 0 5
=( )=( )
(3 × −2 + 5 × 4) (3 × 3 + 5 × −1) 14 4
A 2×2 matrix multiplied by a 2×2 matrix gives a 2×2 matrix
Matrices
Inverse of a Matrix
If 3 1
If A = ( ) , find A-1
4 2
1 𝑑 −𝑏
A-1 = adbc ( )
−𝑐 𝑎
Then the inverse is
1 2 −1 1 2 −1
= ( 3)( 2 ) (1x 4 ) ( )= 2 ( )
−4 3 −4 3
and the determinant is 1 −1/2
detA = |A| = ad – bc =( )
−2 3/2

Matrices
Singular Matrix
A singular matrix is a square matrix that has no 2 6
Determine if the matrix A = ( ) is singular
inverse 1 3
Det A = ad- bc = (2)(3) – (6)(1)
A matrix is singular if and only if its determinant =6–6
is zero =0
i.e. ad – bc = 0
If the determinant of a matrix is 0, the matrix has

no inverse
Matrices
Simultaneous Equations
One of the most important applications of matrices Solve the simultaneous equation using a matrix method
is to the solution of linear simultaneous equations x + 2y = 4
3x – 5y = 1
This can be written in matrix form AX = B:

1 2 𝑥 4
( ) (𝑦) = ( 1 )
3 −5
2 −1
( 𝑦𝑥 ) = (13 −5
) ( 41 )
( 𝑦𝑥 ) −5 −2
( 41 )
1
= (1x 5) ( 2 x 3) ( )
−3 1
−5 −2
( 41 )
1
= (1x 5) ( 2 x 3) ( )
−3 1
−5 −2
( 41 )
1
= ( 5) ( 6 ) ( )
−3 1
1 −22
= 11 ( )
−11
2
=( )
1

Matrices
Transformational matrices
R= 90o rotation about the origin, given the matrix. This R = 90o anti-clockwise rotation about the origin
transformation matrix rotates the point matrix 90
degrees anti-clockwise. When multiplying by this 0 −1 4 (0 𝑥 4) + (−1 𝑥 3) −3
( )( ) = ( )=( )
matrix, the point matrix is rotated 90 degrees anti- 1 0 3 (1 𝑥 4) + (0 𝑥 3) 4
clockwise around (0,0).
0 −1
( )
1 0
S= 180o anticlockwise rotation about the origin, given S = 180o anti-clockwise rotation about the origin
the matrix. This transformation matrix creates a
rotation of 180 degrees. When multiplying by this −1 0 4 (−4 × 1) + (3 × 0) −4
( )( ) = ( )=( )
matrix, the point matrix is rotated 180 degrees around 0 −1 3 (4 × 0) + (3 × −1) −3
(0,0). This changes the sign of both the x and y co-
ordinates.
−1 0
( )
0 −1
T= 270o rotation about the origin, given the matrix T = 270o anti-clockwise rotation about the origin
0 1 0 1 4 (4 × 0) + (3 × 1) 3
( ) ( )( ) = ( )=( )
−1 0 −1 0 3 (4 × −1) + (3 × 0) −4
I= 360o rotation about the origin, given the matrix. This I = Identity Matrix
transformation matrix is the identity matrix. When
multiplying by this matrix, the point matrix is 1 0 4 (4 × 1) + (3 × 0) 4
( )( ) = ( )=( )
unaffected and the new matrix is exactly the same as 0 1 3 (4 × 0) + (3 × 1) 3
the point matrix
1 0
( )
0 1
X= reflection on x axis, given the matrix. This X = Reflection on x axis

transformation matrix creates a reflection in the x-axis.
When multiplying by this matrix, the x co-ordinate 1 0 4 (4 × 1) + (3 × 0) 4
( )( ) = ( )=( )
remains unchanged, but the y co-ordinate changes sign 0 −1 3 (4 × 0) + (3 × −1) −3
1 0
( )
0 −1
Y= reflection on y axis, given the matrix This Y = Reflection on y axis

transformation matrix creates a reflection in the y-axis.
When multiplying by this matrix, the y co-ordinate −1 0 4 (4 × −1) + (3 × 0) −4
( )( ) = ( )=( )
remains unchanged, but the x co-ordinate changes sign 0 1 3 (4 × 0) + (3 × 1) 3
−1 0
( )
0 1
W= reflection on y= x, given the matrix. This W= reflection on y = x
transformation matrix creates a reflection in the line

Matrices
Transformational matrices
y=x. When multiplying by this matrix, the x co- 0 1 4 (4 × 0) + (1 × 3) 3
( )( ) = ( )=( )
ordinate becomes the y co-ordinate and the y-ordinate 1 0 3 (1 × 4) + (0 × 3) 4
becomes the x co-ordinate.
0 1
( )
1 0
Reflection on y = - x, given the matrix. This Reflection on y = - x,

transformation matrix creates a reflection in the line
y=-x. When multiplying by this matrix, the point 0 −1 4 (4 × 0) + (−1 × 3) −3
( )( ) = ( )=( )
matrix is reflected in the line y=-x changing the signs −1 0 3 (−1 × 4) + (0 × 3) −4
of both co-ordinates and swapping their values.
0 −1
( )
−1 0
Matrices
Combining Transformations
We see that sometimes 2 transformations are 1) The diagram shows how the original shape A is first
equivalent to a single transformation. reflected to B, and B is then reflected to C.
Solution: A rotation of 180° about the origin would take A

straight to C.

Matrices
Combining Transformations
A triangle is to be enlarged with scale factor 2, using the
origin as the centre of enlargement. Its image is then to be
−8
translated along the vector ( )
1
The coordinates of the corners of the triangle are (2, 1), (2,
4) and (4, 1).
What single transformation would have the same result?
The diagram shows the original triangle, A; the enlargement

takes it to B, which is then translated to C.
The triangle A could be enlarged with scale factor 2 to give

C.
This diagram shows that the centre of enlargement would be

the point (8, –1).
The single transformation that will move triangle A to

triangle C is an enlargement, scale factor 2, centre (8, –1).

Index
Number Theory ............................................................................................................................................. 1
Basic Rules................................................................................................................................................ 1
Positive and Negative Numbers ................................................................................................................ 2
Decimals – Rounding................................................................................................................................ 2
Operations with Decimals ......................................................................................................................... 3
Significant figures ..................................................................................................................................... 4
Binary Numbers ........................................................................................................................................ 4
Computation – Fractions ........................................................................................................................... 5
Prime Numbers ......................................................................................................................................... 5
Computation of Decimals, Fractions and Percentages .............................................................................. 6
Triangles ....................................................................................................................................................... 7
Classification of Triangles ........................................................................................................................ 7
Pythagoras' Theorem................................................................................................................................. 9
Similar Triangles & Congruent Triangles ................................................................................................. 9
Mensuration ................................................................................................................................................ 12
Areas & Perimeters ................................................................................................................................. 12
Surface Area and Volumes ..................................................................................................................... 15
Geometry .................................................................................................................................................... 19
Sum of all interior angles of a regular polygon ...................................................................................... 19
Sum of all interior angles of any polygon ............................................................................................... 20
Sum of all exterior angles of any polygon .............................................................................................. 21
Circle Geometry ...................................................................................................................................... 22
Algebra........................................................................................................................................................ 24
Simplifying algebraic expressions .......................................................................................................... 24
Substitution ............................................................................................................................................. 24
Binary Operations ................................................................................................................................... 25
Solving Linear Equations ........................................................................................................................ 25
Linear Inequalities .................................................................................................................................. 26
Changing the Subject of a Formula......................................................................................................... 26
Solving Simultaneous Equations (both Linear) ...................................................................................... 28
Solving Simultaneous Equations (Linear and Quadratic) ....................................................................... 29

Indices ..................................................................................................................................................... 30
Product of two brackets .......................................................................................................................... 31
Factorization of Simple expressions ....................................................................................................... 31
Solving quadratic inequalities ................................................................................................................. 32
Relations, Functions and Graphs ................................................................................................................ 33
Relations and Functions .......................................................................................................................... 33
Relations, Functions and Graphs ............................................................................................................ 34
Composite Functions & Inverses ............................................................................................................ 34
Introduction to Graphs ............................................................................................................................ 36
Non-Linear Relations .............................................................................................................................. 39
Direct & Inverse Variation...................................................................................................................... 40
Coordinate Geometry .............................................................................................................................. 41
Linear Programming ............................................................................................................................... 43
Distance - Time Graphs .......................................................................................................................... 44
Velocity - Time Graphs .......................................................................................................................... 45
Statistics ...................................................................................................................................................... 47
Displaying data: Pie Chart, Bar Graph, Histogram and Line Graph ....................................................... 47
Frequency Distribution ........................................................................................................................... 49
Displaying data on the Bar Graph ........................................................................................................... 49
Measure of Central Tendency – Mean, Median and Mode ..................................................................... 49
Cumulative Frequency Curve (Ogive) .................................................................................................... 53
Interquartile Range and Semi-Interquartile Range ................................................................................. 53
Consumer Arithmetic .................................................................................................................................. 54
Ready Reckoner ...................................................................................................................................... 54
Foreign Exchange Rates ......................................................................................................................... 55
Hire Purchase .......................................................................................................................................... 55
Profit, Loss, Discount ............................................................................................................................. 56
Simple Interest ........................................................................................................................................ 57
Compound Interest .................................................................................................................................. 57
Mortgages ............................................................................................................................................... 58
Rates and Taxes ...................................................................................................................................... 58
Wages...................................................................................................................................................... 59

Trigonometry .............................................................................................................................................. 60
Cosine Rule ............................................................................................................................................. 60
Sine Rule ................................................................................................................................................. 60
Bearings .................................................................................................................................................. 61
Sets .............................................................................................................................................................. 63
Definitions and Notation ......................................................................................................................... 63
Circle Geometry .......................................................................................................................................... 64
Circle Theorems ...................................................................................................................................... 64
Symmetry .................................................................................................................................................... 67
Lines of Symmetry .................................................................................................................................. 67
Transformations .......................................................................................................................................... 69
Translation .............................................................................................................................................. 69
Reflection ................................................................................................................................................ 70
Rotation ................................................................................................................................................... 72
Enlargement ............................................................................................................................................ 73
Glide-Reflection...................................................................................................................................... 75
Vectors ........................................................................................................................................................ 75
Scalar Quantities ..................................................................................................................................... 75
Vector Quantities .................................................................................................................................... 76
Vector Representation ............................................................................................................................. 76
Product of a Vector and a Scalar ............................................................................................................. 77
Position Vector........................................................................................................................................ 77
Addition and Subtraction of Vectors ...................................................................................................... 78
Magnitude of a vector ............................................................................................................................. 79
Parallel Vectors ....................................................................................................................................... 79
Collinear Vectors .................................................................................................................................... 80
Matrices ...................................................................................................................................................... 81
Introduction to Matrices .......................................................................................................................... 81
Addition and Subtraction of Matrices ..................................................................................................... 82
Multiplication of Matrices ...................................................................................................................... 82
Inverse of a Matrix .................................................................................................................................. 82
Singular Matrix ....................................................................................................................................... 83

Simultaneous Equations .......................................................................................................................... 83
Transformational matrices ...................................................................................................................... 84
Combining Transformations ................................................................................................................... 85

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What are the basic rules of number theory?

What are the basic rules of number theory?

What are the rules for positive and negative numbers when adding, subtracting, multiplying and dividing?

What are the rules for positive and negative numbers when adding, subtracting, multiplying and dividing?

MATHEMATICS

Curriculum Planning and Development Division

Curriculum Planning and Development Division - 1

Curriculum Planning and Development Division - 2

1. Line up the numbers on the right, 3.77 (2 decimal places)

When dividing, if the divisor has a decimal in it,

Fractions can always be written as decimals. For example:

Curriculum Planning and Development Division - 3

Binary numbers can be added 10001

Binary numbers can be subtracted

Curriculum Planning and Development Division - 4

Equivalent fractions can be generated by 1 1x 2 2

Curriculum Planning and Development Division - 5

To convert from percent to decimal, divide the 10

Curriculum Planning and Development Division - 6

Scalene: No equal sides ;No equal angles

Triangles can be classified according to angles:- acute angle triangle

Acute- All three angles are acute angles.

Obtuse- An obtuse triangle is a triangle in which

right angle triangle

Curriculum Planning and Development Division - 7

The angles in matching corners are called

The pairs of angles on opposite sides of the

The pairs of angles on one side of the

Curriculum Planning and Development Division - 8

(They are still similar even if one is rotated, or one

There are three accepted methods of proving that

If two angles of one triangle are equal to two

∠ A = ∠ P and ∠ B = ∠ Q, ∠ C = ∠ R(because ∠C = 180 -

Therefore, the two triangles ΔABC and ΔPQR are

Then ∆ABC is similar to ∆DEF

Curriculum Planning and Development Division - 9

Then ∆ABC is similar to ∆DEF Find the length AD (x)

2) If an angle of one triangle is equal to the

The two triangles ΔABC and ΔCDE appear to be similar

Curriculum Planning and Development Division - 10

Curriculum Planning and Development Division - 11

Find the area of a rectangle of length 5cm, width 3cm

a represents the length; b represents the width

Step 2 : Area of triangle = √6(6 − 3)(6 − 4)(6 − 5)

Curriculum Planning and Development Division - 12

Area of triangle, given two sides and the angle

First of all we must decide what we know. We know

Do some calculator work:

The diagonal of a parallelogram divides the

Either Area = ab sin C

Curriculum Planning and Development Division - 13

Area of Trapezium = ½(a+b) × h

Area of Parallelogram = base × height Area of parallelogram= b × h = 12cm × 5cm = 60 cm2

Curriculum Planning and Development Division - 14

Surface Area of Cylinder 22

Conversion to Litres: 1000 cm3 = 1L

Surface Area = 2π(5)(7) + 2π(5)2 = 70π + 50π

Prism- Since a cylinder is closely related to a prism, the

Volume of Prism = area of cross section × length = A l

Answer: Volume = 25 m2 × 12 m = 300 m3

ab=ba i) 2*4 = 3(2) + 4 = 10