South Sudan South Sudan

Secondary
Mathematics
Secondary Mathematics has been written and developed by Ministry of General
Education and Instruction, Government of South Sudan in conjunction with Subjects
experts. This course book provides a fun and practical approach to the subject
2 Secondary
Mathematics Teacher’s Guide 2
of mathematics, and at the same time imparting life long skills to the pupils.

The book comprehensively covers the Secondary 2 syllabus as developed by

Ministry of General Education and Instruction.

Each year comprises of a Student’s Book and Teacher’s Guide.

The Teacher’s Guide provide:

Full coverage of the national syllabus.
A strong grounding in the basics of mathematics.
Clear presentation and explanation of learning points.
A wide variety of practice exercises, often showing how mathematics can be applied to
real-life situations.
It provides opportunities for collaboration through group work activities.
Stimulating illustrations.

All the courses in this primary series were developed by the Ministry of
General Education and Instruction, Republic of South Sudan.
The books have been designed to meet the primary school syllabus,
and at the same time equiping the pupils with skills to fit in the modern
day global society.

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PRI

Mathematics
Teacher’s Guide 2

©2018, THE REPUBLIC OF SOUTH SUDAN, MINISTRY OF GENERAL EDUCATION AND INSTRUCTION.
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 Table of Contents
Introduction ................................................................................................................. 1
About this guide .......................................................................................................... 2
Making Classroom Assessment ................................................................................... 3

UNIT 1: NUMERICAL CONCEPTS AND COMMERCIAL ARITHMETIC ............... 5

Indices ......................................................................................................................... 7
Laws of indices........................................................................................................ 8
Surds ........................................................................................................................... 8
Operations with radicals .............................................................................................. 8
Simplifying Surds ........................................................................................................ 9
Multiplication and division of surds ........................................................................ 9
Commercial Arithmetic ............................................................................................. 10
Simple interest ....................................................................................................... 11
Income tax ............................................................................................................. 12
Compound Interest ................................................................................................ 12
Appreciation/Depreciation..................................................................................... 13
Depreciation .......................................................................................................... 13
Hire purchase ........................................................................................................ 14

UNIT 2: GEOMETRIC FIGURES AND PYTHAGORAS THEOREM ....................... 15

Coordinate geometry ................................................................................................. 18
The equation of a line ................................................................................................ 18
Proving Pythagoras theorem ...................................................................................... 19
Proof 2 ....................................................................................................................... 19
Proof 3 ....................................................................................................................... 20
The unit circle ........................................................................................................... 21
 Trigonometric ratios .................................................................................................. 24

UNIT 3: ALGEBRA ..................................................................................................... 25

Algebraic expressions & equations ........................................................................... 26
Expansion .................................................................................................................. 27
Solving quadratic equations ...................................................................................... 28
Vectors ...................................................................................................................... 29
Sets & Venn diagrams ............................................................................................... 31
Equality, the Universal Set and the Empty Set ...................................................... 31
Complement .......................................................................................................... 32
Venn diagrams....................................................................................................... 34
Matrices ..................................................................................................................... 38
Scalar Multiplication ............................................................................................. 39
Determinant Matrix ............................................................................................... 40
Solving simultaneous equations using matrices ......................................................... 40
Functions ................................................................................................................... 41
Composite functions .................................................................................................. 42
Inverse Functions ...................................................................................................... 43

UNIT 4: STATISTICS .................................................................................................. 45

Measures of central tendency .................................................................................... 46
Assumed Mean .......................................................................................................... 46
Cumulative Frequency, Quartiles and Percentiles ..................................................... 48
Cumulative Frequency ............................................................................................ 48
Cumulative Frequency Table ............................................................................. 48
Cumulative Frequency Graph (Ogive) .................................................................. 49
Percentiles ................................................................................................................ 51
 Calculating Percentiles ........................................................................................ 51
Quartiles ................................................................................................................... 52
Calculating the Different Quartiles .................................................................... 53
Calculating Quartiles from Cumulative Frequency.......................................... 54
Interquartile Range ............................................................................................. 56
Introduction

Teaching Mathematics is taking place in rapidly changing conditions. It is

necessary to look for optimal didactic and educational solutions encompassing
goals and contents as well as forms and teaching methods allowing for preparing
students to face the challenges of the contemporary world.

The most significant role of educational system in terms of teaching

Mathematics is developing and promoting subject competences as an important
factor fostering student’s personal development and the development of society.
Well organised mathematical education facilitates logical thinking and
expressing ideas, organizing own work, planning and organizing the learning
process, collaboration and responsibility; it prepares for life in a modern world
and enables to perform many jobs.

The teacher is required to pay more attention to students’ awareness of

developing learning skills and study habits, recognizing and analysing problems
and predicting solutions to them. Undeniably, the implementation of modern
teaching methods and techniques enhances students’ curiosity about
Mathematics and increases their understanding of the basis of mathematical and
scientific knowledge. In accordance with the trends teaching Mathematics is
supposed to help students understand and solve everyday problems.

The aim of teaching Secondary Mathematics is to encourage contemporary

students to work in class, acquire knowledge and skills that are necessary in life.
Moreover, research shows that teachers applying active methods assess the
effectiveness of their work and how students respond to this way of teaching.

~1~
About this guide
The purpose of this guide is to offer suggestions that are helpful to Secondary 2
Mathematics teachers on planning, organizing, executing and evaluating the
learning and teaching of mathematics. The suggestions will serve as useful
starting points to the teachers who are expected to be dynamic innovative and
creative to make the leaning process fit the learners.

The guide is to be used alongside Mathematics Students book for secondary 2. It

consists of 4 units, in line with secondary 2 mathematics syllabus.

Each of the unit is structured to contain:

1. Introduction
2. Objectives
3. Teaching/Learning Activities
4. Answers to the exercises given in students secondary 2 book.

In each case, the introduction highlight the relevant work than learners are
expected to have covered in their previous mathematics units and what they are
expected to have covered previously. It also highlights what they are expected to
cover in the unit. The teacher is expected to make a quick link up of previously
learnt concepts. Learners should be able to make relevant references to their
previous work. Where possible the mathematics teacher makes an entry behavior
evaluation as a revision on previously learnt units related to the unit under study.

The unit objectives specify the skills (cognitive, affective, and psychomotor) that
teachers will use to enable learners understand each unit. The objectives are
likely to serve a useful purpose if they when stated to reflect the local conditions
of the learner. For example, the type of students and the available learning
resources. The teacher may break down the unit objectives to various objectives
that enhance the learners understanding of the process involved and to suit
different situations in the lesson, schools, society and the world at large.

Teaching/learning activities highlight the most noticeable and important. Points

encountered in the learning process and suitable techniques to be used in
handling each objective(s).

~2~
Answers to each exercise in the students’ book are provided in these teachers
guide. It is contemplated that the most conducive and favorable outcome from
the guide will be realized if other sources of learning mathematics are properly
organized and used.

Among others, the following should be used alongside the guide:

1. The Schemes of work

2. The teacher’s Lessons plans.

The Records of the work covered by the learners.

Making Classroom Assessment

 Observation – watching learners as they work to assess the skills learners
are developing.
 Conversation – asking questions and talking to learners is good for
assessing knowledge and understanding of the learner.
 Product – appraising the learner’s work (writing report or finding,
mathematics calculation, presentation, drawing diagram, etc.).

Observation

Triangulation

Product (Exercises) Conversation

~3~
To find these opportunities, look at the “Learn About’ sections of the syllabus
units. These describe the learning that is expected and in doing so they set out a
range of opportunities for the three forms of opportunity.

~4~
UNIT 1: NUMERICAL CONCEPTS AND COMMERCIAL
ARITHMETIC

Math: Secondary Unit 1: Numerical Concepts & Commercial

2 Arithmetic

Learn about Key inquiry questions

Learners should investigate how an index or a  What are indices?

power is used as short hand notation for easy  How does the use of
calculations. They should know the rules of indices save time and
indices and evaluate fractional roots, zero space when calculating
large numbers?
indices, and negative indices as the reciprocal
 What are rational and
of positive power. They should understand and irrational numbers and
be able to calculate and apply surds which are how do they relate to
basically an expression involving a root, surds?
squared or cubed, as part of the real number  What are foreign
system, and their relationship with rational and exchanges and what are
irrational numbers. simple and compound
interests?
 Why the market value
of items
Learners should know how currencies in depreciates/appreciates?
foreign exchange are calculated and they should  What is Income Tax
derive and apply simple and compound interests and what is hire
formulae. They should know about how a value purchase
of an item depreciates/appreciates and how hire
purchase and Income Tax are formulated and
calculated, e.g. depreciation by 15% is
calculated as 85/100 of the cost and
appreciation by 12% is calculated as 112/100 of
the cost.

Learning outcomes

~5~
Knowledge and Skills Attitudes
understanding

 Know the rules  Use of spread sheet and  Appreciate the use
of evaluating computer for extensive of indices in
fractional, zero calculations easing extensive
and negative  Use of technology calculations
indices (calculators/computers)  Appreciate the
 Understand in opening accounts and interdependence
and use surds calculating interest and of technology and
 Understand balancing financial commercial
rational and books arithmetic
irrational  Calculate simple and
numbers compound interest,
compound interest
formula
 Calculate depreciation
and appreciation, hire
purchase and Income
Tax
Contribution to the competencies:

Critical thinking through analysis and investigation

Co-operation and communication through teamwork

Links to other subjects:

Science: where the natural logarithmic number e (e = 2.78) is widely used

~6~
Indices
Index or exponential notation is the use of repeated multiplication of prime
numbers.

22 = 4 31 = 3

23 = 8 32 = 9

24 = 16 33 = 9

25 = 32 34 = 81

26 = 64 35 = 243 let the students also come up index notation for

5 and 7

27 = 128

Explain how indices can be used to perform operations on large numbers easily
without using a calculator.

Activity 1

Group students in groups of at least 4. Supervise as they undertake the activity

1. Students to practice writing numbers using index notation. Check for

understanding of how to write the numbers in index form.

2. 23 × 22 = 8 × 4 = 32 = 25

24 × 23 = 16 × 8 = 128 = 27 , let students fill in the missing numbers in this

way until they can find a rule to finding the answer. 23 × 22 = 25 = 32.
Therefore 𝑦 𝑎 × 𝑦 𝑏 = 𝑦 𝑎+𝑏

The students should discover that the rule works even for large numbers as well
as fractional numbers

3. a) Students should get the value of each individual exponent and divide. Then
write the answer as an index. For example: 26 = 64, 24 = 16, therefore 64 ÷
16 = 4 = 22

~7~
 b) Students should see the pattern that brings about the general rule. When
numbers are being divided, the indexes are subtracted.

The general rule: 𝑦 𝑎 ÷ 𝑦 𝑏 = 𝑦 𝑎−𝑏

Students should test the rule by using their own examples.

1
Note that fractional indices also show roots of numbers. For example: 22 =
1
3
√2 𝑎𝑛𝑑 23 = √2.

Laws of indices
Exercise 1

Students should work in pairs and show steps clearly.

Students should be able to use the rules of indices. Check for understanding.
1 25 1
1. i) 3 ii) 4 iii) 16 iv) 8 v) 16 vi) 3
−4
2 1 𝑥𝑦
2. i) 8𝑎3 ii) 2𝑥 −2 𝑜𝑟 iii) 𝑝 3 𝑜𝑟 4 iv) 5𝑥2
𝑥2
𝑝3

Surds
𝑝
Irrational numbers are numbers that cannot be written in the form 𝑞

3 2
For example: 0.75 = 4 , √4 = 2 = but √2 = 1.414213562…. It cannot be
1
written as a fraction.
1
Link radicals with indices 22 = √2

Operations with radicals

a) Surds can only be added and subtracted if the number under the root sign is
the same.

For example:

~8~
√2 + √2 = 2√2 treat them like algebraic expressions.

√3 + √2 cannot be added.

b) Surds can be multiplied even if the number under the root symbol is different.

√2 × √2 = √4 = 2 and √2 × √3 = √6

Check that students understand these principals.

Surds are simplified by finding the square factors of a number. Students should
be aware of the square numbers: 1, 4, 9, 16, 25……

Check for understanding of the example on simplifying surds. Give other

examples like √24, √48 etc.

Simplifying Surds
Exercise 3

1.a) 2√3 b) 2√6 c) 4√3 d) 6√3

Multiplication and division of surds

Exercise 4

1. a) Students should remember that √2 × √2 = 2

6 3×√2×√2
b) = = 3√2
√2 √2

3
2. Yes. 2 √2

3. a) This is the introduction of rationalizing the denominator. Students should

get the same answer in Q3 as in Q 2
6 7 4
5. a) 5 √5 b) 2 √6 c) 3 √15 d) 2√13

~9~
Exercise 5

Review of “difference of two squares” concept may be necessary. Encourage

discussion so that everyone understands how to identify the conjugate.

At the end of the investigation, students should understand what the conjugate is.
Give examples to test for understanding. E.g. conjugate of (3 − √2) 𝑖𝑠 (3 +
√2)

Still in groups, students will discuss the questions in Exercise 6 and individually
write the answers in their books. Observe for understanding, organized work and
critical thinking skills.

Exercise 6

3−√2 6+2√2 6−2√3 5√35+5√14

1.a) 7
b) 7
c) √2 + 1 d) 3
e) 3

−12−5√2 −2+√5 3√2−2√3

f) g) h)
7 3 6

Commercial Arithmetic
Teacher should lead discussion on the different currencies around the world, the
strongest, most trusted and used currency and give reasons for this.

Task

Using the table given, teacher should check for understanding of conversion

a) 1 SPP =KSh 0.8

0.8 × 10 000 = 8 000

SSP 8 000

b) SSP 13 000 = $100

~ 10 ~
 $ 1= SSP 130

$ 1000= SSP 130,000

c) SSP 17,500=£ 100

£ 1 = 𝑆𝑆𝑃 17.50

£ 5000 = 𝑺𝑺𝑷 𝟖𝟕, 𝟓𝟎𝟎

Simple interest
Exercise 8: To be done in groups
Divide the students in groups. Students should demonstrate understanding of the
concepts, collaboration skills, critical thinking skills and organizational skills.

1. a) SSP 200
200
b) 1000 × 100 = 20%

c) SSP 2,400, 2,800

2. SSP 50

b )16.7%

c) SSP 1,166.70, SSP 1,334

3. a) SSP 50, SSP 550

b) SSP 500, SSP 2,500

c) Students should finally get the simple interest formula:

𝑃𝑅𝑇
𝑆𝑖𝑚𝑝𝑙𝑒 𝑖𝑛𝑡𝑒𝑟𝑒𝑠𝑡 =
100

~ 11 ~
Income tax
Ensure students understand how income tax is calculated using the table given.
Have a discussion with the class on why income is taxed and what the money is
used for. Give real life examples of incomes and the tax paid. Use the task to
help with this discussion.

Exercise 9
1. Find the general incomes of people working in different professions
around or in your school. E.g. teachers, doctors, nurse, politician etc.
2. Using the rates given above, calculate the income tax they pay the
government.

Compound Interest
Investigation: Still in groups, students should attempt the questions. Observe for
constructive discussions.
10
1 a) 1000 × 100 × 1 = 𝑆𝑆𝑃 100

1000 + 100 = 𝑆𝑆𝑃 1100

b) the new principal is the amount she owes at the end of year
10
1100 × × 1 = 𝑆𝑆𝑃 110
100

1100 + 110 = 𝑺𝑺𝑷 𝟏𝟐𝟏𝟎

10
2. 1000 × × 1 = 𝑆𝑆𝑃 100
100

1000 + 100 = 𝑆𝑆𝑃 1,100

10
1100 × 100 × 1 = 𝑆𝑆𝑃 110

1100 + 110 = 𝑺𝑺𝑷 𝟏𝟐𝟏𝟎

𝑹 𝒏
𝑨𝒎𝒐𝒖𝒏𝒕 = 𝑷 (𝟏 + )
𝟏𝟎𝟎

~ 12 ~
3. Students should calculate the interest paid in the first year and add to the
principal. This amount is the principal for the second year.

They may also discover that amount at the end of the first year can be given by
1.08 (100+8)% . Use of the formula can be explained using a calculator.

SSP 2333.20

Appreciation/Depreciation
Investigation

Divide the students in groups. Each group should present their findings after
their investigation.

Check that the students understand that appreciation is calculated like compound
interest formula since each year an asset appreciates by a certain value.

𝑹 𝒏
𝑎𝑝𝑝𝑟𝑒𝑐𝑖𝑎𝑡𝑖𝑜𝑛 = 𝑷 (𝟏 + )
𝟏𝟎𝟎

While depreciation is given by:

𝑹 𝒏
𝐷𝑒𝑝𝑟𝑒𝑐𝑖𝑎𝑡𝑖𝑜𝑛 = 𝑷 (𝟏 − 𝟏𝟎𝟎)

Depreciation
Exercise 11
a) A new car costs SSP 12 000. The car loses 10% of its value during the
first year and 15% of its value during the second year.
How much is the car worth after 2 years?

b) A computer worth SSP 1500 has depreciated in value to SSP 900 in the
past 3 years.
What is the percentage depreciation in the value of the computer?

~ 13 ~
Hire purchase
Teacher should guide students to understand what hire purchase is and how it is
calculated. Give other examples of items that can be bought by hire purchase e.g.
laptops.

Hire purchase items are more expensive than items paid in cash. Let students
discuss this. Use the activity to build students understanding.

Exercise 12

1. a) Joyce: SSP 29,000

12
 r 
b) 29,000  25,000 1  
 100 

𝑟 12
1.16 = (1 + )
100
12 𝑟
√1.16 = (1 + )
100
𝑟
1.012 = (1 + )
100
𝑟
0.012 =
100

𝑟 = 1.2% use the example and this question to ensure students

understanding of hire purchase

c) Students should present their discussion on this question to the whole class.

2. SSP 22,304

~ 14 ~
UNIT 2: GEOMETRIC FIGURES AND PYTHAGORAS
THEOREM

Math: Unit 2: Geometric figures and applying the

Secondary 2 Pythagoras Theorem

Learn about Key inquiry questions

Learners should revisit prior learning on how to  How do you

calculate surface area of 3D solids such as calculate surface
prism, pyramid and cone. They should apply area of solids?
this to the South Sudanese double-hut (double  What is a straight
line in a Cartesian
tukul) and frustum (cross-section) of a sphere or
coordinates system?
pyramid. Identify and investigate the regular  What is Pythagoras
polygons that make up the surface area of theorem and how do
different solids. They should revisit nets of you apply it?
complex polyhedral and investigate plans,  How do you find
elevations, planes of symmetry and isometric trigonometric ratios
drawing. in a unit circle?

Learners should understand and use equations of

straight lines, describe the straight line in a
Cartesian coordinate system and explain how its
equation is related to its slope.

Learners should investigate the proof of

Pythagoras theorem and its application and
explain trigonometric ratios from the unit circle
and angle property of circle.

~ 15 ~
 Learning outcomes

Knowledge and Skills Attitudes

understanding

 Identify, name and  Calculate the areas of  Appreciate the

calculate the areas of geometric figures and importance of
the shapes that the surface area of Pythagoras’
constitute the solids Theorem
surface area of  Draw straight lines on
solids Cartesian coordinates
(regular/irregular) and construction of
 Understand the use squares on the sides of
of equations of the right-angled
straight lines triangles
 Understand  Investigate the proof of
trigonometric ratios Pythagoras theorem
from the unit circle,
angle property of
circle

Contribution to the competencies:

Critical thinking through analysis and investigation

~ 16 ~
 Co-operation and communication through teamwork

Links to other subjects:

Physics: measurements

Geography: locating areas of the country using its map

Activity 1

1. Teacher should encourage discussion on the types of different shapes and their
characteristics. As students find the surface area, let them draw the net of the
solid and name the different shapes that make the solid.

a) Surface area = 592cm2 b) 76cm2 c) 𝐶𝑢𝑟𝑣𝑒𝑑 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑎 𝑐𝑜𝑛𝑒 =

𝜋𝑟𝑙 =628.3 cm2

2. Students should understand that the lampshade is a frustum. This is a shape

cut out from an original shape, which is cone in this case.

They should discuss ways of getting the surface area with this knowledge in
mind.

Students need to find the slant length of the two cones, l and L

𝑆𝑢𝑟𝑓𝑎𝑐𝑒 𝑎𝑟𝑒𝑎 = 𝐶𝑢𝑟𝑣𝑒𝑑 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑏𝑖𝑔 𝑐𝑜𝑛𝑒 − 𝐶𝑢𝑟𝑣𝑒𝑑 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑠𝑚𝑎𝑙𝑙 𝑐𝑜𝑛𝑒

𝜋𝑅𝐿 − 𝜋𝑟𝑙

= 220.5 − 54.95 = 165.6𝑐𝑚2

3. Cone and hemisphere

𝑆𝑢𝑟𝑓𝑎𝑐𝑒 𝑎𝑟𝑒𝑎 = 𝑐𝑢𝑟𝑣𝑒𝑑 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑐𝑜𝑛𝑒 + 𝑐𝑢𝑟𝑣𝑒𝑑 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑠𝑝ℎ𝑒𝑟𝑒

4𝜋𝑟 2
𝜋𝑟𝑙 +
2

~ 17 ~
 = (𝜋 × 3.5 × 12.5) + (2 × 𝜋 × 3.52 )

13704 + 76.97 = 𝟐𝟏𝟒. 𝟑𝒄𝒎𝟐

Coordinate geometry
Activity 2

Teacher should guide students on discussion on plotting points on the Cartesian

plane. Let them understand that the x coordinate comes first every time and that
you can plot points, shapes and lines on the Cartesian plane.

Exercise 1

1. Students can choose any point for x and find the corresponding y value. Guide
them to see that if that for the equation y  x , each value of y will be equal to the
corresponding value of x.

x is the independent variable while y is the dependent variable because it is

dependent on x.

4. y  x  1

x -1 0 1 2 3

y 0 1 2 3 4

5. y  2 x  2

Students can pick any point for x and find the correct y value. A discussion on
which line is steeper and how to tell from the graph should be held in class. Let
students give other examples of steeper lines.

The equation of a line

Exercise 2

~ 18 ~
1. Line cuts the y axis at y  2 , gradient =1

Students should try and make observations from the answers above and the
equation of the line. The teacher may encourage students to draw the other lines
in (f) so that the relationship can be noted.

Proving Pythagoras theorem

Task: In pairs, talk about various proofs of Pythagoras’ theorem
Teacher should divide the class in groups, guide the discussion so that students
can solve:

𝑎2 + 𝑏 2 = 𝑐 2

Proof 2
Bhaskara's First Proof
Bhaskara's proof is also a dissection proof. It is similar to the proof provided by
Pythagoras. Bhaskara was born in India. He was one of the most important
Hindu mathematicians of the second century AD. He used the following
diagrams in proving the Pythagorean Theorem.

In the above diagrams, the blue triangles are all congruent and the yellow
squares are congruent. First we need to find the area of the big square two
different ways. First let's find the area using the area formula for a square.
~ 19 ~
Thus, A=c².
Now, lets find the area by finding the area of each of the components and then
sum the areas.
1
Area of the blue triangles = 4( )ab
2
Area of the yellow square = (b-a)²
1
Area of the big square = 4(2)ab + (b-a)²
= 2ab + b² - 2ab + a²
= b² + a²

Since, the square has the same area no matter how you find it
A = c² = a² + b²,
concluding the proof.

Proof 3
Bhaskara's Second Proof of the Pythagorean Theorem
In this proof, Bhaskara began with a right triangle and then he drew an altitude
on the hypotenuse. From here, he used the properties of similarity to prove the
theorem.

Now prove that triangles ABC and CBE are similar.

It follows from the AA postulate that triangle ABC is similar to triangle CBE,
since angle B is congruent to angle B and angle C is congruent to angle E. Thus,
since internal ratios are equal 𝑠/𝑎 = 𝑎/𝑐.
Multiplying both sides by ac we get sc = a².

Now show that triangles ABC and ACE are similar.

As before, it follows from the AA postulate that these two triangles are similar.
Angle A is congruent to angle A and angle C is congruent to angle E. Thus,
r/b=b/c. Multiplying both sides by bc we get rc = b².

Now when we add the two results we get

~ 20 ~
sc + rc = a² + b².
c(s + r) = a² + b²
c² = a² + b², concluding the proof of the Pythagorean Theorem.

The unit circle

If a circle with centre (O) starting at the origin (0, 0) and a radius (r) is one unit,
then the circle is said to be a unit circle.

In general, if (x, y) is a coordinate point on the circle with centre as origin and a
radius as 1, then the equation of the circle would be, x2+y2=1 . It is used to
understand the trigonometric angle measures by forming the right triangle in the
unit circle.

Unit circle in the complex plane:

The unit circle in the complex plane is the set of complex numbers with
magnitude one in which the extreme values are taken as follows:

~ 21 ~
• Right extreme value is 1.

• Left extreme value is − 1.

• Top extreme value is i.

• Bottom extreme value is − i .

That is, the set of complex numbers z is of the form,

Consider the coordinate point of P as (cosθ,sinθ).

~ 22 ~
Thus, the radius is obtained below:

Thus, it forms a unit circle.

To be done in groups. Each group to present their findings to the class.

Students should notice that sin θ = the 𝑦 co-ordinate of the point and cos θ= the
x co-ordinate of the point P

They should also make a summary of which quadrant sin θ and cos θ is positive
or negative
𝐬𝐢𝐧 𝜽
Students should also notice that 𝐭𝐚𝐧 𝜽 = 𝐜𝐨𝐬 𝜽

~ 23 ~
Trigonometric ratios
Exercise 3

Answers:
𝟓 𝟏𝟐 𝟏 𝟓 𝟓 𝟏𝟐
1). 𝟏𝟑 2). 𝟏𝟑 3). 𝟏𝟑 4). 5). 𝟏𝟑 6).
𝟏𝟐 𝟓

~ 24 ~
 UNIT 3: ALGEBRA

Math: Secondary 2 Unit 3: Algebra

Learn about Key inquiry questions

Learners should revisit the expansion of  What is a quadratic

algebraic expressions, with special attention to expression (equation)?
how expansion changes signs (+ and -) of terms  How do you factorize
in the bracket as they are multiplied or divided and expand quadratic
expressions?
by the term(s) outside the bracket. They should
 What is a vector and
know how quadratic expressions and equations how do vectors differ
are factorized, expanded and identified. They from scalar quantities?
should investigate the difference between an  How do you use Venn
expression and an equation. diagram in representing
sets and solving
Learners should investigate and distinguish problems involving
between vectors and scalar quantities, column, sets?
position and equivalent vectors. They should  What is a function and
learn operations on vectors and vector how elements of two
translation, and represent equivalent and parallel different sets, e.g. F(x)
= y = 2x, are related in
vectors in column and row positions.
a function.
Learners should investigate sets, set notation,  What are the inverses
of simple and
how Venn diagram is used to represent sets
composite functions?
when solving problems involving not more than
three sets. They should learn about matrices to
understand determinant, inverse, transposition of
matrices, similarities and enlargement are
determined and performed, and how the matrix
method is used to solve simultaneous equations.

Learners learn about functions: functional

notation, inverse of simple functions, composite
functions and their inverses.

~ 25 ~
 Learning outcomes

Knowledge and understanding Skills Attitudes

 Understand quadratic expressions  Use Venn  Appreciate

and equations (1): Expansion, diagram in and value
Identification, Factorization solving set Venn
 Understand vectors (I): vectors and problems diagram and
scalar quantities, column, position  Sketch matrix
and equivalent vectors, operation on graphs method as
vectors, vector translation  Calculate tools for
 Understand sets: set notation, Venn matrices’ solving set
diagrams and solving problems up to determinants and
three sets simultaneous
 Understand matrices (I): Understand equations
determinant, inverse, transposition of
matrices, similarities and
enlargement
 Understand functions: functional
notation, inverse of simple functions,
composite functions and their
inverses
Contribution to the competencies:

Critical thinking through analysis and investigation

Co-operation and communication through teamwork

Links to other subjects:

Physics: Vectors

Social Studies: Venn diagram to represent demographic sectors

Algebraic expressions & equations

Exercise 1

~ 26 ~
The teacher should guide the students to understand expansion of expressions.
Check that students connect expansion to finding the various areas of the
rectangles

1c) a(b+c)= ab +bc

2e) (𝑎 + 𝑏)(𝑐 + 𝑑 ) = 𝑎𝑐 + 𝑎𝑑 + 𝑏𝑐 + 𝑏𝑑 – area of big rectangle is equal to the

sums of the areas of the smaller rectangles. This introduces the distributive law:
𝑎(𝑐 + 𝑑 ) + 𝑏(𝑐 + 𝑑) = 𝑎𝑐 + 𝑎𝑑 + 𝑏𝑐 + 𝑏𝑑

3. Check for understanding of the expansion principle. Students should simplify

like terms after expanding.

a) (𝑥 + 2)(𝑥 + 3) = 𝑥 2 + 3𝑥 + 2𝑥 + 6 = 𝑥 2 + 5𝑥 + 6

b) (2𝑥 + 2)(𝑥 + 3) = 2𝑥 2 + 6𝑥 + 2𝑥 + 6 = 2𝑥 2 + 8𝑥 + 6

c) (𝑥 − 2)(𝑥 − 3) = 𝑥 2 − 3𝑥 − 2𝑥 + 6 = 𝑥 2 − 5𝑥 + 6

d) (2𝑥 − 2)(𝑥 + 3) = 2𝑥 2 + 6𝑥 − 2𝑥 − 6 = 2𝑥 2 + 4𝑥 − 6

4. 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑏𝑖𝑔 𝑠𝑞𝑢𝑎𝑟𝑒 − 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑠𝑚𝑎𝑙𝑙 𝑢𝑛𝑠ℎ𝑎𝑑𝑒𝑑 𝑠𝑞𝑢𝑎𝑟𝑒

(𝑎 2 − 𝑏 2 )

c) (𝑎2 − 𝑏2 ) = (𝑎 + 𝑏)(𝑎 − 𝑏)

i) (𝑥 2 − 4) ii) (4𝑥 2 − 4) iii) (25 − 𝑦 2 ) iv) (25𝑥 2 − 4)

5. 𝑒) (𝑎 + 𝑏)2 = 𝑎2 + 2𝑎𝑏 + 𝑏2

Teacher should ensure students understanding of the summary at the end of this
task by going through the questions in the task with the rules in mind.

Expansion
Exercise 2

~ 27 ~
Students should be encouraged to see that expansion reverses factorization and
vice versa. Let students discuss question 1 and have them explain to whole group
their observations.

Students the observations to factorise.

3. 𝑖) (𝑥 + 9)(𝑥 + 2)

ii) (𝑥 + 8)(𝑥 + 3)

iii) (𝑥 + 9)(𝑥 + 4)

iv) (𝑥 + 4)(𝑥 + 3)

v) (𝑥 + 9)(𝑥 + 6)

4. i) (𝑥 − 3)(𝑥 + 2)

ii) (𝑥 + 9)(𝑥 − 5)

iii) (𝑥 − 4)(𝑥 − 3)

iv) (𝑥 − 25)(𝑥 + 4)

5. i) 3(𝑥 2 + 2𝑥 − 24) = 3(𝑥 + 6)(𝑥 − 4)

ii) 2(𝑥 2 + 9𝑥 + 14) = 2(𝑥 + 7)(𝑥 + 2)

iii) 5(𝑥 2 + 4𝑥 + 3) = 5(𝑥 + 1)(𝑥 + 3)

Solving quadratic equations

Exercise 3

~ 28 ~
1. Students need to understand that if the product of some numbers is zero at
least one of the numbers must be zero. Teacher should check for understanding
from the discussions.

i) 𝑥 = 0, 𝑥 = −2 ii) 𝑥 = 2, 𝑥 = −2 iii) 𝑥 = −5, 𝑥 = −2

iv) 𝑥 = 0, 𝑥 = 4

v) 𝑥 = 8, 𝑥 = −8 vi) 𝑥 = 1, 𝑥 = 4 vii) 𝑥 = 7, 𝑥 = −4

viii) 𝑥 = 1, 𝑥 = 2

Vectors
Exercise 4

Teacher should ensure that students understand position vectors, column vectors,
addition and subtraction of vectors. Students should notice that 3𝒂 = 𝒃 means
that a and b are parallel vectors and that b is 3 times longer than a.

7 2 1
1. 𝒂 + 𝒃 = ( ) ii) 𝒂 + 𝒄 = ( ) iii) 𝒃 + 𝒄 = ( )
1 3 0

Task 2: Translation vectors

Teacher should ensure students show understanding of what translation is and

how the vector moves an object to get the image.

Exercise 5: To be done in pairs

 4 3  2 
1 Given that a    , b    , c    .
 2  1 1

a) Draw the vectors

i) a, b, a  b

~ 29 ~
 ii) a, c, a  c

iii) b, c, b + c

2. Consider the points A(2, 3) and B(1, 5).

a) Draw a Cartesian plane on squared paper or graph paper and mark the
points A and B
b) Join Point A to the origin and put an arrow on the line segment OA
going upwards. This represents the vector OA. Notice that the vector is
moving upwards because we are starting our movement from A and
ending at B.
c) Join point B to the origin and mark the vector OB. Note that this vector
will also move upwards since we are starting from O and moving to B.

d) What is the column vector OA and OB?

3. Use the points in the grid below to write the vectors given in column vector
form

a) AB b) AC c) DE d) BE e) EB f) AD g) CD h) DC

What is the relationship between AC and CA

3 6
4. Consider the vectors 𝒂 = ( ) and 𝒃 = ( )
2 4
a) Draw vectors a and b on a grid.
b) What relationship do they have? Express it in equation form?

~ 30 ~
 9
c) Without drawing vector 𝒄 = ( ) describe the relationship that
6
exists between a and c.

Sets & Venn diagrams

Activity 1: Work in pairs.

Teacher to guide learners in completing the activity in pairs. Both learners

should participate in asking and giving answers to the questions. The teacher
should ensure that the learners are articulate in providing reasons to back up their
answers.

Are the following sets well-defined?

1. The set of all groups of size three that can be selected from the members
of this class.
2. The set of all books written by John Grisham.
3. The set of great rap artists.
4. The best fruits.
5. The 10 top-selling recording artists of 2017.
Solution

1. You can determine if a group has three people and whether or not those
people are members of this class so this is well-defined.
2. You can determine whether a book was written by John Grisham or not
so this is also a well-defined set.
3. A rap artist being great is a matter of opinion so there is no way to tell if
a particular rap artist is in this collection, this is not well-defined.
4. Similar to the previous set, best is an opinion, so this set is not well-
defined.
5. This is well-defined, the top selling recording artists of any particular
year are a matter of record.
Equality, the Universal Set and the Empty Set
Activity 2: Work in pairs.

𝐴 = {0, 1, 2, 3, 4, 5}

~ 31 ~
 𝐵 = {1, 3, 4}
𝐶 = {6, 4, 3, 1}
𝐷 = {0, 1, 2, 5, 3, 4}
𝐸 = {}

Which of the sets 𝐵, 𝐶, 𝐷, 𝐸 are subsets of 𝐴?

The teacher to point out the following:

𝐵 ⊆ 𝐴 since it’s elements 1, 3, and 4 are all also in 𝐴. 𝐶 is NOT a subset of

𝐴 (𝐶 6 ⊆ 𝐴) since there is a 6 in 𝐶 and there is no 6 in 𝐴. 𝐷 is a subset of 𝐴
since everything that is in D is also in A; in fact 𝐷 = 𝐴. Finally, 𝐸 is a subset of
𝐴; this is true since any element that is in 𝐸 is also in 𝐴.

Notice that every set is a subset of itself and the empty set is a subset of every
set. If 𝐴 ⊆ 𝐵 and 𝐴 6 = 𝐵, then we say that 𝐴 is a proper subset of 𝐵. The
notation is only a bit different: 𝐴 ⊂ 𝐵. Note the lack of the “equal” part of the
wymbol.

Complement
Activity 3: To be done in groups

The teacher to guide the group work.

Let A be the set of all numbers from 1 to 20, then A= {1, 2, 3, 4, 5, 6 ….20}

a) Write down the number of elements of A

b) Let B be the set of all odd numbers from 1 to 20, write down the set B.
How many elements does B have?
c) Are the following statements true?

i) B  A

ii) 5  B

i) n(A) = 9

~ 32 ~
Answers

1. a) 20

b) {1,3,5,7,9,11,13,15,17,19},10 members

c)i) Yes ii) Yes iii) No

Activity 4: To be discussed in groups

1. a) 𝐴 ∩ 𝐵 = {6}

b) 𝐴 ∪ 𝐵 = {2,3,4,6,8,9}

c) 𝐵′ = {1,2,4,5,7,8}

2. a(i) 𝐴′ = {−3, −1,1}

ii) 𝐵′ = {−1,0,2}

iii) 𝐴 ∪ 𝐵 = {−3, −2,0,1,3}

iv) 𝐴 ∩ 𝐵 = {−2,3}

v) 𝐴 ∩ 𝐵′ = {0,2}

vi) 𝐴′ ∪ 𝐵′ = {−3, −1,0,1,2}

b) 5

3. 𝐵′ = {3,4,6}

4. a) 𝐹 = {1,2,3,4,6,8,12} 𝑀 = {4,8,12,16,20} 𝑀′ =
{0,1,2,3,5,6,7,9,10,11,13,14,15,17,18,19}

~ 33 ~
𝐹 ∩ 𝑀 = {4,8,12} 𝐹 ∩ 𝑀′ = {1,2,3,6} 𝐹 ∪ 𝑀 = {1,2,3,4,6,8,12,16,20}
′
𝑛(𝐹 ∩ 𝑀 ) = 4

Venn diagrams
Teacher should check for correct understanding of putting values in the Venn
diagrams.

Activity 5: Work in groups

Two programs were broadcast on television at the same time; one was the Big
Game and the other was Ice Stars. The Nelson Ratings Company uses boxes
attached to television sets to determine what shows are actually being watched.
In its survey of 1000 homes at the midpoint of the broadcasts, their equipment
showed that 153 households were watching both shows, 736 were watching the
Big Game and 55 households were not watching either. How many households
were watching only Ice Stars? What percentage of the households were not
watching either broadcast?

After group presentations, the teacher to guide whole class discussion.

We begin by constructing a Venn diagram, we will use 𝐵 for the Big Game and 𝐼
for Ice Stars. Rather than entering the name of every household involved, we will
put the cardinality of each set in its place within the diagram. So, since they told
us that 153 households were watching both broadcasts, we know that 𝑛(𝐵 ∩ 𝐼) =
153, this number goes in the dark purple “football” area.

~ 34 ~
We are told that 736 were watching the Big Game, 𝑛(𝐵) = 736, since we
already have 153 in that part of 𝐵 that is in common with 𝐼, the remaining part of
𝐵 will have 736−153 = 583. This tells us that 583 households were watching
only the Big Game.

We are also told that 55 households were watching neither program,

̅̅̅̅̅̅̅̅̅̅̅
𝑛((𝐴 ∪ 𝐵)) = 55, so that number goes outside of both circles.

~ 35 ~
Finally, we know that the total of everything should be 1000, 𝑛(𝑈) = 1000.
Since only one area does not yet contain a number it must be the missing amount
to add up to 1000. We add the three numbers that we have, 583 + 153 + 55 =
791, and subtract that total from 1000, 1000 − 791 = 209, to get the number that
were watching only Ice Stars. Filling in this number, we have a complete Venn
diagram representing the survey.

Now, we have the information needed to answer any questions about the survey
results. In particular, we were asked how many households were watching only
Ice Stars, we found this number to be 209. We were also asked what percentage
of the households were watching only the Big Game. The number watching only
the game was found to be 583, so we compute the percentage, (583/1000) ∗
100% = 58.3%.

Applications.

In this section, we will illustrate the use of Venn diagrams in some examples.

Task: Work in groups

Two programs were broadcast on television at the same time; one was the Big
Game and the other was Ice Stars. The Nelson Ratings Company uses boxes
attached to television sets to determine what shows are actually being watched.
In its survey of 1000 homes at the midpoint of the broadcasts, their equipment
showed that 153 households were watching both shows, 736 were watching the
Big Game and 55 households were not watching either.

a) Draw a Venn diagram.

~ 36 ~
 b) How many households were watching only Ice Stars?
c) What percentage of the households were not watching either broadcast?

Task

In a recent survey people were asked if they took a vacation in the summer,
winter, or spring in the past year. The results were 73 took a vacation in the
summer, 51 took a vacation in the winter, 27 took a vacation in the spring, and 2
had taken no vacation. Also, 10 had taken vacations at all three times, 33 had
taken both a summer and a winter vacation, 18 had taken only a winter vacation,
and 5 had taken both a summer and spring but not a winter vacation.

1. Draw a Venn diagram.

2. How many people were surveyed?
3. How many people took vacations at exactly two times of the year?
4. How many people took vacations during at most one time of the year?
5. What percentage took vacations during both summer and winter but not
spring?

Exercise 6: To be discussed in groups and answered individually

1.Consider the universal set U={0,1,2,3,4,5,6,7,8,9}. Illustrate on a Venn

diagram the sets:

a) A = {2,3,5,7} and B = {1,2,4,6,7,8}

b) A = {2,3,5,7} and B = {4,6,8,9}

c) A = {3,4,5,6,7,8} and B = {4,6,8}

d) A = {0,1,3,7} and B = {0,1,2,3,6,7,9}

2. a) Come up with your own universal set

b) From this set create 2 others set A and B. List the elements of A and B.
9 Make sure some values are shared by A and B)

~ 37 ~
 c) Draw Venn diagrams and shade regions represented by i) A  B
ii) A  B

d) List i) A  B ii) A  B

Exercise 7: Discuss in groups

1. In a class of 30 students, 7 have black hair and 24 are right handed. If 2

students neither have black hair nor are they right handed, how many
students:
a) have both black hair and are right handed.
b) have black hair but are not right handed?
2. 46% of people in a town ride a bicycle and 45% ride a motor bike. 16%
ride neither a bicycle nor a motor bike.
a) Illustrate this information on a Venn diagram
b) How many people ride:

i) both a bicycle and a motor bike

ii) either a bicycle or a motor bike or both

ii) a bicycle only

Matrices
Discussion

1. Why do we state the rows first, then columns when we specify the matrix
size?
2. What is the usefulness of organizing data in matrix form?
3. Collect data that can be arranged in matrix form. Arrange it and state the
size of the matrix formed.

Lead learners in holding a discussion about matrices. They should be able to

point out the notation of matrices. They should also talk about the usefulness of
organizing matrices a certain way.

~ 38 ~
Allow learners to go out of class if necessary to collect data that can be arranged
in matrix form. Findings can then be presented to the whole class.

Exercise 8

A restaurant served 72 men, 84 women and 49 children on Friday night. On

Saturday night they served 86 men, 72 women and 46 children.

a. Express this information in two column matrices.

b. Use matrices to find the totals of men, women and children served
over the two day period.

Scalar Multiplication
Exercise 9

 2 4   2 3
a) 1. Consider the matrix A    and B    the identity
3 1   5 2
1 0
matrix I   
0 1
b) a) Evaluate AB , AI , BI ABI , BA
c) What do you observe? Discuss
d) 2. Given that
1 1   2  1
A    B   
e) i)  1 2  and   1 1 ,
 7 4  3  4
A    B   
f) ii)  5 3  and   5 7 
g) Evaluate AB . What do you notice?
h) What observation can you make about the elements in the
diagonals of A and B?
i) When two matrices A and B are such that AB  I then A is said to
the inverse of B and vice versa.

~ 39 ~
Determinant Matrix
Exercise 10

Find the inverse of the following matrices:

7 9  6 13   5 10 
B    A    C   
a)  3 4  b)   2  4  c)  5 9 

Solving simultaneous equations using matrices

Investigation: To be done in groups

1. Consider the following equations

3x  y  7
5 x  2 y  12

a. Using methods you have learnt before, either, elimination,

substitution or graphical method solve these equations. What is the
value of x and y?
 3 1  x   7 
b. The above equations can be written as       .This is a
 5 2  y  12 
matrix equation. Discuss how this is done.
3 1 7
c. The first matrix   is called the coefficients matrix while   is
5 2 12 
called the constants matrix. Find the inverse of the coefficients
matrix.
d. Pre-multiply the inverse on both sides of the matrix equation. What
happens?
e. What are the values of x and y?

2. Use the method above to solve the following equations:

3x  y  8
a)
2 x  y  3

~ 40 ~
 x  3y  5
b)
2x  6 y  7

3 y  2x  3
c)
3y  x  4

Use elimination or substitution to confirm your answers.

Task

Task notes

The general straight line graph has equation 𝑦 = 𝑚𝑥 + 𝑐. The gradient is m and the y-
intercept is c.

Provided c is the same, graphs will have the same y-intercept.

Provided m is the same, the graphs will be parallel.

If the graphs are perpendicular, the product of the gradients is -1 e.g. 𝑦 = 2𝑥 − 4 and
1 1
𝑦 = 2𝑥 + 6 are both perpendicular to 𝑦 = − 2 𝑥 + 1 since 2 × − 2 = 1

Exercise 11

Solutions

1. 𝑦 = 3𝑥 + 𝑘, 𝑘𝜖ℝ\−4 (any real number excluding -4)

1
2. 𝑦 = − 𝑥 + 𝑘, 𝑘𝜖ℝ, since the product of the gradients is -1
3
3. 𝑦 = −3𝑥 − 4
4. 𝑦 = −3𝑥 + 4

Functions
Exercise 12

a) Given that h( x)  z 2  4 z  9 , find i) h(-3) ii) h(2)

b) Given that g ( x)  x 2  2 , find g(4)

~ 41 ~
 c) Given that 𝑓(𝑥) = 4𝑥 − 6 𝑔(𝑥 ) = 2𝑥 2 − 𝑥
(𝑥−6)2
ℎ (𝑥 ) = 2

Find

i) 5𝑓 (−4) ii) ℎ(10) iii) ℎ(3) iv) 𝑔(−3) iv) 2ℎ(7)

Composite functions
Activity 1: Work in groups
Explore why it is important to pay attention to the order in which the
composition of a function is written.

In many cases (f o g)(x) is not the same as (go f)(x). Let’s look at why the order
is so important:

(f o g)(x) = f(g(x)), the g function is inside of the f function

(go f)(x) = g(f(x)), the f function is inside of the g function

(f o g)(x) and (go f)(x) are often different because in the composite(f o g)(x),
f(x) is the outside function and g(x) is the inside function. Whereas in the
composite (go f)(x), g(x) is the outside function and f(x) is the inside function.
This difference in order will often be the reason why we will get different
answers for
(f o g)(x) and (go f)(x). This means we need to make sure that we pay close
attention to the way the problem is written when we are trying to find the
composition of two functions.

Activity 2: Work in groups.

How Do You Find the Composition of Two Functions?

After investigation and research, learners should be able to outline the following
steps. The teacher to provide guidance where necessary.

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 Here are the steps we can use to find the composition of two functions:

Step 1: Rewrite the composition in a different form.

For example, the composition (f o g)(x) needs
to rewritten as 𝑓(𝑔(𝑥)).

Step 2: Replace each occurrence of x found in the outside

function with the inside function. For example, in the
composition of (f o g)(x) = f(g(x)), we need to replace
each 𝑥 found in 𝑓(𝑥), the outside function, with 𝑔(𝑥), the
inside function.

Step 3: Simplify the answer.

Inverse Functions
Activity 3: Work in groups.

The teacher to guide learners in exploring the following problems given what
they have learned so far. A discussion can be held after group presentations by
the heads of different groups to justify the answers arrived at. The teacher to
provide guidance where necessary.

1. Explain the difference in meaning of the notation 𝑓(2) = 5 versus the

notation 𝑓 −1 (5) = 2
2. Suppose the point (10, 5) lies on a graph of a function 𝑓, what point lies on
the graph 𝑓 −1 .
3. The number of people in thousands in a city is given by the function
𝑓(𝑡) = 20 + 0.4𝑡 where 𝑡 is the number of years since 1970.
a) In the context of this problem, explain what 𝑓(25) and 𝑓 −1 (25)
mean (no calculation required).
What is the unit measure (number of people or number of years)
for f(25) and 𝑓 −1 (25)
b) Now calculate 𝑓 −1 (25)

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 4. The total cost, 𝐶, in South Sudanese pounds (SSP) for a clothing factory
to make ′𝑗′ jackets is given by the function 𝐶 = 𝑓(𝑗). Interpret the
meaning of the following notation within the context of the story given.
a) 𝑓(30) = 678
b) 𝑓 −1 (30) = 678

Activity 4: Work in groups.

Explore how you can determine if a function is a one-to-one function or not.

In looking at the graph of the function we can determine if a function is a one-to-

one function or not by applying the Horizontal Line Test, or HLT. If the graph of
the function passes the Horizontal Line Test, then the function is a one-to-one
function. If the graph of the function fails the Horizontal Line Test, then the
function is not a one-to-one function.

Horizontal Line Test – The HLT says that a function is a one-to-one

function if there is no horizontal line that intersects the graph of the
function at more than one point.

By applying the Horizontal Line Test not only can we determine if a function is a
one-to-one function, but more importantly we can determine if a function has an
inverse or not.

Exercise 13

Use the steps above to answer the following questions:

2𝑥+3
1. 𝑓 (𝑥 ) = find 𝑓 −1 (𝑥)
5

2𝑥+3
2. 𝑓 (𝑥 ) = find 𝑓 −1 (𝑥)
2

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 UNIT 4: STATISTICS

Math Secondary 2 Unit 4: Statistics

Learn about Key inquiry questions

Learners should work in pairs or groups to  What is assumed by the

investigate the use of assumed mean and to word mean?
interpret cumulative frequency tables in a  What are median,
range of situations. They should gather quartiles and
dispersion?
appropriate date to create cumulative
 How would you
frequency tables of their own and to explain perform calculations
them to the class. The should investigate a involving probability?
range of cumulative frequency tables from
different sources and comment on their
effectiveness.

They should find out how to use median,

quartiles, ogives (cumulative histograms) and
dispersion, and investigate problems using
these tools, and perform calculations involving
probability.

Learning outcomes

Knowledge and Skills Attitudes

understanding

 Understand  Create and interpret  Appreciate and

‘assumed mean’ cumulative frequency value the
 Understand ogives, tables concept of
median, quartiles,  Identify and analyze statistics.
depression statistical data
 Perform and carry out
calculations and solve
problems of statistics
and probability

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 Contribution to the competencies:

Critical thinking through analysis and investigation

Co-operation and communication through teamwork

Links to other subjects:

Social Studies: statistics and probability (study of demography)

Physical Education: predicting the outcomes of matches

Science

Measures of central tendency

Exercise 1

Teacher should review work on mean, median and mode. Students should
organize their data into a frequency table and show understanding of what the
three measures mean. Each group to present their findings before the class.

Assumed Mean
Exercise 2

A: mean – 50 B: mean – 62 C: mean – 42

Mean B is 12 more than A, each of the values of A are 12 more than B

Mean C is 8 less than A, each of the values of C are 8 less than A

When you add/ subtract a constant to a particular data set, the means also
increases/ decreases by that constant

b) 60 c) 52 d) 420 e) Yes, If you multiply/ divide each value by a constant,

the mean is also multiplied or divided by the same constant. Mean: 4.2

2. a)

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 Mass(kg) x 𝑡 = 𝑥 − 50 f ft

47 -3 5 -15

48 -2 1 -2

49 -1 3 -3

50 0 5 0

51 1 10 10

52 2 3 6

53 3 5 15

54 4 8 32

55 5 10 50

∑ 𝑓𝑡 93
= = 1.86
∑𝑓 50

c)
𝑀𝑒𝑎𝑛 = 50 + 1.86 = 51.86

3.

Mass(kg) x 𝑡 f ft
= 𝑥 − 110.5

100-103 101.5 -9 1 -9

104-107 105.5 -5 15 -75

108-111 109.5 -1 42 -42

112-115 113.5 3 31 93

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 116-119 117.5 7 8 56

120-123 121.5 11 3 33

56
𝑀𝑒𝑎𝑛 = 110.5 + = 116.1
100

Cumulative Frequency, Quartiles and Percentiles

Cumulative Frequency
Cumulative frequency is defined as a running total of frequencies. The frequency
of an element in a set refers to how many of that element there are in the set.
Cumulative frequency can also defined as the sum of all previous frequencies up
to the current point.

The cumulative frequency is important when analyzing data, where the value of
the cumulative frequency indicates the number of elements in the data set that lie
below the current value. The cumulative frequency is also useful when
representing data using diagrams like histograms.

Cumulative Frequency Table

The cumulative frequency is usually observed by constructing a cumulative
frequency table. The cumulative frequency table takes the form as in the example
below.

Example 1
The set of data below shows the ages of participants in a certain summer camp.
Draw a cumulative frequency table for the data.

Age (years) Frequency

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 10 3

11 18

12 13

13 12

14 7

15 27

Solution:
The cumulative frequency at a certain point is found by adding the frequency at
the present point to the cumulative frequency of the previous point.

The cumulative frequency for the first data point is the same as its frequency
since there is no cumulative frequency before it.

Age (years) Frequency Cumulative Frequency

10 3 3

11 18 3+18 = 21

12 13 21+13 = 34

13 12 34+12 = 46

14 7 46+7 = 53

15 27 53+27 = 80

Cumulative Frequency Graph (Ogive)

A cumulative frequency graph, also known as an Ogive, is a curve showing the
cumulative frequency for a given set of data. The cumulative frequency is plotted
on the y-axis against the data which is on the x-axis for un-grouped data. When
dealing with grouped data, the Ogive is formed by plotting the cumulative

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frequency against the upper boundary of the class. An Ogive is used to study the
growth rate of data as it shows the accumulation of frequency and hence its
growth rate.

Example 2
Plot the cumulative frequency curve for the data set below

Age (years) Frequency

10 5

11 10

12 27

13 18

14 6

15 16

16 38

17 9

Solution:
Age (years) Frequency Cumulative Frequency

10 5 5

11 10 5+10 = 15

12 27 15+27 = 42

13 18 42+18 = 60

14 6 60+6 = 66

15 16 66+16 = 82

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 16 38 82+38 = 120

17 9 120+9 = 129

Percentiles
A percentile is a certain percentage of a set of data. Percentiles are used to
observe how many of a given set of data fall within a certain percentage range;
for example; a thirtieth percentile indicates data that lies the 13% mark of the
entire data set.

Calculating Percentiles
Let designate a percentile as Pm where m represents the percentile we're finding,
for example for the tenth percentile, m} would be 10. Given that the total
number of elements in the data set is N

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Quartiles
The term quartile is derived from the word quarter which means one fourth of
something. Thus a quartile is a certain fourth of a data set. When you arrange a
date set increasing order from the lowest to the highest, then you divide this data
into groups of four, you end up with quartiles. There are three quartiles that are
studied in statistics.

First Quartile (Q1)

When you arrange a data set in increasing order from the lowest to the highest,
then you proceed to divide this data into four groups, the data at the lower fourth
(1⁄4) mark of the data is referred to as the First Quartile.

The First Quartile is equal to the data at the 25th percentile of the data. The first
quartile can also be obtained using the Ogive whereby you section off the curve
into four parts and then the data that lies on the last quadrant is referred to as the
first quartile.

Second Quartile (Q2)

When you arrange a given data set in increasing order from the lowest to the
highest and then divide this data into four groups, the data value at the second
fourth (2⁄4) mark of the data is referred to as the Second Quartile.

This is the equivalent to the data value at the half way point of all the data and is
also equal to the data value at the 50th percentile.

The Second Quartile can similarly be obtained from an Ogive by sectioning off
the curve into four and the data that lies at the second quadrant mark is then
referred to as the second data. In other words, all the data at the half way line on
the cumulative frequency curve is the second quartile. The second quartile is
also equal to the median.

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Third Quartile (Q3)
When you arrange a given data set in increasing order from the lowest to the
highest and then divide this data into four groups, the data value at the third
fourth (3⁄4) mark of the data is referred to as the Third Quartile.

This is the equivalent of the the data at the 75th percentile. The third quartile can
be obtained from an Ogive by dividing the curve into four and then considering
all the data value that lies at the 3⁄4 mark.

Calculating the Different Quartiles

The different quartiles can be calculated using the same method as with the
median.

First Quartile
The first quartile can be calculated by first arranging the data in an ordered list,
then finding then dividing the data into two groups. If the total number of
elements in the data set is odd, you exclude the median (the element in the
middle).

After this you only look at the lower half of the data and then find the median for
this new subset of data using the method for finding median described in the
section on averages. This median will be your First Quartile.

Second Quartile
The second quartile is the same as the median and can thus be found using the
same methods for finding median described in the section on averages.

Third Quartile
The third quartile is found in a similar manner to the first quartile. The
difference here is that after dividing the data into two groups, instead of
considering the data in the lower half, you consider the data in the upper half and
then you proceed to find the Median of this subset of data using the methods
described in the section on Averages.
This median will be your Third Quartile.

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Calculating Quartiles from Cumulative Frequency
As mentioned above, we can obtain the different quartiles from the Ogive, which
means that we use the cumulative frequency to calculate the quartile.

Given that the cumulative frequency for the last element in the data set is given
as fc, the quartiles can be calculated as follows:

The quartile is then located by matching up which element has the cumulative
frequency corresponding to the position obtained above.

Example 3
Find the First, Second and Third Quartiles of the data set below using the
cumulative frequency curve.

Age (years) Frequency

10 5

11 10

12 27

13 18

14 6

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 15 16

16 38

17 9

Solution:

Age (years) Frequency Cumulative Frequency

10 5 5

11 10 15

12 27 42

13 18 60

14 6 66

15 16 82

16 38 120

17 9 129

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From the Ogive, we can see the positions where the quartiles lie and thus can
approximate them as follows

Interquartile Range
The interquartile range is the difference between the third quartile and the first
quartile.

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With an Even Sample Size:

For the sample (n=10) the median diastolic blood pressure is 71 (50% of the
values are above 71, and 50% are below). The quartiles can be determined in the
same way we determined the median, except we consider each half of the data
set separately.

Interquartile Range with Even Sample Size

There are 5 values below the median (lower half), the middle value is 64 which
is the first quartile. There are 5 values above the median (upper half), the middle
value is 77 which is the third quartile. The interquartile range is 77 – 64 = 13; the
interquartile range is the range of the middle 50% of the data.

With an Odd Sample Size:

When the sample size is odd, the median and quartiles are determined in the
same way. Suppose in the previous example, the lowest value (62) were
excluded, and the sample size was n=9. The median and quartiles are indicated
below.

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 Interquartile Range with Odd Sample Size

When the sample size is 9, the median is the middle number 72. The quartiles are
determined in the same way looking at the lower and upper halves, respectively.
There are 4 values in the lower half, the first quartile is the mean of the 2 middle
values in the lower half ((64+64)/2=64). The same approach is used in the upper
half to determine the third quartile ((77+81)/2=79).

Discrete or continuous variables

Variables in any calculation can be characterized by the value assigned to them.

A discrete variable consists of separate, indivisible categories. No values can
exist between a variable and its neighbour. For example, if you were to observe a
class attendance registered from day-to-day, you may discover that the class has
29 students on one day and 30 students on another. However, it is impossible for
student attendance to be between 29 and 30. (There is simply no room to observe
any values between these two values, as there is no way of having 29 and a half
students.)

Not all variables are characterized as discrete. Some variables (such as time,
height and weight) are not limited to a fixed set of indivisible categories. These
variables are called continuous variables, and they are divisible into an infinite
number of possible values. For example, time can be measured in fractional parts
of hours, minutes, seconds and milliseconds. So, instead of finishing a race in 11
or 12 minutes, a jockey and his horse can cross the finish line at 11 minutes and
43 seconds.

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It is essential to know the difference between the two types of variables in order
to properly calculate their cumulative frequency.

Exercise 3

Ensure students follow the steps. Cumulative frequency is marked against the
upper boundary of each class. Check for understanding on upper boundaries.

Students should join points with a smooth curve and choose an appropriate scale
from which they can read values.

Have the students discuss the quartiles and percentiles and their meaning.
Encourage learners to use Microsoft Excel in their computations and
presentations of tables and graphs.

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