Maths 3

Republic of Iraq
Ministry of Education
General Directorate of Curricula
9
Series of Maths Books for Intermediate Stage
Mathematics
Third Intermediate
Revised by
A specialized Committee in the Ministry of Education
Fourth Revised Edition 2023

This series (Maths for Intermediate stage) has been edited by a special team
of specialists in Ministry of Education/ General Directorate of curricula
with participation of specialists from universities professors in Ministry
of higher Education according to international standards to achieve the
goals of designing modern syllabus which helps the students to be:
Successful learners long life
Self-esteem individuals
Iraqi citizens feeling proud
Scientific supervisor Art supervisor

Marwah Flayyih Hasan Salah Saad Mihsen
‫ﻳﻮزع ﻣﺠﺎﻧ ًﺎ وﳝﻨﻊ ﺑﻴﻌﻪ وﺗﺪاوﻟﻪ ﻓﻲ اﻷﺳﻮاق‬

ّ ‫اﺳﺘﻨﺎداً إﻟﻰ اﻟﻘﺎﻧﻮن‬
INTRODUCTION
The Maths subject is considered one of the basic courses that helps students to
acquire educational abilities to develop his thinking and solving problems and it
helping to deal with difficult situations in his life.
As a starting point of attention by the Ministry of Education represented by the
General Directorate of curricula to develop the curricula in general and specially
of Maths in order to go a long with the technological and scientific development
in different fields of life. A plan has set up to edit the series of Maths books for the
three stages. Primary stage has been achieved and the work started to continue the
series by editing the books of intermediate stage.
The series of new Iraqi Maths Books as a part of General frame work of
curricula that reinforces the basic values as Iraqi identity, forgiveness, respecting
different opinions, social justice and offering equal chance for creativity and it
also reinforces abilities of thinking and learning, self-efficiency, action and citizen
ship efficiency.
The series of Iraqi Maths books has been built on student- centered learning
according to international standards.
The series of Iraqi maths books for intermediate stage has been built on six items:
learn, make sure of your understanding, solve the exercises, solve the problems,
think and write. The Maths book for third intermediate stage contains four basic
fields: The numbers and the operations, Algebra, Geometry and Measurement,
Statistics and Probabilities for each field. The books.
The maths books have distinguished by presenting material in modern styles
that attract and help the student to be active through presenting drills, exercises
and environmental problems in addition there are extra exercises at the end of the
book that are different from the exercises and drills in the lessons because they are
objective so the student can answer through multiple choices and that prepare the
student to participate the international competitions.
This book is an expansion for the series of developed Maths books for primary
stage and it is also considered as support for the developed syllabus in maths and
it also has a teachers book so we hope in applying them, the student will gain
scientific and practical skills and develop their interest to study Maths.
We hope God help us to serve our country and our sons
Authors
Chapter
1
Relations and Inequalities
in Real Numbers
lesson 1-1 Ordering Operations in Real Numbers.

lesson 1-2 Mapping.
lesson 1-3 The Sequences.
lesson 1-4 Compound Inequalities.
lesson 1-5 Absolute Value Inequalities.
Tsunami wave is moved in a great rapidity in the Seas, but its rapidity becomes greater when
it reaches to beach due to the effect of its huge energy. It terribly strikes beach to cause
mass destruction. We can calculate speed of Tsunami by using ( v = 9.6 d m/s, where (d)
represents the deep of water in metre).
4
Pretest
Classify the number if it is rational or irrtional number:
0 16
1 25 2 7 3 4
3 25
49 30
5 6 7 -6 3 8 - 8
5 4 2
Estimate the following square roots by near them to the nearest tenth, then represent them on
the straight line of numbers:
6 81
2 ≈....... 10 - 3 ≈......
25 ≈...... 49 ≈......
9 11 12
Compare between the real numbers by using the symbols ( < , > , = ):
1
13 5 23 14 1.25 2.25
0 0 12 5
15 6 16
3 3 20
17 Ordering the following real numbers from the least to the greatest.
7 , 2.25 , 5
18 Ordering the following real numbers from the greatest to the least.
1 7
-3 ,- , -3.33
5 3
Solve the following inequalities in R by using properties of inequalities in the real numbers:
3y
19 3x + 2 ≥ 4x- 3 3 9 2
8 ≥ 7
20 21
5 5 7 > z- 14
-4m 9 1 3
22 23 6(z - 3) > 5(z + 1) 24 4 ( v + ) > 0
11 < 22 2 8
Simplify the following numerical sentences by using ordering operations on the real numbers:
25 2 (1- 18 ) = ........... 26 3 12 + 2 3 - 4 3 = ............
7- 8 7 6 44 18 11
27 = ............ 28 ÷
2 7 5 5
5
Lesson
Ordering Operations in Real Numbers
[ 1-1 ]
Idea of the lesson: Learn
* Simplify the numerical Tsunami quake, which occurred
sentences which contain real in Japan in 2011 is considered
numbers by using ordering one of the greatest quake which
opertions. happened over the ages. Its speed
can be calculated by using the
Vocabulary:
* Real number. law v = 9.6 d m/s, where
* Rationalizing the d represents the deep of water.
What’s the approximate speed of
Denominator
Tsunami if the deep of water is
* Conjugate
1000m?
[ 1-1-1 ] Using ordering operations to simplify numerical sentences .
You have previously learned the natural numbers, whole numbers, integers, rational numbers and real
numbers. We can ordering them in the following:
N⊂W⊂Z⊂ Q⊂R
You have also learned how to simplify the numerical sentences by using the ordering of operations in
these numbers. We will develop your skills in simplifying the numerical sentences which contain dif-
ferent real numbers include real roots and perfect squares roots, and also simplifying fractions contain
roots by applying the properties on them and by using the ordering of operations in the real numbers.
We use also (Rationalizing) denominator to simplify sentences by multiplying the conjugate
numbers (the result of multiplying two conjugate numbers is a rational number, (the number
2 - 3 is conjugate to 2+ 3 because the product them is rational number).
Example (1) Find the approximate speed of Tsunami if the water deep is 1000m.
v = 9.6 d Law of calculating Tsunami speed, where d represents the deep of water
= 9.6 × 1000 = 9600 = 98 m/sec The approximate speed of Tsunami
Example (2) Simplifying the following numerical sentences by using the ordering of
operations on the real numbers:
i) ( 12 - 18 ) ( 12 + 18 ) = (2 3 - 3 2 ) (2 3 + 3 2 ) by using the distribution
= 2 3 (2 3 + 3 2 ) - 3 2 (2 3 + 3 2 ) = 12 + 6 6 - 6 6 - 18 = - 6
8 2 3 2- 2 3 2 2 3 2 -2 3
ii) ( 3 - )÷ ( )= ( - )÷ ( )
27 3 27 3 3 3 3
2 3-3 2 -3 3
= × = -1
3 3 2 3- 3 2
Example (3) Simplifying the following numerical sentences by using the ordering of
operations on the real numbers, then write the result to nearest tenth:
iii) 12 ( 3 - 8 ) - 6 = 2 3 ( 3 - 2 2 ) - 6 = 2 3 × 3 - 2 3 × 2 2 - 6
= 6 - 4 3×2 - 6 = - 4 6 ≈ - 4 × 2.4 = - 9.6
1
3 1 7 - 1 28 ) = 3 -27 ( 1 7 - 2 7 ) = -3 ( 1 7 - 2
iv) (-27) ( 7) n m
9 9 9 9 9 9
1 7 2 7 1 7 Note : a m = an
=- + = ≈ 0.9
3 3 3
6
Example (4) Simplify the following numerical sentences by using rooting the denominator
and ordering operations on the real numbers.
7- 5 7- 5 7- 5 5 5 (7- 5) 7 5- 5 5 7 5- 5
i) = ×1= × = = =
5 5 5 5 5 5 5 5
21 21 2 3+ 7 3 7 (2 3 + 7)
ii) = × = Multiplying by conjugates
2 3- 7 2 3- 7 2 3+ 7 (2 3 - 7) (2 3 + 7)
6 7+ 7 3 6 7+ 7 3
= = The denominator is a difference between two squares
12 - 7 5
[ 1-1-2 ] Using calculator and approximation to Simplify Numerical

Sentence
You have previously learned how to simplify the numerical sentences which contain integer
negative powers and scientific form for number by using calculator. Now, you will develop your skills
by simplify the
numerical sentences which contain numbers raising to rational powers, in addition to the integers
by using calculator to write the result in approximated way.
Calculate the powers for each of the following, then write the result which
Example (5)
should be approximated to two decimal places, if it is not an integer:
1 2
-3 2 -
3
-3 1 1 2
i) 9 2 = (3 ) 2 = 3 = 3 = 27 ≈ 0.04 ii) ( 7 ) = ( 7 2 ) = 7
3
5 1 -3 10+ 2- 9 1 2
3 4-3 1
iii) 2 3 × 2 3 × 2 2 = 2 6 = 2 2 = 2 ≈ 1.41 iv) 5 ÷ 5 2 = 5 2 2 = 5 2 = 5 ≈ 2.24
Use the ordering of operations and write the result which should be approximated to two
decimal places by using a calculator for each of the following:
1 2 3 1 1 1 1
-2
v) ( 2 ) + 3 - 2 2 = 22 + 2 - 2 = 4 + 9 - 8 ≈ 0.25 + 0.11 - 2.83 = -2.47
3
3
1 1 5
0 3
vi) 8 3 - (-8) + 3 × 3 2 =
2
8 - 1 + 3 2 = 3 8 - 1 + 3 5 ≈ 2 - 1 + 9 × 1.73 = 16.57
Example (6)
Use calculator to write the result in the scientific form for the number which should be
aproximated to the nearest two decimal places:
-4 -3 -4 -4 -4 -4
i) 7.6 ×10 - 0.41×10 = 7.6 × 10 - 4.135 × 10 = 3.465 × 10 ≈ -3.47 × 10
4 2 2 2 2 3
ii) 0.052 ×10 + 7.13 × 10 = 5.2 × 10 + 7.13 × 10 = 12.33 × 10 ≈ 1.23 × 10
2 -10
= (7.83 × 10 ) (7.83 × 10 ) = 61.3089 × 10
-5 -5 -5 -9
iii) (7.83 × 10 ) ≈ 6.13 × 10
2 5 2 -5 -3
iv) 4.86 × 10 ÷ 0.55 × 10 = (4.86 ÷ 0.55) × 10 × 10 ≈ 8.84 × 10
7
Make sure of your understanding
Simplify the following numerical sentences :
2
1 ( 5 - 3 ) ( 5 + 3 ) = ...... 2 ( 7- 2) = ......
8 4 12 24 Questions 1-4
3 ( 125 - 20 ) (3 ) = ...... 4
3 ÷ 2 = ...... are similar
27 5 -27 8 to example 2
Simplify the following numerical sentences , and write the result to the nearest tenth:
1
5 6 1
3
3- 1
7 ( 28 - 2 ) - 5 ≈ ...... (-125) (10 12 ) ≈ ..... Questions 5-6
4 are similar
to example 3
Simplify the following numerical sentences by rooting the denominator and ordering
operations on the real numbers:
3 50 - 3 10 - 6 Questions 7-9
1- 1- 20
7 =...... 8 =...... 9 - =...... are similar
4 3 5 2 3 2 6 to example 4
Use the ordering of operations and write the result which should be approximated to two
decimal places by using the calculator for each of the following:
3 1 1 Questions 10-11
10 ( 1 ) 2 + 3 -3 - 3 2 ≈ ...... 2
11 27 3 - (-9) 0 + 3 × 5 2 ≈ ...... are similar
3 to example 5
Use the calculator to write the result in the scientific form of the number which should be
approximated to the nearest two decimal places:
Questions 12-13
12 6.43 × 10 -5- 0.25 × 10 -3 = ..... 13 (9.23 × 10 -3) 2 = ...... are similar
to example 6
Solve the Exercises

Simplify the following numerical sentences:
3
1 12 5 8
14 ( 18 - 50 ) ( -27 ) 3 =....... . 15 ÷ = ..... .
64 3
3 125 25
Simplify the following numerical sentences , and write the result to the nearest tenth.
16 2 8 18
7 49 - 3 81 + 36 ≈ ......
Simplify the following the numerical sentences by using rooting the denominator and the
ordering of operations in the real numbers :
7- 3 5 33 - 11 60 - 5
17 = ..... . 18 - = ......
7+ 3 5 99 5 15
8
Solve the problems
19 Satellites: We essentialy use satellite in communications,
such us TV signals, telephone calls in all over the world, weather
forecasts and tracking of hurricanes. The satellites rotate around
earth in limited speed and special orbits. The orbital speed of moon
14
is calculated by the following relation v = 4×10 m/sec, where r
r
represents the radius of orbit (the distance of moon from the earth
centre), what is the speed of moon if the orbit radius is 300 km?
20 Fighting fires: We can calculate the speed of flowing

water which releases by fire trucks by using the following law
v = 2hg foot/sec, where h represents the maximum height of water,
and (g) represents the acceleration speed of earth (32 foot/sec2). To
fire fighting in the forests, the firefighters in the Civil
Defence need to huge bumper to pump water in height of 80 foot. Is
it enough to use a pumper releases water in a speed of 72 foot/sec,?
1 foot = 30cm
Measuring unit in
French system
21 Geometry: Find the area of triangle which topped a front of

house if its height ( 18 - 3 ) meter and its base length is
( 3 2 + 3 ) meter.
Think
22 Challenge: Prove the correct of the following:
1 1 2 1 1 2
(7 3 - 5 3 ) ( 7 3 + 7 3 5 3 + 5 5 ) = 2
23 Correct the mistake: Shaker wrote the result of adding two numbers as follow:
-3 -2 -3
8.4 × 10 + 0.52 × 10 = 1.36 × 10
Determin Shaker’s mistake and correct it.
24 Numerical sense: Does the number 125 locate between the two numbers 10.28
and 11.28?
Write The result of adding by approximation to the nearest tenth:

3 3
6 2 + 5 2 = .....
9
Lesson Mappings
[ 1-2 ]
*Identify the mapping and
the group X represents the
its types and how it can be
archaeological locations in
represented graphically in
Iraq x = {Ishtar gate, Awr ,
the coordinate plane and
Identify the composition of Al- Hadar}.Assume the group
mappings B represents some Iraqi cities
y = {Baghdad, Al- Hila, Al-
Vocabulary: Nasiriya, Al-Mosul , Arbil}.
*The relation. The relation R:X→ y which
*Ordered pair . represents the connection of
*Cartesian product . each archaeological location
*The mapping. with the city which it sits in:
*Domain and Co-domain R={(Al-Nasiriya, Awr),(Al-Mosul,Al-Hadar),(Babylon, Istar gate)},
and the Range. X represents its domain and Y represents its Co-domain.
*The composition of
mapping.
[ 1-2-1 ] Mapping and its representation in the coordinate plane

You have previously learned the relation from set X to the set Y and it is subset (set of ordered pairs
(x,y), where the first projection ( the first coordinate ) belongs to the set X and the second projection
( the second coordinate ) belongs to the set Y according to the Cartesian product X x Y. you will learn
the mapping R:X→Y and how to represent it in an arrowy diagram and represent it (graphically) and
identify its types.
The mapping: Let R relation from the set X to the set Y and each element in set X has one from
in Y then the relation R can be called the mapping from X to Y ,R:X→Y . We called the set X the
(domain) , and the set Y (Co-domain) , each elemeat in Y connected with element from X and
represesents a from for it the set of all form in the Co-domain is called the ( Range ) , and rule which
teansfers the element into its form is called the connection rule ( mapping rule ) and we refer to it by
R ( X ) , ( X,Y ).
1
Example (1) If R: X→Y represents a mapping of connection rule (y= x) from the set
2
X= {4.6, 8} to the set, Y= {2,3,4,5}, and write the mapping in ordered pairs form
,then represent the mapping in an arrowy diagram and determine the domain and
the range of the mapping.
The arrowy diagram explains the relation of connecting
4 2 the elements of the two sets within the connection rule
1
6 3 Y=R(X)= y = R(x) = 2 x
4→2 , 6→3 , 8→4
8 4 So the set of mapping R = {(4,2),(6,3),(8.4)} Domain: is the set of first
coordinates of the ordered pairs in R, and it is the set {4,6,8}
5
Range: is the set of the second coordinates of the ordered pairs in R, and it
X Y is the set {2,3,4}
Note: the range is a subset from the Co-domain of the mapping we see that
the range ≠ Co-domain (RR) ≠ (Y)
10
Example (2) The following table represents the relation between the weight (kg) and the price
of fish ( y = f(x)). x = weight (kg) y = price in
Does the relation represent a mapping?
thousands dinars
If it is a mapping, then write a connection rule
1 2
and Determine the domain and the range.

8 Y 2 4
and represent in the plane. 7
6
3 6

5

4 8
4

3
2

1

X
The connection rule y =2x 1 2 3 4 5

The domain = {1,2,3,4} the range ={2,4,6,8}
[ 1-2-2 ] The types of mappings

The mapping will be f:X→Y
i) Surjective mapping ii) Injective mapping : If each element
If the range=the co-domain in Y connects with only one element only in X
X Y X Y iii) Bijective mapping If the mapping is
surjective and Injective at the same time
X Y X Y
Relation Bijective
not mapping
mapping surjective and
injective
not Surjective mapping not Injective mapping
and injective and surjective
Example (3) If f:Z→Z, where f(x) =2x2 – 3, show the type of the mapping, where Z represents
the set of the integers.
f(x) = 2x2 - 3 f(-2)= 5 , f(-1) = -1 , f(0)= -3 , f(1) = -1 , f(2) = 5
First: The mapping is not surjective
. . . , -2 , -1 , 0 ,1 , 2 , 3 , . . .
because the range does not equal the
co-domain.
Second: The mapping is not injective . . . , -3 , -2 , -1 , 0 ,1 , 2 , 3 , 4 , 5,. . .
because f (1) = f (-1) = -1 while 1≠-1
[ 1-2-3 ] Composition of mappings

We study a method to find a new mapping from two
known mappings which are f(x),g(x) and they are:- (fog)(x) = f(g(x))
i) The mapping (fog)(x)=f(g(x)) and it can be read as f
composite g (f after g), and it is a result of finding g(x) g f
at first and then finding its image in the mapping f.
ii) The mapping (gof) (x) =g(f(x)) and it can be read as
g composite f, and it is the result of finding f(x) at first, x g(x) f(g(x))
and then finding its image in the mapping g.
11
Example (4) If f :N→N ,f (x) = 2x + 1 ,and g:N→N , g(x) = x2 , Find the two mappings
composition ,i) (fog)(3) ii) (gof)(3) , what you see? iii) if (fog)(x) = 33, find
the value of x
i) Find (fog)(3)
(fog)(3) = f(g(3)) = f(32) ii) (gof)(3) = g(f(3))
= f(9) = 2 × 9 + 1 = g (2 × 3 + 1 )
= 19 = g (7) = 72 = 49
Note: (fog)(3) ≠ (gof)(3)
iii) (fog)(x) = f(g(x)) = f(x2) = 2x2 + 1
2x2 + 1 = 33 ⇒ 2x2 = 32 ⇒ x2 = 16 ⇒ x = 4 or x = -4 negteet

Write a connection rule for the mapping and represent it in an arrowy diagram and write the
domain and the range of it: Questions 1-2
are similar
1 f ={(1,2), (2,3), (3,4), (4,5)} 2 g ={(1,3), (2,5), (3,7), (4,9)} to example 1
Write a connection rule for the following mappings and represent them in the coordinate
plane and write their domain and range:
Questions 3-4
are similar
3 f ={(1,0), (2,0), (3,0), (4,0)} 4 g ={(0,0), (1,-1), (2,-2), (3,-3)} to example 2
5 If the mapping f: N→N, where f(x)=3x+2. Show if the mapping
Questions 5
is surjective or not. are similar
to example 3
6 Assume the two mappings f:Z→Z,where f(x)= 3x+1 and g:Z→Z,
Questions 6-7
where g(x)=2x+5. Find the value of x if (fog)(x)=28. are similar
to example 4
7 If f: N→N, where f(x)=5x+2 and g:N→N, where g(x)=x+3.
Write the mapping (fog )by writing its ordered pairs.
Solve the Exercises

8 If A={1,2,3} and B={4,5,6}, and f:A→B is defined as follow:
f ={(1,4), (2,5), (3,6)} , Draw the arrowy diagram of the mapping and represent it in the coordinate
plane.
9 If f: A→ Z , where f (x) = x2and the set A={-2,-1,0,1,2}. Represent the mapping in the
coordinate plane, and show if the mapping is injective or not?

10 Assume f:N→N, and g: N→N, f(x)=x2, and g(x)=x+1. It is required to find:
i) (gof)(x) , (fog)(x) , ii) (fog)(2) , (gof)(2)
12
Solve the problems
11 Temperatures: In a day of winter, the temperatures
recorded as shown in the following relation R ={(6,-2), (9,-3),
(12,-4), (15,-5)} , where the first coordinate represents the time
in hours , and the second coordinate represents the temperature

in celsius degrees. Represent the relation in a table and represent
it in the coordinate plane . Does the relation represent a mapping
or not? Explen your answer.
Y
12 Coordinate plane: The nearby graphic figure represents
the mapping f:N→N. 4

Write the coordinates of the ordered pairs which can be repre- 3

sented by the mapping points in the graphic. Write a connection 2
rule of the mapping, is the mapping an injective or not? 1 X
1 2 3 4

13 Health: The relation W = 2(wb) represents the mass of wa�
r 3
-
ter in human body, where Wr represents the mass of water and
Wb represents the mass of human body. Hassan’s mass is 150
kg, he follows a diet to reduce the mass for three months, he lost
6kg in the first month and 12kg in the second month and 12kg
in the third month. Write all the ordered pairs for the relation
between Hassan,s mass and the mass of water in his body. Does
it represent a mapping or not ?
Think
14 Challenge: If A={1,2,3,} and g:A→A is a defined mapping, as follow:
g = {(3,1),(1,2), (2,3)} , f = {(1,3),(3,3), (2,3)}
show does fog = gof ?
15 Correct the mistake: Yaseen saide that the relation f:Z→Z, where f(x) =x3
does not represent an injective mapping. Determine Yaseen’s mistake and correct it.
16 Numerical sense: Determine if each of the following relations f:X→Y represents a

mapping or not? Explain that.
X 1 2 3 4 5
Y 3 6 11 18 27
Write
The value of x, if the mapping f: N → N , and where f(x) = 4x - 3 , (fof) (x) = 33 .
13
Lesson The Sequences
[ 1-3 ]
*Identify the
sequence and the arithmetic Bashar works in a gallery for five
sequence and their days a week. He produces one
properties. painting each three days. Arrange a
table to connect btween the number
Vocabulary: of days and the number of paintings
*Sequence which were painted by Bashar, if
*Arithmetic sequence you know that Bashar worked for 4
*General term weeks. Write set of the odered pairs
*Constant sequence from the table. Does the table
*Common difference of represent a pattern? Does it
sequence represent a sequence?
[ 1-3-1 ] Sequence and Function

You have previously learned the function and how to determine its domain and range. Now, you will
learn the sequence as a function and how to express it and how to write its terms, as follow: The
sequence
f:N R is a function represented by a set of the ordered pairs {(1,f(1)) , (2,f(2)) , (3,f(3)) , …
,(n,f(n)), …} ,where the first progection represent the natural numbers set (infinite sequence) and we
can refer to it by n 1 {(f(n} ,( n 1 {un}) or as a subset (finite sequence) and we can refer to it by
8
8
= =
m
n=1
{(f(n} ,( m
n=1
{u n}) , so it is enough to write the second progection (images) { (f(1)) , (f(2)) , (f(3))
,…, (f(n)), ...}and it is called un the general term of the sequence f(n) = un .
The sequence can be written {u1,u2 , u3 , u4 , ....., ui , .......} .
Example (1) Arrange a table to connect between the number of days and the number of
paintings. Write the ordered pairs set from the table. Does the table represent a pattern? Does it
represent a sequence? Number of paintings 1 2 3 4 5 6
Ordered pairs :
Number of days 3 6 9 12 15 18
{(1,3),(2,6),(3,9),(4,12),(5,15),(6,18)}
Yes it represents a pattern and the relation represents “three times” , and the relation represents a
sequence, its general term is un = 3n , n ∈{1,2,3,4,5,6}
and it can be written as follow { un}= {3n} = {3,6,9,12,15,18}
Example (2) Write the first five ordered pairs of the sequence { un } and represent it in the
coordinate
plane:
i) {n}= {1, 2, 3, 4,
5,
…} ii) { 1n }= { 1, 12 , 13 , 14 , 15 , …}

{(1,1), (2,2), (3,3), (4,4), (5,5), …} {(1,1), (2, 1 ), (3, 1 ), 1 1
(4, ), (5, ), …}
2 3 4 5
Y Y 1
u =n
n u =
n n

1 2 3 4 5 X 1 2 3 4 5 X

14
[ 1-3-2 ] Arithmetic Sequence
Arithmetic sequence is the sequence in which the difference between each two consecutive terms represents a
constant number, and it is called the base of the sequence ( the common difference of sequence), its symbol is
d = un+1 - un . We can write a sequence by knowing its first term a= u1 and the base d The general term
law of the arithmetic sequence is un= a + (n-1) d , where n ∈ N. and in general we can defined the
kind of the sequence as following :
i) Increasing sequence in which d > 0, example {1, 3, 5, 7, 9, …},
ii) Decreasing sequence in which d < 0 , example {4, 2, 0, -2, -4, …}
iii) Constant sequence in which d = 0 , example {5, 5, 5, 5, 5,.. }.
Example (3) Write the first five terms for each of the following arithmetic sequences:
i) An arithmetic sequence in which the first term is 3 and its common difference is 6.
{3, 9, 15, 21, 27, …}
ii) An arithmetic sequence in which the first term is 1 and its common difference is -3.
{1, -2, -5, -8 , -11, …}
iii) An arithmetic sequence in which the seventh term is 36 and its common difference is 4
un = a + (n-1) d ⇒ u7 = a + 6d ⇒ 36 = a + 6× 4 ⇒ a = 12
+d +d +d +d
{ 12, 16, 20, 24, 28, … } u1 ⇒ u2 ⇒ u3 ⇒ ..... ⇒ un
Example (4) Write terms to the following sequences:

i) An arithmetic sequence in which the third term is 8 and d = -3. Find the terms between u7 and u11 .
un = a + (n-1) d ⇒ u3 = a + 2d ⇒ 8 = a -6 ⇒ a = 8 + 6 = 14 By finding the values of (a) , we
un = a + (n-1) d ⇒ u7 = a + 6d ⇒ u7 = 14 + 6(-3) ⇒ u7 = -4 can get the value of the term 7
and the terms which follow
u8 = u7 + d = -4 - 3 = -7
u9 = u8 + d = -7 -3 = -10
u10 = u9 + d = -10 -3 = -13
{ -7 , -10 , -13 }
ii) Write the twentieth term of the arithmetic sequence {6, 1, -4, -9, …}, and determine if is a
decreasing or increasing .
d = un+1 - un ⇒ d =1- 6 = -5 , a = 6
un = a + (n-1) d ⇒ u20 = a + 19d ⇒ u20 = 6 + 19 (-5) ⇒ u20 = -89
∵d < 0 , so the sequence is decreasing
Write the first five terms for each of the following sequences:
Example (5)
i) {2n -1} = {1, 3, 5, 7, 9} , ii) {(-1)n}= {-1, 1, -1, 1, -1}

n
iii) {7} = {7, 7, 7, 7, 7} , iv) { } = { 1 , 2 , 1, 4 , 5 }
3 3 3 3 3
v) {n2} = {1, 4, 9, 16, 25} , vi) {n }= {1, 8, 27, 64, 125}
3
15
Write the first four ordered pairs for the sequence which its general term is given:
1 un= 3n 2 un = n - 4 3 un = n2 Questions 1-5

are similar
1 to example 2
4 un = 2n 5 un = 3n – 1
Write the first five terms of each of the following sequences:

6 An arithmetic sequence in which the first term is 1 and its common difference is 5. Questions
6-8
are similar
7 An arithmetic sequence in which the first term is -5 and its common difference is 2. to example 3
8 An arithmetic sequence in which the first term is -3 and its common difference is -4.
Write the terms for the following sequences:
9 Find the terms between u8 and u12 for an arithmetic sequence in which the third term is (9) and
d= -2.
10 Find the terms between u10 and u6 for an arithmetic sequence in which the second term
is -11 and d = -3. Questions 9-11
11 Write 23rd term for the arithmetic sequence {3, -1, -5, -9, …} are similar
to example 4
12 {4n} =……… 13 {2n - 5} =……… Questions 12-15
are similar
1 to example 5
n+1 }=……
14 { 15 {9} =………
Solve the Exercises

Write the first four ordered pairs for the sequence which its general term is given:
16 un = 10 - 4n 17 un = 1
3n+1
18 An arithmetic sequence in which the seventh term is 1 and the common difference is 1
24 3
Write terms for the following sequences:
13
19 Find the terms between u10 and u13 for an arithmetic sequence in which the seventh term is 2
and d = 1 .
20 Find the terms between u20 and u23 for an arithmetic sequence in which the second term is (0)
and d = -1.
Determine the type of sequences (increasing, decreasing, constant) for each of the following:
21 {un} = {3 - 2n} 22 {un} = {n3 -1}
16
Solve the problems
23 Running sport: In one of running competitions of the
times of the first winner are recorded in the following table
Distance in km 1 2 3 4 5
Time in minutes and seconds 3.12 6.32 9.52 12.72 15.92
Write the ordered pairs set from the table. Does the table
represent a pattern? Does it represent a sequence? Explain your
answer.
24 Sport of pole vault: The following table shows the

attempts of one of the world champions in the sport of
pole vaul.
Attempts 1 2 3 4 5
Height in metre 5.90 5.95 6.00 6.05 6.10
Write the ordered pairs set from the table. Does the table
answer.
25 Agriculture: Hassan had bought a farm for breeding

cows,and after one year which had 20 cows. This number was
increased year by year as a result to the new births which were
in a constant rate. After six years, the number of cows had be-
come the double. Represent the proplem in a table and Write the
ordered pairs set from the table. Does the table
answer..
Think
26 Challenge:Find the value of x which makes the first three terms of the arithmetic
sequences
as follow:
{2x, x + 1, 3x + 11, .....}
27 Correct the mistake: Rabiha said that the sequence which general term is un = 8 - 2n ,
considered an increasing sequence because d > 0 , discover the mistake of Rabiha and then
correct it.
28 Numerical sense: What is the eleventh term for a sequence in which the third term is (4)
1
and the common difference is - .
2
Write The term which occupies the place 101 in the arithmetic sequence which its fifth
term is -4 and the common difference is 12.
17
Lesson Compound Inequalities
[ 1-4 ]
*Solving the inequalities
We use the minimum and
which contain connecting maximum celsius degrees to
tools (and) , (or), then measure the weather temperature
representing the solution on during a day because it is variable
the numbers line from time to time. If the minimum
Vocabulary: celsius temperature in Baghdad is
*Compound inequalities 8ْc and the maximum one is 15ْc
during December month, writ an
*Intersection ineqalities reperesents the
*Union tempereathure in Baghdad , then
*Solution set find its solution
[ 1-4-1 ] Compound inequalities which contain “and”
You have previously learned the algebraic inequalities and their properties. You have also learned how
to find the solution set and how to represent it in the line of numbers. Now, you will learn the compound
inequalities which contain the connecting tool “and” and how to find their solution set and how to
represent them in the line of the real numbers. As the compound inequality contains the connecting tool
“and” and it consists of two inequalities, so it will be true only when the two inequalities are true.
According to that, its solution set will be a set of intersection for solution of the two inequalities. We can
do that by two methods, the first is graphically by representing the solution of the two inequalities in the
line of numbers and then determine the intersection area. The second method is algebraically by finding
the solution set for each inequality, then take their intersection set ( S = S1 + S2).
Example (1) Write the compound inequality which represents the small and big celsius
temperatures in Baghdad, then find its solution.
The temperature (minimum) is not less than 80 ( 8 ≤ x ), while the temperature (maximum) is not
greater than 15ْ ( x ≤ 15 ). The temperature is not less than 8 and not greater than 15ْ ( 8 ≤ x and
x ≤ 15 ). It can be solved in any of the two methods:
The first method : graphically
x≥8 It can be read x
5 6 7 8 9 10 11 12 13 14 15 greater than or equals
x ≤ 15 to 8 and less than or
5 6 7 8 9 10 11 12 13 14 15 equals to 15
8≤ x ≤15
5 6 7 8 9 10 11 12 13 14 15
The second method: Algebraically : 8 ≤ x ≤ 15 ⇒ 8 < x and x ≤ 15
⇒ S = S1 + S2 = {x: x ≥ 8} + {x: x ≤ 15} = {x: 8 ≤ x ≤ 15}
Solve the compound inequality which contains (and) -3 ≤ 3x+2 < 9
Example (2)
algebraically, then represent the solution on the straight line of numbers.
-3 ≤ 3x+2 < 9⇒ -3 - 2 ≤ 3x+2 - 2 < 9 - 2 ⇒ -5 ≤ 3x < 7 ⇒ -5 ≤ 3x < 7

3 3 3
⇒ ≤ x < 3 ⇒ S = {x:
-5 7 -5 7
≤x< 3}
3 3
-2 -5 -1 0 1 2 7 3
3 3
18
[ 1-4-2 ] Compound inequalities which contain “or”
After you have already learned the compound inequality which contains the connecting tool (and),
you will learn the compound inequality which contains the connecting tool (or) and it will be true only
when, at least one of its two inequalities is true. Accordingly its solution set is a set of the two qualities
solution union. It can be found in two methods, first graphically by representing the two inequalities
solution in the line of numbers, then determining union area. Second method, algebraically by finding
the solution set for each inequality, then taking their union set ( S = S1∪ S2 ).
Example (3) Solve the compound inequality 2 < x+3 or x+3 ≤ -2 graphically and
algebraically.
First method: graphically
x+3 > 2 x > -1
-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3
x+3 ≤ -2 x ≤ -5
-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3
x ≤ -5 or x > -1
-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3
Second method: algebraically
{ } } {
x+3 ≤ -2 or x+3 > 2 ⇒ x+3 > 2 or x+3 ≤ -2 ⇒ S = S1∪S2
x > -1 or x ≤ -5 = {x: x > -1}∪{x: x ≤ -5}
Example (4) Solve the compound inequality which contains ( or ) algraphically and
represent the solution on the line of numbers.
i) y-3 ≤ -1 or y + 3 > 6 ⇒ y ≤ 2 or y > 3
⇒ S = S1∪ S2 = {y: y ≤ 2}∪{ y : y > 3 }
-1 0 1 2 3 4 5
2v+1 5 2v+1
⇒ v > 2 or v < 0
1
ii) > or <
3 3 3 3
⇒ S = S1∪ S2 = { v : v > 2 } ∪{ v : v < 0 } -2 -1 0 1 2 3 4
[ 1-4-3 ] Triangular Inequality
One of the subjects which connects algebra to geometry is the triangular inequality “in each triangle,
the sum of two sides length is greater than the length of the third side” , it is used in the geometrical
constructions and designs. If the lengths side of a triangle is (A,B,C), then the following three inequali-
ties should be true : A+B > C , A+C > B , B+C > A
i) Can the three sides of a triangle with length 13cm ,10cm and 2cm compose a
Example (5)
triangle ?
No, they can’t because: 2 + 10>13 is false , 10 + 13 > 2 is true , 2 + 13 > 10 is true .
ii) Write a compound inequality which shows the length of the third side in a triangle which has two
sides with length 8cm and 10cm.
Suppose that the length of the third side is x, then:
} {
8 +10 > x ⇒18 > x ⇒ The third side is less than 18 So the length of this side must be less than18
8 + x > 10 ⇒ x > 2 ⇒ The third side is greater than 2 ⇒

and greater than 2 and by the compound
10 + x > 8 ⇒x > -2 ⇒ Doesn’t give any useful data

inequality, we see that the range of the third
side length is 2 < x < 18
19
Solve the compound inequalities which include (and) graphically: Questions 1-2
are similar
1 -4 ≤ y -1 < 3 2 8 ≥ z + 2 ≥ -4 to example 1
Solve the compound inequalities which include (and) algebraically, then represent the
solution set on the line of numbers:
Questions 3-4
3 12 ≤ x+ 6 and x+6 < 15 4 -9 < 2x - 1 ≤ 3 are similar
to example 2
Solve the compound inequalities which includes (or) graphically:
2z 2 2z 8
5 8y ≤ 32 or 8y ≥ 64 6 < or ≥ Questions 5-6
3 3 3 9
are similar
to example 3
Solve the compound inequalities which include (or) algebraically, then represent the
solution on the line of numbers:
Questions 7-8
7 3n-7 > -5 or 3n -7 ≤ -9 8 x+15 < 22 or x+15 ≥ 30 are similar
to example 4
Can the three sides, which shown below, compose a triangle?
9 1cm, 2cm, 3 cm 10 5cm ,4cm, 9cm Questions 9-12

are similar
11 1cm, 2 cm, 2 cm 12 3cm, 4cm, 2 3 cm to example 5
Solve the Exercises

Solve the compound inequalities which include (and) graphically:
13 -12 < x and x ≤ -7 14 2 ≤ y + 4 < 6
Solve the compoun inequalities which include (and) algebraically, then represent the
1 z+3 1
15 14 ≤ 3x+7 and 3x+7 < 26 16
15 ≥ 5 ≥ 25
Solve the compound inequalities which includes (or) graphically:
17 z -2 < -7 or z -2 > 4 18 x-6 ≤- 1 or x -6 > 4
Solve the compound inequalities which include (or) algebraically, then represent the
y 1 y 1
19 < 3 or 20 5x ≤ -1 or 5x ≥ 4
2 2 2 > 72
Write the compound inequality which shows the length of the third side in the triangle
which has two known-length sides:
21 3cm , 10cm 22 6cm, 4cm 23 1cm, 3cm
20
Solve the problems
24 Sound: Human’s ear can hear sound which its frequency
is not less than 20 Hz and not more than 20000 Hz. Write a
compound inequality represents the frequencies which
human’s ear can not hear them, then represent on line of
numbers.
25 Cars tyre: The ideal air pressure which is recommended

for tyres of saloon cars is not less than 28 pascal (kg/ ing2) and
not more than 36 pascal. Write a compound inequality which
represents the pressure, then represent on line of
numbers.
Cars tyre: The ideal air pressure which is recommend
Note: Pascal is unit for measuring the pressure of air which
is Kg ling2 .
26 Magnetic train: Hanging magnetic train which

operates in the magnetic lifting force, briefly it is called
(Maglev). Different types of the magnetic trains were
designed all over the world, the speed of those train is not less
than 300 k/h and not more than 550 k/h. Write an equality
represents the speed of train, then represent on line of
numbers.
Think
27 Challenge: Write a compound inequality shows the range of the third side length in each
triangle:
7 cm , 12 cm , x cm
28 Correct the mistake: Sawsen said that the compound inequality -4 < x+3 and x+3 ≤ 5
represents the set of solution in the following line of numbers.
-9 -8 -7 -6 -5 -4 -2 -1 0 1 2 3 4 5
Show Sawsen’s mistake, then correct it.
29 Numerical sense: Mention if the three lengths are for a triangle or not? Explain that.
i) 3.2cm, 5.2cm, 6.2cm ii) 1cm, 1cm, 2 cm
Write A compound inequality represents the minimum degree temperature of which is

18ْ and the maximum degree temperature of which is 27ْ .
21
Lesson Absolute Value Inequalities
[ 1-5 ]
*Solving inequalities which Babylon hotel is one of the
contain an absolute value. tourist hotels in Baghdad. It
locates in Al-jadriya area. The
Vocabulary: ideal temperature of water in the
swimming pool is 25 celsius,
* Absolute value with increas or decrease of one
degree. Write an absolute value
inequality
represents the range of water
temperature in the swimming
pool.
[ 1-5-1 ] Absolute value Inequalities | g ( x) | ≤ a , | g ( x) | < a ,

where X ∈ R
You have previously learned about the compound inequalities which contain (and) and (or), and how
to solve them graphically and algebraically, and how to represent the solution set in the line of
numbers. Now, you will learn the absolute value inequality with from | g (x) | ≤ a , | g (x) | < a , a ∈ R
for example :| x |< 4 which means: What are the values of x which is far of zero in less than 4 units?
they include all numbers between -4 and 4, then represent them in the line of numbers which is:
4 4
-5 -4 -3 -2 -1 0 1 2 3 4 5
We note that the solution of this quality is:{- 4 < x and x < 4}
That means that the absolute value inequality was connect to relation of less than (less or equals to)
represents a compound inequality which includes (and).
In general form : | x | ≤ a ⇒ -a ≤ x ≤ a , a > 0
Write the absolute value inequality which represents the temperature of water in
Example (1) the swimming pool, then represent it graphically.
Assume that the temperature of water is (x ) celsius, so the inequality which represents the tempera-
ture of pool when it is not more than 26 celsius is:
x ≤ 25 + 1 ⇒ x - 25 ≤ 1
and the inequality which represents the temperature of pool when it is not less than 24 celsius is:
x ≥ 25 -1 ⇒ x - 25 ≥ -1
So the absolute value inequality is the compound inequality which represents the range of water
temperature in the swimming pool. x - 25 ≥ -1 and x - 25 ≤ 1 ⇒ -1 ≤ x - 25 ≤ 1 ⇒ | x-25 | ≤ 1
The representation of the solution set and the line of numbers is:
22 23 24 25 26 27 28
Example (2) Solve the absolute value inequalities, then represent the solution in the line of
numbers.
i) | x + 6 | < 3 ⇒ -3 < x + 6 < 3 ⇒ -3-6 < x < 3- 6
⇒ -9 < x < -3 -10 -9 -8 -7 -6 -5 -4 -3 -2
ii) | y | - 5 ≤ 1 ⇒ | y | ≤ 1 +5 ⇒ | y| ≤ 6
⇒ -6 ≤ y ≤ 6 -7 -6 -5 -4 -3 -2 -1 0 -1 -2 -3 -4 -5 -6 -7
22
[ 1-5-2 ] Absolute value Inequalities which is in from of | g ( x) | ≥ a ,
| g ( x) | > a where X ∈ R
After you have learned the absolute value inequality which contains the form of | g (x) | ≤ a , | g (x) |
< a where x ∈ R . Now, you will learn the absolute value inequality which contains is in the form of |
g (x) | ≥ a | g (x) | > a where x ∈ R for example: | x | > 3 , which means: distance between x and zero
greater than 3 that is
x > 3 or x < -3 and the inequality solution set is { x:x < -3 } ∪ { x:x > 3}
So the absolute value inequality with the relation greater than (greater or equal) is a compound relation
which includes (or).
In general form : | x | ≥ a ⇒| x ≥ a or x ≤ -a , a > 0
3 3
-5 -4 -3 -2 -1 0 1 2 3 4 5
Example (3) Solve the absolute value inequality, then represent the solution on the line of
numbers.
i) | x + 4 | > 2 ⇒ -2 > x+4 or x+4 > 2 ⇒ -6 > x or x > -2
⇒ S = S1 ∪ S2 = {x: x < -6 } {x: x > -2}
-8 -7 -6 -5 -4 -3 -2 -1 0
3
ii) | 5y -1| ≥ 4 ⇒ - 4 ≥ 5y-1 or 5y-1 ≥ 4 ⇒ - 5 ≥ y or y ≥ 1
3
⇒ S = S1∪S2 = {y: y ≤ - 5 } ∪{y: y ≥ 1}
-2 -1 - 3 0 1 2
5
iii) In analysis of a blood for adult men, the natural range of potassium is (3.5 – 5.3) mmol/L . Write
the absolute value inequality which represents tha unnatural range of potassium in human blood.
The inequality which represents the unnatural quantity of potassium and less than the lowest value
of average is: x < 3.5
The inequality which represents the unnatural quantity of potassium and more than the greatest aver-
age is: x > 5.3
Tha unnatural range of potassium is the compound inequality solution: x > 5.3 or x < 3.5
We find the absolute value inequality which represents the unnatural range of potassium:
4.4
0.9 0.9
we take the middle between two points ,
3.5 5.3 then we substract and add
3.5 > x or x > 5.3 ⟺ 4.4 - 0.9 > x or x > 4.4 + 0.9 the radius of the distance.
⟺ -0.9 > x- 4.4 or x- 4.4 > 0.9 ⟺ | x- 4.4 | > 0.9
Example (4) Find the solution set for the following absolute value inequalities:
i) | 2x - 5 | +3 < 11⇒ | 2x - 5| < 8 ⇒ -8 < 2x - 5 < 8 ⇒ -3 < 2x < 13
3 13 3 13 -3 13
⇒ - 2 < x < 2 ⇒ {x: x > - 2 } ∩ {x: x < 2 } ⇒ { x : 2 < x < 2 }
ii) |7 - y | < 8 ⇒ - 8 < 7- y < 8 ⇒ -15 < -y < 1 ⇒ -1 < y <15 ⇒{y: y > -1} ∩ {y: y < 15}
2(t-4)
|≥9 ⇒ | | ≥9 ⇒ | | ≥ 9 ⇒ | t -4 | ≥18
2t-8 t-4
iii) |
4 4 2
t - 4 ≤ -18 or t -4 ≥ 18 ⇒ t ≤ -14 or t ≥ 22 ⇒ {t : t ≤ -14} ∪ {t : t ≥ 22}
| ≥ 6 ⇒ | 5 - 3v| ≥ 12 ⇒ -12 ≥ 5- 3v or 5- 3v ≥ 12 ⇒ - 3v ≥ -17 o r -3v ≥ 7

5 - 3v
iv) |
2
17 -7 17 -7
⇒ v ≥ 3 or v ≤ 3 ⇒ {v : v , 3 }∪{v: v ≤ 3 }
23
Write the absolute value inequality which represents the following problems:
Questions 1
are similar
1 The ideal temperature inside flats is 22ْ celsius with increase or decrease to examples 1,3
of 2ْ celsius.
Solve the absolute value inequalities, then represent the solution on the line of
numbers.
2 |x+1|<5 3 | 3z - 7 | ≤ 2 Questions 2-5

are similar
4 |x|+8<9 5 | 5y | -2 ≤ 8 to example 2
6 |x+4|>6 7 | 5z - 9 | > 1 Questions 6-9

are similar
8 | 2x | + 7 ≥ 8 9 | 4y | -2 > 3 to example 3
10 |5 - x | < 10 11 | 4z - 14 | > 2
Questions 10-13
6 - 2y are similar
12 | x - 12 |≤ 9 13 | |≥9
4 4 to example 4
Solve the Exercises

Write the absolute value inequality which represents the following problems:
14 The temperature inside fridge should be 8ْ celsius with increasing or decreasing of 0.5ْ celsius.
Write the range of ideal temperature inside fridge.
15 The boiling degree of water is 100ْ celsius at the sea surface level. It increases or decreases in
the mountainous areas and valleys in no more than 20ْ celsius. Write the range of vipration in the
boiling degree of water.
Solve the following absolute value inequalities:

16 | x + 3 | < 6
17 | 2z | - 5 < 2
18 2| x | - 7 ≥ 1
19 | 11z | -2 ≥ 9
4
20 | 4 z - 1 | >
5 5
Write an inequality includes an absolute value for all of the following graphic inequalities:
21 22
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 -5 -4 -3 -2 -1 0 1 2 3
23 24
-3 -2 -1 0 1 2 3 4 5 -5 -4 -3 -2 -1 0 1 2 3 4 5
24
Write the absolute value inequality which represents each of
Solve the problems the following problems:
25 Badger: The animal, Badger is one of mammals which be-

longs to the division of preanants. It has short legs. It lives in holes
which the Badger itself made. The length of its body, from head
to tail, is from 68cm to 76cm. Write the range of Badger length.
26 Health: The natural pulse rate (number of heart (beats) for

adult men is from 60 to 90 beats in minute. Write the range of
unnatural heart beats of human.
27 Transportation: The civilian plane flies in height from 8

km to 10 km where it is considered a moderate area. Write the
range of the civilian aviation area.
Think
28 Challenge: Solve the absolute value inequalities and represent the solution on the line
of numbers .
3 (x+ 1) 3y
i) | |≤ 6 ii) | 12 - | ≥ 15
2 5
29 Correct the mistake: Khulood said that the absolute value inequality | 6 - 3y | ≥ 7 represents
1 13
a compound inequality with a relation (and). and with its solution : { y : - 3 ≤ y ≤ 2 }
Show the mistake of Khulood, then correct it.
30 Numerical sense: Write the solution set for the following absolute value inequalities in
the real numbers set:
i) | z | -1 < 0 ii) | x -1 | > 0
Write An absolute value inequality represents a situation from life, then represent the
solution set on the straight line of numbers.
25
Chapter Test
Simplify the following numerical sentences by using the ordering of operations in the
real numbers:
3- 6 8-5
1 ( 3 + 5 ) ( 3 + 5 ) =..... 2 - =.....
3 3 2
Use the ordering of operations and the calculator to write each of the following which should be
written to the nearest tenth.
1 1 1
1 3
3 ( ) - (- ) + ( 121) 2 × ( 1 ) 2 =.....
1 0
125 2 9
4 If f : z → R , where f(x) = x2 . Draw an arrowy diagram for the mapping, then show if the map-
ping is injuctive, surjective or bijective ?
5 If the mapping f: N→ N , where f (x) = 3x + 1, g : N → N , where, g(x) = x2
Find: (gof)(5) , (fog)(5) , (gof)(2) , (fog)(2) .
6 If the mapping f: R→ R where f(x)= 3x+1 and the mapping g: R→ R, since g(x)= 2x+5.
Does ( fog) ( x ) = ( gof ) ( x ) ? find the value of x if (fog) (x) = 28
Write the terms of the following sequences:
-3
7 Find the terms between u3 and u8 for an arithmetic sequence which its second term is 2 and
d=2.
8 Find the terms between u4 and u9 for an arithmetic sequence which its third term is 6 and
-5
d= .
2
Determine the type of the following sequences (increasing, decreasing, constant):
1
9 un = 9 – 3n 10 un = n2 - 2 11 un =
3n+1
Write the first five terms for each of the following sequences
n -n
12 { n+2 } =..... 13 {4 2 }=..... 14 { n+5 } =......
Solve the compound inequalities, then represent the solution set on the line of numbers.
1 z+2 1
15 12 ≤ x + 6 ‫ و‬x+6 < 20 16 ≥ >
8 2 16
17 x-3 ≤ -5 or x-3 > 5 18 7t-5 > -1 or 7t-5 ≤ -14
y 1 y 1
19 y ≤ 0 or y +7 ≥ 16 20 3 < 1 3 or
3 > 93
Write the compound inequality shows the range of the third side in each triangle:
21 4cm , 9cm 22 5cm ,12cm 23 7cm ,15cm

Solve the following abslute value inegualities:
24 | x - 6 | ≤ 3 25 | 3z |- 5 < 4
26 | x + 1 | > 1 27 6 | x | - 8 ≥ 3
2
28 | 3y | - 2 > 9 29 | 8z | -1 > 7
6- 3y
30 | 4 - 3y | ≥ 14 31 | | ≥5
9
26
Chapter
2
Algebraic Expressions
lesson 2-1 Multiplying Algebraic Expressions.

lesson 2-2 Factoring Algebraic Expressions by using Greater Common Factor.
lesson 2-3 Factoring Algebraic Expressions by using Special Identities.
lesson 2-4 Factoring the Algebraic Expression of three terms by Probe and
Error (Experiment).
lesson 2-5 Factoring Algebraic Expressions Contains Sum of Two Cubes
or difference Between Two Cubes.
lesson 2-6 Simplify Rational Algebraic Expressions .
Al-Mustansiriya school is an ancient one .It was established in the reign of Abbassiyn in
Baghdad in 1233 .It was an important cultural and scientific center. It locates in AL- Risafa
side of Baghdad . There is a rectangular area in the middle of school which has a great fountain
and o’clock of school .If we assume that the length of the internal area of school is (x+14)
meters and its width is(x+2)meters,then we can calculate the area by multiplying the tow
algebraic expressions (x+14) (x+2).
Pretest
Find the result of adding or subtracting the following algebraic expressions:
1 (3x2 + 4x - 12) + (2x2 - 6x + 10) 2 ( 1 zy + 5z - 7y) - ( 1 zy - 3z + 2y)

2 4
Find the result of multiplying the following algebraic terms:
3 7x2 × 1 4 2 yz × 2 yz2
14x
5 3 v2 t × 12 t-1 6 3h ( 1 v - 1 h-2)
4 6 3
Find the result of multiplying two algebraic expressions:
7 (x+2) ( x- 2) 8 ( 5- 2z) ( 3+ 3z)

1 4
9 ( x2 + 6) ( x2 +12) 10 (2 3 t -4)2
2 3
11 (x+3) (x2- 3x + 9) 12 (xy + 1) (x-1y - xy-1 - 1)
Find the result of multiplying by using the vertical method:
13 (y-1) ( y+1) 14 (2x+3) (4x2 - x - 5) 15 (3-z) (3+ 5z – z2)
Find the result of dividing the following algebraic expressions:
3xy2 -2
16 17 -47z2
15x2y 7z
2
19 21 - 14 a + 7a
3 2
18 8x + 4x - 2x 7a
2x
Factoring the algebraic expressions by using the greater common factor :
20 3y3 + 6y2 - 9y 21 1 zx2 - 2z2 x + 4zx

2
28
Lesson
Multiplying Algebraic Expressions
[ 2-1 ]
* Multiplying an algebraic
expression by other A square-shaped home garden
algebraic expression which was surrounded by a fence.
represents special cases. The length of its side is h meter
with an aisle of one meter width.
Vocabulary: What is the area of aisle according
* Square of sum to h ?
* Square of difference
* Cubic of sum
* Cubic of difference
[ 2-1-1 ] Multiplying two Algebraic Expressions each one Contains

two terms.
You have previously learned how to multiply two algebraic terms with each other and how to
multiply an algebraic expression by another one. Now, you will learn how to multiply two algebraic
expressions which each one of them has two terms with each other , and they represent a square
of sum or a square of difference or sum multiply by difference, by using the properties that you
previously studied which are distributing ,substituting and ordering.
Example (1) Find the area of the aisle which surrounds the square-shaped garden.
The area of the aisle is the difference between the two area of the big square (garden with aisle ) and
the small square (the garden)
(h+2)2 = (h+2) (h+2) = h2 + 2h + 2h + 4 = h2 + 4h + 4 The area of garden with aisle
2
h×h=h The area of garden
2 2 2 2
(h + 4h + 4) - h = h - h + 4h + 4 = 4h +4 The area of aisle
Example (2) Find the result of multiplying an algebraic expressions by another algebrail
expression where each one has two terms :
i) ( x + y)2 = (x+ y) (x+ y) = x2 + x y + y x + y2 = x2 +2xy + y2 Square of sum for two terms
2 2 2 2 2
ii) (x - y) = (x- y) (x- y) = x - x y - y x + y = x - 2xy + y Square of difference between two terms
iii) (x + y) (x-y) = x2 - x y + yx - y2 = x2 - y2 Sum of two terms × the difference between them.
2 2
iv) (x + 3) (x + 5) = x + 5x + 3x + 15 = x + 8x + 15 Sum of two terms × sum of two terms.
2 2
v) (x + 2) (x - 6) = x - 6x + 2x - 12 = x - 4x - 12 Sum of two terms ×the difference between two
terms.
vi) (x -1) ( x - 4) = x2 - 4x - x + 4 = x2 - 5x + 4 difference between two terms×difference between two
terms.
Example (3) Find the result of multiplying the following algebraic expressions:
i) ( z + 3)2 = z2 + 6z + 9 ii) (h - 5)2 = h2 -10h + 25
iii) (2x - 7) (2x + 7) = 4x2 - 49 iv) (3y + 1) (y + 2) = 3y2 +7y + 2
v) (v + 2 ) (v - 2 ) = v2 - 2 vi) (n - 3 ) (5n - 3 ) = 5n2 - 6 3 n + 3
29
[ 2-1-2 ] Multiplying algebraic expressions from two
terms by another three terms
You have previously learned the multiplying of algebraic expression which have many terms.
Now, you will learn special cases of multiplying an algebraic expression which consists
of two terms by another algebraic expression which consists of there terms by using the properties that
you studied in distributing , substituting and ordering.
Example (4) Find the result of multiplying an algebraic expression which consists of two terms
by an algebraic expression which consists of three terms:
i) (x+2) (x2- 2x + 4) = x3- 2x2 + 4x + 2x2 - 4x+8= x3 +8= x3 +23 The result of multiplying is the sum
of two cubes
ii) (y-3)(y2 + 3y + 9)= y3 + 3y2 +9y- 3y2 -9y -27 = y3 - 27= y3 - 33 The result of multiplying is the differ-
ence between two cubes
3 2 2
iii) (y+2) = (y+2) (y+2) = (y + 2)(y + 4y + 4) Cube of two terms sum
= y3 + 4y2 + 4y + 2y2 + 8y + 8 = y3 + 6y2 + 12y + 8

Cube of the difference between two
iv) (z - 3)3 = (z-3) (z-3)2 = (z - 3) ( z2 - 6z + 9)
terms
= z3 - 6z2 + 9z - 3z2 + 18z - 27 = z3 - 9z2 + 27z - 27
Example (5) Find the result of multiplying the following algebraic expressions :
i) (2v + 5) (4v2 -10v + 25) = 8v3 - 20v2 + 50v + 20v2 - 50v + 125 = 8v3 +125 = (2v)3 + 53
1 1 1 1 1 1 1 1 1 1
ii) ( 3 - z) ( 9 + 3 z + z2) = 27 + 9 z + 3 z2 - 9 z - 3 z2 - z3 = 27 - z3 = ( 3 )3 - z3
3
iii) (x - 2 ) (x2+ 3 2 x + 3 4 ) = x3 + 3 2 x2 + 3 4 x - 3 2 x2 - 3 4 x - 3 8
3 3 3 3
= x3 + 2 x2 - 2 x2 + 4 x - 4 x - 2 = x3 - 2
1 1 1 1 1 1 1 1 1
iv)(x+ 2 )3 = (x+ 2 )(x+ 2 )2 = (x+ 2 )( x2 + x + 4 ) = x3 + x2 + 4 x + 2 x2 + 2 x + 8
1 1 1 1 3 3 1
= x3 + x2 + 2 x2 + 4 x + 2 x + 8 = x3 + 2 x2 + 4 x + 8
v) (y - 5 )3 = (y - 5 ) (y - 5 )2 = (y - 5 ) (y2 - 10 y + 25)
= y3 - 10 y2 +25y - 5 y2 + 50y -125 = y3 -15 y2 + 75y - 125
30
Find the result of multiplying an algebraic expression by another algebraic expression where
both of them have two terms:
1 (x + 3) (x - 3) 2 ( 7 - h)2
Questions 1- 7
are similar
3 (z + 5 ) (z - 5 ) 4 (v + 5) (v + 1) to examples 2-3
5 (x - 3) (x - 2) 1 1
6 (3x - 4) (x + 5) 7 ( 3 y + 3) ( 3 y + 2)
Find the result of multiplying an algebraic expression which consists of two terms by
another algebraic expression which consists of three terms:
8 (y+2) (y2 - 2y+4) 9 (2z + 4) (4z2 - 8z + 16)

Questions 8-13
are similar
3
3 ) (v2 + 3 3 v + 3 9 ) 2 4 3 2
10 (v - 11 ( 3 7 + m) ( 3 - m + m2) to examples 4-5
49 7
12 (x + 5)3 13 (y - 4)3
Solve the Exercises

Find the result of multiplying an algebraic expression by another algebraic expression where
both of them have two terms:
14 (n - 6)2 15 (2x - 3) (x + 9)
16 (y + 6 ) (y - 6 ) 17 (4 - y) (5 - y)
Find the result of multiplying an algebraic expression which consists of two terms by
another algebraic expression which consists of three terms:
18 (x+6) (x2 - 6x+36)
19 (z - 3)3
3
20 (x - 4 ) (x2 + 3 4 x + 3 16 )
1 1 3 1
21 ( 3 5 + n) ( 3 - n + n2)
25 5
31
Solve the problems
22 Swimming pool: Baghdad hotel is one of the important

tourist hotels in Baghdad, the capital of Iraq. The length of the
swimming pool is (x+9) meter and the width is (x+1) meter.
It is surrounded by an aisle which its width is 1 meter.
Write the area of the swimming pool with the aisle in simplest
form.
23 History: Babylon city locates to the north of Al-Hila city

in Iraq. Babylonians lived there since about 3000 years BC. In
575 , they built the gate of Ishtar which considers the eighth
gate of Babylon wall. Wa,el drew a painting represents the gate
of Ishtar. The dimensions of the painting was (y+7), (y-4) cm.
Write the painting area which was drawn by Wa,el in simplest
form by y .
24 Ornament at fish : A cubic-shoped aquarium, the length

of its side is (v+3) cm.
Write the volume of the aquarium in simplest form.
Think
25 Challenge: Find the result of the following in simplest form:
(x + 1)2 - (x - 2)2
26 Correct the mistake: :Nisreen wrote the result of multiplying the two algebraic
expressions, as follow:
( 5 h - 4) (h - 6) = 5 h2 + 10 h - 24
Determine Nisreen,s mistake , then correct it.
27 Numerical sense: Which of the following two numbers is greater.
( 3 - 2 )2 or the number ( 3 + 2 )2 ? Clarify your answer.
Write The result of multiplying the two algebraic expressions :

1 1
(2z + 2 ) (2z - 2 )
32
Lesson Factoring the Algebraic Expression by using a
[ 2-2 ] Greater Common Factor
*Factoring the algebraic
The monument of Kahrmana
expression by using the
square in the middle of
greater common factor.
Baghdad is one of the
Vocabulary: distinctive civilizational
*Factoring the algebraic landmarks in Iraq . It locates
expression in the center of the square in
*The greater common factor Al-Karada. The radius of the
*Binomial terms circular statue is (r) meter. It is
*Inverse surrounded by a basin which is
*Checking the correction of like a circular aisle. If the radius and the basin of the statue is r +2
solution. meter, find the basin area.
[ 2-2-1 ] Factoring the algebraic expression by using a greater

common factor
You have previously learned how to find the greater common factor for numbers . You have also
learned how to factor the algebraic expression by using the greater common factor (GCF) . Now, you
will increase your skills by learning the factoring of algebraic expression which consist of two or three
terms by using the greater common factor, then checking the correction of solution.
Example (1) The radius of the base of kahrmana statue is r meter, and the radius of the statue
with the basin is r+2 meter. Find the basin area.
A1 = r2 π the area of statue .
A2 = (r + 2)2 π = (r2 + 4r +4) π = r2 π + 4r π + 4 π the area of statue with basin
A = A2 - A1= r2 π + 4r π + 4 π - r2 π the area of basin
= 4r π + 4 π = 4 π (r +1) (4 π )the greater common factor
The area of basin which surrounds the statue is 4 π (r + 1) squre meters
Example (2) Factoring each expression by using the greater common factor (GCF),
then checking the correction of solution :
i) 6x + 9x -18x = 3x (2x2 + 3x - 6)
3 2
The greater common factor is 3x
2 2
3x (2x + 3x - 6) = 3x (2x ) + 3x (3x) - 6(3x) Checking :
= 6x3 + 9x2 -18x To check by using the multiplication of
ii) 12 y2z + 2 ( 6 yz2 - 24 yz) algebraic expressions.
Open the bracket with simplify the
= 2 3 y2z + 2 3 yz2 - 4 3 yz
numerical roots.
= 2 3 yz (y + z - 2) The greater common factor is 2 3 yz
2 3 yz (y+z-2)= 2 3 y2 z + 2 3 yz2 - 4 3 yz
We see that the variables are equaled in terms with the Checking :
original. expression and it is also with numerical factors To check , we use the multiplication of the
because: algebraic expression .
2 3 = 12 , 2 3 = 2 6 ,4 3 = 2 24
33
Example (3) Factoring each expression by using the binomial as a greater common
factor :
i) 5x (x +3) - 7(x+3) = (x+3) (5x -7)
The greater common factor is (x+3)
1 1 2 1 1 2
ii) 2 (y -1) + 3 y ( y-1) = (y-1) ( 2 + 3 y )
The greater common factor is (y-1)
iii) 3 2
v (z +2) - 5 v (z +2) = v(z +2) ( 3 v- 5 )
The greater common factor is v(z+2)
[ 2-2-2 ] Factoring an algebraic expression by using the property

of grouping
You have previously learned in the previous how to factor the algebraic expression which consists of
two or three terms by using the greater common factor. Now, you will learn how to factor an algebraic
expression which consists of four terms or more by using the grouping of the terms ,where the grouping
terms have common factors.
Example (4) Factoring each algebraic expression by using the grouping, then check the
correction of the solution:
i) 4x3 - 8x2 + 5x - 10 = (4x3 - 8x2) + (5x - 10) Grouping terms which have
2
= 4x (x - 2) + 5(x - 2) common factors.
Factoring the grouping terms
= (x-2) (4x2 + 5) The greater common factor is(x-2)
(x-2) (4x2 +5) = x(4x2 +5) - 2(4x2 + 5) checking:

Using the property of distributing
= 4x3 + 5x - 8x2 - 10 = 4x3 - 8x2 + 5x - 10 Using multiplication and ordering
ii) 2 h2 t+ 3 t2v - 8 h2v - 12 v2t Grouping terms
Factoring the grouping terms
= ( 2 h2t - 8 h2v) + ( 3 t2v - 12 v2t) The greater common factor is(t- 2v)
= 2 h2(t-2v) + 3 tv (t-2v)
= (t-2v) ( 2 h2 + 3 tv)
checking:
(t-2v) ( 2 h2 + 3 tv) = t ( 2 h2 + 3 tv) - 2v ( 2 h2 + 3 tv)Using the property of distributing
Using multiplication and ordering
= 2 h2 t + 3 t2 v - 8 h2 v - 12 v2 t
Example (5) Factoring the algebraic expression by using the grouping with the inverse:
14x3 - 7x2 + 3 - 6x = (14x3 - 7x2) + (3 - 6x) Grouping the terms

= 7x2 (2x -1) + 3(1- 2x) Factoring the grouping terms
= 7x2 (2x -1) + 3(-1) (2x -1) Using the inverse
= 7x2 (2x -1) - 3(2x -1) Writing +3(-1) as -3
= (2x -1) (7x2 -3) The greater common factor is (2x-1)
34
Factor each expression by using the greater common factor ( GCF) , then check the
correction of solution:
1 9x2 - 21x 2 10 - 15y + 5y2 Questions 1- 4
are similar
3 14z4 - 21z2 - 7z3 4 8 t2r + 2 (tr2 - 3 tr) to example 2
Factor each expression by using the binomial as a greater common factor:
5 3y (y - 4) – 5( y - 4) 6 1 (t +5) + 1 t2 (t + 5) Questions 5-8

4 3
are similar
7 2 n (x +1) - 3 m (x +1) 8 2x (x2-3) + 7(x2 -3) to example 3
Factor each expression by using the property of grouping , then check the correction of
solution:
9 3y3 - 6y2 + 7y - 14 10 21 - 3x + 35x2 - 5x3 Questions 9 -12

are similar
11 2r2 k+ 3k2 v - 4r2 v - 6v2 k 12 3z3- 18 z2 + z - 2 to example 4
Factor each expression by using the property of grouping with the inverse:
13 21y3 - 7y2 + 3 - 9y 14 1 x4 - 1 x3 + 5 - 10x Questions 13-16

2 4 are similar
15 6z3 - 9z2 + 12 - 8z 16 5t3 - 15t2 - 2t + 6 to example 5
Solve the Exercises

Factor each expression by using the greater common factor(GCF), then check the correction
of solution
17 12y3 - 21y2
2
18 6v (3v - 6) + 18v
Factor each expression by using the binomial as a greater common factor:
1 1
19 7 (y +1) + 3 y2 (y + 1)
Factor each expression by using the property of grouping, then check the correction solution:
20 5x3 - 10x2 + 10x - 20
21 3t3 k+ 9k2 s - 6t3 s - 18s2 k
Factor the expression by using the property of grouping with inverse:

22 12x3 - 4x2 + 3 - 9x
35
Solve the problems
23 Solar energy : The solar panels are the main component

in the solar energy systems which generate electricity .The
cells are manufactured from semiconducting materials such as
silicon. They absorb the light of sun . What are the dimensions
of the solar panel , if its area was 3x(x-4)-22(x-4) square meter.
24 Flamenco bird: Flamenco bird is one of the migratory

birds which has beautiful shape . Its color is pink. These
birds travel for long distances during the season of the annual
migration passing by the marshes in the south of Iraq to get food
from the water pools. If the area of the water pool which was
covered by the flamenco birds in one of the Iraqi marshes is
4y2 + 14y + 7(2y+7) square meter.
What is the shape of that pool, and what are its dimensions ?
25 Baghdad o,clock : It is a high building which has a

Four_ Faces o,clock at the top of it.This building locates in the
celebration park in Baghdad . It was established in 1994 .What
is the radius of the internal circle of the o,clock if you know that
its area is z2 π - 3z π + (3z - 9) π .
Think
26 Challenge: Factor of the following expressions in a simplest form:
5x5 y + 7y3 z - 10x5 z - 14z2 y2
27 Correct the mistake: Ibtisam had written the result of factoring the following expression,
as follow:
2 t4 - 24 t3 + t2 - 12 t = (t + 2 3 ) ( 2 t2 - t)
Discover the mistake of Ibtisam and correct it.
28 Numerical sense: What is the unknown number in this expression.
x2 + 3x + 5x +15 = (x + 3) (x + )
Write The result of subtraction the expression ( x + y ) ( x - y ) from the expression

( x + y ) ( x + y ) in simplest form .
36
Lesson Factoring the Algebraic Expression by using Special
[ 2-3 ] Identities
*Factoring the algebraic
expression as a difference Al-Shaab intermational
between two squares and a stadium in Baghdad is one
complete squre. of the important stadiums
in Iraq. It was established
Vocabulary: in1966 . If the area of the
*The difference between playground, which was
two squares allocated for playing football
*Perfect square
*Complet square , is x2 -400 square meter , what are the dimensions of the
*The missing term playground ?
[ 2-3-1 ] Factoring the algebraic expression by the

difference between two squares.
You have previously learned how to find the result of multiplying an algebraic expression which
represents the sum of two terms by another algebraic expression which represents the difference
between them , and the result represents the difference between their two squares . Now, you will
learn the inverse operation of multiplication which is factoring the algebraic expression which is as a
difference between two squares (x2 - y2) = (x + y) (x - y).
The expression x2 + y2 can not be factored in this stage .
Example (1) Find the dimensions of football playground which its area is x2 - 400 square
meter ?
x2 - 400 = (x)2 - (20)2 Write each terms as a perfect square
= (x + 20) (x - 20) Write the factoring
The first bracket: the square root of the first term +
the square root of the second term.
The second bracket: the square root of the first term –
the square root of the second term.
So the length of the football playground is x+20 meter and its width is x-20 meter.
Example (2) Factoring each of the following algebraic expressions as a difference between
two squares
i) x2 - 9 = (x + 3) (x - 3) ii) 36y2 - z2 = (6y + z)(6y - z)

iii) 49 - v2 = (7 + v) (7 - v) iv) 2x2 - z2 = ( 2 x + z) ( 2 x - z)
v) 5h2 -7v2 = ( 5 h + 7 v)( 5 h - 7 v) vi) 12 - t2 = (2 3 + t) (2 3 - t)
vii) 8x3 y - 2xy3 = 2xy (4x2 - y2) Factoring by using the common factor
= 2xy (2x + y) (2x - y) Factoring by using the difference between
two squares.
1 1 1 1 1 1 1 1 1 1 1 1
viii) 16 z4 - 81 = ( z2 + 9 ) ( 4 z2 - 9 ) = ( 4 z2 + 9 ) ( z + )( z- )
4 2 3 2 3
37
[ 2 -3-2 ] Factoring the Algebraic Expression by the
Perfect square
you have previously learned how to find the result of multiplying a square of sum two terms and a
square of difference between two terms , the result was consisted of three terms. Now , you will learn
the inverse operation of multiplication which is factoring an expression consists of three terms in
form of perfect square .
x2 + 2xy + y2 = (x + y)2 , x2 - 2xy + y2 = (x - y)2 The alagebric expression a x2 ± bx + c will be a
perfect square if bx = ± 2 (ax2) (c) where a ≠ 0
Example (3) Factor each of the following algebraic expressions which are in a form of
a perfect square.
i) x2 + 6x + 9 = (x)2 + 2(x × 3) + (3)2 Write the first and last terms as a perfect square
Write the middle term as a double of the first
term root multiplying by the root of the last term.
= (x + 3)(x + 3) Write factoring of expression.
= (x + 3)2 The final factoring as 2(root of last term +first
ii) y2- 4y + 4 = (y)2 - 2(y × 2) + (2)2 term root )
Note the sign between the two numbers is the
= (y - 2)2 sign of the middle term.
iii) 16z2 - 8z +1 = (4z)2 - 2(4z × 1) + (1)2 = (4z -1)2
Example (4) Determine which of the following algebraic expressions represents a perfect
square and factor it
i) x2 + 10x + 25 ii) y2 + 14x + 36

(x)2 (5)2 (y)2 (6)2
2 (x) (5) = 10x perfect square 2 (y) (6) = 12y = 14y Not perfect square
x2 + 10x + 25 = (x+5)2
iii) 4 - 37v + 9v2 iv) 9h2 - 6h + 3
(2)2 (3v)2 (3h)2 ( 3 )2
-2(2) (3v) = -12v ≠ - 37v -2(3h) ( 3 ) = - 6 3 h ≠ - 6h
Not perfect square Not perfect square
Write the missing term in the algebraic expression a x2 + bx + c to make it a

Example (5)
perfect squre , then factor it To become a perfect square, ,
2 we apply the law of the middle
2
i) 25x - …….. + 49 bx ± (ax ) (c) 2
term.
⇒ bx = 2 (25x2) (49) ⇒ bx = 70x
2
bx = 2 (ax ) (c)
⇒ 25x2 - 70x + 49 = (5x - 7)2
ii) ….. + 8x + 16
⇒ 8x = 2 ⇒ 64x2 = 4 × 16 × ax2 ⇒ ax2 = x2
2
bx = 2 (ax ) (c) (ax2) (16)
⇒ x2 + 8x + 16 = (x + 4)2
iii) y2 + 14y + …….
⇒ 14y = 2 ⇒ 196y2 = 4 × y2 × c ⇒ c = 49
2
by = 2 (ay ) (c) (y2) (c)
⇒ y2 + 14y + 49 = ( y + 7)2
38
Factor each of the following algebraic expressions as a difference between two squares:
1 x2 - 16 2 36 - 4x2 3 h2 - v2 Questions 1-6

1 2 1 are similar
4 9m2 - 4n2 5 27x3 z - 3xz3 6 y - to example 2
4 16
Factor each of the following algebraic expressions as a perfect square:
7 y2 - 8y + 16 8 9z2 - 6z +1
9 v +2 3 v+3
2 2 Questions 7-10
10 4h - 20h + 25 are similar
to example 3
Determine which one of the following algebraic expressions represents a perfect square ,
then factor it.
11 x2 + 18x + 81 12 16 - 14v + v2 Questions 11 -14

are similar
14 3 - 4 3 t + 4t
2 2
13 64h - 48h - 9 to example 4
Write the missing term in the algebraic expression ax2+bx+c to become a perfect square,
then factor it.
15 …. + 14y + 49 16 z2 + 4z + ……
Questions 15-18
are similar
18 4x + 2 5 x + …
2 2
17 3 - ….. + 9x to example 5
Solve the Exercises

Factor each of the following algebraic expressions in simplest form :
19 25 - 4x2 2
20 y - 121
21 12 - 3t2 22 8y3 x - 2x3y

1 5 1
23 z - z 24 4x2 + 20x + 25
3 12
25 16n2 + 8 3 n + 3 26 4t3 - 12t2 + 9t
Determine which of the following algebraic expressions represents a perfect square , then
factor it:
27 4x2 + 18x + 16 28 y2 + 10y + 25

2 2
29 2h - 12h - 18 30 4v + 4v + 4
Write the missing term in the algebraic expression ax2+bx+c to become a perfect square,
then factor it:
31 y2 + …. + 36 32 25 - 20x + ....
2
33 5 - ….. + 16x 34 81 + 18z + ….
39
Solve the problems
35 Al-Malwiya minaret : It locates in Samara city, Iraq .
It is one of the Iraqi distinctive landmark because of its unique
shape. It is also one of the Iraqi famous ancient landmarks which
belongs to the reign of Abbassiyyn . It based on a square base
which its area is x2 - 8x +16 square meter What is the length of
the base side which the minaret based on according to x?
36 Farm for breeding cows : Saad has a squre-shaped

farm for breeding cows. The length of its side , is X meter.
He extended his farm to became in a rectangular shped farm
According to that, the area of the farm became x2- 81 square
meter, What are the length and width of the farm after extension
according to x?
37 Painting : Bashar drew a painting represents the marshes

in the south of Iraq. The expression which represents the area
of painting was 4x2 - 8x+ 9 cm2. Does the expression of the
painting area represent a perfect square or not ?
Think
38 Challenge:Determine which the following algebraic expressions represent a perfect
square and factor it:
1 2 1 1
x - x+
9 6 16
39 Correct the mistake: Muntaha said that the expression (2x+1) (2x-1) is a factoring to the
perfect squre 4x2 - 4x + 1. Determine the mistake of Muntaha and correct it.
40 Numerical sense: Dose the expression 9x2 + 12x - 4 represent a perfect square or not ?
Clarify your answer.
Write A factoring for the algebraic expression 4x2 - 8x + 4 .
40
Lesson Factoring the Algebraic Expression of three terms
[ 2-4 ] by Probe and Error ( Experiment ).
Learn
Idea of the lesson: Assyrian winged bull (shido lamas).
*Factoring the algebraic It is the way in which this name is
expression which consists written in the Assyrian writings.
of three terms by using The origin of the word lamas is
*Probe and Error. derived from the Summerian word
Vocabulary: Lammu.
*The two middles. There is a statue of it in
AL-Moosal,s monument. What are
*The two parties. the dimensions of the painting of
*The middle term. winged bull which its area is
x2 + 10x + 21 centimeter square ?
[ 2-4-1 ] Factoring the algebraic expression x2+bx+c

You have previously learned how to find the result of multiplying an algebraic expression by another
algebraic expression which both of them consists of two terms:
i) (x+2) (x+3) = x2 +5x+6 , ii) (x+3) (x-5) = x2 -2x-15 , iii) (x-1) (x-4) = x2 -5x+4
Now you will learn the inverse operation of multiplication which is factoring the algebraic expression
which consists of three terms x2+bx+c by using the probe and error (experiment) for factoring the
algebraic expression, We find two real.
m, n, where b = m + n,c = nm and write x2 + bx + c = (x + n) (x + m).
Example (1) What are the dimensions of the painting of winged bull which its area is
x2 + 10x + 21 centimeter squar?
For factoring the algebraic expression, we follow the following steps:
Factoring the algebraic expression:
Factors of number 21 Sum of the two factors Result of multiplying the two parties +7x
Result of multiplying the two middles +3x
(1) (21) 1 + 21 = 22
The middle term +10x
(3) (7) 3 + 7 = 10
(-3) (-7) (-3) + (-7) = -10
Two parties
x2 +10x+ 21 = (x + 3) (x + 7) The width of the painting is (x + 3)cm
Two middles The length of the painting is (x + 7)cm
Example (2) Factoring the following algebraic expression y2 + y - 12
Factors of number 12 Sum of two Factors The result of multiplying the two parties +4y
(1) (-12) 1 - 12 = -11 The result of multiplying -3x
The middle term +y
(12) (-1) 12 - 1 = 11
(2) (-6) 2 - 6 = -4
(6) (-2) 6 - 2 = -4
(3) (-4) 3 - 4 = -1
y2 + y - 12 = (y - 3) (y + 4)
(4) (-3) 4-3=1
41
Example (3) Factoring the following algebraic expressions :
i) z2 - z - 6 = (z - 3) (z + 2) The middle term 2z - 3z = - z
ii) x2 - 9x + 18 = (x -3) (x - 6) The middle term - 6x - 3x = - 9x
iii) y2 + 6y - 27 = (y + 9) (y - 3) The middle term - 3y + 9y = + 6y
iv) x2 - xy + 20 = (x - 5y) (x + 4y) The middle term + 4 xy - 5xy = - xy
v) 15 - 8z + z2 = (5 - z) (3 - z) The middle term - 5 z - 3z = - 8z
[ 2-4-2 ] Factoring the algebraic expression ax2+bx+c where a ≠ 0
Now, you will learn how to factor an algebraic expression which consists of three terms as in the form
of a x2 + bx + c and that a ≠ 0.
Example (4) Factoring each of the following algebraic expressions :

i) 6x2 + 17x + 7
{ }
6 = (1)(6)
(2)(3)
, 7 = (1)(7) We find the factors of 6, 7, as follow
(1) (6) (1) (7) ⇒ (1) (1) + (6) (7) = 43 The result of multiplying the two parties +14x
(1) (6) + (7) (1) = 13 The result of multiplying the two middles +3x
(2) (3) (1) (7) ⇒ (2) (1) + (3) (7) = 23 The middle term +17x
(2) (7) + (3) (1) = 17
6x2 + 17x + 7 = (2x +1 ) (3x + 7 )
ii) 7y2 - 26y - 8 We find the factors of 7, 8, as follow
{ }
8 = (1) (8)
(2) (4)
, 7 = (1) (7)
The result of multiplying the two parties -28y
The result of multiplying the two middles +2y
(1) (1) - (8) (7) = - 55
The middle term - 26y
(1) (7) - (8) (1) = - 1
(2) (1) - (4) (7) = - 26
(2) (7) - (4) (1) = - 10
7y2 - 26y - 8 = (7y + 2) (y - 4)
Factor each of the following algebraic expressions in a simplest form:

Example (5)
i) 3z2 - 17z +10 = (3z -2) (z -5) The middle term - 15z - 2z = - 17z
ii) 4v2 - v - 3 = (4v + 3) (v - 1) The middle term - 4v + 3v = - v
iii) 15 + 11h + 2h2 = (5 + 2h) (3 + h) The middle term + 5h + 6h = 11h
iv) 6x2 - 51x+ 63 = 3(2x2 - 17x + 21) = 3(x - 7) (2x - 3) The middle term - 3x - 14x = -17x
v) 3x2 - 10xy - 3y2 = (3x - y) (x + 3y) The middle term - 9xy - xy = -10xy
42
Factor each of the following algebraic expressions in simplest form:
1 x2 + 6x + 8 2 1 - 2z + z2 Questions 1-6
are similar
3 x2 - 13x + 12 4 3 + 2z - z2 to examples 1,3
5 x2 - 2x - 3 6 15 - 8z + z2
7 2x2 + 5x + 3 8 3y2 - 14y + 8
9 3x2 - 10x + 8 10 8 - 25z + 3z2 Questions 7-14

are similar
11 5y2 - y - 6 12 6 +29z - 5z2 to examples 4-5
13 x2 - 9xy + 20y2 14 3y2 - 19yx - 14x2

Put the signs between the terms in brackets to make the factoring of the algebraic
expression correct:
15 x2 + 9x + 20 = (x…4) (x…5) 16 y2 - 12y +20 = (y…2) (y…10) Questions 15-18
are similar
to example 4
17 6x2 -7x + 2 = (2x…1) (3x…2) 18 20 - 7y - 3y2 = (5 ... 3y) (4 ... y)
Solve the Exercises

19 x2 + 9x + 14 20 y2 - 5y + 6
21 3 + 2z - z2 22 x2 - 2x - 3
23 2x2 + 12x - 14 24 4y2 - 6y + 2 25 10 + 9z - 9z2
26 2x2 + 3x + 1 27 13y2 - 11y - 2 28 30x2 - xy - y2
Put the signs between the terms in brackets to make the factoring of the algebraic
expression correct:
29 x2 + x - 20 = (x…4) (x…5)
30 35 + 3y - 2y2 = (5…y) (7…2y)
43
Solve the problems
31 Al-Ikhidher Castle: It is an ancient castle locates

in Karbala governorate in the middle of Iraq. The ruins of
the castle are still existed nowadays. It represents a unique
defensive fortress which surrounded by a great rectangular
-shaped wall. What are the dimensions of external wall by x ,
if the castle area with wall represents by
6x2 – 39 x + 60 square meter .
32 Entertaining games: Discovery swing considers one

of the dangerous games in the fun city. The expression
5t2 + 5t – 30 represents the path of Discovery in the fun city ,
where (t) represents the time of movemment , and the factoring
of expression helps to know the time which the swinging takes
in the first time. Factor the expression.
33 The subway: The subway considers a system of under

ground railway. It is one of the fast means for transportation
in the big cities and in those cities which have a high density
of population. Each train consists of several vehicles. If the
expression 14y2 - 23y + 3 represents the ground area of the
vehicle in square meter. What are the dimensions of the
vehicle by y ?
Think
34 Challenge: Factor of the following algebraic expressions in simplest form:
4x3 + 4x2 - 9x - 9
35 Correct the mistake: Sa,ad factored the expression 6z2 -16z - 6 , as follow:
6z2 -16z - 6 = (3z - 1) (2z + 6)

Discover Sa,ad,s mistake, then correct it.
36 Numerical sense: Can we determine if the signs of the two bracket in factoring the expression
x2 - 12x + 35 are different or similar and without factoring the expression ?
Clarify you answer.
Write The signs between the terms inside brackets to make the factoring of the algebraic
expression correct.
6z2 + 5z - 56 = (3z … 8) (2z … 7)
44
Lesson Factoring the Algebraic Expression, sum of two
[ 2-5 ] cubes or difference between two cubes.
* Factoring the algebraic Rubik s cube, which was invented
,
expression of three terms by the Hungarian sculptor and

which represents sum architecture
(difference between ) two Arnw Rubik in 1974, is a three –
cubes. dimensions mechanical puzzle. What
is the sum volume of two cubus of
Vocabulary:
Rubik,s , the length of the first cube
* Sum of two cubes
*Difference between two side is 3 dcm, and the length of the
cubes side of the second cube is 4 dcm?
[ 2-5-1 ] Factoring the algebraic expression, sum of two cubes.

You have previously learned in the first lesson of this chapter the multiplication of two –terms
algebraic expression by three-terms algebraic expression . The result of their multiplication represents
an expression as a sum of two cubes, like ((x + 2) (x2 - 2x + 4) = x3 + 8 = x3 + 23 ) Now, you will learn
the inverse operation which is factoring the two- terms algebraic expression which represents the sum
of two cubes: x3 + y3 = (x + y) (x2 - x y + y2) where x = 3 x3 , y = 3 y3
What is the sum of two volumes of two cubes of Rubik . The side length of the
Example (1) first cube is 3dcm, while the side length of the second one is 4dcm.
v1+ v2 = 33 + 43 The cube volume = length x width x hight = (length of side )3
= (3 + 4) (32 - 3 × 4 + 42) Law of factoring sum of two cubes.
= 7 (9 - 12 + 16) = 7 × 13 = 91dcm3
Example (2)
Factor each of the following expressions in simplest form:
i) x3 + 53 = (x + 5) (x2 - 5x + 52) = (x + 5) (x2 - 5x + 25)
ii) y3 + 8 = y3 + 23 = (y + 2) (y2 - 2y + 4)
iii) 8z3 + 27 = 23z3 + 33 = (2z)3 + 33 = (2z + 3) (4z2 - 6z + 9)

1 1 1 1 1 1 1 1 1
iv) 3 + 64 = a3 + 43 = ( a + 4 )( a2 - 4a + 16 )
a
27 8 33 23 3 2 3 2 9 6 4
v) 3 + = 3 + 3 = ( )3 + ( )3 = ( + ) ( 2 - + )
x 125 x 5 x 5 x 5 x 5x 25
1
vi) 1 t3 + 4 = 1 (t3 + 8) = 1 (t3 + 23) = (t + 2) (t2 - 2t + 4)
2 2 2 2
vii) 0.008 + v3 = (0.2)3 + v3 = (0.2 + v) (0.04 - 0.2v + v2)
45
[ 2-5-2 ] Factoring the Algebraic Expression difference between
two cubes
You have learned in the first lesson of this chapter the multiplying of an algebraic expression which
consists of two terms by another one which consists of three terms
(x - 3)(x2 + 3x + 9) = x3 - 27 = x3 - 33, and the result of their multiplying represents an expression as a
difference between two cubes,like
Now , you will learn the inverse operation which is factoring the algebraic expression which consists
of two terms and in the form of difference between two cubes x3 - y3 = (x - y) (x2 + x y + y2)
where x = 3 x3 , y = 3 y3 .
Example (3) Cube –shaped basin filled with water, the length of its side is 1m .
The water was transferred to another cube – shaped basin which is bigger than the
first one, the length of its side is 1.1 m.
What is the additional quantity of water thah we need to fill the big basin ?
the additional quantity of water = the volume of big cube - the volume of small cube.
v2 - v1 = (1.1)3 - 13
= (1.1 - 1) ( (1.1)2 + 1.1 × 1 + 12 ) Law of factoring the difference between two cubes
= 0.1 (1.21 + 1.1 + 1) = 0.1 × 3.31= 0.331 m3

1m
1m
1m
Example (4)
i) x3 - 33 = (x - 3) (x2 + 3x + 32) = (x - 3) (x2 + 3x + 9)
ii) y3 - 64 = y3 - 43 = (y - 4) (y2 + 4y + 16)
iii) 27z3 - 8 = 33z3 - 23 = (3z)3 - 23 = (3z - 2) (9z2 + 6z + 4)

1 1 1 1 1 1 1 1 1
iv) 3 - = 3 - 3 =( - )( 2 + + )
b 125 b 5 b 5 b 5b 25
1
v) 1 t3 - 9 = 1 (t3 - 27) = 1 (t3 - 33) = (t -3) (t2 + 3t + 9)
3 3 3 3
vi) 0.216 - n3 = (0.6)3 - n3 = (0.6 - n) (0.36 + 0.6n + n2)
vii) 1 - 0.125 z3 = 1 - (0.5)3 z3 = (1 - 0.5z) (1 + 0.05z + 0.25z2)

1 3 1 1 3 1
viii) 32 - m = (64 - m3) = (4 - m3) = (4 - m) (16 + 4m + m2)
2 2 2 2
46
2 x3 + z3 Questions 1- 8
1 y3 + 216 are similar
to examples 1-2
3 125 + 8z3 4 1 3 1
x+
27 8
5 1 1 6 1 2
3 + t +9
a 64 3
7 0.125 + v3 8 1 + 0.008z3
10 8y3 - 64 Questions 9-16

9 a3 - 83 are similar
to examples 3-4
11 13 - 1 12 1 v3 - 4
c 8 2
13 0.125 - m3 14 25 - 1 n3
5
15 3b3 - 81 16 0.216v3 - 0.008t3
Solve the Exercises

17 63 + x3 18 125y3 + 1
19 1 + 8 y3 20 1 v3 + 25
64 125 5
21 0.125x3 + 0.008y3
22 y3 - 64
23 1 - 27 24 9- 1 n3
x3 8 3
25 25c3 - 1 26 0.01x3 - 0.0084y3

5
47
Solve the problems
27 Library: Shtotgart,s library, in Germany, is one of the

most beautiful libraries in the world. It is also one of the largest
libraries in line with the requirements of the modern education
in Germany the shape of the building was cubic. The side length
1
is y3 - 13 1 meter. Factor the expression which represents the
2 2
side length.
28 Aquarium: The volume of aquarium of ornamental fish is

25x3 cubic meter.
A cube-shaped stone was put inside the aquarium. The size of stone
1
was cubic meter . The aquarium was filled with water . write the
5
expression which represents the volume of water then factor it .
29 Residence : The designs of new house – buildings start to

take different shapes which are more complicated in architecture.
These houses were designed in shape of cubes If the volume of
8 27
the first house is a3 cubic meter and the second house is b3
cubic meter. Write is the volume of the two houses?
Think
30 Challenge: Factor of the following algebraic expressions in simplest form:
0.002z3 - 0.016y3
31 Correct the mistake: Bushra factored the expression 8v3 - 0.001 ,as follow
8v3 - 0.001 = (2v + 0.1) (4v2 - 0.4v + 0.01)
Discover Bushra,s mistake, then correct it..
32 Numerical sense:Is it possible to add 27 , 8 by using the method of factoring the sum of
two cubes ? clarify your answer.
Write The signs between the terms inside brackets to make the factoring of algebraic
expression correct:
125 - x3 = (5… x) (25 … 5x …. x2)
48
Lesson Simplifying Rational Algebraic Expressions
[ 2-6 ]
*Multiplying and
dividing the rational Hassan had bought a group of
algebraic expressions flowers bouquets in x2 - x - 6
then write them in dinars.
simplest form. The cost of one bouquet was
*Adding and subtracting 2x - 6 dinars. Write the ratio of
the rational algebraic one bouquet cost to the total
expressions then write cost of all bouquets, then write
them in simplest form. it in simplest form.
Vocabulary:
* Ratio
*Fraction
[ 2-6-1 ] Simplifying the multiplying and dividing of rational algebraic

expressions
You have previously learned the properties of the rational and real numbers, you have also learned
how to simplify the numerical sentences by using the least common multipler ( L.C.M ) and ordering
operations. Now, you will learn how to simplify the rational algebraic expressions (Fractional) by
dividing each of numerator and dominator by a common factor, and repeat it so that no way stay for
that, and then, we can say that the expression is in a simplest form.
Write the cost ratio of one flower bouqued to the total cost of the bouquets in a
Example (1) simplest form.
cost of one bouquet 2x - 6 2(x - 3)
= 2 = Factor the numerator and dominator
cost of total bouquet x -x-6 (x - 3) (x + 2)
2(x - 3) 2
= = By dividing the numerator and
(x - 3) (x + 2) x + 2
dominator on the common factor
Example (2) Write each of the following expressions in simplest form:

x2 - 4 (x + 2) (x - 2) (x + 2) (x - 2) x + 2
i) 2 = = =
(x - 4x + 4) (x - 2)2 (x - 2) (x - 2) x-2
5(z + 2) (z - 3) (z2 + 3z + 9) 5(z2 + 3z + 9)
5z + 10 z3 - 27
ii) × 2 = × = z+4
z-3 (z + 6z + 8) z-3 (z + 2) (z + 4)
16 - x2 (3x2 + 2x - 5) (4 + x) (4 - x) (3x + 5) (x - 1)
iii) × 2 = × =4-x
3x + 5 (x + 3x - 4) (3x - 5) (x + 4) (x - 1)
8 + t3 (2 + t)3 8 + t3 Multiply the first by the second which
t2 + 9t + 14
iv) ÷ = × is inverted
4 + 9t + t2 t2 + 9t + 14 4 - 2t + t2 (2 + t)3
(2 + t) (4 - 2t + t2) (t + 2) (t + 7) t+7 t + 7 Factoring the numerator and dominator
= × = = and dividing by the common factor
4 - 2t + t2 (2 + t)3 2+t t+2
49
[ 2-6-2 ] Simplyfing adding and subtracting of the rational algebraic
expressions.
You have previously learned how to factor the algebraic expressions and how to find the least common
multipler (L.C.M): represents the result of multiplying the common factors by the biggest power and
unjoined factors), when simplifying fractional numerical sentences.
Now, you will learn how to simplify the adding and subtracting of the ( fractional ) rational algebraic
expressions by factoring each of the numerator and dominator of the faction to simplest form, then
adding and subtracting the fractional expressions by using the common multiplier and simplify the
expression to simplest form.
Example (3) Write the rational algebraic expression in simplest form.

y2 4 The least common multipler (x + 2)
-
(y + 2) (y + 2)
2
y -4 (y + 2) (y - 2) Factoring the numenator as a form of a difference between
= = =y-2 two squares by dividing each of numenator and dominator
(y + 2) (y - 2) by y + 2
Example (4) Write each of the following expressions in simplest form:

7x - 14 5 7(x - 2) 5
i) 2 + = + By factoring the numenator and dominator
x -4 (x + 2) (x + 2) (x - 2) x+2
7 5 The least common multipler (x + 2)
= +
x+2 x+2
7+5 12
= =
x+2 x+2
4z z 4z z+3 z 2z - 5 The least common multipler
ii) - = ×(z+3 )- × ( 2z - 5 )
2z - 5 z+3 2z - 5 z+3
4z(z + 3) - z(2z - 5) 2z2 + 17z z(2z + 17)
= = = (2z - 5) (z + 3)
(2z - 5) (z + 3) (2z - 5) (z + 3)
t2 + 2t + 4 12 t2 + 2t + 4 12 1 4 5
iii) + = + = + =
t3 - 8 3t - 6 (t - 2) (t2 + 2t + 4) 3(t - 2) (t - 2) (t - 2) (t - 2)
8 2 2 8 2 1 8(v - 4) + 2(v + 4) - 1
iv) + - 2 = + - =
v+4 v - 4 v -16 v + 4 v - 4 (v + 4) (v - 4) (v + 4) (v - 4)
8v - 32 + 2v + 8 - 1 10v - 25 5 (2v-5)
= = =
(v + 4) (v - 4) (v + 4) (v - 4) (v + 4) (v - 4)
50
Write each of the following expressions in simplest form:
y3 + 27 Questions 1-6
2z2 - 4z + 2 are similar
1 2
z2 - 7z + 6 y3 - 3y2 + 9y to examples 1-2
5x + 3 x2 + 5x + 6 z2 + 7z - 8 z2 - 4
3 × 4 × 2
x+3 25x2 - 9 z-1 z + 6x - 16
x2 - 9 x2 - 4 2y2 - 2y y2 + y - 2
5 × 2 6 ÷ 2
x3 + 4x + 4 x -x-6 y2 - 9 y + 2y - 3
2 3 2y3 - 128 y-1 Questions 7-12

7 + 2 8 - are similar
2
x -9 x - 4x + 3 3 2
y + 4y + 16y y
to examples 3-4
z2 + z + 1 z+3 x2 - 1
9 - 10 -1
z4 - z z2 + 2z - 3 x2 - 2x + 1
3 2 8 y-3 5y -15 3y + 1
11 + + 2 12 + -
z-1 z+3 z + 2z - 3 y-1 (y - 3)2 y2 - 4y + 3
Solve the Exercises

x+5 6x - 30
13 × 2
12x x - 25
3-x x2 + x - 6
14 ×
4 - 2x 9 - x2
y2 - 7y y2 - 49
15 3 ÷ 2
y - 27 y + 3y + 9
5 2
16 - 2
2
x - 36 x - 12x + 36
17
3 2 4 + 2x + x2
- -
x-2 x-2 x3 - 8
51
Solve the problems
18 Library: If the algebraic expression x2 - 4 represents the
number of scientific books in the library, and the algebraic expression
x2 + x - 6 represents the number of literary books in the library. Write
the ratio of the scientific books to the literary books in a simplest
form.
19 Geometry: Dimensions of a rectangle are 3,5 meters. It was

5m
5m
extended to bigger one by surrounding it by an aisle with width of
3m
3m
x meter.Write the algebraic expression which represents the sum of
the two ratios of the rectangle length before and after the extension,
in a simplest form. x
20 Fireworks: The algebraic expression 20 + 15t - 5t2 represents

the height, in meters, of a fireworks shell which was shot from a 20
meter-high building roof, where t represents the time of reaching the
shell to the target, in seconds. And the algebraic expression
4 +19t - 5t2 represents the height of another shell which was shot
from a roof of a 4 meter-high building.
Write the ratio of the first shell height to the height of the second
shell, in simplest form.
Think
21 Challenge: Factoring of the following algebraic expression:
y2 - 5 y- 5
3
÷
2y - 16 2
(2y + 4y + 8)
22 Correct the mistake: Samah simplified the algebraic expression and wrote it in a simplest
form, as follow
z2 - z - 30 2z + 12
× 2 =1
5+z z - 36
Discover samah,s mistake and correct it.
23 Numerical sense:What is the result of adding the two algebraic expressions without using
paper and pen ? clarify your answer.
5 -4
×
x2 - 49 (x - 7) (x + 7)
Write The value of the algebraic expression in a simplest form:

z2 - 4 z2 - z - 12
÷
2z + 8 2z2 + 2z - 12
52
Chapter Test
Find the result of multiplying an algebraic expression by another algebraic expression, each one
of them consists of two terms:
1 (x + 5)2 2 (v - 2 ) (v + 2 )
3 (2 - x) (5 - x) 4 (2y - 3) (y + 9)
Find the result of multiplying a two terms algebraic expression by another algebraic expression,
which consists of three terms:
5 (x + 11) (x2 - 11x + 121) 6 ( 1 - y) ( 1 + 1 y + y2)
3 1 9 3
3
7 (y - 1) 8 (z + 4 )3
Factor the expression by using the grater common factor (GCF) , then check the correction of
solution:
9 8x2 - 12x 10 7y3 + 14y2 - 21y 11 18 z3r + 2 (zr2 - zr)
Factor the expression by using the binomial as a greatr common factor:
12 2 (y + 5) + 1 y(y + 5) 13 5 z(z2 - 1) - 2 z2 (z2 - 1)
3 3
Factor the expression by using the property of grouping:
14 6x4 - 18 x3 + 10x - 30 15 56 - 8y + 14y2 - 2y3
Factor the expression by grouping with inverse:
16 9x3 - 6x2 + 8 - 12x 17 11 z3- 44 z2+ 5(2 - z)
Factor each of the following algebraic expressions:
18 16 - x2 19 1 z2 - 1 20 1 v - 1 v4
3 27 16 2
1
21 8x3 - 125 22 81 - 18y + y2 23 7z 3
-36z +5
Determine which of the following algebraic expressions represent a perfect square, then factor it:
24 25x2 + 30x + 9 25 49 - 14y + y2 26 4v2 + 4 5 v + 5
Write the missing term in the algebraic expression ax2+bx+c to become a perfect square,then
factor it:
27 x2 + …. + 81 28 36 - 12y +…. 29 7 - …. + 4z2
30 x2 + 7x + 10 31 x2 - 5 3 x + 18 32 2v2 + 9v + 7
1 2
33 32 - 16x + 2x2 35 12 - 7 2 v + 2v
2
34 y - 2y + 3
4
3 3 1 8
36 8 + 27x 37 125y - 1 38 v3 - 27
1
39 1 + 0.125y3 40 z3 - 0.027 41 3 - v3
9
Write each of the following algebraic expressions in a simplest form:
27 - 8z3 9 + 6z + 4z2 7 6
42 ÷ 43 -
4z2 - 9 9 + 6z x2 - 25 x2 + 10x + 25
2
y -1 1+y z+3 z-5 1
44 1 - y3 + 1 + 2y + y2 45 z + 5 - z - 3 + 2
z + 2z - 15
53
Chapter
3
Equations
lesson 3-1 Solving the system of two linear Equations with two variables.
lesson 3-2 Solving the Quadratic Equations with one variable.
lesson 3-3 Using Prope and Error to Solve the Quadratic Equations.
lesson 3-4 Solving the Quadratic Equations by the Perfect square.
lesson 3-5 Using General Law to Solve Equations.
lesson 3-6 Solving the Fractional Equations.
lesson 3-7 Problem solving Plan (Writing Equations).
Basil and Sa’ad had travelled in tourist tours by Baghdad International airport. Basil’s
group was less than sa’ad group in 22 persons. If the number of all travelers is 122 per-
sons. We can calculate the number of each group by solving the two linear equations
of first degree x + y = 122, x - y = 22, where the variable x represents the number of
persons in Sa’ad,s group and the variable y represents the number of persons in Basil,s
group.
Pretest
Find the result of multiplying an algebraic expression by another algebraic expression, each one
consists of two terms:
2 (z + 2) (z - 2) 3 (x - 5 ) (x + 5 )
2
1 (y - 5)
4 (4 - y) (6 - y) 5 (3z - 2) (z + 8)
Find the result of multiplying an algebraic expression of two terms by another algebraic
expression of three terms:
1 1 1
6 (x + 3) (x2 - 3x + 9) 7 ( - y) ( 4 + 2 y + y2)
2
Factor the expression by using the greater common factor (GCF), then check the correction of
solution:
8 5x2 - 10x 9 9y3 + 6y2 - 3y 10 12 z2 + 3 z
Factor the expression by using the binomial as a greater common factor:
11 x(5 - x) - 3(5 - x) 12 1 (y + 1) + 1 y (y + 1) 13 3 z (z - 1) - 2 (z - 1)
2 2
Factor the expression by grouping:
14 6x3 - 12x2 + 5x - 10 15 9 - 18y + 7y2 - 14y3 16 2 z4 - 6 z3 + z - 3
Factor the expression by grouping with the inverse:
17 4x3 - 2x2 + 9 - 6x 18 3 y3 - 1 y2 + 4 - 12y 19 4 z3 - 25 z2 + 3(5 - 4z)

4 4
20 y2 - 25 21 1 z2 - 1
2 8
22 36 - 12x + x2 23 y2 - 2y - 15
Determine which of the following algebraic expressions represents a perfect square,

then factor it:
24 16x2 + 40x + 25 25 64 - 16y + y2 26 z2 - 6z - 9
Write the missing term in the algebraic expression ax2 +bx+c to become a perfect square, then
factor it.
27 x2 + …. + 64 28 9 - 24y +…. 29 5 - …. + 4z2
30 18 - 3y - y2 31 z2 - 2 3 z + 3
32 4 - 21x + 5x2 33 1 + 27z3
34 y3 - 125 35 y3 - 1
8
36 1 1 37 1- 0.125z3
-
x3 64
55
Lesson Solving the System of two Linear Equations
[ 3-1 ] with two variables.
*Solve the system of two
Ahmed has a factory for canning
linear equations graphically
dates. The cost of the empty cans
and by substitution and
is 100000 dinars. The process of
elimination.
filling one can with dates costs 500
Vocabulary: dinars, then it sells in 1000 dinars.
*Linear equation. Ahmed would like to know the
*Linear Equations system. number of cans that he should sell
*Solving the system. to get profit.
[ 3-1-1 ] Solving a System of two Linear Equations graphically.
Assume L1 = a1x + b1y = c1 , L2 = a2x + b2y = c2 ، represent two equations of first degree (linear)
with two variables x,y. To solve this system graphically we follow:
1) Representing each of the two lines in the coordinate plane.
2) Finding a point of intersection the two lines by drawing two colums from the point on the two axis
X - axis and Y - axis then the intersection point will represent the solution set.
Example (1) Finding the number of cans that Ahmed should sell to get profit.
y = 500 x + 100000 ….. (1) Assuming that the costs of the production is the variable (y),and
y = 1000 x ……. (2) the number of cans which were sold is the variable (x),
accordingly :
Y An equation represents the total production costs.
300
An equation represents the total value of sales.
250
The scale of axis (y) is by thousands of dinars.
200 We represent the two equations graphically and determine the
150 intersection point of the two lines (200,200) which represents
100 selling 200 cans. The profit starts when more than 200 cans have
50 being sold.
X The ordered pair (200,200) which represents a solution for two
50 100 150 200 250 equations is called a solution of the system.
Example (2) Find a solution set for the system graphically in R .

x - y =1 ....... (1)
5 Y
x + y = 3 ....... (2)
4
We represent the two equations graphically and determine the intersec-
3 tion point of the two lines (2, 1).
2 The solution set of the system is S = { (2,1) }
1 X To check the correction of solution, we substitute the value of the two
1 2 3 4 5 variables x,y in both equations to get two correct statements.
x - y =1 → 2 - 1 = 1 → 1 =1 Substituting by the equations…(1).
x + y = 3 → 2 + 1 = 3 → 3 = 3 Substituting by the equations....(2).
56
[ 3-1-2 ] Solving the system of two Linear Equations by Substitution
We can summarize this method to solve a system of two linear with tow variables x , y by transforming
one of the two equations to an equation with only one variable by finding a relation between x,y from
one of the two equations, then substituting it in the other equation.
Example (3) Find the solution set of the system by using the substitution:
i) y = 4x { }
……. (1) we Substitute the value y from the equation…(1) in the
equation ….(2) solving the equation, then find the variable
y = x + 6 …… (2) ⇒ 4x = x + 6
value x.
⇒ 4x - x = 6 ⇒ x = 2 Substituting the value of (x) by the equation…(2) to find
y=x+6 ⇒ y=2+6 ⇒ y=8 the variable value (y).
So the solution set for the system is {(2 , 8)}
{ }
ii) x + 8y = 10 …. (1) ⇒ x = 2 + 4y We find the value of x from the equation…(2), then
Substituting in the equation…(1).
x - 4y = 2 …… (2)
2 Substituting the value of y by the equation…(1).
2 + 4y + 8y = 10 ⇒ 12y = 8 ⇒ y = 3
2 14
x + 8y = 10 ⇒ x + 8 × 3 = 10 ⇒ x = 10 - ⇒ x = 3 So the solution set of the system is{( , )}
16 2 14
3 3 3
[ 3-1-3 ] Solving the system of two linear Equations by Elimiation

method.
This method can be summarized to solve a system of two equations with two varibles x , y by
eliminating one of the two variables through making the coefficient of one of them equaled in value
and different in sign in both equations.
Example (4) Find the solution set for the system by using the elimination method:
Multiplying the equation…

{ }
i) x + 2y = 5 …….(1) (2) by the number 2 then adding them to the
3x - y = 1 …… (2) equation….(1).
Substituting the value x in one of two equations
⇒
{ }x + 2y = 5 ………(1)
6x - 2y = 2 ……….(2)
by adding
(simplest equation)
Substituting in the equation …(1)
7x = 7 ⇒ x = 1 So the solution set of the system is {(1 , 2)}

x + 2y = 5 ⇒ 1 + 2y = 5 ⇒ 2y = 4 ⇒ y = 2
Multiplying the equation…(1) by the number 2 and
the equation…(2) by the number3, then we subtract
the two equations.
{ }
ii) 3x + 4y = 10 ……. (1)
2x +3 y = 7 …… (2) We substitute the value x in the one of the two
equations (before changing the sign)
⇒
{ }6x + 8y = 20
6x ± 9y = ± 21
……(2)
…….(1)
by subracting
substitute in the equation…(2)
y=1
2x + (3 × 1) = 7 ⇒ 2x = 4 ⇒ x = 2 So the solution set of the system is {(2 , 1)}
57
Find a solution set of the system in R graphically:
{ }
1 3x - y = 6 2 y-x=3 { } 3 y=x-2 { } Questions 1-3
are similar
x-y=3 y+x=0 y=3-x to examples 1-2
Find the solution set of the system by using the method of substitution, for each of the
following :
{ }
4 2x + 3y = 1 { }
5 x - 2y = 11 { }
6 y - 5x = 10 Questions 4-6
are similar
3x - 2y = 0 2x - 3y = 18 y - 3x = 8 to example 3
Find the solution set of the system by using the elimination method, for each of the
following :
{ }
7 3x - 4y = 12 8 { }
x - 3y = 6 9 { }
3y - 2x - 7 = 0 Questions 7-9
are similar
5x + 2y = -6 2x - 4y = 24 y + 3x + 5 = 0 to example 4
Find the solution set of the system, then check the e correction of the solution:
2x y { } { } 1 2 3{ }
10
3 - 2 =1 11 0.2x - 6y = 4 12 2 x + 3 y = 2 4
3y x 1 2 1
3 - 3 =4 0.1x - 7y = -2
4
x-
3
y=6
4
Solve the Exercises Find the solution set of the system graphically:
{ }
13 x - y = -4 { }
14 y = x - 4
y+x=6 x=2-y
Find the solution set of the system by using the method of substitution, for each of the
following:
{ }
15 3x + 2y = 2 { }
16 2x - y = -4
x-y=8 3x - y = 3
Find the solution set of the system by using the method of elimination, for each of the
following:
{ }
17 3x = 22 - 4y { }
18 5x - 3y = 6
4y = 3x - 14 2x + 5y = -10
58
Solve the problems
19 Weather :During January, the number of days (x) in which

the temperature goes down in Baghdad decreases about 10
Celsius , is nearly less in 9 days than the number of days (y) in
which the temperature goes up about 10 Celsius. Write two
equations represent this situation, then find their solution by us-
ing the method of elimination to find the number of days in each
situation.
20 Trade :A commercial shop had sold 25 fridges and

washing machines. The price of one fridge was million dinars
while price of one washer was 500000 dinars. If the total cost of
fridges and washers was 20millions dinars, then how many appli-
ances did the seller sell from each type?
Write two equations represent the problem, then solve them by
using the substitution method.
21 Graduation party : Sajad and Anwer held a party on the

occasion of their graduation from college. The number of friends
who were invited by Sajad is more in three from the friends who
were invited by Anwer. The total number of friends who came to
the party is 23 persons. How many persons did each of Sajad and
Anwer invite? write two equations represent the problem , then
solve them to find the required.
Think
22 Challenge: Find the solution set for the system:
2 1
x- y=1 { }
6 3
1 1
2 x + 2 y=3
23 Correct the mistake: Ahmed said that the solution set of the system:
5 5
Is the set {( , )}
16 9
{ }
2x + 3y = 6 Discover Ahmed’s mistake, then correct it.
3x + 2y = 1
Write Asolution set for the system : 5x - 6y = 0

x + 2y = 4
59
Lesson Solving Quadratic Equations with one variable
[ 3-2 ]
*Solving the equation
which. consists of two Zaqura is one of the Iraqi civilized
terms by factoring the landmarks. It sites in south of
difference between two Iraq. Basil drew a square-shaped
squares. picture its area is 9 m2.
Vocabulary: Find the side length of the picture.
*Equation
*Second degree
*One variable
*Difference between two
squares
[ 3-2-1 ] Using difference between two squres to solve equations

The general equation of second degree with one variable ax2 + bx + c = 0 where, a ≠ 0 and
a,b,c∈ R and solving it means finding a values set of the variable (x) which satisfies the equation , by
making it correct statement.We will study in this item solving the equations consist of two terms by
using the greater common factor, difference between two squares and the property of zero-product.
Write an equation represents the area of picture, then solve it to find the side
Example (1) length of the picture.
Assume that the side length of picture is the variable (x) and the equation which represents the area
of picture is: x2 = 9
x2 - 9 = 0 ⇒(x + 3) (x - 3) = 0 Factoring by using the difference between two squares
⇒ x + 3 = 0 or x - 3 = 0 property of zero-product
⇒ x = - 3 , neglect The wall picture length is 3 m
Example (2) solve the following equation by using the difference between two squares, then
check the correct of solution.
16 - y = 0 ⇒ (4 + y) (4 - y) = 0
2
Factoring by using the difference between two squares
4 + y = 0 ⇒ or 4 - y = 0 ⇒ y = - 4 or y = 4 ⇒ S = {- 4 , 4} solution set.
Check: each value in the solution set for the variable (y) must satisfies the equation
L.S = 16 - y2 = 16 - (-4)2 = 16 - 16 = 0 = R.S By substitution y = -4
L.S = 16 - y = 16 - 4 = 16 - 16 = 0 = R.S
2 2
By substitution y = 4
Example (3) Solve the following equations by using the difference between two squares:
i) 4x2 - 25 = 0 ⇒ ( 2x + 5 ) ( 2x - 5 ) = 0 ⇒ 2x + 5 = 0 or 2x - 5 = 0
-5 5 5 -5
⇒ x = 2 or x = 2 ⇒ s = { 2 , 2 }
ii) 3z2 - 12= 0 ⇒ 3(z2 - 4) = 0 ⇒(z + 2) (z -2)= 0 By dividing the two parties on 3, then by factoring.
⇒ z + 2= 0 or z - 2 = 0 ⇒ s = { -2 , 2 }
iii) 2y2 - 6 = 0 ⇒ y2 - 3= 0 ⇒ ( y + 3 ) ( y - 3 ) ⇒ y = - 3 or y = 3 ⇒ s = { - 3 , - 3 }
iv) x2 - 5 = 0 ⇒ ( x + 5 ) ( x - 5 ) = 0 ⇒ x = - 5 or x = 5 ⇒ s = { - 5 , - 5 }
v) (z + 1)2 - 36 = 0 ⇒ (z + 1 + 6 ) ( z + 1 - 6 ) = 0 ⇒ ( z + 7 ) (z - 5 ) = 0 ⇒ s = { -7 , 5 }
60
[ 3-2-2 ] Using Square root Property to Solve the equations root
You have learned in the previous item how to solve the equation of second degree with one variable by
the factoring method using the difference between two squares. Now, we will find the solution set for
the second –degree equation with one variable by using the method of square root property .
x2 = | x | ≥ 0
25 = 52 ⇒ 25 = 52 = | 5 |= 5
25 = ( -5 )2 ⇒ - (-5) = | -5 | = 5
2
In general form : If a is positive real number then x2 = a ⇒ x = ± a
Solve the following equation by using the property of square root, then check the
Example (4)
correction of solution:
x2 = 9 ⇒ x = ± 9 ⇒ x = ± 3 By using the property of the square root
⇒ S = {3 , -3} Solution set of the equation
Check: Each value in the solution set of the variable (x) must satisfy the equation
L.S = x2 = 32 = 9 = R.S By subtitution x=3
L.S = x2 = (-3)2 = -3 × -3 = 9 = R.S By subtitution x = -3
Example (5) Solve the following equation by using the square root rule:
i) y2 = 36 ⇒ y = ± 36 ⇒ x = ± 6 ⇒ S = {6 , -6}
9 9 3 3 3
ii) z2 = 25 ⇒ z = ± 25 ⇒ z = ± 5 ⇒ S = { 5 , - 5 }
iii) x2 + 81 = 0 ⇒ x2 = - 81 There is no solution for this equation in the real numbers

(there is no a real number has a negative square)
7 7 7 7
iv) 3y2 = 7 ⇒ y2 = ⇒ y=± ⇒ y= ± ⇒ S={
7
,- }
3 3 3 3 3
5 5 5 5
v) 4x2 - 5 = 0 ⇒ 4x2 = 5 ⇒ x2 = 4 ⇒ x = ± ⇒ x=± ⇒ S={
5
,- }
4 2 2 2
Notice: If the two sides of a correct equation were quadrted, then the resulted equation stills correct
(y = x ⇒ y2 = x2) example x = 5 ⇒ ( x )2 = 52 ⇒ x = 25
The inverted is not correct x2 = y2⇏ y = x
Example (6) Solve the following equations :
i) 3 x =18 ⇒ x = 6 ⇒ ( x )2 = 62 ⇒ x = 36 ⇒S = {36} By squared the both sides of the cquation
ii) y + 8 = 3 ⇒ ( y + 8 )2 = 32 ⇒ y + 8 = 9 ⇒ y = 9 - 8 ⇒ y = 1 ⇒S = {1}
49 49
iii) 5z = 7 ⇒ ( 5z )2 = 72 ⇒ 5z = 49 ⇒ z = 5 ⇒ S = { 5 }
x x x 2 x
iv) -1=0⇒ =1 ⇒ ( ) = 12 ⇒ = 1 ⇒ x = 13 S = {13}
13 13 13 13
61
Solve the following equations by using the difference between two squares, then check the
correction of solution: Questions 1-3
1 x - 16 = 0
2 2 81 - y2 = 0 3 2z - 8 = 0
2 are similar
to example 2
Solve the following equations by using the difference between two squares:
4 4x2 - 9 = 0 5 5y2 - 20 = 0
6 (y + 2)2 - 49 = 0 7 (3 - z)2 - 1= 0
Questions 4-9
8 x2 - 3 = 0 9 y2 - 1 = 0 are similar
6 to example 3
Solve the following equations by using the rule of the square root:
Questions 10-15
10 x2 = 64 11 z2 = 7 are similar
49 to example 4
12 2y2 = 13 6z2 - 5 = 0
8
2 5
14 4(x2 -12) = 33 15 z2 +
3 = 6
Questions 16-18
are similar
Solve the following equations: to example 5
16 3 x = 15 17 y-5 =2 18 2z = 6
Solve the Exercises

Solve the following equations, then check the correction of solution:
19 x2 = 49 20 5y2 - 10 = 0
Solve the following equations in R by using the difference between two squares:
21 9x2 - 36 = 0
22 9(x2 - 1) - 7 = 0
23 y2 - 1 = 0
36
Solve the following equations by using the rule of the square root:
24 x2 = 121 25 50 - 2y2 = 0
1
26 x2 = 27 7(x2 - 2) = 50
64
Solve the following equations:

28 6 x = 30 29 4z = 8
62
Solve the problems
30 Carpets: A rectangular- shaped carpet, its length is 12 m

and width 3m. It was divided into parts to cover the floor of a
square- shaped room. write the equation which represent the prob-
lem and find the side length of the room?
31 Geometry: A piece of cardboord which was square- 2cm

shaped, its side length is x cm. four equaled equaled pieces were 2cm
cut
x cm
fromits four corners.The side length of each square is 2cm. It was
folded to form a box without cover. which was
a rectangular parallele surfaces-shaped box, its volme 32 cm3
write the equation which represent the problem and. Find the side
length of the origin cardboord.
32 Fountain: A square- shaped swimming pool was

designed in the center of a square-shaped garden. It’s side length
is 3m.The remained area of the garden which was surrounded the
pool was 40m2. write the equation which represent the problem
and the side length of the garden?
Think
33 Challenge: Solve the following equations:
i) 9(x2 + 1) = 34 ii) 4x2 - 3 = 0

34 Does the given set represent the solution set for the equation or not?
3 3 7 7
i) (2y + 1 )2 = 16 , { ,- } ii) 3x2 - 7 = 0 , { ,- }
2 2 3 3
35 Correct the mistake:Salah said that the set ( { 4 , - 4 } ) represents the solution set
5 5
2
for the equation 5x =4 Discover Salah’s mistake and correct it.
36 Numerical sense: A positive integer consists of one digit, If one was subtracted from it’s
square, the result would be a number from the multiplying of ten.What is the number?
Write The solution set for the equation:

(8 - 3y)2 - 1 = 0
63
Lesson Using Probe and Error to Solve the Quadratic
[ 3-3 ] Equations(Experiment)
Idea of the lesson:
Learn
*Solving the equations of
the second degree which If the length of the
consist of three terms by basketball court increases
factoring in experiment. in about 2m more than the
double of its width, and its
Vocabulary: area is 480m2.
*Quadratic equation Find the two dimensions of
*Experiment the court.
[ 3-3-1 ] Solving the equation x2 + bx + c = 0.
You have previously learned how to find the factoring of an algebraic expression which consists of
three terms by experiment. Now, you will use the factoring to solve the equations of second degree
which consist of three terms x2 + bx + c = 0 where b , c are real numbers (factoring the expression to
two brackets with two different signs or two similar signs according to the sign of the absolute term
and the middle term).
Example (1) Finding the two dimensions of a basketball court.

Assume that the width of the court is the variable x, so the length of the court will be 2x+2.
Court area = length × width
x (2x + 2) = 480 ⇒ x2 + 2x - 480 = 0 ⇒ x2 + x - 240 = 0
The middle term -15x + 16x = x.
{ }
⇒ (x + 16) (x - 15) = 0
⇒ x + 16 = 0 ⇒ x = -16
We neglect it because there is no
negative length.
or x -15 = 0 ⇒ x = 15
So the width of the court is 15m and the length is 2 × 15 + 2 = 32m
Example (2) Solve the following equations by factoring in experiment:

i) x2 - 7 x +12 = 0 ⇒ (x - 3) (x - 4) = 0 ⇒ x = 3 or x = 4 ⇒ S = {3 , 4}
ii) y2 + 8y + 15 = 0 ⇒ (y +3) (y + 5) = 0 ⇒ y = -3 or y = -5 ⇒ S = {-3 , -5}
iii) z2 + z - 30 = 0 ⇒ (z + 6) (z - 5) = 0 ⇒ z = -6 or z = 5 ⇒ S = {-6 , 5}
iv) x2 - 2x - 63 = 0 ⇒ (x - 9) (x + 7) = 0 ⇒ x = 9 or x = -7 ⇒ S = {9 , -7}
v) What is the number which its square increases in 12?
Assume that the number is x, then the square of the number will be x2, and the numerical sentence
which represents the problem is
x2 - x = 12 ⇒ x2 - x - 12 = 0 ⇒ (x - 4) (x + 3) = 0 ⇒ x = 4 or x = -3
So, the number is either 4 or -3
64
[ 3 -3-2 ] Solving the equation ax2 + bx + c = 0 , a = 0
You have previously learned how to solve an equation by experiment method and the variable x2 with-
out cofficients. Now, you will learn how to solve the same equation but with existence of cofficients
for the variable x2.
Example (3) A swimming pool which its length is less in three times of its width in 1 m. If the
area of the swimming pool is 140m2, find its dimensions.
Assume that the width of the swimming pool is the variable x so
the length of the pool is 3x - 1
The equation which represents the problem is
We solve the equation x (3x-1) =140 :
x (3x -1) = 140 ⇒ 3x2 - x - 140 = 0
⇒
{ }
⇒ (3x + 20) (x - 7) = 0
20
3x + 20 = 0 ⇒ x = - 3
The middle term - 21x + 20x = -x
We neglect it because there is no negative length

or x - 7 = 0 ⇒ x = 7
So the width of the swimming pool is 7m and its length is 20m.
Example (4) Solve the following equations by factoring in experiment:
i) 4y2 - 14y + 6 = 0 ⇒ (4y - 2) (y - 3) = 0 -12y - 2y = -14y The middle term

1
⇒
{ }
4y -2 = 0 ⇒ y = 2
or y - 3 = 0 ⇒ y = 3 ⇒ S = {
1
2
, 3}
ii) 3x2 - x - 21 = 0 ⇒ (3x - 3) (x + 7) = 0 21x - 3x = 18x The middle term
3x -3 = 0 ⇒ x = 1
⇒
{ } or x + 7 = 0 ⇒ x = -7 ⇒ S = {1 , -7}
iii) 20 + 13z + 2z2 = 0 ⇒ (4 + z) (5 + 2z) = 0 8z + 5z = 13z The middle term
⇒ 4+z=0⇒ z=-4
{ } 5 5
or 5 + 2z = 0 ⇒ z = - 2 ⇒ S= {-4 , - 2 }
iv) 9x2 - 69x - 24 = 0 ⇒ 3(3x2 - 23x - 21) = 0 ⇒ 3x2 - 23x - 21 = 0
⇒ (3x + 1) (x – 8) = 0 -24x - x = -23x The middle term

1
⇒ 3x + 1 = 0 ⇒ x = - 3
{ } 1
or x - 8 = 0 ⇒ x = 8 ⇒ S = {- 3 , 8}
65
Solve the following equations by factoring in experiment:
1 x2 - 9x + 18 = 0 2
2 x - 4x - 32 = 0 Questions 1-6
are similar
3 y2 + 48y - 49 = 0 4 y2 + 9y - 36 = 0 to example 2
5 x2 - 3x + 2 = 0 6 y2 - 8y - 33 = 0
7 What is the number which its square is more greater than its double in 35?
Questions 7-9
8 What is the number that if we add its fourfold to it’s square, the result are similar
will be 45? to example 1
2
9 A carpet ,its length is more than its width in about 2m and its area is 48m , what are the
dimensions of the carpet?
10 15x2 - 11x - 14 = 0 2
11 6 + 7x - 5x = 0
Questions 10-14
12 42 + 64y + 24y = 02 2
13 36 - 75x + 6x = 0 are similar
to example 4
14 70 - 33y + 2y2 = 0
15 A rectangular- shaped land, its length is more than its width in 4m,
Questions 15 is
2
what are the two dimensions of the land if its area is 60m Rectangular similar
to example 3
Carpat ?
Solve the Exercises

Solve the following equations by factoring in experiment:
16 x2 - 15 x + 56 = 0 2
17 y + 16y + 63 = 0
18 x2 + 15x - 16 = 0 19 y2 - y - 42 = 0
20 A rectangular- shaped metal, its width decreases in 2m from its length.

What are the two dimensions of the piece of metal? If its area is 24m2 ?
2
21 A dining hall, its length less from the twice of its width in 3m and its area is54m ,
what are the dimensions of the hall?
Find the solution set for the following equations, then check the correction of solution:
22 x2 - 4x + 3 = 0 23 y2 - 9y - 36 = 0 2
24 4 - 26x + 12x = 0
66
Solve the problems
25 Sport: If the length of a picture of football stadium
increases in 4m more than the twice of its width, its area was
160m2.
What are the two dimensions of the picture?
26 Field of ostriches: If the length of a field for breeding

ostriches decreases in 4m than the twice of its width. If its area
was 96m2, will a 44m length fence be enough to surround the
field?
27 Picture frame: Samir bought a picture frame, its length

is twice of its width.
Samir needs to shorten the frame in 2cm from both length and
width to make it suitable for picture. What are the dimensions
of the frame which Samir bought if the picture area is 40 cm2?
Think
28 Challenge:Solve the following equations by factoring in experiment.
i) (x - 3) (x + 2) = 14 ii) 3y2 - 11y + 10 = 80
29 Clarify:Does the given set represents a solution set for the equation or not?
-2 7
i) 4x2 + 2x = 30 , { , 3} ii) 42 - 33y + 6y2 = 0 , {2 , }
5 2
30 Correct the mistake: Rana said that the solution set for the equation 2x2 - 34x + 60 = 0 is
{ 3 , 15 }.
Determine Rana’s mistake, then correct it.
Write An equation represents the following problem, then find its solution:
What is the integer number which its square is less than its twice in 35?
67
Lesson Solving the Quadratic Equations by the Perfect
[ 3-4 ] square.
Learn
Idea of the lesson: Jaguar ( Panthera onca ) is a kind
*Solving the quadratic of tigers.
equations by method of The equation x2 - 20x + 100 = 0
perfect square. represents a square region area in
Vocabulary: square meters which is allocated
*First term to the tiger inside a zoo.
*Last term What is the expression which
*Perfect square represented the side length of the
*Completing the square squared area ?
[ 3-4-1 ] Solving the equations by the Perfect square.
You have previaosly learned how to factor the algebraic expression which is as a perfect square. Now,
we will use the factoring in solving equations by factoring the complete square to find the solution set
of the equation.
Example (1) What is the expression which represented by the side length of the square area?
x2 - 20x + 100 = 0 To factor the left side of the equation, we should be sure
that the expression represents a perfect square.
A perfect square because:
2 (x +10)
the middle term =2× (the first term root
× the last term root).
x - 20x + 100 = 0 ⇒ (x - 10) = 0 ⇒ (x - 10) (x - 10) = 0 Factoring of the expression
2 2
⇒ x - 10 = 0 ⇒ x = 10
or x - 10 = 0 ⇒ x = 10
So the side length of the square region area which is allocated to tiger is 10m .
Example (2) Solving the following equations by the complete square:
i) 4x2 + 20 x + 25 = 0 The middle term 2 × (2x × 5) = 20x

5
⇒ (2x + 5)2 = 0 ⇒ 2x + 5 = 0 ⇒ 2x = - 5 ⇒ x = - 2 We take one of the repeated factors
1 1
ii) y2 - y + =0 The middle term 2 × (yx × 2 ) = y
4
1 2 1 1 We take one of the repeated factors
⇒ (y - 2 ) = 0 ⇒ y - 2 = 0 ⇒ y = 2
iii) 3 - 6 3 z + 9z2 = 0 The middle term 2 × ( 3 × 3z) = 6 3 z
We take one of the repeated factors

⇒ ( 3 - 3z)2 = 0 ⇒ 3 - 3z = 0 ⇒ 3z = 3
1
z=
3
68
[ 3-4-2 ] Solving Equations by Completing the square
Now, you will learn how to solve an equation of second degree by completing the square:
1- We put the quadratic equation as follow: ax2 + bx = - c ، where a ≠ 0
2- If 1 ≠ a, the equation will be divided by a.
3- We add the expression (quadrate of the half factor x) to the two sides of the equation.
4- We factor the left side which becomes a perfect square after step 3 , then we simplify the right part.
5- We take the square root for the two sides, then we find the values of x.
Example (3) Solve the following equations by completing the square:

i) x2 - 4x - 12 = 0 ⇒ x2 - 4x = 12 we write the equation as in the first step
1
⇒ x2 - 4x + 4 = 12 + 4 Adding the expression ( 2 ×-4) = 4 to the two sides
⇒ x2 - 4x + 4 = 16 ⇒ (x - 2)2 =16 of the equation.
⇒ x-2=±4 ⇒ x-2=4⇒ x=6 We take the square root of the
{ }
or x - 2 = - 4 ⇒ x = -2
⇒ S = {6 , -2}
two sides of the equation
ii) 2y2 - 3 = 3y ⇒ 2y2 - 3y = 3 We write the equation as in the first step
3 3 By dividing the two sides of the equation by 2

⇒ y2 - 2 y = 2
9 9 1 3 9
3
⇒ y2 - 2 y + 16 = 3 + 16 Adding the expression( 2 ×- 2 ) 2 = 16 to the two
3 33 sides of the equation by factoring the left side and

⇒ (y - 4 )2 = 16
simplify the right side of the equation.
⇒ y-
3 = ± 33
4 4 We take the square root of the two sides of the
{ }
3 33 3 + 33
⇒ y- 4 = ⇒ y= 4 equation.
4
{ }
or { }
3 33 3 - 33 33 , 3 + 33
y- 4 = - ⇒ y= 4 ⇒ S= 3-
4 4 4
Example (4) The length of a rectangle is greater than its width in 2cm estimate, the length and
width of the rectangle by nearing to the nearest integer n if its area was 36cm2.
x (x + 2) = 36 Assume that the rectangular width is the variable x, then the rectangle length is x+2.
The equation which represent the problem:
⇒ x2 + 2x = 36
We solve the equation by completing the square
1
⇒ x2 + 2x + 1 = 36 + 1 We add ( 2 × 2)2 = 1 to the two sides of the equation . neglect x ≈ -1
⇒ (x + 1)2 = 37 ⇒ x + 1 = ± 37 ⇒ x + 1 ≈ ± 6 ⇒ x + 1≈ 6 ⇒ x ≈ 5
Note : 37 ≈ 36 = 6 ⇒ x + 1 ≈ -6 ⇒ neglect x ≈ -7
So the approximate width of the rectangle is 5 cm and its length is 7 cm.
69
Solve the following equations by the perfect square:
1 x2 + 12x + 36 = 0 2 y2 - 10y + 25 = 0 Questions 1- 6

are similar
3 4x2 - 4x + 1 = 0 4 y2 + 2 7 y + 7 = 0 to example 2
1 1
5 x2 + 16x = - 64
16 - 2 x + x = 0
2
6
Solve the following equations by complete square :
7 x2 - 10x - 24 = 0 8 y2 - 3 = 2y
Questions 7-12
are similar
9 4x2 - 3x - 16 = 0 10 3y2 + 2y = 1 to example 3
6 1
11 x2 -
5 x= 5
12 5y2 + 15 y - 30 = 0
Solve the Exercises

13 x2 + 12x + 144 = 0
14 y2+ 4 2 y + 8 = 0
15 3y2 + 36 -12 3 y=0

Solve the following equations by complete square
16 y2 + 2 3 y = 3
17 x2 - 2x = 0
2
18 x2 -
3 x=4
Solve the following equations by complete square, then find the result by nearing to the
nearest integer:
19 x2 - 6x = 15 20 y (2y + 28) = 28
70
Solve the problems
21 Babylon city: It is Babylon in Latin. It is an Iraqi city

which sites nearby the river of Euphrates. It was the capital of
Babylonians during the reign of Hamoraby (1750-1792) BC.
Find the from the equation x2 - 28x + 196 = 0 which represents
the lenght of the side of one of the square – shaped hall find the
value of x.
22 Panda bear: The area which was allocated to the Panda

bear in a zoo is a rectangular- shaped area. which is 126 m2 . its
width is less than the length in 8 m.find the dimensions of the
allocated area for panda by nearing to the nearest integer .
23 Whales: Some whales are swimming in groups towards

the beach and no one know why because there is no scientific il-
lustration to this phenomena. Those who interested in protecting
the environment try to return them to the sea. Solve the equation
x2 + 20x = 525 by the method of completing the square to find
the value of x which represents the number of whales which
swam toward the beach in Australia.
Think
24 Challenge:Solve the following equations by completing the square, then find the result
by nearing to the nearest integer :
i) 4x (x - 6) = 27 ii) 6y2 - 48y = 6
25 Correct the mistake: Sawsen solved the equation 4x2 - 4 3 x + 3 = 0 by the method of
3 3
completing the square, then wrote the solution set for the equation as follows S= { ,- }.
4 4
Discover Sawsen’s mistake and correct it.
26 Numerical sense:Does the solution set of the equation y2 - 4y + 4 = 0 contains two equaled
values in the expression which one of them is positive and the other is negative? Clarify your
answer.
Write The solution set for the equation:

1 2
- z + z2 = 0
81 9
71
Lesson Using General Law to Solve the Equations.
[ 3-5 ]
* Solving the linear equtions An aisle was required to be paved on
from the second degree by the two sides of a home garden. It Home Garden
using the general law. was paved with ceramics. The length 7
of the garden is 7m and its width is
Vocabulary: 5m. And the area of paving is 45 m2
* Coefficient find the width of the aisle which was X
* Absolute term required to be paved with ceramics.

* General law
5
_
-b + b2 - 4ac
[ 3-5-1 ] Solve the Equation by Using the Law x = 2a
and a = 0.
You have previously learned how to solve an equation of second degree by many methods, but there
are equations which cannot be solved by the previous methods, so we will solve them by the general
law (constitution) by finding the real roots for the quadratic equation, as follow:
1) We put the quadratic equation in the general form (standard) ax2 + bx + c = 0 .
2) We write the values of coefficients : a coefficient x2, b coefficient x with its sign, c represents the
absolute term with its sign.
Supstitutiong by the general law to find the two values of the variable.
From learn paragraph , what is the width of the aisle which needs to be paved on
Example (1) the two sides of the garden?
Assume that the width of the aisle is x, then the area of the right part of the aisle equals 7x, the area
of the front part =5x , the area of the aisle angle = x2 and the sum of the two area of the paving is 45m2.
x2 + 7x + 5x = 45 ⇒ x2 + 12x = 45 The equation which represents the problem
x2 + 12x - 45 = 0 Put the equation in the general form
a = 1 , b = 12 , c = - 45 Determine the coefficients and substituting, in the general law

b2 - 4ac
-b ± -12 ± 144 - 4×1×(-45) -12 ± 144 + 180
x= ⇒x= ⇒x=
2a 2×1 2
-12 ± 324 -12 ± 18 -12 + 18
⇒x= ⇒x= ⇒ x= ⇒x=3
{ }
The width of the aisle is3m
2 2 2
-12 - 18
or x = 2 ⇒ x = - 15 Neglect because it is impossible
Example (2) Find the solution set for the following equations by using the general
law:
3+ 29
{ }
x2 - 3x - 5 = 0 , a = 1 , b = -3 , c = -5 x=
2
-b ± b2 - 4ac 3± 9 + 20 3 ± 29 3 - 29 3 + 29 3 - 29
x= ⇒x= ⇒x= 2 ⇒or x= 2 ⇒S={ , }
2a 2 2 2
72
[ 3-5-2 ] The Discriminative ( ∆ = b2 - 4ac )
In the first part of this lesson, you have learned how to solve the equation by the general law to find the
real roots of the equation. Now, we will talk about the discriminate of the quadratic equation
ax2+ bx + c = 0 which is ∆ = b2 - 4ac
and the type of the two roots of the equation determines as follow:
Roots type : ∆ = b2 - 4ac .
1)positive and perfect square ( prameter
1- Two rational real roots.
rational number
2- Two irr rational real roots. 2)Positive and not a complete square
-b
3- Two equaled real roots ( 2a ). 3)Zero
4-Two irrational real roots. ( the solution set in R = Ø ) 4)Negative
Example (3) Determine the equation roots, firstly, then find the solution set if it is possible:
i) 2x2 + 3x - 2= 0 , a = 2 , b = 3 , c = -2
The discriminative expression is a perfect square that
∆ = b2 - 4ac ⇒ ∆ = 9 - 4 × 2 × (-2) = 25 means the equation has two rational roots.
b2 - 4ac
x= -b ± ⇒ x= -3 ± 9 + 16 ⇒ x= -3 ± 25 ⇒ x= -3 + 5 = 1 or x= -3 - 5 =-2
2a 4 4 4 2 4
ii) y - 4y - 9 = 0 , a = 1 , b = - 4 , c = -9
2
The discriminative expression is not a perfect square,

∆ = b - 4ac ⇒ ∆ = 16 - 4 × 1× (-9) = 52
2
so the equation has two irrational roots.
y= -b ± b - 4ac ⇒ x= 4 ± ⇒ x= 4 ±
2 16 + 36 52
⇒{x= 2 + 13 or x= 2 - 13 }
2a 2 2
iii) z2 + 8z = -16 ⇒ z2 + 8z +16 = 0 , a = 1 , b = 8 , c = 16
The discriminative expression is zero , that means
∆ = b2 - 4ac ⇒ ∆ = 64 - 4 × 1 × 16 = 0 the equation has two equaled real roots.
-b ± b2 - 4ac
⇒ x = -8 ±
64 - 64
x= = -4
2a 2
iv) x2 - 2x + 10 = 0 , a = 1 , b = -2 , c = 10 The discriminative expression is negative, therefore
the equation doesn’t have a solution in R.
∆ = b - 4ac ⇒ ∆ = 4 - 4 × 1 × 10 = -36
2
Example (4) What is the value of the constant (K) which makes the two roots of the equation
x2 - (k +1)x + 4 = 0 equaled? Check your answer.
The two roots of the equation will be equaled when the value of the discriminative expression
Δ equals zero.
a= 1 , b = - (k +1) , c = 4 Determine the values of the coefficients
∆ = b2 - 4ac ⇒ ∆ = (k+1)2 - 4 × 1 × 4 ⇒ ∆ = (k+1)2 - 16
∆ = 0 ⇒ (k+1)2 - 16 = 0 We substitute the value of the discriminant by zero
because the two roots of the equation are equal to the
⇒ (k+1)2 - 16 = 0 ⇒ (k+1)2 = 16
root of the two sides of the equation.
⇒ k+1=±4⇒
{ }
k+1=+4⇒ k=3
or k + 1 = - 4 ⇒ k = -5
Check:
We substitute by the value K= 3
x2 - (k + 1)x + 4 = 0 ⇒ x2 - 4x + 4 = 0 ⇒ ( x - 2)2 = 0 ⇒ x = 2 in the original equation, then we
find the roots of the equation:
x2 - (k + 1)x + 4 = 0 ⇒ x2 + 4x + 4 = 0 ⇒ ( x + 2)2 = 0 ⇒ x = -2 We substitute by the value K=-5 in
the original equation, then we find
the equation roots..
73
Find the solution set for the following equations by using the general law:
1 x2 - 4x - 5 = 0 2 y2 + 5y - 1 = 0 Questions 1-6
are similar
3 3x2 - 9x = - 2 4 4y2 + 8y = 6 to examples 1-2
5 4x2 - 12x + 9 = 0 6 2y2 -3 = -5y
Determine the roots of equation at firstly, then find the solution set if it is
possible:
Questions 7-10
7 2x + 3x = 5
2 9 y - 8y - 12 = 0
2 are similar
to example 3
8 3x2 - 7x + 6 = 0 10 y2 + 12 = - 9y
11 What is the value of the constant (k) which makes the two roots of the Questions 11-14
are similar
equation x2 - (k + 2)x + 36 = 0 equaled? Check your answer. to examples 3-4
12 What is the value of the constant (K) ) which makes the two roots of the equation
4y2 + 25 = (k - 5)y equaled? Check your answer.

13 What is the value of the constant (K) ) which makes the two roots of the equation
z2 + 16 = (k + 4)z equaled? Check your answer.

14 Show that the equation z2 - 6z + 28 = 0 doesn’t have a solution set in real numer.
Solve the Exercises

15 x2 - 7x - 14= 0 16 y2 + 3y - 9 = 0
17 2x2 - 8 (3x + 2) = 0 18 2y2 - 2 = -10y

Determine the equation roots at firstly, then find the solution set in R if it is possible:
19 y2 - 2y - 10 = 0
20 y2 - 14y + 49 = 0
21 What is the value of the constant (K) which makes the two roots of the equation
x2 - (k + 6)x + 49 = 0 equaled? Check your answer.
22 Show that the equation 2z2 - 3z + 10 = 0 doesn’t have a solution set in real numer.
74
Solve the problems
23 Fireworks: In one of the occasions, a group of fireworks
was shot vertically, they reached acertain height of 140m. Calcu-

late the time (t) second in which the fireworks reached up to that
height, if the following equation 5t2 + 60t = 140.
24 Trade: Samir calculates the cost of one men’s suit, then he
adds amount of profit and sell it in 120,000 dinars. If (P) in the

equation p2 - 30p +225 = 0 represents the amount of Samir’s
profit in one suit which is in thousands of dinars. What is the cost
of one suit?
Think
25 Challenge: Determine the roots of the equation at firstly, then find the solution set if it
is possible:
i) x2 + 8x = 10 ii) 3y2 - 6y - 42 = 0
26 Correct the mistake:Sa’ad said that the equation 2x2 - 3x - 9 = 0 doesn’t have a solution in
the set of the real numbers.
Discover sa,ad,s mistake and correct it.
27 Numerical sense:Marwa used the discriminative expression for writing the two roots of the
equation z2 - 8z + 16 = 0 without factoring. illustrate how Marrwa was able to write the two roots
of the equation.
Write The type of the two roots of the equation x2 + 100 = 20x by using the
discriminative expression without solving it.
75
Lesson Solving the Fractional Equations
[ 3-6 ]
*Solving the fractional If the price of a masterwork is
equations of second
2x + 3 thousands dinars, and the
degree.
Vocabulary: price of buying 6 pieces of mas-
* Numerator terworks is x2 + 3x - 1 thousands
*Denominator dinars.So if the ratio of one mas-
*Fractional equation terwork price to the price of three
1
masterworks is , what is the price
3
of buying one masterwork?.
You have previously learned how to simplify the fractional algebraic expressions by dividing both the
numerator and denominator by a common factor. Now you will use the factoring of algebraic
expressions to solve fractional equations which have a variable in its denominator by get rid of frac-
tions, then solve them by using one of the methods that you have previously learned.
Write the price of buying one masterwork.

Example (1)
one master work price
1 2x + 3 1 Simplify the fraction by multiplying the two
three master work price = 3 ⇒ (x2 + 3x - 1) = 3 sides by the two middles.
Simplify the equation for factoring.
⇒ x2 + 3x - 1 = 6x + 9 ⇒ x2 - 3x - 10 = 0
⇒ (x - 5) (x + 2) = 0 ⇒
{ }x-5=0 ⇒ x=5
or x + 2 = 0 ⇒ x = -2
Neglect because there is no price in negative
Then the price of buying one masterwork is(2x + 3 = 13) 13000 dinars.
Example (2) Find the solution set for the following equation, then check the correction of the
solution.
x-2 2 We multiply the two sides of the equation by the least common multiple
5x + = 3 (LCM) to get rid of fractions
3x
x-2 2
3x (5x) + 3x ( 3x ) = 3x ( 3 ) ⇒ 15x2 + x - 2 = 2x ⇒ 15x2 - x - 2 = 0 Simplify the equation
Factoring by experiment
⇒ (3x + 1) (5x - 2) = 0
{ }
-1
{ }
⇒ 3x + 1 = 0 ⇒ x = 3
2 -1 2
or 5x - 2 = 0 ⇒ x = 5 ⇒ S = {3 , 5 } Solution set
-1
Check:Substituting by the original equation when x = 3
-1
-1 3 -2 -5 -1 -5 1 -5 + 1 + 6 2
LHS = 5( 3 ) + -1 = 3 + -3 + 2 = 3 + 3 + 2 = 3 = 3 = RHS
3× 3
2
it is also easy to check when x = 5 (leave it to students)
76
You have previously learned how to simplify the adding of the (fractional) relative algebraic expres-
sions and subtract them by factoring each of the numerator and denominator of the fraction to simplest
form, then doing the operation of adding and subtracting the fractional expressions by using the least
common multiple and simplify the expressions to the simplest form. Now, you will use that to solve
the fractional equations to find the solutions set of the fractional equation.
Example (3) Find the solution set for the equation:

x 4x 18 Factoring the denominators to the possible
+ = x2 - 9
x-3 x+3
x 4x 18 simplest form by multiplying the two sides of the equation
⇒ +x+3 =
x-3 (x - 3) (x + 3) by LCM (x-3) (x+3)
⇒ x (x + 3) + 4x (x - 3) = 18 Simplifying the equation and solve it to find the values of
the variable.
⇒ x + 3x + 4x - 12x - 18 = 0 ⇒ 5x - 9x - 18 = 0
2 2 2
6
⇒ (5x + 6) (x - 3) = 0 ⇒ x = - or x = 3
5
Note:
We have to exclude the values which make the denominator of any fractional term from the
original equation terms, zero because it leads to divide by zero and that considers impossible.
x 3 6
So we exclude x=3 from the solution because ( x - 3 = 0 ), and the solution will be only x = - 5
6
Check:Substituting by the original equation x = - to see if the two sides of the equation are
equaled or not ?
5
- 6 4 × -6
x 4x 5 5 6 8 50
LHS = + = 6 + 6 = - =-
x-3 x+3 - 21
-3 - + 3 21 3
18 18 5 18 5 450 50
RHS = 2 = = = - 189 = - 21
x - 9 (- 6 )2 - 9 ( 36 ) - 9
5 25 6
LHS = RHSF So the value x= - satisfy the equation
5
Example (4) Find the solution set for the equation:

2 x x2 + 4 Before multiplying the two sides of the equation by LCM for the
- = 2
x+2 2-x x -4 denominators we try to
2 x x2 + 4
⇒ x + 2 + x - 2 = (x + 2) (x - 2) factor the denominator of the fraction for the right side and
change 2-x = - (x-2)
by using the information a-b= - (b-a)
⇒ 2(x - 2) + x(x + 2) = x2 + 4 By multiplying the two sides of the equation by LCM( x + 2) (x - 2)
⇒ 2x - 4 + x2 + 2x - x2 - 4 = 0 ⇒ 4x - 8 = 0 ⇒ x = 2
When we substitute x=2 in the original equation , we get a process of dividing by zero and it is
x 6
impossible ( = ), so the equation doesn’t have a solution in the real number set ( R ), that
2-x 5
means the solution set in R is an empty set ( Ø ).
77
Find the solution set for each of the following equations and check the correct of
solution:
Questions 1-6
1 1 6 y 7 3 are similar
x + 2 = 4x2 =
1 2 -
2 5 10y to examples 1-2
x+4 -3 y+1 3
3 = 2x
4 = 4
2 y2
5 9x - 14 = x
2 1 2
6 =
x-5 x-5 y -6 y+3
2
Find the solution set for each of the following equations:

Questions 7-10
y-4 2 17 9 5 are similar
7 - = 2 8 - = 1 to examples 3-4
y+2 y-2 y -4 x2 - x - 6 x-3
9 12 6 =2 3y 2y 2x2 - 15y + 20
+ 10 + =
2
y - 16 y+4 y-1 y-6 y2 - 7y + 6
Solve the Exercises
Find the solution set for each of the following equations and check the correct of solution:
4 1 1 3y 6 1
2 + = + =0
11 12 -
6x 3 x 4 12y 4
9x + 22 9 3y
13 =1 13
(y+2)2 = y + 2
x2
Find the solution set for each of the following equations:
3 2 y-5 y+5 4y2 - 24

15 - =1 16 - = 2
x-4 x-3 y+5 y-5 y - 25
6-x 2 4 + 8y 6
17 - =1 18 + =3
x + x - 12
2 x+4 y -9
2 y-3
78
Solve the problems
19 Sports: If a cyclist wanted to cut a distance of 60 km between
the two cities A and B in certain speed. If his speed increases in
about 10 km/h , then he will be able to cut this distance in an hour
less than the first time. Find his speed at first.
20 Transporting passengers: One of the Iraqi airlines planes

cuts a distance of 350 km from Baghdad to Erbil in a certain speed.
If the speed of the plane increases in 100 km/h, then the plane will be
able to cut the distance in time which will be less in 12 minutes from
the first time. Find approximate speed of the plane at first.
21 Racing: Nawfel participated in triple race which includes

swimming, riding bicycles and running, and he took two hours to
finish the race, as shown in the nearby table, considering x
represents Nawfel’s speed average in swimming. Find the average
of his approximate speed in swimming racing .
Distance km Speed h/km Time

Swimming ds = 1 x ts
Riding bicycles db = 20 5x tb
running dr = 4 x+4 tr
Note: use the equation of total time which Nawfel spent in the race, in term of his speed in
swimming is T(x) = ts + tb + tr
Think
22 Challenge: Find the solution set for each of the following equations:
3 4 x2 - 15x + 14
+ =
x+5 5-x x2 - 25
23 Correct the mistake:Nammeer used the discriminative expression to show the roots of
equation,
2 1
x-7 × x-1 =1
he said that the equation has two relative real roots. Discover Nammeer’s mistake and correct it.
Write The solution set in real numer .

1 5
x+6 x-6 =2
-
79
Lesson problem solving plan (Writing Equation)
[ 3-7 ]
Learn
A ship cuts a distance of 240 km
Idea of the lesson: between the port A and the port B
*Using the strategy of in certain speed. If its speed in-
writing an equation to creases in 10 km/h, It will be able
solve problem. to cut the distance in time which
is less in 2 hours from the first
time.
Find the speed of ship at first.
UNDERSTAND What is the data in the problem: A ship cuts a distance of 240 km
between the two cities A and B in certain speed. It cuts the same dis-
tance in time which is less in two hours from the first time if the speed
of the ship increases in 10 km/h.
What is wanted in the problem: Finding the speed of ship at first.
PLAN How can you solve the problem? Write an equation represents the problem, then
solve it to find the speed of liner at first.
SOLVE
240
Assume that the first speed of ship = ν , The first time =
v
240
So its second speed = ν + 10 , the second time =
v + 10
240 240
- =2 The first time – the second time equals 2
v v + 10
By multiplying the two sides of the equation by LCM
240 v + 2400 - 240 v = 2v(v + 10)
v(v + 10)
2400 = 2v2 + 20v
v2 + 10v - 1200 = 0 ⇒ (v + 40) (v - 30) = 0
{ }
⇒ v + 40 = 0 ⇒ v = - 40 Neglect
or v - 30 = 0 ⇒ v = 30 km/h The speed of ship at first
CHECK 240 240

The first time of the ship = v = 30 = 8 h
240 240
The second time of the ship = v + 10 = 40 = 6 h
The second time of ship is less than its first time in about two hours (8-6=2h), so the
solution is correct.
80
Problems
Solve the following problems by the strategy of (writing an equation)
1 Fountain: Asquare–shaped area was planted with

flowers in the middle of a square- shaped garden of a hotel,
its side length is 4m. The remaining area which surrounds it is
84 m2. What is the side length of the garden?
2 Babylon lion: It is a statue which was found in

Babylonian archeological city in Iraq in 1776.It was made
of the solid black basalt stone. It locates on a base in the
middle of a rectangular- shaped area which its length is
greater than its width in 2m and its area is 15 m2. What are
its dimensions?
3 Lion: Lion is one of the strongest animals on earth. It

is the king of forest according to its strength. If the equation
x2 – 30x represents the area which is under the control of the
lion.What is the side length of the area? which represnted by
x , if the area 175 km2 ?
4 Fireworks: In one occasion, a group of fireworks was

shot vertically. They reached up to 200m height.
Calculate the time in which the fireworks reached up to that
height if the following equation
2t2 + 30t = h represents the relation between height, in
meters (h), in which the fireworks reach after t second.
81
Chapter Test
Find the solution set for the two equations graphically:
1
{ }
y = 1+ x
y=2-x
2
{ }
y +x=0
y- x=0
3 y-x-5=0
{ }
y + x -1 = 0
Find the solution set for the two equations by using the substitution or elimination for each of
the following:
x y
4 2x + y = 1 5 4x - 2y = -4 + =1
{ }
6
{ }x-y=8 { }
x+ y =6
3 2
x+ y =2
Solve the following equations by using the greater common factor and the difference between
two squares:
7 9x2 - 25 = 0 8 3y2 - 12= 0 9 (7 - z)2 -1= 0
Solve the following equations by using the rule of square root:
36
10 x2 = 49 11 81 - y2 = 0 12 z2 = 9
Solve the following equation by factoring in experiment:
13 x2 + 9 x +18 = 0 14 z2 - 2z - 48 = 0
15 3x2 - x - 10 = 0 16 7z2 - 18z - 9 = 0
17 What is the number which its square decreases from its four times in 3 ?
18 Aswimming pool , its length is gerter than the twice of its width in 4 m and its area is 48m .
2
What are the dimensions of the pool?

1 1 1
19 x2 - 16x + 64 = 0 20 9 - 3 z + 4 z2 = 0
Solve the following equations by completing the square:
21 x2 - 14x = 32 22 4y2 + 20y - 11 = 0 23 z2 - 2 z = 1
3
24 x2 - 3x - 7 = 0 25 3y2 - 12y = - 3 26 5z2 + 6z = 9
Determine the equation roots atlution set if it is possible:
27 2x2 + 8x + 8 = 0 28 y2 - 6y - 9 = 0 29 4z2 - 3z + 7 = 0
30 What is the value of constant (K) which makes the two roots of the equation x -(k + 6) x + 9 = 0
2
Equaled? Check your answer.

Find the solution set for each of the following equations and check the correction of solution:
6x 5 1 1 1 z+4 1
31 = 32 + = y 33 =
5 6x 6y2 2 z 2 2
Find the solution set for each of the following equations :
2y y
34 4 - 3 =1
35 + = 7
x-5 x-2 y+2 2 - y y2 - 4
82
Chapter
4
Coordinate Geometry
lesson 4-1 Graphical Representation of the Equations in the Coordinate Plane
lesson 4-2 Slope of the Line
lesson 4-3 The Equation of the Line
lesson 4-4 Parallel and Perpendicular Lines
lesson 4-5 Distance Between Two Points
lesson 4-6 Trigonometric Ratios
Skiing is one of the enjoyable sports in the world, where the mountain declines represent a good exam-
ple for slope. Higher slope requires greater skills of skiers
1
Pretest
Determine the points on the coordinate plane and then determine its location in the
quadrants or in axes for each of the following :-
1 A (3,6) 2 B (-3,-5) 3 C (0,2)
4 D (-3,0) 5 E (-4,2) 6 F (3,-2)
Determine the points on the coordinate plane , then figure out the resulting shap for each
of the following:-
7 A (0,3),B(3,0) C(-3,0).
8 A (1,4),B(2,4) C(4,4)D(6,4).
9 A (-2,4),B(-2,-3) C(1,4),D(1,-3).
10 A (0,3),B(3,0) C(0,-3),D(-3,0).
y
11 Write the coordinate of the points which are indicated in
the nearby coordinate plane :
o x
Represent the following tables in the coordinate plane :
12 x y 13 x y
1 3 5 2
2 4 -2 -5
5 7 0 3
Find the value of (y) in each of the following:

14 y =2x-5, x=0 15 y =-x +7,x = -1
16 y =x2 + x +2,x=1 17 3y-x2=9,x= -2

y -y
If A (x1,y1), B(x2,y2) find the numerical value of the expression ( 2 1 ) for each of the
following . x2 -x1
18 A(3,-5), B(-2,1) 19 A(-1,5), B(4,5)
84
Lesson Graphical Representation of The Equations In The
[ 4-1 ] Coordinate Plane.
Idea of the lesson Learn
-Representing the linear In a study to determine the quantity of milk which the new born of
equation in the Coordinate Anteater needs in liters for some days, the researcher reached to the
plane. following equation:
-Representing the quadratic 2y-x= 0 where x represents number of days ,y represent the quantity
equation in the Coordinate of milk in liters.
plane How I can represent the relation
in the coordinate plane.
Vocabulary:
-Ordered Pair
-Coordinate plane
-Linear equation
-Quadratic equation
[4- 1- 1] Graphical representation of the linear equation in the coordinate

plane
Linear Equation :The general formula of linear equationay +isbx + c = 0,

ax+by+c a, b, c ! R
= 0,a,b,c
Where a , b are not equal zero together . Its representation in the coordinate plane is line .
Example (1) To represent the equation 2y-x= 0 in the coordinate plane we following :-
-1 + x -1 + x
1 = 2 21&=- 1 +2 x 22 =&2- & 1 +x 2x=2 =3 2 & x 2 = 3
First step :- We make the equation in the form y =f(x) ( y denoted by x)
-2 + y 2 -2 + y 2
-3 = 2 -3&=- 22y +2 y-x=
2 = &-06- 2&+y2y y22==--4x6 & yy2== -41 x
2
-1 + x 2 :- Choose -1 + xleast -1 + x 2values to the variable x , let x=4,x=2, then we substitute them
1Second
= 2 step & - 1 += x 2 =,at
2 12=2&&x,two-221= +3x&2 -=12+&x 2x=2 =2 3& x 2 = 3
in the equation to get ordered pairs .
-1-2++xy -1-2++xy2 2 -1-2++xy2 2 1
1-3== 2 2 2&&--1-23+=+=xy2 2x=2 &&& =3+x& 42 -=-=12-+6+&x& 63&-&
2 & -y&
=2=-132-=6= x-2y2-1=
22+ y2x=2y==2-=1 4x 2yP=2 1=(2,1)
3 -4
2 2= 2 2 (2) 2 2=
-2 + y 2 -2 + y 2 -2 + y 2 1
-3 = 2 & --23 += y 2x=4 =-23-6= & &y-2= 22= +-y&42 -=2-6+ & y 2 y=2=-=26 -&4 yP2 2=(4,2)-4
2 (4)
Third step:- We make a table with the resulting values and represent the ordered pairs in the
coordinate plane and connect the two points ,the figure that we get represents a line.
y
P2
P1 x
x y (x,y)
2 1 P1(2,1)
4 2 P2(4,2)
Note:- The equation of the line which passes through the origion is without the absolute term.
85
Example )2(: Represent the following equations in the coordinate plane. What do you notice?
i) y-3x+5=0 ii) y = 4 iii) x = -3

i) y-3x+5=0 y=3x-5 x y=3x-5 (x,y)
y
0 3(0)-5=-5 P1(0,-5)
3 3(3)-5=4 P2(3,4)
x
The line is intersect X- axis , and Y- axis and it does not
through the origion.
y
x y=4 (x,y)
ii) y = 4 x
0 4 P1(0,4)
3 4 P2(3,4)
The line y= 4 parallel to the X- axis
y
and perpendicular to
Y_axis at the point (0,4)
x
iii) x = -3 The line x=-3 parallel to the Y –axis
and perpendicular to
X_axis at (-3,0)
It can put mentioned above in the following table:

Equation the relation with the two axes
ax+by+c = 0 The line intersects the two axes and it does not passes through the origion
ax+by = 0 The line intersects the axes and passes through the origion
c!R
x + c = 0,ya,=b,k,k The line parallel to the X-axis and perpendicularly to the Y- axis at the point (0,k)
c!R
x + c = 0,xa,=b,h,h R The line parallel to the Y-axis and perpendicularly to the X-axis at the point (h,0)
[4 - 1 -2 ] The Graphical representation of the quadratic equation in the

coordinate plane .
The general formula of the quadratic equation is : y =ax2 +bx+ c , a ! 0, a, b, c ! R

- In this item we will deal with the quadratic
equation in the formula of x y = ax2 + c y (x,y)
y =ax2 + c where a ! 0, a, c ! R and the Supposed Substitute the The Result Ordered
way its representation . Values value of X Pairs
-To represent the equation y =ax2 + c -2
we do the nearby table and the graphical
k j -1
representation of the equation will be or k j 0
1
2
86
Example (3): Represent the equation y = -x2
y x y = -x2 y (x,y)
2
-2 -(-2) -4 (-2,-4)
x -1 -(-1)2 -1 (-1,-1)
0 -(0)2 0 (0,0)
1 -(1)2 -1 (1,-1)
2 -(2)2 -4 (2,-4)
Example (4): Represent the equation y = 2x2 - 5

y x y = 2x2-5 y (x,y)
-2 2(-2)2-5 3 (-2,3)
-1 2(-1)2-5 -3 (-1,-3)
x
0 2(0)2-5 -5 (0,-5)
1 2(1)2-5 -3 (1,-3)
2 2(2)2-5 3 (2,3)

Represent the following linear equations in the coordinate plane, then explain their
relation with the two axes: Questions 1 -6 are
similar to examples
1 y = 3x+1 2 y = -4x 3 y + 3x - 2 =0 (1, 2)
4 y =1- 3x 5 y+5 = 0 6 x-5 =0
Questions 7 -9 are
Represent the following quadratic equations in the coordinate plane: similar
to examples (3,4)
7 y=x2 + 4 8 y= x2 9 y= 1- 3x2
Solve the Exercises

Represent the following linear equations in the coordinate plane then explain their
relation with the two axes:
10 y=-x + 4 11 y=x
12 x= - 5 13 y= 0
2
Represent the following quadratic equations in the coordinate plane:
14 y=x2 - 1 15 y=2x2 + 3 16 y=- 3x2 17 y= 2 x2
18 4y=x2
87
Solve the problems
9 0
19 Temperatures: The equation F = 5 C + 32 shows the relation
0
between the Celsius temperatures and Fahrenheit temperatures .Represent

the equation graphically.
20 Geometry: A right – angled and isosceles triangle, its length right side is x unit,
f (x) represents its area. i) Write the relation f (x) in terms of x.
x
ii) Represent the relation f(x) in the coordinate plane.
x
Physics : The law F=9.8m represents the power of the earth gravity
21
on a body, where F is the power in Newton, m is the body mass in Kg.
Represent the law in the coordinate plane.
Works : A company for construction equipment takes 10,000 dinars
22
as insurance, as well 5,000 dinars for every hour. Write the equation
that expresses the problem, and then represent it graphically in the
coordinate plane.
Think
y
23 Discover the mistake: Mohammed represented the
following linear equation (y=-3x+9) in the nearby x
o
graphic figure. Discover Mohammed›s mistake, then
correct it.
24 Open problem: Give an example of linear equation as ax+by+c=0 for each case :
i) a= 0 ii) b= 0 iii) c = 0
25 Challenge : The following ordered pairs (0,4) ,(1,6),(-1,2) had formed a line, what is
the intersection point of this line with the X – axis ?
26 Justification: Show if the following ordered pairs (2,4),(1,1),(0,0),(-1,1),(-2,4)

represent a linear function or quadratic one .
27 Numerical sense : y = x2+ 1, y = x+1. Which one represents a quadratic function ?

clarify that.
Write
The steps which show that y=4x+3 is a linear equation?
88
Lesson
[ 4-2 ] Slope of the line

-Finding the slope of the The mountain declines are good
line. example for slope, whenever
-Finding the Y- Intercept the higher the mount hight, the
-Finding the X- Intercept slope will be increased. How
Vocabulary: can we determine the slope of
-The vertical change the declines?
-The horizontal change
- X-Intercept
- Y-Intercept
- Slope
[4- 2- 1] Finding the slope of the line
The slope: The slope of the non- vertical line can be defined as the ratio between the vertical change and
horizontal change.
Vertical change : Is the Y- change which equals y2-y1 y
Horizontal change : Is the X- change which equals x2-x1 (x 2, y 2)

y2 - y1
The slope = vertical change x
horizontal change
y2 - y1
i.e. m = where x2-x1 ≠ o
x2 - x1 (x 1, y 1)
m: is the slope of the line which passes through the x2 - x1
two points (x 1, y 1), (x 2, y 2)

The slope of the line can be either positive or negative if it is
not horizontal or vertical It also may be zero (horizontal) or undefined (vertical) .
Find the slope of the line which

Example(1)
passes through two points in
each of the following:
i) A (5, 7) , B (-2, 1)
y2 - y1
m = x 2 - x 1 The slope of the line which
passes through two points
1-7
m = -2 - 5 Substitute by the two points
-6
m = -7 By simplify
6 So the slope of AB is
m= 7
( 6 ) (positive).
7
The slope is positive (the line is to upward )
when we move from left to right , values of y are
increasing.
89
ii) A (-1, 5) , B (4, 2)
y
y2 - y1 The slope of the line which passes
m = x2 - x1
through two points
2-5
= 4 - (-1) Substitute by the two points.
x
-3 So the slope of ( AB ) is ( -3 ) negative
= 5 5
The slope is negative (the line is to down ward) when we move
from left to right, values of y are decreasing.
iii) A (1, - 2) , B (4, - 2)
y2 - y1 y
m = x2 - x1 The slop of the line which
passes through two points
-2 - (-2)
= 4 -1 Substitute by the two points.
x
0
= 3 =0 So the slope of ( AB ) is ( 0 )
The slope is zero ( the line is horizontal), it parallel to the

X-axis ,the values of y are constant.
iv) A (-2, 3) , B (-2, - 3)

y2 - y1 The slope of the line which passes y
m = x2 - x1 through two points
-3 - 3 Substitute by the two points
= - (-2) - (-2)
It is impossible to divide by 0,so x
-6
= 0 the slope of ( AB ) is undefined
The slope is undefined (the line is vertical),it parallel to the
Y-axis, the values of x are constant.
The nearby table represents the change of temperatures by time (hours).Find the slope of
Example (2) line and explain what it means?
Time (hours) Temperatures (x 1, y 1) = (1, - 2) Choose any two points from

1 -2 (x 2, y 2) = (3, 4) the table, let it be
2 1 y2 - y1 The slope of the line which
m = x2 - x1 passes through two points.
3 4
5 10 4+2 6 The substitution and simplification
= 3-1 = 2 =3
Since the slope of the line is 3 , then the temperatures are increasing 3 Celsius degrees every hour
[4-2-2] The Intersection of the line with axes in Coordinate plane

You can easily represent the equation of the line by finding the two points of line with the two axes.
X – intercept: is the value of x from the intersection of the line with the X – axis by substituting y= 0.
The interection point is (x,0).
Y – intercept : is the value of y from the interection of the line with the Y– axis by substituting x= 0
and the interection point is (0,y).
90
Example (3) Find the X-intercept and Y- intercept for the line 3x+ 5y =15
Y- Intercept X-Intercept
3x + 3533xyxx + +
=
+15555yyy = =15
= 15
15 The equation 3x + 5y = 15 The equation
3 x
3x + 533xx(30+ + +
5
x) =
+ ( 0 ) =
00y)) =
55 ((515 15
=1515
15 Substituting x= 0 3x + 5 (0) = 15 Substituting y=0
5
5y = 5515y =
= +15
yy3x= 155 (0) = 15 Simplify
15
15 3x = 15 Simplify
15 5=y 15 = 15
y = y5yy = 15
= 555
By dividing the two sides 15 By dividing the two sides of
15 of equation by5 x= 3 equation by3
y = 3yyy = y= =
3
3
=3 5 So the Y-intercept is 3 x=5 So the X-intercept is 5
y=3
And the point of intersection with the And the point of intersection with the
Y- axis is (0, 3) y X-axis is (5, 0)
Y- intercept " x
" X- intercept
Example 4 Find the X- intercept and Y- intercept if it is for each of the following:
i) x = -2, ii) y = 4
x=-2, represents X- intercept and the point of intersection is (-2,0) The line // Y-axis
y = 4, represents Y- intercept and the point of intersection is (0,4) The line // X-axis
Find the slope of the line which through the two points.Is the slope positive or negative or
zero or undefined ?Then determinethe direction of its movement for each of the following:
Questions 1- 6 are
Similar to
1 (-2, - 2), (-4, 1) 2 (0, 0), (3, 2) 3 (-4, 4), (2, - 5) Examples (1, 2)
4 (5, 0), (0, 2) 5 (4, 3), (4, - 3) 6 (-6, - 1), (-2, - 1)
Find the X-intercept and the Y- intercept for each the following:
Questions 7- 18 are
7 3x + 6y = 18 8 y + 2 = 5x - 4 9 y = -4x Similar to
Examples (3, 4)
10 y = -x + 8 5x = y - 8 3
11 12 y = -4x-5
13 2x + 6y = 12 14 y + 4 = 2x - 4 15 y = -5x
1
16 x=4 17 3y = -6 18 y = -2x+4
91
Solve the Exercises
Find the slope of the line which passes through the two points .Is the slope positive or negative or
zero or undefined, then determine the direction of its movement for each of the following:
19 (6, 2), (0, 2) 20 (-2, 4), (5, 5)
21 (-2, - 3), (2, 4) 22 (3, - 5), (0, 0)

Find the X-intercept and the Y-intercept for the each of the following:
3
23 3y - 7x = 9 24 y=-2x
25 x = -4 26 0 = y+3
Solve the Problems

The amount of leaky liquid
27 Physics: The nearby table represents the amount of
liquid which flows from a basin during certain time,
Time second Volume of liquid m3
find the slope of the line which represented by the
table, then illustrate what it means. 10 40
13 52
28 Plants: If the length of a plant is 30 cm, during each 16 64
two months, it grows in constant distance which is
19 76
4cm.
i) Complete the table.
ii) What is the slope of the line which represented by the Time 0 2 4
relation between the length of the plant and the time.
iii) Write the linear function which represented by the table. length of plant
iv) Represent the function in the coordinate plane.
Think
29 Challenge: Find the value of (a) which makes the slope of the line which passes through the two
points (1, 6), (-5, a) equals ( 1 ).
2
30 Critical thinking :- Can you determine a slope of a line passes through the two points (3,7),(7,-3)?
Discover the mistake: The slope of the line which passes through the two points
31 (0, 3), (3, - 1) is ( 3 - 0 3) ,Discover the mistake and correct it.
3 - (-1) = 4
32 Open problem: Mention two points on a line which its slope = -
1
3
33 Critical thinking: From the nearby graphical figure, determine the direction of the line.
write
In your style the meaning of the slope equals zero and the slope is undefined.
92
Lesson
[ 4-3 ] The Equations of The line.

-Finding equation of a line Which A cyclist cuts a distance 20
its following data are given:
-Two points .
Km in two hours and 50 Km
-Slope - point . in five hours, what is the
-Slope - intercept . linear equation which con-
Vocabulary: nects between the distance
-The slope. and the time?
-The intercept.
[4- 3- 1 ] Writing an Equation of line with two points of it

The equation which passes through the two points B (x 2, y 2), A (x 1, y 1)
You have previously learned finding a slope of a line passes through the two points A,B
y2 - y1
where m =
x2 - x1
Assuming that the point C (x,y) lie on the line , then the slope of the line which pasçs through the tço
y - y1
points A,C is m = x - x 1
y - y1 y2 - y1
It is known that the slope of the line is constant in all its points , so :
x - x1 = x2 - x1
This equation represents the equation of the line AB
Example (1) We find the linear equation in the paragraph of (Learn)

Assume that C (x, y) d AB ,CB (x(,5y,)50
d) AB, , BA (5(,250
, 20
) ), A (2, 20)
0 0
y - y1 y2 - y1 x 2 = 5, y 2 = 50 x 1 = 2, y 1 = 20
x - x1 = x2 - x1 Writing the equation of the line which passes through two points.
y - 20 50 - 20
x-2 = 5-2 Substituting by (x 2, y 2), (x 1, y 1)
y - 20 30 By simplify
x-2 = 3
y - 20 = 10x - 20 Commutative multiplication
Then the line equation is y - 10x = 0
[4- 3- 2] Writing Equation of line with the slope and one point of it
The equation of the line which its slope m and passes through the point (x 1 , y 1 )
You have previously learned an equation of a line which passes through two points which is
y - y1 y2 - y1
x - x1 = x2 - x1
You have also learned that the slope of a line passes through the two points (x 2, y 2), (x 1, y 1)
y2 - y1
is m = x 2 - x
y - y1
So the above equation can be written as
x - x1 = m
And by commutative multiplication we get the required equation y - y 1 = m (x - x 1)
93
Example (2)
Use the equation of the slope and the point for each line to determine its slope and the point in which
it passes.
2
i) y - 3 = - 5 (x - 2) ii) y + 7 = 5 x
Equation of the 2 Equation of the
y - 3 = - 5 (x - 2) y - (-7) = 5 (x - 0)
0 0 0 slope –the point
0 0 0 slope –the point
y - y 1 = m (x - x 1) By comparison y - y 1 = m (x - x 1) By comparison
m = -5, (x 1, y 1) = (2, 3) 2
m = 5 , (x 1, y 1) = (0, - 7)
Example (3) Find the equation of the line which its slope is 1 and its X-intercept equals -1
2
y - y 1 = m (x - x 1) Equation of the slope- the point
1
m= 2, x 1 = -1, y 1 = 0 & p (-1, 0) The slope, the point
1 By substituting the slope and the point
y - 0 = 2 (x - (-1))
1
y = 2 (x + 1) Multiplying the two sides of equation by two
2y = x + 1
The equation of the required line. 2y - x = 1
[4 -3- 3] Writing Equation of the line with the slope of it and one intercept with axes
The equation of the line according to its slope m and its Y-intercept K is y = mx + k
Example (4)
Use the equation of the slope and the intercept for each line to determine its slope and intercept:
i) 2x + 3y = 6 ii) 5x = 7y + 8 iii) y = x iv) y = 2 v)y=0 vi) y + x = 5
, ,
i)2x + 3y = 6 & 3y = -2x + 6 By dividing the iii) y = x ⇒ y = 1x + 0
-2 two sides of the y = 1x + 0 The comparison
y = 3 x+2 equation by 3 with the equation of
0 0 0 0
y = mx + k The comparison the slope-intercept
with the equation of y = mx + k
-2
`m= 3 , k=2 the slope-intercept ∴
∴m=1. k=0
,
ii) 5x = 7y + 8 & 7y = 5x - 8 By dividing the
,
iv) y = 0x + 1
0
5 8 equation by 7 0 The comparison
y = 7x- 7 The comparison y = mx + k with equation of
0 0
y = mx + k with equation of the slope-intercept
5 -8 the slope-intercept ` m = 0, k = 1
,
`m = 7, k = 7
,
section
v) y = 0x + 0 The comparison vi) y = -1x + 5 The comparison
0 0 0 0
y = mx + k with the equation of y = mx + k with equation of
the slope intercept the slope-intercept
` m = 0, k = 0 ` m = -1, k = 5
94
Example (5)
A line passes through the point (5, - 1) and its slope -2 , find its intercept and equation.
5
The first method The second method
y = mx + k Equation of slope-intercept y - y 1 = m (x - x 1) Equation slope - point

-2 -2
m= 5 Given m = 5 , p (5, - 1) Given
-2 -2
y = 5 x+k By substituting the slope y - (-1) = 5 (x - 5) By substituting the point
and the slope
-2 5y + 5 = -2x + 10
-1 = 5 (5) + k By simplifying By Multipling the two
-1 = -2 + k 5y + 2x = 5 sides by 5 by dividing sides
by 5 after simplifying
k=1
-2 -2
y = 5 (x) + 1 the equation of the line y = 5 (x) + 1 The equation of the line

Find the line equation which each one of them passes through two points in each of the following:
1 Questions 1 -2 are
(-3, 1), (2, - 1) 2 (0, 2), (2, - 4) Similar to example 1
Use the equation of slope and point for each line to determine its slope and the point which it
passes through.
Questions 3 -4 are
3 y - 1 = 2 (x - 3) 4 y + 1 = -x + 4
Similar to example 2
Find the line equation for each of the following , then find its intercept:
Questions 5 -6 are Similar
5 -2 6 1
(4, 6), 5 (-1, - 3), 3 to examples (3,5)
Use the equation of the slope and point for each line to determine its slope and intercept:
Questions 7 -8 are
7 5y = -2x - 1 8 -y = 7x Similar to example 4
Solve the Exercises

Find the line equation which each one of them passes through two points in each of the following:
9 (0, 0), (-3, 7) 10 (0, 7), (-5, 0)
Use the equation of the slope and intercept for each to detrmine its slope and intesrcept:
11 y +
3 y-x = 8
2 = -5 (x - 8)
12
Find the line equation for each of the following then find its intercept:
13 (-3, 7) -3 The slope 14 (1, - 4) -1 The slope
2
Use the equation of the slope and intercept for each line to determine its slope and intercept:
15 y + 7 = 3x + 5
1
16
3 y = -5x - 1
95
Solve the problems
,
17 Biology: Elephant s ivory is continuously grows at a rate of 1cm monthly.
Assuming that you start monitoring an elephant which its ivory length was
100cm.Write in the form of slope-point, an equation represents the growing
of the elephant ivory after (n) months of the monitoring.
18 Physics: The nearby graphic representation represents the amount of leaky

water from a tank during certain time. Write in the form of two points, an 40
equation represents the leakage of the water after (n) seconds. 30
20
10
5 10 15 20
19 Money: A person wants to pay 30 million dinars as monthly installments

which will not exceed 1.5 million dinars, the following linear equation
y = -1.5x + 30 , where y represents the remaining value from the money,
x represents the number of months. Use the equation of slope and intercept
to determine its slope and intercept.
20 Health: In a new study, a man loses two hours of his age when he smoke a
pack of cigarettes. Write the equation which represents that and represent it
graphically.
21 Geometry: Use the data in the nearby figure and then find the line equation
in the following cases:
i)Two points ii) Slope-point iii) Slope-Y-intercept
Think
22 Critical thinking: Is it possible to find a line which its slope is 4 and passes through the two
points (5, 7), (8, - 2) ?If it is possible to find a line like this, then write an equation, otherwise
illustrate your answer.
23 Challenge: A line, its horizontal intercept represents the additive inverse of its vertical intercept. It
passes through the point (2, 3) , write the equation of the slope-point for this line.
3
24 Which one is correct : An equation of line ,its slope is 5 and passes through the point (-1, 7)
5
Ahmed wrote the equation in the form y - 7 = 3 (x + 1)
3
Mohammed wrote the equation in the form y - 7 =
5 (x + 1) , which answer is correct?
Write
A problem from life that can be represented by the equation of the line.
96
Lesson
[ 4- 4 ] Parallel And Perpendicular lines

-Distinguishing between the In the nearby figure, number of lines. are
parallel lines.
-Distinguishing between the
shown, some of them are parallel and oth-
perpendicular lines. ers are perpendicular. How can we distin-
Vocabulary: guish between the parallel and perpendicu-
-Parallel lines. lar lines?
-Perpendicular lines.
[4- 4- 1] parallel lines

You have previously learned the parallel of lines and the required conditions for that.
The two parallel lines lie in one plane and there is not joint point between them.
In this lesson we will distinguish the two parallel lines by their slope:
Any two lines will be paralleled when they have two equaled slopes but they must not be perpendicular.
The mathmatical formula: ( L 1 ' L 2 + m 1 = m 2 )
Example(1)
Show if the points A (-2, 3), B (-1, 4), C (2, - 1), D (1, - 2) are vertices of the parallelogram ABCD
by using the slope.
y y2 - y1 y2 - y1
m = x2 - x1 m = x 2 - x 1 The slope formula between
two points
4-3 -2 - ( -1)
mAB = -1 - (-2)
m AB = m CD a
mCB = 1-2 Substituting
1 -1
mAB = 1 m AB = m CD a
mCB = -1 Simplify
x
mAB = 1 m AB = m CD a
mCB =1
m AB = m CD a m AB = m AB CD ' a CD ` AB ' CD `
By the same way
-5 -5
mAD = 3 mBCAD = '3 BC ` AD ' BC `
` The figure ABCD is parallelogram ( definition of parallelogram)
Example (2) Prove that the points A (-2, - 1), B (-1, 0), C (2, 3) are collinear.
y
y2 - y1 y2 - y1
m = x2 - x1 The slope formula between two points m = x2 - x1
0 - (-1) 3-0 x
mAB = -1 - (-2) Substituting mBC = 2 - (-1)
3
1 Simplify mBC = 3 = 1
mAB =m1AB = 1= m BC a m AB = m BC a
`The points A,B,C are collinear. (it’s lie on a line)
97
Example(3)
Find the equation of the line which passes through the point C (5,3)and parallel to line which passes
through the two points A ( 4,5),B(2,-3).
-We find the slope of the line which passes through the two points A,B.
y2 - y1
m = x 2 - x 1 -The slop of the line which passes through two points.
-3 - 5 -8
m L 1 = 2 - 4 = -2 = 4 a The two lines are parallel.
` The slope of the required line mL 2 = 4 (the same slope).
We find the equation of the required line.
y - y 1 = m (x - x 1) y - y–1point
An equation of line slope = m (x - x 1)
y - 3 = 4 (x - 5) Substitutingy - 3 = 4 (x - 5)
Simplify
y = 4x - 17 The equation of the required line is y = 4x - 17
Example (4)
IF L 1: y = -5 x + 4, L 2: y = 5 x + 4, L 3: y = -5 x - 4 which of the following lines are parallel? Why?
3 3 3
-5 -5
L 1: y = 3 x + 4 & m 1 = 3 , k1 = 4 Its slope and Y-intercept
5 5
L 2: y = 3 x + 4 & m 2 = 3 , k2 = 4 Its slope and Y-intercept
-5 -5
L 3: y = 3 x - 4 & m 3 = 3 , k 3 = -4 Its slope and Y-intercept
` m1 = m3 & L1 ' L3 , k1 Y
B = m CD a = k3
[4-4-2] Perpendicular lines

-You have previously learned that the two perpendicular line meet in one point and form four right
angles and they lie in one plane.
In this lesson, we will distinguish the perpendicular lines by their slopes on condition that each one of
them will not be paralled to the two coordinate axes.
The two lines will be perpendicular when the slope of them represents the inverse of the slope of the
other and the contrary of the sign.
-1
The mathematical formula: L 1 = L 2 + m 1 = m 2 or m 1 # m 2 = -1
Example (5)
Show that the points A (2, 4),B (-4, 2), C (-2, - 4) are vertices of a
right – angled triangle. Determine the right angle.
y 2 - y 1 -The slope of the line which passes through two points.
m= x2 - x1
2-4 -4 - 4 -4 - 2
m AB = -4 - 2 m AC = -2 - 2 m BC = -2 - (-4)
-2 -8 -6 by substituting
= -6 = -4 = 2 1 -3 1 -3 1 -3
mAB # mBC⇒= mAB
3 # 1# mBC= -1 a # 1#=mBC
= 3mAB -1 a= 3 # 1 =
1 2 -3
= 3 = 1 = m1+B = 90c ⇒ AB
m+B = =BC 90c` m+=BBC
and AB c
= 90` AB = BC
98
Example (6) Find the equation of line which passes through the point C (3,-4) and perpendicular to
the line which passes through A(0,3),B (2,-2).
y2 - y1 -2 - 3 -5
m = x2 - x1 mL 1 = 2 - 0 = 2 Substituting
0
2
m L2 = 5 The two lines are perpendicular. A slope inversion L 1 on the contrary of the sign
y - y 1 = m (x - x 1) An equation of line slope –point
2
y + 4 = 5 (x - 3) Substituting
2 26 The equation of the required line
y = 5x- 5
Example (7) Find the value of (a) which makes the slope of the line which -1
passes through the two
(apoints (a, - 4),(3,1)
, - 4),(3,1) is perpendicular of the line its slope is
(a, - 4),(3,1) .
5
y2 - y1 Since the two lines are perpendicular then the slope of the line required is 5.
m = x 2 - x 1 The slope of the line which passes through two points
5 -4 - 1
1 = a-3 By substituting
5a - 15 = -5 Commutative multiplication
5a = 10 By dividing the two sides of the equation by 5
a=2
Make sure of your understanding Questions 1 -2 are

Similar to example 7
The line AB passes through the two points A (-2,4),B(a,6), parallels to the line CD
1
which passes through the two points C(6,-6),D(2,-7).Find the value of (a).
2 Find the value of (a) which makes the slope of the line which passes Question 3 is similar
-1 to example 1
through the two points ( 3,2),(6,1),equals 4 .
3 Prove that the figure ABCD is a parallelogram, where, A (3,0), B(0,4), C(-3,0), D (0,-4)
4 Prove that the triangle ABC,where, A (-5, - 7), B (-8, - 2), C (-4, - 3) Question 4 is
similar to example 5
is a right –angled triangle , then determine the right angle,
Question 5 is
5 Prove that the points A (0, - 1), B (4, 2), C (8, 5,) are collinear. similar to example 2
6 Find the equation of line which passes through the point (-4,0) and perpendicular
the line which passes through the two points (3, - 2), (6, 0) . Question 6 is similar to
examples Ç,6
Solve the Exercises
7 The line AB where A (0, 2), B (3, 0) ,the line CD where, C (6, - 2), D (9, - 4) and the line EF?
Where,E (0, - 5), F (2, - 2) , what is the relation of ( AB ) with the other two line CD,EF?
Explain that .
8 Do the points A (0, - 7), B (1, - 1), C (2, 3) are collinear ? Explain that .
Prove that the figure ABCD is a rectangle where A ( 1 , 4 ) , B (2 , 6 ) , C ( 8 , 3 ) , D ( 7 , 1 ) : is
9
a right –angled triangle,then determine the right angle.
10 Find the equation of the line which passes through the point (1, - 1)and parallel to the line which
passes through the two points (3, - 2), (6, 0) .
99
Solve the problems
Flowing water
Time (seconds) Water volume
11 Physics : The nearby table represent the amount of water
which flow from one of the dams during certain time .Do the 5 75000
data of the table represent a line ? Explain that. 10 150000
15 225000
Geometry : Prove that the figure ABCD is a trapezoid ,
12
where the coordinates of the upper base are (4,5) ,(6,2) and
the lower base coordinates are (2,-1),(-2,5).
Does it have a right angle? Explain that.
th
rs t pa
13 Map: Use the nearby map to show that: T he fi
The
i) The first path parallel to the second one.
ath
thir
ii) The second path is perpendicular to the third path. n dp
seco
d pa
iii) Is the first path perpendicular to the third path ? Explain The
th
that.
Think
14 Challenge: Do the following points

(-2, - 1), (-1, 0), (4, 5), (2, 3) are collinear ? Explain that.
Correct the mistake :Ahmed said that the line which passes through the two points (0,4),(-3,0)
15
perpendicular to the line which passes through the two points(1, 3 ), (0, 0)
4
.Discover Ahmeds mistake and correct it.
16 Open problem :- The two following equations : 3y - 5x = 20, 3y - 5x = 15 represent two

parallel line .
What are the similarity and differences between them ? Explain that .
17 Justification : Why do the following points lie on a line parallel to the X- axis :
(-1, 4), (0, 4), (2, 4) ?
2
18 Which one is correct: Sarah said that the slope of line 5y+2x=10 is ( 5 ) and its intercept
2
is 2,Mohanned said that the slope is ( − ) and the intercept is 2 .
5
Show which answer is correct ?
^ h ^ h ^ h ^ h
19 Open problem : ABCD is a rhombus , its vertices A 0, 3 , B 3, 4 , C 2, 1 , D -1, 0
prove that its two diameters are perpendicular .
20 Open problem : What are the similarities and differences between any two parallel lines ?
Write
Does the two lines are parallel or perpendicular by using their slope ?
100
Lesson
[ 4-5 ] Distance Between Two Points

-Identtifying the formula of the dis- Three friends went out in a
tance between two points journey of discovery ,their
Mohanned
-Applying the formula of the distance sites were determined as in
between two points the nearby figure. Mohammed
-Identtifying the formula of midpoint. is away from Ahmed in 3 Km
.Appling the formula of midpoint and Mohanned is away from
Vocabulary: Ahmed in 4 Km.
How can you find the distance Ahmed Mohammed
-The formula of the distance between x
between Mohammed and
two points.
Mohanned?
-The midpoint
The formula of the midpoint
[4- 5- 1] Distance between two points formula

You have previously learned that the distance between two points on the X-axis is x 2 - x 1
And the distance between two points on the Y-axis is y 2 - y 1
In this lesson you will identify the formula of the distance in the y B(x2,y2)
coordinate plane.
The formula of distance between the two points A,B depends on
y2 - y1
pythagorean theorem.
The triangle ACB is a right – angled triangle in C. y )1 d
(x ,1
A C
(AB) 2 = (AC) 2 + (BC) 2 pythagorean theorem x2 - x1
d 2 = ( x 2 - x 1 ) 2 + ( y 2 - y 1 ) 2 By substituting and simplifying

d = (x 2 - x 1) 2 + (y 2 - y 1) 2 Take the square root of both sides x
Example (1)
From the paragraph of learn: We find that the site of Mohammed is the point A(3,0) and the site of
Mohanned is the point B(0,4).
d = (x 2 - x 1) 2 + (y 2 - y 1) 2 The formula of the distance between two points
2
AB = (0 - 3) + (4 - 0) 2 By substituting
By simplifying
AB = 9 + 16 = 25 = 5
` The distance between Mohammed and Mohanned is 5 Km.
y
Example (2) C
By using the formula of distance , prove that the points
A (-3, - 2), B (0, 1), C (3, 4) are collinear.
d = (x 2 - x 1) 2 + (y 2 - y 1) 2 The formula of the distance between two points B
by substituting the points A,B,C
AB = (0 + 3) 2 + (1 + 2) 2 BC = (3 - 0) 2 + (4 - 1) 2 x
AC = (3 + 3) 2 + (4 + 2) 2 A
101
,
AB = 9 + 9 , BC = 9 + 9 , AC = 36 + 36
Simplification
AB = 18 , BC = 18 , AC = 72
=3 2 , =3 2 , =6 2
6 2 = 3 2+3 2 All equal the sum of parts
AC = AB + BC so the points A,B,C are collinear.
Example (3)
,
Show the type of the triangle which its vertices are A (3, - 4), B (5, - 2), C (5, - 6), in term of its sides.
Is the triangle a right –angled one?
d = (x 2 - x 1) 2 + (y 2 - y 1) 2
The formula of the
AB = (5 - 3) 2 + (-2 + 4) 2 distance between two points
,
BC = (5 - 5) 2 + (-6 + 2) 2 By substituting the
2
AC = (5 - 3) + (-6 + 4) 2 points A,B,C
AB = 4 + 4 , BC = 0 + 16 , AC = 4 + 4
AB = 8 , BC = 4 , AC = 8 Simplification
=2 2 , =4 , =2 2
a AB=AC , ` The triangle is an isosceles triangle (4) 2 = ( 8) 2 + ( 8) 2 On the converse of
(4) 2 = 8 + 8 pythagorean theorem
The triangle is right –angled triangle
Example(4)
By using the formula of the distance ,show if the following points A (-2, 3), B (-1, 4), C (2, - 1), D (1, - 2)
represent vertices of a parallelogram .
AB = (4 - 3) 2 + (-1 + 2) 2 DC = (1 - 2) 2 + (-2 + 1) 2
x
= 1+1 = 1+1
= 2 = 2
AB = DC ` AB = DC `
By the same way y
2 2 2 2
AD = (1 + 2) + (-2 - 3)BC = (2 + 1) + (-1 - 4)
= 9 + 25 = 9 + 25
= 34 = 34
AD = BC ` AD = BC `
So the figure ABCD is a parallelogram ( the properties of the parallelogram are each two opposite
sides is equaled.)
102
[4 -5 -2] The Midpoint Formula
The midpoint: is the point which lies on two equaled distance of two parts of a segment, and it belongs to it.
Coordinates of midpoint
x1 + x2 y1 + y1
M=( 2 , 2 )
A ( x 1, y 1) M (x, y) B (x 2 , y 2 )
Example (5)
Find the coordinate of midpoint of the segment which connects between A (3, - 8), B (3, 6)
x + x2 y1 + y2 The formula of midpoint
M=( 1 2 , 2 )
3 + 3 6 + (-8) By substituting the two points
=( 2 , 2 )
Simplification
6 -2
= ( 2 , 2 ) = (3, - 1)
(3,-1) is the midpoint of AB
Example (6)
If M (1,-3) is the midpoint of AB and A (-1, - 2) , then find the coordinates of the point B.
x + x y1 + y2 The formula of the midpoint
M = ( 1 2 2, 2 )
,
-1 + x -2 + y 2 Assume B(x2,y2) by substituting the points
(1, - 3) = ( 2 2 , 2 )
-1 + x 2
2 & - 1 + x2 = 2 & x2 = 3
1= Multiplication and simplification
-2 + y 2
-3 = 2 & - 2 + y 2 = -6 & y 2 = -4 Coordinates of B are: B (3, - 4)
Example (7)
By using the formula of the midpoint, show if the points A (-2, 3), B (-2, 3), C (2, - 1), D (1, - 2)
represent vertices of a parallelogram. x
x 1 + x 2 y 1 + y 2 The formula of the midpoint
M=( 2 , 2 )
The midpoint of diameter AC The midpoint of diameter BD
2 + (-2) -1 + 3 1 + (-1) -2 + 4
M1 = ( , ) M = ( y
2 2 2
2 , 2 )
0 2
M 1 = ( 2 , 2 ) By substituting M 2 = ( 0 , 2 )
2 2
M 1 = (0, 1) By simplifying M 2 = (0, 1)
M 1 = M 2 a M 1 = M 2 a` The figure ABCD is a parallelogram (the properties of the parallelogram are one of
its two diameters is dividing the other into two parts.)
The points A (3, 1), B (5, 3), C (5, - 1) are vertices of a triangle, the point M is the
Example (8) midpoint of BC . Find the length of AM .
x1 + x2 y1 + y2 5 + 5 -1 + 3 The formula of midpoint, simplification
M = ( 2 , 2 ) = ( 2 , 2 ) = (5, 1)
5 - 35) 2 + (1 - 1) 2
= (3 Substitution
= 4=2 Simplification
103
1 Find the distance between each two points of the following :- Question 1
is similar to example 1
i) (0, 0), (3, 8) ii) (-3, - 1), (1, - 4) iii) (-1, - 2) (3, - 4)
Question 2 is similar to
2 Find the midpoint of the branches (i),(ii),(iii) in question 1. example 4
3 By using the formula of the distance between two points, prove that the points Question 3 is similar
A (-2, - 1), B (-1, 0), C (4, 5) are collinear. to example 2
4 Show the type of the triangle which its vertices A ( 2 , 4 ), B (- 4 , 2 ), C ( - 1 , - 2 ) Question 4 is similar to
in term of the sides ,it is a right –angled triangle? example3
5 Show if the following points A (4, 0), B (6, - 6), C ( -8, 0), D (- 10, 6) Question 5 is similar to
represent vertices of a parallelogram. examples 4,6
i)By using the formula of the distance between two points Question 6 is similar to
ii)By using the midpoint formula. examples 7
6 If M (-2,0) is the midpoint of AB and A(4,0),find the two coordinates of the point B.
Solve the exercises
7 Find the distance between each two points for each of the following :
i) (8, 1), (-4, 3) ii) (6, - 9), (0, 2) iii) (-2, 4) (-6, - 2)
8 Find the midpoint for the branches (i),(ii),(iii) of the question (7)
By using the formula of distance between two points , prove that
9
the points A (1, - 3), B (3, - 4), C (-1, - 2) are collinear.
10 What is the type of the triangle which its vertices A (2, - 1), B (2, 1), C (-1, - 1) in term of its
sides .Is it a right –angled triangle?
11 Show if the following points are vertices of a parallelogram A(-3, 5),B(2, 7),C(1, 9),D(-4, 7)
i)By using the formula of distance between two points ii)By using the midpoint formula.
12 If M (4,-2) is the midpoint of AB and B(5,1) find the two coordinates of A.
Solve the problems
13 Geometry:ABC is a triangle, its vertices are A (6, 4), B (-2, 6), C (0, - 4) , check if the length
of the segment which connects the two midpoints sids of the triangle, is equal to the half of the
third side.
14 Determine a site:Mahmoods house is in the point (-4,0)and the site of his school is in the point
(0,-3).What is the distance which Mahmood cut when he go to school, and you should know that
the side length of each square in the coordinate plane represents one Km?
Think
15 Challenge: A circle, the following points A (-1, 1), B (5, 1) represent the two ends of its
diameter. Find i) The coordinates of its center. ii) Its area.
16 Discover the mistake: Shahad had found the coordinates of the midpoint of the segment which its
two ends are (6, 1), (8, 3)) ,she wrote as follow ( 8 - 6 , 3 - 1 ) = (1, 1) ,discover Shahads mistake,
then correct it 2 2
Write
Relation of midpoint formula with finding of the arithmetic mean.
104
Lesson
Trigonometric Ratios
[ 4-6 ]
-Identifing the fundamental trigonometric A surveyor stood a distance d
ratios meter from a building by us-
-The trigonometric ratios for special ing his appliance, he looking at
angles
the upper level of the building
-Finding the values of statements
with a certain angle. How can
including special angles
Vocabulary: the trigonometric ratios help
- Trigonometric ratios him in finding the height of the
-sin,cos tan,sec,csc,cot building?
Special angles: 60c, 45c, 30c, 90c, 0c
[4- 6- 1] Trigonometric ratios (sin ,cos ,tan )

You have previously learned the elements of the triangle ,where it consists of three angles and three sides.
According to its angles, we call the triangle (acute angles ,optuse angle, right angle)or according to its
sides,we call it (equilateral,isosceles,scalene)
-Caculating the triangles :Is the study of the relation between the angles and sides of the triangle.
-Trigonometric ratio : Is the ratio which compares between the length of two sides of a right –angled
triangle
-The fundamental ratio: Is the sine (sin) and the cosine (cos)and the tangent (tan).
-The sine of i (we refer to by sin i ): Is the ratio between the side which opposite to the angle ( i)and
opposite
the hypotenuse sin (i )= hypotenuse
-The cosine of i( we refer to by cosi) : Is the ratio between the side which is adjacent to the angle (i )
and the hypotenuse. cos ( i )= hypotenuse
adjacent
-The tangent of i (we refer to by tan i ): Is the ratio between the side which is opposite to the angle
( i ) and the adjacent.
tan (i )= opposite
-To find the trigonometric ratios (sin,cos,tan) we follow:- adjacent
1) Drawing a diagram of a right –angled triangle and we
i
hy
fix the data on it.

po
opposite
te
2) Using Pythagorean theorem to find the missing side.

nu
se
3) Using the trigonometric ratios to find the rquired.

i
i adjacent
Example(1)
From the nearby figure, find the three values of the trigonometric ratios of the angle i .
Use Pythagorean theorem to find the length of the side AB (opposite) A
(AC) 2 = (AB) 2 + (BC) 2 Pythagorean theorem
5c
m
(5) 2 = (AB) 2 + (4) 2 By substituting and simplifying
Take the square root of both sides
(AB) 2 = 25 - 16 = 9
(positive sign because it is length)
AB = 3 B i C
-use the trigonometric ratios ,then the substitution 4cm
sini = opposite of 3 cosi = adjacent of

= 4 tani = opposite of
= 3
hypotenuse = 5 hypotenuse 5 adjacent of 4
105
Example (2)
15
The triangle ABC has a right –angle in B ,if tan A = 8 , find:
i) sin A ii) cos A
15k b_b By multiplying the numerator and the
tan A = 8k bb
` denominator by the constant K, where
BC bbb K is greater than 0. -Tangent formula C
tan A = BA b
a
` BC = 15k, AB = 8k By comparison 15k
2 2 2
(AC) = (AB) + (BC) Pythagoras theorem
= (8k) 2 + (15k) 2 By substituting
= 64k 2 + 255k 2 Simplification B 8k
A
(AC) = 289k & ` AC = 17k
2 2
Take the square root of both sides
BC 15k 15 AB 8k 8
i) sin A = AC = 17k = 17 ii) cos A = AC = 17k = 17
[4 -6 -2]The Trigonometric Ratios for Special Angles.

The nearby table shows the values of the trigonometric for special angles
Trigonometric
ratios 30c 60c 45c 90c 0c
1 3 1
Sine (sin)
2 1 0
1 2 2
2
3
3 1 1
Cosine (cos) 0 1
2 2 2
1
1 1 Tangent (tan) 3 1 undifiend 0
3
Example (3) Prove that sin 60c cos 30c + cos 60c sin 30c = sin 90c
sin 60c =
3 3 1 1 From the table, we find
2 , cos 30c = 2 , cos 60c = 2 , sin 30c = 2 , sin 90c = 1
R.H.S: sin 90c = 1 3 3 1 1
L.H.S: ( 2 ) ( 2 ) + ( 2 ) ( 2 ) By substituting in the right side
3 1 and the left side
4 + 4 =1
` L.H.S = R.H.S
Example(4) A man stood in front of a building in a distance which is 12 m from its base, he looked
at the top of the building in a angle which is ( 30c ). Find the height of the building.
The trigonometric ratio which connects between the height of the building h and the
distance of the man from its base ,is the tangent ratio.
h
tan 30c = 12 Tangent formula
1 h
= 12 Substituting
3
3 h = 12 Commutative Multiplication
12
h= = 4 3m Simplifying The height of the building is
3 4 3m
106
[4-6-3] Relations of Trigonometric Ratios
In this item, we will focus on the inversion of the trigonometric ratios sin,cos,tan,and as it shown in
the following table:
Trigonometric
ratio sini cosi tani
Its inversion csc i = 1 1 cot i = 1
sin i sec i = tan i
cos i
Example(5)
3
A triangle has a right angle in B, if cosA =
11 find
i) sec A ii) csc A iii) cot A
3k AB C
cosA = = AC & AB = 3 k, AC = 11 k
11 k
(AC) = (AB) 2 + (BC) 2
2
Pythagorean theorem
( 11 k) 2 = ( 3 k) 2 + (BC) 2 k
By substituting 11
11k 2 = 3k 2 + (BC) 2 Simplifying
(BC) 2 = 8k 2 Take the square root of A B
` BC = 8 k both sides 3k
3 1 11 8 1 11
i) cos A = & sec A = cos A = ii) sin A = & csc A = sin A =
11 3 11 8
8 1 3
iii) tan A = & cot A = tan A = Inversion of fundamental trigonometric ratios
3 8
Example(6)
Find the numerical value for the expression: (sin 45c) (sec 45c) - (tan 60c) (cot 30c) + 2 csc 90c
1 1 1 _b
sin 45c = , sec 45c = cos 45c = 1 = 2 bb From the table, we find the values of
2 bb the special trigonometric ratios and
2 bb
bb the inversions of the fundamental
1 1 b trigonometric ratios.
tan 60c = 3 , cot 30c = tan 30c = 1 = 3 `b
bb
3 bb
bb
1 1 bb
csc 90c = sin 90c = 1 = 1 b
a
(sin 45c) (sec 45c) - (tan 60c) (cot 30c) + 2 csc 90c The given expression
1
( ) ( 2) - ( 3) ( 3) + 2 (1) & 1 - 3 + 2 = 0 by substituting and simplifying
2
` The numerical result of the expression equals 0
A
Question 1 is similar
1 From the nearby figure, find the following
4cm
to examples 1,2,5
trigonometric ratios
i) sin A ii) cos C iii) cot C iv) sec A B 3cm C
107
2 The triangle ABC has a right angle in B, if cot A = 3 , find :
to examples 2,5
i) tan A ii) sin A iii) csc CA iv) sec A v) cos A
3 Prove the following:
1 to examples 6,3
i) (cos30c - csc45c) (sin60c + sec45c) = 2 , ii) 2sin30csec30c = csc60c
iii) (cos45c - csc45c) (tan45c) (csc90c) = -cos

sec9045c0, iv) 1 - cos60c = sin 300c
csc30
2
A Kite had raised ( 3 3 m ) from the surface of the land ,if the string which was
4 Question 4 is similar
connected with it formed an angle of 60c with the surface of the land
. find the length of the string to example 4
Solve the Exercises

A
5 From the nearby figure,find the following trigonometric ratios:
i) cot A ii) cot C iii) sec C iv) csc A
13cm
6 The triangle ABC has a right angle in B, if sec A = 2 , find :
i) sin A ii) cot C iii) csc A iv) cos C
7 i)Prove
cos60the following
ccsc60 :
c + sin60 csec60c) = 0
4
B 12cm C
i)i) cos60
cos60 cc csc60
csc60 cc +
+ sin60
sin60 cc sec60
sec60 cc ) ) == 00 cot45c + sin90c 2
ii) sin30csec30c + csc30csin60c) = 1,3 iii) 2sec30 c cc =
i) cos60c0csc60c 0+ sin60csec60 c ) = 0 cot45
cot45 cc +
+ sin90
sin90 223
ii)sin30
ii) 45ccsec30
sin30 sec3045cc++csc30
csc30 45cc0=
45i)c0csin60
sin60
cos60
sec A c))csc60 +
21, c iii)
== 1, csec60ccc) = 0==
iii)sin602sec30
c + sin90c
cot452sec30 233
ii) sin30csec30c + csc30csin60c) = 1, iii) = cot45c + sin90c 2
ii) sin30csec30c + csc30csin60cc) = 1,
2sec30 iii)
3 2sec30c =
3
Solve the problems
8 Sport : A sporty appliance for practising walking was inclined in angle of 30c , if the height of
its edge is 1.5m from the land surface.How long is the appliance belt?
Skiing : In a position for skiing , the height of the main hill is 500m and the angle of its
9
inclination from the surface of the land is 60c.How long is the skiing surface?
A ladder of fire fighting :The long of a ladder of fire fighting is 20m and the measurement of the
10
angle which it creates with the land is ( 45c ). Find the height of long of ladder on the building.
11 Garden : Benan stood in a distance of 25m far from base of a tree which its height is 25m. What is
the measurement of the angle which she forms with the top of the tree?
Think
12 Challenge: In the nearby figure, find the indicated values (?) by using the ‫؟‬
trigonometric ratios. 4cm
3 ‫؟‬
13 Open problem : The triangle ABC has a right angle is B, sinA = 2
how can you find the value of the angle C? 60c
‫؟‬
14 Justification : If the sine and cosine of a right –angled triangle were equaled , what is the type of
the triangle in term of its sides length?
Write
A problem in which you can use the sine ratio to find the length of an unknown side in a right –
angled triangle, then solve it.
108
Chapter Test
1 Represent the following equations in the coordinate plane:

i) 2x-4y=8
ii) y=2
iii) x=2
iv) y=x2-1
2 Find the equation of the line which passes through the two ponits A(-2,-3), B(2,3).
3 Find the X-intercept and Y-intercept for the equation y-x=4.
4 Find the equation of the line for each the following:
i) passes through the two points (3,-2), (1,5).
ii) Slope 3 and Y-intercept equals -5.
2
iii) Slope − 1 and X-intercept equals 3.
5
5 Use slope equation and point to determine the slope and one of it’s points:
2y-3x=8.
6 By using the slope, show the following :
i) The points: A(3,2), B(0,-1), D(1,0) are collinear.
ii) The following points are vertices of parallelogram:
A(4,-1), B(2,2), C(-2,4), D(0,1)
iii)The line pass through the two points A(3,1), B(4,-1) perpendicular to the line which passes
through the two points C(4,-1), D(0,-3).
7 Find the 3 equation of the line that passes through the point (0,3) and parallel to the line that
3
its slope - 23 .
2
2
8 By using the ditsance between two points formula. prove the branchs (i), (ii) in question 6.
9 By using the midpoint formula. Prove the branch (ii) in question 6.
The triangle ABC has a right- angle 1

10 ii)in
m B,=if-2,
1 sinA
m == 2 , find the:
2
i) cos A ii) tan A iii) cot C iv) ysec- yA = m (x - x )

1 2 1
1
y - 5 = 2 (x - 2)
1
= x-2 & y = 2x+4
2y - 10109
Chapter
5
Geometric and Measurement
lesson 5-1 polygons and polyhedrons (Pyramid and Cone)
lesson 5-2 Triangles
lesson 5-3 Proportion and Measure in Triangles
lesson 5-4 The Circle
lesson 5-5 Triangle and Circle, Segments and Circle
lesson 5-6 Angles and Circle
The triangular shapes give the construction strength and firmness, where most of works of the Iraqi ar-
chitect, the late, Zuha Hadeed had distinguished by its triangular geometric shapes, one of them a bridge
in Abu Dhabi where the height of the triangle top reached to 60m above the sea surface level.
28
Pretest
Determine if the figure is polygon or not, and if it is a polygon, then, is it a regular polygon or
irregular one?
1 2 3
4 5 6
Find the area and the perimeter of each of the following circles:
14.cm
7 .
7cm
8 9 . 3cm
Find the surface area and the volume of each of the following:
10 7cm 11 12
5cm
3cm
3cm
10cm
3.5cm
3cm
13 14 15
3cm
Find the value of x in each of the following:
7 x-3 7 1 3 x
16 6 = 2 17 x = 2 18 16 = 4
Find the measure of the central angle and the sum of the interior and exterior angles for each of
the following:
19 regular pentagonal 20 regular octagonal 21 regular hexagonal

3
22 A commercial company includes 20 employees, the ratio of males to females is 2 , how many
female employees are there? And, how many male employees are there?
23 An equilateral triangle, each side of its three sides equals(2x - 1) cm, and its perimeter is 57 cm, find
the value of x and find the length of each side.
111
Lesson Polygons and Polyhedrons (Pyramid and cone)
[ 5-1 ]
Idea of the lesson: Lesson
-Finding the perimeter and
You have previously learned the
the area of the regular poly-
regular and irregular polygons and
gons.
how to find the internal and external
-Finding the volume and the
of the regular polygon. You have
surface area for each of pyra-
also learned how to find the central
mid and cone.
angle of the polygon. You have
Vocabulary been able to distinguish between the
-Apothem (H) convex and concave polygon.in this
-Lateral height lesson you will be able to find the
-Cone area and the perimeter of the regular
-Pyramid polygons.
[5- 1- 1] Regular Polygons
The regular polygon perimeter = the number of sides

multiplying by the side length P = n#L
The regular polygon area = the triangle area which its

vertex is the center of the polygon and its base is the side 1 H
A = 2L#H#n
P = n # the
of the polygon L number of its sides. L
If you know that the side length is L and the apothem is H ( it is the descending column from the
polygon center on one of the polygon sides).
1
P == 2n #PBase
We can calculate the triangle area as follow: The triangle area L= n # Lheight ( Apothem),
1
A = 2L#H
Find the perimeter and the area of the regular hexagonal, its side length is 4m and the
Example )1(:
length of the apothem is 2 3 m.
P = n#L By using the formula of the polygon
P = 6 # 4 = 24m perimeter
1 The polygon area 2 3
A = 2L#H#n
11 By using the formula of the polygon area
4m
== 2 ×#44× #
2 33#×66 == 24
36m32
By substituting and simplifying
Example )2(: Find the square area which its apothem length is 4 cm
1 Method (1) by using the formula of the
A = 2L#H#n
regular polygon area.
L = 4 # 2 = 8cm
1 The length of the square side
A = 2 # 8 # 4 # 4 = 64cm 2
Method (2) by using the formula of the square area
4cm
A = L#L
( the side length x itself)
A = 8 # 8 = 64cm 2
112
]5-1-2[ pyramid and Cone
Pyramid: Is a polyhedron Cone: Is the polyhedron
which has, at least , three which has one base represents
triangular faces and one a circle and has one vertex.
base represents a polygon
figure (the shape of the base , ,
determines the name of the
pyramid)
, = the lateral height (slant height)
h = height
h = height
H = Apothem
r = radius ,2 = h2 + r2
, = lateral height (slant height) ,2 = h2 + H2 The total area = the lateral area + the base area
The area formula of the regular pyramid and the right circular cone The volume of pyramid and cone
The regular pyramid The Right cone
The pyramid 1
1 V = 3b#h
Lateral area LA = 2 p # , LA= π r × l volume
The base perimeter p
1 The cone volume
Total area TA = 2 p # , + b TA = π r × l + π r 2 V = 1 r r2 # h
The base area b
3
Find the lateral area and the total area for a regular pyramid which its lateral height is 8
Example )3(:
cm and the side length of its square base is 3cm.
1 Lateral area
LA = 2 p # ,
1
LA = 2 # 12 # 8 The base perimeter = the square perimeter = 4X3
LA = 48cm 2 The total area

1
TA = 2 p # , + b The base area= the square area = 3X3
TA = 48 + 9 = 57cm 2 The total area

TA = 57cm 2
Example )4(: Use the nearby figure to find i)The lateral area ii)The total area iii)The volume
The lateral area of the cone
The total area of the cone
5cm
4cm
By substituting and simplifying the cone

volume
3cm
Example )5(: Find the volume of the nearby pyramid
1 1
b = 2 (gf + bd) # fe = 2 (9 + 18) # 6 = 81m 2 The area of the trapezoid
1 1
V = 3 b # h = 3 # 81 # 20 = 540m 3 The pyramid volume
113
Find the volume of the nearby compound polyhedron.
Example (6):
To find the volume of the compound polyhedron, we firstly find the volume of the
cylinder and the cone, after that, we add the volumes to find the volume of the compound
polyhedron.
V1 = r r 2 h & V1 = 36 r # 20 The formula of the cylinder volume

V1 = 720r cm 3 By substituting and simplifying
V2 = 13 r 2 r # h The formula of the cone volume
V2 = 13 # 36r # 30 = 360r cm 3 By substituting and simplifying

V = V1 + V2
V = 720r + 360r = 1080r cm 3 The volume of the compound polyhedron
Make sure of your understanding Find the perimeter and the area for each regular polygon:
2.9 Questions 1- 2 are

1 cm 2 3cm similar to example 1 .
2 3 cm
2cm
Questions 3 - 4 are
similar to examples 6
3 Find the volume , the lateral area and the total area for each of the following:
i) Right circule cone: its base area is 225rcm 2 , its base perimeter is 30rcm ,its height is 20 cm
and its lateral height is 25 cm.
ii) A pyramid; its base area is 54 3 cm 2 ,its perimeter is 36cm , its height is 3 6 cm and its
lateral height is 9 cm.
4 Find the volume and the lateral area and the total area for each of the following:
i )Right circule cone; its radius is 7 cm, its height is 5cm and its lateral height is 10 cm.
ii) A pyramid has a square base, the length of its side is 12 cm, its height is 8 cm and its lateral
height is 10cm.
5 Find the volume and the lateral area and the total area for each of the following by using the
figures below: ii) iii) Questions 6 -7 are
i)
similar to example 5.
3cm
,
m
4cm
h
13c
12cm
5cm 3cm 3
6 Find the volume and the lateral area and the total area for each of the following by using the
figures below: RS
SS
SS
5cm SS
3cm
SS Its base is a
SS square
8cm S
T
114
Solve the Exercises
7 Find the lateral area of the pyramid which has a square- shaped base, its side length is 8 cm and
its lateral height is 7.2 cm.
8 Find the lateral area of the pyramid which has a base of a regular octahedral polygon, its side
length is 1.16 cm and its lateral height is 2 cm.
9 Find the lateral area and the total area of a right circule cone which its diameter is 35m and its
lateral height is 20m, and write the answer by π .
10 Find the volume of a pyramid which its base is a regular triangle and its side length is 6 cm and
its height is 13cm
11 Find the volume of the nearby figure Compsite
9m
18m
2m
form. 6m
Solve the problems
Science: A volcanic model in a shape of a right circule cone,Its radius length

12
is 3 cm, if the model volume is about 203 cm3, what is its height?
13 Construction: The height of the Arab tower is 321m and it represents an

arched pyramid, calculate the approximate area of its base if the pyramid
volume which represents it is 1904000m3.
14 Geometry: Find the lateral area of the pyramid which has a

square-shaped base, as it is shown in the nearby figure.
8cm
4cm
4cm
Think
15 Challenge: A cone and a cylinder have the same base and volume, the cylinder diameter is 40 cm
and its height is 7 cm, what is the lateral area of the cone?
16 Discover the mistake: Which of the two solutions is wrong? Clarify your answer.
The first solution The second solution
V = 1 #b#h V = 1 #b#h
10
3 3
m
8m
V = 1 # 36r # 10 = 120rm 3 V = 1 # 6 # 6 # r # 8 = 96rm 3
3 3 6m
Write A problem about a regular polygon which its data allows to find the perimeter and the
area of the polygon.
115
Lesson
Triangles
[ 5-2 ]
-Identifying the trian- You have previously learned the properties of the tri-
Triangle center
gles bisections of the angle. In this lesson, we will learn the median of a
angles, and median of triangle: it is a segment, its two ends represent one
a triangle, the similar- of the triangle’s vertices and the midpoint of the side
ity of two triangles which is opposite of that vertices. Each triangle has
and using the similar- three median intersect in one point which is called
ity in solve problems. the meeting point of the median of the triangle ( the
Vocabulary: triangle center).
•The two similar The triangle height: is the vertices descending col- High Triangle High Triangle
triangles umn from one vertex of the triangles on the line
•The similarity ratio which contains the side which is opposite of that
vertice, each triangle has three heights which are in-
tersected in one point called ( the meeting point of High Triangle
the heights)
[5-2-1] Sides and Angles in the triangle
(theorems without reasoning) C
A theorem : If two sides of a triangle were variated, then the two opposite angles
will be variated too, the great one will be opposite of the great side and vice versa.
BC 2 AC + m+A 2 m+B A B
Example(1) i) In the triangle below, arrange the angles from the smallest to the greatest.
ii) In the triangle below, arrange the sides from the shortest to the longest and calculate
m+Athe +m +B + of
measure m+C .= 180c
The shortest
m+ side
C AB,
= 180 mc +
then -the
A + cm++45
small
(73 angle +Cc =. 180
is 62
Bc+) =m m+ c A + m+B + m+C = 180c
The longest side AC, then m+angle
the great A-+mis +cB++.45
mc+
)m=C+62
=C c180 c c - (73c + 45c) = 62c
` m+B 1 m m+ +C m+c A
C =1180 (73 = 180
The arrangement is m+B, m+m A+, mC+=C180c - (73c + 45c) = 62c
B AC, BA, BC ` m+B 1 m+C 1 m+A` m+B 1 m+C 1 m+A
` m+B 1 m+C 1AC, m+BA,
AA, BC A
6 AC, BA, BC 73c
4 AC, BA, BC
B 45c C
A 8 C
A
(theorems without reasoning) in each triangle: E
A theorem : The bisectors of the triangles angles meet in one point F
which is in equidistant from its sides. O
If OA, OB , OC , are bisectors of the angles A ,B,C respectively,
they meet in the point O , then OD= OE = OF C D B
Example(2) C
60c
In the nearby triangle, find the value of x.
+A +m
BOmbisectorsm+ +A m+
B ++, CO
m +bisects
B +Cc =, then
C +=m180 180Oc is the meeting point
of the bisectors of the angles of the triangle ABC O
m+C =mm180 +C = (73 180cc+- (73) c=+6245cc) = 62c
(AO bisects +Ac +- ) m+ xB= +2m m+c+
1 45
AC = 180
theorem c
m+of 1 + 1 + 1 + x
=+180
C 1angles
m+ c ++45 =+ 62Bc + m+C = 180c
The
` sum `
Bmthem triangle
B m C m A
+Cm c- Am
(73 A c+) m
A 70c
B
+A BA,
mAC, =` mc+-B(70
AC,
BC
180 1cm
BA, BC++60 +cA& ` x = 25c
Cc)1=m50
AC, BA, BC
116
(theorems without reasoning) in each triangle: A
A theorem: The medians of the triangle are meet in one point called the
center of triangle gravity. It divides each of them in a ration of 2 from
3
the vertices.to tenmid point of the side which is opposite of the vertices. F E
2 2 2 O
AO = 3 AD, BO = 3 BF, CO = 3 CE
1 1 1
OD = 3 AD, OF = 3 BF, OE = 3 CE C D B
Example(3) The triangle ABC in which the two medians AD,CE meet in the point O, CE=9 cm
,AD=6 cm, find the length of AO,OE C
1
OE = 3 CE
1
` OE = 3 # 9 = 3cm A median of CE D
2 A O
a OA = 3 AD also a median of AD
2 E
` OA = 3 # 6 = 4cm B
]5-2-2[ Similarity of Triangles

The two similar triangles: are triangles which their sides D
are proportioned and their angles are congruent, we refer A
to the similarity by (+) theorems without reasoning.
A theorem: If two angles in a triangle are congruent with
two angles in another triangle, then the two triangles are C BF E
similar. m+A = m+D, m+C = m+F, & 3ABC + 3DEF
A theorem : If three sides of a triangle are proportioned
with three sides of another triangle, then the two
triangles are similar.
Show if the two triangles in the nearby figure are similar, and write the ratio of
Example(4)
the similarity.
AB 6 2 ii) E 10 BC 3
i) A F
6 B D E = 9 = 3 EF = 10
F
4 4 AC 4 2 6 6 A AB 4 2
C 6 6 EF = =
6 3 D
4 4 DF = 6 = 3
BC 4 2 B 3 C BC AB
D 9 E FD = 6 = 3 EF ! DF
Then the two triangles are similar Then the two triangles are not similar
A theorem: If two sides of atringle the angle were proportioned with the two sides of another triangle
and the anglebetwen then is congruent with the angle of the other triangle and the sides, then the two
triangles are similar.
Example(5) EC CD
In the nearby figure: if ( m < C = m < FDB, = ) find the A
FD DB
value of x. Since the two triangles BFD,DEC are similar, then E
x - 1 9 their symmetric sides are proportion
= 3 Proportion
23
x-1
Commutative multiplication F
3x - 3 = 18
2
Simplifying
3x = 21 & x = 7 C 9 D 3 B
117
1 Arrange the sides from the shortest to the longest: Questions 1- 4 are
A B B similar to example1
2
45c 38c
68c
A C
C
3 Arrange the angles from the smallest to the greatest:
A
30
A 4
B 45 25 to example 2
15
72
C B 20 C
A
COB = 90c, AO k BC = " D ,, BC = 6cm
5 In the nearby triangle, if AO,BO,CO are bisectors of the angles
A,B,C find.m+X. x
ABC is a triangle, O represent a point of intersection of its median, if

6 BO =12cm,
Find the length of the median which one of its to ends is the point B. O
7 In the triangle ABC, O is the point of meeting the medians, find the 45
80
c
length of AD if your knew that B c C
.m+COB = 90c, AO k BC = " D ,, BC = 6ccm
BC
Questions 6 - 7
are similar to
m
8cm 9c example 3
8 In the nearby figure:
Show that:
i) The two triangles ABC,BDE are similar. Question 8 is
ii) Find the value of x. similar to examples
x-1 4,5
iii)Find the ratio of the similarity. x
Solve the Exercises

Arrange the sides from the shortest to the longest:
A
9 80c 10
B
70c
60ْ
B C A C
Arrange the angles from the smallest to the greatest:
11 A 12
A
m
8c
4.8cm
m 30c
c m
45
C 7.5cm B B 50cm C
118
D A 8cm
13 Show if the two triangle ABC, DEN, in the nearby
8cm
6cm
6c m
figure, are similar, and write the ratio of similarity, then B
name the pairs of the congruent angles.
N E 8cm
6cm C
m
4c
14 Show if the two triangles ABC , ADE, in the nearby A 8cm E 4cm C
figure, are similar, and write the ratio of the similarity .
6c
m
B
Solve the problems A B

2x-2 x+9
15 Geometry: If you knew that ∆ ABF ∼ ∆ DEF , AB ED use the
information in the nearby figure to find the value of x. F
20 15
E D
16 Building: A building which its height represented by a side right_

angled triangle as it is shown BE is tringle ABD high in the nearby
figure, prove that : i) ∠ EBA ≅ ∠ D
ii) ∆ABE ∼ ∆ DBE
y
H(0,6)
17 In the nearby figure, the two triangle KAB, KMH are similar,
find the two coordinates of M and the ratio of the similarity. B(0,4)
K x
A(2,0) M?
A
Think E
18 Discover: What is the length of AB in the nearby figure? If you knew

60
that 3ECD + 3ABF . 40 B 20 60

C D F
19 Challenge: (x,15,6) and (10,5,2) are the lengths of the corresponding B 3 E x
sides in two similar triangles, what is the value of x? A
20 Numerical sense: Find the value of x in the nearby figure.If the

4
x+5
two tringle ABD , EBC are similar EC ED

Opened problem: Illustrate why we need the measurements of the angles C
21
to be sure of the similarity of the triangles, give an example.
D
write A problem about two isosceles triangles in which the two angles of the vertices are
congruent, and find the ratio of the similarity.
119
Lesson
Proportion and Measure in Triangles
[ 5-3 ]
-Using the proportioned parts The planning of cities and streets
in the triangles to prove the in the mapp of the electronic ap-
parallel of two or more of pliance map include parallel and
lines. perpendicular lines, the lateral
-Using the proportion to find planning represents part of Bagh-
unknown measures dad city, we see that the streets are
-Using the geometric propor- paralled and perpendicular.
tion in the coordinate plane
Vocabulary:
Geometric proportion
[5-3-1] Proportion in Triangles

You have previously learned the similar triangles and some of the theorems of the similarity in the
triangles, you will learn, in this term, the proportion in the triangle using the previous theorems.
The triangular proportion theorem

The theorem Given The result
If a line parallels a side of C
a triangle and intersects AB ' EF CE CF
the other two sides in two =
EA FB
different point.it divides the E F F
two sides into segments which
are proportional in (without
reasoning) A B
Example(1)Find the length of the segment AE, if you knew that AB ' EF in the nearby
figure. B 4cm
A theorem of F
CE CF the triangular
EA = FB proportion the 12
cm
9 12 EA 4 # 9 36 substitution and
EA = 4 & AE = 12 = 12 = 3cm simplifying
AE A C
? E 9cm
Converse the theorem of the triangular proportion

If a line divided two sides of C
a triangle into proportioned CE CF
segments, then it will be F E EB = FA EF ' AB
parallel to the third side
(without reasoning)
A B
120
Example(2) In the nearby figure, prove MK ' NJ .
we find the ratio of the proportionl parts M 18 N 42 H
HJ 35 7 HN 42 7
JK = 15 = 3 , NM = 18 = 3 35
HJ HN 7
` JK = NM = 3
∵ J
converse the theorem of the triangular proportion
` MK ' NJ 15
Thales theorem
If three or more parallel lines
were intersected by two lines, A D
AB DF
BC = FE
then the segments which are B F
intercepted by the parallel lines C E
will be proportional
AD ' BF ' CE
Example )3(:
An architect had used the perspective (which is the drawing of the remote bodies where they seem
small, and the near bodies where they seem great, and maintaining their structure and the proportion of
their measures to seem three-dimensions) to draw initial lines to help him in drawing parallel columns
of communication, he checked his drawing in measuring the distance between the columns, how long
FH?
AE ' BF ' CJ ' DH Thale's theorem
AB EF A
BD = FH
E
4.2 6.3
B F
BD = BC + CD = 2.2 + 1.4 = 3.6m By substituting and 2.2
C J
4.2 6.3 6.3 # 3.6 simplifying
=
3.6 FH & FH = 4.2 = 5.4m D
1.4
H
]5-3-2[ Proportion and Measures

To find the ratio of the two perimeters and the ratio of the two areas of two similar triangles, I can use
the following theorem (without reasoning)
a
A theorem: if two triangles are similar in ratio of b , then the ratio
2
of the two perimeters of the two
triangles equals a and the ratio of the two triangle area equals a 2 .
b b
If the two triangles are similar, then the ratio between their two perimeters equals The ratio between the
length of the corresponding.
Example(4) If 3WVT + 3ABC, find the perimeter of the 3ABC .

Assume P1 is the perimeter of the triangle WVT V
P1 = 8 + 5 + 4 = 17cm
Use the proportion to find the A
P2 perimeter of the triangle ABC
8c
5cm
P2 AB P2 5 assume P2 is the perimeter of 5cm

P1 = WV & 17 = 8
B C T W
` P2 = 10.625cm The triangle ABC 4cm
You have previously learned three geometric transformations: the reraetiax with drawaill, the reflection
and rotation, these transportations maintain the structure and the measures. In this lesson, you will
learn new transformation maintain the structure without the measures, it is the dilation.
121
[5-3-3] Dilation in the Coordinate Plane
Dilation: is a transformation which change the measures of the geometric shapes without changing their
structure. In the dilation, the preimage and its image will always be similar, the proportion center is the
origin.
In this lesson, we will only study the dilation in the coordinate plane, if you deal with a dilation with
sacale factor M, you will be able to find the image of the point by multiplying its coordinates by M
(x, y) " (Mx, My)
the nearby figure shows a position of a picture in the

Example(5)
internet, draw the limits of the picture after transform
it in a dilation its ratio is 5
3
The first step: 5 5 }
Multiplying the factor A (3, 4) " ( 3 # 3, 3 # 4) $ A (5, 6.667)
of the dilation by the 5 5
B (0, 4) " ( 3 # 0,A3(3,# ")( 3$
4) 4
5
# 3B
} 5 0,46) .$
, 3(# 667
A} ()5, 6.667)
coordinates of the
vertices. 5 5 5 5 } 5 5
4) "
C (0, 0) " ( 3 # 0,B3(0,# ,}3(#
# 0C
0)( 3$ 0,40) $ ( 3) # 3, 3 # 4) $ A} (5, 6.667)
) A (B3(,04,)6".667
5 5 } 55 55
5 C5(0, 0) " ( 3 # 0, 3 # 0) $ BA(C0(3,(0,44,)0)")"((33##03, ,33##44))$ $B}A}(0(5, 6, 6.667
.667) )
D (3, 0) " ( 3 # 3, 3 # 0) 5$ D}5 (5, 0) 55 55
DA((33,,04))""((35 ##33,, 35 ##04))$ CB(D
$ (0}A}0,(,0(545),),0"
6" $C}B} ((00, ,06).667)
((33 )##00, , 33 ##04))$
).667
3
} , B} , C} , D} on the coordinate plane, 3
The second step: put the points A 55 55
(}0,,4B
5 5 3}0,(,000),)6"" ((33)##30,, 33 ##00)) $$ D}C} ((50,,00))
and then connecting them to get the rectangleBA , C}( 3, D}# 0, 3 # 4) $
)} " DC((B .667
5 5
) ( 3 # 3, 3 # 0) $ D} (5, 0)
5 5 (}3(,00,)0"
C (0, 0) " ( 3 # 0, 3 # 0) $D C
5 5
D (3, 0) " ( 3 # 3, 3 # 0) $ D} (5, 0)
Find the length of the unknown segment in the following figures:
T
1 2 R Questions 1 - 2
?
are similar to
70 42
L examples 1- 3
W L
16 ? 30 Questions 3 - 4 are
R S T similar to example
12 W
9 S 2
= In=
3 12
MQ MQ ,12
.5the .triangle
MR 5, MR =, MP
= 4.5MQ 4.5=,MQ
=
MP .5=
1225 25 =
12,.5MN
,,MN
MR 94.=
=, MR 5, =
9 4.5=, MP
MP = 25=, MN
25, MN 9 = 9 , does RN// QP or not?
Explain your answer. N ∈MP, R ∈ MQ
4 In the nearby figure, find the length of KN,MN. M Question 4 is

A similar to example
x x 3
N 2 B
The two triangles ABC,HKM are similar, the area
x+4
x-4
5 of 3ABC is the double of the area of △HKM , K C

what is the length of AB? A
Questions 5 , 6 are
H similar to examples
4,5
8cm
B C K M
122
6 The two triangles ABC, KMH are similar, find the area and the
M 6 H B 8 C
perimeter of the triangle ABC, it should be taken in consideration that
the perimeter of the triangle KMH equals18 cm and its area 15 cm2.
7 ABC is a triangle,where A (6, 0), B (-3, 3

2 ), C (3, - 6) , find its image
A
after minimizing it in ,it is worth to be mentioned that the proportion
1
3
center is the origion. example 4
example 5
6 M
Solve the Exercises 18 B
C
8 In the triangleِ ACD,BE ' CD , find the value of x and ED if
4.5
.ED = 3x - 3, BC = 8, AE = 3, AB = 2 A 1.5
9 Determine if AB ' MK in the nearby figure. K

16
10 The area ratio of the triangle ABC to the area ratio of the triangle KMH equals 25 , what is the ratio of the
similarity between the two triangles, and what is the ratio of the similarity between their two perimeters.
Find the image of the triangle ABC, where A (-1, - 1), B (1, - 2), C (1, 2) under the effect of the
11
proportion of its factor 2.
Solve the problems first

? street
54m
12 Roads: The nearby map represents some of the parallel street 42
street 52
street 62
square
streets and two ways crossing them, what is the length of the
first way between the street number 62 and the street number 81m
52? 27m
second
street
13 Geometry: Find the image of the quadrangle,

where A (2, 6), B (-4, 0), C (-4, - 8), D (-2, - 12)
under the effect of the proportion of its factor 1 .
4
Think
14 Challenge: In the nearby figure, M is the midpoint of AB , and K is
the midpoint of HB , the angles +Z, +ABH, +C are right angles,
a k
prove that KZ (BZ) 2 + (ZH) 2
2
CM = (BC) 2 + (CA) 2
Write As you can of the dilations, if you knew that MK ' AB H

in the near by figure.
A B
M K
123
Lesson
The Circle
[ 5-4 ]
idea of the lesson: Learn
-Finding the measure of the Every angle between clock hand is a cen-
arcs and the centeral angles of tral angle. The central angle is the angle
the circles. which intersects the circle in two points
Indentifying the tangent and and its vertex is the center of the circle,
the common tangent and every central angle in a circle, an
Vocabulary: arch would be in front of it, it is called
%
- Arc chord the angle’s arc. What is the measure of
- Tangent, common tangent
- Central angles
AB which is in front of +AOB ? Are
there many types of arcs?
]5-4-1[ Arch and chord

You have previously learned the concept of the circle: it is a set of the connected
rd
points in the plane which have the same distance from a fixed point called the
o
ch
le
circle center, and the radius r : is a segment connects between the circle center
rc
ci
and a point on the circle, and the circle chord: is a segment which its two ends are
on the circle, and the diameter : is a chord passes through the circle center.
In this lesson, you will increase your information by identifying the arc and its
measure by using the central angle which is in front of it.
%
Example(1) How can I find the measure of the arc AB ̂by using the central
angle which is in front of it?
The measure of the central angle is% equivalent to the arc measure which is in
front of it, and we refer to the arc AB
The angle AOB is a right angle m+AOB = 90c %
Then the measure of the arc which is in front of the angle AOB equals AB = 90
There are three types of the arcs in the circle:
The smallest arc ( less than 180) The greatest arc (greater than 180) Measure of the half of the circle (equals 180)
(
(
(
%
' $ mAB = 180
! = m∠AOB∠180
m ACB mACB = 360 - mAB 2 180
Find the measure of the angles and the unknown arcs in the nearby figure:
Example(2)
% %
i) BC: m+BOC = 30c & mBC = 30
% %
ii) DC: m+COD = 90c & mDC = 90
)
iii) BCD: m+BOC + m+COD = 30c + 90c = 120c
)
( (
mBCD = 120
iv) BEA: m+BOA = 180c & mBEA = 180
& &
iv) AD: m+AOD = 180c - 120c = 60c & m AD = 60
124
The nearby circle is divided into three congruent parts, find the measure of the
Example )3(:
following arcs:
There are three congruent centeral angles, its sum is 3600:
% 360c %%
i) AB: mm++AOB AOB== 3603c ==120 (AB
120cc( AB==120
120
3
) ))
ii) ABC: mm++AABBCC==120
) )
)
120cc++120 240cc&&AABBCC==240
120cc==240 240
m+ABC
or other method 360c +
ABC = 120 - 120 240cc &
120cc== 240 & ABC
ABC == 240
240
%%
Notice the two triangles and the two central angles 1,2 and the two
arcs AB, CA and the two chords AB, CA ,if the two angles are congruent,
then the two arcs will be congruent and the two triangles will be congruent, so the
two chords AB, CA will be congruent. You can use a method like this to get the
following theorem. (without reasoning).
The theorem of arcs, chords and the central angles in each circle or in two congruent circles.
If two central angles are congruent, then their two arcs will be congruent
+ 1 , +2 + AB , AC
% %
and vice versa.
If two central angles are congruent, then their two arcs will be congruent
+ 1 b +2 + AB b AC
% %
and vice versa.
If two arcs are congruent, then their two chords will be congruent and
vice versa. AB b AC + AB b AC
Use the theorem of the arcs and the chords to prove that the triangle ABC is an
Example )4(:
% % %
equilateral triangle in the nearby circle, it is worth to be mentioned that:
% % %
AB , AC , CB
Given from the question
a AB , AC , CB
The theorem of the arcs and the chords
` AB , AC , CB
So, the triangle ABC is an equilateral triangle.
A theorem of the perpendicular diameter in each circle

A theorem: The perpendicular diameter to a chord in
a circle bisects the chord and the two arcs.
& %% %
CD = AB & AO = BO, AD , DB, BC , AC
Example )5(: Use the theorem of the perpendicular diameter to find the chord AB,if you knew that
the radius OD equals 5 cm and that DE= 2cm
OC = OD = 5cm, DE = 2cm The step (1): draw the radius OC
OE = 5 - 2 = 3cm The step (2):
^ EB h + ^ EO h = ^ OB h
2 2 2 Pythagorean theorem by substitution
25 - 9 = ^ EB h2
By simplifying
E is the midpoint of AB , the theorem of the
^ EB h = 16 & EB = 4cm perpendicular diameter
2
` AB = 2 # EB = 2 # 4 = 8cm The diameter DC is perpendicular on

the chord AB and bisects it.
125
[5-4-2] Trangent
The circle tangent: is the line which The common tangent of two circles :is tangent line for the
meets the circle in one point and it is two circles.
vertically to the radius in the tangency
point. A
C
The tangency tangency point. O
theorem
B common tangent Internal Common Tangent External Common Tangent
The theorem of the two tangents

A theorem: The two segments of the tengents which are drawn to a A
circle from outside point are identical.
CB, CA are two tengents to the circle from the point C. O C
` CB , CA B
Example (6): A circle, in the nearby figure, its center is O, and AB is a

tangent of the circle at A and the measure of the angle
A
ABO equals 350, find the measure of the angle AOB, then find the length of 12c
m
the segment BC.
AB = AO, m +OAB = 90c BA is the circle tangent at O 35c B
the point A
a m+OBA = 35c The tangent theorem
Given C
` m+AOB = 180c - (90c + 35c) = 55c The sum of the triangle angles 1800
BC=12cm The theorem of the two tengents

In the circle below, find the measure of the angles and the arcs in each of the following:
B
1 +AOD 2 +COB C
Questions 1- 4 are
( )
O 43c D similar to examples 1- 2
3 4 DAB
DBE E
A
A circle is divided into 6 identical parts, find the measure each arc of the following:
% ) F
Questions 5- 7 are
5 AB 6 ABC
)
E A similar to example 3
7 ABD O
D A
D B
Questio 8 is similar to
example 4 C O
8 The nearby circle is divided into 4 identical parts, prove that the figure ABCD is a square . C B
9 In the nearby figure, use the theorem of the perpendicular diameter, and
find the length of the segment AB in the nearby circle. Approximate the O
result to the nearest tenth. 2.3cm
10 Use the tangent theorem to find the length of the two segments AB, AD A B
in the nearby figure. D C 1.7cm
O 6
cm
C4 Question 10 is similar
example 5 cm
A to example 6
B
126
Solve the Exercises Find the measure of the angles and the arcs in the following:
(
C
11 +COA
A
12 DBE
D 74c 40c B
) )
O
13 BAC 14 DCA
E
H
The circle is divided into 8 identical parts, find the measure G A
of each arc in the following:
15 AB
% )
16 ABC
)
17 GDB
A F O B
F B E C
18 The nearby circle is divided into 6 identical parts, O D
prove that the figure ABCDEF is a regular hexagonal. E C
c
D O
19 Use the theorem of the tangent to find the length of 13m
5m
the two line segments AB,AC in the nearby circle. A
B
Solve the problems
20 Geography (volcanos): The vent of the Hulaii volcano rises from the
level of the see surface in 2.52 km, calculate the distance between the
top of the volcano and the level of the horizon, if you knew that the
radius of the land is 6437 km, approximate the result to the nearest
kilometer.
21 Space station: Russian station, mir rises from the level of the see surface
in about 390 km, what is the distance between the station and the
horizon, approximate the result, if you know that the radius of the land is
6437 km to the nearest kilometer.
Think A
4x -
1
22 Challenge: Use the theorem of the two tangents to find the length of AB O
in the nearby circle. B
B 2x + 11
8
8y - C
Numerical sense: If the two angles COB,AOB are C
6y
23 O
congruent, find the length of CB in the nearby circle.
A
Write
The required steps to find the measure of the angle ABC in the
nearby figure, if you knew that BO bisects the angle AOC which its
measure equals 1400
127
Lesson
Triangle and Circle, Line Segments and Circle
[ 5-5 ]
-Using the properties of the C
axes and the bisectors of the In the nearby 3ABC , the axis of BC intersects
angles to draw the circum- the axis of AB in O
scribed circle and the in- OC=OB beause O in the axis of BC
scribed circle in a triangle ` OA = OC O
- Finding the lengths of the So O located on the axis of AC, that is the
segments which determine by axis of AC passes through O B
A
two lines on a circle. a OA = OB = OC
Vocabulary: We can draw a circle, its center is O and
- Circumscribed circle passes through the vertices of the triangle ABC
- Inscribed circle
[5-5-1] Triangle and Circle
(the median of the triangle)
(The axes of the three sides of the triangle intersect in one point)
And by them, we can draw the circumscribed circle of the triangle.
The circumscribed circle:of each triangle has one circumscribed circle, its center
is a point of intersection the three axes.
The axes: are the perpendiculars on sides of a triangle from their midpoint, and they
meet in one point (O) which has the same distance from its vertices, this point is the center of the circle
which passes through the vertices of the triangle.
Find the point of intersection of the axes of the triangle ABC as in the
Example (1):
nearby figure, and draw the circumscribed circle. C
The axis of AB passes through the midpoint of AB and parallels BC O
The axis of BC passes through the midpoint of BC and parallels AB
Then the three axes meet in the midpoint of AC which represent the B A
center of the circumscribed circle of the triangle.
We can benefit from the theorem of the bisectors of the triangles angles to draw the B
inscribed circle of the triangle
The bisectors of the triangles angles intersect in one point.
M L
The point of intersection of the bisectors of the angles locates on the same distance O
from the three sides.
In every triangle, there is a circle inside the triangle which is tangent to its three sides
A C
and it is called the inscribed circle.OL = OK = OM K
The circle which its center is O surrounded by the triangle C

Example (2):
ABC, prove that BO bisects +LOK and the axis of KL
The theorem of the two tangents BK=BL
The two radius of the circle. OK=OL
a 3 BOK, 3 BOL congruent (s.s.s) K
m+1 = m+2
O
m+1bisects
BO = m+2LOK D
The triangles LDB, KDB are congruent (S.A.S) 1
2
KL = BO A
L
B
KL ` BO axis of KL BO
128
[5-5-2] Line Segments and Circle
In lesson (5- 4), you have learned how to find the lengths of a chord parts which intersects with a
perpendicular diameter on it. But how can we find the lengths of other intersected chords.
Theorem of the two secants of the circle
The theorem A M B
B
If two intersected lines intersect a circle then the H H K
product of the length of the two segments from the
point to the circle is constant along any line through the M
point and circle. HM # HK = HB # HA K
A
Example (3): Find the value of x and the length of each chord.
B K
HMHMHM# H## K
HM HH=KK# ==HHB
HB #
HB
HM
K =###
HA HA
HBHAHK # HA = HBA#theorem
HA of the two secants in the circle 3 x
H 2 A
3 #332##=2283==##88x2##=xx83##x2 = 8 # x By substitution and simplifying
6 63 3
x =xx8===868x4== 4346 = x3= 6 = 3 8
8 4 8 4
ABAB = AH
AB ==AB AH+ HB
AH =++AH =AB
HB
HB 2+==+HB ++==3352+
=223AH ==+HB
553 ==52 + 3=
The chord
5 length AB
==MK ++MH 3+ 33 =38333 The 3 3chord 3
length MK
= MH += = 8+==+ = 4+=44+ 8= 8 44= 8 +
+ 4 4 =84
MKMKMK MH
MH HK HK
HK
MK 88MH M
HK 4HK
4
Example (4): Find the value of x and the length of . AM, BM
MD # MB = MC # MA A theorem of the two secants in the circle A
C x
2 # 9 = 3 # (3 + x) simplifying M
3
18 = 9 + 3x By substitution
2
D
3x = 18 - 9 = 9 Length of AM = 6 7
9 Length of BM = 9 B
x = 3 =3
We can use the result of multiplying the two parts of the secant by the theorem of the secant and the
tangent, and in this case, the tangent will be the external and total part of the segment itself.
The theorem of the tangent and the secant in circle
The theorem B
A
If a line has a tangency with a circle and another
line intersects it, two line segments will be formed
on the secant, and the result of multiplying their C
two lengths will be equaled to the square of the
tangent length. AC # AM = (AB) 2 M
Find the length of the tangent AB .

Example (5): B A
4
AC # AM = (AB) 2 The theorem of the tangent and the
C
secant in the circle
(AB)2
4 # 8 = 32
By substitution 4
` AB = 4 2 M
The length of the tangent AB
129
A
1 The triangle ABC is an isosceles triangle AB = AC , N is theKA , KC

midpoint of, BC , K
KA , KC, BC , prove that K is the point of intersection of axes of the triangle ABC,
B C
then draw the circumscribed circle. N
Questions 1- 2 are
2 ABC is a regular triangle, the length of its side is 12cm, determine the point of
intersection of its axes, then draw the circumscribed circle, and find the length of similar to example
1
its diameter.
Questions 3 - 5
Find the value of x and the length of each unknown segments of the following: are similar to
A examples 3,4
5
3 4 9 5 4
4x
2 x B B
8 12 4 x
x
B 5
A
A Questions 6-
7are similar to
Find the value of x and lengh of AB : example 5
B x A
6 7 6
12
A
x
4 x+1 B
Solve the Exercises
8 ABC is a right-angled and isosceles triangle, the length of each of two sides is 6cm, draw the
circle that surrounded by the triangle ABC and find the area of the circle.
9 ABC is a right-angled and isosceles triangle, its chord is BC . Determine the intersection point of
the axes of this triangle and draw circumscribed of it.
Find the value of x and the length of the unknown segments of the following:
A 4 A C
x 2 3
6
10 11 5
3
x+3
C D
B B
A
A 6 3 x
C
3 B
12 D 13 9
x
B C
130
Solve the problems
14 Construction: A bridge bases on an arc a circle, as it is shown in the

nearby figure, AB axis of AB DC , AB =60m, DC =150m,
what is the diameter of the circle?
15 Space: A satellite rotates around the earth in a height of 8200km,

if the diameter of the earth is about 12800 km, what is the distance
which separates the satellite from the point B in the nearby figure.
Geometry: O is an intersection point of the axes of the triangle

16 A3
ABC, find the perimeter of the triangle ABC by using the nearby cm
figure.
5cm
B 7cm C
Think
17 Discover the mistake: Below are two solutions to find the 4

value of X in the nearby figure, which solution is wrong? 6 x
Explain your answer.
i) 4 # 6 = x 2
The theorem of the tangent and the
secant. 24 = x 2 & x = 2 6
ii) x 2 = 40 & x = 2 10 B
x
18 Challenge: In the nearby figure, AB=10 and it is the tangent 2
of the circle,find the value of x. A
15 C
19 Open problem: In the nearby figure, a circle its center O and D

AC, BC, BD are tangents of the circle, find the length of the A
segment BC. O 13
10
C B
E
Write
A problem which uses the axes and the bisectors of the angles for a triangle to draw a
the circumscribed ciricle.
131
Lesson
Angles and Circle
[ 5-6 ]
ldea of the lesson: Learn
-Finding the measure of inscribed
angles and the tangent ones. The screwdriver is used as a tool
-Finding the measure of angles to fix or open the screws, and the
which their sides intersect with a gap in this tool takes a hexahedron
circle. shape inside a metal cylinder, and
Vocabulary: every angle in the hexahedron shape
-Inscribed angles represents an inscribed angle inside
-Tangent angles the circle.
]5-6-1[ The Inscribed Angle

You have previously learned the arc by the indication of the centeral angle and how to measure the arc.
In this lesson, we will learn the inscribed angle: it is an angle which its vertices is a point of the circle
points and its two sides are chords in the circle.
We will also learn how to measure it by using the arc which opposite it by the following theorems which
are without reasoning.
The theorem of the inscribed angles
1 %
The measurement of the inscribed angle equals the half of B A
its intercepted arc.
m+B = 2 m AC
C
Example )1(: Find the measure of the following inscribed angles in the nearby figure.
i) +D i) +D
ii) +BAD ii) +BAD
1 ( B The theorem of the 1 %
m+D = 2 m ECA D m+BAD = 2 m BD
1 %
inscribed angles
140
= 2 = 70 30
c
A By substitution m+BED = 2 m BD
E
m+D = 70c ` m+BED = m+BAD = 30c
.
140 C
The theorem of the inscribed angles which intercepted the same arc
All the inscribed angles which intercept the same arc A
E
are congruent.
$
B
C F
m+A , m+B , m+C , m+D = m EF D
1 % case for the inscribed angle when it is a right angle

m+BAD
There
= is2 amspecial
BD A
1 %
each inscribed angle faces a semicircle is a right angle.
each right-
m+BED = 2 m inscribed
BD angle faces opposite diameter.
% % B C
` m+BED
m+=Am=+m +
BAD
BCA=m c = 90
30BC
90
132
Example )2(: A circle ,its diameter is KH , intersects HL in N and intersects KL in M, as in the
nearby figure, prove that HM and KN are altitudes in the triangle HKL.
a m+HNK
a m+the
An inscribed angle HNK opposite HNK
diameter KH is a right angle.
` m+` m+=
HNK 90c = 90c
HNK H
KN is an altitude in the triangle HKL. N

An inscribed angle HNK +a
a mopposite
HMKm+the
HMK
diameter KH is a right angle
` m+` HMKm+HMK
= 90c = 90c
K M L
HM is an altitude in the triangle HKL
]5-6-2[ Tangential Angle
Tangential angle: Is the angle which is formed by the tangent of the circle with another line passes
through the point of tangency.
The theorem of the tangent angle
If the circle tangent intersects with a line C C
passes through the point of tangency, the D.
measure of the angle between them will be .D
1 )
the half of the intersected arc.
B A
m+A = 2 m ADC A B
Example )3(: By using the theorem of the tangent angles and the nearby figure, find the
measurement2
of the following:
(AC)i)=+(AB) 2 2 % C 14
4
BAC + (BC) ii) NC
% 1 %
2 2 2
( 11 k) = ( 3 k) + (BC)
The theorem of the m+BAC = 1 m CA m + CNM = 2 m CN B
1 % M
tangent angles 11 k 2
= 3 k 2
+ ( 2
BC ) 2
144 8282c
o
A
2 2
= 2 = 72 82 c = 2 m CN
By substitution (BC) = 8k %%
N
``mi)m+=+BAC
BC A8=k=7272c
o
ii)`NCm CN = 164
[5 -6- 3] Internal and Exterior Angels in the Circle
The theorem of the exterior angle in the circle
If two lines intersected outside a circle, the measure of A
the angle between them equals the half of the difference K
D
% &
between the two intersected arcs.
1 N
m+D = 2 (m AB - m KN) B
Example )4(: Find the measure of the exterior angle x in each of the following:
)
i)By using the theorem of the exterior angle ii) By using the theorem of the exterior angle in the
in the circle and by the substitution of the arcs circle and by the substitution of the value KAN by 360,
value, in the figure, we find the measure of the we find the measure of the angle x.
angle x.
1 % & ! = 360! − 130! = 230!
mKAN
) & A K
m+x = 2 (m AB - m KN) A 1
m+x = 2 (m KAN - m KN)
K 130c x
1 x 1
= 2 (172 - 90) 90c 172c
= 2 (230 - 130)
N
82c B 100c N
` m+x = 2 = 41c ` m+x = 2 = 50c
133
The theorem of the interior angle in a circle
If two lines intersected inside a circle, the measure of the A C
for the cutting arches. m+CMK = 1 (m % %
angle between them equals a half of the sum of the measure
M
1% %%
2% % % %%
CK + m AB)
B K
m CMA 1 1 1
+m
mm+ +
CMK
CMK ==2=2(m
m+=CMK
CMK (mAC
(
2 2(
=
m m
CK +
CK
CK(
+ mBK)
m
+m+
CK
m m
ABAB
+
AB ) ) AB)
)m
Example )5(: Find the measure +ADB ,using theorem of the interior angle in the circle.
1 & % B 44c A
The theorem of the interior angle in a circle m+ ADB = 2 (m KN + m AB)
D
1
By substituting and simplifying = 2 (102 + 44)
K N
146c
` m+ADB = 2 = 73c 102c
We can draw a circle passes through the four vertices a quadrinomial this quadrinomial is called the
circular quadrinomial.
The theorem of the circular quadrinomial
In each circular quadrinomial, the sum of measuring each B
A
two opposite angles equals 1800 .
m+A + m+C = 180c
m+B + m+D = 180c D C
Example )6(: Find the value of x, and (a) in the nearby figure.
The theorem of the circular quadrinomial a a + 81c = 180c 2x
81c
` a = 180c - 81c = 99c a
a x + 2x = 180c & 3x = 180c

x
` x = 60c
Make sure of your understanding Find the measure of each of the following:
% A Questions 1,5 are
1 m BE E 2 m+ABC A B similar to example 1
B
3 m+CAB 4 m+ACB
25c
80c
5
% 40c
D 60c m BN C N
Questions 6,7,10 are
C C
6 m +CKA 7 m+MNB B 256 similar to example 2
%
52c
55c
K B
8 m+CBA 9 m BN Questions 8, 9 are
similar to example 3
A
N M
10 If you knew that M is a center of the circle 1 and MK is the A
diameter of the circle 2, prove that KA and KB are two tangents
to the circle1. M K
1 2
B
134
"
"
Find the measure for each of the following:
11 m+KNA mX
12 m x
X
K 25c
Questions 11 - 12 are
30
similar to examples 4,5,6
c
204
B respectively
N 20c
C X
A
Solve the Exercises Find the measure for each of the following:
13 m+H
HBC 14 m+x 15 m+x, m+y
140
A 35 K
x
B x 116c
y
H 180 92c
C
102
Solve the problems
16 Glass: one of the artists had drawn the nearby diagram on glass, find
%
the measure of +BAC ADE if you knew that m +BAC BCE=300 and the
measure AB = 42
17 Space: A satellite rotates around the earth, and when it reaches to the point
M, its height will be 14000 km above the earth. What is the measure of the
arch that we can see by the camera of the satellite on the earth?
Think B
‫؟‬
A 19 Numerical sense:
0)
18 Discover the mistake: Saeed wrote

+2
Find the value of the O

160c x
m+CAB = 2 = 80c B
(2x
unknown angles
E
show the mistake and find the correct C A ‫؟‬ C
30 D
answer. 1
B
Write The theorem of the interior and exterior angles to compare E
the two angles x,y ? x y A
D
C
135
Chapter Test
3c
Find the area and the perimeter of a regular polygon, if you were m
1 cm
given the data in the nearby figure. . 11
5
2 Find the surface area and the volume of the cone if you knew that
V =is 19 r rcm
the area of its base
3# and
2 2
h its lateral height is 5 cm. A .
.
10m
3 The two triangles ABC, KLM are similar, the area of the triangle B K C
ABC=24 m2 ,
What is the area of the triangle KLM?
L 15m M
4 Show if the two triangles ABC, FBD in the nearby figure are similar, and write
the ratio of the similarity if AC / /FD , and find the value of x. A
E
F
x-2
4
C 12 D 6 B
5 Find the measure of the unknow angles in the following figures:

i) ii)
96c 101c
d 2c
c 3d
c
d
6 Find the value of x in each of the following:

35c
i) 40 ii)
x
73
152
x
iii) 8 iv)
10
160
108
x x
A
7 Find the measure of the unknown angles and arcs in the nearby figure.
%
i) m+AOC
%
ii) m DC
20c 35
iv) m+DOA
c
%
iii) m DB C
v) m EB iiv) m+AOE E B D
136
Chapter
6
Statistics And Probilities
lesson 6-1 Design a Survey Study and Analysis its results
lesson 6-2 Graphs and Misleading Statistic
lesson 6-3 Permutations and Combinations
lesson 6-4 Experimental Probability and Theoretical Probability
lesson 6-5 Compound Events
Before marketing its production, the cars factories usually investigate some issues to make sure of the
quality, such as the durability of cars engines, the quality of cars electricties, colors and affairs related
to design, like cars lights and others.
55
Pretest
Find the arithmetic mean, median, the mode and the range for each of the following:
1 9,6,8,5,5,8,7,6,9,7 2 20,17,42,26,27,12,13 3 8,7,5,8,2,8,9,1,4,3,3,5
4 Represent the following graphs by points, then find the arithmetic mean,median, the mode and the
range.
0,2,5,3,1,4,5,3,4,3
Write each fraction as percentage :

1 13 27 3
5 6 7 8
4 20 100 25
9 A box contains five red balls, and three white balls. Find a probability of withdrawal.
i) One red ball.

ii) One white ball after returning the red ball to the box.
iii) One white ball in case the red ball without returning to the box.
a,b two perfect events, find:

10
i) p (a) if P (b) = 2
7
ii) p (b) , p (a) if p (a) three times p(b).
Determine if the two events are independent or dependent:

After flapping a coin, writting (tail) was appeared, while a picture (head) was appeared after the second
11
flapping
12 Drop a yellow ball, then red ball from a sack which contains 3 yellow balls and 5 red balls.
13 The number 5 was a appeared when the dice was thrown for the first time, but when it was thrown
for the second time the number 6 appeared.
14 Drop a card, which a name of Jamana was written on, from a sack without returning it, then another
card, which contains the name of Sally, was droped from the same sack.
15 A disc spinner was stopped on the number 3, and appearance of number 3 when a
dice was thrown for once.
Three cards contain the letters A ,B, C, in how many ways we can arrange the cards on a straight
16
line.
138
Lesson Design a Survey Study and Analysis its Results
[ 6-1 ]
*Designing a survey study
*Analyzing the results Al- Najaf factory for men’s suits,
Vocabulary: one of most important factories.
*A survey study people who are concerned in
*Society the factory affairs interested in
*Sample quality of production by check-
ing the type of clothes, colors,
modern designs and others. The
process of checking all cloths will
be illogical , so samples of suits
would be checked instead to see
If the product needed to be devel-
oped or not.
[6- 1- 1] ] Design a Survey Study

Sample:- It is a subest from the society. By analyzing the results of the sample, we can get conclusions
about the society as a whole. The conclusions would be more representative to the society in any of the
following two cases:
• Size of sample is biggest.
• Using more samples.
To the type of the sample has an effect on its conclusions which be got, and they are two types:
The unbiased sample: If each one has the same probability of choice.
The unbiased sample: If each one has different probabilities of choice.
Example (1):
A school headmaster distributed 100 questionnaires to the students to know their opinions about
the quality of food in school shop stall.
i)Determine the sample and the society which the sample was taken from.
ii)Describe the method of gathering data which the headmaster used.
iii)Determine if the sample was biased or unbiased.
i)The sample: The students who received the questionaires, their number was 100 students.
Society: All students of school
ii)Method of gathering data is a survey study, where they would be taken from the answers of students
who represent the sample.
iii)The sample is unbiased: because this sample consists of the students who were chosen randomly.
139
Example )2(:
A shop seller wants to give a gift for every customer shopping from his shop, so he stood in front
of the shop and asked 20 customers about the type of gift that everyone wish to be presented to
him.
i)Determine the sample and the society that the shop seller chose.
ii)Determine the method of gathering data which the shop seller used.
iii) Determine if the sample was biased or unbiased.
i)The sample: The customers who were asked, their number was 20.
Society: The customers who visited the shop.
ii)The method of gathering data is a survey study, where the answers were taken from the selected
sample ( 20 people)
iii)The sample is unbiased because people who visited the shop were chosen randomly.
Example )3(:
Ten persons, who were in a restaurant for kabab, were asked about their favorite meals
i)Determine the sample and the society who were chosen by the owner of the restaurant.
ii)Describe the method of gathering data which the owner of restaurant used
iii)Determine if the sample was biased or unbiased.
i)The sample: The ten persons who entered the restaurant.
Society: All people who entered the restaurant.
ii)The method of gathering data is a survey study, where the answers were taken from the selected sample.
iii)The sample is braised: Because the favorite meal for the persons who were sitting in the restaurant is kabab.
]6-1-2[ Analysing the results
After gathering the data by the survey study, the data would be summarized to be meaningful. All that
will be done by using the measurements of the central tendency
(arithmetic mean, median, the mode) which was studied previously in different ways and choosing the
suitable measurement to represent the data.
The type When it better to be used

Arithmetic mean When there are no extreme values in the data set
When there are extreme values in the data set, but there are
Median
no big gaps in the middle of data
The Mode When there are repeated numbers in data set
140
Example (4):
Which of the measurements of central tendency is (if there is) more suitable to represent the data
in each of the following:
i) The near by data show the weights of 10 boxes in kg:3,2,3,6,5,5,21,4,3,5
Arithmetic mean: is not suitable to represent the data because there is a big extreme value which is: 21
The mode: is unsuitable to represent the data because there are more then one
Mode: 3, 5
Median : is the suitable measurement to represent the data because there is no big gap in the middle of
set 2,3,3,3,4,5,5,5,6,21
ii) Mohammed had got the following marks in five tests of Maths: 90,93,85,86,9
90+93+85+86+91 445
Arithmetic mean = =89
5 5
Arithmetic mean: 89 is a suitable measurement to represent the data because there is no extreme value
Median: 90 is a suitable measurement for representing the data because it comes in the middle of data
and no big gap is there.
Both of them suitable measurement for representing data.
The Mode: there is no mode because there is no repetition in the data.

Determine the sample and the society, then describe the style of gathering data and differentiate
the biased sample from the unbiased one in each of the following, illustrate your answer :
1 30 persons entered a library, the sixth person from each six persons was asked about his or her
favorite hobby.
2 100 questionnaires were distributed to a group of workers in a factory. They were asked about the
conditions of work inside the factory.
3 In a zoo, animals were distributed; the animal from each group was chosen randomly to make
tests on it.
Which measurement of central tendency (if there is ) is suitable represent the following data?
Illustrate your answer :
4 8, 10, 14, 8,13,6 5 8, 10, 8, 9,11,4,6,54 6 8, 9, 8, 6,10,9,11,13,14,8,6,7,19
Solve the Exercises

Determine the sample and the society, then describe the style of gathering the data and
differentiate the biased sample and the unbiased one in each of the following. Illustrate your
answer :
7 A factory owner wants to check if the workers work well or not. He watches a worker for two
hours.
8 A number of students stands at the main gate of school; they were asked the tenth placed student
who entered school about her favourite hobby.
Which measurement of the central tendency (if there is) is more suitable to represent the
following data? Illustrate your answer.
9 34,47,41,49,39,26,40 10 6,2,4,4,3,2,6,2,4,4,20 11 5,3,5,8,5,3,6,7,4,5
141
Solve the problems
Hospital: Medical city hospital is a complete medical center that offers its
services to all citizens in Baghdad and other governorates. In an introductive
seminar, a doctor was selected randomly to present an overview about the
services that his department offers within the hospital.
12 Describe the sample and the socity.
13 Is the sample biased or not? Illustrate that.

14 Shopping: The table below shows the number of customers who visit a shop for selling electric
appliances in each hour of a day. Which measurement of the central tendency is more suitable to
represent the data.
Number of customers
79 71 86 86
88 32 79 86
71 69 82 70
85 81 86 86
15 Feeding: the table below shows the calories for some vegetables in the plate for each sample.
Which measurement of the central tendency is more suitable to represent the data.
vegetables calories vegetables Calories

onion 16 cucumber 13
pepper 20 corn 66
cabbage 17 spinach 9
carrot 28 pumpkin 17
Think
16 Challenge: Find a set of numbers in which its median is smaller than its arithmetic mean.
17 Correct the mistake: Snaria says that the arithmetic mean is the more suitable measurement of the
central tendency to represent data 3,5,4,8,20. Determine Snaria,s mistake, then correct it.
18 Numerical sense: In a survey study about the daily going to a secondary school, a questionnaire
was distributed to 50 students, the result was that 74% prefer to go to school in the morning . It this
study reliable? Explain that.
Write
A question about a meaning whcih you want to get an answer about it by a survey study.
142
Lesson
Data and Misleading statistic
[ 6-2 ]
* Discrimination the mislead-
We often see advertisements
ing data
for sale on the shopwindow of
* Discrimination the mislead-
commercial shops at the end
ing statistics
of each season.
Vocabulary:
These advertisements attract
* Misleading data
the customers to buy goods
* Misleading statistics
[6- 2- 1] Discrimination the Misleading Graphs
The misleading data: Represent the data which focus on a certain item of the , goods in an extreme ways
by showing facts in a way that would misleading the customers and encourage them to buy goods.
Example (1):
n.o. workers
An owner of a factory thinks to apply a new

New system at work
system at work. He distributed a questionnaire
in which he asked the workers their opinions in
the new system.
Does the representation, in the nearby figure,
give the correct form about the outcomes of the
questionnaire?
At the first time, it seems that most workers
are agree with the new system, although it is
knowing that the longest period of grading is
unconstant. Very agree agree Refused not agree never agree
Note: there are 450 workers either not agree with this new system or they are never agree with this
system, while the number of workers who said yes is more than 400 workers. So, the nearby graphic
diagram considers misleading one, and the conclusion is untruthful.
Note: (the graphic diagram may be misleading, by extending or shortening the periods among the
values of data to give a certain impression)
143
Example (2):
The nearby graphic diagram shows the relation between the two lengths of the big white shark and the
Mako fish. Show if the graphic diagram is misleading, explain that. Type of fishes
- From the nearby figure, we see that the length of the upper column is
twice the length of the lower column double.
- But the corresponding value to the length of the upper column is
4.9 and value to the length of the lower column is 4, and certainly the
value 4.9 is not double the value 4. So the nearby graphic diagram is
misleading.
Note: (when the graphic diagram started from zero, it will not be misleading)
[6-2-2] Discrimination Misleading Statistics

The misleading statistics: in addition to the misleading diagrams, the misleading statistics use to promote
of a company or certain goods. By looking carefully at the given informations of the advertisement we
can discriminate the misleading statistics.
Example (3):
,
An owner of a men s suits shop put the following advertise
ment (New mens suits, the average of price is 45000 dinars)
There are five types of the suits inside the shop which their
prices reach up to (in thousands dinars) 53, 48,20,50,54
54 + 50 + 20 + 48 + 53 =45
5
-The average price of suits is 45000 dinars, but there is only
one suit which its price is less than this average, and that will make the customer pay more
than this price for the suit.
Example (4):
A survey had been done on 800 students from the preparatory stage, 70 students wished
to join the engineering college, while 50 student wished
to enter the college of medicine. The results reveal that
students prefer engineering college to the perecntage of
120
studens who participated in the survery = 800 # 100
college of medicine.The real number (50 + 70) = 120 of
students who participated in the survey is 120 students
from 800 students, which means that the random sample
was so small .
144
Clarify how can the following two graphic diagrams give a misleading impression?
Wages in hours withe thousands dinars

the longest of students in cm The wages of workers comparing their skill.
1 2
Number of students
the longs bc cm Worker Skillful Worker
Illustrate why the following statistics are misleading:

3 An article was shown to 20 persons to evaluate it, 13 persons were admired in the article.
According to that, the person who wrote the article announced that the article is durable for
publishing because the ratio of people who support the article is 13 to 7.
A sport store sold for a certain period 390 sport suits, while a store for entertainment sold for the
4
same period 90 sport suits
Solve the Exercises
Clarify how can the following two graphic diagrams give a misleading impression:
5 6
100 =
The number of
sold in tans
Chocolate
50 =
Biscuit
20 =
In a survey for 6 persons about reading a daily newspaper, 4 of them said that they prefer reading
7
the newspaper (x), at the end of the survey the following sentence was mentioned:
2 from 3 persons prefer reading the newspaper (x) , why does this advertisement consider misleading?
8 100 students were asked about the way they prefered to come to school. 60 students of them thier
answer were as the followings. 32 of them prefer coming by taxis, 18 students prefer walking and
10 students prefer their own cars. conclude that half of the students prefer taxis. Illustrate why the
statistics are misleading.
145
The ability to stop breathing
Solve the problems
9 Biology: the nearby graphic diagram represents the ability to

stop breathing for Hippo and other.
Why the data in the diagram are misleading? Clarify that.
Otter Hippopotamns
10 Reading: The nearby graphic diagram represents people who prefer reading litarate, sceintific
and art books. Illustrate why the data are misleading ?
Art
litarate
Sceintific
11 Transportation: the profits of the aviation company A

reached to 5500 million dinars in the two months July and
August. While the profits of the aviation company B were
7500 million dinars in the two months April and May.
Illustrate why the statistics are misleading ?
12 Feeding: the pack of broccoli contains 477mg of potassium, a big carrot contains
230mg, while the cauliflower contains 803mg of potassium.
Illustrate why the statistics are misleading ?
Think
13 Discover the mistake: Mohammed says that the diagram will not be misleading if it started
from zero for columns regardless of proving the long of periods.
Discover Mohammed,s mistake.
14 Numerical sense: A seller had got the following amounts of thousands dinars:
February 965, March 170, April 120, July 125, May 100
He told his friends that the average of his monthly commission is 265000 dinars.
Illustrate why this statistic is misleading.
15 What is the thing that you should be sure of to decide that the diagram is misleading or not?
Write
A question from everyday life which we need to make misleading diagrams.
146
Lesson
Permutations and Combinations
[ 6-3 ]
*Identify the factorial of the
Four persons entered a room
nonnegative integer.
which has four chairs in one
*Identify the concept of the
row. They were asked to sit
Permutations
down on the four chairs.
*Knowing the concept of the
How many methods can they
combinations
use to sit down on the chairs?
Vocabulary:
*Factorial of the number
*Permutations
*Combinations
*Sample space
[6- 3- 1] Factorial
If n is any positive integer , then n! = n(n-1)(n-2)... (3)(2)(1), n ! Z
+
and 1! = 1, 0! = 1
Example )1(:
Four persons entered a room contains a four-chairs row. They were asked to sit down on those chairs. How many
ways can they follow to sit down on the chairs?
•The first person who entered the room has the choice to sit down on any chair he
likes, that means he has 4 choices
•The second person has the right to sit down on any of the three chairs, that means he
has 3 choices
•The third person has the right to sit down on any of the two chair, that
means he has two choices
•While the fourth person, for sure he will sit down on the last chair, that means he has
only one choice.
Then, the number of the possible ways for sitting down equals 4X3X2X1=24
Note that you got the previous result by multiplying consecutive numbers starting from (4) and then decreasing till
number (1)
A form lik this is called the factorial of number (4) and we can use the symoble (4!) to refer to it.
Example )2(:
Find the value of each of the following:
vi) 3 6#! 6
(6 - 2 )!
i) 5! ii) 4! - 2! iii) 7! iv) 3! # 2! v) 0!
5!
i) 5! = (5)(4)(3)(2)(1) ii) 4! - 2! = (4)(3)(2)(1) - (2)(1)
= 120 = 24 - 2 = 22
7! (7) (6) (5) (4) (3) (2) (1)
iii) iv)
= 3! # 2! = ((3) (2) (1)) ((2) (1))
5! (5) (4) (3) (2) (1)
= (7) (6) = 42 = (6) (2) = 12
(6- 2)! (4!) (4) (3) (2) (1) 6! (6) (5) (4) (3) (2) (1)
v) 0!
=
0!
=
1
= 24 vi) 3 # 6 = 3#6 = 40

147
]6-3-2[ Permutations
How many an ordered pair it can be configure from the letters: a, b, c ? by using tree rules.
b a b
a b c (a,b) , (a,c) ,(b,a) (b,c) ,(c,a) ,(c,b)
c c a
There are six ordered pairs and this gives a simple idia for the permutations which we will study it later.
Number of Permutations for elements which its number n is taken r in each time and it is the result of
dividing n! on (n-r) ! the symbols of Permutations P rn or p(n,r) where
n!n! ; 0# r# P 0n = 1, P 1n = n, P nn = n!
P rnP=rn =(n(n
- r)- !r); ! 0# r# nn Note that
Example )3(: Find the value of each of the following:
i) P 27 ii) P 33 iii) P 19 iv) P 010
p
7
i) 2 =
7!
= 7! =
(7- 2)! 5!
(7)(6)(5)(4)(3)(2)(1)
(5)(4)(3)(2)(1)
= 42
7! = (7) (6) (5!) Or by simplest method by

making
p27 = 7!
(7- 2)!
=
7!
5!
=
(7) (6) (5!)
5! = (7) (6) = 42
10 The branch ii, iii, iv is from
p3
ii) 3 = 3! = (3)(2)(1) = 6 iii) 1= 9p9
iv) p
1 = 1 applying the notice directly
Example )4(:
The digits plate of cars: to make digits plates for cars which consist of five digits from the series 1 to 9.
What is the number of the possible different orderings?
Since the ordering of digits is important, then this case represents permutations.
n n! Writing the Permutations formula
P r = (n - r) !
9! 9!
P 59 = (9 - 5) ! P 59n==(10
r = 5, 9 - 5) ! By substituting
9!
P 59 = 4! Simplify
(10) ((910
) ()8()9()7()8()6()7()5()6()4(!)5) (4!)
= = 4! 4! Dividing the common factors
= 15120 Then there are 15120 orderings
]6-3-3[ Combinations
How many set of two elements can we make from the letters a,b,c? Since in the stes, the ordering is not
important, there are three set: {a,b} ,{b,c},{a,c}that give a simple idea for the combinations which will
study it later.
The number of combinations for the elements which its number n is taken r in each time equals the result
n n
of dividing n! on (n-r)!r!, the symbol of combinations is C or ( )
r r
n n n!
( )= C r =
r , o#r#n
(n-r)!r!
Note that: C n0 = 1 , n
C 1 = n , C nn = 1
In combinations, the ordering is not important
148
Example (5):
i) C 82 ii) C 1212 iii) C 91 iv) C 500
i) C nr = n! Writing the combinations formula
(n - r) !r!
8! 8!
C 82 = (8 - 2) ! 2! = 6! 2! Substituting n = 8 , r = 2
(8) (7) (6!) Simplify

= 6!(2) (1) = 28
Solve the factorial and then simply
17
ii) C 17 = 1 iii) C 91 = 9 iv) C 500 = 1 As a note
Example (6):
Jobs: A company announced 4 jobs, 10 persons were applied for, In how many methods, the vacancies
can be? filled the four jobs?
Since the ordering of jobs is not important, that this case represents a combinations.
n!
C nr = (n - r) ! r! Writing the combinations law
10!
C 104 = (10 - 4) !4! Subsituting n = 10 , r = 4
10!
C 104 = 6! 4!
(10) (9) (8) (7) (6!) Simplify
= (6!) (4) (3) (2) (1)
= 210 Then, there are 210 ways to fill the four jobs.

1 4! # 2! 2 ^ 3 + 2 h! 3 9!
6!
4 (7 - 5) ! 5 3! + 2! 6 P 88
7 P 410 8 C 83 9 a9k
0
Solve the Exercises

10 2! # 6! 11 4! # 3! 12 0! # 1!
10 k
13 P 010 14 a 15 C 95
1
100
16 P 37 17 P 115 18 C 100
149
Solve the Problems
19 Committees: - In how many ways can we choose a triple committee among a group consists of 5
persons?
Committees: - In how many ways can we choose a triple committee which consists of, president,
20
vice- president and treasurer among a group consists of 5 persons?
Paintings: - An artist drew 7 paintings. In how many ways can we select 5

21
paintings to be shown in an exhibition?
22 Test: - A questions paper contains 12 questions, it is required to answer 10

questions. In how many methods can the questions be selected?
Think
Challenge: Find the value:
23
i) 15! 9! ii) 5! 6!
14! 10! 3! # 1! # 5! # 4!
24 Which one is correct? Four students from seven students were chosen to form a committee, the
number of choices either C47 or P47 . Illustrate your answer.
25 Justification:- When the statements Cn =Pm can be happened?
r r
26 Critical thinking:- What is the relation among 3 orderings out of 5?, and 3 combinations out
of 5? Write the relation by calculating each of them.
n!
27 Numerical Problem:- Find the value n which makes (n - 1) ! = 9
Write
A question to choose 3 things out of 5, but you should pay attention to the ordering.
150
Lesson
Experimental Probability and Theoretical Probability
[ 6-4 ]
* Counting the experimental
Mohanned tossed two coins 13 times and he results frequency
probability wrote down the results which shown in the H,H 7
* Counting the theoretical nearby table. H,T 3
number of appearance (H.T) T,H 1
probability 1- find the ratio number of element of the sample space T,T 2
Vocabulary: number of appearance (H,T)
* The experimental Probability 2-Find the ratio
number of experiments
* The theoretical Probability Does the ratio in question one equal the ratio in the second
-Sample space question? Explain that.
[6- 4- 1] Experimental probability and Theoretical probability.

You have learned counting the experimental and theoretical probabilities, where the determing of the probability in the
paragraph (learning) by implementing the experimental and the results in this way is called the experimental probability.
While the probabilities which based on facts and well-known properties are called the theoretical probabilities.
Example (1):
The sample space for the experiment of tossed two coins is:
Then, the elements number of the sample space equals 4
XR={(H,H),(H,T),(T,H),(T,T )}
From the table, the number of times, in which event HT appeared, equals 3
3
Then, the theoretical probability` P (H, T) =
4
The ratio in the second question. 3 In the table, the number of times, in which the event HT appeared,
13
equals 3
The number of times of the experiment equals 13
3
Then the experimental probability` P (H, T) = 13
The theoretical probabilities: provide us with the results of experiment without implementing it
(depending on the sample space by experiment)
experimental probability: provide us with the results of experiment by repeating it many times
(depending on the repeating of experiment)
Example (2):
A researcher found in a factory of cars batteries that probability in which the battery is not good is 3 ,
20
is the probability theoretical or experimental?
and if the factory want to get 240 batteries which are not good. How many batteries
the factory has to produce? this probability is experimental, because it depends on what had really
happened, we use proportionality for the all second part of the example.
And each 3 batteries out of 20 are not good.
Then, 240 batteries are not good out of x batteries produced by if factory.
3 240
3X = 2400
10 = Xx
write the proportion
3X3Xx= =2400
X=2400
800 cross product Simplifying X= 1600
3Xx = =2400
X 2400
800 the factory must produce 800 batteries
X= 3 dividing the equation on 3
x = 1600
X 800
151
Example )3(:
When rolled the two dices at once, Find the probability of :
i) The event: we get the sum 5 on the two faces of the dices.
ii) The event: the digit on the face of the first dice is the double of the digit
on the face of the second dice.
This is a theoretical probability: because the two dices were at once.
The number of digits of the first dice=6, the number of digits of the second
dice=6
Then, according to the fundamental counting principle: the elements number of the sample space equals
6x6=36.
Z] (1, 1) ....... (1, 6) _b
X =]
] b
]] (2, 1) ....... (2, 6) bbb
[] `b , n = 36
]] . b
]] (6, 1) ....... (6, 6) bbb
\ a
i)i)EE11 ==""(1, (1,4),
4),(4,
(4,1),
1),(2,
(2,3),
3),(3, 2),,,,m
(3,2) m == 44, n = 36 Event :The sum on the two faces of the
i) E 1 = (1, 4), " m ,
m (4, 1), (2, 3), (3, 2) , m = 4 dices is 5
PP(E
(E11)) == m nn Probability formula
P (E 1) = n
44 11
PP(E
(E11))== 36 436 ==199
Substititution and simplify
ii)EE22 ==""(2, 3),,,,m

P (E 1) = 36 = 9
ii) (2,1),
1),(4,
(4,2),
2),(6,
(6,3) m == 3,3,nn == 36
36 Event :digit on first dice is double digit of
ii) E 2 = " (2, 31), 3 (4,112), (6, 3) , , m = 3, n = 36 second dice
``PP(E (E22))== 36 336 ==122
` P (E 2) = 36 = 2
]6-4-2[ Disjoint Events
The two disjoint events: are two events which can not be happened together in one experiment.
Example:- when we rolled the dice for once, the opportunity of getting an odd number and an even
number at the same time impossible.
Then they are two disjoint events
Calculate the probability of the two disjoint events
If E1, E2 are two disjoint events, then the probability of happening E1 or E2 equals the sum of the two
events probability
That means P (E or E ) = P (E ) +P (E (
1 2 1 2
Example )4(:
When rolled the dice for one time, find the probability of getting the number 3 or an even number.
Because it is impossible that the number 3 appears on the face of dice, and at the same time an even
number appears too! then these two events are disjoint.
X ={1,2,3,4,5,6 } the sample space Probability of getting the number 3

m 1 Probability of getting the even number
P(E1) = n m = 1,n =6 P(E ) =
1 6 Probability of the disjoint events
m m = 3,n =6 P(E ) = 3 By substitution and simplifying
P(E2) = n 2 6
P(E1 or E2) = P(E1)+P(E2) Then, the Probability of appearing the
1 3 4 2 number 3 or an even number when the
P (E1or E2) = 6 + 6 = 6 = 3
dice was rolled equals 2
3
152
Example (5):
If we rolled the two dice for once, find the Probability of getting two equaled numbers or the sum of
two equaled numbers is 3
The number of the sample space elements when the two dice are rolled is 36
E1 = {(1,1), (2,2),(3,3),(4,4),(5,5),(6,6 )}
number of elements of E1 6
P(E1) = sample space
=
36
E2 = {(1,2), (2,1)}
number of elements of E2 2
P(E2) = sample space = E1,E2 are two disjoint events
36 Probability of the disjoint events
P(E1 or E2) = P(E1)+P(E2)
6 2 8 2 By substitution and simplifying
= 36 + 36 = 36 = 9

In the experiment of rolled the two dices for once, find the probability of happening the following
events:
1 The two numbers on the face of the two dice are equaled.
2 The number on the face of the first dice represents the half of the second dice number
3 The sum of the two numbers on the faces of the two dices is 10.
4 The sum of the two numbers on the faces of the two dices is less than 5.
5 Are the previous probabilities experimental or theoretical?
A sack contains 4 red balls and green ball, how many blue balls should be added to the sack to
6
make the probability of pulling a red ball is 2 ? is the probability experimental or theoretical?
3
7 A man was standing at one of Baghdads squares, he counted 25 cars: 13 cars are yellow, 7 cars
are white and 5 cars are grey. Guess that the next car which crosses the squar is yellow one, and
what is the probability experimental or theoretical? Write the ratio in form of decimal fraction and
percentage.
8 When two dices are rolled, find the probability of getting two numbers which their sum is 5 or 11,
are the two events disjoint? Explain that.
Solve the Exercises

In the experiment of rolled the two dices at the once, find the probability of happening the
following events:
9 The sum of the two numbers on the two faces of the two dices is more than 8.
10 The sum of the two numbers on the two faces of the two dices equal 12.
11 A study includes 100 persons had been done, 15 persons side that they use their left hands. If
this study involves 400 persons, then according to your expectation how many persons use their
left hands?
153
Solve the exercises
12 Find the probability of pulling a card with an odd number or with a number which represents the
multiples of 2 from a group of cards which were numbered from 1 to 9.
Solve the problems
13 Entertainment: In which colour we can paint the space to say that the
probability of coming the spinner to this colour is 1 ?
4
14 Stamps: Mohannad likes to collect stamps; among 60 stamps he collected
25 stamps from the Arab countries, 15 stamps from African countries and 20
stamps from European countries. Guess the probability that the next stamp will be European one
Sport: In atraining of basketball, the player scored 15 balls from 25 throws, what is the
15
experimental probability in which the basketball player will score the next throw? Write the answer
as a fraction, a decimal number and percentage.
16 Study: A man said that there are three persons in his family have blue eyes from each 22 persons.
If he expected a new born, what is the probability that the new baby , s eyes will be blue?
Think
Challenge: A disc with a spinner. It was divided into three parts as in the
17
nearby figure: Its half is green, third of it is red and sixth of it is blue .
what is the probability in which the spinner will refer to the green or red
colour?
18 Discover the mistake: Sarah and Mohannad want to determine the probability of choosing red or
blue ball randomly from a sack contains 5 blue balls. 4red balls and 6 yellow balls. Which answer
is correct? Illustrate your answer.
Mohannad Sarah
4 5 4 4 5 9 3
15 # 15 = 45
P(R or B) = P(R) # P(B( =
15 + 15 = 15 = 5
P(R or B) = P(R)+P(B( =
Write
Explain what each number in 2 which represents in both, the experimental and theoretical probability.
9
154
Lesson Compound Events
[ 6-5 ]
-Calculate the probability of
The reports of the Iraqi airlines
independent events.
company refer to the accurateness
-Calculate the probability of
depended events. of the arrival of its airplanes which
19 as a ratio, and the not 2% refer
20
Vocabulary: to lose baggaes. What is the prob-
-Independent events. ability of arrival an airplane in its
Dependent events. accurate time and without losing
baggaes?
[6 - 5- 1] Independent Events
You have previously learned the concept of the independent events (the result of one event doesn’t affect
on the result of the other). In this lesson, we will learn how to calculate the probability of independent
events, If E1,E2 were two independent events, then the probability of that they can be happened together
equals the result of multiplying the probability E1 by the event probability E2.
That means P (E 1 and E 2) = P (E 1) # P (E 2)
Example )1(:
In the paragraph of learn:-
The probability of arrival the airplane in its accurate time is P(E1) = 19
1
20
The probability of the baggages will be lost is P(E ) =
2 50
The arrival of the airplane in its accurate time
will not affect on the losing of baggages, which means that the two events are independent.
P (E 1 and E 2) = P (E 1) # P (E 2) The probability of the independent events
19 1
= 20 # 50 By substitution and simplifying
19
= 1000 = 0.019 = 1.9%
Example )2(:
A sack contains 3 red balls, 4 green balls and 5 blue balls. A ball was taken randomly, then it was
returned and another ball was taken. Find the probability of taking a red ball at first, and then a green
ball.
3
= 1
number of red ball
P( R) = total number of balls = Taking red ball
12 4
P( G) =
number of green ball 4 1 Taking green ball
total number of balls = =
12 3 The two events are independent
P (R and G) = P (R) # P (G)
The probability of the independent events
1 1 1
= 4 # 3 = 12 By substitution and simplifying
then the probability of taking a red ball and then a green ball with returing the red ball equal
1
12
155
Example )3(:
If one of the numbered cards was chosen, and then the spinner of disc was
rotated, as shown in the nearby figure.
What is the probability that the result will be an even number and the colour
will be blue?
-We suppose that P( E1) is a probability of the even number
P(E1) = 2 = 1
4 2
-We suppose that P( E2) is a probability of stopping the spinner at
the blue colour. P(E ) = 1 The probability of the independent events
2 4
P (E 1 and E 2) = P (E 1) # P (E 2)
1 1 1
=2#4 = 8 By substitution and simplifying
So, the probability ( an even number and blue colour) is

1 = 12.5 %
8
]6-5-2[ Dependent Events
The dependent events (they affected by the results of each other)

If E1 and E2 are two dependent events, the probability of happening them together is the result of
multiplying the probability of the first event E1 by ( the probability of the event E2 after happening the
event E1)
That means:- P (E 1 and E 2) = P (E 1) # P (E 2 after E 1)
Example )4(:
In example (2) if we didn’t return the red ball into the sack.
What is the probability of taking a red ball and then a green ball?
number of red ball 3 1
P(R )=total number of balls
=
12
=
4
Taking the red ball
If we don’t return the red ball to the sack. That means the number of red balls becomes
2 and the total number of the balls, in this case, is 11 instead of 12.
number of green ball
P(G after R )= total =
4 Taking a green ball
number of balls 11 The two event are dependent
P (R and G) = P (R) # P (G after R) The probability of the dependent event
1 4 1 By substitution and simplifying
= 4 # 11 = 11
Then, the probability of taking a red ball and then a green ball without returning the red
1
ball aqual . 11
156
Example (5):
A box contains 5 red balls, 3 blue balls and 8 yellow balls. A ball was taken from the box, and then
another one was taken without returning the first one. Find P (yellow, and then red).
8 1
Suppose P ( Y ) is taking yellow ball P(Y) = 16 = 2
Without returning the yellow ball, the total number of balls in the box becomes
15 balls, as follow:- 5 red balls,3 blue balls and 7 yellow balls.
A red ball was taken from the box
5 1
P(R afterY) = 15 = 3 The two events are dependent
P (Y and R) = P (Y) # P (R after Y) The probability of the dependent events
1 1 1
=2#3 = 6 By substitution and simplifying
Then, the probability of taking a yellow ball and then a red ball without returning the yellow ball is 1
6
Conclusion
1. We find P (E 2), P (E 1)
2. If E1, E2 are independent, then P (E 1 and E 2) = P (E 1) # P (E 2)
3. If E1, E2 are dependent, then P (E 1 and E 2) = P (E 1) # P (E 2 after E 1)
A box contains 3 red balls and 3 green balls, what is the probability of
1
taking two green balls without returning the first ball?
2 Spinner in the two opposite discs were released at the same time,
what is the probability in which the first spinner comes to the red
colour and the second spinner comes to number 5?
3 If we flap two coins at once, what is the probability of appearing a picture (head) in the first coin
and writing (tail) in the second coin?
Solve the Exercises
4 A box contains 5 red cards, 4 black cards and 6 green cards.

A card was taken and then a second card was taken without returning the first one. What is the
probability that the first card was red and the second was black?
157
5 A spinner was released in the two nearby discs at once, what is the probability in which the
spinner of the first disc comes to the green colour and the second spinner comes to the number of
3?
6 The two dices were rolled at once, what is the probability

of appraring a number which can be divided on 3 in the
first dice and a number which can be divided on 5 in the
second dice?
Solve the problems
7 Sweets: A box contains 10 pieces of sweets with strawberry flavor, 15 pieces with chocolate
flavor and 5 pieces with lemon flavor. What is the probability of choosing two pieces randomly,
the first with chocolate flavor without returning and the second with lemon flavor?
Books: Suha chose a book from a shelf in her room and returned it to take another one, what is the
8
probability in which the chosen book would be from Maths? It is worth to be mentioned that the
shelf contains 5 books of Maths, 2 books of English language and 3 books of science.
Think
9 Discover the mistake: Jumana and her sister Sally want to determine the probability of choosing
a red ball and a yellow ball randomly by taking them from a sack contains 4 red balls and 5
yellow balls without returning the ball after taking it.
Jumana Sally
P( red and yellow) p( red and yellow)
4 5
P( yellow) # P(red) 4 p(red)
5
9 8
p(yellow)
9 8 #
4 5 4 5
9#9 9#8
Which one of them is correct?
10 Challenge: A dice and a coin were thrown, what is the probability of appearing a digit which is
greater than 2 and less than 6 on the dice and the writing (tail) on the coin?
11 Open problem:10 cards with three different shapes. Write a problem related to pull two cards
randomly without returning them, the probability have to be 1 .
15
Write
An example on two independent events and another example on two dependent events.
158
Chapter Test
1 Distributed questionnaires to 30 students from 100 students answer the following:
i) Detrmine the sample and society which the sample was taken from.
ii) Describe the method of the questionnaires ditributed.
iii) Detrmine if the sample was baised or unbaised.
2 How to distinguish between the misleading data graphics and unmisleading data graphics.
3 Find the value of the following:

C505050
i)i)i)CC ii)PPP050505
ii)
ii) iii)
iii) C101010101010
iii)CC
iv)PPP101010101010
iv)
iv) v)
v)
v)CCC757575 vii)PPP575757
vii)
vii)
4 In how many ways can chose cmmite of 3 students among a group consists of 8 students?
5 When throwing the disce for 25 times, the results shows in the following table:
Result 1 2 3 4 5 6
Count 2 6 3 5 2 7
i) What is the type of the probability?
ii) Find the probability to gettinhg the number 8.
6 In the experiment of rolled the dice for once, find:

i) Type of the probability experiment or theretical.
ii) Probability to getting a number divided by 4.
7 Mohannad was standing at one of baghdads squares, he counted 20 cars, 10 cars are salon, 7 cars
are small transportation, 3 cars are truck, guess that the next car which crosses the squares.
159
Exercises of chapters
in Choice
Relations and Inequalities
Unit 1 Real Numbers
Unit 2 Algebraic Expressions
Unit 3 Equations
Unit 4 Coordinate Geometry
Unit 5 Geometric and Measurement
Unit 6 Statistics and Probabilities
78
Multiple Choice
[ 1-1 ] Ordering Operations in Real Numbers
Choose the correct answer for each of the following:
Simplify the following numerical sentences by using the ordering of operations in the real
numbers:
1 ( 2 + 7 )( 2 + 7 ) = …. a) 2+9 7 b) 2+9 2 c) 9+2 14 d) 2+9 14
6 50 2 14 -5 -2 2 - 2
2 ÷ = …. a) 2 b) 2 c) d)
3
3 -8 7 5 5
1 2
1 2 -
1
32 ) = …. a) -5 5 - 2
3 (-27) 3 ( 6 4 b) c) d)
2 2 5 5
Simplify the following numerical sentences by using ratioralizing the denominator and ordering
theoperations in the real numbers:
4
( 2 - 3)= … a) 5 + 6 2 b) 5 - 6 2 c) 2 6 - 5 d) 2 6 + 5
( 2 + 3)
Use the ordering of operations and write the result neared to two decimal places using the
calculator for each of the following:
3
5 ( 1 )2 - 3-2 - (5) 2 ≈… a) -18.11 b) 18.11 c) 11.18 d) -11.18
3
161
Multiple Choice
[ 1-2 ] Mappings
Choose The Correct Answer for each of the following:
1 If , f: Z → R where f(x)= 3x -2 then the number 10 is the image of the number:
a) 5 b) 4 c) 3 d) 2
2 If , f: A→ B , where A= {2 , 3 , 4 , 5} , B = {4 , 6 , 8} and f = {(2 , 4), (3 , 6), (4 , 8), (5 , 8)}
then f is surjection mapping because:
a) Range ≠ co-domain b) f does not injection
c) The range is the domain of A d) Range = co-domain
3 If , f: Z → Z where f(x) = 2x - 3 , g:Z → Z where g(x) = x + 1 then the mapping (gof) (x) is:
a) 2x - 2 b) 2x - 4 c) 2x + 2 d) 2x + 4
4 Let f: {2 , 3 , 5}→ N where f(x) = 3x - 1
and g: N → N where g(x) = x + 1 then the range of (gof) is:
a) = {5 , 8 , 14} b) = {5 , 6 , 9}
c) = {6 , 12 , 15} d) = {6 , 9 , 12}
5 If the mapping f: Q → Q where f(x) = 4x + 1 and the mapping g: Q → Q where
1
g(x) = 3 x2 - 1 if (fog) (x) = 45 then the value of x is :
a) ± 5 b) ± 6 c) ± 7 d) ± 8
162
Multiple Choice
[ 1-3 ] The sequences
Write the first five terms for each of the following sentences:
1 {5n - 2} = … a) {2, 6, 12, 16, 20…} b) {3, 8, 13, 18, 23…}
c) {4, 8, 12, 18, 22…} d) {5, 10, 16, 20, 24…}
2 { n + 1} = ….. a) {
1 3 5 7 9
, , , , } b) {
3 5 7 9
, , , , …}
2 2 2 2 2 2 2 2 2 2
3 5 7 5 7
c) { ,2, ,3, …} d) {2 , ,3 ,4…}
2 2 2 2 2
3 An arithmetic sequence, its second term is 3 and its comman difference is 3 .
a){0,3,6,9,12,…} b){2,5,8, 11,14,…} c){3,6,9, 12,15,…} d){1,4,7,10,13,…}
4 An arithmetic sequence the ninth term and fifteenth term which its second term is 2 and common
difference 2 is :
a) u9 = 12 , u15 = 20 b) u9 = 14 , u15 = 24 c) u9 = 16 , u15 = 28 d) u9 = 18 , u15 = 32
5 The terms between U2 and U6 for an arithmetic sequence which its second term is 9 and its com-
5
uen difference 2 .
9 19 29 19 29 39 9 19 29 19 29 39
a){ , , ,…} b){ , , ,…} c){ , , ,…} d){ , , ,…}
2 2 2 2 2 2 5 5 5 5 5 5
163
Multiple Choice
[ 1-4 ] Compound Inequalities
Solve the compound inequalities which include (and) algebraically:
1 -10 < x and x ≤ -2 a) {x: -10 ≤ x}∩{x: x ≤ -2} b){x: -10 < x}∩{x: x ≤ -2}
∩ ∩
c) {x: -10 ≤ x} {x: x ≤ -2} d){x: -10 < x} {x: x ≤ -2}
3 7
2 16 < 3z + 9 and 3z + 9 < 30 a) {z: 7 ≤ z < 7} b) {z: 3 < z ≤ 7}
3 7
c) {z: 7 < z < 7} d) {z: 3 < z < 7}
Solve the compound inequalities which include (or) algebraically:
y+5 1 y+5 7
3
3 < 3 or 3 > 3 a) {y: y < 4}∩{y: y > 2} b) {y: y > -4}∪{y: y < 2}
c) {y: y < -4}∩{y: y > -2} d) {y: y < -4}∪{y: y > 2}
Write the compound inequality which shows the range of the third side length in a triangle
which the lengths of its other two sides are known:
4 8cm , 2cm a) 6 ≤ x < 10 b) 6 ≤ x ≤ 10 c) 6 < x < 10 d) 6 < x ≤ 10
Write the inequalities represent the solution set in the line of numbers:
5
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
a) y ≤ -3 or y > 5 b) y ≤ - 3 or y ≥ 5 c) y < - 4 or y ≥ 5 d) y < - 3 or y > 5
164
Multiple Choice
[ 1-5 ] Absolute Value Inequalities
Solve the following absolute value inequalities:
1 | y - 8| < 13 a) 5 < y < -21 b) -5 ≤ y ≤ 21
c) -5 < y < 21 d) -5 < y ≤ 21
8 8 8 8
2 |3x| - 7 <1 a) - 3 ≤ x < 3 b) - 3 < x ≤ 3
8 8 8 8
c) - 3 ≤ x ≤ 3 d) - 3 < x < 3
3 |6 -3y| ≥ 9 a) y ≤ 1 or y ≥ - 5 b) y < -1 or y > 5
c) y > -1 or y < 5 d) y < -1 or y ≥ 5
7 - 2y
4 | |≥3 a) y ≤ -1 or y ≥ 8 b) y < -1 or y ≥ 8
3
c) y < -1 or y > 8 d) y < -1 or y > 8
165
Multiple Choice
[ 2-1 ] Multiplying Algebraic Expressions
Find the result of multiplying and algebraic expression by another algebraic expression:
1 ( x + 5)2 a) x2 - 10x + 25 b) x2 +10x + 25 c) x2 + 5x + 25 d) x2 - 5x + 25
2 (z - 7 )2 a) z2 - 7z + 49 b) z2 + 7y + 49 c) z2 - 7 z + 7 d) z2 - 2 7 z +7
3 (x + 8) (x - 8) a) x2 - 64 b) x2 + 64 c) x2 + 16 d) x2 - 16
4 (y + 6 )(y - 6 ) a) y2 - 12 b) y2 - 6 c) y2 + 12 d) y2 + 6
5 (y - 2) (y2 + 2y + 4) a) y3 + 8 b) y3 - 8 c) y3 - 4 d) y3 - 16
1 3 3 1 3 2 3 1
6 (y + 5 )3 a) y3 - 3 y2 + 25 y - 125 b) y3 + y - 25 y + 125
5
3 2 3 1 3 3 1
c) y3 + y + 25 y + 125 d) y3 - 5 y2 - 25 y - 125
5
166
Multiple Choice
[ 2-2 ]Factoring the Algebraic Expression by using agreater
Common Factor .
Factoring each expression by using the greatest common factor:
1 6y2(3y - 4) + 36y a) 6y(3y2 + 4y +6) b) 6y(3y2 + 4y -6)
c) 6y(3y2 - 4y -6) d) 6y(3y2 - 4y +6)
Factoring each each expression by using the binomial term as a greatest common factor:
2 1 1 2 1 1 2 1 1 2
4 (x + 9) - 2 x ( x + 9) a) (x + 9)( - x)
4 2
b) (x - 9)( - x)
4 2
1 1 1 1 2
c) (x + 9)( + x2) d) (x + 9)( - x)
4 2 2 4
3 2 v(x -1) - 3 t(x -1) a) (x + 1)( 2 v - 3 t) b) (x - 1)( 2 v - 3 t)
c) (x - 1)( 2 v + 3 t) d) (x + 1)( 2 v + 3 t)
Factoring each expression by using the property of grouping, then check the correct of solution:
4 3y3- 9y2+ 5y - 15 a) (y + 3)(3y2 + 5) b) (y - 3)(3y2 - 5)
c) (y - 3)(3y2 + 5) d) (y - 3)(3y2 - 5)
Factoring the expression by using the property of grouping with the inverse:
5 20y3 - 4y2 + 3 - 15y a) (5y + 1)(4y2 - 3) b) (5y - 1)(4y2 + 3)
c) (5y - 1)(4y2 - 3) d) (5y+ 1)(4y2 + 3)
167
Multiple Choice
[ 2-3 ]Factoring the Algebraic Expression by using Special Identities.
1 12y3z - 3yz3 a) 3y(2y - z)(y + 2z) b) 3z(2y - z)(2y + z)
c) 3yz(2y - z)(2y + z) d) 3yz(y - 2z)(y + 2z)
2 1 3 1 x 1 1 x 1 1
x -x a) (x + ) (x - ) b) (x + ) (x - )
6 24 6 2 2 6 4 4
x 1 1 1 1 x 1 1 1 1
c) ( x+ )( x- ) d) ( x+ )( x- )
3 2 2 2 2 6 4 4 4 4
3 4x2 + 24x + 36 a) (x + 6)2 b) (x - 6)2 c) 4(x - 3)2 d) 4(x + 3)2
Determine which of the following algebraic expressions represents a perfect square:
4 64 - 48y + 9y2 it is not a perfect square because a) 2(4)(3y) ≠ - 48y
a perfect square because b) 2(8)(4y) = 48y
it is not a perfect because c) -2(8)(3y) ≠ - 48y
a perfect square because d) -4(4)(3y) = 48y
Write the missing term in the algebraic expression ax2 + bx + c to become a perfect square:
5 z2 + …. + 49 a) 14z b) - 10z c) 7z d) -7z
6 36 - 24x+ …. a) 2x2 b) -2x2 c) 4x2 d) - 4x2
168
Multiple Choice
[ 2-4 ] Factoring the Algebraic Expression of three terms by Trial
and Error (Experiment).
1 x2 + 7x + 12 a) (x - 3)(x + 4) b) (x + 3)(x + 4)
c) (x - 1)(x + 7) d) (x - 3)(x - 4)
2 x2 - 5x - 36 a) (x - 6)(x + 6) b) (x + 12)(x - 3)
c) (x - 9)(x + 4) d) (x + 9)(x - 4)
3 y2 + 4y - 21 a) (y - 7)(y + 3) b) (y + 7)(y - 3)
c) (y – 7)(y - 3) d) (y + 7)(y + 3)
Put signs between the terms inside brackets to make the factoring of the algebraic expression
correct:
4 4y2 -2y -12 = (2y…3)(2y…4) a) (2y - 3)(2y + 4) b) (2y + 3)(2y + 4)
c) (2y - 3)(2y - 4) d) (2y + 3)(2y - 4 )
5 48 - 30z + 3z2 = (6…3z)(8… z) a) (6 - 3z)(8 - z) b) (6 + 3z)(8 + z)
a) (6 - 3z)(8 + z) b) (6 + 3z)(8 - z)
169
Multiple Choice
[ 2-5 ] Factoring the Algebraic Expressions Sum of Two
Cubes or difference Between Two Cubes.
1 8 + x3 a) (2 - x)(4 + 2x + x2) b) (2 + x)(4 - 2x +x2)
c) (2 - x)(4 - 2x + x2) d) (2 + x)(4 + 2x + x2)
1 1 1 1 1 1 1 1 1 1 1 1
2 3 + 64 a) ( z + 4 )( 2 + 4z + 16 ) b) ( z - 4 )( 2 - 4z + 16 )
z z z
1 1 1 1 1 1 1 1 1 1
z 4 2 4z 16 z 4 2 4z 16
c) ( - )( z + + ) d) ( + )( z - + )
27 8 3 2 9 6 4 3 2 9 6 4
3
125 + x3 a) ( 5 - x )(25 + 5x + 2 )
x
b) ( 5 - x )(25 - 5x + 2 )
x
3 2 9 6 4 3 2 9 6 4
c) ( + x )( - + ) d) ( + x )( - - )
5 25 5x x2 5 25 5x x2
4 1 3 1 1
9- z a) (3 - z)(9 + 3z - z2) b) (3 - z)(9 + 3z + z2)
3 3 3
1 (3 + z)(9 + 3z + z2) 1
c) d) 3 (3 - z)(9 - 3z + z2)
3
5 0.008x3 -1 a) (0.02x -1)(0.04x2 + 0.002x + 1) b) (0.02x - 1)(0.04x2 + 0.02x + 1)
c) (0.2x + 1)(0.4x2 - 0.2x + 1) d) (0.2x - 1)(0.04x2 + 0.2x + 1)
170
Multiple Choice
[ 2-6 ] Simplifying Rational Algebraic Expressions
1 x+3 4x - 12 3 x 1 1
× 2 a) x b) 4 c) 4 d) x
4x x -9
2 z2 - 2z - 15 5 5 3 5 3
9 + 3z × z2 - 25 a) z + 5 b) 5 (z + 5) c) 3 (z + 5) d) z + 5
1 - z3 (1 - z)2
3 ÷ 1- z2 a) 1 - z b) 1 + z c) 1 + z +z2 d) 1 - z +z2
1+z+z2
4 2y2 + 1 y y 1 1 y
- 2 a) b) c) d)
3
y -1 y +y+1 y+1 y+1 y-1 y-1
5
3y + 1 y-4 10 + 8y2 5 3
y + 4 - 3y - 1 - 3y2 + 11y - 4 a) (y + 4) (3y - 1) b)
(y + 4) (3y - 1)
-3 -5
c) (y + 4) (3y - 1) d) (y + 4) (3y - 1)
171
Multiple Choice
[ 3-1 ] Solving system of two linear equations with two
variables
Find the set of solution of the system graphically in R:
1 { }
y = 4x - 6 a) {(-2 , -2)} b) {(-2 , 2)} c) {(2 , -2)} d) {(2 , 2)}
y=x
Find the set of solution of the system in R by using the substitution for each of the following:
2 { }
3x + 4y = 26 a) {( 2 , 5)} b) {(-2 , -5)} c) {(2 , -5)} d) {(-2 , 5)}
5x - 2y = 0
3x y
3
4 - 2 =4 { } a) {(12 , -10)} b) {( -12, -10)} c) {(12 , 10)} d) {(-12 , 10)}
y x
2 - 4 =2
Find the set of solution of the system in R by using the elimination for each of the following:
8 1 8 1 8 1 8 1
4 7x - 4y = 12 a){(- 5 , 5 )} b){(- 5 , - 5 )} c){( 5 , 5 )} d){( 5 , - 5 )}
{ }
3x - y = 5
5 { }
6y - 2x - 8 = 0 a){(8 , -4)} b) {( 8, 4)} c) {(-8 , 4)} d) {(-8 ,-4)}
y + x - 12 = 0
172
Multiple Choice
[ 3-2 ] Solving Quadratic Equations with one variable
Solve the following equations in R by using the greatest common factor and the difference between
two squares:
1 1
1 7z2 - 21 = 0 a) s ={7 , -7} b) s ={3 , -3} c) s ={ 3 , - 3 } d) s ={ 3 , - 3 }
3 3 1 1 3 3 1 1
2 4(x2 - 1) - 5 = 0 a) s ={ 2 , - 2 } b) s ={ 2 , - 2 } c) s ={ 2 , 2 } d) s ={ 2 , 2 }
3 (y + 7)2 - 81 = 0 a) s ={2 , -2} b) s ={16 , -16} c) s ={2 , -16} d) s ={-2 , 16}
Solve the following equations in R by using the rule of square root:
7 7 7 7 2 2 7 7
4 4(y2 - 1) = 45 a) s ={ 2 ,- 2 } b) s ={ 2 , 2 } c) s ={ 7 ,- 7 } d) s ={ 4 ,- 4 }
13 3 3 3 3 3
5 x2 - 16 = 16 a) s ={ 4 ,- 4 } b) s ={ 4 ,- 4 } c) s ={2 ,- 2} d) s ={1 ,- 1}
173
Multiple Choice
[ 3-3 ] Solving the quadratic equations by the experiment
Solve the following equations in R by factoring in the experiment:
1 y2 + 10y + 21 = 0 a) s ={3,-7} b) s ={-3,7} c) s ={-3,-7} d) s ={3,7}
2 x2 - 5x - 36 = 0 a) s ={7, -8} b) s ={-4,9} c) s ={4,-9} d) s ={-4,-9}
4 8 -4 -8 4 -8 -4 8
3 32 + 12x - 9x2 = 0 a) s ={ 3 , 3 } b) s ={ 3 , 4 } c) s ={ 3 , 3 } d) s ={ 3 , 3 }
4 What is the number which its square increases in 42?
a) s ={7, 6} b) s ={7, - 6} c) s ={-7, 6} d) s ={-7, - 6}
5 Two numbers its product is 54 , one of them increases in 3 to the other number , what are the two
numbers?
a) s ={6 , 9} b) s ={6 , -9} c) s ={-6 , 9} d) s ={-6 , - 9}
174
Multiple Choice
[ 3-4 ] Solving the quadratic equations by the perfect sequre
Solve the following equations in R by the perfect Square:
1 x2 + 6x + 9 = 0 a) x = 6 b) x = -3 c) x = 4 d) x = 3
-5 -2 5 2
2 4z2 - 20z + 25 = 0 a) z = 2 b) z = 5 c) z = 2 d) z = 5
1 1 1 -1 1 -1
3 2
16 - 2 x + x = 0 a) x = 4 b) x = 4 c) x = 2 d) x = 2
Solve the following equations in R by completing the square:
4 x2 - 12x = 13 a) s ={13, 1} b) s ={13, -1} c) s ={-13 ,1} d) s ={-13,- 1}
1 2 3 1 -3 1
5 y2 - 3 y = 9 a) { , } b) { , }
2 3 2 3
2 -1 -2 1
c) { , } d) { , }
3 3 3 3
6 z2 + 2 5 z = 4 a) s ={3 + 5 , 3 - 5 } b) s = { 5 - 3 , 3 - 5 }
c) s ={3 - 5 , -3 - 5 } d) s = { 5 + 3 , 5 - 3 }
175
Multiple Choice
[ 3-5 ] Using General Law to Solve the Equations.
The solution set for the following equations by using the general law in R:
5 5 5 5
1 y2 - 5y - 5 = 0 a) s ={ 3 + 5 , 3-5 } b) s = { 5 + 3 , 3-5 }
2 2 4 4
5 5 3 3
c) s ={ 5 + 3 ,5-3 } d) s = { 5 + 3 , 3-3 }
2 2 2 2
10 10 10 4+ 10
2 2x2 - 8x = - 3 a) s = { 4 + ,4- } b) s = { 2 + , }
2 2 2 2
4+ 5 4- 5 2+ 5 2- 5
c) s = { , } d) s = { , }
4 4 2 2
3 3x2 - 6(2x+1) = 0 a) s ={2 + 3 ,2- 3} b) s = {2 + 2 ,2- 2}
c) s ={2 + 6 ,2- 6} d) s = {6 + 6 ,6- 6}
Determine the roots of equation by using the distinctive:
4 x2 - 6x - 7 = 0
a) Two rational real roots b) Two irrational real roots
-b
c) One real root ( ) d) Two unreal roots (the solution set in R = ∅)
2a
5 What is the value of the constant K which makes the two roots of the equation
y2 - (k + 10)y + 16 = 0 are equaled?
a) k = 2 , -18 b) k = -2 , -18 c) k = 6 , 18 d) k = -6 , -18
176
Multiple Choice
[ 3-6 ] Solving the Fractional Equations
Find the solution for each of following equations in R:
2 1 1 1 1 -1 -1
1 - = a) s ={2, 2 } b) s ={-2, 2 } c) s ={2, 2 } d) s ={-2, 2 }
12x2 6 4x
8x 5 5 -8 5 8 5 -5 8 -8
2
5 = 8x a) s ={ 8 , 5 } b) s = { 8 , 5 } c) s = { 8 , 8 } d) s ={ 5 , 5 }
16x -64
3 =1 a) x = -8 b) x = 8 c) x = -6 d) x = 6
x2
Find the solution for each of following equations in R:
2 3
4
x-2 x-1 =1
- a) s ={2 + 7 , 2 - 7 } b) s = {1 + 3 , 1 - 3 }
c) s ={1 + 7 , 1 - 7 } d) s = {2 + 3 , 2 - 3 }
3y y - 4y + 8
5 +
y-4 y - 2 = y2 - 5y2 + 8 a) s ={4,-2} b) s ={-4,-2} c) s ={-4,2} d) s ={4,2}
177
Multiple Choice
[4 - 1]
Graphical Representation of the Equation in the Coordinate Plane
3
1 The line which its equation is y= 2
a) Intersects two axes b) Parallels Y-axis c) Parallels X-axis
d) Does not intersect any of the two axes
2 Which of the following equations express the equation which is

graphically represented in the nearby figure?
a) y = -3x 2 b) y = 2x 2 + 4
c) y = x 2 - 4 d) y = 3x 2 - 4
3 Which of the following equations express the equation which is

graphically represented in the nearby figure?
a) y = 3x + 4 b) y = 4x + 3
c) y = -3 + 4 d) y = 3x - 4
4 Which of the following equations express a linear equation?

a) y = x 2 + 1 b) y 2 = x + 1 c) y 2 = x 2 + 1 d) y = x + 1
2
5 Which of the following graphic equations express the equation y = -x + 4
a) b) c) d)
6 We need one of the following to represent the nonlinear equation:

a) One point at least
b) Maximum ,two points
c) Only two points
d) At least, three points
7 What are the coordinates of the curved vertex which is represented in

the nearby figur
a) (2,-1) b) (1,2) c) (2,-2) d) (0,2)
178
Multiple Choice
[4 - 2]
Slop of the a Line
1 Which slop expresses the slope of the line which passes through the two points
(-1, 3), (5, - 2)
5 6 -5 6
a) 6 b) - 5 c) 6 d) 5
2 The slop of the line which parallels the y_ axis will be:
a) Zero b) Undefind c) Negative d) Positive
3 The Y- Intercept of the line which its equation 3x-5y=15 is:
a) -5 b) 3 c) 5 d) -3
4 The intersection point of the line which its equation x + y = 6 with the X- axis is.
a) (0,6) b) (-6,0) c) (6,0) d) (0,0)
5 Which of the following lines expresses the line which is represented

aside?
a) 2x - 3y = 0 b) 3y + 2x = 0 c) 3y - 2x = 0 d) 2x + 3y = 0
6 The slop of the line which parallels the X- axis is :
a) Zero b) Undefind c) Negative d) Positive
7 What is the slope of the line 3x-2y= -6 ?
a) - 3 b) - 2 c) 3 d) 3
2 3 2
8 The slope of the line which passes through the two points (8,-3),(5,-3) is:
a) Positive b) Negative c) Zero d) Undefind
179
Multiple Choice
[4 - 3]
The Equation of the Line
1 The line equation which passes through the two points (-2,-3), (-1,-7) is:
a) y - 4x = -11 b) y - 4x = 11 c) 4y + x = -11 d) y + 4x = -11
2 The line which its equation is y + x = 0 , its slope and one of its points are:
a) m = -1, (4,4) b) m = 1, (4,4) c) m = -1,(4,-4) d) m = 1, (-4,-4)
3 a) 5y + 3x = -6 b) 5y - 3x = 6 c) 3y - 5x = -6 d) 3y + 5x = -6
4 Use the line equation y = mx +k and find the value of K,m of the line 7y-3x = 21
7
a) m = 37 , k = -3 b) m = 3 , k = 3 c) m = 37 , k = -3 d) m = 37 , k = 3
5 Which of the following points locates on the line which its equation is: y + 4x = 0
a) (1,4) b) (4,-1) c) (4,1) d) (1,-4)
6 The line equation which it is slope is (-1) and its Y-Intercept equals (-2) is :
a) y + x - 2 = 0 b) y + x + 2 = 0 c) y + x - 2 = 0 d) y - x - 2 = 0
7 Which equation in form slope - intercept to line through two points (-1,-2), (1,6)
a) y = -3 x + 6 b) y = 4 x - 2 c) y = 4 x + 2 d) y = 2 x + 4
8 The cost of a meal a restaurant is 25,000 dinars, in addition to 3,000 dinars for any extra type of
appetizers, which of the equation represents the cost of a meal with (x) of the appetizers?
a) y = 25 x + 3 b) y = 25 x - 3 c) y = 3 x + 25 d) y = 3 x - 25
180
Multiple Choice
[4 - 4]
Parallel and Perpendicular Lines
1 The line which passes through the two points (1,9) ,(7,1) parallels the line which its slope is:
a) -3 b) -4 c) 3 d) 4
4 3 4 3
2 If m2 , m1 represent two slopes of two perpendicular lines, then:

m1
a) m1 + m2 = -1 b) m2 = - 1 c) m 1 # m 2 = - 1 d) m 1 - m 2 = - 1
3 Is the value of (a) which makes the line slope which passe through the two points (-1,4) , (a,-1)
equals -5
3
a) 4 b) -2 c) -4 d) 2
4 Is the line equation which passes through the point (0,3) and perpendicular on the line which its
slope 4
3
a) 3 y + 4 x = 12 b) 3 y + 4 x = -12 c) 4 y - 3x = 12 d) 4 y + 3x = 12
5 If m1=m2 represent two slopes of the two lines L1 , L2 , then:
a) L 1 = L 2 b) L 1 ' L 2 c) Intersected d) L 2, L 1 No relation

between them
6 Which of the following lines parallels the line which its equation is 6y – 5x = 30
a) 6y + 5x = 30 b) 5y - 6x = 30 c) 6y - 5x = 25 d) 6y + 5x = 25
7 Which of the following lines perpendiculer the line which its equation is:
a) 3y + 2x = -6 b) 3y - 2x = -6 c) 2y + 3x = 6 d) 2y - 3x = 6
181
Multiple Choice
[4 - 5]
Distance between two Points
1 The distance between the two points (0,3),(2,-5) equals:
a) -2 17 b) 10 c) 17 2 d) 2 17
2 The midpoint of the segment which connects between the two points (3,-1),(7,-3) is:
a) (5, 2) b) (-2, 5) c) (5, - 2) d) (-5, - 2)
3 If the point (2,1) is the midpoint of the segment AB , where A(a,b), B (3,2), then the value of b,a
are :
a) a = 1, b = 1 b) a = 1, b = -1 c) a = -1, b = 0 d) a = 1, b = 0
4 The distance formula between the two points (x 2, y 2), (x 1, y 1) equals:
a) (x 2 - x 1) 2 + (y 2 + y 1) 2 b) (x 2 - x 1) 2 - (y 2 - y 1) 2
c) (x 2 + x 1) 2 + (y 2 + y 1) 2 d) (x 2 - x 1) 2 + (y 2 - y 1) 2
5 The midpoint formula between the two points (x 2, y 2), (x 1, x 2) equals:

x2 - x1 y2 - y1 y1 + y2
a) ( 2 , 2 ) b) ( x 1 + x 2 ,
3 3 )
y1 + y2 y1 + y2 x1 + x2
c) ( x 1 + x 2 , d) (
2 2 ) 2 , 2 )
6 The point (2, - 2) is the midpoint of the segment between :
a) (-8, - 1), (4, - 3) b) (8, 1), (1, - 3)
c) (8, 1), (4, - 3) d) (8, - 1), (-4, - 3)
7 By using the distance formula : A (3, - 1), B (-3, 3), C (-3, - 1) are vertics of the:
a) Isocseles Triangle b) Equilateral Triangle
c)Scalene Triangle d) Scalene Triangle, right angle
182
Multiple Choice
[4 - 6]
Trigonometric Ratios
1 In the nearby figure, the triangular ratio sini writes as:

i
a) AB b) BC c) BC d) AB
AC AB AC AC
3
2 ABC is a right _angled triangle in B , if cos A = 5 Then tan C equals:
a) 4 b) 54 c) 4 d) 3
5 3 4
1 Then the value of the angle

3 If tan i = 3 i equals:
a) 45c b) 60c c) 90c d) 30c
4 The numerical value of the expression sin 30c cos 30c equals:
1 3 3 2
a) 3 b) c) d) 3
2 4
5 The inverse of the ratio cos i is:
a) sin i b) sec i c) csc i d) cot i
6 The numerical value of the expression (sec 60c) - (tan 60c) equals:
2 2
a) -1 b) 0 c) 2 d) 1
7 ABC is a right_ angled triangle in B, as in the 2nearby figure:

The numerical value of the expression (sin i) + (cos i) 2 equals: 2
i
3
a) -1 b) 0 c) 2 d) 1
8 If csc i = 2 , then the value of the angle i is :
a) 45c b) 60c c) 90c d) 30c
183
Multiple Choice
[5 - 1]
Polygons and Polyhedrons (Pyramid and Cone)
. 7cm
1 What is the perimeter of the nearby regular octagonal?
a) 45.5 cm b) 48 cm c) 38.3 cm d) 56 cm
2 The perimeter of a square which its area is 225m2 is :

a) 25m b) 20 m c) 15 m d) 60 m
3 The perimeter of a regular pentagonal which its apothem is 3m and the radius of its circle is 5m,is:
a) 16.2 m b) 40 m c) 16 m d) 10.49 m
4 The area of a regular 7-gon which its apothem is 6cm and the length of its side is 7.5 cm, is:
a) 157.5 cm2 b) 28.5 cm2 c) 28 m2 d) 9975 m2
5 The lateral area of the cone in the nearby figure is: 25cm
9cm
6
a) 360r cm2 b) 450r cm2 c) 369r cm2 d)1640r cm2
6 The volume of a pyramid which the length of each side of its square base is 18cm and its height is
20cm, is:
a) 2160cm3 b) 120 cm3 c) 260 cm3
d) 134 cm3
7 The total area of the cone its base area is 25r cm2 and its height is 12cm, is:
15m
a) 108r cm2 b) 27r cm2 c) 208r cm2

d) 90r cm2
8m
8 The difference in volume of the two cones is:
a) 27r cm3 b) 75r cm3 c) 48r cm3 d) 180r cm3 6m
184
Multiple Choice
[5 - 2]
Triangles
B
1 Arrange the angles from the smallest to the greatest in the nearby triangle: 4
a m+C, m+A, m+B
b. m+A, m+B, m+C A 5.5
c. m+B, m+C, m+A
6
d. m+C, m+B, m+A
C C
2 Arrange the sides from the longest to the shortest in the nearby triangle
a. BC, AC, AB
b. AB, BC, AC
c. AC, BC, AB 60c 40c
A B
d. AB, AC, BC
3 If O is the meeting point of the angles bisectors of the triangle ABC in

the nearby figure, then the value of x is:
a) 20c b) 40c c) 30c d) 50c
The triangle ABC has two median segments AD, CE Which meet in point O
4
(AD=36cm, CE=24cm ) , B is vertex of ABC, then the value of OE is:
a) 8 cm b) 24 cm c) 16 cm d) 12 cm
5 In the question (4), the value of AO is:

a) 6 cm b) 12 cm c) 24 cm d) 14 cm
6 The similarity ratio between the two triangles ADB,ABC is:

8 7
a. 7 b. 8
c. 7 d. 8
7 If the two triangles DBE, ABC are similar and there were the two angles,
D
m+ABC , m+DEB then the value of x is: A
9
12
E x-1
a) 8 b) 12 c) 10 d) 6 B x+2 C
185
Multiple Choice
[5 - 3]
Proportion and measurement in Triangles
C
1 If AB ' EF , then the length of the line segment AE is:
8 10
E F
? 5
a) 4 b) 5 c) 2 d) 10 A B
W C
2 If ∆ ACB ∼ ∆ TWN ,If you knew that the height of the 5 6

triangle TWN is (3), then are of the triangle the perimeter
of ABC
T N A B
a) 42.3 cm2 b) 43.2 cm2 c) 40.2 cm2 d) 40.3 cm2
After dilation it in a geometric proportion its ratio is 4

3 A
(0,4)
B(4,4)
A picture was drawn to be as it is shown in the nearby figure:
Choose the correct answer for the questions (4_7)

C D(4,0)
3 The coordinates of the point A before the dilation are:
a) (0,3) b) (3,0) c) (3,3) d) (0,0)
4 The coordinates of the point B before the dilation are:
a) (0,3) b) (3,0) c) (3,3) d) (0,0)
5 The coordinates of the point C before the dilation are:
a) (0,3) b) (3,0) c) (3,3) d) (0,0)
6 The coordinates of the point D before the dilation are:
a) (0,3) b) (3,0) c) (3,3) d) (0,0)
186
Multiple Choice
[5 - 4]
The Circle
Look at the nearby figure and choose the correct answer for the questions (1_4) :
B
1 The measure of +AOB is:

n
a) 180c b) 135c c) 90c d) 45c C
c O
%
45
A
2 The measure of AB is:
D
a) 180 b) 90 c) 135 d) 45
)
3 The measure of ABC is:
a) 180 b) 90 c) 225 d) 135
%
4 The measure of BC is: D
a) 90 b) 42 c) 45 d) 135 A E B
3
5
O
5 The length of the chord AB in the nearby figure is:

a) 12 b) 10 c) 6 d) 8
C
Look at the nearby figure and choose the correct answer for the questions (6 - 7):
6 The measure of +AOB is: 5

B 25c
13 O
a) 115c b) 120c c) 65c d) 90c
7 The length of the segment BC is:
a) 10 b) 14 c) 12 d) 5
187
Multiple Choice
[5 - 5]
Triangle and Circle, Line Segments and Circle
Look at the nearby figure and choose the correct answer for questions (1- 2) :
K B
x
1 The value of x is: 6
A 3
a) 2 b) 6
2x
c) 9 d) 3
M
2 The length of MK Is:

a) 12 b) 9 c) 5 d) 4
Look at the nearby figure and choose the correct answer for questions (3_5)
A x
C
x+2
M
3 The value of x is: 3
1 D
B
a) 2 b) 3 c) 1 d) 4
4 The length of BM is:
a) 4 b) 6 c) 5 d) 2
5 The length of AM is:
a) 4 b) 2 c) 6 d) 3
Look at the nearby figure and choose the choose the correct answer for the questions (6_8):
C
6 The value of X is:

x+1
A 2 x B
a) 1 b) 2 c) 3 d) 0
7 The length of the tangent is:
a) 2 + 1 b) 3+1 c) 4 d) 5 + 1
8 The length of AB is:
+ 3
a) 66+ + 3
b) 62+ + 3
c) 65+ + 3
d) 64+
188
Multiple Choice
[5 - 6]
Angles and Circle
Look at the nearby figure and choose the correct answer for questions (1- 3) :
1 The measure of the angle (w) is:

32c B
w n
a) 45c b) 30c
O t
c) 90c d) 32c C
2 The measure of the angle (t) is:
a) 45c b) 64c c) 32c d) 48c
3 The measure of the angle (n) is:
a) 45c b) 64c c) 32c d) 84c
Look at the nearby figure and choose the correct answer for questions (4_6)
80
4 The measure of the angle (h) is: A

70c
B
h
0
14
K
i
D C
a) 70c b) 72c c) 90c d) 80c
5 The measure of the angle (i) is:
a) 39c b) 70c c) 40c d) 45c
6 The measure of the angle (k) is:
a) 70c b) 30c c) 40c d) 78c

Look at the nearby figure and choose the correct answer for questions (7) C
)
7 The measure of ABC is: 44ْ
a) 56 b) 112 c) 65 d) 82 O B
D
200ْ
189
Multiple Choice
[6 - 1]
Design a Survey Study and analysis its results
1 Which one of the measurements of the centeral tendency (if it is found) is suitable to the following
data: 8, 8, 12, 11, 15, 15, 16, 21, 23, 27, 31, 70?
a) Range b) Mode c) Median d) Arithmetic mean
2 Which of the centeral tendency measurements (if it is found) for the following data 2, 3, 4, 5,6, 7?
3 Which of the centeral tendency measurements (if it is found) 18, 1, 3, 16, 23, 3, 2?
4 The range of the following data 24, 18, 32,24,22,18 is:
a) 18 b) 32 c) 14 d) 50
5 Which measurements is not from the measurements of the centeral tendency?
6 The extreme value of these data 4, 30, 3, 5, 5, 6, 5, 3 is:
a) 3 b) 5 c) 5 d) 30
7 The median will be the best for the measurements of the centeral tendency for the data which:
a) Have extreme value b) Don,t have extreme c) Have extreme value d) Don,t have extreme
with great gaps in the value there are not and there are not value there are not
middle great gaps in the great gaps in the great gaps in the
middle middle middle
190
Multiple Choice
[6 - 2]
Data and misleading statics
1 Which graphic diagram is best in representing certain data:
a) b)
c) d)
2 The graphic diagram will be misleading if:
a) Starts from zero and b) Does not start from c) Does not start from d) Starts from zero
the intervals are not zero and the intervals zero and the intervals and the intervals are
equal are not equal are equal equal
3 In a questionnaire includes 6 teachers about the work, 4 of them prefer to work in the morning, the
person who does the questionnaire had written the following (2 teachers out of 3 prefer to work in
the morning) why does this announcement consider misleading?
a) The sample is so large b) The sample should c) The sample is so d) The sentence should
include building small be (a teacher should
workers be separated out of 2
teachers)
4 In atrade of shop offer kind the cheese to 12 persons to evaluate before viewing it , 6 persons were
a dmired it , According to that the product said the product is good because the ratio whose prefer it was
6 to 3
a) Data is not misleading because the ratio 6 to 3 is high ratio .
b) Data is not misleading because the people who prefer it of the rest
c) Misleading data , al though people whose prefer it double of rest .
d) Misleading data because the sample was medium size .
191
Multiple Choice
[6 - 3]
Permutation and Combination
1 The numerical value of the expression (5! - 3!) (0!) equals:
a) 2 b) 0 c) 114 d) None
2 The value of C 51
1 equals:
a) 1 b) 51 c) 50 d)None
3 The value of P 0100 equals:
a) 100 b) 100! c) 0 d) 1
4 Number the ways of forming a quadruple committee consists of 5 members, each one has a special
duty:
a) P 45 b) 5! c) 4! d) C 54
5 The value of n! equals:

(n - 2) !
a) n! b) (n-2)! c) n (n-1)! d) n(n-1)
6 Number the ways of choosing 5 questions out of the test paper which contains 7 questions:
a) 7 b) 5 c) 2! d) 21
7 The value of (8 - 3) ! equals:

(3 + 2) !
a) 4! b) 3! c) 2! d) 1!
8 The value of C n0 + P 0n equals:
a) 1 b) 2 c) 0 d) 0
192
Multiple Choice
[6 - 4]
Experimental Probability and theoretical Probability
1 If E1, E2 are two disjoint events, then P (E1 or E2) equals:
a) P (E 1) - P (E 2) b) P (E 1) # P (E 2) c) P (E 1) + P (E 2) d) P (E 1)
P (E 2)
2 Ahmed had scored 20 goals out of 25 attempts, which percentage for the experimental
probability that Ahmed will record in the next attempt?
a) 50% b) 60% c) 70% d) 80%
3 Tamara had released the disc spinner once, which percentage

for the theoretical probability that the pointer will indicate to white
number ?
a) 35% b) 30% c) 12.5% d) 20%
4 By throwing the two dices once, the probability of getting two number their sum is 3 or the
result of multiplying them is 3,is:
a) 1 b) 1 c) 2 d) 1
3 9 3
5 2
5 E1 , E2 are two disjoint event, if P P (E 1 orE 2) = 6 and P (E 2) = 3 , then P (E1 ) equals:
a) 1 b) 1 c) 1 d) 1
3 6 4 5
6 By throwing the two dices, the probability of getting two number their sum is 13,is:
a) 3 b) 2 c) 1 d) 0
193
Multiple Choice
[6 - 5]
Compound Events
1 E1, E2 are two independent events, where P(E1)= 0.3 and P (E2) = 0.9, the probability of
happening E1,E2 together is:
a) 1.2 b) 0.6 c) 0.27 d) 0.3
2 Mustafa had thrown a dice and a coin , the probability of appearing a number greater
than 5 on the dice and the writing (tial) on the coin is :
a) 2 b) 1 c) 1 d) 3
3 3 12
3 A box has 5 red balls and 4 green balls.

E1 represent pulling a red ball, E2 represents pulling a green ball without returning the red
one, the probability of happening them together is :
a) 10 b) 5 c) 19 d) 1
9 18
18 18
4 E1, E2 are two dependent events, the probability of happening them together is:
a) P (E 1 and E 2) = P (E 1) + P (E 2 after E 1) b) P (E 1 and E 2) = P (E 1) + P (E 2 before E 1)
c) P (E 1 and E 2) = P (E 1) # P (E 2 after E 1) d) P (E 1 and E 2) = P (E 1) # P (E 1 after E 2)
5 The relation P(E1 and E2) = P (E1) X P (E2) between the two events E1, E2, where
they are:
a) No relation between them b) Independent c) dependent d) Another thing
6 E1, E2 are two disjoint events, P (E 2) = 0.45 P (E 1,) = 0.15 the probability of
happening E1 or E2 is:
a) 0.0675 b) 3 c) 0.6 d) 0.3
194
CONTENTS
Chapter 1: Relations and Inequalities in Real Numbers
Pretest..........................................................................................5
lesson 1-1 Ordering Operations on Real Numbers.......................................6
lesson 1-2 Mappings.....................................................................................10
lesson 1-3 The Sequences.............................................................................14
lesson 1-4 Compound Inequalities................................................................18
lesson 1-5 Abslute Value Inequalities...........................................................22
Chapter Test.................................................................................26
Chapter 2: Algebraic Expressions

Pretest..........................................................................................28
lesson 2-1 Multiplying Algebraic Expressions.............................................29
lesson 2-2 Factoring the Algebraic Expression by using agreater
Common Factor ..........................................................................33
lesson 2-3 Factoring the Algebraic Expression by using Special Identities..37
lesson 2-4 Factoring the Algebraic Expression of three terms by Probe
and Error (Experiment) ...............................................................41
lesson 2-5 Factoring Algebraic Expressions Contains Sum of Two Cubes
or difference Between Two Cubes..............................................45
lesson 2-6 Simplifying Rational Algebraic Expressions...................................49
Chapter Test.................................................................................53
Chapter 3: Equations
Pretest...........................................................................................55
lesson 3-1 Solving the system of two Linear Equations with two variables..56
lesson 3-2 Solving Quadratic Equations with one variable...........................60
lesson 3-3 Using Probe and Error to solve the Quadrtic Equations.
(Experiment).................................................................................64
lesson 3-4 Solving the quadratic equations by the perfact square.................68
lesson 3-5 Using General Law to Solve the Equations..................................72
lesson 3-6 Solving the Fractional Equations.................................................76
lesson 3-7 Problem Solving Plan. (Writing Equation) .................................80
Chapter Test..................................................................................82
195
Chapter 4: Coordinate Geometry
Pretest.........................................................................................84
lesson 4-1 Graphical representation of the
equations in the coordinate plane:..............................................85
lesson 4-2 Slope of the line..........................................................................89

lesson 4-3 The equation of the line..............................................................93
lesson 4-4 Parallel and perpendicular lines..................................................97
lesson 4-5 Distance between two points.....................................................101
lesson 4-6 Trigonometric ratios..................................................................105
Chapter Test...............................................................................109
Chapter 5: Geometry and Measurement

Pretest........................................................................................111
lesson 5-1 polygons and polyhedrons (pyramid and cone):.......................112
lesson 5-2 Triangles. ..................................................................................116
lesson 5-3 Proportion and measurement in triangles..................................120
lesson 5-4 The circle...................................................................................124
lesson 5-5 Triangle and circle , line segments and circl.............................128
lesson 5-6 Angles and circle.......................................................................132
Chapter Test...............................................................................136
Chapter 6: statistic and probabilities:

Pretest........................................................................................138
lesson 6-1 Design a survey study and analysis its results...........................139
lesson 6-2 Data and misleading statistics...................................................143
lesson 6-3 permutations and combinations.................................................147
lesson 6-4 Experimental probability and theoretical probability................151
lesson 6-5 Compound events......................................................................155
Chapter Test...............................................................................159
Exercises of chapters.................................................................160
196

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Republic of Iraq

Fourth Revised Edition 2023

Scientific supervisor Art supervisor

‫ﻳﻮزع ﻣﺠﺎﻧ ًﺎ وﳝﻨﻊ ﺑﻴﻌﻪ وﺗﺪاوﻟﻪ ﻓﻲ اﻷﺳﻮاق‬

lesson 1-1 Ordering Operations in Real Numbers.

25 2 (1- 18 ) = ........... 26 3 12 + 2 3 - 4 3 = ............

[ 1-1-2 ] Using calculator and approximation to Simplify Numerical

Solve the Exercises

20 Fighting fires: We can calculate the speed of flowing

21 Geometry: Find the area of triangle which topped a front of

Write The result of adding by approximation to the nearest tenth:

[ 1-2-1 ] Mapping and its representation in the coordinate plane

[ 1-2-2 ] The types of mappings

[ 1-2-3 ] Composition of mappings

2x2 + 1 = 33 ⇒ 2x2 = 32 ⇒ x2 = 16 ⇒ x = 4 or x = -4 negteet

Make sure of your understanding

Write the mapping (fog )by writing its ordered pairs.

Solve the Exercises

coordinate plane, and show if the mapping is injective or not?

i) (gof)(x) , (fog)(x) , ii) (fog)(2) , (gof)(2)

16 Numerical sense: Determine if each of the following relations f:X→Y represents a

[ 1-3-1 ] Sequence and Function

Example (4) Write terms to the following sequences:

i) {2n -1} = {1, 3, 5, 7, 9} , ii) {(-1)n}= {-1, 1, -1, 1, -1}

1 un= 3n 2 un = n - 4 3 un = n2 Questions 1-5

Write the first five terms of each of the following sequences:

Solve the Exercises

Time in minutes and seconds 3.12 6.32 9.52 12.72 15.92

24 Sport of pole vault: The following table shows the

Height in metre 5.90 5.95 6.00 6.05 6.10

25 Agriculture: Hassan had bought a farm for breeding

[ 1-4-1 ] Compound inequalities which contain “and”

-3 ≤ 3x+2 < 9⇒ -3 - 2 ≤ 3x+2 - 2 < 9 - 2 ⇒ -5 ≤ 3x < 7 ⇒ -5 ≤ 3x < 7

[ 1-4-3 ] Triangular Inequality

8 + x > 10 ⇒ x > 2 ⇒ The third side is greater than 2 ⇒

10 + x > 8 ⇒x > -2 ⇒ Doesn’t give any useful data

Can the three sides, which shown below, compose a triangle?

9 1cm, 2cm, 3 cm 10 5cm ,4cm, 9cm Questions 9-12

Solve the Exercises

21 3cm , 10cm 22 6cm, 4cm 23 1cm, 3cm

25 Cars tyre: The ideal air pressure which is recommended

26 Magnetic train: Hanging magnetic train which

i) 3.2cm, 5.2cm, 6.2cm ii) 1cm, 1cm, 2 cm

Write A compound inequality represents the minimum degree temperature of which is

[ 1-5-1 ] Absolute value Inequalities | g ( x) | ≤ a , | g ( x) | < a ,

| ≥ 6 ⇒ | 5 - 3v| ≥ 12 ⇒ -12 ≥ 5- 3v or 5- 3v ≥ 12 ⇒ - 3v ≥ -17 o r -3v ≥ 7

2 |x+1|<5 3 | 3z - 7 | ≤ 2 Questions 2-5

6 |x+4|>6 7 | 5z - 9 | > 1 Questions 6-9

Solve the Exercises

Solve the following absolute value inequalities:

25 Badger: The animal, Badger is one of mammals which be-

26 Health: The natural pulse rate (number of heart (beats) for

27 Transportation: The civilian plane ﬂies in height from 8

21 4cm , 9cm 22 5cm ,12cm 23 7cm ,15cm

lesson 2-1 Multiplying Algebraic Expressions.

1 (3x2 + 4x - 12) + (2x2 - 6x + 10) 2 ( 1 zy + 5z - 7y) - ( 1 zy - 3z + 2y)

Find the result of multiplying the following algebraic terms:

7 (x+2) ( x- 2) 8 ( 5- 2z) ( 3+ 3z)

11 (x+3) (x2- 3x + 9) 12 (xy + 1) (x-1y - xy-1 - 1)