Mathematics: New Syllabus

7th NEW SYLLABUS
EDITION
MATHEMATICS
TEACHER’S RESOURCE BOOK
1
CONTENTS
CONTENTS
Syllabus Matching Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Scheme of Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Chapter 1: Primes, Highest Common Factor and Lowest Common Multiple
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Worked Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Chapter 2: Integers, Rational Numbers and Real Numbers
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Chapter 3: Approximation and Estimation
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Chapter 4: Basic Algebra and Algebraic Manipulation
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Revision Exercise A1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Chapter 5: Linear Equations and Simple Inequalities
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Chapter 6: Functions and Linear Graphs
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Worked Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Chapter 7: Number Patterns
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Revision Exercise B1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Chapter 8: Percentage
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Chapter 9: Ratio, Rate, Time and Speed
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
2
Chapter 10: Basic Geometry
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Chapter 11: Triangles, Quadrilaterals and Polygons
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Chapter 12: Geometrical Constructions
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Revision Exercise C1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Revision Exercise C2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Chapter 13: Perimeter and Area of Plane Figures
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Chapter 14: Volume and Surface Area of Prisms and Cylinders
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Chapter 15: Statistical Data Handling
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Revision Exercise D1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Revision Exercise D2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
Problems in Real-World Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
3
Syllabus Matching Grid
Cambridge O Level Mathematics (Syllabus D) 4024/4029. Syllabus for examination in 2018, 2019 and 2020.
Theme or Topic Subject Content Reference
1. Number Identify and use: Book 1:
, 2)
2. Set language and notation Book 2:
e.g. A = {x : x is a natural number}, Book 4:

B = {(x, y): y = mx + c},
C = {x : a ! x ! b},
D = {a, b, c, …}
Calculate Book 1:
cube roots
4. Directed numbers Book 1:
Book 1:
6. Ordering Book 1:
!, ".
7. Standard form A 10n n Book 3:

1!A
Book 1:
9. Estimation Book 1:
10 Limits of accuracy Book 3:

accuracy
1
Book 1:
Book 2:
Book 1:
Book 3:
Book 1:
Book 2:
Book 3:
Book 4:
14. Time Book 1:
15. Money Book 3:
Book 3:
Book 1:
formulae algebraically
Book 2:
Book 3:
Book 1:
Book 2:
ax + bx + kay + kby
a2x2 – b2y2
a2 + 2ab + b2
ax2 + bx + c
19. Indices Book 3:
2
Book 1:
Book 2:
the formula
Book 3:
Book 4:
Book 1:
Book 2:
Book 1:
Book 2:
Book 3:
axn Book 1:
n
more than three of these and for functions of the form kax a
integer Book 2:
functions
Book 3:
x) = 3x – 5; f : x ! 3x Book 2:
functions
–1
(x)
Book 3:
27. Coordinate geometry Book 1:
it Book 2:
y = mx + c Book 3:
3
Book 1:
and exterior angles; similarity and congruence
Book 2:
tangent, arc, sector and segment

Book 3:
Book 1:
Book 2:
Book 4:
30. Similarity and congruence Book 2:

congruence
Book 3:
similar solids
31. Symmetry Book 2:
Book 3:
Book 1:
Book 3:
33. Loci Book 4:
(b) at a given distance from a given straight line
34. Measures Book 1:
4
35. Mensuration Book 1:
(c) the circumference and area of a circle

(d) arc length and sector area as fractions of the circumference and area of a Book 2:
circle
and cone Book 3:
36. Trigonometry Book 2:
Book 3:
1
formula area of triangle = ab sin C
2
Book 4:
x
y , AB or a
x
y as x 2 + y 2
38. Matrices Book 4:
2
matrices
Calculate the determinant A and inverse A–1 A
39. Transformations Book 2:

translation (T), enlargement (E) and their combinations
Book 4:
Book 2:
the event not occurring

Book 4:
5
41. Categorical, numerical and Book 1:
diagrams
Book 2:
Book 4:
42. Statistical diagrams Book 1:
intervals and scatter diagrams

Book 2:
Book 4:
reference to a scatter diagram
6
Secondary 1 Mathematics Scheme of Work
Week Reasoning,
Additional
(5 classes Chapter Section Activity
Content
45 min) and Connection
1 1 1.1 Prime Explain what a prime Identity and use prime Investigation – Investigation – Thinking Time (p. 4)
Primes, Highest number is numbers Interesting Facts
Investigation –
Common Factor (pp. 3 – 9) Determine whether Whole Numbers about Prime
Sieve of
and Lowest a whole number is (pp. 3 – 4) Numbers
Eratosthenes
Common prime (p. 8)
Thinking Time (p. 5)
Express a composite
(p. 4)
number as a product Journal Writing (p.
of its prime factors 5)
Investigation –
Sieve of Worked Example 2
Eratosthenes (p. 5) (p. 7)
Journal Writing Practise Now 2

(p. 5) Q 1 – 2 (p. 7)
Investigation – Thinking Time (p. 8)

Interesting Facts
7
about Prime
Numbers (p. 7)
Thinking Time
(p. 8)
Week Reasoning,
Additional
Content
1 Find square roots Identify and use square Thinking Time Attention (p. 10)
and cube roots using numbers and cube (p. 12)
Attention (p. 11)
Roots prime factorisation, numbers
(pp. 9 – 14) mental estimation and Thinking Time (p.
calculators Calculate squares, 12)
square roots, cubes and
Main Text –
cube roots of numbers
‘Since = 31.6
(to 1 d.p.), the largest
prime less than or
equal to is 31.
To determine
whether 997 is a
prime, it is enough
to test whether 997
is divisible by 2, 3,
5, 7, ... or 31 (only
11 prime numbers
to test). We do not
8
have to test all the
167 prime numbers.
Why?’ (p. 13)
Ex 1A Q 11 – 12
(p. 14)
2 1.3 Highest Find the highest Identify and use Practise Now 11 Q 3
Common common factor common factors and (p. 18)
Factor and (HCF) and lowest common multiples
Ex 1B Q6, 9(a) – (e),
Lowest common multiple
10, 11(a) – (d), 13(i),
Common (LCM) of two or
14(ii) (pp. 21 – 22)
more numbers
(pp. 14 – 24) Solve problems
involving HCF and
LCM in real-world
contexts
2 Solutions for
Challenge
Yourself
Week Reasoning,
Additional
Content
2 2 2.1 Negative Use negative Identify and use natural Class Discussion – Class Discussion –
numbers, rational numbers and integers Use of Negative Use of Negative
Rational (pp. 27 – 30) numbers and real (positive, negative and Numbers in the Numbers in the Real
numbers in a real- zero) Real World World (p. 27)
world context (p. 27)
Thinking Time
Represent real Use directed numbers in
Main Text (p. 28)
numbers on a number practical situations
(pp. 28 – 29)
line and order the Main Text –
numbers ‘The number is
marked out on the
number line. Explain
how the point on
the number line is
obtained.’
(p. 29)
Order quantities Thinking Time
by magnitude and (p. 28)
demonstrate familiarity
9
3 2.2 Addition and Perform operations Use the four operations Main Text Main Text – Class Discussion –
in real numbers, for calculations (pp. 31 – 32) ‘Alternatively, Addition involving
involving including using the with whole numbers you may visit Negative Numbers
Class Discussion –
Negative calculator including correct http://www. (p. 33)
Addition involving
ordering of operations shinglee.com.sg/
Negative Numbers Class Discussion –
(pp. 30 – 37) and use of brackets. Student
(p. 33) Subtraction
Resources/
involving Negative
Main Text to access the
Numbers
(p. 34) AlgeToolTM
(p. 35)
software.’
(p. 30)
Subtraction
involving
Negative Numbers
(p. 35)
Week Reasoning,
Additional
Content
3 Main Text Class Discussion –
and Division (pp. 38 – 39) Multiplication
involving involving Negative
Negative Numbers (p. 39)
Multiplication
involving Thinking Time
(pp. 37 – 43)
Negative Numbers (p. 41)
(p. 39)
Thinking Time
(p. 41)
Use of an electronic Main Text
(p. 42)
Apply appropriate Practise Now 4b
checks of accuracy
4 2.4 Rational Use the four operations
for calculations with
decimals, vulgar
(pp. 44 – 54) (and mixed) fractions
10
including correct
ordering of operations
and use of brackets.
Identify and use rational Investigation – Investigation – Thinking Time
and irrational numbers Terminating, Some Interesting (p. 49)
Recurring and Facts about the
Non-Recurring Irrational Number
Decimals
(p. 50) (p. 51)
Thinking Time
(p. 49)
Investigation –
Some Interesting
Facts about the
Irrational Number
(p. 51)
4 Solutions for
Challenge
Yourself
Week Reasoning,
Additional
Content
4 3 3.1 Approximation Make estimates of Class Discussion – Class Discussion –
Approximation (pp. 59 – 62) numbers, quantities and Actual and Actual and
and Estimation lengths Approximated Approximated
Values Values
(p. 59) (p. 59)
Practise Now 1 Q 2
(p. 60)
Practise Now 2 Q 2
(p. 61)
Ex 3A Q 5 – 7
(p. 62)
5 Round off numbers Give approximations Investigation – Practise Now Q 2
to a required number Rounding in Real (p. 64)
(pp. 63 – 67) of decimal places and Life (p. 67)
Practise Now 4 Q 2
decimal places
Journal Writing (p. 66)
(p. 67)
Investigation –
11
Rounding in Real
Life
(p. 67)
Journal Writing
(p. 67)
5 Explain the problem Investigation – Investigation –
of rounding and The Missing 0.1% The Missing 0.1%
Errors truncation errors Votes (p. 68) Votes
(pp. 68 – 71) (p. 68)
Thinking Time
(p. 70)
Ex 3B Q 3, 8 – 9,
10(iii) (pp. 70 – 71)
Thinking Time
(p. 69)
Investigation –
Rounding and
Truncation Errors
in Calculators
(p. 70)
Week Reasoning,
Additional
Content
5 3.4 Estimation Estimate the results Round off answers to Worked Example 6
(pp. 71 – 77) of computations reasonable accuracy in (p. 73)
Apply estimation in the context of a given
real-world contexts problem Investigation –
Use of a Smaller
Quantity to
Estimate a Larger
Quantity
(p. 75)
Performance Task
(p. 76)
5 Solutions for
Challenge
Yourself
6 4 l Use letters to Use letters to express Class Discussion Investigation Investigation –
Basic Algebra Algebra represent numbers generalised numbers – Expressing –Comparison Comparison between
and Algebraic (pp. 81 – 91) Express basic and express arithmetic Mathematical between Pairs of Pairs of Expressions
arithmetical processes processes algebraically Relationships Expressions (p. 84)
12
algebraically using Algebra (p. 84)
Evaluate algebraic Substitute numbers for (p. 83) Journal Writing
expressions words and letters in Journal Writing (p. 85)
Add and subtract formulae Investigation (p. 85)
linear expressions – Comparison
between Pairs of
Expressions
(p. 84)
Construct and transform Main Text Practise Now
formulae and equations (pp. 85 – 88) (p. 89)
Manipulate directed Practise Now

numbers (p. 89)
Week Reasoning,
Additional
Content
6 4.2 Expansion and Simplify linear Expand product of Main Text Practise Now
expressions algebraic expressions (pp. 91 – 95) (p. 92)
of Linear
Expressions Practise Now Practise Now
(pp. 91 – 97) (p. 92) (p. 92)
Practise Now Practise Now

(p. 92) (p. 95)
Practise Now
(p. 95)
Class Discussion
– The Distributive
Law
(p. 94)
Thinking Time Thinking Time
(p. 96) (p. 96)
13
7
of Linear
Expressions
with Fractional
(pp. 98 – 99)
7 4.4 Factorisation Factorise algebraic Use brackets and extract Class Discussion
(pp. 100 – 102) expressions by common factors – Equivalent
extracting common Expressions
factors (p. 101)
7 Solutions for
Challenge
Yourself
Week Reasoning,
Additional
Content
8 5 5.1 Linear Explore the concepts Solve simple linear Main Text Practise Now Main Text –
Linear of equation and equations in one (pp. 110 – 113) (p. 110) ‘From Table 5.1,
(pp. 109 – 119) inequality unknown discuss with your
Practise Now Practise Now
and Simple Solve linear equations classmate what a
(p. 110) (p. 111)
in one variable linear equation is.’
Solve fractional Practise Now Practise Now (p. 109)
equations that can (p. 111) (p. 112)
Journal Writing
be reduced to linear
Practise Now Practise Now (p. 113)
equations
(p. 112) (p. 113)
Thinking Time
Practise Now (p. 115)
(p. 113)
Journal Writing
(p. 113)
Thinking Time
(p. 115)
Solve fractional Worked Example 2
equations with (pp. 115 - 116)
14
numerical and linear
algebraic denominators Worked Example 3
(pp. 116 - 117)
8 Evaluate an unknown Ex 5B Q 17(ii)
(pp. 118 – 121) in a formula (p. 121)
9 5.3 Applications Formulate linear Internet Resources Internet
of Linear equations to solve (p. 122) Resources
word problems (p. 122)
Real-World
Contexts
(pp. 122 – 125)
Week Reasoning,
Additional
Content
9 5.4 Simple Solve simple linear Solve simple linear Journal Writing Investigation
inequalities inequalities (p. 128) – Properties of
(pp. 125 – 129) Inequalities
(p. 126)
Ex 5D Q 7
(p. 129)
9 Investigation –
Properties of
Inequalities
(p. 126)
Miscellaneous Solutions for
Challenge
Yourself
10 6 6.1 Cartesian State the coordinates Demonstrate familiarity Class Discussion – Internet Class Discussion –
Coordinates of a point with Cartesian Battleship Game Resources Ordered Pairs
Linear Graphs (pp. 135 – 138) Plot a point in a coordinates in two (Two Players) (p. 135) (p. 136)
Cartesian plane dimensions (p. 135)
Story Time
15
Internet Resources (p. 138)
(p. 135)
Ordered Pairs
(p. 136)
Journal Writing
(p. 137)
10 Investigation – Internet Thinking Time
(pp. 139 – 145) Function Machine Resources (p. 143)
(pp. 139 – 142) (p. 139)
Thinking Time
(p. 143)
10 6.3 Graphs Draw the graph of a Draw graphs from given Class Discussion – Class Discussion –
of Linear linear function data Equation of a Equation of a
Function (p. 147) Function (p. 147)
(pp. 145 – 148)
(p. 147) (p. 147)
Week Reasoning,
Additional
Content
11 6.4 Applications of Solve problems Interpret and use graphs Worked Example 2 Thinking Time
Linear Graphs involving linear in practical situations (p. 149) (p. 151)
in Real-World graphs in real-world including travel graphs
Ex 6C Q 3(ii)
Contexts contexts and conversion graphs Thinking Time
(p. 153)
(pp. 149 – 153) (p. 151)
Interpret graphs of
linear functions
11 Solutions for
Challenge
Yourself
11 7 Recognise simple Continue a given Class Discussion –
patterns from various number sequence Number
Patterns (pp. 159 – 161) number sequences and Sequences (p. 159)
determine the next few
terms
12 Determine the next few Recognise patterns Class Discussion –
in sequences and Generalising
for the general term of a relationships between Simple Sequences
16
(pp. 161 – 165) number sequence different sequences (p. 162)
12 Solve problems Generalise sequences Class Discussion –
Patterns involving number as simple algebraic The Triangular
(pp. 165 – 167) squences and number statements Number Sequence
patterns (p. 167)
12 Worked Example 5 Journal Writing
Patterns in (p. 170) (p. 169)
Real-World
Contexts
(pp. 168 – 177)
Investigation –
Fibonacci
Sequence
(pp. 168 – 169)
Journal Writing
(p. 169)
12 Solutions for
Challenge
Yourself
Week Reasoning,
Additional
Content
13 8 Express a percentage Calculate a given Class Discussion – Class Discussion –
Percentage Percentage as a fraction and vice percentage of a quantity Percentage in Real Percentage in Real
(pp. 185 – 192) versa Life Life (p. 185)
Express a percentage Express one quantity as (p. 185)
as a decimal and vice a percentage of another
versa
Express one quantity
as a percentage of
another
Expressing Two
Compare two
Quantities in
quantities by
Equivalent Forms
percentage
(p. 189)
13 8.2 Percentage Solve problems Calculate percentage Thinking Time Internet Just for Fun (p. 195)
Change and involving percentage increase or decrease (p. 198) Resources
Attention (p. 195)
Reverse change and reverse (p. 198)
Percentage percentage Carry out calculations Thinking Time
Internet Resources
(pp. 193 – 200) involving reverse (p. 198)
(p. 198)
percentages
17
13 Solutions for
Challenge
Yourself
Week Reasoning,
Additional
Content
14 9 9.1 Ratio Find ratios involving Increase and decrease a Journal Writing Journal Writing
Ratio, Rate, (pp. 205 – 213) rational numbers quantity by a given ratio (p. 208) (p. 208)
Find ratios involving
Worked Example 5 Internet
three quantities
(p. 210) Resources
Solve problems
(p. 208)
involving ratio Class Discussion –
Making Sense of Performance Task
the Relationship (p. 210)
between Ratios
and Fractions
(p. 207)
Worked Example 4
(p. 208)
Worked Example 6
(p. 211)
Internet Resources
(p. 208)
18
Investigation
– Golden Ratio
(p. 207)
Performance Task
(p. 210)
15 9.2 Rate Distinguish between Use common measures Investigation – Investigation –

(pp. 214 – 217) constant and average of rate Average Pulse Average Pulse Rate
rates Rate (p. 215) (p. 215)
Solve problems
involving rate
(p. 216) (p. 216)
Week Reasoning,
Additional
Content
15 Solve problems Calculate times in terms Main Text
(pp. 218 – 220) involving time of the 24-hour and 12- (pp. 218 – 219)
hour clock
Read clocks, dials and

timetables
16 9.4 Speed Discuss special types Solve problems Main Text Internet Just for Fun
(pp. 221 – 227) of rates such as speed involving average speed (pp. 221 – 226) Resources (p. 221)
and rate of rotation (p. 222)
Thinking Time
Solve problems Performance Task
Performance Task (p. 224)
involving speed (p. 225)
(p. 225)
Thinking Time
(p. 224)
16 Solutions for
Challenge
Yourself
16 10 10.1 Points, Lines Use and interpret the Thinking Time Internet Thinking Time
Basic Geometry and Planes geometrical terms: (p. 234) Resources (p. 234)
19
(pp. 233 – 234) point; line; plane (p. 234)
17 10.2 Angles Identify various types Use and interpret the Just for Fun
(pp. 235 – 266) of angles geometrical terms: (p. 235)
Solve problems parallel; perpendicular;
involving angles on a right angle, acute,
straight line, angles at
a point and vertically
opposite angles Calculate unknown
angles and give simple
explanations using the
following geometrical
properties:
(a) angles at a point
(b) angles at a point on
a straight line and
intersecting straight
lines
Week Reasoning,
Additional
Content
17 10.3 Angles formed Solve problems Calculate unknown Investigation – Investigation – Investigation –
involving angles angles and give simple Corresponding Corresponding Corresponding
Lines and a formed by two explanations using Angles, Alternate Angles, Alternate Angles, Alternate
parallel lines and angles formed within Angles and Angles and Angles and Interior
(pp. 244 – 252) a transversal, i.e. parallel lines Interior Angles Interior Angles Angles
corresponding angles, (pp. 245 – 246) (pp. 245 – 246) (pp. 245 – 246)
alternate angles and
Practise Now
interior angles
(p. 246)
Ex 10B Q 1(b) – (c)

(p. 250)
17 Solutions for
Challenge
Yourself
18 11 Identify different Use and interpret the Investigation – Investigation – Thinking Time
(pp. 259 – 268) types of triangles and geometrical terms: Basic Properties of Basic Properties (p. 260)
state their properties interior and exterior a Triangle of a Triangle
Investigation –
and Polygons Solve problems angles (pp. 262 – 263) (pp. 262 – 263)
Basic Properties of a
20
involving the
Triangle
properties of triangles Use and interpret
(pp. 262 – 263)
vocabulary of triangles
Calculate unknown
angles and give simple
explanations using
angle properties of
triangles
Thinking Time
(p. 260)
Week Reasoning,
Additional
Content
18 Identify different Calculate unknown Investigation – Investigation – Thinking Time
(pp. 268 – 276) types of special angles and give simple Properties Properties (p. 271)
quadrilaterals and explanations using of Special of Special
Just for Fun
state their properties angle properties of Quadrilaterals Quadrilaterals
(p. 271)
Solve problems quadrilaterals (pp. 269) (p. 269)
involving the
properties of special Use and interpret
quadrilaterals vocabulary of
quadrilaterals
Thinking Time
(p. 271)
19 11.3 Polygons Identify different Use and interpret Investigation – Class Discussion Main Text –
(pp. 276 – 290) types of polygons and vocabulary of polygons Sum of Interior – Naming of ‘The shapes shown
state their properties Angles of a Polygons (p. 277) in Fig. 11.13 are not
Solve problems Calculate unknown Polygon polygons. Why?’
involving the angles and give simple (pp. 279 – 280) Internet (p. 276)
properties of explanations using Resources
Investigation – Thinking Time
polygons angle properties of (p. 277)
21
Tessellation (p. 277)
regular and irregular
(pp. 282 - 283)
polygons Investigation – Journal Writing
Investigation – Sum of Exterior (p. 278)
Sum of Exterior Angles of a
Investigation
Angles of a Pentagon
– Sum of Exterior
Pentagon (pp. 284 – 285)
Angles of a Pentagon
(pp. 284 – 285)
(p. 284 – 285)
Main Text
(p. 285)
Week Reasoning,
Additional
Content
(p. 285) (p. 285)
Class Discussion – Ex 11C Q 19(ii) –
Naming of (iv)
Polygons (p. 290)
(p. 277)
Thinking Time
(p. 277)
Investigation –
Properties of a
Regular Polygon
(p. 278)
Journal Writing
(p. 278)
19 Solutions for
Challenge
Yourself
22
20 12
Geometrical to Geometrical
(pp. 297 – 298)

20 Construct Measure lines and Investigation – Investigation –
Bisectors and perpendicular angles Property of a Property of a
Angle Bisectors bisectors and angle Perpendicular Perpendicular
(pp. 299 – 301) bisectors Construct angle Bisector (p. 300) Bisector (p. 300)
Apply properties bisectors and
Investigation – Internet
of perpendicular perpendicular bisectors
Property of an Resources
bisectors and angle using a pair of
Angle Bisector (p. 300)
bisectors compasses as necessary
(p. 301)
Investigation –
Property of an
Angle Bisector
(p. 301)
20 Construct triangles Construct a triangle, Just for Fun (p. 303)
and solve related given the three sides,
Ex 12A Q 15 – 16
(pp. 301 – 306) problems using a ruler and a pair
(p. 306)
of compasses only
Week Reasoning,
Additional
Content
20 Construct Construct other simple Internet Worked Example 6
quadrilaterals Resources (pp. 306 – 307)
(pp. 306 – 311) and solve related from given data, using (p. 309)
Practise Now 6 Q
problems a ruler and protractor as
1–2
necessary
(p. 307)
Practise Now 7 Q 2
(p. 308)
Ex 12B Q 1 – 3, 5,
8 – 9, 11(ii), 15
(pp. 310 – 311)
20 Solutions for
Challenge
Yourself
21 13 13.1 Conversion of Convert between cm2 Use current units of Class Discussion – Class Discussion
Perimeter and Units and m2 mass, length and area International –
Area of Plane (p. 317) in practical situations System of Units International
and express quantities (p. 317) System of Units
23
in terms of larger or (p. 317)
smaller units
21 13.2 Perimeter and Find the perimeter Solve problems Practise Now
Area of Basic and area of squares, involving the perimeter (p. 318)
rectangles, triangles and area of a rectangle
(pp. 318 – 323) and circles and triangle, and the
Solve problems circumference and area
involving the of a circle
perimeter and area of
Week Reasoning,
Additional
Content
22 13.3 Perimeter Find the perimeter Solve problems Investigation – Thinking Time Investigation –
and Area of and area of involving the Formula for Area (p. 325) Formula for Area of
Parallelograms parallelograms perimeter and area of a of a Parallelogram a Parallelogram
(pp. 324 – 327) Solve problems parallelogram (p. 325) (p. 325)
involving the
Practise Now Thinking Time
(p. 324) (p. 325)
Thinking Time
(p. 325)
22 13.4 Perimeter Find the perimeter Solve problems Investigation Investigation –

and Area of and area of involving the perimeter – Formula Formula for Area of
trapeziums and area of a trapezium for Area of a a Trapezium
(pp. 328 – 333) Solve problems Trapezium (pp. 328 – 329)
involving the (pp. 328 – 329)
Thinking Time
Practise Now (p. 329)
(p. 328)
Thinking Time
24
(p. 329)
22 Solutions for
Challenge
Yourself
Week Reasoning,
Additional
Content
3
23 14 14.1 Conversion of Convert between cm Use current units of Class Discussion – Class Discussion
Units and m3 volume and capacity Measurements in –
(pp. 339 – 340) in practical situations Daily Lives Measurements in
of Prisms and and express quantities (p. 329) Daily Lives
Cylinders in terms of larger or (p. 339)
smaller units
23 14.2 Nets Use and interpret nets Investigation –
(pp. 341 – 342) Cubes, Cuboids,
Prisms and
Cylinders
(pp. 341 – 342)
23 Find the volume and Solve problems Class Discussion – Class Discussion –
surface area of cubes involving the surface Surface Area Surface Area of
and cuboids area and volume of a of Cubes and Cubes and Cuboids
cuboid Cuboids (p. 345)
(pp. 343 – 347) (p. 345)
Ex 14A Q 18(ii)
(p. 347)
24 Find the volume and Solve problems Thinking Time Thinking Time
25
surface area of prisms involving the surface (p. 349) (p. 349)
Prisms area and volume of a
Main Text –
(pp. 348 – 353) prism
relationship between
the volume of a
prism and the area of
its cross section?’
(p. 349)
Week Reasoning,
Additional
Content
24 Find the volume Solve problems Thinking Time Thinking Time
and surface area of involving the surface (p. 354) (p. 354)
Cylinders cylinders area and volume of a
Investigation – Just for Fun
(pp. 354 – 360) cylinder
Comparison (p. 356)
between a
Thinking Time
Cylinder and a
(p. 358)
Prism
(p. 355) Class Discussion –
Total Surface Area
Thinking Time
of Other Types of
(p. 358)
Cylinders
Class Discussion – (p. 358)
Total Surface Area
of Other Types of
Cylinders
(p. 358)
24 Solve problems Solve problems
involving the volume involving the areas and
26
of Composite and surface area of volumes of compound
Solids composite solids shapes
(pp. 361 – 363)
24 Solutions for
Challenge
Yourself
Week Reasoning,
Additional
Content
25 15 Story Time
Statistical Data Statistics (p. 369)
Handling (p. 369)
25 15.2 Pictograms and Collect, classify and Collect, classify and Main Text Main Text –
Bar Graphs tabulate data tabulate statistical data (p. 370) ‘Two levels in the
(pp. 369 – 374) Construct and school are selected
interpret data from Read, interpret and as the sample group
pictograms and bar draw simple inferences for the survey
graphs from tables and conducted by the
statistical diagrams school canteen
vendor. Are they
Construct and interpret representative of
pictograms and bar the entire school?
charts Explain your
answer.’
(p. 369)
Main Text –
‘If the canteen
27
vendor decides to
sell three types of
fruits to the students,
which three should
he choose? Explain
your answer.’
(p. 370)
Thinking Time
(p. 371)
Practise Now Q 2(d)

(ii), (e)
(p. 372)
Ex 15A Q 4(e), 5(iv),

6(iii)
(p. 374)
Thinking Time
(p. 371)
Week Reasoning,
Additional
Content
25 15.3 Pie Charts Construct and Construct and interpret Main Text Practise Now 1 Q
(pp. 375 – 377) interpret data from pie charts (pp. 375 – 376) 2(iii)
pie charts (p. 377)
25 15.4 Line Graphs Construct and Read, interpret and Worked Example Worked Example 2
(pp. 377 – 379) interpret data from draw simple inferences 2 Q (ii) Q (iv)
line graphs from tables and (p. 378) (p. 378)
Evaluate the purposes statistical diagrams
Class Discussion – Practise Now 2 Q
and appropriateness
Comparison of (iv)
of the use of different
Various Statistical (p. 379)
statistical diagrams
Diagrams
(p. 379)
Comparison of
Various Statistical
Diagrams
(p. 379)
25 15.5 Statistics in Main Text Internet Performance Task
Real-World (pp. 380 – 381) Resources (p. 381)
Contexts (p. 381)
Performance Task
28
(pp. 380 – 381)
(p. 381) Performance Task
(p. 381)
26 Explain why some Class Discussion – Class Discussion Class Discussion –
Statistics statistical information or Evaluation of – Evaluation of
(pp. 382 – 386) diagrams can lead to a Statistics Evaluation of Statistics
misinterpretation of data (pp. 382 – 383) Statistics (pp. 382 – 383)
(pp. 382 – 383)
Ex 15B Q 10 – 13 Ex 15B Q 8(iv),
(pp. 385 – 386) 10 – 11, 12(iii), 13
(pp. 385 – 386)
26 Solutions for
Challenge
Yourself
Chapter 1 Primes, Highest Common Factor and Lowest Common Multiple
TEACHING NOTES
Suggested Approach
Students have learnt only whole numbers in primary school (they will only learn negative numbers and integers in Chapter 2).
They have also learnt how to classify whole numbers into two groups, i.e. odd and even numbers. Teachers can introduce prime
numbers as another way in which whole numbers can be classified (see Section 1.1). Traditionally, prime numbers apply to
positive integers only, but the syllabus specifies whole numbers, which is not an issue since 0 is not a prime number. Teachers
can also arouse students’ interest in this topic by bringing in real-life applications (see chapter opener on page 2 of the textbook).
Section 1.1: Prime Numbers

Teachers can build upon prerequisites, namely, factors, to introduce prime numbers by classifying whole numbers
according to the number of factors they have (see Investigation: Classification of Whole Numbers). Since the
concept of 0 may not be easily understood, it is dealt with separately in the last question of the investigation.
Regardless of whether 0 is classified in the same group as 1 or in a new fourth group, 0 and 1 are neither prime
nor composite. Teachers are to take note that 1 is not a prime number ‘by choice’, or else the uniqueness of prime
factorisation will fail (see Information on page 8 of the textbook). Also, 0 is not a composite number because it
cannot be expressed as a product of prime factors unlike e.g. 40 = 23 × 5.
To make practice more interesting, a game is designed in Question 2 of Practise Now 1. Teachers can also tell
students about the largest known prime number (there is no largest prime number since there are infinitely many
primes) and an important real-life application of prime numbers in the encryption of computer data (see chapter
opener and Investigation: Interesting Facts about Prime Numbers) in order to arouse their interest in this topic.
Section 1.2: Square Roots and Cube Roots

Teachers can build upon what students have learnt about squares, square roots, cubes and cube roots in primary
school. Perfect squares are also called square numbers and perfect cubes are also called cube numbers. Perfect
numbers are not the same as perfect squares or perfect cubes. Perfect numbers are numbers which are equal
to the sum of its proper factors, where proper factors are factors that are less than the number itself,
e.g. 6 = 1 + 2 + 3 and 28 = 1 + 2 + 4 + 7 + 14 are the only two perfect numbers less than 100 (perfect numbers
are not in the syllabus). After students have learnt negative numbers in Chapter 2, there is a need to revisit square
roots and cube roots to discuss negative square roots and negative cube roots (see page 40 of the textbook).
Teachers can impress upon students that the square root symbol √ refers to the positive square root only.
A common debate among some teachers is whether 0 is a perfect square. There is an argument that 0 is not a
perfect square because 0 can multiply by any number (not necessarily itself) to give 0. However, this is not the
definition of a perfect square. Since 0 is equal to 0 multiplied by itself, then 0 (the first 0, not the second 0, in this
sentence) is a perfect square. Compare this with why 4 is a perfect square (4 is equal to the integer 2 multiplied
by itself). Similarly, 0 is a perfect cube.
Section 1.3: Highest Common Factor and Lowest Common Multiple

Teachers can build upon prerequisites, namely, common factors and common multiples, to develop the concepts
of Highest Common Factor (HCF) and Lowest Common Multiple (LCM) respectively (HCF and LCM are no
longer in the primary school syllabus although some primary school teachers teach their students HCF and LCM).
Since the listing method (see pages 15 and 18 of the textbook) is not an efficient method to find the HCF and the
LCM of two or more numbers, there is a need to learn the prime factorisation method and the ladder method (see
Methods 1 and 2 in Worked Example 9 and in Worked Example 11). However, when using the ladder method to
find the LCM of two or three numbers (see Worked Examples 11 and 12), we stop dividing when there are no
common prime factors between any two numbers. The GCE O-level examinations emphasise on the use of the
prime factorisation method.
29
Challenge Yourself
Some of the questions (e.g. Questions 4 and 5) are not easy for average students while others (e.g. Question 2)
should be manageable if teachers guide them as follows:
Question 2: The figure consists of 3 identical squares but students are to divide it into 4 identical parts. Teachers
can guide students by asking them to find the LCM of 3 and 4, which is 12. Thus students have to divide the
figure into 12 equal parts before trying to regroup 3 equal parts to form each of the 4 identical parts.
Questions 4 and 5: Teachers can get students to try different numerical examples before looking for a pattern
in order to generalise. In both questions, it is important that students know whether m and n are co-primes,
m
i.e. HCF(m, n) = 1. If m and n are not co-primes, they can be built from the ‘basic block’ of HCF( m , n ) and
n
HCF( m , n ) , which are co-primes.
30
WORKED SOLUTIONS
1.
1 2 3 4 5 6 7 8 9 10
1. 11 12 13 14 15 16 17 18 19 20
1 1 is divisible by 1 only. 1 21 22 23 24 25 26 27 28 29 30
2 2=1 2 1, 2
31 32 33 34 35 36 37 38 39 40
3 3=1 3 1, 3
41 42 43 44 45 46 47 48 49 50
4 4=1 4=2 2 1, 2, 4
51 52 53 54 55 56 57 58 59 60
5 5=1 5 1, 5
61 62 63 64 65 66 67 68 69 70
6 6=1 6=2 3 1, 2, 3, 6
71 72 73 74 75 76 77 78 79 80
7 7=1 7 1, 7
81 82 83 84 85 86 87 88 89 90
8 8=1 8=2 4 1, 2, 4, 8
91 92 93 94 95 96 97 98 99 100
9 9=1 9=3 3 1, 3, 9
10 10 = 1 10 = 2 5 1, 2, 5, 10
11 11 = 1 11 1, 11
12 12 = 1 12 = 2 6=3 4 1, 2, 3, 4, 6, 12
13 13 = 1 13 1, 13
14 14 = 1 14 = 2 7 1, 2, 7, 14
15 15 = 1 15 = 3 5 1, 3, 5, 15
16 16 = 1 16 = 2 8=4 4 1, 2, 4, 8, 16
17 17 = 1 17 1, 17
18 18 = 1 18 = 2 9=3 6 1, 2, 3, 6, 9, 18
19 19 = 1 19 1, 19
20 20 = 1 20 = 2 10 = 4 5 1, 2, 4, 5, 10, 20
2. :1
1.
: 2, 3, 5, 7, 11, 13, 17, 19
: 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20
2.
3. 0 is divisible by 1, 2, 3, 4, …
3. P1 and P2
P1P2 P1 and P1 P2.
1.
The 1 000 000
2. 3 3 3 3 3 3 3 3 as 38.
31
1. 126 = 2 32 7
2. 539 = 72 11
50
82 + – 3
63 .
73
1. 784 = 2 2 2 2 7 7
2 2
2
2
1.
784 = 2 2 7
= 28
784 = 2 2 2 2 7 7
= 24 72
784 = 2 4 7 2
= 22 7
= 28
2. 7056 = 2 4 32 72
= 22 3 7
= 84
2.
135 49 183 147 93 121 236 1. 2744 = 2 2 2 7 7 7
3
201 261 150 11 131 5 89
3
2744 = 2 7
291 117 153 57 0 61 = 14
192 231 27 1 111 100 149 2744 = 2 2 2 7 7 7

= 23 73
3
17 103 43 7 127 51 53
3
2744 = 2 3 7 3
=2 7
= 14
83 33 32 105 29 71 37 3
2. 3
9261 = 33 7 3
=3 7
= 21
1.
p q
p + q. 123 121
p + q = 1 + 31 = 32 = 11
2. n n n and n 3
123 3
125
=5
n = 1.
n n
= 1 29
= 29 232 + 2025 – 73 = 231
32 20
53 – 3
2013
32
2. 987
31.42 24 = 23 3
90 = 2 32 5
3
32 5
= 360
2013
2013 is 43. 2 24, 90
3 12, 45
4, 15
3 4 15
= 360
2.
2017
2017 is 43. = 23 32 5 7
= 2520
3. 6 = 2 3
24 = 23 3
n = 23
1. =8
56 = 23 7
84 = 22 3 7
2
7 9 = 32
= 28 30 = 2 3 5
108 = 22 33
2
2 56, 84 33 5
= 540
2 28, 42
7 14, 21
2, 3
1. 15 = 3 5
2 7
16 = 24
= 28
36 = 22 32
2. 28 = 22 7 4
32 5
70 = 2 5 7
= 720
=2 7
140 = 22 5 7
= 14
168 = 23 3 7
3.
210 = 2 3 5 7
7
= 22 3 7
= 14
= 84
90 = 2 32 5 140 168 210

= + +
135 = 33 5 14 14 14
270 = 2 33 5 = 10 + 12 + 15
2
5 = 37
= 45
33
576 = 2 2 2 2 2 2 3 3
= 26 32
576 = 2 6 32
= 23 3
= 24
3375 = 3 3 3 5 5 5
by 5.
3
3375 = 3 5
= 15
3375 = 3 3 3 5 5 5
= 33 53
3375 = 3 33 5 3
3
=3 5
= 15
1728 = 2 2 2 2 2 2 3 3 3
by 5. 2 2 2
3
2
3
1728 = 2 2 3
= 12
1728 = 2 2 2 2 2 2 3 3 3
= 26 33
3
1728 = 3 2 6 33
= 22 3
by 5.
= 12
9801 = 34 112
= 32 11
72 = 23 32 187 = 11 17 = 99
3 6
336 = 24 3 7 630 = 2 32 5 7 3 21 952 = 2 73
2
1764 = 2 2 3 3 7 7 =2 7
3 3 = 28
64
2
3 66
1764 = 2 3 7 =8
= 42 80 81
=9
1764 = 2 2 3 3 7 7 3
218 3
216
= 22 32 72
=6
1764 = 2 2 32 72 3
730 3
729
=2 3 7
=9
= 42
576 = 2 2 2 2 2 2 3 3 72 – 361 + 213 = 9291
2 2 2 2 555 + 5 2
2 × 222
2
2 2 3 3
576 = 2 2 2 3
43 3
4913 = 9
= 24
34
250
12 = 22 3
15.81 30 = 2 3 5
3
3
2197 =6
84 = 22 3 7
2
156 = 22 3 13
2 2
3
667 = 12
15 = 3 5
667 is 23. .
60 = 22 3 5
75 = 3 52
5
= 15
77 = 7 11
by 5.
91 = 7 13
143 = 11 13
24 = 23 3
30 = 2 3 5
677 3
3 5
677 is 23. = 120
42 = 2 3 7
462 = 2 3 7 11
2021 3 7 11
2021 is 43. = 462
12 = 22 3
18 = 2 32
81 = 34
2
34
by 5. = 324
63 = 32 7
80 = 24 5
102 = 2 3 17
4
32 5 7 17
2027 = 85 680
3. 42 = 2 3 7
2027 is 43.
98 = 2 72
11.
=2 7
p q
= 14
p + q.
p + q = 1 + 37 = 38
12. n n n and n
= 2 32 11
= 198
n = 1.
n n
= 1 43
= 24 32 11 19
= 43
= 30 096
35
15 = 3 5 n nk
18
45 = 32 5 k =k
n
n = 32 is divisible by n.
=9 m p
171 = 32 19 m is divisible by p m is divisible by q.
63 = 32 7 64 = 26
27 = 33 48 = 24 3
2 4
=9 = 16
64 48
16 16
= 19
=4 3
= 12
=7
n.
Then 15 n=3 5 n is divisible by 21 = 3 7.
=3
n
60 = 22 3 5
n
80 = 24 5
4
3 5
= 240
15 14
=
21
5 240 s = 1200 s = 10
126 = 2 32 7
108 = 22 33
33
= 18
n n = 6k
k.
We have n = 6k k k
n.
126 108
=
We also have n = 6k k k 18 18
n. =7 6
= 42
45 = 32 5
f n n = fk 42 = 2 3 7
n
k =k n 32 5 7
f
n n = 630
and f
f f
n.
630 630
h p and q p and q =
45 42
divisible by h.
= 14 15
9 = 32
= 210
12 = 22 3
252 = 22 32 7 2
2
n = 7, 3 7 2
n nk
k. We have 12 = 2nk = n k k is
= 0.3969 22
n. 2 2
1.5876
36
6=2 3
12 = 22 3
1225 = 5 5 7 7
660 = 22 3 5 11
2 n = 5 11, 2 5 11, 3 5 11,
22 5 11, 2 3 5 11
1225 = 5 7 2
3 5 11
= 35
108 = 22 33
1225 = 5 5 7 7
81 = 34
= 52 72
54 = 2 33
1225 = 5 2 7 2 3
=5 7 = 27
= 35
13 824 = 2 2 2 2 2 2 2 2 2 3 3 3
2 2 2 2 2 2 =4
3
2 2
3 13 824 = 2 2 2 3 =3
= 24
=2
13 824 = 2 2 2 2 2 2 2 2 2 3 3 3
= 29 33
3 13 824 = 3 2 9 33
= 23 3
= 24 18 = 2 32
6=2 3
63 64
2=2
=8
32
3
345 3
343 = 18
=7
753
753 is 23.
4 = 22
6=2 3
2
3
= 12
757
757 is 23.
= 22 3 7
= 84
= 23 33 5 7 11
= 83 160
37
x and y.
Then x p
9 – 10 – 7. y q
p and q is 1.
q: x q p q
p: y p p q
x y p q p q p q
8. x y p q
p and q
p q p q
x y
11 12 1 11 12 1
8 2 6 2
5 3 5 3 10 = 2 5
20 = 22 5
6 4 8 4
7 9 9 7 25 = 52
10 10
2
52
2.
= 100
100
= 500
20 25
m-by-n
=m+n m, n
12
18
2
=
3
n m, n
120 = 23 3 5
126 = 2 32 7
3
=6
3
32 5 7
= 2520
2520
= 15 120
= 120
120 = 23 3
126 = 2 32
HCF
i.e. 2 and 3.
LCM
23 and 32 and .
HCF LCM
HCF and LCM
and 126.
38
Chapter 2 Integers, Rational Numbers and Real Numbers
TEACHING NOTES
Suggested Approach
Although the concept of negative numbers is new to most students as they have not learnt this in primary school, they do
encounter negative numbers in their daily lives, e.g. in weather forecasts. Therefore, teachers can get students to discuss
examples of the use of negative numbers in the real world to bring across the idea of negative numbers (see Class Discussion:
Uses of Negative Numbers in the Real World). The learning experiences in the new syllabus specify the use of algebra discs.
In this chapter, only number discs (or counters) showing the numbers 1 and –1 are needed. Since many Secondary 1 students
are still in the concrete operational stage (according to Piaget), the use of algebra discs can help them to learn the concepts
more easily. However, there is still a need to guide students to move from the ‘concrete’ to the ‘abstract’, partly because they
cannot use algebra discs in examinations, and partly because they cannot use algebra discs to add or subtract large negative
integers, and decimals (see Section 2.2).
Section 2.1: Negative Numbers

Teachers should teach students to read the negative number –2 as negative 2, not minus 2 (‘negative’ is a state
while ‘minus’ is an operation). For example, if you have $5 and you owe your friend $2, how much do you
have left? Since nothing is mentioned about you returning money to your friend, you have $5 left. Thus $2 is
a state of owing money. However, if you return $2 to your friend, you have $5 + (–$2) = $5 – $2 = $3 left,
i.e. 5 minus 2 is an operation of returning money.
Students should also learn about the absolute value of a negative number (see page 29 of the textbook) because
they will need it in Section 2.2.
In primary school, students have only learnt the terms ‘less than’ and ‘more than’, so there is a need to teach
them how to use the symbols ‘<’ and ‘>’ when comparing numbers. It is not necessary to teach them about ‘less
than or equal to’ and ‘more than or equal to’ now.
Section 2.2: Addition and Subtraction involving Negative Numbers

Algebra discs cannot be used to add or subtract large negative integers, and decimals, so there is a need to help
students consolidate what they have learnt in the class discussions on pages 33 and 35 of the textbook by moving
away from the ‘concrete’ to the following two key ‘abstract’ concepts:
Key Concept 1: Adding a negative number is the same as subtracting the absolute value of the number,
Key Concept 2: Subtracting a negative number is the same as adding the absolute value of the number,
To make the key concepts less abstract, numerical examples are used. Do not use algebra now because students are
still unfamiliar with algebra even though they have learnt some basic algebra in primary school. Avoid teaching
more interesting, a puzzle is designed on page 36 of the textbook.
Section 2.3: Multiplication and Division involving Negative Numbers
multiplication involving negative numbers. Since algebra discs cannot be used to teach division involving negative
numbers, another method is adopted (see page 40 of the textbook).
There is a need to revisit square roots and cube roots in this section to discuss negative square roots and negative
cube roots (see page 40 of the textbook). Teachers can impress upon students that the square root symbol √
refers to the positive square root only.
39
Section 2.4: Rational Numbers and Real Numbers
Traditionally, real numbers are classified as either rational or irrational numbers. Another way to classify real
numbers is according to whether their decimal forms are terminating, recurring, or non-recurring (see page 50 of
the textbook). If teachers show students the first million digits of (see page 51 of the textbook), many students
may be surprised that has so many digits! This suggests that students do not know that has an infinite number
of decimal places. Teachers may wish to celebrate Pi Day with students on March 14 by talking about or singing
the Pi song.
40
WORKED SOLUTIONS Thinking Time (Page 28)
Class Discussion (Uses of Negative Numbers in the Real
World)
4 1 4
(a)
(b)
Class Discussion (Addition involving Negative Numbers)

Part I
1. (a)
(b)
2. (a) 4
(b)
3. (a)
(b)
Note:
(i) difference
(ii)
(i) sum
(ii)
Class Discussion (Subtraction involving Negative Numbers)

Part I
1. (a)
(b)
2. (a)
(b)
3. (a)
4
(b)
Teachers may wish to note that the list is not exhaustive.
4. (a)
4
(b)
41
Note: Investigation (Terminating, Recurring and Non-Recurring
Decimals)
(i) add
(ii) Group 1 Group 2 Group 3
9 1 1
4 3 2
1 123
8
3
5
(i) difference 99
63 22
(ii) 64 7
Table 2.1
22
1.
7
2.
Class Discussion (Multiplication involving Negative
Numbers)
Part I 3.
1. (a) 4
(b)
(c)
2. (a) 4 1
4. 1
(b) 4
(c)
3. (a)
(b) 4 1 4
(c) 1
Note: Fig. 2.7

22 9 63 1 1 123 1
positive negative negative 5.
4 64
3
5
7 2 3 99 8
negative positive negative
negative negative positive
Investigation (Some Interesting Facts about the Irrational
Number )
Thinking Time (Page 41) 1.
2.
3.
–16
Teachers may wish to take this opportunity to highlight to
higher-ability students that even though 16 Practise Now (Page 27)
set of real numbers, it is defined in the set of complex numbers.
1. (i)
(ii)
Thinking Time (Page 49)
3
(iii)
m 2 4
(a) m
1 1 1 2
(iv)
–3 2 3
1 2. (a)
(b)
n (c)
n
(d)
a
(b)
b
1 2 3 1 2 3
…
2 4 6 3 6 9
Practise Now (Page 29) Practise Now (Page 39)
1. (b) (c) (d) (a)
2. 1
(b)
4 4 (c)
(d)
(e)
4 1 4 (f)
1 3 (g)
2 4 (h)
(i)
Practise Now (Page 33) (j)
(a)
(b) Practise Now (Page 40)
(c)
(a) 4
(d)
(b)
(e)
(f) (c)
(g) –6
(d)
(h) 3
20
(e) 4
Practise Now 1 –5
–12
(f)
–3
Practise Now 3a
Practise Now (Page 35)
(a) 64
(a)
(b) (b)
(c)
(c) 36
(d)
Practise Now 3b
(e) 4
(a) (b)
(f)
(c) 3
216 (d) 3
–8
(g)
(h) Practise Now 4a
(a)
(i)
(j)
(b) 4 3
64
Practise Now 2
1. A
B
Practise Now 4b
2. D
(a)
(b) 4 3
64
Practise Now 5 3 6  1 7  6 1
(b) 1
4  5 +  – 2   4  5 – 2 
1  3 1 3  
(a)
2  –3 5  2 5  12 5 
7
4  10 – 10 
5 6
10 10 7 7
 10  5 6 4 10
 6 + 10  10 10 49
9 40
10 9
40
3  5  2 3 5 2
(b)  – 6   – 3 
4 4 6 3
11 5 2 Practise Now 7b
4 6 3 Practise Now 5
33 10 8
12 12 12 1  3 9
(a)
2  –3 5  10
–33 – 10 8
12 3  5  2 11
(b) –  – 3 
– 43 8 4  6  12
12
–35 Practise Now 6
12
11 2 9 1 5 2
(a) (b) 4
12 3 4 6 2 3
Practise Now 6 Practise Now 7a
2 9
2
8 93 1  4 7
(a) (a)
4  –2 5  8
3 4 1 3 41
3 6  1 9
(b) 1
4  5 +  – 2   40
 
1 5 25 5
(b) 4
6 2 6 2 Practise Now 8
5
25 2 1
(a) 1
36 51 4
5 4 4
3 1
2 44
3
Practise Now 7a (b) 1
1  4 21  14 
(a)  –2 5   – 5 
4 4
41 4
3
21  5  4
4 – 
 14 2 
15
8
7
8
44
Practise Now 9 Exercise 2A
!
0.92 1. (i) (ii)
(a)
0.4! 1 5 1
(iii) (iv)
9.2 5 7 2
4 2. (a)
(b)
4 (c)
(d)
1
3. (a) (b) (c)
1
(d) (e) (f)
4. (a)
4
!
1.845
(b)
0.15
!
184.5 4 1 4
15
(b) 1
1 4
1 4
1
4 1 4
4
4 (c) 1
4 1 4
Practise Now 10 (d) 1 4

(a)
1 4
(b)
!
0.12  –0.23  1.2  –0.23  5. (a)
(c)
0.4 !  0.6  4  0.6 
!  –0.23 
 0.6 
!
 –0.23 
1
3×
 6 2 
!
 4.5  45 (b)
(d)  –2.7 
! –27
5
45
– 27 31
Practise Now 11 3
20
π × 0.7 2 6. (a)
3
3
2.4 + 1 (b)
10
7. (a) (b)
(c) (d)
8. (a) 1 (h)
1
4. (a)
(b)
1
(c)
(d)
(b) (e)
1 11 (f)
(g)
(h)
1 4 11 14 5. (a)
(c)
(b)
(c)
4
(d)
(d) 1 4
(e)
(f)
1 4 (g)
Exercise 2B (h)
1. (a) 6.
(b)
(c) 7. A
(d) B
(e)
(f)
(g)
(h) 8.
2. (a)
(b)
(c) 9. (i)
(d)
(e) (ii)
(f) (iii)
(g) Note:
(h)
3. (a)
(i)
(b) (iv)
(c)
(d) Exercise 2C
(e) 1. (a)
(b)
(f) (c)
(g) (d)
(e) (g)
(f)
2. (a)
(b)
(c) (h)
–14
(d)
2
15 (i)
(e)
–5
–18
(f)
–3
3. (a) 81
(j) 10 – 3 (–2) 10 – (–6)
10 6
(b) 16
16
(c) 25
8. (a)
(b)
(d) 100
(c)
(d)
4. (a) 81 (e)
(b) 4 (f)
(c) (g)
(h)
(d)
(i)
5. (a)
(b) (j) 10 – 3 (–2)
(c) 9. (a)
(d)
6. (a) 3
27
(b)
(b) 3
64 4
(c) 3
8
(d) 3
–216 (c)
7. (a)
(b) (d)
(e)
(c)
(f)
(d)
(e)
(f)
(g) 1  1 1 1
(b)
8  – 4  8 4
 3 1 2
 –2 4  8 8
1  8 1 2
 2 + 8  8 8
4
(h) 7
8
1 1 2 5
(c)
5 2 10 10
 10  2 5
4+
 10  10 10
7
1 10
3
1  2 1 2
10. (a) (d)
6  – 4 3  6 3
(b)
1 4
(c) 6 6
(d) 5
(e) 6
(f) 1  3 1
1
2. (a)
2  – 4  4
(g)
4 1  1 7
1 (b)
8  – 4  8
(h)
3
1 1 7
(c)
11. 3
–2 × (–6.5) – [–2 × (–3) + 8 × (–2) – 8 × 2] + 5 2 5 2 10
3
–2 × (–6.5) – [6 + (–16) – 16] + 5 2 1  2 5
(d)
6  – 4 3  6
3
–2 × (–6.5) – (–10 – 16) + 5 2 5
15 41 5
3. (a)
2 8 31 2
3
–2 × (–6.5) – (–26) + 5 2
1
3 –2 × (–6.5) – (–26) + 25 2
3
3
13 – (–26) 25 3 15
1
13 15
(b)
5 26 1 5 26 2
3
13 26 25
3
3
39 25 2
1
3
64
2
15 5
3
15 21
(c)
4 2 2 4
51
Exercise 2D 3
 3 2
1 1 3
1. (a)
2  – 4  2 4 1
2
2 3
4 4 7 4 16 4
(d) 1
9 3 9 3
–2 – 3 4
16 31
4
3 9 41
–5
4 4
3
1
4 1
3
15 4 1 7. (a) 14
4. (a)
8 3 2 1
3 15 1 44
(b)
5 26 2 14
15 5 1 1 4
(c)
4 2 2
7 4 1
(d) 1
9 3 3 (b) 1 4
1
8
64  3  1
8
5. (a)
15  – 8  5
5 1
1 4
3
5
1
4  10  4
2  31 
(b)
15  – 3  – 
5 15  10 5  (c)
2
25 1
1 3 7
49 3
(c)
8 14 8 14 2
(d)
21
16 1
5 1
16
11
1 2
1
5 22
(d)
2 5 1 2 51 4
!
1 3 5 3 0.81
(e) 8. (a)
4 8 4 8 0.3
!
5 82 8.1
1 4 3 3
10
3 1
1
3 1
8  2 8  5
 –1 3   – 3 
(f) 1
9 9
8  31 
 – 5 
3 9 !
8 1.32
(b)
15 0.12 !
64  3 3 132
6. (a)
15  – 8  5 12
4  10  2
(b)
15  – 3  25
!
3.426
(c)
1 3 5 0.06 !
(c)
8 14 16 342.6
1 2 6
(d)
2 5 1
1 3 1 4
(e)
4 8 3
8  2  8 4
 –1 3 
(f)
9 15 4
!
4.35  1  4 1 4
(d)
1.5
! (d)  –3 8   – 3  8 3
43.5 1 1
15 8 3
3 8
4 24 24
11
1 24
1 1 1  7 1 1 7
(e)
5 4  – 2  5 4 2
1 9 7
9. (a) 5 4 2
4 45 70
20 20 20
(b)
– 4 45 – 70
(c)
20
(d)
–29
8  1 1 8 1 1 20
10. (a)
5  –2 4  2 5 4 2
9
8 9 1 20
5 4 2
8  1 1 3
32 45 10 11. (a)  –2 4 
5 2 20
20 20 20
–32 45 – 10 1  3  1  17
20
(b)  – 4   – 4 10 
5 20
3
2  1  4  6
20  –6 3 
(c) 4
7  – 21  7
1  3  1  1 3 1
(b)  – 4   – 4 10 
5 5 4 10  1  4 11
31 3 41
(d)  – 3 8   – 3  24
5 4 10 1 1  7 9
124 15 82
(e)
5 4  – 2  20
20 20 20
5  28 2 5  28 5 
124 15 – 82 12. (a)
7  – 15 + 1 3  7  – 15 + 3 
20
57 5  28 25 
 – 15 + 15 
20 7
17 5  3 
20 7  – 15 
2  1  4  2 1 4 1
5  1 
(c) 4
7  –6 3   – 21  7 3 21  – 5 
7 1
30 19 4 1
7 3 21 7
90 133 4
 1 1  1 1  1 1
(b)  – 1 –  – 1  
 
21 21 21
4 3  4 – 3   – 4 + 3   4 – 3 
   
90 – 133 4
 3 4   3 4 
21  – 12 + 12   12 – 12 
–39
21 1  1 
12  – 12 
–13
7 1 1
(– 12 )
6 1 12
7
15 3 1  1
(b)  – 1 –  – 1    1 1
 
(c)
8  2 ÷ 4 2   – 4   4 – 3 
 4  3  
15  3 9  1
 2 ÷ 2   – 4  15 3 1  1 1
8 (c)
8  2 ÷ 4 2   – 4  8
15  13 21   1 3 2
× – 1
(d)    3  3 3
8  2
1 9 3   4   2  4   – 4  16
5
15 1  1 1 4  1
2
4
8 31  – 4  (e)  – 2 
3 9 9
5  1 2
 – 4  3  1 1 1
8 (f)    15 – 2 3 
 2 10
5 1
!  –0.16  1.5  –0.16 
8 4 14. (a) 0.15  1.2   1.2 
5 2 0.5 ! 5
8 8  –0.16 
!
 8 5 2  1.2 
 9 + 8 
!
8 8
 –0.16 
1 1
3× 
8  12 4 
3 2
 1  3  3 1 9  3
(d)  
 2  4   – 4  8 16  – 4 
1 9 3 !
0.027  1.4  2.7  1.4 
8 16 4 (b)  –0.18   –0.18 
0.03 3
2 9 12
!
!
16 16 16 !  1.4 
 –0.18 
2 – 9 – 12 !
16  14 
–19
1
9 × 
 – 18 2 
16
3 !
16  –1.3   –13 
(c)  0.8   8 
2
 1
1
4 1
!
1 4 1
(e)
3 9  – 2  3 9 41  –13 
 8 
1 1 1
3 9
3 1
!
9 9 27 270
(d)
4 1.6
! 16
9 270
135
2 2
 3  1 1  3  1 7 16 8 1
(f)  
 2  15 – 2 3   2   15 – 3 
2
 3  1 35 
 2   15 – 15  2
 1
 π + 52 
2
 3  34 
 2   – 15  15. (a)  
 –2.1 
17
3
9  34 
π2 + 2
×– 
2 4  15 5  (b) –
7– 3
4
51
10 3
14 2 + 19 2
(c)
1 π – 4.55
10 2
 1
5  28 2 1 4.6 2 + 8.32 –  6 
13. (a)  – 15 + 1 3   2
7 7 (d)
2 × 4.6 – 8.3
16. (b)
4 1
7 16
1
4 129
7 16 4 (c)
129
28
17 3 
1  1 3
28 (d)  –3 10 
5 5 10
3 5  23   7  3 5 23 7
17.
4 6  – 15   – 4 10  4 6 15 10
2 3
10 10
23 17 23 47
5
4 6 15 10
10
345 170 92 282
1
60 60 60 60
2
345 – 170 – 92 282 1 
2  2 1
60
5  –8 10  5 10
365
60 4 1
10 10
73
12 3
10
1
12 1  3  2  1 
5  –3 10  5  –8 10 
18.
2. (a)
1 4 4
5
4
5 1 4
29 3
 1 4 33 4
 1 – 3  5 (b)
2 4 1
3 5
8
15
4 4
1 5
 1 8
 1 – 4  15
2 8
3. (a)
31
82
1 4 15 5 (b)
2
5 (c)
 1 2
 1 – 7 
5
6 2
(d)
7 5
12
35 4. (a)
(b)
Review Exercise 2
(c)
1. (a)
50
(d)
8 –18 –  3 –3375 – (– 6)2  –18 –  3 –(33 × 5 3 ) – (– 6)2 
6.
25 4+9 4+9
4 –18 – [–(3 × 5) – 36]
5
25  1  2+9
×– 
4  51  –18 – (–15 – 36)
5 11
4 –18 – (–51)
1 11
4 –18 51
5. (a) 11
33
(b) 11
4 2  3 4 2 3
 – 7 
(c) 7. (a)
7 5 7 5 7
25 7 3
7 5 7
(d)
125 49 15
35 35 35
125 49 15
(e) 35
189
35
27
(f) 5
2
5
2  3   2  2 3 2
(b)
3  –3 20   – 5  3 20 5
(g) 2 63 2
3 20 5
40 189 24
60 60 60
(h)
40 189 – 24
60
205
60
41
(i) 12
5
12
4 3 5 16 27 20
(c)
9 4 9 36 36 36
63
(j) 36
7
4
3
4
1 2 5  4
 1 1 1  1   1   –2 5 
(d)  – + 
(h)
4 +–   – 20  2 3 7
 2 3   3 
1 1 1 1 1
1 5 5  14 
2 3 7  – 5 
2 3 4 3 20
1 1 1 1 1 1 5  1 1
5  14 2 
2 3 3 4 20  – 4  – 
2 3 1 7  51 
1 1 1 1  5 
2 4 20 2  – 12 
10 5 1 1 5
20 20 20 2 12
–10 5 –1 6 5
20 12 12
–6 11
20 12
3 2 3
10  4  2
 – 7  –  – 5 
3 598
1 3  2  1
13 8 2  15  8.
1225
(e)
4 5  –1 13  × ×–  64 8
1 4 51  13 1  – –
3
÷
625 125
3  1 1  1 1 9. (a)
(f)
5  – 4 – 6   –2 3 + 1 4  (b)
3  3 2   4 3 
 – 12 – 12   –2 12 + 1 12 
5
!
1.44
3  5   1  (c)
5  – 12   –1 12  1.2
!
14.4
3  5   13  12
5  – 12   – 12 
1 1
3  5   12 
×–  ×– 
1 5  12 1   13  (d)
3 !
0.09
13
–0.2
9 3 1 3 57 19 1  7
!

(g)  –1 4   – 4  0.9
16 16 3 16 16 3
–2
1
3
57 16 1  7
 – 4 
1 16 19 1 3
 7 
 – 12 
7 Challenge Yourself
12
5 1. x–3 y
12 x–3 y
x y
x y
2. (a) 4 (b) 4
1 44
11
1 4
1 4 4
3. (b) (c)
(d) (e)
(f)
Chapter 3 Approximation and Estimation
TEACHING NOTES
Suggested Approach
Teachers can give students a real-life example when an approximated or estimated value is used before getting them to discuss
occasions when they use approximation and estimation in their daily lives. In this chapter, they will first learn the five rules
to identify the digits which are significant in a number before learning how to round off numbers to a specified number of
significant figures. Students will also learn how to carry out estimation through worked examples that involve situations in
real-world contexts.
Section 3.1: Approximation

To make learning of mathematics relevant, students should know some reasons why they need to use approximations
in their daily lives (see Class Discussion: Actual and Approximated Values).
Teachers should do a recap with students on what they have learnt in primary school, i.e. how to round off
numbers to the nearest tenth, whole number and 10 etc.
Section 3.2: Significant Figures

Through the example on measuring cylinders on page 63 of the textbook, students will learn that a number is
more accurate when it is given to a greater number of significant figures.
After learning how to round off numbers to a specified number of significant figures, teachers can arouse students’
interest in this topic by bringing in real-life situations where they cannot just round off a number using the rules
they have learnt (see Investigation: Rounding in Real Life). The journal writing on page 67 of the textbook
requires students to cite examples of such situations.
Section 3.3: Rounding and Truncation Errors

Teachers should tell students that the general instructions for O-level Mathematics examinations state, ‘If the
degree of accuracy is not specified in the question, and if the answer is not exact, give the answer to three
significant figures. Give answers in degrees to one decimal place.’ The investigation on page 68 of the textbook
highlights the importance of giving intermediate values correct to four significant figures if we want the final
answer to be accurate to three significant figures. Otherwise, a rounding error may occur.
Students should also learn that there is a difference between ‘approximately 2.5 million’ and ‘equal to 2.5 million
(to 2 s.f.)’ (see the thinking time on page 69 of the textbook).
Teachers should tell students the difference between rounding off a number to, say, 3 significant figures and
truncating the same number to 3 significant figures. The investigation on page 70 of the textbook enables students
to find out more about rounding and truncation errors in calculators.
Section 3.4: Estimation

Teachers can impress upon students that there are differences between approximation and estimation. Since
students need to be aware when an answer is obviously wrong, estimation allows them to check the reasonableness
of an answer obtained from a calculator (see Worked Example 6).
Students will also learn an important estimation strategy: use a smaller quantity to estimate a larger quantity (see
Investigation: Use of a Smaller Quantity to Estimate a Larger Quantity).
Teachers should get students to work in groups to estimate quantities in a variety of contexts, compare their
estimates and share their estimation strategies with one another. (see the performance task on page 76 of the
textbook).
55
WORKED SOLUTIONS Journal Writing (Page 67)
Class Discussion (Actual and Approximated Values)
1. The actual values indicated in the article include ‘42 038 777
level is about 2.6 m.
passengers’, ‘13.0%’, ‘24 awards’ and ‘four terminals’ while
Number of levels the developer can build = 10 m ÷ 2.6 m
approximated values include ‘over 360 awards’ and ‘73 million
= 3.85 (to 3 s.f.)
passengers’. Actual values are exact numbers while approximated
The nearest whole number to 3.85 is 4. However, a house with
values are values which are usually rounded off.
4 levels will be taller than 10 m, and thus will go against the
2. (a) It is not necessary to specify the actual number of awards won,
height restrictions. Hence, the maximum number of levels that the
developer can build is 3.
has won many awards.
(b) A headline serves as a brief summary of the article to draw
readers’ attentions, thus it is more appropriate to use an
approximated value instead of the actual value.
Investigation (Rounding in Real Life)

Scenario 1
Total number of passengers = 215 + 5
= 220
Investigation (The Missing 0.1% Votes)
1. The percentage of votes for each candidate given is correct to
Number of buses required = 220 ÷ 30
1
=7 steps, there is a follow-through error, resulting in the missing 0.1%
3
1
The nearest whole number to 7 is 7. However, 7 buses are not enough
3
188
2. Percentage of votes for Vishal = 100%
required to carry all the passengers. 301
The number of buses required is 8. = 62.5% (to 3 s.f.)
Scenario 2 52
Percentage of votes for Rui Feng = 100%
301
Maximum mass of lift = 897 kg
= 17.3% (to 3 s.f.)
= 900 kg (to the nearest 100 kg)
61
Percentage of votes for Huixian = 100%
If the maximum mass of the lift is given as 900 kg, it means that the 301
lift is able to carry a mass of ! 900 kg. However, the maximum mass = 20.3% (to 3 s.f.)
allowed is only 897 kg. Total percentage of votes = 62.5% + 17.3% + 20.3%
The maximum mass of the lift should be given as 800 kg. = 100.1%
Scenario 3 The percentage of votes for each candidate given is correct to

In Singapore, the issue of 1-cent coins has ceased since 2002; while
the coins are legal tender and are still in circulation, most shops have steps, which results in a follow through error, the total percentage of
stopped accepting 1-cent coins. As such, when people wish to pay for
their purchases in cash, the prices of their purchases have to be rounded
off to the nearest 5 cents which is now considered to be the smallest
denomination of currency in Singapore.
Teachers may wish to ask students to explain why when other methods
of payment are used, it is not necessary to round off the prices of their 1. (i) A is approximately 2.5 million, it
purchases to the nearest 5 cents. is possible for the exact population size to be 2.47 million.
(ii) A is approximately 2.5 million, it
is possible for the exact population size to be 2.6 million.
56
2. (i) B is equal to 2.5 million (to 2 s.f.), Performance Task (Estimation in Our Daily Lives)
it is possible for the exact population size to be 2.47 million as it
1.
(ii) B is equal to 2.5 million (to 2 s.f.),

class on a weekday and on a Saturday or Sunday. Ensure that students
it is not possible for the exact population size to be 2.6 million
all
the students in the class on a weekday and on a Saturday or Sunday.
Note: There is a difference between ‘approximately 2.5 million’ and
‘equal to 2.5 million (to 2 s.f.)’.
in the class on a weekday = x hours
Investigation (Rounding and Truncation Errors in
Calculators)
in the class on a Saturday or Sunday = y hours
For this activity, the calculator model used is SHARP EL-509VM.
all
(a) 1. 0.727 922 061
the students in the class in a month. Assume that the average number
2. 7.27 922 061 3
of weekdays and the average number of Saturdays and Sundays in
3. 2.7 922 061 3
a month are 22 and 8 respectively.
The calculator stores 12 digits.
The calculator truncates the value of 162 at the 12th digit to give
12.727 922 061 3, instead of rounding 162 to 12.727 922 061 4. in the class in a month (22x + 8y) hours
(b) 5. 6.999 999 999 2. Assume that there are 8 slices in a large pizza. Use verbal questioning
one class (e.g. about
Investigation (Use of a Smaller Quantity to Estimate a 40 students) in the school when they go for an excursion.
Larger Quantity)
Number of slices needed to feed one class in the school = x
For this investigation, the smaller box used is of length 9.2 cm, width
x
5.6 cm and height 2.7 cm. Number of pizzas needed to feed one class in the school =
8
Find out the number of classes in the school. Ensure that there
is approximately the same number of students in each class,
e.g. 40 students.
Trial Number of 10¢ coins
Number of classes in the school = y
1 294
Estimate the amount of pizza needed to feed all the students in the
2 280 school during an excursion.
3 284
Total number of pizzas needed to feed all the students in the school
xy
294 280 284 8
=
3 3. Find out the opening hours of the drinks stall on a weekday and
858 determine the durations of the peak (e.g. recess and lunchtime) and
=
3
non-peak periods respectively.
= 286
x hours
Volume of smaller box = 9.2 5.6 2.7
= 139.104 cm3 y hours
Volume of tank = 50 23 13 Find out the amount of money collected by the drinks stall in half an
= 14 950 cm3 hour during the peak period and half an hour during the non-peak
period.
286
14 950
139.104 Amount of money collected by drinks stall in half an hour during
= 30 737 (to the nearest peak period = $p
whole number)
Amount of money collected by drinks stall in half an hour during
Amount of money in the tank = 30 737
non-peak period = $q
= $3073.70
57
Estimate the total amount of money collected for both the peak and (c)
non-peak periods. (d)
Total amount of money collected by drinks stall during peak period

$2px
1. (a)
Total amount of money collected by drinks stall during non-peak
(b)
period $2qy
(c)
Hence, (d)
2.
Total amount of money collected by drinks stall on a weekday
$(2px + 2qy)

Practise Now 1
(a)
1. (a) 3 409 725 = 3 409 730 (to the nearest 10) (b)
(b) 3 409 725 = 3 409 700 (to the nearest 100) (c)
(c) 3 409 725 = 3 410 000 (to the nearest 1000) (d)
(d) 3 409 725 = 3 410 000 (to the nearest 10 000)
2. Largest possible number of overseas visitors = 11 649 999 Practise Now (Page 65)
Smallest possible number of overseas visitors = 11 550 000
(a)
Practise Now 2
(b)
1. (a) 78.4695 = 78.5 (to 1 d.p.)
(b) 78.4695 = 78 (to the nearest whole number) (c)
(c) 78.4695 = 78.47 (to the nearest hundredth)
(d) 78.4695 = 78.470 (to the nearest 0.001)
2. No, I do not agree with Jun Wei. 8.40 is rounded off to 2 decimal Practise Now 4
places which is more accurate than 8.4 which is rounded off to
1. (a) 3748 = 3750 (to 3 s.f.)
1 decimal place.
(b) 0.004 709 89 = 0.004 710 (to 4 s.f.)
(c) 4971 = 5000 (to 2 s.f.)
Practise Now 3
(d) 0.099 99 = 0.10 (to 2 s.f.)
$0.29 0.099 99 = 0.100 (to 3 s.f.)
= $130.50 2. Since 67 0X1 (to 3 s.f.), then the possible values of X are 5, 6, 7, 8
3 or 9.
of water = 38 $1.17
If 67 0X1 is a perfect square, then by trial and error, X = 8.
= $44.46
Total amount of money the household has to pay = $130.50 + $44.46 Practise Now 5
= $174.96
= $175 (to the nearest (i) Length of square = 105
dollar) = 10.2 m (to 3 s.f.)
(ii) Perimeter of square = 10.25 4
= 41.0 m (to 3 s.f.)
(a) Practise Now 6
(b)
(c) 1. 798 195 800 200
(d) = 160 000
Nora’s answer is not reasonable.
2. (a) 5712 ÷ 297 5700 ÷ 300
= 19
(a) Using a calculator, 5712 ÷ 297 = 19.2 (to 3 s.f.).
(b) The estimated value is close to the actual value.
58
(b) 63 3
129 64 3
125 5. No, I do not agree with Kate. She needs to put a ‘0’ in the ones place
=8 5 as a place holder after dropping the digit ‘2’, i.e. 5192.3 = 5190 (to
= 40 the nearest 10).
6. Largest possible value of Singapore’s population = 5 077 499
Using a calculator, 63 3
129 = 40.1 (to 3 s.f.).
Smallest possible value of Singapore’s population = 5 076 500
The estimated value is close to the actual value.
7. No, I do not agree with Farhan. 27.0 is rounded off to 1 decimal
250
3. Time taken to drive from Singapore to Malacca = place which is more accurate than 27 which is rounded off to the
80
nearest whole number.
240
hours
80
Exercise 3B
Practise Now 7 1. (a)
Rp 10 000 S$1.50, so Rp 20 000 S$3, Rp 5000 S$0.75 (b)
The price of the pair of earrings is Rp 25 000 S$3.75. (c)
Practise Now 8 2. (a) 728 = 730 (to 2 s.f.)

(b) 503.88 = 503.9 (to 4 s.f.)
For option A, 300 ml costs about $9. (c) 0.003 018 5 = 0.003 019 (to 4 s.f.)
Thus 100 ml will cost about $3, and 50 ml will cost about $1.50. (d) 6396 = 6400 (to 2 s.f.)
For option A, 350 ml will cost about $9 + $1.50 = $10.50. 6396 = 6400 (to 3 s.f.)
For option B, 350 ml costs $10.40 which is $0.10 cheaper than option A. (e) 9.9999 = 10.0 (to 3 s.f.)
However, for option A, 300 ml actually costs $8.80 which is less than $9. (f) 8.076 = 8.08 (to 3 s.f.)
Thus for option A, 350 ml will cost at least $0.20 less than the estimated 3. Possible values of x = 4, 5 or 6
$10.50.
1
4. (a) = 0.010 10 (to 4 s.f.)
Option A is better value for money. 99
(b) 871 234 = 203 814
Practise Now 9 = 200 000 (to 2 s.f.)
2 212
Percentage of shaded region = 100%
3 (c)
0.219
= 2013.698 63
2 = 2013.7 (to 5 s.f.)
= 66 %
3 3.913 – 2.1
(d) = 9.0 (to 2 s.f.)
6.41
Exercise 3A 5. Greatest number of sweets that can be bought
1. (a) 698 352 = 698 400 (to the nearest 100) $2
=
$0.30
(b) 698 352 = 698 000 (to the nearest 1000)
= 6 (to the nearest whole number)
(c) 698 352 = 700 000 (to the nearest 10 000)
2. (a) 45.7395 = 45.7 (to 1 d.p.) 6. (i) Length of square = 264
(b) 45.7395 = 46 (to the nearest whole number) = 16.2 cm (to 3 s.f.)
(c) 45.7395 = 45.740 (to 3 d.p.) (ii) Perimeter of square = 16.25 4
3. (i) Perimeter of land = 2(28.3 + 53.7) = 65.0 cm (to 3 s.f.)
= 2(82) 136
7. (i) Radius of circle =
= 160 m (to the nearest 10 m) 2
(ii) = 21.6 m (to 3 s.f.)
= 28.3 53.7 (ii) Area of circle = (21.65)2
= 1519.71 m2 = 1470 m2 (to 3 s.f.)
= 1500 m2 (to the nearest 100 m2) 8. Since 21 X09 = 22 000 (to 2 s.f.), then the possible values of X are
4. (a) 4.918 m = 4.9 m (to the nearest 0.1 m) 5, 6, 7, 8 or 9.
(b) 9.71 cm = 10 cm (to the nearest cm) If 21 X09 is a perfect square, then by trial and error, X = 6.
(c) $10.982 = $11.00 (to the nearest ten cents) 9. Largest possible number of people at the concert = 21 249
Smallest possible number of people at the concert = 21 150
1
(d) 6.489 kg = 6.49 kg (to the nearest kg)
100 10. (i) 987 654 321 + 0.000 007 – 987 654 321 = 0.000 007
(ii) 987 654 321 + 0.000 007 – 987 654 321 = 0
59
(iii) No, the answers for (i) and (ii) are different. This is because the 10. KRW 900 S$1
calculator truncates the value of 987 654 321 + 0.000 007 to Price of handbag = KRW 26 700
give 987 654 321. Hence, the answer for (ii) is 0. KRW 27 000
= 30 KRW 900
Exercise 3C 30 S$1
= S$30
1. 218 ÷ 31 210 ÷ 30
=7
Review Exercise 3
Priya’s answer is not reasonable.
Using a calculator, 218 ÷ 31 = 7.03 (to 3 s.f.). 1. (a) 6479.952 = 6500 (to the nearest 100)
The estimated value is close to the actual value. (b) 6479.952 = 6000 (to the nearest 1000)
2. (a) 2013 39 2000 40 (c) 6479.952 = 6480.0 (to the nearest tenth)
= 80 000 2. (i) 4.793 = 4.8 (to 2 s.f.)
Using a calculator, 2013 39 = 78 507. 39.51 = 40 (to 2 s.f.)
The estimated value is close to the actual value. (ii) 4.793 ÷ 39.51 4.8 ÷ 40
(b) 145.6 ÷ 3
65.4 144 ÷ 3
64 = 0.12 (to 2 s.f.)
= 12 ÷ 4 3.
=3 4. Rp 10 000 S$1.50, so Rp 30 000 S$4.50, Rp 5000 S$0.75.
The price of the toy is Rp 35 000 S$5.25.
Using a calculator, 145.6 ÷ 3 65.4 = 2.99 (to 3 s.f.).
5. Total mass = 3 109 + 2 148 + 5 84
The estimated value is close to the actual value.
(3 110 + 2 150 + 5 80) g
3. (i) 3.612 = 3.6 (to 2 s.f.)
28.2
29.87 = 30 (to 2 s.f.) 6. Number of batteries required =
4.03
(ii) 3.612 ÷ 29.87 3.6 ÷ 30
28
= 0.12 (to 2 s.f.)
4
274 80
4. Amount of petrol used =
9.1 7. Price of hard disk in Store A after a 20% discount =
100
$85.05
270 80
l
9 100
$85
5. Ratio of area of shaded region to that of unshaded region = 1 : 2
90
Price of hard disk in Store B after a 10% discount = $76.05
6. Total amount of money that the shopkeeper has to pay 100
= 32 $18 + 18 $8 + 47 $26 + 63 $23 + 52 $9 90
$76
30 $20 + 20 $10 + 50 $30 + 60 $20 + 50 $10 100
= $600 + $200 + $1500 + $1200 + $500 8. For option A, 250 ml costs about $15.
= $4000 (to the nearest hundred dollars) Thus 50 ml will cost about $3, and 100 ml will cost about $6.
7. RM10 S$4, so RM20 S$8, RM5 S$2. For option A, 300 ml will cost about 3 $6 = $18.
The price of the bag is RM25 S$10. Furthermore, for option A, 250 ml actually costs $15.20 which is
8. For option A, 300 g costs about $6. $0.20 more than $15.
Thus 100 g will cost about $2. Thus for option A, 300 ml will cost at least $0.20 more than the
For option A, 500 g will cost about 5 $2 = $10. estimated $18.
For option B, 500 g costs $9.90 which is $0.10 cheaper than Option B is better value for money.
option A.
However, for option A, 300 g actually costs $5.80 which is $0.20 Challenge Yourself
less than $6.
1. 987 123 is more than 988 122 because 987 123
Thus for option A, 500 g will cost at least $0.20 less than the
= 987 (122 + 1), i.e. there is an additional 987 1; but
estimated $10.
988 122 = (987 + 1) 122, i.e. there is only an additional
Option A is better value for money.
1 122. In fact, 987 123 – 988 122 = 987 – 122 = 865.
80
9. Price of dress in Shop A after a 20% discount = $79.50 2. This question tests students’ sense of mass. The mass of an ordinary
100
80
car is likely to be 2000 kg.
$80
100 Teachers may wish to get students to give examples of objects with
90 masses of 20 kg, 200 kg and 20 000 kg, e.g. 2 10-kg bags of rice
Price of dress in Shop B after a 10% discount = $69.50
100 have a total mass of 20 kg, 5 Secondary 1 students have a total mass
90 of about 200 kg and a rocket has a mass of about 20 000 kg.
$70
100
60
Chapter 4 Basic Algebra and Algebraic Manipulation
TEACHING NOTES
Suggested Approach
Some students are still unfamiliar with algebra even though they have learnt some basic algebra in primary school. Thus for the
lower ability students, teachers should teach this chapter as though they do not know algebra at all. The learning experiences in
the new syllabus specify the use of algebra discs. In addition to the algebra discs showing the numbers 1 and –1 which students
have encountered in Chapter 2, algebra discs showing x, –x, y and –y are needed. Since many Secondary 1 students are still in
the concrete operational stage (according to Piaget), the use of algebra discs can help them to learn the concepts more easily.
However, there is still a need to guide students to move from the ‘concrete’ to the ‘abstract’, partly because they cannot use
algebra discs in examinations, and partly because they cannot use algebra discs to manipulate algebraic expressions which
consist of algebraic terms that have large or fractional coefficients (see Section 4.1, 4.2 and 4.3).
Section 4.1: Fundamental Algebra

Teachers should teach students how to use letters to represent numbers and interpret basic algebraic notations
such as ab = a × b. Teachers should illustrate the definitions of mathematical terms such as ‘algebraic term’,
‘coefficient’, ‘algebraic expression’ and ‘linear expression’ using appropriate examples.
In the class discussion on page 83 of the textbook, students are required to use algebraic expressions to express
mathematical relationships.
To make learning more interactive, students are given the opportunity to use a spreadsheet to explore the concept
of variables (see Investigation: Comparison between Pairs of Expressions). Through this investigation, students
should be able to observe that evaluating an algebraic expression means finding the value of the expression
when the variables take on certain values. This investigation also provides students with an intuitive sense of the
difference between pairs of expressions such as 2n and 2 + n, n2 and 2n, and 2n2 and (2n)2. Students are expected
to give a more rigorous mathematical explanation for the difference between such a pair of expressions in the
journal writing on page 85 of the textbook.
Algebra discs cannot be used to add or subtract algebraic terms with large coefficients, so there is a need to help
students consolidate what they have learnt in Worked Example 2. For the lower ability students, before going
through Worked Example 2(d) and (e), teachers should revisit the procedure for simplifying ordinary numerical
fractions, e.g. 1 + 1 .
2 3
Section 4.2: Expansion and Simplification of Linear Expressions

x) = x, is needed to teach
students how to obtain the negative of a linear expression. Algebra discs cannot be used to manipulate algebraic
expressions which consist of algebraic terms that have large coefficients, so there is a need to help students
consolidate what they have learnt in the class discussion on page 94 of the textbook by moving away from the
‘concrete’ to the following ‘abstract’ concept:
Distributive Law: a(b + c) = ab + ac
Teachers should emphasise the importance of the rules by which operations are performed when an algebraic
expression involves brackets by using the thinking time on page 96 of the textbook.
Section 4.3: Simplification of Linear Expressions with Fractional Coefficients

After going through Worked Example 5 and 6, students should observe that the procedure for simplifying linear
expressions with fractional coefficients is similar to that of simplifying ordinary numerical fractions.
61
Section 4.4: Factorisation
Students should learn how to appreciate the factorisation process, i.e. it is the reverse of expansion. Teachers
should tell students the difference between ‘complete’ and ‘incomplete’ factorisation. In Secondary 1, students
only need to know how to factorise algebraic expressions by extracting the common factors.
The class discussion on page 101 of the textbook requires students to work in pairs to select and justify pairs of
equivalent expressions. Teachers should make use ofthis opportunity to highlight some common errors made by
students when manipulating algebraic expressions.
62
WORKED SOLUTIONS (iii) When n = 8,
2n = 2 8
Class Discussion (Expressing Mathematical Relationships
= 16
using Algebra)
When n = 9,
1. 2n = 2 9
In words Algebraic expression = 18
(a) Sum of 2x and 3z 2x + 3z When n = 10,
(b) Product of x and 7y 7xy 2n = 2 10
= 20
3ab
(c) Divide 3ab by 2c
2c 3. A B C D E F
(d) Subtract 6q from 10z 10z – 6q 1
(e) Subtract the product of x and y (p + q) – xy 2 n 2n 2+n n2 2n2 (2n)2
from the sum of p and q 3 1 2 3 1 2 4
3 y 4 2 4 4 4 8 16
(f) Divide the sum of 3 and y by 5
5
5 3 6 5 9 18 36
(g) Subtract the product of 2 and c
b – 2c 6 4 8 6 16 32 64
from the positive square root of b
(h) There are three times as many It is given that x represents the
7 5 10 7 25 50 100
girls as boys in a school. Find an number of boys.
expression, in terms of x, for the 3x represents the number of girls. 4. 2n and 2 + n
total number of students in the Total number of students = x + 3x
Referring to columns B and C on the spreadsheet, the
school, where x represents the = 4x
number of boys in the school. expressions 2n and 2 + n are equal only when n = 2. When n < 2,
(i) The age of Nora’s father is thrice It is given that y represents Nora’s 2n < 2 + n. When n > 2, 2n > 2 + n.
hers. The age of Nora’s brother age. n2 and 2n
is 5 years more than hers. Find Nora’s father is 3y years old. Referring to columns B and D on the spreadsheet, the expressions
an expression, in terms of y, for Nora’s brother is (y + 5) years old.
the sum of their ages, where y Sum of their ages = y + 3y + y + 5
n2 and 2n are equal when n = 2. By observation, they are also
represents Nora’s age. = (5y + 5) years equal when n = 0. When n < 0 or n > 2, n2 > 2n. When 0 < x < 2,
(j) The length is three times as long It is given that b represents the n2 < 2n.
as the breadth of the rectangle. breadth of the rectangle in m. n2 and (2n)2
Find an expression, in terms of b, 3b represents the length of the By observation, the expressions 2n2 and (2n)2 are equal when
for the perimeter and the area of rectangle in m.
the rectangle, where b represents Perimeter of rectangle = 2(3b + b) n = 0. For any value of n n)2 > 2n2.
the breadth of the rectangle. = 2(4b)
= 8b m Journal Writing (Page 85)
Area of rectangle = 3b b
= 3b2 m2 By observation, the expressions 5 + n and 5n are equal only when
Table 4.3 1 1 1
n=1 . When n < 1 , 5n < 5 + n. When n > 1 , 5n > 5 + n.
4 4 4
Investigation (Comparison between Pairs of Expressions)
Class Discussion (The Distributive Law)
2. A B C D E F
1 1. (a) 2(–x – 4) = –2x – 8
2 n 2n 2+n n 2
2n 2
(2n) 2 (b) –2(–x – 4) = 2x + 8
(c) 3(y – 2x) = 3y – 6x
3 1 2
(d) –3(y – 2x) = –3y + 6x
4 2 4
5 3 6 2. a(b + c) = ab + ac
6 4 8
7 5 10
(i) The value of 2n changes as n changes.

(ii) We multiply the given value of n by 2 to obtain the
corresponding value of 2n.
63
Thinking Time (Page 96) 3. G and N
3( x 3)
4(2 x 3) 9( x 3) – 16(2 x 3)
–(x – 5) + 6x – (7x – 2) + 12 = –x + 5 + 6x – 7x + 2 + 12 – =
4 3 12
= –x + 6x – 7x + 5 + 2 + 12
9 x 27 – 32 x – 48
=
= –2x + 19 12
Possible ways: 9 x – 32 x 27 – 48
=
x – 5) + 6x – 7x – (2 + 12) = –(x – 5) + 6x – 7x – 14 12
= –x + 5 + 6x – 7x – 14 –23 x – 21
=
= –x + 6x – 7x + 5 – 14 12
= –2x– 9 Students may mistakenly match B and G due to an error in their
x – (5 + 6x) – (7x – 2) + 12 = –x – 5 – 6x – 7x + 2 + 12 working as shown:
= –x – 6x – 7x – 5 + 2 + 12 3( x 3) 4(2 x 3) 9( x 3) – 16(2 x 3)
– =
= –14x + 9 4 3 12
x – (5 + 6x) – 7x – (2 + 12) = –x – (5 + 6x) – 7x – 14 9 x 27 – 32 x 48
=
= –x – 5 – 6x – 7x – 14 12
= –x – 6x – 7x – 5 – 14 9 x – 32 x 27 48
=
= –14x – 19 12
–23 x 75
=
12
Class Discussion (Equivalent Expressions)
4. I and M
2x – 3[5x – y – 2(7x – y)] = 2x – 3(5x – y – 14x + 2y)
1. D and F = 2x – 3(5x – 14x – y + 2y)
3(x – 2y) – 2(3x – y) = 3x – 6y – 6x + 2y = 2x – 3(–9x + y)
= 3x – 6x – 6y + 2y = 2x + 27x – 3y
= –3x – 4y = 29x – 3y
Students may mistakenly match D and O due to an error in their Students may mistakenly match L and M due to errors in their
working as shown: working as shown:
3(x – 2y) – 2(3x – y) = 3x – 6y – 6x – 2y 2x – 3[5x – y – 2(7x – y)] = 2x – 3(5x – y – 14x – 2y)
= 3x – 6x – 6y – 2y = 2x – 3(5x – 14x – y – 2y)
= –3x – 8y = 2x – 3(–9x – 3y)
2. A and E = 2x – 27x – 9y
x–3 2x – 5 3( x – 3) – 2(2 x – 5) = –25x – 9y
– =
2 3 6 5. C and J, C and K or J and K
3 x – 9 – 4 x 10 7ay – 49y = 7(ay – 7y) = 7y(a – 7)
=
6
3 x – 4 x – 9 10 Teachers may wish to get students to indicate the expression which
=
6 is obtained when the expression 7ay – 49y is factorised completely.
–x 1
=
6 Practise Now 1
1– x
= 1. (a) 5y – 4x = 5(4) – 4(–2)
6
= 20 + 8
Students may mistakenly match E and H due to an error in their
= 28
working as shown:
1 1
x–3 2x – 5 3( x – 3) – 2(2 x – 5) (b) –y+3= –4+3
– = x 2
2 3 6
3 x – 9 – 4 x – 10 1
=– –4+3
=
6 2
1
3 x – 4 x – 9 – 10 = –4 + 3
= 2
6
1
– x – 19 = –1
= 2
6
64
2 2. (i) 2p – 5q + 7r – 4p + 2q – 3r = 2p – 4p – 5q + 2q + 7r – 3r
 1
2. p2 + 3q2 =  –  + 3(–2)2
 2 = –2p – 3q + 4r
1 1 1
(ii) When p = , q = – , r = 4,
=
4
+ 3(4) 2 3
 1  1
1 –2p – 3q + 4r = –2   – 3  –  + 4(4)
= + 12  2  3
4
= –1 + 1 + 16
1
= 12
4 = 0 + 16
= 16
(a) 3x + 4x = 7x
(b) 3x + (– 4x) = –x (a) –(3x + 2) = –3x – 2
(c) –3x + 4x = x (b) –(3x – 2) = –3x + 2
(d) –3x + (– 4x) = –7x (c) –(–3x – 2) = 3x + 2
(d) –(2x + y – 4) = –2x – y + 4
(a) 4x – 3x = x
(b) 4x – (–3x) = 4x + 3x (a) x + 1 + [–(3x – 1)] = x + 1 – 3x + 1
= 7x = x – 3x + 1 + 1
(c) – 4x – 3x = –7x = –2x + 2
(d) – 4x – (–3x) = – 4x + 3x (b) 5x – 3 + [–(4x + 1)] = 5x – 3 – 4x – 1
= –x = 5x – 4x – 3 – 1
=x–4
Practise Now (Page 89) (c) 3x + 2y + [–(–y + 2x)] = 3x + 2y + y – 2x
= 3x – 2x + 2y + y
(a) x + 2 + 5x – 4 = x + 5x + 2 – 4
= x + 3y
= 6x – 2
(d) – 4x + 2y + [–(–x – 5y)] = – 4x + 2y + x + 5y
(b) 2x + (–3) – 3x + 5 = 2x – 3x + (–3) + 5
= – 4x + x + 2y + 5y
= –x + 2
= –3x + 7y
(c) –x – y – (–2x) + 4y = –x – y + 2x + 4y
= –x + 2x – y + 4y
= x + 3y
(d) –3x – 7y + (–2y) – (– 4x) = –3x – 7y + (–2y) + 4x (a) 3(5x) = 15x
= –3x + 4x – 7y + (–2y) (b) 3(–5x) = –15x
= x – 9y (c) –3(5x) = –15x
(d) –3(–5x) = 15x
Practise Now 2
Practise Now 3
1. (a) 2x – 5y + 4y + 8x = 2x + 8x – 5y + 4y
= 10x – y (a) 3(x + 2) = 3x + 6
(b) 11x – (–5y) – 14x – 2y = 11x + 5y – 14x – 2y (b) –5(x – 4y) = –5x + 20y
= 11x – 14x + 5y – 2y (c) –a(x + 2y) = –ax – a(2y)
= –3x + 3y = –ax – 2ay
(c) –9x – (–y) + (–3x) – 7y = –9x + y – 3x – 7y
= –9x – 3x + y – 7y Practise Now (Page 95)
= –12x – 6y (a) x + 7 + 3(x – 2) = x + 7 + 3x – 6
1 1 3 2 = x + 3x + 7 – 6
(d) x– x= x– x
2 3 6 6 = 4x + 1
1 (b) 3(x + 2) + 2(–2x + 1) = 3x + 6 – 4x + 2
= x
6
= 3x – 4x + 6 + 2
7 5 14 5
(e) y– y= y– y = –x + 8
4 8 8 8
(c) 2(–x – y) – (2x – y) = –2x – 2y – 2x + y
9
= y
8 = –2x – 2x – 2y + y
= – 4x – y
65
(d) –(x + 4y) – 2(3x – y) = –x – 4y – 6x + 2y Practise Now 6
= –x – 6x – 4y + 2y
x–3 2 x – 5 3( x – 3) 2(2 x – 5)
= –7x – 2y 1. (a) + = +
2 3 6 6
3( x – 3) 2(2 x – 5)
Practise Now 4 =
6
1. (a) 6(4x + y) + 2(x – y) = 24x + 6y + 2x – 2y 3 x – 9 4 x – 10
=
= 24x + 2x + 6y – 2y 6
= 26x + 4y 3 x 4 x – 9 – 10
=
6
(b) x – [y –3(2x – y)] = x – (y – 6x + 3y)
7 x – 19
= x – (–6x + y + 3y) =
6
= x – (–6x + 4y)
= x + 6x – 4y x–2 2x – 7 3( x – 2) 4(2 x – 7)
(b) – = –
4 3 12 12
= 7x – 4y
3( x – 2) – 4(2 x – 7)
(c) 7x – 2[3(x – 2) – 2(x – 5)] = 7x – 2(3x – 6 – 2x + 10) =
12
= 7x – 2(3x – 2x – 6 + 10)
3 x – 6 – 8 x 28
=
= 7x – 2(x + 4) 12
= 7x – 2x – 8 3 x – 8 x – 6 28
=
= 5x – 8 12
2. (i) Michael’s present age = (p + 5) years –5 x 22
=
(ii) Vishal’s present age = 3(p + 5) 12
= (3p + 15) years x –1 1 2 x – 3 4( x – 1) 6 3(2 x – 3)
2. (a) + – = + –
(iii) Sum of their ages in 6 years’ time 3 2 4 12 12 12
= p + p + 5 + 3p + 15 + 3 6 4( x – 1) 6 – 3(2 x – 3)
=
= p + p + 5 + 3p + 15 + 18 12
= p + p + 3p + 5 + 15 + 18 4x – 4 6 – 6x 9
=
= (5p + 38) years 12
(iv) Sum of their ages 3 years ago = p + p + 5 + 3p + 15 – 3 3 4x – 6x – 4 6 9
=
= p + p + 5 + 3p + 15 – 9 12
= p + p + 3p + 5 + 15 – 9 –2 x 11
=
= (5p + 11) years 12
x–4 2 x – 5 9(2 x ) x–4 3(2 x – 5)
Alternatively, (b) 2x + – = + –
9 3 9 9 9
Sum of their ages 3 years ago = 5p + 38 – 3 9
9(2 x ) x – 4 – 3(2 x – 5)
= 5p + 38 – 27 =
9
= (5p + 11) years
18 x x – 4 – 6 x 15
=
9
Practise Now 5 18 x x – 6 x – 4 15
=
9
1 1 2 1 1 1 1 2
(a)
2
x+ y– y– x = x–
4 5 3 2 3
x+
4
y– y
5 13 x 11
=
9
3 2 5 8
= x– x+ y– y
6 6 20 20
1 3 Practise Now 7
= x– y
6 20 (a) –10x + 25 = –5(2x – 5)
1 1 (b) 18a – 54ay + 36az = 9a(2 – 6y + 4z)
(b) [–y – 3(16x – 3y)] = (–y – 48x + 9y)
8 8
1 Exercise 4A
= (–y + 9y – 48x)
8
1 1. (a) ab + 5y (b) f 3 – 3
= (8y – 48x)
8 2w
(c) 6kq (d)
= y – 6x 3 xy
2p
(e) 3x – 4 z (f)
5q
66
2. (a) 4x – 7y = 4(6) – 7(–4) (d) 6x – 20y + 7z – 8x + 25y – 11z
= 24 + 28 = 6x – 8x – 20y + 25y + 7z – 11z
= 52 = –2x + 5y – 4z
5x 5(6) 5. (a) Required answer = 2x + 4y + (–5y)
(b)
3y
+x=
3(– 4)
+6 = 2x + 4y – 5y
30 = 2x – y
= +6
–12 (b) Required answer = –b – 4a + 7b – 6a
1 = – 4a – 6a – b + 7b
= –2 + 6
2 = –10a + 6b
1 (c) Required answer = 6d – 4c + (–7c + 6d)
=3
2 = 6d – 4c – 7c + 6d
(c) 2x2 – y3 = 2(6)2 – (– 4)3 = – 4c – 7c + 6d + 6d
= 72 – (–64) = –11c + 12d
= 72 + 64 (d) Required answer = 3pq – 6hk + (–3qp + 14kh)
= 136 = 3pq – 6hk – 3qp + 14kh
x 6 = 3pq – 3qp – 6hk + 14kh
(d) 3x + – y2 = 3(6) + – (– 4)2
y –4 = 8hk
1 6. (a) (a + b)2 – 3 3 xy
= 18 – 1 – 16
2
(b) Total value = (20x + 500y) cents
1
= 16
2
– 16 3a – b 3a – c 3(3) – (– 4) 3(3) – (–2)
7. (a) + = +
2c c–b 2(–2) –2 – (– 4)
1
=
2 9 4 9 2
= +
–4 –2 4
3. (a) a(3c – b) = 3[3(6) – (–5)]
13 11
= 3(18 + 5) = +
–4 2
= 3(23)
1 1
= 69 = –3 + 5
4 2
(b) ab2 – ac = 3(–5)2 – 3(6)
1
=2
= 3(25) – 18 4
= 75 – 18 2c – a 5a 4 c 2(–2) – 3 5(3) 4(–2)
(b) – = –
= 57 3c b c–a 3(–2) (– 4) –2 – 3
b c –5 6 –4 – 3 15 – 8
(c) – = – = –
a b 3 –5 –6 – 4 –5
2 1 7 7
= –1 + 1 = –
3 5 –10 –5
7 7 2
=– = +1
15 10 5
b c a c –5 6 3+ 6 1
(d) + = + =2
a b 3 −5 10
1 9 a b 2c 5c 3 (– 4) 2(–2) 5(–2)
= +
3 –5 (c)
3c – a – b
–
4b
=
3(–2) – 3 – (– 4)
–
4(– 4)
1 4 3– 4 – 4 –10
= –1
3 5 =
–6 – 3 4
–
–16
7 –5 5
= –1
15 =
–5
–
8
4. (a) 5x + 22 – 6x – 23 = 5x – 6x + 22 – 23 5
=1–
= –x – 1 8
(b) x + 3y + 6x + 4y = x + 6x + 3y + 4y 3
=
= 7x + 7y 8
(c) 6xy + 13x – 2yx – 5x = 6xy – 2yx + 13x – 5x
= 4xy + 8x
67
11. (i) Raj’s age 5 years later = (12m + 5) years
b–c  bc ac 
(d) ÷  +
3c 4 b  a b  (ii) Present age of Raj’s son = 12m – 9m
= 3m years
– 4 – (–2)  (– 4)(–2) 3(–2) 
÷  + Age of Raj’s son 5 years later = (3m + 5) years
=
3(–2) 4(– 4)  3 – 4 
Sum of their ages in 5 years’ time = 12m + 5 + 3m + 5
–4 2  8 –6  = 12m + 3m + 5 + 5
= ÷  3 + –4 
–6 – 16   = (15m + 10) years
–2 2 1 12.
= ÷  2 + 1 
–22  3 2 = 8 $w + 7 $m + $(3w + 5m)
1 1 = $8w + $7m + $(3w + 5m)
= ÷4
11 6 = $(8w + 3w + 7m + 5m)
6 = $(11w + 12m)
=
275 5
13. (a) Number of people who order plain prata = a
8. (a) 15x + (–7y) + (–18x) + 4y = 15x – 7y – 18x + 4y 2
= 15x – 18x – 7y + 4y 2
(b) Number of people who order egg prata = b
= –3x – 3y 5
(b) –3x + (–5y) – (–10y) – 7x = –3x – 5y + 10y – 7x 2
(c) Number of people who order egg prata = c
= –3x – 7x – 5y + 10y 7
= –10x + 5y
(c) 9x – (–2y) – 8x – (–12y) = 9x + 2y – 8x + 12y Exercise 4B
= 9x – 8x + 2y + 12y 1. (a) –(x + 5) = –x – 5
= x + 14y (b) –(4 – x) = – 4 + x
(d) –7x – (–15y) – (–2x) + (–6y) = –7x + 15y + 2x – 6y (c) 2(3y + 7) = 6y + 14
= –7x + 2x + 15y – 6y (d) 8(2y – 5) = 16y – 40
= –5x + 9y (e) 8(3a – 4b) = 24a – 32b
1 1 3 4 (f) –3(c + 6) = –3c – 18
9. (a) x+ x = x+ x
4 3 12 12 (g) – 4(d – 6) = – 4d + 24
7 (h) 2a(x – y) = 2ax – 2ay
= x
12 2. (a) 5(a + 2b) – 3b = 5a + 10b – 3b
2 1 6 5
(b) y– y = y– y = 5a + 7b
5 3 15 15
(b) 7(p + 10q) + 2(6p + 7q) = 7p + 70q + 12p + 14q
1
= y = 7p + 12p + 70q + 14q
15
= 19p + 84q
3 3 15 21
(c) – a+ a =– a+ a
7 5 35 35 (c) a + 3b – (5a – 4b) = a + 3b – 5a + 4b
6 = a – 5a + 3b + 4b
= a
35 = – 4a + 7b
9 4 27 16 (d) x + 3(2x – 3y + z) + 7z = x + 6x – 9y + 3z + 7z
(d) b– b= b– b
4 3 12 12 = 7x – 9y + 10z
11 3. Present age of Khairul’s uncle = 4(x + 5)
= b
12 = (4x + 20) years
10. (i) 3p + (–q) – 7r – (–8p) – q + 2r = 3p – q – 7r + 8p – q + 2r 4. Total cost = 4x + 6(x – y)
= 3p + 8p – q – q – 7r + 2r = 4x + 6x – 6y
= 11p – 2q – 5r = (10x – 6y) cents
1 5. Total cost of skirts Devi bought
(ii) When p = 2, q = –1 , r = –5,
2 = 7 $x + n $12 + (2n + 1) $15 + 4 $3x
 1
11p – 2q – 5r = 11(2) – 2  –1  – 5(–5) = $7x + $12n + $15(2n + 1) + $12x
 2
= $7x + $12n + $(30n + 15) + $12x
= 22 + 3 + 25
= $(7x + 12n + 30n + 15 + 12x)
= 25 + 25
= $(7x + 12x + 12n + 30n + 15)
= 50
= $(19x + 42n + 15)
6. (a) 4u – 3(2u – 5v) = 4u – 6u + 15v
= –2u + 15v
68
(b) –2a – 3(a – b) = –2a – 3a + 3b 9. Average monthly salary of the female employees
= –5a + 3b  2000( m + f ) – m (b + 200) 
=$ f 
(c) 7m – 2n – 2(3n – 2m) = 7m – 2n – 6n + 4m 
= 7m + 4m – 2n – 6n  2000 m + 2000 f – mb – 200 m 
= 11m – 8n = $  f 
(d) 5(2x + 4) – 3(– 6 – x) = 10x + 20 + 18 + 3x  2000 m – 200 m – mb + 2000 f 
= 10x + 3x + 20 + 18 = $  f 
 1800 m – mb + 2000 f 
= 13x + 38
(e) – 4(a – 3b) – 5(a – 3b) = – 4a + 12b – 5a + 15b = $  f 
= – 4a – 5a + 12b + 15b
= –9a + 27b
(f) 5(3p – 2q) – 2(3p + 2q) = 15p – 10q – 6p – 4q Exercise 4C
= 15p – 6p – 10q – 4q
1 1 1 1 1 1 1 1
= 9p – 14q 1. (a) x+ y– x– y = x– x+ y– y
4 5 6 10 4 6 5 10
(g) x + y – 2(3x – 4y + 3) = x + y – 6x + 8y – 6
3 2 2 1
= x– x+ y– y
= x – 6x + y + 8y – 6 12 12 10 10
= –5x + 9y – 6 1 1
= x+ y
(h) 3(p – 2q) – 4(2p – 3q – 5) = 3p – 6q – 8p + 12q + 20 12 10
= 3p – 8p – 6q + 12q + 20 2 1 3 2 1 3
(b) a – b + 2a – b = a + 2a – b – b
= –5p + 6q + 20 3 7 5 3 7 5
(i) 9(2a + 4b – 7c) – 4(b – c) – 7(–c – 4b) 2 6 5 21
= a+ a– b– b
= 18a + 36b – 63c – 4b + 4c + 7c + 28b 3 3 35 35
= 18a + 36b – 4b + 28b – 63c + 4c + 7c 8 26
= a– b
= 18a + 60b – 52c 3 35
(j) – 4[5(2x + 3y) – 4(x + 2y)] = – 4(10x + 15y – 4x – 8y) 5 3 7 4 5 7 3 4
(c) c+ d– c– d = c– c+ d– d
9 4 8 3 9 8 4 3
= – 4(10x – 4x + 15y – 8y)
40 63 9 16
= – 4(6x + 7y) = c– c+ d– d
72 72 12 12
= –24x – 28y
23 7
7. (a) Required answer = 2x – 5 – (–6x – 3) =– c– d
72 12
= 2x – 5 + 6x + 3
5 9 1 28 5
(d) 2f – h + k – f – k+ h
= 2x + 6x – 5 + 3 3 4 2 5 4
= 8x – 2 1 5 5 9 28
= 2f – f – h + h + k – k
(b) Required answer = 10x – 2y + z – (6x – y + 5z) 2 3 4 4 5
= 10x – 2y + z – 6x + y – 5z 4 1 20 15 45 112
= f– f– h+ h+ k– k
= 10x – 6x – 2y + y + z – 5z 2 2 12 12 20 20
= 4x – y – 4z 3 5 67
= f– h– k
(c) Required answer = – 4p – 4q + 15sr – (8p + 9q – 5rs) 2 12 20
 3 3 
= – 4p – 4q + 15sr – 8p – 9q + 5rs 2. (a) 5a + 4b – 3c –  2 a – b + c 
= – 4p – 8p – 4q – 9q + 15sr + 5rs  2 2 
= –12p – 13q + 20rs 3 3
= 5a + 4b – 3c – 2a + b – c
2 2
(d) Required answer = 10a – b – 4c – 8d – (8a – 3b + 5c – 4d)
3 3
= 10a – b – 4c – 8d – 8a + 3b – 5c + 4d = 5a – 2a + 4b + b – 3c – c
2 2
= 10a – 8a – b + 3b – 4c – 5c – 8d + 4d
8 3 6 3
= 3a + b + b – c – c
2 2 2 2
= 2a + 2b – 9c – 4d
11 9
8. (a) –2{3a – 4[a – (2 + a)]} = –2[3a – 4(a – 2 – a)]
= 3a + b– c
= –2[3a – 4(–2)] 2 2
= –2(3a + 8) 1 1
(b) [2x + 2(x – 3)] = (2x + 2x – 6)
= –6a – 16 2 2
(b) 5{3c – [d – 2(c + d)]} = 5[3c – (d – 2c – 2d)] 1
= (4x – 6)
= 5[3c – (–2c – d)] 2
= 5(3c + 2c + d) = 2x – 3
= 5(5c + d)
= 25c + 5d
69
2 2 3y – 1 2 y – 3 3(3 y – 1) 2(2 y – 3)
(c) [12p – (5 + 2p)] = (12p – 5 – 2p) (f) – = –
5 5 4 6 12 12
2 3(3 y – 1) – 2(2 y – 3)
= (12p – 2p – 5) =
5 12
2 9y – 3 – 4y 6
= (10p – 5) =
5 12
= 4p – 2 9y – 4y – 3 6
=
1 1 12
(d) [8x + 10 – 6(1 – 4x)] = (8x + 10 – 6 + 24x)
2 2 5y 3
=
1 12
= (8x + 24x + 10 – 6)
2 a–2 a 7 2( a – 2) a 7
(g) – = –
1 4 8 8 8
= (32x + 4)
2 2( a – 2) – ( a 7)
=
= 16x + 2 8
x 2x 5x 4x 2a – 4 – a – 7
3. (a) + = + =
2 5 10 10 8
9 2a – a – 4 – 7
= x =
10 8
a a 4a 3a a – 11
(b) – = – =
3 4 12 12 8
1 3 p – 2q 4 p – 5q 4(3 p – 2 q ) 3(4 p – 5 q )
= a (h) – = –
12 3 4 12 12
2h h 1 10 h 7( h 1) 4(3 p – 2 q ) – 3(4 p – 5 q )
(c) + = + =
7 5 35 35 12
10 h 7( h 1) 12 p – 8 q – 12 p 15 q
= =
35 12
10 h 7 h 7 12 p – 12 p – 8 q 15 q
= =
35 12
17 h 7 7
= = q
35 12
3x x 2 3x 2( x 2) 4. (a) 12x – 9 = 3(4x – 3)
(d) – = –
8 4 8 8 (b) –25y – 35 = –5(5y + 7)
3 x – 2( x 2) (c) 27b – 36by = 9b(3 – 4y)
=
8 (d) 8ax + 12a – 4az = 4a(2x + 3 – z)
3x – 2 x – 4 (e) 4m – 6my – 18mz = 2m(2 – 3y – 9z)
=
8 2
5. (a) y – (9x – 3y) = y – 2(3x – y)
x–4 3
=
8 = y – 6x + 2y
4x 1 3x – 1 2(4 x 1) 5(3 x – 1) = – 6x + y + 2y
(e) + = +
5 2 10 10 = – 6x + 3y
2(4 x 1) 5(3 x – 1) 1
= (b) – {6(p + q) – 3[p – 2(p – 3q)]}
10 3
8 x 2 15 x – 5 1
= = – [6(p + q) – 3(p – 2p + 6q)]
10 3
8 x 15 x 2 – 5 1
= = – [6(p + q) – 3(–p + 6q)]
10 3
23 x – 3 1
= = – (6p + 6q + 3p – 18q)
10 3
1
= – (6p + 3p + 6q – 18q)
3
1
= – (9p – 12q)
3
= –3p + 4q
70
7( x 3) 5(2 x – 5) 21( x 3) 10(2 x – 5) 2( x 3) 1 3x – 4 8( x 3) 10 5(3 x – 4)
(f) – + = – +
6. (a)
2
+
3
=
6
+
6 5 2 4 20 20 20
21( x 3) 10(2 x – 5) 8( x 3) – 10 5(3 x – 4)
=
=
6 20
21x 63 20 x – 50 8 x 24 – 10 15 x – 20
=
=
6 20
21x 20 x 63 – 50 8 x 15 x 24 – 10 – 20
=
=
6 20
41x 13 23 x – 6
=
=
6 20
3x – 4 3( x – 1) 2(3 x – 4) 15( x – 1) a 1 a 3 5a – 2
(g) – –
(b)
5
–
2
=
10
–
10 2 3 4
2(3 x – 4) – 15( x – 1) 6( a 1) 4( a 3) 3(5 a – 2)
= – –
=
10 12 12 12
6 x – 8 – 15 x 15 6( a 1) – 4( a 3) – 3(5 a – 2)
=
=
10 12
6 x – 15 x – 8 15 6 a 6 – 4 a – 12 – 15 a 6
=
=
10 12
–9 x 7 6 a – 4 a – 15 a 6 – 12 6
=
=
10 12
3( z – 2) 4(2 z – 3) 15( z – 2) 16(2 z – 3) 13
=– a
(c)
4
–
5
=
20
–
20 12
15( z – 2) – 16(2 z – 3) x 1 x 3 5x – 1 3( x 1) 2( x 3) 5x – 1
(h) + – = + –
=
20 2 3 6 6 6 6
15 z – 30 – 32 z 48 3( x 1) 2( x 3) – (5 x – 1)
=
=
20 6
15 z – 32 z – 30 48 3x 3 2 x 6 – 5 x 1
=
=
20 6
–17 z 18 3x 2 x – 5 x 3 6 1
=
=
20 6
2( p – 4 q ) 3(2 p q ) 4( p – 4 q ) 9(2 p q ) 10
=
(d)
3
–
2
=
6
–
6 6
4( p – 4 q ) – 9(2 p q ) 5
=
=
6 3
4 p – 16 q – 18 p – 9 q 2
=1
=
6 3
4 p – 18 p – 16 q – 9 q 2( a – b ) 2 a 3b a b
(i) – +
=
6 7 14 2
–14 p – 25 q 4( a – b ) 2 a 3b 7( a b )
= – +
=
6 14 14 14
2b 3( a – 2 b ) 10 b 9( a – 2 b ) 4( a – b ) – (2 a 3b ) 7( a b )
=
(e) –
3
–
5
=–
15
–
15 14
–10 b – 9( a – 2 b ) 4 a – 4 b – 2 a – 3b 7 a 7 b
=
=
15 14
–10 b – 9 a 18 b 4 a – 2 a 7 a – 4 b – 3b 7 b
=
=
15 14
9
–9 a – 10 b 18 b = a
= 14
15
x 3 5(3 x 4) 2( x 3) 5(3 x 4) 6
–9 a 8 b (j) + +1 = + +
= 3 6 6 6 6
15
2( x 3) 5(3 x 4) 6
=
6
2 x 6 15 x 20 6
=
6
2 x 15 x 6 20 6
=
6
17 x 32
=
6
71
7. (a) –39b2 – 13ab = –13b(3b + a) x–y 3( y 4 z ) 5( x 3z )
(d) 4 – – +
(b) 5x + 10x(b + c) = 5x[1 + 2(b + c)] 3 4 8
= 5x(1 + 2b + 2c) 96 8( x – y ) 18( y z ) 15( x 3z )
= – – +
(c) 3xy – 6x(y – z) = 3x[y – 2(y – z)] 24 24 24 24
= 3x(y – 2y + 2z) 96 – 8( x – y ) – 18( y z ) 15( x 3z )
=
= 3x(–y + 2z)
24
96 – 8 x 8 y – 18 y – 18 z 15 x 45 z
(d) 2x(7 + y) – 14x(y + 2) = 2x[7 + y – 7(y + 2)] =
24
= 2x(7 + y – 7y – 14)
96 – 8 x 15 x 8 y – 18 y – 18 z 45 z
= 2x(y – 7y + 7 – 14) =
24
= 2x(–6y – 7)
96 7 x – 10 y 27 z
=
(e) –3a (2 + b) + 18a(b – 1) = 3a[–(2 + b) + 6(b – 1)] 24
= 3a(–2 – b + 6b – 6)
= 3a(–b + 6b – 2 – 6) Review Exercise 4
= 3a(5b – 8)
1. (a) 4a + 5b = 4(–2) + 5(7)
(f) – 4y(x – 2) – 12y(3 – x) = 4y[–(x – 2) – 3(3 – x)]
= –8 + 35
= 4y(–x + 2 – 9 + 3x)
= 27
= 4y(–x + 3x + 2 – 9)
(b) 2a2 = 2(–2)2
= 4y(2x – 7)
=8
5( p – q ) 2q – p 2( p q )
8. (a) – – (c) (2a)2 = [2(–2)]2
2 14 7
35( p – q ) 2q – p 4( p q ) = (– 4)2
= – –
14 14 14 = 16
35( p – q ) – (2 q – p ) – 4( p q ) (d) a(b – a) = (–2)[7 – (–2)]
=
14 = (–2)(7 + 2)
35 p – 35 q – 2 q p – 4 p – 4 q = (–2)(9)
=
14 = –18
35 p p – 4 p – 35 q – 2 q – 4 q (e) b – a2 = 7 – (–2)2
=
14 =7–4
= 32 p – 41 q =3
14 (f) (b – a)2 = [7 – (–2)]2
2a b  3( a – 3b ) 4( a + 2 b ) 
– = (7 + 2)2
(b) –
3
– 
 2 5 
= 92
2a b 3( a – 3b ) 4( a 2 b )
=– – + = 81
3 2 5
3 x – 5 y 2 – 2 xyz 3(3) – 5(– 4)2 – 2(3)(– 4)(2)
10(2 a b ) 45( a – 3b ) 24( a 2 b ) 2. =
=– – + x y 2
3 (– 4)2
30 30 30 – –
y z –4 2
–10(2 a b ) – 45( a – 3b ) 24( a 2 b )
=
30 9 – 80 48
=
3 16
–20 a – 10 b – 45 a 135 b 24 a 48 b – –
= 4 2
30
–23
–20 a – 45 a 24 a – 10 b 135 b 48 b =
= 3 32
30 – –
4 4
– 41a 173b
=
30 –23
=
35
3( f – h ) 7( h k ) 5( k – f ) –
(c) – + 4
4 6 2
22
9( f – h ) 14( h k ) 30( k – f ) =2
= – + 35
12 12 12
3. (a) 3ab – 5xy + 4ab + 2yx = 3ab + 4ab – 5xy + 2yx
9( f – h ) – 14( h k ) 30( k – f )
= = 7ab – 3xy
12
(b) 4(3p – 5q) + 6(2q – 5p) = 12p – 20q + 12q – 30p
9 f – 9 h − 14 h – 14 k + 30 k – 30 f
=
12 = 12p – 30p – 20q + 12q
9 f – 30 f – 9 h – 14 h – 14 k 30 k = –18p – 8q
=
12
–21 f – 23h 16 k
=
12
72
(c) 2a + 3[a – (b – a)] + 7(2b – a) = 2a + 3(a – b + a) + 7(2b – a) h f f k 4h – k
(d) – +
= 2a + 3(a + a – b) + 7(2b – a) 3 2 5
= 2a + 3(2a – b) + 7(2b – a) 10( h f ) 15( f k ) 6(4 h – k )
= – +
= 2a + 6a – 3b + 14b – 7a 30 30 30
= 2a + 6a – 7a – 3b + 14b 10( h f ) – 15( f k ) 6(4 h – k )
=
= a + 11b 30
(d) –2[3x – (4x – 5y) – 2(3x – 4y)] = –2(3x – 4x + 5y – 6x + 8y) 10 h 10 f – 15 f – 15 k 24 h – 6 k
=
30
= –2(3x – 4x – 6x + 5y + 8y)
10 f – 15 f 10 h 24 h – 15 k – 6 k
= –2(–7x + 13y) =
30
= 14x – 26y
–5 f 34 h – 21k
(e) 4{h – 3[ f – 6( f – h)]} = 4[h – 3( f – 6f + 6h)] =
30
= 4[h – 3(–5f + 6h)]
4 p – 3q q – 4p
(e) 3q – –
= 4(h + 15f – 18h) 5 6
= 4(15f + h – 18h) 90 q 6(4 p – 3q ) 5( q – 4 p )
= – –
= 4(15f – 17h) 30 30 30
= 60f – 68h 90 q – 6(4 p – 3q ) – 5( q – 4 p )
=
(f) 5(x + 5y) – {2x – [3x – 3(x – 2y) + y]} 30
= 5(x + 5y) – [2x – (3x – 3x + 6y + y)] 90 q – 24 p 18 q – 5 q 20 p
=
= 5(x + 5y) – (2x – 7y) 30
= 5x + 25y – 2x + 7y –24 p 20 p 90 q 18 q – 5 q
=
= 5x – 2x + 25y + 7y 30
= 3x + 32y – 4 p 103q
=
30
2x 5–x 8x 3(5 – x )
4. (a)
3
+
4
=
12
+
12 4( x – 5)  5( x – y ) 7 x – y 
(f) –  +
7  6 21 
8 x 3(5 – x )
=
12 4( x – 5) 5( x – y ) 7x – y
= – –
7 6 21
8 x 15 – 3 x
=
12 24( x – 5) 35( x – y ) 2(7 x – y )
= – –
42 42 42
8 x – 3 x 15
=
12 24( x – 5) – 35( x – y ) – 2(7 x – y )
=
42
5 x 15
=
12 24 x – 120 – 35 x 35 y – 14 x 2 y
=
42
x–y 3x – 2 y 3( x – y ) 2(3 x – 2 y )
(b)
8
–
12
=
24
–
24 24 x – 35 x – 14 x 35 y 2 y – 120
=
42
3( x – y ) – 2(3 x – 2 y )
=
24 –25 x 37 y – 120
=
42
3x – 3y – 6 x 4 y
= 5. (a) 21pq + 14q – 28qr = 7q(3p + 2 – 4r)
24
(b) 4x – 8(y – 2z) = 4[x – 2(y – 2z)]
3x – 6 x – 3y 4 y
=
24 = 4(x – 2y + 4z)
−3 x + y 6. (a) Total value of 5-cent coins = 5x cents
=
24 (b) Total value of 10-cent coins = (3x 10) cents
4(2 a – b ) 2(3a b ) 20(2 a – b ) 6(3a b ) = 30x cents
(c) – = –
3 5 15 15 3
(c) Number of 10-cent coins = x
20(2 a – b ) − 6(3a + b ) 7
=
15  3 
Total value of coins =  5 x + 7 x × 10  cents
40 a – 20 b – 18 a – 6 b
=
15  30 
=  5 x + 7 x  cents
40 a – 18 a – 20 b – 6 b
=
15  35 30 
=  7 x + 7 x  cents
22 a – 26 b
=
15 65
= x cents
7
73
x
7. Distance Farhan can cycle in 1 minute = 3. Let the two numbers be xy and xz , where y + z = 10.
3 60
xy = 10x + y
x
= km xz = 10x + z
180
xy xz = (10x + y)(10x + z)
xy
Distance Farhan can cycle in y minutes = km
180 = 10x(10x + z) + y(10x + z)
8. (a) Required difference = 3y 60 – 25y = 100x2 + 10xz + 10xy + yz
= 180y – 25y = 100x2 + 10x(y + z) + yz
= 155y seconds = 100x2 + 10x(10) + yz
(b) Required sum = 50(3z – 2) 60 + 4(z + 1) 3600 = 100x2 + 100x + yz
= 3000(3z – 2) + 14 400(z + 1) = 100x(x + 1) + yz
= 9000z – 6000 + 14 400z + 14 400
= 9000z + 14 400z – 6000 + 14 400
= (23 400z + 8400) seconds
9. (i) Total amount Shirley earned = $[(25 – 5) x + 5 1.5x]
= $(20 x + 5 1.5x)
= $(20x + 7.5x)
= $27.5x
Total amount Kate earned = $[(18 – 4) y + 4 1.5y]
= $(14 y + 4 1.5y)
= $(14y + 6y)
= $20y
Total amount they earned = $(27.5x + 20y)
(ii) Amount Kate was paid per hour = $5.50 + $0.50
= $6
Total amount they earned = $[27.5(5.5) + 20(6)]
= $(151.25 + 120)
= $271.25
10. (i)
= p – 3q + 13 + 3p + 5q – 4
= p + 3p – 3q + 5q + 13 – 4
= (4p + 2q + 9) marks
(ii) Score obtained by Michael in the third paper
= 10p + 5q – (4p + 2q + 9)
= 10p + 5q – 4p – 2q – 9
= 10p – 4p + 5q – 2q – 9
= (6p + 3q – 9) marks
(iii) 6p + 3q – 9 = 3(2p + q – 3)
Challenge Yourself
1. Let the number of heads up in the pile of 5 be x.
Then the number of tails up in the pile of 5 is 5 – x,
the number of heads up in the pile of 7 is 5 – x.
the number of heads up in that pile is 5 – x.

Hence, both piles now have the same number of heads up. (shown)
2. The only possible set of values is {x = 2, y = 3, z = 6}.
Proofs
1 1 1
If x = 2 and y ! 4, then z ! 5 and + + < 1.
x y z
1 1 1
If x ! 3, then y, z > 3 and + + < 1.
x y z
74
Revision Exercise A1 628
6. Average speed =
6.8 60
630
1. (a) 42 = 2 3 7
m/s
66 = 2 3 11 7 60
78 = 2 3 13 a 2 bd 12 (2)(–3)
7. (a) =
HCF of 42, 66 and 78 = 2 3 3ac – d 3(1)(0) – (–3)
=6 –6
=
(b) 7 = 7 0 3
13 = 13 –6
=
14 = 2 7 3
LCM of 7, 13 and 14 = 2 7 13 = –2
= 182 bc d2 2(0) (–3)2
(b) =
2. (i) Greatest whole number which is a factor of both 405 and 1960 a b 1 2
= HCF of 405 and 1960 0 9
=
3
=5
9
(ii) Smallest whole number that is divisible by both 405 and 1960 =
3
= LCM of 405 and 1960
=3
= 23 34 5 72
(c) a2 + b2 – c2 + d2 = 12 + 22 – 02 + (–3)2
= 158 760
=1+4–0+9
3. (i) 105 = 3 5 7
= 14
126 = 2 32 7
(d) –a – b + c – d = –13 – 23 + 03 – (–3)3
3 3 3 3
HCF of 105 and 126 = 3 7

= –1 – 8 + 0 – (–27)
= 21
= –9 + 0 – (–27)
Greatest number of students that the refreshment can cater to
= –9 – (–27)
= 21
= –9 + 27
(ii) Number of bags of crisps each student will receive = 105 ÷ 21
= 18
=5
8. Cost of a pear = (a + b) cents
(iii) Number of packets of fruit juice each student will receive
 10 a 12( a + b ) 
= 126 ÷ 21 Total cost = $  +
 100 100 
=6
4. (i) Pairs of cards that have a sum of 4 = {–2, 6}, {–1, 5}, {1, 3}  10 a + 12( a + b ) 
=$
 100 
(ii) Pairs of cards that have a product of 2 = {–2, –1}, {1, 2}
(iii) Groups of three cards that have a sum of 10  10 a + 12 a + 12 b 
= $ 
 100
= {–1, 5, 6}, {1, 3, 6}, {1, 4, 5}, {2, 3, 5}
5. (a) 101 80.7 100 81  22 a + 12 b 
= $ 
 100
= 100 9
= 900  2(11a + 6 b ) 
=$
 100 
(b) 3
26 502 ÷ 49 27 500 ÷ 50
3
= 3 500 ÷ 50 = $  11a + 6 b 
 50 
= 1500 ÷ 50
= 30
(c) 65 3
63 ÷ 17 64 3
64 ÷ 16
= 8 4 ÷ 16
= 32 ÷ 16
=2
75
Revision Exercise A2 6. Number of buttons in Box B after Kate transfers 15 buttons from
Box A to Box B
1. (a) 54 = 2 33
= 35 + 15
126 = 2 32 7
= 50
342 = 2 32 19
Number of buttons in Box A after Kate transfers 15 buttons from
HCF of 54, 126 and 342 = 2 32
Box A to Box B
= 18
5
(b) 16 = 24 = 50 ÷
7
28 = 22 7 7
= 10
50
44 = 22 11 51
68 = 22 17 = 70
LCM of 16, 18, 44 and 68 = 24 7 11 17 Initial number of buttons in Box A = 70 + 15
= 20 944 = 85
10 2
2. (a) 9216 = 2 3 1 9
7. (i) Area of carpet = 4 2
– 9216 = – 210 32 10 10
= –(25 3) (4 3) m2
= –96 (ii) Cost of carpet 4 3 $89.75
(b) 8000 = 26 53 $(4 3 90)
8000 = 2 5
3 6 3 8. Required answer = –8x + 9 + 15 – 4x – (–7x + 4 + 5x + 7)
3
= –8x + 9 + 15 – 4x – (–7x + 5x + 4 + 7)
= 22 5
= –8x + 9 + 15 – 4x – (–2x + 11)
= 20
= –8x + 9 + 15 – 4x + 2x – 11
3. 1764 = 2 3 72
2 2
= –8x – 4x + 2x + 9 + 15 – 11
36 = 22 32
= –10x + 13
8820 = 22 32 5 72
Value of p = 22 32 5
= 180
4. (i) Temperature of town at 6 p.m. = – 6 °C + 8° C – 4 °C
= –2 °C
(ii) Overall increase = –2 °C – (– 6 °C)
= –2 °C + 6 °C
= 4 °C
2  1  4 2 1 4
5. (a) – –3 +  –  = +3 –
3  20   5 3 20 5
2 61 4
= + –
3 20 5
40 183 48
= + –
60 60 60
40 183 – 48
=
60
175
=
60
35
=
12
11
=2
12
(b) (i) [– 4.749 – 6.558 (–2.094)3] ÷ 3
–1.999
= – 44.030 (to 3 d.p.)
2
  1  8  5  
(ii)    – 3 × – – (–0.375)3   [– ÷ (–6.5)]
 3  33  6
  
= 0.313 (to 3 d.p.)
76
Chapter 5 Linear Equations and Simple Inequalities
TEACHING NOTES
Suggested Approach
Since many Secondary 1 students are still in the concrete operational stage (according to Piaget), teaching students
how to solve linear equations in one variable with the use of algebra discs on a balance can help them to learn
the concepts more easily. However, there is still a need to guide students to move from the ‘concrete’ to the
‘abstract’, partly because they cannot use this approach in examinations, and partly because they cannot use this
approach to solve linear equations which consist of algebraic terms that have large or fractional coefficients (see
Section 5.1). After students learn how to solve linear equations, they will learn how to evaluate an unknown in a formula
and formulate linear equations to solve problems in real-world contexts. Since the concept of inequality is harder than that of
equation, students only learn how to solve inequalities towards the end of this chapter.
Section 5.1: Linear Equations

Students have learnt how to complete mathematical sentences such as 7 + = 13 in primary school. Teachers
can introduce equations by telling students that when we replace with x, we have 7 + x = 13, which is an
equation. Teachers should illustrate the meaning of ‘solving an equation’ using appropriate examples. Students
should know the difference between linear expressions and linear equations.
Teachers can use the ‘Balance Method’ to show how to solve linear equations which do not involve any brackets
before illustrating how to solve those which involve brackets. As this approach cannot be used to solve linear
equations which consist of algebraic terms that have large or fractional coefficients, so there is a need to help
students consolidate what they have learnt in Worked Examples 1, 2 and 3. The thinking time on page 115
of the textbook reinforces students’ understanding of the concept of equation. For example, since x + 3 = 6,
2x + 3 = 9 and 10x – 4 = 5x + 11 are equivalent equations that can be obtained from x = 3, then the value of x in
each of the equations is 3.
Section 5.2: Formulae

Teachers can use simple formulae such as A = lb, where A, l and b are the area, the length and the breadth of
the rectangle respectively, to let students understand that a formula makes use of variables to write instructions
for performing a calculation. Teachers may get students to provide examples of formulae which they have
encountered in mathematics and the sciences.
Section 5.3: Applications of Linear Equations in Real-World Contexts

Teachers should illustrate how a word problem is solved using the model method before showing how the same
problem can be solved using the algebraic method. Students should observe how the algebraic method is linked
to the model method. Also, students should be aware why they need to learn the algebraic method. In this section,
students are given ample opportunities to formulate linear equations to solve problems in real-world contexts.
Section 5.4: Simple Inequalities

In the investigation on page 126 of the textbook, students are required to work with numerical examples before
generalising the conclusions for some properties of inequalities. In Secondary 1, students only need to know how
to solve linear inequalities of the form ax ! b, ax " b, ax < b and ax > b, where a and b are integers and a > 0.
Teachers should get students to formulate inequalities based on real-world contexts (see the journal writing on
page 128 of the textbook).
77
Journal Writing (Page 113)
1. To solve an equation in x x
x
2.
5x !
ax = b a b
b x
x=
a
Teachers may wish to point out common mistakes that students
may make in solving a linear equation in order to extract their
understanding of the process.
Thinking Time (Page 115) 30x "

y = –1: x
y = –1 Teachers may wish to note that the list is not exhaustive.
y+1=0
y – 1= –2 Practise Now (Page 110)
3y + 8 = 5
(a) x+3 =7
y – 1 = –3
x+3–3 =7–3
y – 1 = –3
x
y + 2 = 13y + 5
(b) x–7 =6
y y – 1)
x–7+7 =6+7
x = 13
Investigation (Properties of Inequalities)
(c) x+3 = –7
1. Is the x+3–3 = –7 – 3
inequality x = –10
Cases Working Inequality Conclusion
sign
reversed?
(d) x–2 = –3
x–2+2 = –3 + 2
LHS = 10 5 50 > 30 No x>y
by a positive = 50 c
x = –1
RHS = 6 5 cx > cy
= 30 Practise Now (Page 111)
10 > 6 (a) 2x – 5 = 5
Division by LHS = 10 ÷ 5 No x>y 2x – 5 + 5 = 5 + 5
a positive =2 c 2x = 10
x y
> x =5
RHS = 6 ÷ 5 c c
(b) 3x
10 > 6 3x
Table 5.3 3x = 3
2. ! x =1
x ! y: (c) –3x
–3x
x y
x!y c cx ! cy !
c c –3x = 6
x < y: 3x = –6
x y x = –2
x<y c cx < cy <
c c (d) –5x – 2 = 13
x " y: –5x – 2 + 2 = 13 + 2
x y –5x = 15
x"y c cx " cy "
c c 5x = –15
x = –3
78
Practise Now (Page 112) (d) x x + 5)
–6x + 8 = 8x + 20
(a) 3x x – 10
–6x – 8x + 8 = 8x – 8x + 20
3x – x x – x – 10
x+8 = 20
2x
x+8–8 = 20 – 8
2x
x = 12
2x
x = –12
x = –7
6
(b) x–2=x+7 x =–
7
x–x–2=x–x+7
3x – 2 = 7
Practise Now 1
3x – 2 + 2 = 7 + 2
3x 1. (a) x
x=3 x
(c) 3x – 2 = –x x = –5
3x + x – 2 = –x + x (b) 3x
x 3x
x 3x = 6
x = 16 3x 6
=
x 3 3
(d) –2x – 5 = 5x – 12 x =2
–2x – 5x – 5 = 5x – 5x – 12 (c) 7x + 2 = 2x – 13
–7x – 5 = –12 7x – 2x + 2 = 2x – 2x – 13
–7x – 5 + 5 = –12 + 5 5x + 2 = –13
–7x = –7 5x + 2 – 2 = –13 – 2
7x = 7 5x = –15
x=1 5x –15
=
5 5
x = –3
(d) y y + 1)
(a) x – 3) = –3x y y+2
2x – 6 = –3x y y y y+2
2x + 3x – 6 = –3x + 3x 5y + 12 = 2
5x 5y + 12 – 12 = 2 – 12
5x 5y = –10
5x = 10 5y –10
=
x=2 5 5
(b) x + 3) = 5x y = –2
2x + 6 = 5x (e) y y y
2x – 5x + 6 = 5x – 5x 2y – 2 + 3y y
–3x 2y + 3y y
–3x 5y y
–3x = –15 5y + 2y y + 2y
3x = 15 7y
x=5 7y
(c) x + 2) = 3x 7y
–2x x 7y 9
=
–2x – 3x x – 3x 7 7
–5x 2
y=1
–5x 7
–5x = –5
5x = 5
x=1
2. (a) x Practise Now 3
x
8
x=2 (a)
2x – 3
(b) 2y
8
x – 3) x – 3)
2y 2x – 3
2y x – 3)
2y 4.1 8 = 8x – 12
=
2 2 8x – 12 =8
y
8x – 12 + 12 = 8 + 12
8x = 20
Practise Now 2
8x 20
=
(a)
x 8 8
2
1
x x =2
2
2
y–3 3
x (b)
y 4
=
2
=– 2
x y–3 3
2 =2 y
y 4
y
2 2
x = –8 y y
5 1 1 2y – 6 = 3y + 12
(b) y+2= y+3
7 2 4 2y – 3y – 6 = 3y – 3y + 12
5 1 1 1 1 –y – 6 = 12
y– y+2= y– y+3
7 2 2 2 4 –y – 6 + 6 = 12 + 6
3 1 –y = 18
y+2=3
14 4 y = –18
3 1
y+2–2 =3 –2
14 4
Practise Now 4
3 1
y=1
14 4 F = ma
14 3 14 1 (a) m a
y= 1
3 14 3 4 F
5 = 50 N
y=5
6
3z – 1 z–4 (b) F a
(c) =
2 3
100 = m
3z – 1 z–4
6 =6 100
2 3 m=
0.1
z z
z – 3 = 2z – 8
z – 2z – 3 = 2z – 2z – 8
7z – 3 = –8
7z – 3 + 3 = –8 + 3
7z = –5
7z 5
=–
7 7
5
z =–
7
80
Practise Now 5 2. x
x
2x y – 3z x
1. = x + 15 = 2x
y 3x 2y
x – 2x = –15
x y
–x = –15
2 (1) + 4 – 3z 1
= x = 15
4 + 3 (1) 2(4)
2 4 – 3z 1
=
4 3 8
Practise Now 8
6 – 3z 1
=
7 8 x
z) =7 1 7
x+3 =7
z =7 5 10
z 1 7
x =7–3
z =– 5 10
41 1 3
z= x =3
–24 5 10
17 3
=1 x =5 3
24 10
v–u 1
2. t = = 16
a 2
1 1 1
t v=2 u=1
2 3 2
1 1
–12
3= 2 3 Practise Now 9
a
1
1 1. (a) 15x > 75
3= 6 75
a x>
15
1
3a = 1
6 x>5
5 6 7 8
1
a=1 ÷3
6 (b) x ! –16
7 –16
=
18 x!
4
x!–
Practise Now 6 –6 –5 –3
1 2 2. 6x > 7
(i) A = r
2
7
(ii) r x>
6
1
A = 2
1
2 x >1
2
6
2
x
Practise Now 10
Practise Now 7
x
1. x
x " 520
x
520
x "
x + 5x 45
6x 5
x " 11
24 9
x=
6
81
x=1
Exercise 5A (f) 3 – 7y = –18
3 – 3 – 7y = –18 – 3
1. (a) x + 8 = 15
–7y = –21
x + 8 – 8 = 15 – 8
7y = 21
x =7
7 y 21
(b) x =
7 7
x
y =3
x
(g) y
(c) x – 5 = 17
y
x – 5 + 5 = 17 + 5
y
x = 22
y 8.2
(d) y – 7 = –3 =
4
y – 7 + 7 = –3 + 7 y
y (h) –3y
(e) y –3y
y –3y
y 3y
(f) y
3y 1.8
=
y 3 3
y =6 y
(g) a=– 3 1
(i) 7y – 2 =
a =– + 4 2
a=– 3 3 1 3
7y – 2 + 2 = +2
2. (a) x = –28 4 4 2 4
x –28 1
= 7y = 3
4 4
x = –7 7y 1
=3 ÷7
(b) x 7 4
x 13
y=
24 x 144 28
24
=
24 1 1
(j) 1 – 2y =
x =6 2 4
(c) 3x 1 1 1 1
1 – 1 – 2y = –1
2 2 4 2
3x
1
3x = 15 –2y = –1
4
3x 15
= 1
3 3 2y = 1
4
x =5
2y 1
=1 ÷2
4
(d) x
2
x
5
y =
x = 27 8
x 27 3. (a) 3x x
=
9 3x + 8x x + 8x
x =3 11x
(e) 12 – 7x = 5 11x
12 – 12 – 7x = 5 – 12 11x = 11
–7x = –7
11x 11
7x = 7 =
11 11
7x 7 x =1
=
7 7 (b) x – 10 = 5x + 7
x – 5x – 10 = 5x – 5x + 7
–x – 10 = 7
–x – 10 + 10 = 7 + 10
–x = 17
82
x = –17 x = –10
(c) 30 + 7y = –2y – 6 (e) x
30 + 7y + 2y = –2y + 2y – 6 x
y = –6 x
y = – 6 – 30 x
y = –36 x 9
=
y –36 4
=
9 x
y =– (f) y
(d) 2y – 7 = 7y – 27 12y
2y – 7y – 7 = 7y – 7y – 27 12y
–5y – 7 = –27 12y
–5y – 7 + 7 = –27 + 7 12 y –8.8
=
–5y = –20 12 12
5y = 20 11
y =–
5y 20 15
=
5 5 (g) y y+3
y 6y y+3
4. (a) x + 3) = 8 6y y y y+3
2x + 6 = 8 2y
2x + 6 – 6 = 8 – 6 2y
2x = 2 2y = –6
2x 2 2y –6
=
2
=
2 2 2
x=1 y = –3
(b) x – 7) = –15 (h) y y – 21
5x – 35 = –15 3y y – 21
5x – 35 + 35 = –15 + 35 3y y y y – 21
5x = 20 –y + 3 = –21
5x 20 –y + 3 – 3 = –21 – 3
=
5 5 –y
x y
(c) x x (i) y y
x + 28 = – x 3y + 6 = 2y + 8
x x + 28 = – x x 3y – 2y + 6 = 2y – 2y + 8
–10x + 28 = 0 y+6=8
–10x + 28 – 28 = 0 – 28 y+6–6=8–6
–10x = –28 y=2
10x = 28 (j) y y – 7)
10 x 28 25y y – 28
=
10 10
25y y y y – 28
4
x =2
5 21y – 30 = –28
(d) x) = 18 21y – 30 + 30 = –28 + 30
x = 18 21y = 2
x = 18 – 6 21y 2
=
x = 12 21 21
x = –12 2
y=
1.2 x –12 21
=
1.2 1.2 (k) b b + 6)
6b – 8 = 5b + 30
6b – 5b – 8 = 5b – 5b + 30
b – 8 = 30
b – 8 + 8 = 30 + 8
83
b = 38 y
(d) – 8 = –2
(l) c c – 3)
6c c – 12 y
– 8 + 8 = –2 + 8
6c c c c – 12
y
2c + 15 = –12 =6
2c + 15 – 15 = –12 – 15 y
6
2c = –27
2c –27 y
=
2 2 1
(e) 3– y =2
1 4
c = –13
2 1
3–3– y =2–3
(m) d d 4
18d + 63 = 11d 1
– y = –1
18d – 11d + 63 = 11d – 11d 4
7d 1
y =1
7d 4
7d 1
y 1
7d 91 4
=
7 7 y
d = 13 2
(f) 15 – y = 11
(n) f f – 1) 5
35f – 15 = 28f – 28 2
15 – 15 – y = 11 – 15
5
35f – 28f – 15 = 28f – 28f – 28
2
7f – 15 = –28 – y
5
7f – 15 + 15 = –28 + 15
2
7f = –13 y
5
7f –13 5 2 5
=
7 7 2 5
x y=
2
6 y = 10
f = –1
7
1
1 6. (a) x = 12 –
3
x
5. (a) x =7
3
1 1 1
1 x + x = 12 – x + x
3 3 3
3 x=3 7
3
4
x = 21 x = 12
3
3 3 4 3
(b) x = –6
4 4 3
x=
4
12
4 3 4 x
x= 6)
3 4 3
3 1 1
x = –8 (b) x = x+
5 2 2
1 3 1 1 1 1
(c) x
3 5
x– x
2
= x– x+
2 2 2
1 1 1
x
3 10
x =
2
1 1 1
x=1
3 10
10
x = 10
2
1 x =5
3 x=3 1
3
x=3
y 1 y 8. (a) x) = 6x
(c) – =2–
2 5 3 – 6 + 3x = 6x
y y 1 y y – 6 + 3x – 6x = 6x – 6x
+ – =2– +
2 3 5 3 3 – 6 –3x = 0
5y 1 – 6 + 6 – 3x = 0 + 6
– =2
6 5 –3x = 6
5y 1 1 1 3x = – 6
– + =2+
6 5 5 5
3x –6
5y 1 3
=
3
=2
6 5
x = –2
6 5y 6 1
= 2 (b) 5 – 3x = – x + 2)
5 6 5 5
5 – 3x = – 6x – 12
16
y=2 5 – 3x + 6x = – 6x + 6x – 12
25
5 + 3x = –12
2 3 5
(d) y– = 2y +
3 4 8 5 – 5 + 3x = –12 – 5
2 3 5 3x = –17
3
y – 2y –
4
= 2y – 2y +
8 3x –17
=
4 3 5 3 3
– y–
3 4
=
8 2
x = –5
3
4 3 3 5 3
– y– + = +
3 4 4 8 4
(c) y y – 7)
4 3
–27y – 6 = –8y
– y =1
3 8 –27y + 8y – 6 = –8y + 8y
4 3 y
y = –1
3 8 y
3 4 3  –1 3  y = –8
y=  8 
4 3 4 y =8
1 19 y 8
y = –1 =
32 19 19
2 4 8
7. (a) = y=
x 5 19
2 4 (d) y y)
5x = 5x
x 5 –12y y
x –12y y y y
x = 10 –26y + 15 = 35
x 10 –26y + 15 – 15 = 35 – 15
=
4 –26y = 20
1
x =2 26y = –20
2
12 26 y –20
2 =
(b)
y –1
= 26 26
3
12 2 10
y =–
y – 1)
y –1
y – 1)
3 13
y – 1) (e) h h – 2) = –1
36 = 2y – 2 15 – 3h – 2h
2y – 2 = 36 h – 2h = –1
2y – 2 + 2 = 36 + 2 h = –1
2y = 38 h
2y 38 –5h = –20
=
2 2 5h = 20
y 5h 20
=
5 5
h
85
5x 1 2y – 1 y 3
9. (a) =7 (e) – =0
3 5 7
5x 1 2y – 1 y 3 y 3 y 3
3 =3 7 – + =0+
3 5 7 7 7
5x + 1 = 21 2y – 1 y 3
=
5x + 1 – 1 = 21 – 1 5 7
5x = 20 2y – 1 y 3
35 = 35
5x 20 5 7
=
5 5 y y + 3)
x y – 7 = 5y + 15
2x – 3 x–3 y – 5y – 7 = 5y – 5y + 15
(b) =
4 3 y – 7 = 15
2x – 3 x–3 y – 7 + 7 = 15 + 7
12 = 12
4 3 y = 22
x x – 3) 22 y
=
6x x – 12 9
6x x x x – 12 4
y=2
2x 9
2x 2y 3 y–5
(f) + =0
2x = –3 4 6
2x –3 2y 3 y–5 y–5 5–y
+ – =0–
2
=
2 4 6 6 6
1 2y 3 5–y
=–
x = –1
2 4 6
3x – 1 x –1 2y 3 y–5
=
(c)
5
=
3 4 6
3x – 1 x –1 2y 3 y–5
15 = 15 12 = 12
5 3 4 6
x x – 1) y y)
x – 3 = 5x – 5 6y y
x – 5x – 3 = 5x – 5x – 5 6y + 2y y + 2y
x – 3 = –5 8y
x – 3 + 3 = –5 + 3 8y
x = –2 8y = 1
x –2 8y 1
=
4 8
=
8
1 1
x =–
2 y=
8
1 1 12
(d) y y – 1)
4 3 10. (a)
x 3
=2
1 1 12
12 y y – 1)
4 3 x + 3)
x 3
x + 3) 2
y y – 1) x + 3)
15y + 12 = 8y 12 = 2x + 6
15y – 8y + 12 = 8y – 8y 2x + 6 = 12
7y + 12 = – 2x + 6 – 6 = 12 – 6
7y + 12 – 12 = – 2x =6
7y = –16 2x 6
=
7y –16 2 2
=
7 7 x =3
2
y = –2
7
86
11 y 5 5
(b)
2x – 1 y–6
(e) =
4
11 y 5 5
x – 1) x – 1)
2x – 1 y–6
y – 6) y – 6)
4
x – 1) y y – 6)
11 = 8x y + 20 = 5y – 30
8x y – 5y + 20 = 5y – 5y – 30
8x –y + 20 = –30
8x = 15 –y + 20 – 20 = –30 – 20
8 x 15 –y = –50
=
8 8 y = 50
7 2y 1 4
x=1
8 (f)
3y – 5
=
7
32 1 2y 1 4
(c) –3 =
2x – 5 4 y – 5)
3y – 5
y – 5)
7
32 1 y y – 5)
–3+3 = +3
2x – 5 4 y+7 = 12y – 20
32 13 y – 12y + 7 = 12y – 12y – 20
=
2x – 5 4
2y + 7 = –20
32 13
x – 5) x – 5) 2y + 7 – 7 = –20 – 7
2x – 5 4
x – 5) 2y = –27
128 = 26x – 65 2y –27
=
2 2
26x – 65 = 128
1
26x – 65 + 65 = 128 + 65 y = –13
2
26x 2 3
26 x 193 (g)
y–2
=
y 6
=
26 26 2 3
11 y y + 6)
y–2
y y + 6)
y 6
x =7
26 y y – 2)
1 1 2y + 12 = 3y – 6
(d) = –1
2 x 2
2y – 3y + 12 = 3y – 3y – 6
1 1
–1 = –y + 12 = – 6
x 2 2
–y + 12 – 12 = – 6 – 12
1 1
–1+1 = +1
x 2 2 –y = –18
1 3 y = 18
x 2
=
2 2 3
7y – 3 9y – 5
(h) =
1 3
x + 2)
x 2
x + 2)
2 2 3
7y – 3 9y – 5
y y – 5) y y – 5)
x + 2)
2 = 3x + 6 y y – 3)
3x + 6 = 2 18y – 10 = 21y
3x + 6 – 6 = 2 – 6 18y – 21y – 10 = 21y – 21y
3x = – –3y
3x –4 –3y
=
3 3 –3y =1
1 3y =1
x = –1
3 3y –1
=
3 3
1
y =–
3
87
5x 4 y 5 3( y – 1)
(d) 1– =
3 4
11. (a) 10x – =7
3
3(10 x ) – (5 x 4) 3 – ( y 5) 3( y – 1)
=
3 4
=7
3
30 x – 5 x – 4 3– y–5 3( y – 1)
=
3 4
=7
3
25 x – 4 –y 3 – 5 3( y – 1)
=
3 4
=7
3
25 x – 4 –y – 2 3( y – 1)
=
3 4
3 =3 7
3
25x –y – 2 3( y – 1)
12 = 12
25x 3 4
25x = 25 y y – 1)
25 x 25
– y y
=
25 25 – y y y y
x =1 –13y
4x x 1 1 –13y
(b) – =1
3 2 4 –13y = –1
2(4 x ) – 3( x – 1) 5 13y = 1
=
6 4 13 y 1
=
8 x – 3x 3 5 13 13
=
6 4 1
y=
5x 3 5 13
=
6 4 6( y – 2) 2( y – 7)
(e) – 12 =
5x 3 5 7 3
12 = 12
6 4 6( y – 2) – 84 2( y – 7)
=
x + 3) = 15 7 3
10x + 6 = 15 6 y – 12 – 84 2( y – 7)
=
10x + 6 – 6 = 15 – 6 7 3
10x 6 y – 96 2( y – 7)
=
10 x 9 7 3
=
10 10 6 y – 96 2( y – 7)
21 = 21
9 7 3
x=
10 y y – 7)
x –1 x 3 18y y
(c) – = –1
3 4 18y y y y
4( x – 1) – 3( x 3) y
= –1
12 y
4 x – 4 – 3x – 9 y
= –1
12 y 190
=
4 x – 3x – 4 – 9 4
= –1
12 1
y
x – 13 2
= –1
12
x – 13
12 = 12
12
x – 13 = –12
x – 13 + 13 = –12 + 13
x=1
88
7 – 2y 2 1 3x – 5 y 3
(f) – y) = 1 14. =
2 5 4 7x – 4y 4
5(7 – 2 y ) – 4(2 – y ) 5 3x – 5 y 3
= x y) x y)
10 4 7x – 4y 4
35 – 10 y – 8 4 y 5 x – 5y x y)
=
10 4 12x – 20y = 21x – 12y
–10 y 4 y 35 – 8 5 12x – 21x – 20y = 21x – 21x – 12y
=
10 4 x – 20y = –12y
–6 y 27 5 x – 20y + 20y = –12y + 20y
=
10 4 x = 8y
–6 y 27 5 x = –8y
20 = 20
10 4
x –8 y
y + 27) = 25 =
9
–12y
8y
x =–
–12y 9
–12y 1 1  8y
–
y  9 
12y x=
y
12 y 29 x 8
= =–
12 12 y 9
5
y=2
12 Exercise 5B
19
12. x=
20 3
1. y = x + 26
 19  3 5
LHS = 2   –
 20  4 x
9 3 3
y=
=1
10
–
4 5
3 1
= 33
= 1
20 5
y 2 – xz
1  19  5 2. a=
5
3  20 
RHS = +
6
x y z
19 5
= + (–1)2 – 2(–3)
60 6 a=
5
3 1 6
=1 = LHS
20 =
5
19 7
x=
20 =
5
3 1 5 2
2x – = x+
4 3 6
=1
5
13. x + y = 3x + 5y 3. S r2
x – 3x + y = 3x – 3x + 5y 1
(i) r = 10
x + y = 5y 2
2
 22   1 
 7   10 2 
x + y – y = 5y – y
S
x y
3 3 = 1386
16 y 16 y
x= y
3x 3
16 y
=
4
(ii) S 7. U = r + h)
 22  2 1
 7  r U = 16 h
2
88 2 1 22
616 = r 16 = r + 2)
7 2 7
88 2 22 1
r = 616 r + 2) = 16
7 7 2
7 7 1
r2 = 616 r+2 = 16
88 22 2
r2 1
r+2 =5
4
r = ± 49
1
r =5 –2
= ±7 4
r > 0)
1
1 =3
4
4. A = bh
2 8. v2 = u2 + 2gs
(i) b h v u g
1 252 = 122 s
A=
2
2
s
2
s = 625
20s
(ii) A b
20s
1
30 = h 481
2 s=
20
30 = 5h
1
5h = 30 20
h =6 a 2c
9. –d=
b b
5. (a) P = xyz a b d
(b) S = p2 + q3 3 2c
m n p q 4 4
(c) A =
3 c
5 =
(d) T = 60a + b 4 2
p 2q c 3
6. k = =5
3 2 4
k q 3
c =2 5
2(9)
p 4
7=
3 1
= 11
p 18 2
7=
3 10.
1
–
1 1
= +
1
3 7 = p + 18 a b c d
21 = p + 18 1 1 1
a= b= d=–
p + 18 = 21 2 4 5
1 1 1 1
p = 21 – 18 – = +
1 1 c  –1 
=3
2 4  5 
1
–5
c
1
–2 = –5
c
1
–2 + 5 =
c
1
3 =
c
3c =1
1
c =
3
m
11. N = m ( nx 2 – y )
x q 14. = 5n
z
4 m x y z
N=1 m x
5
6[ n (–2)2 – (–3)]
4 9 = 5n
1 = –5
5 2 q
6(4 n 3)
9 9 = 5n
= –5
5 2 q
n + 3) = –25n
1 1
=
5 2 q n + 18 = –25n
n + 25n = –18
2+q =5
n = –18
q =5–2
=3 18
n =–
49
a d–e
12. c = – 15. (i) n
b f –d
n
a b c=– d e
n + 2) + 2 = n
3 –5 – 2
–6 = –
4 f – (–5) S=n n n
3 –7 =n+n+n
–6 = –
4 f 5 = 3n + 6
3 7 (ii)
–6 = +
4 f 5 n
3 7 n
–6 – =
4 f 5 = –105
3 7 S
–6 =
4 f 5
27 7 f
– = 16. (i) T = c d+e
4 f 5 100
f 7 ef
= cd +
f + 5) = 28 100
–27f – 135 = 28 –145 c
(ii) e =
–27f = 28 + 135 4–c
–27f = 163 e
163 –145 c
150 =
f=
–27 4–c
1 c c
= –6
27 600 – 150c c
b –150c c = – 600
13. a =
c–b –5c = –600
a c – 600
c=
3 =
b –5
10 – b = 120
b) =b f 5
d=
30 – 3b =b 50
–3b – b = –30 d
– b = –30 5 f
3=
–30 50
–4
b =
50 3 = f + 5
1 150 = f + 5
=7
2 f + 5 = 150
f = 150 – 5
150(145)
T
100
5 3. x
17. y x – 32)
9 x
(i) x x
5 x x x
y
9
x+x+x
3x
3x
(ii) x 3x
5 45
y
9 x=
3
= 15
(iii) y 4. x
5 2
– x – 32)
9 3
x
5 2
x – 32) =–
9 x+
3
x
9 5
x
5 3
x
x 3
x=
x 5
= 27
2
3
5. x
3x = x + 28
Exercise 5C
3x – x = 28
1. x 2x = 28
x 28
x =
x + 3x = 11 600 2
x = 11 600
11 600
x=
4 6. x
15x x
15x – 12x
2. n 3x
n 84
x=
n + 2) + 2 = n 3
n n = 28
n n n n + 6) = 56
n+n+n+n 7. x
n + 12 = 56 x
n = 56 – 12 3x – 12 = x + 12
n 3x – x = 12 + 12
n= 2x
x = 24
= 11 2
= 12
8. x 13. x
1 9
x x
2 4 x
1 9 350
x– x =–
2 4 x
7 470 – 350
– x =–
4 x – 15
4 120
x =– =
7 x – 15
= 28 350 120
=
x x – 15
9. x x – 15) = 120x
x x 350x – 5250 = 120x
x = 3x + 12 350x – 120x = 5250
– x – 3x = 12 – 68 230x = 5250
–7x = –56 5250
x=
–56 230
x=
–7 19
= 22
=8 23
10. x 19 19
22 – 15 = 7
x 23 23
6x x + 20) 14. x
6x + 20 = 2x x
6x – 2x x–5
x = 20 x
20 x–5 1 2
=
x=
4 x 1 3
=5 x–4 2
=
x 1 3
11. x x x + 1)
x 3x – 12 = 2x + 2
x + 2) + 5x 3x – 2x = 2 + 12
6x + 12 + 5x x
6x + 5x 14 – 5 9
=
11x 14 14
15. x
118.8
x= x
11
x x x
x) + x = 25x + x = 26x
12. x 26x x = 27
x x = 27
x + 12) + 20x 27
x=
10x + 120 + 20x 13.5
=2
10x + 20x
30x
420
x=
30
Exercise 5D 4. 8 # 7y
7y ! 8
1. (a) x>y x > 5y
8
y!
(b) x<y
x
<
y 7
20 20 1
y !1
(c) x!y x " 3y 7
x y 1
(d) x#y # y is 1
10 10 7
(e) x x 5. 20x > 33
(f) x y x<y 33
x>
20
2. (a) 3x # 18 13
x>1
18 20
x#
3 2 3 5 6 7
x x
x#6 6. 3x < –105
(b) x ! 62 –105
x<
62 3
x!
4 15 15 1 16 17 18 x < –35
1
2 x
x ! 15
2 7. 5y 2y " – 6
(c) 3y < –36 20 6
y< y!–
–36 5 2
y<
3 –16 –15 –13 –12 –11
y y ! –3
y < –12
(d) 5y
–24
y> Review Exercise 5
5 –6 –5 – –3 –2 –1
5
4 1
y>– 1. (a) x–1 = x
5 2
(e) x < 28 1
x– x =1
28 2
x<
4 1
x =1
x<7 5 6 7 8 2
(f) 12x " 126 x =2
126 (b) x x x
x"
12 2x – 2 + 3x x + 16
1 10 1 11 12 13 5x x + 16
x " 10
2 –10
2 5x x = 16 – 1
(g) 2y $ –5 x = 15
5 (c) 2y y
y$–
2 2y y
1 –5 –3 1 –2 2y y) =6
y $ –2
2 –2
2 2y – 11 + 5y =6
(h) y > –20
7y – 11 =6
20 7y = 6 + 11
y >–
9
7y = 17
2
17
y > –2 –3 2 –2 –1 0
9 –2
y =
7
3. x
3
x ! 80 =2
7
80
x!
12
2
x!6
3
3 2c c –1 c 3
(d) x x (i) – =
4 9 6 12
3 2(2 c ) – 3( c – 1) c 3
x x =5 =
4 18 12
1 4 c – 3c 3 c 3
x =5 =
4 18 12
x 5 c 3 c 3
=
= 20 18 12
2y 7 c c + 3)
(e) = 12
4 c c + 3)
2y 12 2c + 6 = 3c
2y 2c – 3c
2y –c = 3
2y c = –3
41 2(3 – 4 d ) 3( d 7) 1
y=
2 (j)
3
–
2
= 5d +
6
1
= 20 4(3 – 4 d ) – 9( d 7) 6(5 d ) 1
2 =
6 6
4y – 1 5
(f)
5y 1
= 12 – 16 d – 9 d – 63 30 d 1
7 =
6 6
y y + 1)
–25 d – 51 30 d 1
28y – 7 = 25y + 5 =
6 6
28y – 25y = 5 + 7 –25d – 51 = 30d + 1
3y = 12 –25d – 30d = 1 + 51
12
y= –55d = 52
3
52
d=–
55
a 1 a –1
(g) + 2. (a) 18x < –25
4 3
3( a 1) 4( a – 1) –25
x<
12 18
3a 3 4a – 4 7
x < –1
12 18
7a – 1 (b) 10y !
12
24
7a – 1 = 12 y"–
10
7a
2
y " –2
7a 5
7a 3. x x
49 3x – 3 – 5x + 20 = 8
a=
7
–2x + 17 = 8
=7
–2x = 8 – 17
b–4 2b 1 5b – 1
(h) – = –2x
3 6 2
2(b – 4) – (2 b 1) 5b – 1 –9
x=
6
=
2 –2
2b – 8 – 2b – 1 5b – 1 1
6
=
2 2
–9 5b – 1 1 1 1
x–5 –5
6
=
2 2 2 2
= –1
–3 5b – 1
=
2 2 4. x ! 11
–3 = 5b – 1 11
x!
5b – 1 = –3 4
5b = –2 3
x!2
2 4
b=–
5 x
5. 3y 10. n
–24 n
y<
3 n + 2 + 5n
y < –8 6n
y 6n
6. 5x < 125 6n
125 90
x< n=
5 6
x < 25 = 15
x x
7. 5y ! 11. B be x
84 A x
y!
5 C x
4 x + 5) + x x + 5) = 255
y ! 16
5 x + 5 + x + 2x + 10 = 255
y y x + 15 = 255
4 3 x = 255 – 15
8. V = r
3 x
(i) r
240
4  22  3
x=
4
V=
3  7  = 60
1
3
12. x
1 x
(ii) V = 113
7
x x – 7)
1 4  22  3
113 =  r
7 3 7  x x)
x x
1 88 3
113 = r
7 21 x + 3x
88 3 1 x = 100
21
r = 113
7 100
x=
21 1 4
r3 = 113
88 7 = 25
r3 = 27
r = 3 27 13. x
=3 x
3y – n x
9. n – 2y =
m x x + 22)
y m x + 22 = 2x
3(5) – n x – 2x
n
–3 2x = 22
15 – n x=
22
n – 10 =
–3 2
n – 10) = 15 – n = 11
–3n + 30 = 15 – n
–3n + n = 15 – 30 14. x
–2n = –15 55 + x x)
–15 55 + x x
n=
–2 x x = 100 – 55
1 5x
=7
2 45
x =
5
15. x 19. x
x x – 5) x " 250
x x – 5) 250
x"
x = 30x – 150 12.5
x – 30x = –150 x " 20
– 6x = –150
–150
x=
–6 20. x
= 25 x
x x
16. A B be x 2x
45 3 41
x<
60 4 2
x x 3 x
+ =
6 4 x
6x 4x 3 20 + 1 = 21
=
24 4 212
10 x 3
=
24 4
5x 3 21. x
=
12 4
x
3
5x = 12 x x "
4
2x "
5x
49
9 x"
x= 2
5
x"
4
=1
5
4 3
1 =3
5 5
17. x
x 22.
x–2 60x #
x 400
x#
x–2–3 3 60
=
x–3 4 2
x#6
x–5 3 3
=
x–3 4
x x – 3)
x – 20 = 3x
x – 3x 23. x
x = 11 x " 27
11 – 2 9 27
=
11 11 x"
2.5
18. 4
x " 10
x 5
x ! 35 000
35 000
x!
1900
8
x ! 18
19
Challenge Yourself 4. A B
B C
1. x +2 =0 C D
x = –2 B D
x B C 28
=
2. x + 2) 2
y – 3) 2 C D 63
x + 2)2 y – 3)2 = 0 B 4
C =
x y–3=0 D 9
x y=3 B 4
B D = 36
D 9
x + y = –2 + 3
D B2
=1
3. A + B B = ± 16
B+C B > 0)
B+D Substitute B A
C+D 8
A=
4
B + C – B – D = 11 – 13
=2
C–D
Substitute B C = 28
C+D+C–D
28
2C = 12 C=
4
12
C= 2 =7
Substitute B D = 36
=6
36
Substitute C D D=
4
D
=8
Substitute C B + 6 = 11
B = 11 – 6
=5
Substitute B A+5 =8
A =8–5
=3
Chapter 6 Functions and Linear Graphs
TEACHING NOTES
Suggested Approach
Although the topic on functions and linear graphs is new to most students, they do encounter examples of their applications in
their daily lives, e.g. maps show the usage of Cartesian coordinates; escalators and moving walkways illustrate the concept of
steepness. Teachers can get students to discuss about in detail these real-life examples. When students are able to appreciate
their uses, teachers can proceed to introduce the concept of functions and linear graphs.
Section 6.1: Cartesian Coordinates

Teachers can build upon prerequisites, namely number lines to introduce the horizontal axis (x-axis) and the
vertical axis (y-axis). Teachers can introduce this concept by playing a game (see Class Discussion: Battleship
Game (Two Players)) to arouse students’ interest.
Teachers should teach students not only on how to draw horizontal and vertical axes and plot the given
points, but also to determine the position of points. Teachers can impress upon students that the first number in
each ordered pair is with reference to the horizontal scale while the second number is with reference to the vertical
scale. As such, students need to take note that the point (3, 4) has a different position compared to the point (4, 3).
Section 6.2: Functions

Teachers can use the Function Machine (see Investigation: Function Machine) to explore the concept of a function
with the students and show that when a function is applied to any input x, it will produce exactly one output y.
Once the students have understood the relationship between the input x and the output y, they are then able to
represent the function using an equation, a table and a graph.
Section 6.3: Graphs of Linear Functions

Teachers should illustrate how a graph of a linear function is drawn on a sheet of graph paper. Teachers can
impress upon students that when they draw a graph, the graph has to follow the scale stated for both the x-axis
and y-axis and the graph is only drawn for the values of x stated in the range.
Section 6.4: Applications of Linear Graphs in Real-World Contexts

Teachers can give examples of linear graphs used in many daily situations and explain what each of the graphs
is used for. Through Worked Example 2, students will learn how functions and linear graphs are applied in real-
world contexts and solve similar problems
The thinking time on page 151 of the textbook requires students to think further and consider if a negative value
is possible or logical in the real world. Teachers should get the students to apply the answer of it to the other
problems in real-world contexts.
Challenge Yourself
To further guide pupils to better understand the concept, teachers may modify the question to giving the
x-coordinate of C.
99
WORKED SOLUTIONS Class Discussion (Ordered Pairs)
Class Discussion (Battleship Game (Two Players)) 1
The purpose of this Battleship Game is to introduce students to the use

of 2D Cartesian coordinates to specify points through an interesting
and engaging activity.
Teachers may wish to emphasise to students that they should call out
a location on the grid by calling the letter before calling the number,
e.g. D7 instead of 7D.
Teachers may wish to use the grids provided (similar to that in Fig. 6.1)
A
to conduct this activity.
B
1
C
2
D
3
E
4
F
5 G
6 H
7 I
8 J
9 1 2 3 4 5 6 7 8 9 10 11 12
10
A B C D E F G H I J 2
Self
1 Journal Writing (Page 137)

1. Guiding Questions:
2
4
5
8
9
10
A B C D E F G H I J
Opponent
100
Investigation (Function Machine) 9. y
1. y = x + 3
1
2. (a) x=4 y=4+3=7
0 x
(b) x = –7 y = –7 + 3 = – 4 –1 1 2 3
3. (a) x=9–3=6 y=9 –1
(b) x = 0 – 3 = –3 y=0 –2
–3
4. x –7 –3 2 4 6
–4
y –4 0 5 7 9 –5
Table 6.1 –6
5. y –7
y = –2x – 1
y=x+3
9 Fig. 6.8
8 10. x y.
7
6 Thinking Time (Page 143)
5 1. y2 = x is not
4 y x
3 x y
2 y x
1
2. x
y y = x2
x
–7 – 6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6 x y = 9.
–1
–2
Class Discussion (Equation of a Function)
–3
1. A y = 2x
–4
y = 2x.
Fig. 6.6 B y = 2x
The coordinates of every point on the straight line in Fig. 6.6 satisfy y = 2x.
the equation of the function y = x + 3. 2.
6. x y. y = 2x
7. y = –2x – 1 3.
y = 2x
8. x –1 –0.5 0 2 3
y 1 0 –1 –5 –7
Table 6.2
(i) y y = 2x
its x x x
101
(ii) (ii) x
y
y = 100 – 35 3
y=x+3 = 100 – 105
9
= –5
8
7
6
5
4
3
2 y
1
B
x 3
–7 – 6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6 A
–1 2
–2 1
–3 x
–2 –1 0 1 2 3
–4 –1
D
–2
C
y

1
x
1. (i) x
0
–1 1 2 3 y
–1
=8–3
–2
=5
–3 (ii) y
–4 –5 = 2x – 3
–5 –5 + 3 = 2x
–6 –2 = 2x
–7 x = –1
y = –2x – 1 2. (i) x
1 2
y=–
y=x y = –2x 3 5
2
=0–
5
2
=–
(i) x 5
y 3 2
(ii) y=–
= 100 + 6 3
= 106 2 1 2
–
=– x–
3 3 5
2 2 1
– + =– x
3 5 3
4 1
– =– x
15 3
4
x =
5
102
Practise Now 1 (ii)
1. (i) x 0 2 4
y = 2x + 1 1 5 9
y (iii)
y = 2x + 1
9
8
7 (b) x 3 6 10
(ii)
6 y 4.50 6 8
5 y
(c)
4
3 8
2
1 7
x
0 1 2 3 4
6
(ii) (i)
y
5
q = x = 2.5
2. x –2 0 2 4
y = 3x –6 0 6
3
x –2 0 2
y = 2 – 2x 6 2 –2 2
y
1
y = 2 – 2x y = 3x
6
x
5 0 1 2 3 4 5 6 7 8 9 10
4
3 Exercise 6A
2
1. A(– B C D E F
1 2. y
x
–2 –1 0 1 2 A
–1 5
–2 4
–3 3
F B
–4 2
–5 1
–6 x
–3 –2 –1 0 1 2 3 4 5 6
–1
C
–2
Practise Now 2 E D
(a) (i) 3. (i) x

y
= 12 + 5
= 17
103
(ii) x (c) y
y
= –8 + 5 8
= –3
4. (i) y 7
34 = 25 – 3x
3x = 25 – 34 6
3x = –9
x = –3
5
(ii) y
–5 = 25 – 3x
3x = 25 + 5 4
3x = 30
x = 10 3
5. (a) y
(– 2
4
3 1
2
1 x
0 1 2 3 4 5
x
– 6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6
–1
–2 y
(d)
–3
–4 4
(–
3
2
(b) y 1
x
–5 – 4 –3 –2 –1 0 1
5 –1
4 –2
3
2
(e) y
1
(–
x
– 6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6 3
–1
2
–2
1
–3 x
–4 –1 0 1 2 3 4 5
–1
–5
–2
–3
104
6. y (b) (i) y
2 1
C 1 = x+
8 3 3
7 1 2
1– = x
3 3
6
2 2
= x
3 3
5
4 x =1
3 1
(ii) y=–
2 6
1 1 2 1
– = x+
A B 6 3 3
x
0 1 2 3 4 5 6 7 1 1 2
– – = x
6 3 3
1 1 2
!ABC = 6 8
2 –
2
= x
3
= 24 units2 3
x =–
4
7. y
Exercise 6B
7
6
1. (a) x 0 2 4
5 y = 2x + 8 8 12 16
4 y = 2x + 2 2 6 10
3 y = 2x – 3 –3 1 5
2 y = 2x – 6 –6 –2 2
1 y
x y = 2x + 8
–3 –2 –1 0 1 2 3 16
–1
–2 14
–3 12
y = 2x + 2
–4 10
–5 8
6 y = 2x – 3
4
8. (a) (i) x y = 2x – 6
2
2 1
y= x
3 3 0 1 2 3 4
1 –2
= –2 +
3 –4
2 –6
= –1
3
1 (b)
(ii) x=1
2
2  1 1
y= 1 +
3  2  3
1
=1+
3
1
=1
3
105
2. (a) x –4 0 4 3. (a) x –4 0 4
y = 3x + 7 –5 7 19 y = –2x + 5 13 5 –3
y = 3x + 5 –7 5 17 y = –2x + 3 11 3 –5
y = 3x – 3 –15 –3 9 y = –2x – 4 4 –4 –12
y = 3x – 6 –18 –6 6 y = –2x – 7 1 –7 –15
y y
20 y = 3x + 7 y = –2x + 5 14
18 y = 3x + 5 12
16 y = –2x + 3 10
14 8
12 6
y = –2x – 4
10 y = 3x – 3 4
8 y = –2x – 7 2
y = 3x – 6
6 x
0
– 4 –3 –2 –1 1 2 3 4
4 –2
2 –4
x –6
0
– 4 –3 –2 –1 1 2 3 4
–2 –8
–4 –10
–6 –12
–8 –14
–10 –16
–12
(b)
–14
–16
–18
(b)
106
4. (a) x –4 0 4 5. (i) x –3 0 3
y = – 4x + 8 24 8 –8 y = 6 – 3x 15 6 –3
y = – 4x + 2 18 2 –14 y
y = – 4x – 3 13 –3 –19
y = 6 – 3x
y = – 4x – 6 10 –6 –22 15
y 14
13
y = – 4x + 8
24 12
22 11
20 10
y = – 4x + 2
18 9
16 8
14 (ii) 7
y = – 4x – 3
12 6
y = – 4x – 6 10 5
8 4
6 3
4 2 (ii)
2 1
x x
0 –3 –2 –1 0 1 2 3
– 4 –3 –2 –1 1 2 3 4
–2 –1
–4 –2
–6 –3
–8
(ii) (i)
–10
y
–12
a=x=2
–14
(i)
–16 x
–18 b = y = 12
–20 (i)
–22 y
c = x = 1.5
(b) y = mx + c1 y = mx + c2 y = mx + c3 y = mx + c4
m, c1 c2 c3 c4
107
6. x –2 0 2 2. (a) (i) l
(ii) l
y = 2x + 4 0 4 8
(b) l
y = 2 – 3x 8 2 –4
y
y = 2 – 3x y = 2x + 4 3. (i) N 10 30 50 70
8
C 100 200 300 400
7
6 (ii)
5
(iii)
4 (iv)
3
Review Exercise 6
2
1. (a) y
1
x
–2 –1 0 1 2 6
–1
5
–2
4
–3
3
–4
2
1
Exercise 6C x
–2 –1 0 1 2 3 4
1. (a) (i)
(b) y
(ii)
6
5
(iii) 4
3
2
1
(b) x 3 6 10
x
y 105 90 70 –2 –1 0 1 2 3 4 5 6
–1
(c) y
–2
120
110
100
90
80
70
60
50
40
30
20
10
x
0 1 2 3 4 5 6 7 8 9 10
108
(c) y 1
(iii) x=–
2
 1 1
8 y = 4 –  – 1
 2 2
7
1
=–2–1
2
6
5 1
= –3
4 2
3 4. (i) y
2
150 = 250 – 20x
150 – 250 = –20x
1
–100 = –20x
x
–2 –1 0 1 2 3 4 5 6 7 8 x =5
–1
(ii) y
–2 450 = 250 – 20x
–3 450 – 250 = –20x
–4 200 = –20x
x = –10
(iii) y
(d) y –1150 = 250 – 20x
–1150 – 250 = –20x
7 –1400 = –20x
6 x = 70
5
5. (i) x –3 0 3
4
1
y=2 x+3 – 4.5 3 10.5
3 2
2 y
(– 1
1
x y=2 x+3
11 2
– 4 –3 –2 –1 0 1 2
10
9
2. (a) A B C D E F G
H I J 8
(b) (i) H 7
(ii) G 6
3. (i) x 5
1 4
y
2
3
1
= 48 – 1
2
2
1 1
= 46
2 0
x
–3 –2 –1 1 2 3
1 –1
(ii) x=2 (ii)
2 –2
 1 1
y = 4 2  – 1 –3
 2 2
1
–4
= 10 – 1
2 –5
1
=8
2
109
(ii) (i)
x
a = y = –2
(i)
y=
b=x=0
Challenge Yourself
y
6
B
C2 A C1
x
–6 –4 –2 0 2 4 6 8
AC
B to AC
A C1
A C2
110
Chapter 7 Number Patterns
TEACHING NOTES
Suggested Approach
Students have done word problems involving number sequences and patterns in primary school. These word problems required
the students to recognise simple patterns from various number sequences and determine either the next few terms or a specific
term. However, they were not taught to use algebra to solve problems involving number patterns. Teachers can arouse students’
interest in this topic by bringing in real-life applications (see chapter opener on page 157 and Investigation: Fibonacci Sequence).
Section 7.1: Number Sequences

In primary school, students were only asked how to find the next few terms and a specific term of number sequences
but they have not been taught how to state the rule. Teachers can build upon this by getting students to work
in pairs to state the rules of number sequences and then write down the next few terms (see Class Discussion:
Number Sequences). Students should learn that they can add, subtract, multiply or divide or use a combination
of arithmetic operations to get the next term of a number sequence.
Section 7.2: General Term of a Number Sequence

Teachers can build upon what students have learnt in Chapter 4 (Basic Algebra and Manipulation) and teach students how
to observe a number sequence and look for a pattern so that they can use algebra and find a formula for the general term,
Tn = nth term.
Teachers can get students to work in pairs to find a formula for the general term and hence find a specific term
for different number sequences (see Class Discussion: Generalising Simple Sequences). After the students have
learnt how to generalise simple sequences, they should know that the aim is not to simply solve the problem but
to represent it so that it becomes a general expression which can be used to find specific terms.
Section 7.3: Number Patterns

In primary school, students have attempted questions involving number patterns. In this section, teachers can
ask the students to apply what they have learnt for number sequences on number patterns.
Teachers can get students to work in pairs to find a formula for the general term and hence find a specific term
for different number patterns (see Class Discussion: The Triangular Number Sequence). Through this class
discussion, students should learn that they need not use a large number of coins to find the total number of coins
needed to form a triangle with a base that has 100 coins. They need only to find the formula for the general term
and they are able to find the total number of coins by substituting n = 100 into the formula. They should also
learn that with the formula, they can find Tn easily for any n.
Section 7.4: Number Patterns in Real-World Contexts

Teachers may get students to discover number patterns in real-world contexts (e.g. shells, pine cones, rocks,
wallpaper, floor tiles) and ask them to represent that number pattern into a general expression.
Through Worked Example 5, students will learn that in the real world, which in this case in Chemistry, the general
term of a number sequence is important and advantageous in finding specific terms. In this worked example,
finding the general term of the number of hydrogen atoms allowed one to find the member number, number of
carbon atom(s) and number of hydrogen atoms easily without going through tedious workings, especially if the
value of the specific term is large. For other figures, students should consider drawing the next figure in the
sequence so as to identify the pattern.
111
Challenge Yourself
Some of the questions (e.g. Questions 3, 4 and 5) are not easy for average students while others (Questions 1
and 2) should be manageable if teachers guide them as follows:
Questions 1 and 2: Teachers can get the students to draw a table and write down the first 6 terms. The students
have to observe carefully how each term in the sequence can be obtained and find a formula for the general term
to get the final answer to the question.
Questions 3, 4 and 5: Teachers have to get the students to think beyond just the four operations. The students
have to consider more ways and observe carefully how each term in the sequence is obtained. Once they have
figured this out, they are able to search on the Internet to find out the names for the sequences.
112
WORKED SOLUTIONS 2. Figure Number of Coins
Number, at the Base of the Total Number of Coins, Tn
Class Discussion (Number Sequences) n Triangle, n
1. Sequence Rule 1 2
1 1 1 =1 =
2
Positive 2, 4, 6, 8, 10, 12, 14, …
! ! !! ! ! Start with 2, then
even +2 +2 +2 +2 +2 +2 add 2 to each term 2 3
numbers to get the next 2 2 1+2 =3 =
2
term.
Positive 1, 3, 5, 7, 9, 11, 13, … Start with 1, then 3 4
! ! !! ! ! 3 3 1+2+3 =6 =
odd +2 +2 +2 +2 +2 +2 add 2 to each term 2
numbers to get the next
term. 4 5
4 4 1+2+3+4 = 10 =
2
Multiples 3, 6, 9, 12, 15, 18, 21, …
! ! !! ! ! Start with 3, then
of 3 +3 +3 +3 +3 +3 +3 add 3 to each term 5 6
5 5 1+2+3+4+5 = 15 =
to get the next 2
term.
6 7
Powers of 2 1, 2, 4, 8, 16, 32, 64, … Start with 1, then 6 6 1 + 2 + 3 + 4 + 5 + 6 = 21 =
2
! ! !! ! !
2 2 2 2 2 2 multiply each term
by 2 to get the next ! ! !
term.
1
Powers of 3 1, 3, 9, 27, 81, 243, 729, … Start with 1, then n n 1 + 2 + 3 + 4 + ··· + n = n(n + 1)
! ! ! !!! 2
3 3 3 3 3 3 multiply each term
by 3 to get the next Table 7.6
term. 3. When n = 100,
Table 7.1 1 1
n(n + 1) = 100 (100 + 1)
2. The sequence of positive odd numbers can be obtained by subtracting 2 2
1 from each term of the sequence 2, 4, 6, 8, 10, …. 1
= 100 101
2
Teachers may wish to note that there are other possible answers to
= 5050
this question.
Total number of coins needed to form a triangle with a base that has
3. (a) Rule: Find the square of the position of each term. The next two
100 coins = 5050
terms are 36 and 49.
(b) Rule: Find the cube of the position of each term. The next two
Investigation (Fibonacci Sequence)
terms are 216 and 343.
1. 1; 5; 13; 21
Class Discussion (Generalising Simple Sequences) 2. 3, 5, 8, 13, 21, 34
3. Michaelmas Daisy has 55 petals.
(a) Hence, Tn = 3n.
4. 4, 6; 7, 10
100th term, T100 = 3 100
= 300
2
Journal Writing (Page 169)
(b) Hence, Tn = n .
100th term, T100 = 1002 Pascal’s Triangle was developed by the French Mathematician Blaise
= 10 000 Pascal. It is formed by starting with the number 1. Each number in the
(c) Hence, Tn = n3.
100th term, T100 = 1003 diagonally above it to the left and that which is diagonally above it to
= 1 000 000 the right. 0 is used as a substitute in the absence of a number in either
of the two positions.
Class Discussion (The Triangular Number Sequence) 1 1 2 3 5 8 13 21
1. 1 1
1 2 1
1 3 3 1
Figure 5 Figure 6
1 4 6 4 1
1 5 10 10 5 1
1 6 15 20 15 6 1
1 7 21 35 35 21 7 1
113
The Fibonacci sequence is a set of numbers that begins with 1 and (d) Since the common difference is 3, Tn = 3n + ?.
1, and each subsequent term is the sum of the previous two terms, The term before T1 is c = T0
i.e. 1, 1, 2, 3, 5, 8, 13, 21, … The sums of the numbers on the diagonals =1–3
of Pascal’s Triangle form the Fibonacci sequence, as illustrated. = –2.
General term of sequence, Tn = 3n – 2
Teachers may wish to get students to describe the symmetry in Pascal’s
2. (i) 23, 27
Triangle and to identify other patterns that can be observed from the
(ii) Since the common difference is 4, Tn = 4n + ?.
triangle.
The term before T1 is c = T0
=3–4
Practise Now 1
= –1.
1. (a) Rule: Add 5 to each term to get the next term. The next two General term of sequence, Tn = 4n – 1
terms are 28 and 33. (iii) T50 = 4(50) – 1
(b) Rule: Subtract 6 from each term to get the next term. The next = 200 – 1
two terms are –50 and –56. = 199
(c) Rule: Multiply each term by 3 to get the next term. The next
two terms are 1215 and 3645. Practise Now 4
(d) Rule: Divide each term by –3 to get the next term. The next two
1. (i)
terms are –18 and 6.
2. (a) 22, 29
(b) 15, 11
Figure 5 Figure 6
Practise Now 2
(i) T4 = 4(4) + 7 (ii) Figure Number Number of Dots
= 16 + 7 1 2+1 4=6
= 23 2 2+2 4 = 10
(ii) T7 = 4(7) + 7 3 2+3 4 = 14
= 28 + 7 4 2+4 4 = 18
= 35
5 2+5 4 = 22
Sum of 4th term and 7th term of sequence = T4 + T7
= 23 + 35 6 2+6 4 = 26
= 58 ! !
n 2+n 4 = 4n + 2
Practise Now 3
(iii) When n = 2013,
1. (a) Since the common difference is 4, Tn = 4n + ?. 4n + 2 = 4(2013) + 2
The term before T1 is c = T0 = 8054
=5–4 Number of dots in 2013th
= 1. 2. (i) 8th line: 72 = 8 9
General term of sequence, Tn = 4n + 1 (ii) Since 110 = 10 11 = 10(10 + 1),
(b) Since the common difference is 5, Tn = 5n + ?. k = 10.
=7–5 Practise Now 5
= 2.
General term of sequence, Tn = 5n + 2 (i) Member Number of carbon Number of
Number atoms hydrogen atoms
(c) Since the common difference is 6, Tn = 6n + ?.
1 2 4
2 3 6
=2–6
= – 4. 3 4 8
General term of sequence, Tn = 6n – 4 4 5 10
5 6 12
6 7 14
! ! !
n n+1 2n + 2
114
(ii) Let h + 1 = 55. Exercise 7B
h = 55 – 1
1. (a) Since the common difference is 6, Tn = 6n + ?.
= 54
When n = h = 54,
=7–6
2n + 2 = 2(54) + 2
= 1.
= 110
General term of sequence, Tn = 6n + 1
Number of hydrogen atoms the member has = 110
(b) Since the common difference is 3, Tn = 3n + ?.
(iii) Let 2k + 2 = 120.
2k = 120 – 2
= –4 – 3
= 118
= –7.
k = 59
General term of sequence, Tn = 3n – 7
When n = k = 59,
(c) Since the common difference is 7, Tn = 7n + ?.
n + 1 = 59 + 1
= 60
= 60 – 7
Number of carbon atoms the member has = 60
= 53.
General term of sequence, Tn = 7n + 53
Exercise 7A
(d) Since the common difference is –3, Tn = –3n + ?.
1. (a) Rule: Add 5 to each term to get the next term. The next two The term before T1 is c = T0
terms are 39 and 44. = 14 + 3
(b) Rule: Subtract 8 from each term to get the next term. The next = 17.
two terms are 40 and 32. General term of sequence, Tn = –3n + 17
(c) Rule: Multiply each term by 2 to get the next term. The next 2. (i) T5 = 2(5) + 5
two terms are 384 and 768. = 10 + 5
(d) Rule: Divide each term by 2 to get the next term. The next two = 15
terms are 50 and 25. (ii) T8 = 2(8) + 5
(e) Rule: Divide each term by – 4 to get the next term. The next two = 16 + 5
terms are 16 and – 4. = 21
(f) Rule: Multiply each term by –2 to get the next term. The next (iii) 15 = 3 5
two terms are –288 and 576. 21 = 3 7
(g) Rule: Subtract 7 from each term to get the next term. The next LCM of 5th term and 8th term of sequence = 3 5 7
two terms are –87 and –94. = 105
(h) Rule: Add 10 to each term to get the next term. The next two 3. (i) 18, 21
terms are –50 and – 40. (ii) Since the common difference is 3, Tn = 3n + ?.
(i) Rule: Add 10 to each term to get the next term. The next two The term before T1 is c = T0
terms are 50 and 60. =3–3
(j) Rule: Add 7 to each term to get the next term. The next two = 0.
terms are 80 and 87. General term of sequence, Tn = 3n
(k) Rule: Multiply each term by 3 to get the next term. The next (iii) T105 = 3(105)
two terms are 324 and 972. = 315
2. (a) 9, 15 4. (i) 30, 34
(b) 12, 8 (ii) Since the common difference is 4, Tn = 4n + ?.
(c) –33, –32 The term before T1 is c = T0
(d) 88, 85 = 10 – 4
(e) 21, 28 = 6.
3. (a) –67, –131 General term of sequence, Tn = 4n + 6
(b) 8, 13 (iii) T200 = 4(200) + 6
(c) 144, 196 = 800 + 6
(d) –216, 343 = 806
(e) 81, 243
115
5. (i) (b) (i) General term of sequence, Tn = 2n2 + 1 – 2
Number of = 2n2 – 1
1 2 3 4 5 6 2
(ii) T388 = 2(388) – 1
points
= 301 088 – 1
Number of 1+1 2+1 3+1 4+1 5+1 6+1 = 301 087
segments =2 =3 =4 =5 =6 =7 8. (i)
(ii) Let the number of points be n.
Number of segments = n + 1.
When n = 49, number of segments = 49 + 1
= 50
(iii) 101 = n + 1
n = 101 – 1
= 100 Figure 5 Figure 6
6. (i)
(ii) Figure Number Number of Small Triangles
Figure 5 Figure 6 1 4
2 9
(ii) Figure Number of Intersection(s) 3 16
Number between the Circles
4 25
1 0
5 36
2 1
6 49
3 2
! !
4 3
n (n + 1)2
5 4
6 5 (iii) When n = 20,
! ! (n + 1)2 = (20 + 1)2
= 212
n n–1
= 441
(iii) Let n – 1 = 28. Number of triangles in 20th
n = 28 + 1 (iv) Let (n + 1)2 = 121.
= 29 n + 1 = 11 or n + 1 = –11
7. (a) When n = 1, n = 11 – 1 or n = –11 – 1
2n2 + 1 = 2(1)2 + 1 = 10 or = –12 (N.A. since n > 0)
=2+1 9. (i) 6th line: 54 = 6 9
=3 (ii) Since 208 = 13 16 = 13(13 + 3),
When n = 2, k = 13.
2n2 + 1 = 2(2)2 + 1 10. (i) 5th line: 1 + 3 + 5 + 7 + 9 + 11 = 36 = 62 = (5 + 1)2
=8+1 (ii) c = 169
=9
= 13
When n = 3,
d + 1 = 13
2n2 + 1 = 2(3)2 + 1
d = 13 – 1
= 18 + 1
= 12
= 19
a = 13 + 12
When n = 4,
= 25
2n2 + 1 = 2(4)2 + 1
= 32 + 1
= 33
116
11. (a) (i) Number of
4 6 8 10 12 14
people
Number of 4–2 6–2 8–2 10 – 2 12 – 2 14 – 2

=1 =2 =3 =4 =5 =6
tables 2 2 2 2 2 2
Number
(ii) 1 2 3 4 5 6
of tables
Number
2(1) + 2 = 4 2(2) + 2 = 6 2(3) + 2 = 8 2(4) + 2 = 10 2(5) + 2 = 12 2(6) + 2 = 14
of people
(b) (i) From (a)(i): When n = 20,

n – 2 20 – 2
=
2 2
=9
9 tables will be needed to seat 20 people.
(ii) When n = 30,
n–2 30 – 2
=
2 2
= 14
14 tables will be needed to seat 30 people.
(c) (i) From (a)(ii): When n = 22,
2(22) + 2 = 46
46 people can be seated at 22 tables.
(ii) When n = 36,
2(36) + 2 = 74
74 people can be seated at 36 tables.
12. (i) Number of

points on the
line segments
2 3 4 5 6 7
AB (including
the points A
and B)
Number of 2 (2 – 1) 3 (3 – 1) 4 (4 – 1) 5 (5 – 1) 6 (6 – 1) 7 (7 – 1)
possible line 2 2 2 2 2 2
segments =1 =3 =6 = 10 = 15 = 21
(ii) Number of points including AB = 18 + 2

= 20
20 (20 – 1)
Number of possible line segments =
2
= 190
117
13. (i) 1 5 10 10 5 1
(ii) Row Sum

1 1 = 1 = 20
2 1 + 1 = 2 = 21
3 1 + 2 + 1 = 4 = 22
4 1 + 3 + 3 + 1 = 8 = 23
5 1 + 4 + 6 + 4 + 1 = 16 = 24
6 1 + 5 + 10 + 10 + 5 + 1 = 32 = 25
! !
n 1 + (n – 1) + ··· + (n – 1) + 1 = 2n – 1
14. (a) Figure 1 2 3 4 5 6

Number of black
1 2 3 4 5 6
squares (b)
Number of white
1 2+1=3 2 2+1=5 3 2+1=7 4 2+1=9 5 2 + 1 = 11 6 2 + 1 = 13
squares (w)
Area of whole
4 7 10 13 16 19
b + w)
Perimeter of
2(1 + 4) = 10 2(2 + 4) = 12 2(3 + 4) = 14 2(4 + 4) = 16 2(5 + 4) = 18 2(6 + 4) = 20
(b) (i) Number of white squares in Figure 9 = 9 2 + 1 16. (a) (i) 11, 13
= 19 (ii) 24, 28
(ii) Perimeter of Figure 9 = 2(9 + 4) (iii) 84, 112
= 26 cm (iv) 85, 113
(iii) Number of white squares in Figure n = n (2 + 1) (b) 6th line: 132 + 842 = 852
= 2n + 1 7th line: 152 + 1122 = 1132
(iv) Perimeter of Figure n = 2(n + 4)
= (2n + 8) cm
17. (i) Member Number of carbon Number of
2 1 2 1
15. (i) 8th line: = – + Number atoms hydrogen atoms
8 9 10 8 9 10
1 3 4
(ii) Based on the pattern, nth line: 2 4 6
2 1 2 1 3 5 8
– = +
n(n 1)( n n 2)
n 1 n 2 4 6 10
1 2 1 2
– + = 5 7 12
10 11 12 10 11 12
2 6 8 14
=
1320 ! ! !
1 n n+2 2n + 2
=
660
2 1 2 1 (ii) Let h + 2 = 25.
(iii) = – +
7980 p p 1 p 2 h = 25 – 2
1 2 1 2 = 23
– + =
p p 1 p 2 p ( p 1)( p 2) When n = h = 23,
p(p + 1)(p + 2) = 7980 2n + 2 = 2(23) + 2
(p2 + p)(p + 2) = 7980 = 48
p3 + 2p2 + p2 + 2p – 7980 = 0 Number of hydrogen atoms the member has = 48
p3 + 3p2 + 2p – 7980 = 0
p = 19 or
p = –11 + 17.292 (5 s.f.) (reject, p is a whole number) or
p = –11 – 17.292 (5 s.f.) (reject, p > 1)
118
(iii) Let 2k + 2 = 64. 3. (i)
2k = 64 – 2
= 62 Figure 5
k = 31
When n = k = 31, (ii) Figure Number Number of Buttons
n + 2 = 31 + 2 1 5 1+1=6
= 33 2 5 2 + 1 = 11
Number of carbon atoms the member has = 33 3 5 3 + 1 = 16
18. (i) 4 5 4 + 1 = 21
M
5 5 5 + 1 = 26
F 1st Generation Ancestor
! !
2nd Generation Ancestors

n 5 n + 1 = 5n + 1
M F
(iii) When n = 56,
F M F 3rd Generation Ancestors 5n + 1 = 5(56) + 1
= 281
M F F M F 4rd Generation Ancestors Number of buttons in 56th
(iv) Let 5n + 1 = 583.
Number of 4th generation ancestors a male bee has = 5
5n = 583 – 1
(ii) The number of nth generation ancestors forms a sequence:
= 582
2
n = 116
and each subsequent term is the sum of the previous two terms. 5
(iii) Number of 5th generation ancestors a male bee has = 3 + 5 2
Since n = 116 "+
=8 5
M sequence to be made up of 583 buttons.
4. (i)
F 1st Generation Ancestor
M F 2nd Generation Ancestors
F M F 3rd Generation Ancestors

Figure 5
M F F M F 4rd Generation Ancestors (ii) Figure Number Number of Triangles

1 2
1 1=
F M F M F F M F 5th Generation Ancestors 2
(iv) The sequence for the number of nth generation ancestors is 2 3

2 3=
1, 2, 3, 5, 8, 13, 21, 34, 55, ... 2
Number of 10th generation ancestors a male bee has = 34 + 55 3 4

3 6=
= 89 2
4 5
4 10 =
Review Exercise 7 2
5 6
1. (a) 53, 44 5 15 =
2
(b) 28, 40
! !
1 1
(c) , 1
27 81 n n(n + 1)
2
(d) 121, 169
2. (i) 64, 81 (iii) When n = 77,
(ii) General term of sequence, Tn = (n + 2)2 1 1
n(n + 1) = 77 (77 + 1)
(iii) T25 = (25 + 2)2 2 2
= 272 1
= 77 78
= 729 2
= 3003
Number of triangles in 77th
119
1
(iv) Let n(n + 1) = 66. 2. Number of People Number of Handshakes
2
n(n + 1) = 132 2 1
2 1=
2
Since 132 = 11 12 = 11(11 + 1),
n = 11. 3 2
3 3=
2
5. (i) 7th line: 13 + 23 + 33 + 43 + 53 + 63 + 73
= 784 = (1 + 2 + 3 + 4 + 5 + 6 + 7)2 4 3
4 6=
(ii) 1 + 2 + 33 + 43 + ··· + 153 = (1 + 2 + 3 + 4 + ··· + 15)2
3 3 2
= 1202 5 4
5 10 =
= 14 400 2
(iii) Since 1 + 2 + 3 + 4 + ··· + k3 = 1296 = 362 =

3 3 3 3
6 5
6 15 =
(1 + 2 + 3 + 4 + ··· + 8)2, 2
k = 8. ! !
6. (i) a = 12 2
35 2
1
n n(n – 1)
2
= 1369
1
Number of handshakes that will take place = n(n – 1)
= 37 2
(ii) Since the common difference is 2, TnA = 2n + ?. 3. (i) 4, 9
The term before T1A is c = T0A (ii) The general term, Tn, of the sequence is obtained by continuously
=4–2 n2 until a single-digit number is
= 2. left, e.g. to obtain T7,
General term of sequence A, TnA = 2n + 2 72 = 49 4 + 9 = 13 1 + 3 = 4, T7 = 4.
(iii) General term of sequence C, TnC = Tn2A Tn2B 4. (i) 11, 18
(ii) For n ! 3, Tn = Tn – 1 + Tn – 2.
= (2 n 2)2 (n2 2 n )2 (iii) Lucas Numbers (which is different from Lucas Sequence)
5. (i) 10, 12
2 2
T18C =  2 (18 ) + 2  + 18 2 + 2 (18 )  (ii) For n ! 4, Tn = Tn – 2 + Tn – 3.
(iii) Perrin Numbers (or Perrin Sequence)
= 38 2 360 2
= 131 044
= 362
Challenge Yourself
1. Value 31 32 33 34 35 36 ···
Last Digit 3 9 7 1 3 9 ···
2015 ÷ 4 = 503 R 3
Last digit of 32015 = 7
120
Revision Exercise B1 5. Let the time the motorist spends on the expressway be x hours.
Then the time he spends on the stretch of road is 2x hours.
1. (a) 0.15x + 2.35(x – 2) = 1.3
95x + 65 2x = 375
0.15x + 2.35x – 4.7 = 1.3
95x + 130x = 375
2.5x – 4.7 = 1.3
225x = 375
2.5x = 1.3 + 4.7
2
2.5x = 6 x=1
3
x = 2.4
Total time taken = x + 2x
5 7
(b) – =4 = 3x
1– y 2 – 2y
 2
5 7 = 3 1 
– =4  3
1– y 2(1 – y )
= 5 hours
10 – 7
=4
2(1 – y ) 6. x –4 0 6
3
2(1 – y )
=4 y= 1 x+3 1 3 6
2
3 = 8(1 – y)
y = –x + 6 10 6 0
3 = 8 – 8y
y
3 – 8 = –8y
–5 = –8y y = –x + 6
10
5
y =
8 9
2. (a) 12x > 60 8
x>5 1
7 y= x+3
2
(b) 15y ! –24 6
24 5
y!–
15
4
3
y ! –1
5 3
x – 4y 3 2
3. =
5x y 5 1
5(x – 4y) = 3(5x + y) x
5x – 20y = 15x + 3y – 4 –3 –2 –1 0 1 2 3 4 5 6
5x – 15x = 3y + 20y
–10x = 23y 7. (i) Since the common difference is 9, Tn = 9n + ?.
x 23
=–
y 10 =6–9
x 23 = –3.
=–
3y 30 General term of sequence, Tn = 9n – 3
4. Let the number of 20-cent coins in the box be x. (ii) Let 9k – 3 = 159.
Then the number of 50-cent coins in the box is 54 – x. 9k = 159 + 3
0.2x + 0.5(54 – x) = 20.7 = 162
0.2x + 27 – 0.5x = 20.7 k = 18
– 0.3x + 27 = 20.7 8. (i) 8th line: 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 = 82
– 0.3x = 20.7 – 27 (ii) Since 144 = 122,
– 0.3x = – 6.3 k = 12.
x = 21
There are twenty-one 20-cent coins in the box.
121
Revision Exercise B2 5. (i) y
1 C(2, 2)
1. (a) (x – 3) – x + 5 = 3(x – 1) 2
3
1 D(–2, 0) 1
x – 1 – x + 5 = 3x – 3
3 x
–2 –1 0 1 2 3 4
2 –1
– x + 4 = 3x – 3
3 –2
B(4, –2)
2 –3
– x – 3x = –3 – 4
3
–4
11 A(0, – 4)
– x = –7
3
10 (ii) Coordinates of D = (–2, 0)
x=1
11
2 3 6. (a) x –5 0 5
(b) – +1=3
y y y=x+2 –3 2 7
1
– +1 =3 y=x–3 –8 –3 2
y
1 y
– =3–1
y
y=x+2
1 7
– =2
y
6
1 5
–y =
2
4
1
y =–
2 3
2. (a) 14x ! –110 2 y=2
6 1
x ! –7
7 x
(b) –18 < 3y – 5 – 4 –3 –2 –1 0 1 2 3 4 5
–1
18
– <y –2
3
y > –6 –3 y = –3
3. Let the smallest even number be x. –4
Then the next 6 even numbers are x + 2, x + 4, x + 6, x + 8, x + 10 –5
and x + 12. –6
x + x + 2 + x + 4 + x + 6 + x + 8 + x + 10 + x + 12 = 336
–7
7x + 42 = 336
–8
7x = 336 – 42 y=x–3
7x = 294
1 1
x = 42 (b) Area enclosed by the four lines = 5 5+ 5 5
2 2
The smallest of the 7 numbers is 42.
1 1
+ 12 = 12
4. 8.5x + 3.6(2x + 5) = 206.4 2 2
8.5x + 7.2x + 18 = 206.4 = 25 units2
15.7x + 18 = 206.4 7. (i) Since the common difference is –3, Tn = –3n + ?.
15.7x = 206.4 – 18 The term before T1 is c = T0
15.7x = 188.4 = 44 + 3
x = 12 = 47.
General term of sequence, Tn = –3n + 47
(ii) Let –3k + 47 = –13.
–3k = –13 – 47
= –60
k = 20
8. (i) 6th line: 62 – 2 6 = 24
(ii) Since 92 – 2 9 = 63,
k = 9.
122
Chapter 8 Percentage
TEACHING NOTES
Suggested Approach
Although students have learnt percentage in primary school (i.e. how to express a part of a whole as a percentage, write fractions
and decimals as percentages, and vice versa, find a percentage part of a whole and solve up to 2-step word problems involving
percentage), many may still struggle with percentage. Teachers can introduce percentage as fractions by going right back to the
fundamentals. Teachers can give students practical applications of percentages and show the changes in fractions and proportions
through the examples to give them a better understanding of the concept.
Section 8.1: Introduction to Percentage

Teachers can get students to work in pairs to find an advertisement/article in which percentage(s) can be found
and discuss about it together (see Class Discussion: Percentages in Real Life). After the discussion, students
should understand the meaning of percentage(s) better and interpret information more accurately. Students need
to be able to comment critically on the usefulness of percentages before they can have a confident grasp of the
topic.
Teachers can then build upon what students have learnt about percentage in primary school. Students may be
able to learn how to accurately calculate a percentage but they might struggle to explain the meaning behind it.
Teachers should emphasise on the basics of fractions and proportions before getting the students to calculate and
interpret percentages.
In Worked Example 5, students should learn that it is easy to see that more people passed the entrance test in
2011 but it is not easy to see which year had a higher proportion of people passing the entrance test. Teachers can
highlight to the students that two quantities can be easily compared using percentages because the proportions
are converted to the same base i.e. 100.
Section 8.2: Percentage Change and Reverse Percentage

Teachers should guide students on how to use algebra in percentage change and reverse percentage. Students
may draw models, wherever applicable, to help them understand the problem.
Through the worked examples in this section, students should be able to tackle percentage change and reverse
percentage problems involving algebra. They should also learn how to identify whether the problem is a reverse
percentage or a percentage change problem. Teachers can highlight to the students that percentage change is
when they are given both the new value and the original value while a reverse percentage is when they need to
find the original value given a quantity after a percentage increase or decrease.
123
WORKED SOLUTIONS
Class Discussion (Percentage in Real Life)
Teachers may use this to assess students’ prior knowledge of

percentage, e.g. whether students are able to relate percentages
to fractions and to perform relevant calculations using the given
percentages to illustrate the meaning of the percentages in the
context of the advertisement/article. Teachers may also use this as
a trigger to show students the need to learn percentage, and link
Teachers may wish to ask students to list other instances where such
back to the different scenarios in the advertisement/article.
phrases are used. They may also want to take this opportunity to
Alternatively, teachers may wish to use the article titled ‘A smaller
highlight to students the importance of being informed consumers.
and cheaper iPad’ (Today, 5 July 2012) and/or the apparel
Students should not take information at face value. Instead, they
advertisement (Page 3, Today, 5 July 2012) for this question.
should learn how to interpret information accurately.
Teachers may ask students to refer to page 197 of the textbook for
an example of how this phrase may be used. Teachers should also
Teachers may wish to ask students how the additional 10% off for
highlight to students that the use of percentages can be misleading,
UOB card members is calculated, i.e. whether a shopper with a UOB
e.g. a salesman who sold a car in January and two cars in February
card gets to enjoy a maximum discount of 70% + 10% = 80% on
can say that his sales in February is 200% of that in January.
selected items. Teachers may also wish to get students to use any
amount,
Class Discussion (Expressing Two Quantities in Equivalent
e.g. $100, to illustrate the meaning of the percentages, i.e. 70% and
Forms)
10%, in the context of the advertisement.
40
2. Guiding Questions: 1. (a) (i)
50
4
5
124
50 2. $x
(ii)
40 110
$x
100
x
x
90
x
100
x
5
4
x
(b) In words A B B A
Percentage A B B A Practise Now 1

4
Fraction A B B
4
A 45
(a) (i)
100
Decimal A B B A
9
Table 8.1 20
2. (i) 305
(ii)
In words P Q R S T U 100
61
20
Percentage P Q R S T U
1 1 1
Fraction P Q R S T U
2 4 20
Decimal P Q R S T Q 5.5
(iii)
100
Table 8.2
55
(ii) P Q 1000
P 11
200
Q 5 61
(iv)
7 7
61
R S ÷ 100
7
R 61 1
7 100
S 61
700
T U 17 17
(b) (i)
20 20
T 1700
20
U
1 116
(ii)
5 5
Thinking Time (Page 198) 116
20% 80% 5
1.
2 11 600
5
20% × 100 + 80% × 200

100 + 200
Practise Now 2 Practise Now (Page 190)
12 1. (a)
(a) (i)
100 20
100
413
(ii)
100 3 3
(b)
4 4
23.6 3
(iii) 15
100 4
100
1 25
(iv)
4 4 2.
25 2500
4
÷ 100 100
25 1
4 100
25 Practise Now 4
400
1. Method 1:
3
1 100
4
6.25
100
Method 2:
(b) (i)
(ii)
97
100
Practise Now 3
1. (i) 2.
45
120
24.5
(ii) Method 1: 100
75
120
Practise Now 5
Method 2:
A
4000
30 000
1400 ml
2.
2.1 l 1
3
1400 ml
2100 ml B
2800
2 25 000
3
2
3
Practise Now 6 Practise Now 8
1. (a)
35
70
140
100 35
100
70
(b) (i)
$250 – $150 Practise Now 9

$150
$100 1. Method 1:
$150
2 $654
3 109
(ii) $654
100
109
$300 – $200
$200
$100 Method 2:
$200 x
2. (a)
x
75
100
(b)
$127 000 – $119 380
$127 000
x
$7620
x
$127 000
x
2.
Practise Now 7
$180 000
Original Percentage 120
Cost Change
New Cost $180 000
100
120
Rental $2400
100
Wages 100
$150 000
Utilities 120
100
$150 000
100
Business 120
$4680 – $4485.60
$4680
$194.40
$4680
2
13
Practise Now 10 3 33
(d)
5 5
1. Method 1:
33
÷ 100
5
$3346.50 33 1
97 5 100
$3346.50 33
100
97 500
4
2. (a)
100
Method 2:
x 633
(b)
100
x
0.02
(c)
x 100
2 101
(d)
3 3
x 101
÷ 100
x 3
x 101 1
3 100
101
2.
300
$86 700
85
3 3
$86 700 3. (a)
100 5 5
85
9 9
(b)
10 10
$102 000
6 6
85 (c)
125 125
$102 000
100
85
6 6
(d)
5 5
12 12
Exercise 8A (e)
25 25
28
1. (a)
100 6 31
(f) 1
7 25 25
25
158 4. (a)
(b)
100
79 (b)
50
29 (c)
50
12.4 (d)
(c)
100
124
(e)
1000
31
250
(f) 45 minutes
1 hour
(b)
5. (a) 45 minutes
50 60 minutes
100 3
4
(b)
80 1 year
4 months
(c)
100
12 months
6. (i) 4 months
20
38 15 mm
(d)
12 1m
19 15 mm
12 1000 mm
(ii)
19 3
200
7
19
7. 335 cm
5m
(e)
335 cm
120
500 cm
70
120 67
100
100
8. 1 kg
800 g
(f)
$1200 1000 g
12 $1600 800 g
$1200
5
$19 200
4
60
(g)
360
$4500 1
12 $6800 6
$4500 2
$81 600 3
63 cents
35 (h)
68 $2.10
63 cents
210 cents
25 seconds 3
9. (a)
3.5 minutes 10
25 seconds
210 seconds 1 1
10. (a) l l
5 5 5
42 1
6
19 5
l
21 100
837
10 000
l
7 7 14.
(b)
8 8
7
56
8
100
11 60
16 100
(c) l l
0.56 270
100
l 600
l
(d)
2000 Exercise 8B
100 1. (a)
135
100
40
11.
60 (b)
2 225
3 100
46
(c) 120
60
2 55
120
3 100
49 1
(d)
60 2
2 1
62
3 2
100
12.
2. (a)
17
20
12 000 17
100
20
46.75
12 000
100
(b)
13.
49
20.5
175
100
49
100
175
$159.25
(c)
$1850
161
115
161
100
115
(d) 9.
192 $58.50
80 90
192 $58.50
100 100
80 90
90 – 72 10. 2400
3.
72 130
2400
18 100
72
4. (i) 80
100
130
100 11. x
x
(ii) 108
x
100
$350 – $250 x
$250 x
$100 108
$250 100
x
x
5.
$1360 – $1020 1.1664 x – x
$1360 x
$340 0.1664 x
$1360 x
6. $120 000
80
$120 000
100 12.
Original
Percentage Change New Cost
Cost
111
Raw materials $100 100
90
100
120
Overheads 100
7. Wages $120 100

135
45
Printer
135
100
45
$309 – $300
$300
$9
8. $300
$333 200
136
$333 200
100
136
13. 16. x
$899 300 x
115 x
$899 300 108
100
115 x
100
108
25
x
27
$782 000 25
x
115 27
$782 000 25
100 x
115 27
90 25
x
100 27
14. 5
x
6
$11 250
x
75
5
$11 250 x
100 6
75
1
5
6
$15 000
75
Review Exercise 8
$15 000
100
75 1m
1.
56 mm
1000 mm
15. 56 mm
$61 824 125
105 7
$61 824 5
105
100 7
2. (i)
20
100
$58 880
92 (ii)
$58 880
92
100 30
a 100
b
3.
4b 4b
30
100
4
3
40
68 Challenge Yourself
4.
80
1. A
86 B x
120 A B y
2
3 Bottle A Bottle B
120
150 Red
Before
Yellow 100
Red x x
120 After
5. 120
100 Yellow y y
300 – x 80
120 100 – y 20
60 300 – x 4
120 100 – y 1
100
60 x y
x y
4y x
150 x 60
150 y 40
6. 150 x 3
60 150 y 2
120 x y
x y
60 2x y
100
120 2 y x
y
y
y x
x
94 x
7.
100 A B
x y
8084
80.84
2. B A
8084
80.84
100 60
100
A A
8. x
B
85
$x
100
x
$ x – $0.85 x A A
$0.85 x B
$0.15 x 40
$0.85 x 100
0.15
0.85
11
17
Chapter 9 Ratio, Rate, Time and Speed
TEACHING NOTES
Suggested Approach
Students have learnt how to solve problems involving ratios and speed in primary school. Teachers can bring in real-life examples
for ratio, rate, time and speed to arouse students’ interest in this topic. Students will also learn how to solve problems involving
ratio, rate, time and speed through worked examples that involve situations in real-world contexts.
Section 9.1: Ratio

Teachers can build upon what students have learnt about ratio in primary school and introduce equivalent ratios
through a recap of equivalent fractions. Teachers should emphasise that ratio does not indicate the actual size of
quantities involved. Practical examples can be given to the students to let them recognise what equivalent ratios
are (e.g. using 2 different kinds of fruits).
Teachers should highlight some common errors in ratio (i.e. the ratio of a part of a whole with the ratio of two
parts, incorrect order of numbers expressed when writing ratio and incorrect numerator expressed when writing
ratio as a fraction).
To make learning interesting, students can explore more about the Golden Ratio (see chapter opener and
Investigation: Golden Ratio). Teachers can also get the students to find out what other man-made structures or
natural occurrences have in common with the Golden Ratio (see Performance Task at page 210 of the textbook).
Section 9.2: Rate

Teachers should explain that rate is a relationship between two quantities with different units of measure (which
is different from ratio). Teachers can give real life examples (e.g. rate of flow, consumption) for students to
understand the concept of rate. Teachers can also get students to interpret using tables which show different
kinds of rates (e.g. interest rate, postage rate, parking rate etc.).
Students can get more practice by learning to calculate rates they are familiar with (see Investigation: Average
Pulse Rate). Teachers should impress upon them to distinguish between constant and average rates.
Section 9.3: Time

Teachers should emphasise that the addition and subtraction of times are not simply the same as adding and
subtracting the numbers. For example, teachers can ask students why 30 + 40 = 70 = 110 (where 110 refers to 1
h 10 min). To prevent students from making careless mistakes, teachers should help students understand that:
6 hours 45 minutes is not the same as 6.45 hours, 1 hour is not the same as 100 minutes, 1 minute is not the same
as 100 seconds.
Another important learning point would be dealing with time during the period before midnight and early
morning. Teachers may also compare the time displayed on a digital clock with that on an analogue clock, and
show students how the time is read.
134
Section 9.4: Speed
Teachers should inform students that speed is a special type of rate, i.e. speed is the distance covered per unit
time. Teachers can get students to match appropriate speed to examples given (e.g. speed of a moving bicycle,
lorry, car and aeroplane) to bring across the notion of speed.
Teachers can build upon what students have learnt about distance, time and speed in primary school. Students
need to know that average speed is defined as the total distance travelled by the object per unit time and not the
average of the speeds of the object. Teachers should also impress upon students that there are differences between
average speed and constant speed.
Teachers should teach students the conversion of units and highlight to them to use appropriate units when solving
problems.
Challenge Yourself
Questions 1 and 2: Teachers can guide the students by getting them to use appropriate algebraic variables to
represent the rates involved in the question. Students have to read the question carefully and form the linear
equations which then can be solved to get the answers.
135
Class Discussion (Making Sense of the Relationship 1. Aspect ratio is used to describe the relationship between the width
between Ratios and Fractions) and height of an image. It does not represent the actual length and
height, but instead represents the proportion of its width and height.
There are 40 green balls and 60 red balls in a bag.
This is usually represented by two numbers separated by a colon,
Let A and B represent the number of green balls and red balls respectively.
for example, 4 : 3 and 16 : 9.
1. Find the ratio of A to B.
The standard size of televisions has an aspect ratio of 4 : 3 which
A : B = 40 : 60
means the image is 4 units wide for every 3 units of height.
= 2:3
Meanwhile, the latest size of televisions for the aspect ratio is
We can conclude that:
16 : 9 which is 16 units of width for every 9 units of height.
The ratio of A to B is 2 : 3.
The following are some examples of aspect ratio used in our daily
The following statement is equivalent to the above statement.
lives:
2 A 2
A is (fraction) of B, i.e. = (fraction).
3 B 3
2. Find the ratio of B to A.
B : A = 60 : 40
= 3:2
We can conclude that: is viewable to both 4 : 3 and 16 : 9 televisions.
The ratio of B to A is 3 : 2.
computer monitors.
3 B 3
B is (fraction) of A, i.e. = (fraction).
2 A 2
3. photography.
A 20 20
2. Example 1:
B
Scale drawings of maps and buildings are often represented by
20 20 20
ratios. This is because it is impossible for a map to be exactly of the
4. Example: same size as the area it represents. Therefore, the measurements are
There are 30 girls and 10 boys in a class.
Let G and B represent the number of girls and boys respectively. Similarly, a scale drawing of a building will have the same shape as
G : B = 30 : 10 the actual building except that is scaled down.
= 3:1 Example 2:
We can conclude that: In Chemistry and Biology, ratios are used for simple dilution
The ratio of G to B is 3 : 1.
The following statement is equivalent to the above statement. appropriate volume of solvent in order to dilute the chemical. For
3 G 3
G is (fraction) of B, i.e. = (fraction).
1 B 1 combining 1 unit volume of solute (the material to be diluted) + 4
OR
B : G = 10 : 30 total volume.
= 1:3
We can conclude that: Investigation (Golden Ratio)
The ratio of B to G is 1 : 3.
1. AB = 1.7 cm
BC
1 B 1
B is (fraction) of G, i.e. = (fraction). AC 2.75
3 G 3 = = 1.62 (to 2 s.f.)
AB 1.7
G 10 10 10 AB 1.7
= = 1.62 (to 2 s.f.)
BC 1.05
B 10 2. XY
YZ = 1.7 cm
XY 2.75
= = 1.62 (to 2 s.f.)
YZ 1.7
1 5
3. = 1.62 (to 2 s.f.)
2
136
4. All the values in the previous questions are all equal. Thinking Time (Page 224)
5. –
2 3 5
6. (a) = total distance travelled by the total time taken. Average speed is different
2
from the general meaning of ‘average’ in statistics. The word ‘average’
5 3
+1=
2 here does not refer to the sum of all individual speeds divided by the
Both answers are the same. total number of individual speeds.
(b) 1 = –1 5
2 Performance Task (Page 225)
1 1. (a) Teachers may wish to assign this activity as a pair work for the
= – ____
students to do.
1 5 –1 5
–1= – Students can help to record each other’s walking speed.
2 2
Average walking speed of a human
=1
It is equal to 1.
(b) Minimum average speed
2.4
Performance Task (Page 210) =
 11 × 60 + 30 
 3600 
Teachers may wish to give some examples of
2.4
=
a) Acropolis of Athens (468–430 BC), including the Parthenon;  690 
b)  3600 
c)
(c) Average speed of a bicycle
d) Mexico City Metropolitan Cathedral (1667–1813).
Average speed of a sports car
a) spiral growth of sea shells;
b) spiral of a pinecone; (d) Average speed of an MRT train
c)
d) horns of antelopes, goats and rams; (e) Average speed of an aeroplane
e) tusks of elephants;
f) body dimensions of penguins. (f) Average speed of the spaceship
Investigation (Average Pulse Rate)

Average speed (km/h)
First Second Third (a) Walking
reading reading reading
(b) Running
Pulse rate (per minute)
(c) Bicycle
Thinking Time (Page 216) (d) Sports car
1. The parking charges per minute are $0.40 is a constant rate as the (e) MRT train
rate of charges per minute is the same throughout. (f) Aeroplane
(g) Spaceship
as the rate of consumption is not the same per minute.
2. The following are 3 examples of average rate that can be found in 2. Priya cycles to school while Devi walks to school.
daily life: 3. Number of times a spaceship is as fast as an aeroplane
28 000
=
805
= 34.8
The following are 3 example of constant rate that can be found in 4. Other examples of speeds which can be encountered in real life:
daily life:
137
5. 2. Let the amount of money Kate had initially be $3x.
the class. x.
Practise Now 1 Kate Nora
(i) Ratio of the number of lemons to the number of pears Before $3x x
= 33 : 20 After $(3x x
(ii) Ratio of the number of pears to the number of fruits in the basket
= 20 : (33 + 20) 3 x 150 7
=
5 x – 150 9
9(3x x
27x x
Practise Now 2
27x x
(a) 240 g : 1.8 kg = 240 g : 1800 g –8x = –2400
x = 300
Alternatively, Amount of money Kate had initially
2.40 g 240 g = $[3(300)]
=
1.8 kg 1800 g = $900
2
=
15
Practise Now 5
3 8 3 8 x:y y:z = 4:9

(b) : =
5 9 5 9 2 3
= 27 : 40 = 10 : 12 = 12 : 27
(c) 0.36 : 1.2 = 0.36 100 : 1.2 100 (i) x : y : z = 10 : 12 : 27
= 36 : 120 (ii) x : z = 10 : 27
= 3 : 10
Practise Now 6
Practise Now 3
Let the amount of money Khairul had initially be $6x.
3a Then the amount of money Michael and Ethan had initially is $4x and
3a 8 x respectively.
=
7 5
a Khairul Michael Ethan
11 Before $6x $4x x
a =3
15
After $(6x $(4x + 30) x
Practise Now 4
6 x – 45 7
=
1. x. 4 x 30 6
x. 6(6x x + 30)
36x – 270 = 28x + 210
Fiction x 36x – 28x = 210 + 270
8x = 480
x = 60
From the model, we form the equation: Amount of money Khairul had initially
x + 2x = 1421 = $[6(60)]
7x = 1421 = $360
x = 203
There are 3
library.
138
Number of words per minute that Amirah can type
11 00 23 00 23 11
720
=
16
12 h 11 min
Number of words per minute that Lixin can type
828 The bus journey was 12 h 26 min long.
=
18
= 46 Practise Now 11
Number of words per minute that Shirley can type
798 25
1. (i) hours
=
19 60
= 42 16.8
Speed of the train =
 25 
Thus, Lixin is the fastest typist.  60 
(ii) 16.8 km = 16 800 m
Practise Now 8
1. (a) Amount each child have to pay 16 800
Speed of the train =
$2.70 32.5 1500
=
36 55 km (55 1000) m 5
2. =
= $2.44 1h 3600s 18
(b) (i) Distance travelled on 1 litre of petrol 12 minutes 30 seconds = (12
265 5 1
= m
25 18 3
265 3. Let the speed of the bus be x
=
25 3 hours
13 20 hours 16 20 hours
= 10.6 km
Distance the car travelled in 3 hours = 90 3 = 270 km
270 + (3 x
= 10.6
3x
= 614.8 km
3x = 240
(ii) Amount of petrol required to travel a distance of 1007 km
x = 80
1007
=
10.6
Amount that the car owner has to pay Practise Now 12

1. (i) Speed of the train
2. 48.6 km
1h
=
20
= 20 ÷ 3
60 48 600 m
3600 s
= (convert 48.6 km to m and 1 h into s)
= 6 buns
=6 (ii) Speed of the train

= 30 buns
48.6 km
1h
=
= 30 2
= 60 buns 4 860 000 cm
60 min
= (convert 48.6 km to cm and 1 h into min)
Practice Now 9
1
7
4
+7h
06 00
The ship arrived at Port Y at 06 00 or 6 a.m. on Saturday.
139
2. Speed of the fastest human sprinter Practise Now 14
100 m Let the distance for the car to travel from Town A to Town B to meet
9.58 s
=
the truck = x km.
(100 1000) km Then the time taken for the car to travel from Town A to Town B to meet
(9.58 3600) h
=
277 x
= 37
479 =
72
hour, and
No. of times a cheetah is as fast as the fastest human sprinter the time taken for the truck to travel from Town B to Town A to meet
110
=
277
37 550 – x
479 = hour
38
= 2.93
x 550 – x
=
72 38
Practise Now 13 38x = 39 600 – 72x
38x + 72x = 39 600
1.5 110x = 39 600
= h
2.5 x = 360 km
3
= h
5 360
=
Total time taken 72
3 1 1
= +1 +1
5 2 9
3 3 10 Practise Now 15
= + +
5 2 9
Radius of the wheel of the car
54 135 100
=
90
+
90
+
90 0.75
=
2
289
= hours
90
Distance that Farhan runs Circumference of the wheel of the car
=2
1
=9 1
9 = 2 3.142
10
=9
9 Distance travelled by a car in 1 minute
= 10 km = 14 60
Total distance travelled = 840 m
Number of revolutions made by the wheel per minute
840
=
Average speed for the entire competition 2.3565
Total distance travelled
Total time taken
=
51.5 Exercise 9A
=
 289  1. (a)
 90 
= 30 : 7
11
= 16
289
Alternatively,
1.5 kg 1500 g
350 g 350 g
=
30
=
7
15 9 15 9
(b) : = 168 : 168
24 7 24 7
140
(c) 100 From the model, we form the equation:
9x x = 44
= 9 : 17 4x = 44
(d) l : 1.12 l : 104 ml x = 11
Total amount of money that is shared between the two boys
2 3 5 2 3 5 11
(e) : : = 24 : 24 : 24
3 2 8 3 2 8
1530
8. (i) 16
(f) 0.33 : 0.63 : 1.8 = 0.33 100 : 0.63 100 : 1.8 100 12 16 17
= 33 : 63 : 180 1530
= 16
= 11 : 21 : 60 45
2. (a) a
a 6 1530
= (ii) Number of toys Priya makes = 17
400 25 12 16 17
a = 2400 1530
= 17
a = 96 45
(b) b
5b 2
=
8 5
b = 16 1
9. (a) 4 kg : 630 g = 4200 g : 630 g
16 5
b=
25 = 20 : 3
2x 3y 5 75 5
3. = (b) = : 3
5 8 16 100 16
16x y 3 53
= :
x 15 4 16
=
y 16 3 53
= 16 : 16
x:y 4 16
4. a : b : c
(i) a : b : c 3
(c) 0.6 kg :
(ii) b : a = 40 : 4
(iii) b : c = 40 : 44 1 3 1 15
(d) = 12 : 12
= 10 : 11 3 4 3 4
5. (i)
(ii) Ratio of the number of girls to the total number of players in 3 33
(e) 1.2 : 3 10 : 10
10 10
6. (i) Ratio of the number of athletes to the number of volunteers

1 1
= 3600 : 20 000 10. (a) 2 : 6 = m : 1
4 5
9 6
: 6 = m :
(ii) Ratio of the number of media representatives to the number of 4 5
athletes to the number of spectators 9 6
20 : 6 20 = m 20 : 20
= 1200 : 3600 : 370 000 4 5
m : 24
7. x. 9 : 24 = 20m : 24
x. 9 = 20m
20m = 9
9
Rui Feng x
m =
$44 20
141
9 15 1
(b) x : 3 : = : 4 : y
2 4 2 11
=
9 15 9 7 11 5
x 4:3 4: 4= 4: 4:y 4
2 4 2
4x y
4x 15 12 18 5
= = =
12 18 18 4y 7 11 5
x 5 2 9
= =
3 6 3 2y 14. Let the number that must be added be x.
6x y = 27 3 x 2
=
15 27 8 x 3
x = y =
6 4 3(3 + x) = 2(8 + x)
5 3 9 + 3x = 16 + 2x
x = y =6
2 4 3x – 2x = 16 – 9
1 x =7
x =2
2
The number is 7.
3 1 1
11. p : q = :2 p:r = : 15. x.
4 3 2
Then the amount of money Jun Wei and Raj had initially is $6x and
4 6
$9x respectively.
= 3 :8 = 2 : 3
Ethan Jun Wei Raj
= 6 : 16 = 6 : 9
Before x $6x $9x
(i) p : q : r = 6 : 16 : 9
After x $6x $9x
(ii) q : r = 16 : 9
12. (i) Let the initial number of teachers in the school be x. 5 x – 50 3
=
x. 6x 4
x = 1200 x x)
x = 80 20x – 200 = 18x
The initial number of teachers in the school is 80. 20x – 18x = 200
(ii) Let the number of teachers who join the school be y. 2x = 200
80 y 3 x = 100
=
1200 40
40(80 + y) = 3(1200)
3200 + 40y = 3600
40y = 3600 – 3200 x 3 y 5
16. = =
40y = 400 y 4 z 8
y = 10 4x = 3y 8y z
The number of teachers who join the school is 10. 3 8
x = y z= y
13. Ratio of Ethan, Farhan and Michael’s property investment 4 5
2y 2y
=
3x – y 2 z 3  8 
3 y – y + 2  y
4  5 
2y
=
9 16
y–y y
4 5
2y
=
45 20 64
y– y y
7 20 20 20
= 2y
7 11 5 =
89
y
20
40
=
89
142
Exercise 9B (ii) Amount of petrol required to travel a distance of 2013.2 km
2013.2
1. (a) Number of words that she can type per minute =
11.8
1800
= 36
60 = 170 litres
59
(1 hour = 60 minutes)
Amount that the car owner has to pay
= 30
36
= 170 $1.99
(b) Cost of one unit of electricity 59
120.99
=$
654
6. (i) Amount of fertiliser needed for a plot of land that has an area
= $0.19
of 1 m2
(c)
200
4800 =
=$ 8
3
= $1600
Amount of fertiliser needed for a plot of land that has an area
(d) Its mass per metre
of 14 m2
15
=
3.25 14
8
=4
13 (ii)
2. Time taken for Ethan to blow 1 balloon 450
=
20 25
=
15 = 18 m2
= 1.3 minutes 7. (i) Temperature of the metal after 9 minutes
Time taken for Jun Wei to blow 1 balloon = 428 °C – [(23 °C 6)]
25 = 269 °C
=
18 (ii) Temperature of the metal after 18 minutes
= 1.38 minutes
= 428 °C – [(23 °C
= 134 °C
Amount of temperature needed for the metal to fall so that it
21
=
16
= 109 °C
3. 3 hours = 180 minutes
Number of ornaments made in 3 hours 109
=
8
180
=
15
4 5
= 13 minutes
= 48 8
8. 4 weeks
Amount earned by the worker
= 48 15 2
1 week
4
10 weeks 10
4. (i) Amount he is charged for each minute of outgoing calls
39
=$
650 75
=
5
= $0.06
(ii) Amount he has to pay
9. (i) Total amount to be paid to the man
= $0.06 460
= 224
= $27.60
= $1680
5. (i) Distance travelled on 1 litre of petrol
259.6
=
22
= 11.8 km
Distance travelled on 63 litres of petrol
= 11.8 63
= 743.4 km
143
(ii) Number of normal working hours from 9 a.m. to 6 p.m. excluding 3.
lunch time Departure
= 8 hours Journey Time Arrival Time
Time
Let the number of overtime hours needed to complete the project
in 4 days by each worker be x. (a) 02 40
4[4(8 + x)] = 224
(b) 8 hours
16(8 + x) = 224 (next day)
128 + 16x = 224
1
16x = 224 – 128 (c) 2 h
4
16x = 96
x =6 7
(d) 09 48 12 h or 12 h 28 min 22 16
Overtime hourly rate 15
2
(e) 10 h or 10 h 40 min
Total amount to be paid to the 4 men if the project is to be (Tuesday) 3 (Wednesday)
completed in 4 days
1
= 4{4[(8 (f) 1 h
4
= $2040
10. 4
10 = 80 hours. 3.12 p.m.
22 = 11 792 people in 09 00
536 22
80 hours and so 22 chefs can prepare a meal for people
80
80 7h 12 min
in = 1 hour.
80
536 22 The journey took 6 h 37 min.
Thus 22 chefs can prepare a meal for
80
1 +9h + 13 min
5. 07 00 07 13
536 22
80
The train arrived at its destination at 07 13 or 7.13 a.m. on Tuesday.
= 737
6. +4h
? ?
Exercise 9C
–4h – 9 min – 6 min
1. (a) 08 00
(b) 21 42
(c) 00 00 7. (i)
(d) 02 42 23 00 00 00 06 00
2. (a) 3.30 a.m.

(b) 11.12 p.m. 7h
(c)
(d) 12.00 a.m. The journey took 7 h 10 min.
(ii)
8. Assume time taken includes breaks in between stations.

(a) Depart from A: 21 30; Arrive at C
21 30 22 00 00 00 02 00
30 min 4h
The time taken from A to C
144
(b) Depart from B: 22 30; Arrive at E 3. (a)
22 30 23 00 00 00 07 00 8.4 km
=
1 min
8.4 km
30 min 8h =
 1
 60  h
= 1 h 20 min
The time taken from B to E was 9 h 20 min. (b)
(c) Depart from C: 02 30; Arrive at F: 09 20 315 m
1s
02 30 03 00 09 00 09 20 =
 315 
km
30 min 6h 20 min  1000 
=
 1 
 3600  h
The time taken from C to F
(d) Depart from D: 04 20; Arrive at G
(c)
04 20 10 00
242 m
1 min
=
40 min  242 
 1000  km
=
 1
 60  h
The time taken from D to G
(e) Depart from A: 21 30; Arrive at G 13
= 14
21 30 22 00 10 00 25
(d)
125 cm
1s
30 min 12 h =
 125 
 100 000  km
=
The time taken from A to G  1 
 3600  h
Exercise 9D
30 1 4. (a)
1. (i) 30 minutes =
60
=
2
hour 65 cm
1s
=
Speed of the particle
24.6 km  65 
=
 1  100  km
 2  hour =
1s
13
=
20
(ii) 24.6 km = 24.6 1000 = 24 600 m
(b)
30 minutes = 30 60 = 1800 s
367 km
Speed of the particle =
1h
24 600 m
367 1000 m
1800 s
=
3600 s
=
2 367 000 m
= 13
3 =
3600 s
1 hour 48 minutes
2. 12 24 hours 14 12 hours 17
= 107
48 4 18
1 hour 48 minutes = 1 = 1 hours
60 5
Distance between the two stations
4
= 200 1
5
= 360 km
= 360 1000 m
= 360 000 m
(c) 7. Time taken = 12 s
1000 cm X
M
Y
1 min
=
120 m
 1000 
 100  m
(i) Time taken to travel from M to Y
60
60 s
= =
15
1 =4s
=
6 (ii) Average speed of the object for its entire journey from X to Y
(d) Total distance travelled
86 km =
Total time taken
1 min
=
120
86 1000 m =
12 4
60 s
=
120
=
1 16
= 1433
3 1
=7
5. Speed of the fastest Singaporean sprinter 2
100 m 8.
10.37 s
= Time taken = 6 s
L N
 100  M
 1000  km 160 m
=
 10.37  Distance travelled from L to M
 3600  h = 10 6
742 = 60 m
= 34
1037 Thus, distance travelled from M to N
Number of times the bullet train is as fast as the fastest Singaporean = 160 – 60
sprinter = 100 m
365 Time taken to travel from M to N
=
 742  100
 34 1037  =
25
3701 =4s
= 10
7200 Average speed of the object for its entire journey from L to N
6. Total distance travelled
Total time taken
=
19
=
57 160
=
1 6 4
= h
3 160
=
Time taken to travel the remaining part of the journey 10
55
=
110 9.
1 50 1000 m
= h
2 =
25 m/s
Average speed of the car for its entire journey = 2000 s
2000
Total time taken
= = h
3600
19 55 5
=
1 1 =
9
h
3 2
Time taken to travel the next 120 km of its journey
74
= 120
5 =
80
6
4 1
=1 h
= 88
5 2
146
Distance travelled for the last part of its journey Then the time taken for Nora to meet Lixin will be (x + 6) min.
35 Distance between Town A and Town B
= 90
60 = 100 (x (x + 6)
= 100x x
Average speed of the object for its entire journey x
Total distance travelled Thus,
Total time taken
=
180x x
50 120 52.5 10x x
=
5 1 35
1 x
9 2 60
6 x = 210
= 84
19 Distance between Town A and Town B
10. Radius of the wheel of the car = 180 210
60 = 37 800 m
=
2
= 30 cm Review Exercise 9
= 0.3 m
1 1
Circumference of the wheel of the car 1. a : b = : b:c=3:4
2 3
=2 0.3 2
6
= 2 3.142 0.3 = 3: 2 =6:8
3
Distance travelled by the car in 1 hour = 9:6
= 13.2 60 60 a : c = 9 : 8.
2. (i) Let the mass of type A coffee beans in the mixture be 3x kg.
Number of revolutions made by the wheel per minute Then the mass of type B and C coffee beans in the mixture be
47 520 x kg and 7x kg respectively.
=
1.8852 3x x + 7x
x
11. Length of the goods train x =3
8  8 
=  72 × +  54 × Mass of type A coffee beans in the mixture = 3 3 = 9 kg
 3600   3600  Mass of type B
7 Mass of type C coffee beans in the mixture = 7 3 = 21 kg
= km
25 (ii) Cost of the mixture per kg
7 (9 × $7) + (15 × $10) + (21 × $13)
= 1000
25 =
45
= 280 m = $10.80
12. 3. (i) Let the number of books in the box be 4x.
x.
Town A Town B
4x = 36
x =9
Let the time taken for Nora to meet Kate be x min.
So distance between Town A and Town B (ii) Let the number of toys that are given away be y.
36
= 100 x + 80 x
12
=
= 180x m 45 – y 11
y)
y
Town A Town B
12y
12y = 144
6 min
y = 12
The number of toys that are given away is 12.
147
4. (i) Total cost of placing an advertisement containing 22 words Time taken for the athlete to run
5 1000
=
= 900 cents 3
= $9 2
= 1666 s
(ii) Let the number of words he can use be x. 3
x! 2
= 1666 ÷ 3600
x! 3
x! 25
= h
54
x ! 46
The greatest number of words he can use is 46.
Total time taken
5. (i) +2h =
? ? 12 06
750
12 00 12 06 20 5
= 1000
–2h – 9 min – 6 min
15 30 25
60 60 54
(ii) Total distance = 198 km 30
1 9 = 21
131
h= h
4 4 2
198 8. Let the distance from A to C be
5
x m.
Average speed =
9 3
4 Then the distance from C to B be x m.
5
Time Taken Average speed
195 = 30 s
6. (i) Time taken =
52 A C B
2xm 3xm
3
=3 h
4
(i) Time taken for the object to travel from C to B
3
x
+3h + 30 min = 5
12 00 12 30 30
The time at which the lorry arrives at its destination is 12 30. 3
= x ÷ 30
(ii) 5
18 00 3 1
= x
5 30
3h 1
= xs
50
(ii) Average speed of the object for its entire journey from A to B
The time taken was 3 h 20 min.
xm
1 =
1 

 30 + 50 x  s
3 h 20 min = 3 h
3
10
= h 50 x
3 =
1500 x
195
Average speed = 9. x km.
10
x) km.
3
7. Distance that the athlete cycles x 150 – x

+
35 5
30
= 40 x 150 – x
60
35 5
= 20 km
x x
x x
x – 7x
– 6x
x
148
10. Radius of the wheel of the car For the second race,
48 t s.
=
2
= 24 cm 110
=
Circumference of the wheel of the car x
=2 24 110 100 y
= (Substitute x = )
= 2 3.142 24  100 y  90
 90 
Distance travelled by a car in 1 minute 99

= s
y
7
= km
120 100
= s
7 y
= 100 000 cm
120 At time t
1 99
cm t=
3 y
Number of revolutions made by the wheel per minute ty = 99 m
1
5833 At time t s, distance that Jun Wei covered
= 3 100
150.816 t=
y
= 39 (to the nearest whole number)
ty = 100 m
Challenge Yourself
1. Let the rate of the moving escalator be x steps per second.
When she is walking down at a rate of 2 steps per second, then the
total steps (including the steps covered by the moving escalator)
covered in 1 second is (x + 2). Since she use 18 steps to reach the
bottom from the top, therefore, the time taken is (18 ÷ 2) = 9 seconds.
When she is exhausted, then the total steps (including the steps
covered by the moving escalator) covered in 1 second is (x + 1).
Since she use 12 steps to reach the bottom from the top, therefore,
the time taken is (12 ÷ 1) = 12 seconds.
9(x + 2) = 12(x + 1)
9x + 18 = 12x + 12
9x – 12x = 12 – 18
–3x = –6
x =2
Total steps covered by the moving escalator = 9(2 + 2) = 36.
stands on the escalator

36
=
2
= 18 s
2. x y
100 90
=
x y
100y = 90x
100 y
x=
90
149
Chapter 10 Basic Geometry
TEACHING NOTES
Suggested Approach
Students have learnt angle measurement in primary school. They have learnt the properties, namely, angles on a straight line,
angles at a point and vertically opposite angles. However, students are unfamiliar with the types of angles and using algebraic
terms in basic geometry. There is a need to guide students to apply basic algebra and linear equations in this topic. Students
will learn how to do this through the worked examples in this topic. Teachers can introduce basic geometry by showing real-life
applications (see chapter opener on page 231).
Section 10.1: Points, Lines and Planes

Teachers should illustrate what a point, a line, intersecting lines and planes look like. Teachers can impress
upon the students that there is a difference between a line and a ray. A ray has a direction while a line has no
direction. Teachers can highlight to the students that for a ray, the arrowhead indicates the direction in which
the ray extends while for a line, its arrowhead is to indicate that the line continues indefinitely.
The thinking time on page 234 of the textbook requires students to think and determine whether each of the
statements is true or false. Teachers should make use of this opportunity to highlight and clear some common
misconceptions about points, lines and planes.
Section 10.2: Angles

Teachers can build upon prerequisites, namely angle measurement, to introduce the types of angles by classifying
angle measurements according to their sizes.
To make practice more interesting, teachers can get the students to work in groups to measure and classify the
various types of angles of different objects (i.e. scissors, set square, compass and the hands of a clock).
Teachers should recap with students on what they have learnt in primary school, i.e. angles on a straight line,
angles at a point and vertically opposite angles. After going through Worked Examples 1 to 4, students should
be able to identify the properties of angles and use algebraic terms to form and solve a linear equation to find
the value of the unknowns. Students are expected to state reasons in their working.
Section 10.3: Angles Formed by Two Parallel Lines and a Transversal

Teachers can get students to discuss examples where they encounter parallel lines in their daily lives and ask
them what happens when a line or multiple lines cut the parallel lines.
To make learning more interactive, students are given the opportunity to explore the three angle properties observed
when a pair of parallel lines is cut by a transversal (see Investigation: Corresponding Angles, Alternate Angles
and Interior Angles). Through this investigation, students should be able to observe the properties of angles
associated with parallel lines. The investigation also helps students to learn how to solve problems involving
angles formed by two parallel lines and a transversal. Students are expected to use appropriate algebraic variables
to form and solve linear equations to find the value of the unknowns. Teachers should emphasise the importance
of stating the properties when the students are solving questions on basic geometry.
Challenge Yourself
Question 1: Teachers can guide the students by hinting to them that this question is similar to a problem involving
number patterns. Students have to draw a table and write down the first few numbers of rays between OA and
OB, and their respective number of different angles. The students will then have to observe carefully and find
an expression that represents rays between OA and OB.
Question 2: Teachers can guide the students by telling them to find the different angles that both the hour hand
and minute hand makes from one specific position to another.
Question 3: Teachers can guide the students by telling them to find the number of times the bell will sound
between certain times of the day.
150
WORKED SOLUTIONS 2. 2c° + 100° + 3c !
2c° + 3c° = 180° – 100°
5c° = 80°
(a) c° = 16°
(b) c = 16
Practise Now 2
(c)
1. 58° + 148° + 7a° = 360° (!
7a° = 360° – 58° – 148°
(d)
= 154°
a° = 22°
a = 22
(e)
2. b° + 90° + b° + 4b° = 360° (!
b° + b° + 4b° = 360° – 90°
Investigation (Corresponding Angles, Alternate Angles and
6b° = 270°
Interior Angles)
b° = 45°
1. !a = !b b = 45
2. !a = !c
3. !a + !d = 180° Practise Now 3
(a)!a = !b !s)
(i) AOC !
(b)!a = !c !s)
AOC = 180° – 90° – 53°
(c)!a + !d !s)
= 37°
5. !b = !a !s)
(ii) BOD = AOC
!c = !b !s)
!s)
= !a
!a = !c
Practise Now 4
6. Method 1:
!b = !a !s) 3a° + 40° = a !s)
!b + !d ! 3a° – a° = 60° – 40°
!a + !d 2a° = 20°
Method 2: a° = 10°
!c = !a !s) a = 10
!c + !d ! a° + 60° + 4b !
!a + !d 10° + 60° + 4b° + 10° = 180°
4b° = 180° – 10° – 60° – 10°
Practise Now (Page 236) = 100°
b° = 25°
(a)
b = 25
(b)
(c)
(d)
(e) (a) (i) !a !m, !b !n, !c !o, !d !p, !e !i,
(f) !f !j, !g !k, !h !l
(ii) !c !m, !d !n, !g !i, !h !j
Practise Now 1 (iii) !c !n, !d !m, !g !j, !h !i
(b) !c !g as PQ RS.
1. (a) 122° + a !
a° = 180° – 122°
= 58°
a = 58
(b) 95° + 65° + b !
b° = 180° – 95° – 65°
= 20°
b = 20
151
Practise Now 5 DCQ = CDR !s, PQ // RS)
b° + ACQ + DCQ = 360° (!
1. a !s, AB // CD)
b° + 48° + 35° = 360°
a = 54
b° = 360° – 35° – 48°
c !s, AB // CD)
= 277°
c° = 180° – 106°
b = 277
= 74°
c = 74
Practise Now 7
b° = c !s)
= 74° C F
b = 74
d° = c !s, AB // CD) 19° Q
= 74°
d = 74
2. 2e !s, AB // CD)
2e° = 69° – 30° 5a° 2b°
= 39° A
B D E
e° = 19.5° 245°
e = 19.5 P
f ° = 2e !s, AB // CD)
DEF + 245° = 360° (!
= 39°
DEF = 360° – 245°
f = 39
= 115°
5a !s, BC // EF)
Practise Now 6
a° = 23°
1. X a = 23
A B
44° CDQ !s, BC // PQ)
C 2a° EDQ + DEF !s, PQ // EF)
P Q
20° EDQ + 115° = 180°
D E
EDQ = 180° – 115°
XCQ !s, AB // PQ)
= 65°
ECQ !s, PQ // DE)
2b° = CDQ + EDQ
2a° = XCQ + ECQ
= 19° + 65°
= 44° + 20°
= 84°
= 64°
b° = 42°
a° = 32°
b = 42
a = 32
2. 228°
X B Practise Now 8
A
b° Since BWQ = DYQ AB // CD !s).
C
P Q BXS = CZR !s, AB // CD)
D 293°
R S
Exercise 10A
32° 1. (a) a = 79, b = 106, c = 98

E F
(b) d = 50, e = 228
XAC = 228° – 180°
(c) f = 117, g = 45
= 48°
(d) h = 243, i = 94, j = 56
ACQ = XAC !s, XB // PQ)
2. (a)
= 48°
(b)
EDR !s, RS // EF)
(c)
EDR + CDR + 293° = 360° (!
(d)
32° + CDR + 293° = 360°
(e)
CDR = 360° – 32° – 293°
(f)
= 35°
152
3. (a) (c) 16c° + 4c° + 90° + 4c° = 360° (!
= 72° 16c° + 4c° + 4c° = 360° – 90°
(b) 24c° = 270°
= 44° c° = 11.25°
(c) c = 11.25
= 37° (d) (7d + 23)° + 6d° + 139° + 5d° = 360° (!
(d) 7d° + 23° + 6d° + 139° + 5d° = 360°
= 26° 7d° + 6d° + 5d° = 360° – 23° – 139°
4. (a) 18d° = 198°
= 144° d° = 11°
(b) d = 11
= 168° 8. (i) AOC !s)
(c) (ii) 90° + DOE !
= 78° DOE = 180° – 90° – 48°
(d) = 42°
= 9° 9. (a) 40° + 30° + a !s)
5. (a) a ! a° = 117° – 40° – 30°
a° = 180° – 33° = 47°
= 147° a = 47
a = 147 (b) 7b° + 3b !
(b) b ! 10b° = 180°
b° = 180° – 42° – 73° b° = 18°
= 65° b = 18
b = 65 c° = 7b !s)
(c) 4c° + 80° + c ! = 7(18°)
4c° + c° = 180° – 80° = 126°
5c° = 100° c = 126
c° = 20° 10. (a) x° + y° + z !
c = 20 y° + x° + z° = 180°
(d) 4d° + 16° + 2d ! When y° = x° + z°,
4d° + 2d° = 180° – 16° – 14° y° + y° = 180°
6d° = 150° 2y° = 180°
d° = 25° y° = 90°
d = 25 y = 90
6. (a) x° + y° + z ! (b) x° + y° + z !
When y° = 45°, z° = 86°, When x° = y° = z°,
x° + 45° + 86° = 180° z° + z° + z° = 180°
x° = 180° – 45° – 86° 3z° = 180°
= 49° z° = 60°
x = 49 z = 60
(b) x° + y° + z ! 11. AOB + DOA !
When x° = 2y°, z° = 3y°, AOB + 5AOB = 180°
2y° + y° + 3y° = 180° 6AOB = 180°
6y° = 180° AOB = 30°
y° = 30° BOC = 2AOB
y = 30 = 2 30°
7. (a) a° + 67° + 52° + 135° = 360° (! = 60°
a° = 360° – 67° – 52° – 135° COD = 4AOB
= 106° = 4 30°
a = 106 = 120°
(b) 5b° + 4b° + 3b° = 360° (! DOA = 5AOB
12b° = 360° = 5 30°
b° = 30° = 150°
b = 30
153
12. (a) 7a ! 6x° + 3y !
7a° = 180° – 103° 6(22°) + 3y° = 180°
= 77° 132° + 3y° = 180°
a° = 11° 3y° = 180° – 132°
a = –11 = 48°
2b !s) y° = 16°
2b° = 103° – 13° y = 16
= 90° (ii) AOD = (186 – 4x)° + 34°
b° = 45° = [186 – 4(22)]° + 34°
b = 45 = 98° + 34°
(b) 62° + 49° + 3c ! = 132°
3c° = 180° – 62° – 49° COE = 180° + (186 – 4x)°
= 69° = 180° + 98°
c° = 23° = 278°
c = 23
d° = 3c !s) Exercise 10B
= 69°
1. (a) (i) BXR DZR, AXR CZR, AXS CZS, BXS DZS,
d = 69
BWP DYP, AWP CYP, AWQ CYQ,
e !s)
BWQ DYQ
= 111°
(ii) AXS DZR, BXS CZR, AWQ DYP,
e = 111
BWQ DYP
(c) 7f ° + 5° = 2f !s)
(iii) AXS CZR, BXS DZR, AWQ CYP,
7f ° – 2f ° = 35° – 5°
BWQ DYP
5f ° = 30°
(b) BWQ AXR as PQ RS.
f ° = 6°
(c) DYP CZR PQ
f =6
RS.
2f ° + 35° + 5g !
2. (a) a !s)
2(6°) + 35° + 5g° + 18° = 180°
a = 117
12° + 35° + 5g° + 18° = 180°
b !s, AB // CD)
5g° = 180° – 12° – 35° – 18°
b = 117
= 115°
c° + a !s, AB // CD)
g° = 23°
c° + 117° = 180°
g = 23
c° = 180° – 117°
(d) 24° + 90° + h !s)
= 63°
h° = 104° + 32° – 24° – 90°
c = 63
= 22°
d !s, AB // CD)
h = 22
d = 78
24° + 90° + h° + 2i !
(b) e !s, AB // CD)
24° + 90° + 22° + 2i° = 180°
e = 31
2i° = 180° – 24° – 90° – 22°
f !s, AB // CD)
= 44°
= 66°
i° = 22°
f = 66
i = 22
(c) g !s, AB // CD)
j° = 2i !s)
g = 83
= 44°
h !s, AB // CD)
j = 44
h = 69
13. (i) (186 – 4x)° + 34° = 6x !s)
(d) i !s, AB // CD)
186° – 4x° + 34° = 6x°
i° = 180° – 75° – 60°
6x° + 4x° = 186° + 34°
= 45°
10x° = 220°
i = 45
x° = 22°
j !s, AB // CD)
x = 22
j = 60
154
3. (a) a !s, AB // CD) 5. (a) A B
a = 38 a°
a° + 30° = 2b !s, AB // CD) E 92°
P Q
38° + 30° = 2b°
2b° = 68°
b° = 34° 128°
D
b = 34 C
(b) 7c !s, AB // CD) CEQ !s, PQ // CD)
c° = 20° CEQ = 180° – 128°
c = 20 = 52°
2d° = 7c !s) AEQ = 92° – CEQ
= 140° = 92° – 52°
d° = 70° = 40°
d = 70 a° + AEQ !s, AB // PQ)
(c) 7e° + 3e !s, AB // CD) a° + 40° = 180°
10e° = 180° a° = 180° – 40°
e° = 18° = 140°
e = 18 a = 140
(d) (2f + 6)° = (3f !s, AB // CD) (b) P
2f ° + 6° = 3f ° – 23° X
3f ° – 2f ° = 6° + 23° A B
f ° = 29° (4b – 10)°
f = 29
4. (a) A B
Y
142° C D
P E (2b – 2)°
Q
a°
Q
CYP = (2b !s)
114° CYP + (4b !s, AB // CD)
C D
(2b – 2)° + (4b – 10)° = 180°
AEQ !s, AB // PQ) 2b° – 2° + 4b° – 10° = 180°
AEQ = 180° – 142° 2b° + 4b° = 180° + 2° + 10°
= 38° 6b° = 192°
CEQ !s, PQ // CD) b° = 32
CEQ = 180° – 114° b = 32
= 66° (c) A B
28°
a° = AEQ + CEQ
= 38° + 66° E
P Q
= 104° 94°
a = 104 F
R S
c°
(b) A B
C 19° D
69°
AEP !s, AB // PQ)
b° E FEP = 94° – AEP
P Q
= 94° – 28°
37° = 66°
C D
EFS = FEP
AEP !s, AB // PQ)
!s, PQ // RS)
CEP !s, PQ // CD)
DFS !s, RS // CD)
b° = AEP + CEP
c° + EFS + DFS = 360° (!
= 69° + 37°
c° + 66° + 19° = 360°
= 106°
c° = 360° – 66° – 19°
b = 106
= 275°
c = 275
155
6. (i) CDF !s, CE // FG) BAC + DCA !s, AB // CE)
(ii) HDE !s) BAC + 122° = 180°
EDA = HDE – 47° BAC = 180° – 122°
= 86° – 47° = 58°
= 39° 7y° + BAC = 360°
BAD + EDA !s, AB // CE) 7y° + 58° = 360°
BAD + 39° = 180° 7y° = 360° – 58°
BAD = 180° – 39° = 302°
= 141° y
7. (i) AEB !s, BF // AD) y = 43.1
(ii) EAB !s, AB // CD) 10. C
FBA + EAB !s, BF // AD) 32° Q
x° F
FBA + 58° = 180° A
FBA = 180° – 58° B D
147°
= 122°
P 5y° E
ABE = FBA – 68°
= 122° – 68° x !s, BC // EF)
= 54° x = 147
8. B C CDQ !s, BC // PQ)
A
46° QDE !s, PQ // EF)
72°
P Q QDE = 180° – 147°
D
= 33°
5y° + CDQ + QDE = 360° (!
52° 5y° + 32° + 33° = 360°
E G
F 5y° = 360° – 32° – 33°
(i) CGF !s, FD // GC) = 295°
(ii) BCG + CGF !s, AC // EG) y° = 59°
BCG + 52° = 180° y = 59
BCG = 180° – 52° 11. Since AXS + CZR = 104° + 76° = 180°,
= 128° AB // CD !s).
BCF = BCG – 72° BWP = DYP !s, AB // CD)
= 128° – 72° 12. A
B
= 56° w°
(iii) BDQ !s, AC // PQ) C x°
P Q
FDQ !s, PQ // EG)
y° D
BDF + BDQ + FDQ = 360° (! R S
BDF + 46° + 52° = 360°
z°
BDF = 360° – 46° – 52°
E G
= 262° F
9. FDC ! QCA + w !s, AB // PQ)
FDC = 180° – 58° QCA = 180° – w°
= 122° QCD = x° – QCA
DCA = FDC !s, DF // AC) = x° – (180° – w°)
= 122° = x° – 180° + w°
DCA + 4x° = 360° (! CDR = QCD !s, PQ // RS)
122° + 4x° = 360° = x° – 180° + w°
4x° = 360° – 122° FDR = y° – CDR
= 238° = y° – (x° – 180° + w°)
x° = 59.5° = y° – x° + 180° – w°
x = 59.5 FDR + z !s, RS // EG)
y° – x° + 180° – w° + z° = 180°
w° + x° = y° + z°
w+x=y+z
156
Review Exercise 10 4. (a) A B
a°
1. (a) 32° + 4a ! 250°
4a° = 180° – 32° – 84° E
P Q
= 64°
a° = 16°
126°
a = 16
C
84° + 2b ! D
2b° = 180° – 84° DEP !s, PQ // CD)
= 96° DEP = 180° – 126°
b° = 48° = 54°
b = 48 BEP + DEP + 250° = 360° (!
(b) c ! BEP + 54° + 250° = 360°
c° = 180° – 68° BEP = 360° – 54° – 250°
= 112° = 56°
c = 112 a° + BEP !s, AB // PQ)
68° + 3d ! a° + 56° = 180°
3d° = 180° – 68° + 5° – 30° a° = 180° – 56°
= 87° = 124°
d° = 29° a = 124
d = 29 (b) (6b – 21)° + (5b !s, AB // CD)
2. (a) 4a° + 2a° + a° + a° + 2a° = 360° (! 6b° – 21° + 5b° – 52° = 180°
10a° = 360° 6b° + 5b° = 180° + 21° + 52°
a° = 36° 11b° = 253°
a = 36 b° = 23°
(b) (3b – 14)° + (4b – 21)° + (2b + 1)° + (b + 34)° b = 23
= 360° (! 3c° = (6b – 21)°
3b° – 14° + 4b° – 21° + 2b° + 1° + b° + 34° = 360° = [6(23) – 21]°
3b° + 4b° + 2b° + b° = 360° + 14° + 21° – 1° – 34° = 117°
10b° = 360° c° = 39°
b° = 36° c = 39
b = 36 (c) A B
3. (a) COF = 4a !s)
(5d – 13)°
2a° + COF + 3a ! 276°
P E Q
2a° + 4a° – 17° + 3a° – 10° = 180°
2a° + 4a° + 3a° = 180° + 17° + 10°
9a° = 207° (4d + 28)°
a° = 23° C D
a = 23
QEA + (5d !s, AB // PQ)
(b) COF = 2b !s)
QEA + 5d° – 13° = 180°
2b° + 2b° + 15° + b !
QEA = 180° – 5d° + 13°
2b° + 2b° + b° = 180° – 15°
= 193° – 5d°
5b° = 165°
QEC + (4d !s, PQ // CD)
b° = 33°
QEC + 4d° + 28° = 180°
b = 33
QEC = 180° – 4d° – 28°
b° + 3c° + 2b !
= 152° – 4d°
33° + 3c° + 2(33°) + 15° = 180°
276° + QEA + QEC = 360° (!
33 + 3c° + 66° + 15° = 180°
276° + 193° – 5d° + 152° – 4d° = 360°
3c° = 180° – 33° – 66° – 15°
5d° + 4d° = 276° + 193° + 152° – 360°
= 66°
9d° = 261°
c° = 22°
d° = 29°
c = 22
d = 29
157
(d) A B 5. (i) CDF !s, GC // DF)
37°
CDE + 84° + CDF = 360° (!
285° CDE + 84° + 148° = 360°
P E Q CDE = 360° – 84° – 148°
F e° = 128°
R S
18° (ii) ABC = CDE !s, AB // DE)
C D
= 128°
AEP !s, AB // PQ) ABH = ABC – 74°
AEP + 285° + FEP = 360° (! = 128° – 74°
37° + 285° + FEP = 360° = 54°
FEP = 360° – 37° – 285° 6. (i) DEH !
= 38° DEH = 180° – 26°
EFS !s, PQ // RS) = 154°
DFS !s, RS // CD) (ii) BEH !s, EC // GH)
e° = EFS + DFS DEB + BEH + DEH = 360° (!
= 38° + 18° DEB + 62° + 154° = 360°
= 56° DEB = 360° – 62° – 154°
e = 56 = 144°
(e) C ABC = DEB !s, AB // DF)
D
122° = 144°
B
A 7. A
B
C
123° f°
X 316°
E
D E
XEC !s, CD // XE)
XEB !s, AB // XE)
XEB = 180° – 123° 58°
X G
Y F
= 57°
f ° = XEC – XEB (i) DEF DEF = 360° (!
= 122° – 57° DEF + 316° = 360°
= 65° DEF = 360° – 316°
f = 65 = 44°
(f) Q D BDE = DEF !s, DB // FE)
= 44°
(ii) DYF !s, YB // FE)
B ABD = DYF !s, AC // XG)
C = 58°
37° 238°
5g° 8. Since BWQ + DYP = 123° + 57° = 180°,
AB // CD !s).
E
A DZR = AXS !s, AB // CD)
P X
BEQ !s, AB // PQ)

ECX = 238° – 180°
= 58°
CEQ = ECX !s, PQ // XD)
= 58°
5g° = BEQ + CEQ
= 37° + 58°
= 95°
g° = 19°
g = 19
158
9. A B 1
w° 2. 360°
C 12
P Q
x° = 30°
30°
D y°
R S = 210°
20
30°
F z° E 60
= 10°
BCQ = w !s, AB // PQ)
DCQ = x° – BCQ
= 220°
= x° – w°
20
CDS + DCQ !s, PQ // RS) 360°
60
CDS + x° – w° = 180° = 120°
CDS = 180° – x° + w°
EDS = y° – (180° – x° + w°) = 220° – 120°
= y° – 180° + x° – w° = 100°
EDS = z !s, RS // FE)
y° – 180° + x° – w° = z° = 360° – 100° (!
w° + z° + 180° = x° + y° = 260°
w + z + 180 = x + y 3.
Challenge Yourself
1. Number of Rays between

Number of Different Angles
OA and OB
1
0 1= 1 2
2
1
1 3= 2 3
2
1 = 2 30 + 1 6
2 6= 3 4
2 = 60 + 6
= 66
1
3 10 = 4 5
2
1
4 15 = 5 6
2 = 66 + 1
" " = 67
1
n (n + 1)(n + 2)
2
1
(n + 1)(n + 2)
2
159
Chapter 11 Triangles, Quadrilaterals and Polygons
TEACHING NOTES
Suggested Approach
Students have learnt about triangles, and quadrilaterals such as parallelograms, rhombuses and trapeziums in primary school.
They would have learnt the properties and finding unknown angles involving these figures. In this chapter, students begin from
3-sided triangles, to 4-sided quadrilaterals and finally n-sided polygons. The incremental approach is to ensure that students
have a good understanding before they move on to a higher level. Teachers may want to dedicate more time and attention to
the section on polygons in the last section of this chapter.
Section 11.1: Triangles

Students have learnt about isosceles triangles, equilateral triangles and right-angled triangles in primary
school. In this chapter, students should be aware that triangles can be classified by the number of equal sides
or the types of angles. Teachers may want to check students’ understanding on the classification of triangles
(see Thinking Time on page 260). Teachers should highlight to the students that equilateral triangles are a
special type of isosceles triangles while scalene triangles are triangles that are not isosceles, and are definitely
not equilateral triangles.
Students should explore and discover that the longest side of a triangle is opposite the largest angle, and the sum
of two sides is always larger than the third side (see Investigation: Basic Properties of a Triangle).
Teachers should ensure students are clear what exterior angles are before stating the relation between exterior
angles and its interior opposite angles. Some may think that the exterior angle of a triangle is the same as the
reflex angle at a vertex of a triangle.
Section 11.2: Quadrilaterals

Teachers may want to first recap students’ knowledge of parallelograms, rhombuses and trapeziums based
on what they have learnt in primary school. Teachers can use what students have learnt in Chapter 10,
reintroduce and build up their understanding of the different types of quadrilaterals and their properties
(see Investigation: Properties of Special Quadrilaterals and Investigation: Symmetric Properties of Special
Quadrilaterals). For further understanding, teachers may wish to show the taxonomy of quadrilaterals to
demonstrate their relations.
Before proceeding onto the next section, teachers may want to go through with the students the angle properties
of triangles and quadrilaterals. This reinforces the students’ knowledge as well as prepares them for the section
on polygons.
Section 11.3: Polygons

Teachers should emphasise to the students that triangles and quadrilaterals are polygons so that they are aware
that all the concepts which they have learnt so far remains applicable in this topic. Students should learn the
different terms with regards to polygons. In this section, most polygons studied will be simple, convex polygons.
Students need to know the names of polygons with 10 sides or less and the general naming convention of polygons
(see Class Discussion: Naming of Polygons). Through the class discussion, students should be able to develop a
good understanding on polygons and be able to name them. They should also know and appreciate the properties
of regular polygons (see Investigation: Properties of a Regular Polygon and Investigation: Symmetric Properties
of Regular Polygons).
Teachers can ask students to recall the properties of triangles and quadrilaterals during the investigation of the
sum of interior angles and sum of exterior angles of a polygon. Students should see a pattern in how the sum of
interior angles differs as the number of sides increases and understand its formula, (see Investigation: Sum of
Interior Angles of a Polygon) as well as discover that the sum of exterior angles is always equal to 360° regardless
of the number of sides of the polygon (see Investigation: Sum of Exterior Angles of a Pentagon).
160
Challenge Yourself
Some of the questions (e.g. Questions 1 and 2) may be challenging for most students while the rest of the questions
can be done with guidance from teachers.
Question 1: Two new points need to be added. The first point (say, E) is the midpoint of BC and the second point
(say, F) lies on the line AE such that !BCF is equilateral. Draw the lines AE, CF and DF. Begin by finding ABC
and continue from there.
Question 2: Draw DG such that BC // DG, and mark E at the point where DG cuts CD. Join E and F. Begin by
finding ACB and continue from there.
161
WORKED SOLUTIONS 6. (a) Square : All sides are equal in length.
Parallelogram : Opposite sides are equal in length.
Rhombus : All sides are equal in length.
A represents isosceles triangles. Trapezium : All sides are not equal in length.
B represents scalene triangles. Kite : There are two pairs of equal adjacent sides.
C represents acute-angled triangles. (b) Square : All four interior angles are right angles.
D represents right-angled triangles. Parallelogram : Opposite interior angles are equal.
Rhombus : Opposite interior angles are equal.
Investigation (Basic Properties of a Triangle) Trapezium : All four interior angles are not equal.
Kite : One pair of opposite interior angles is equal.
1. The side opposite !B is b and the side opposite !C is c.
(c) Square : The two diagonals are equal in length.
2. The largest angle is !C and the smallest angle is !B.
Parallelogram : The two diagonals are not equal in length.
The side opposite the largest angle, !C is the longest side and the
Rhombus : The two diagonals are not equal in length.
side opposite the smallest angle, !B is the shortest side.
Trapezium : The two diagonals are not equal in length.
3. The bigger the angle, the longer the side opposite it. The angle
Kite : The two diagonals are not equal in length.
opposite the side shortest in length will be the smallest angle. This
(d) Square : The diagonals bisect each other.
applies to the longest side as well i.e. the longest side is always
Parallelogram : The diagonals bisect each other.
opposite the largest angle.
Rhombus : The diagonals bisect each other.
4. The sum of the lengths of the two shorter sides of a triangle is always
Trapezium : The diagonals do not bisect each other.
longer than the length of the longest side.
Kite : The diagonals do not bisect each other.
5. Yes, since the sum of the angles facing the two shorter sides are
(e) Square : The diagonals are perpendicular to each other.
greater than the largest angle facing the longest side, hence, the sum
Parallelogram : The diagonals are not perpendicular to each
of the lengths of the two shorter sides of a triangle is always longer
other.
than the length of the longest side.
Rhombus : The diagonals are perpendicular to each other.
6. No, it is not possible to form a triangle.
Trapezium : The diagonals are not perpendicular to each
7. a + b = c. It is still not possible to form a triangle.
other.
8. The sum of the lengths of any two line segments has to be greater
Kite : The diagonals are perpendicular to each other.
than the length of the third line segment
(f) Square : The diagonals bisect the interior angles.
From the investigation, two basic properties of a triangle are: Parallelogram : The diagonals do not bisect the interior angles.
Rhombus : The diagonals bisect the interior angles.
smallest angle is opposite the shortest side. Trapezium : The diagonals do not bisect the interior angles.
Kite : One diagonal bisects the interior angles.
than the length of the third side.
Investigation (Properties of Special Quadrilaterals)
(a) Yes (b) Yes (c) Yes
1. AB = 2.8 cm, BC = 1.8 cm, DC = 2.8 cm, AD = 1.8 cm (d) Yes (e) Yes
AB = DC and BC = AD (Opposite sides are equal in length.) A represents kites.
2. BAD = 90°, ABC = 90°, BCD = 90°, ADC = 90° B represents parallelograms.
BAD = ABC = BCD = ADC = 90° (All four interior angles are right C represents rhombus.
angles.) D represents squares.
3. AE = 1.7 cm, BE = 1.7 cm, CE = 1.7 cm, DE = 1.7 cm
AE = BE = CE = DE = 1.7 cm (Diagonals bisect each other.)
4. AE + CE = 1.7 + 1.7 = 3.4 cm,
BE + DE = 1.7 + 1.7 = 3.4 cm
Both of the sums are equal. (The two diagonals are equal in length.)
5. The following properties hold:
162
Class Discussion (Naming of Polygons) Journal Writing (Page 278)
Since a regular polygon is a polygon with all sides equal and all angles
equal, the statement made by Devi is correct as she stated one of the two
properties of a regular polygon.
On the other hand, the statement made by Michael is wrong as he stated
Triangle (3-sided) Quadrilateral (4-sided) Pentagon (5-sided) an incomplete of a regular polygon, i.e. the of a
regular polygon. A polygon with all sides equal may not be regular,
e.g. a square is a regular polygon (see Fig. (a)) but a rhombus is not a
regular polygon (see Fig. (b)). This is because even though a rhombus is
a polygon with all sides equal, not all its angles are equal. The hexagon
shown in Fig. (d) is a regular polygon but the hexagon shown in Fig. (e)
Hexagon (6-sided) Heptagon (7-sided) Octagon (8-sided) is not a regular polygon because even though all its sides are equal, not
all its angles are equal. Hence, it does not mean that a polygon with all
sides equal is regular.
Nonagon (9-sided) Decagon (10-sided)
Thinking Time (Page 277) Fig. (a) Fig. (b) Fig. (c)
The name of a regular triangle is an equilateral triangle and the name of

a regular quadrilateral is a square.
Investigation (Properties of a Regular Polygon)

1. Yes.
(a) Rhombus Fig. (d) Fig. (e) Fig. (f)
(b) In addition, a polygon with all angles equal may not be regular. For
example, a rectangle is a polygon (see Fig. (c)) but it is not regular
because not all its sides are equal although all its angles are equal. Another
example is the hexagon as shown in Fig. (f). It is not a regular polygon
because even though all its angles are equal, not all its sides are equal.
2. Yes. Hence, it does not mean that a polygon with all angles equal is regular.
(a) Square and Rectangle
In conclusion, a regular polygon is a polygon with all sides equal and
(b)
all angles equal.
163
Investigation (Sum of Interior Angles of a Polygon) Investigation (Sum of Exterior Angles of a Pentagon)
1. 1. –
Number of 2. The sum of exterior angles of a pentagon is 360° as all the exterior
Number
Polygon Triangle(s) Sum of Interior Angles angles will meet at a vertex.
of sides
formed From the investigation, we observe that the sum of exterior angles
of a pentagon is 360°.
A proof of the above result is given as follows:
3 1 1 180° = (3 – 2) 180°
Consider the pentagon in Fig. 11.24.
Triangle We have !a + !p = 180°, !b + !q = 180°,
!c + !r = 180°, !d + !s = 180° and !e + !t = 180°.
!a + !p + !b + !q + !c + !r + !d + !s + !e + !t
= 5 180°
4 2 2 180° = (4 – 2) 180° (!a + !b + !c + !d + !e) + (!p + !q + !r + !s + !t) = 900°
Since the sum of interior angles of a pentagon
= !a + !b + !c + !d + !e
Quadrilateral
= (5 – 2) 180° = 540°,
540° + (!p + !q + !r + !s + !t) = 900°.
!p + !q + !r + !s + !t = 900° – 540° = 360°
5 3 3 180° = (5 – 2) 180° By using this method, we can show that the sum of exterior angles
of a hexagon, of a heptagon and of an octagon is also 360°.
Pentagon
1. (i) No. Since 70° is not an exact divisor of 360°, hence a regular
polygon to have an exterior angle of 70° is not possible.
6 4 4 180° = (6 – 2) 180°
(ii) Since
360° = 3 120°,
Hexagon 360° = 4 90°,
360° = 6 60°,
360° = 8 45°,
7 5 5 180° = (7 – 2) 180° 360° = 9 40°,
360° = 10 36°,
360° = 12 30°,
Heptagon
360° = 15 24°,
360° = 18 20°,
360° = 20 18°,
8 6 6 180° = (7 – 2) 180°
360° = 25 15°,
360° = 30 12°,
360° = 40 9°,
Octagon
360° = 45 8°,
-gon ( – 2) ( – 2) 180° 360° = 60 6°,
360° = 90 4°,
2. If a polygon has sides, then it will form ( – 2) triangles.
360° = 120 3°,
360° = 180 2°,
Investigation (Tesellation) All the possible values of the angle are 2°, 3°, 4°, 6°, 8°, 9°, 12°,
1. The only regular polygons that tessellate on their own are equilateral 15°, 18°, 20°, 24°, 30°, 36°, 40°, 45°, 60°, 90° and 120°.
triangles, squares and regular hexagons. Combinations of other 2. No, it is not possible as a concave polygon has one or more interior
regular polygons such as a square and a regular octagon can produce angles that are greater than 180° while as a regular polygons has all
tessellations. interior angles that are less than 180°.
2. See Fig. 11.17 in the textbook for an example.
3. The sum of the corner angles will add up to 360°.
164
Practise Now 1 54°
x° =
2
1. 90° + 65° + a° = 180° (! sum of ") = 27°
a° = 180° – 90° – 65° CDE = 27°
= 25°
a = 25 Practise Now 4
2. Since AC = BC, CAB = CBA = b°
1. (i) ABC = 108° (opp. !s of // gram)
b° + 52° + b° = 180° (! sum of ")
9x° = 108°
2b° = 180° – 52°
= 128° 108°
x=
9
128°
b° = = 12°
2
x = 12
= 64°
(ii) (DCE + 38°) + 108° = 180° (int. !s, AD // BC)
b = 64
DCE = 180° – 38° – 108°
= 34°
Practise Now 2
2. (5x + 6)° + (2x + 13)° = 180° (int. !s, AB // DC)
(a) a° = 53° + 48° (ext. ! of ") 7x° + 19° = 180°
= 101° 7x° = 180° – 19°
a = 101 = 161°
(b) FDE = 93° (vert. opp. !s) 161°
x° =
b° + 33° + 93° = 180° (! sum of ") 7
b° = 180° – 33° – 93° = 23°
= 54° x = 23
b = 54 [5(23) + 6]° + (y + 17°) = 180° (int. !s, AB // DC)
c° = 41° + 93° (ext. ! of "ABD) y° = 180° – 121° – 17°
= 134° = 42°
c = 134 y = 42

1. (i) DAE = 90° (right angle) 1. (i) CAB = 32° (alt. !s, AB // DC)
51° + 90° + AED = 180° (! sum of "AED) Since BA = BC, ACB = CAB = 32°
AED = 180° – 51° – 90° 32° + ABC + 32° = 180° (!sum of "ABC)
= 39° ABC = 180° – 32° – 32°
(ii) CDE + 51° = 90° (!ADC is a right angle) = 116°
CDE = 90° – 51° (ii) Since AC = CE, CEA = CAE = 32°
= 39° 32° + (32° + BCE) + 32° = 180° (! sum of "ABC)
68° + 39° + CED = 180° (! sum of "CDE) BCE = 180° – 32° – 32° – 32°
CED = 180° – 68° – 39° = 84°
= 73° 2. BDC = (3x + 13)° (diagonals bisect interior angles of a rhombus)
2. (i) Since EB = EC (diagonals bisect each other), EBC = 63° DAC = (x + 45)° (diagonals bisect interior angles of a rhombus)
63° + BEC + 63° = 180° (! sum of "BEC) 2(3x + 13)° + 2(x + 45)° = 180° (int. ! s, AB // DC)
BEC = 180° – 63° – 63° 6x° + 26° + 2x° + 90° = 180°
= 54° 8x° = 180° – 26° – 90°
(ii) DEC + 54° = 180° (adj. !s on a str. line) 8x° = 64°
DEC = 180° – 54° 64°
x° =
= 126° 8
Since ED = EC (diagonals bisect each other), = 8°
CDE = DCE = x°. x =8
x° + 126° + x° = 180° (! sum of "CDE)
2x° = 180° – 126°
= 54°
165
Practise Now 6 2. The sum of exterior angles of the regular decagon is 360°.
Size of each exterior angle of the regular decagon
1. Sum of interior angles of a pentagon
360°
= ( – 2) 180° =
10
= (5 – 2) 180°
= 36°
= 540°
Size of each interior angle of the regular decagon
a° + 121° + a° + a° + 107° = 540°
= 180° – 36°
3a° = 540° – 121° – 107°
= 144°
3a° = 312°
3. The sum of exterior angles of an -sided polygon is 360°.
312° 25° + 26° + 3(180° – 161°) + ( – 5)(180° – 159°) = 360°
a° =
3
25° + 26° + 3(19°) + ( – 5)(21°) = 360°
= 104°
25° + 26° + 57° + (21°) – 105° = 360°
a = 104
(21°) = 360° – 25° – 26° – 57° + 105°
2. Sum of interior angles of a hexagon
= 357°
= ( – 2) 180°
357
= (6 – 2) 180° =
21
= 720°
= 17
3b° + 4b° + 104° + 114° + 128° + 122° = 720°
7b° = 720° – 104° – 114°
Practise Now 9
– 128° – 122°
7b° = 252° E D
252°
b° =
7
= 36° F C
b = 36
Practise Now 7 A B G
(i) Sum of interior angles of a regular polygon with 24 sides Size of each exterior angle of the hexagon
= ( – 2) 180° 360°
=
= (24 – 2) 180° 6
= 3960° = 60°
(ii) Size of each interior angle of a regular polygon with 24 sides CBG = BCG = 60°
3960° BGC + 60° + 60° = 180° (! sum of "BCG)
=
24 BGC = 180° – 60° – 60°
= 165° = 60°

1. (a) The sum of exterior angles of the regular polygon is 360°. (i) Sum of interior angles of a pentagon
Number of sides of the polygon = ( – 2) 180°
360 = (5 – 2) 180°
=
40 = 540°
=9 Since PBC is an interior angle of a pentagon,
(b) Size of each exterior angle of a regular polygon 540°
PBC = = 108°.
= 180° – 178° 5
= 2° (ii) Since CRQ is an interior angle of a pentagon,
The sum of exterior angles of the regular polygon is 360°. CRQ = 108°.
Number of sides of the polygon Let QCR = CQR = x° (base !s of isos. "CQR)
360 x° + x° + 108° = 180° (! sum of "CQR)
=
2 2x° = 180° – 108°
= 180 2x° = 72°
72°
x° =
2
= 36°
QCR = 36°
166
(iii) BCD + 108° + 90° = 360° (!s at a point) (d) C
BCD = 360° – 108° – 90°
= 162°
(iv) Let BDC = BCD = y° (base !s of isos. "BCD)
y° + y° + 162° = 180° (! sum of "BCD)
2y° = 180° – 162°
42° 48°
2y° = 18° A B
18°
y° = !C = 180° – 42° – 48° (! sum of ")
2
= 90°
= 9°
It is a scalene triangle and right-angled triangle.
BDC = 9°
2. (a) Third angle of the triangle
(v) Let the exterior angle of the -sided polygon be a°.
= 180° – 40° – 40° (! sum of ")
a° + 162° = 180° (adj !s on a str. line)
= 100°
a° = 180° – 162°
(b) Third angle of the triangle
= 18°
= 180° – 87° – 87° (! sum of ")
Since the sum of the exterior angles of the -sided polygon is 360°,
= 6°
360°
= (c) Third angle of the triangle
18
= 20 = 180° – 15° – 15° (! sum of ")
= 150°
Exercise 11A (d) Third angle of the triangle
= 180° – 79° – 79° (! sum of ")
1. (a) C
= 22°
3. (a) 39° + 90° + a° = 180° (! sum of ")
a° = 180° – 39° – 90°
20° 60°
A B = 51°
!C = 180° – 20° – 60° (! sum of ") a = 51
= 100° (b) 68° + 2b° + 64° = 180° (! sum of ")
It is a scalene triangle and an obtuse-angled triangle. 2b° = 180° – 68° – 64°
(b) C = 48°
48°
b° =
2
= 24°
b = 24
(c) 4c° + 3c° + 40° = 180° (! sum of ")
70° 40° 4c° + 3c° = 180° – 40°
A B
7c° = 140°
!C = 180° – 70° – 40° (! sum of ")
140°
= 70° c=
7
It is an isosceles triangle and acute-angled triangle. = 20°
c = 20
(c) C (d) 3d° + 4d° + d° = 180° (! sum of ")
8d° = 180°
180°
d° =
8
= 22.5°
d = 22.5
(e) Since BA = BC, BCA = BAC = 62°
62° + e° + 62° = 180° (! sum of ")
60° 60°
A B e° = 180° – 62° – 62°
!C = 180° – 60° – 60° (! sum of ") = 56°
= 60° e = 56
It is an equilateral triangle and acute-angled triangle.
167
(f) Since AC = BC = AB, CAB = CBA = ACB = f ° 7. (a) a° + 90° = 115° (ext. ! of "BCE)
f ° + f ° + f ° = 180° (! sum of ") a° = 115° – 90°
3f ° = 180° = 25°
180° a = 25
f° =
3 b° = 90° + 32° (ext. ! of "EFG)
= 60° = 122°
f = 60 b = 122
4. (a) a° = 47° + 55° (ext. ! of ") (b) ABE = ABD = 89° + 27° (ext. ! of "BCD)
= 102° = 116°
a = 102 c° = 116° + 22° (ext. ! of "ABE)
(b) 90° + b° + 50° = 180° (! sum of ") = 138°
b° = 180° – 90° – 50° c = 138
= 40° 8. (a) 82° + 40° + a° = 180° (! sum of ")
b = 40 a° = 180° – 82° – 40°
90° + c° + 35° = 180° (! sum of ") = 58°
c° = 180° – 90° – 35° a = 58
= 55° ADB = 82° (vert. opp. !s)
c = 55 b° = 45° + 82° (ext. ! of "ABD)
(c) d° + 110° = 180° (adj. !s on a str. line) = 127°
d° = 180° – 110° b = 127
= 70° (b) EDF + 44° + 57° = 180° (! sum of ")
d = 70 EDF = 180° – 44° – 57°
2e° + 3e° = 110° (ext. ! of ") = 79°
5e° = 110° ADB = 79° (vert. opp. !s)
110° c° = 51° + 79° (ext. ! of "ABD)
e° =
5 = 130°
= 22° c = 130
e = 22 9. (a) BAC + ACD = 180° (int. !s, AB // CD)
5. 3x° + 4x° + 5x° = 180° (! sum of ") 108° + (a° + 37°) = 180°
12x° = 180° a° = 180° – 108° – 37°
180° = 35°
x° =
12 a = 35
= 15° b° = 71° + 37° (ext. ! of "ABD)
x = 15 = 108°
Smallest angle of the triangle b = 108
= 3(15°) (b) AHF = 45° (vert. opp. !s)
= 45° AHI + CIH = 180° (int. !s, AB // CD)
6. (i) Let ADB = BDC = x° (45° + 64°) + (32° + c°) = 180°
90° + 20° + 2x° = 180° (! sum of ") c° = 180° – 45° – 64° – 32°
2x° = 180° – 90° – 20° = 39°
= 70° c = 39
70° d° + 39° + 64° = 180° (! sum of ")
x° =
2
d° = 180° – 39° – 64°
= 35°
= 77°
BDC = 35°
d = 77
(ii) CBD + 20° + 35° = 180° (! sum of ")
CBD = 180° – 20° – 35°
= 125°
168
(c) Since EB = EC, ECB = EBC = 2e° 12. (i) DCE + 61° + 41° = 180° (! sum of ")
f ° = 2e° + 2e° (ext. ! of "BCE) DCE = 180° – 61° – 41°
= 4e° = 78°
e° + f ° = 120° (ext. ! of "BEF) ACB = 78° (vert. opp. !s)
e° + 4e° = 120° (ii) ABC + 78° + 50° = 180° (! sum of ")
5e° = 120° ABC = 180° – 78° – 50°
120° = 52°
e° =
5 13. (i) DEC = BCE = 47° (alt. !s, AC // ED)
= 24° 32° + 47° + DFE = 180° (! sum of "DEF)
e = 24 DFE = 180° – 32° – 47°
f ° = 4(24°) = 101°
= 96° (ii) CBD = BDE = 32° (alt !s, AC // ED)
f = 96 106° + EBD + 32° = 180° (adj. !s on a str. line)
ABE = DEB (alt !s, AB // CD) EBD = 180° – 106° – 32°
g° + 2(24°) = 96° = 42°
g° = 96° – 48° BDC = EBD = 42° (alt. !s, BE // CD)
= 48° 14. Let CBO be x°.
g = 48 1 1
Then CAO = x° and BAO = 1 x°.
(d) AFE = CGF = 68° (corr. !s, AB // CD) 2 2
68° + h° = 180° (adj. !s on a str. line) 1
Since OA = OC, ACO = CAO = x°.
h° = 180° – 68° 2
= 112° Since OB = OC, CBO = BCO = x°.
h = 112 1
Since OA = OB, BAO = ABO = 1 x°.
FJI = KJB = 65° (vert. opp. !s) 2
i° = 65° (corr. !s, AB // CD) Hence,
i = 65 CAB + ABC + BCA = 180° (! sum of "ABC)
1 1   1  1 
 2 x ° + 1 2 x ° +  1 2 x ° + x ° +  2 x ° + x ° = 180°
IGH = CGF = 68° (vert. opp. !s)
68° + j° + 65° = 180° (! sum of "GHI)
6x° = 180
j° = 180° – 68° – 65°
= 47° 180
x° =
6
j = 47
= 30°
1 °
10. (x – 35)° + (x – 25)° +  x – 10  = 180° (! sum of ") 1
2  CAO = (30°) = 15°.
2
5
x° – 70° = 180° 15. Since AB = AC, then let ABC = ACB = x°.
2
DBE = 180° – x° (adj. !s on a str. line)
5
x° = 180° + 70°
2 Since BD = BE, then
5 180 – (180 – x ) x
BDE = BED = = .
2
x° = 250° 2 2
250° Since AF = DF, FAD = FDA
x° =
 5 FAD = FDA = BDE =
x
.
 2  2
= 100° x
+ x + x° = 180° (! sum of "ABC)
x = 100 2
11. (i) ABC + 50° + 26° = 180° (! sum of ") 1
2 x° = 180°
2
ABC = 180° – 50° – 26°
180
= 104° x=
1
2
(ii) CBD = 50° + 26° (ext. ! of ") 2
= 76° = 72°
ABC = 72°
169
Exercise 11B 4. (a) Since ABCD is a square, DAC = BAC = 45° and hence
DAE = 45°.
1. (a) a° + 54° = 90° (BCD is a right angle)
(Diagonals bisect the interior angles)
a° = 90° – 54°
AED + 82° = 180° (adj. !s on a str. line)
= 36°
AED = 180° – 82°
a = 36
= 98°
b° = 36° (alt. !s, AB // DC)
45° + 98° + a° = 180° (! sum of "ADE)
b = 36
a° = 180° – 45° – 98°
(b) EBC = 90° (right angle)
= 37°
90° + 39° + c° = 180° (! sum of "BCE)
a = 37
c° = 180° – 90° – 39°
Since ABCD is a square, BAC = DAC = 45° and hence
= 51°
EAF = 45°.
c = 51
DCE + 39° = 90° (BCD is a right angle)
AEF = 82° (vert. opp. !)
DCE = 90° – 39°
b° = 45° + 82° (ext. ! of "AEF)
= 51°
= 127°
51° + d° + 78° = 180° (! sum of "CDE)
b = 127
d° = 180° – 51° – 78°
(b) Since ABCD is a square, BCA = DCA = 45° and hence
= 51°
ECF = 45°.
d = 51
2. (a) a° = 106° (opp. !s of // gram)
c° + 45° + c° = 180° (! sum of "CEF)
a = 106
2c° = 180° – 45°
b° = 48° (alt. !s, AD // BC)
= 135°
b = 48
135
(b) 4c° + 5c° = 180° (int. !s, AB // DC) c° =
2
9c° = 180°
= 67.5°
180 c = 67.5
c° =
9
Since ABCD is a square, CED = 90° .
= 20°
(Diagonals bisect each other at right angles)
c = 20
Hence,
2d° = 4(20°) (opp. ! s of // gram)
d° + 67.5° = 90°
80
d° = d° = 90° – 67.5°
2
= 22.5°
= 40°
d = 22.5
d = 40
5. (a) Since ABCD is a rhombus, ACB = ADC = 114° (Opposite
3. (a) Since ABCD is a kite, AD = CD and so ACD = CAD = a°
angles are equal) and hence a = 114.
a° + 100° + a° = 180° (! sum of "ACD)
Since ABCD is a rhombus, AB = CB and hence
2a° = 180° – 100°
ACB = CAB = b°.
= 80°
b° + 114° + b° = 180° (! sum of "ABC)
80
a° =
2 2b° = 180° – 114°
= 40° = 66°
a = 40 66
b° =
Since ABCD is a kite, AB = CB and so CAB = ACB = 61°. 2
= 33°
61° + b° + 61° = 180° (!sum of "ABC)
b = 33
b° = 180° – 61° – 61°
(b) CBD = BDA = 38° (alt. !s, AD // BC)
= 58°
c° = 38°
b = 58
c = 38
(b) Since ABCD is a kite, DAC = BAC = 40°.
Since ABCD is a rhombus, AB = AD and hence
(One diagonal bisects the interior angles)
BDA = DBA = 38°.
40° + 26° + c° = 180° (! sum of "ACD)
38° + d° + 38° = 180° (! sum of "ABD)
c° = 180° – 40° – 26°
d° = 180° – 38° – 38°
= 114°
= 104°
c = 114
d = 104
170
(c) DCA = CAB = 42° (alt, !s, AB // DC) 9. ADB = (3x + 7)° (diagonals bisect interior angles of a rhombus)
e° = 42° DAC = (2x + 53)° (diagonals bisect interior angles of a rhombus)
e = 42 2(3x + 7)° + 2(2x + 53)° = 180° (int. !s, AB // DC)
Since ABCD is a rhombus, ADB = CDB = f °. 6x° + 14° + 4x° + 106° = 180°
(Diagonals bisect the interior angles) 10x° = 180° – 14° – 106°
Also, AD = CD and hence CAD = ACD = 42° 10x° = 60°
42° + 2f ° + 42° = 180° (! sum of "ACD) 60
x° =
2f ° = 180° – 42° – 42° 10
= 96° = 6°
x =6
96
f° =
2 10. 5x° + x° = 180° (int. !s, AB // DC)
= 48° 6x° = 180°
180
f = 48 x° =
6
6. (i) AED = 52° (vert. opp. !s)
= 30°
Since AE = DE, ADE = DAE = x°.
x = 30
x° + 52° + x° = 180° (! sum of "ADE)
2.2(30°) + y° = 180° (int. !s, AB // DC)
2x° = 180° – 52°
y° = 180° – 66°
= 128°
= 114°
128
x° = y = 114
2
11. (i) Since ABCD is a kite, BAC = DAC = 25°
= 64°
(One diagonal bisects the interior angles) and
ADB = ADE = 64°
since AB = AD, BDA = DBA = x°
(ii) ADC = 90° (right angle of a rectangle)
x° + 2(25°) + x° = 180° (! sum of "ABD)
64° + 90° + ACD = 180° (! sum of "ACD)
2x° = 180° – 50°
ACD = 180° – 64° – 90°
= 130°
= 26°
130
x° =
7. (i) ADE + 65° = 180° (int. !s, AB // DC) 2
ADE = 180° – 65° = 65°
= 115° ABD = 65°
(ii) BCD = 65° (opp. !s of // gram) (ii) Since ABCD is a kite, BCA = DCA = 44°
CBE + 65° = 125° (ext. ! of "BCE) One diagonal bisects the interior angles) and
CBE = 125° – 65° since CB = CD, BDC = DBC = y°
= 60° y° + 2(44°) + y° = 180° (! sum of "BCD)
8. (i) ABD = 46° (alt. !s, AB // DC) 2y° = 180° – 88°
Since ABCD is a rhombus, AB = AD and hence = 92°
BDA = DBA = 46°. 92
y° =
46° + BAD + 46° = 180° (! sum of "ABD) 2
BAD = 180° – 46° – 46° = 46°
= 88° CBD = 46°
(ii) DBC = 46° (alt. !s, AD // BC) 12. D C
Since BC = BE, BCE = BEC = x°.
x° + x° = 46° (ext. ! of "BCE) 118°
2x° = 46° A B
E
46 (i) Since E is the midpoint of AB, CE = DE and hence
x° =
2
CDE = DCE = x°.
= 23°
x° + 118° + x° = 180° (! sum of "CDE)
BCE = 23°
2x° = 180° – 118°
= 62°
62
x =
2
= 31°
ADE + 31° = 90° (ADC is a right angle)
= 59°
(ii) From (i), DCE = x° = 31°.
171
13. S R Since AB = AD, ABD = ADB = x°
70° x° + 118° + x° = 180° (! sum of "ABD)
2x° = 180° – 118°
= 62°
62
x° =
2
= 31°
ABD = 31°
42°
P Q (ii) ABC + 52° = 180° (int. !s, AB // DC)
(i) PQR + 70° = 180° (int. !s, PQ // SR) ABC = 180° – 52°
PQR = 180° – 70° = 128°
= 110° From (i), ABD = 31°.
(ii) 42° + 110° + PRQ = 180° (! sum of "PQR) 36° + CBD = 128°
PRQ = 180° – 42° – 110° CBD = 128° – 31°
= 28° = 97°
14. 16. S
Z Y
64°
108° P R
42°
W X
(i) Since WXYZ is a rhombus, WZY = WXY = 108° (opp. !s of a //
gram) and XZY = XZW = x° (Diagonal bisect the interior angles), Q
hence WZY = 2x° (i) Since PS = RS, RPS = PRS = x°.

2x° = 108° x° + 64° + x° = 180° (! sum of "PRS)
108 2x° = 180° – 64°
x° =
2 = 116°
= 54° 116
x° =
XZY = 54° 2
(ii) XYZ + 108° = 180° (int. !s, WX // ZY) = 58°
XYZ = 180° – 108° PRS = 58°
= 72° (ii) Since PQ = QR, QPR = QRP = 42°.
(iii) Since WXYZ is a rhombus, XWZ = XYZ = 72° (opp. !s of a 42° + PQR + 42° = 180° (! sum of "PQR)
// gram) and XWY = ZWY = y° (Diagonals bisect the interior PQR = 180° – 42° – 42°
angles), hence XWZ = 2y° = 96°
2y° = 72°
72 Exercise 11C
y° =
2
1. (a) Sum of interior angles of a 11-gon
= 36°
= ( – 2) 180°
XWY = 36°
= (11 – 2) 180°
15. D C
= 1620°
62° 52°
(b) Sum of interior angles of a 12-gon
= ( – 2) 180°
= (12 – 2) 180°
= 1800°
A B (c) Sum of interior angles of a 15-gon
(i) BAD + 62° = 180° (int. !s, AB // DC) = ( – 2) 180°
BAD = 180° – 62° = (15 – 2) 180°
= 118° = 2340°
172
(d) Sum of interior angles of a 20-gon (b) (i) Sum of interior angles of a regular polygon with 18 sides
= ( – 2) 180° = ( – 2) 180°
= (20 – 2) 180° = (18 – 2) 180°
= 3240° = 2880°
2. (a) Sum of interior angles of a quadrilateral (ii) Hence, size of each interior angle of a regular polygon with
= ( – 2) 180° 18 sides
= (4 – 2) 180° 2880
=
= 360° 18
78° + 62° + a° + 110° = 360° = 160°
a° = 360° – 78° – 62° – 110° 4. (a) The sum of exterior angles of the regular polygon is 360°.
= 110° Size of each exterior angle of the regular polygon
a = 110 360
=
(b) Sum of interior angles of a quadrilateral 24
= ( – 2) 180° = 15°
= (4 – 2) 180° Size of each interior angle of a regular polygon with 24 sides
= 360° = 180° – 15°
b° + 78° + 2b° + 84° = 360° = 165°
3b° = 360° – 78° – 84° (b) The sum of exterior angles of the regular polygon is 360°.
= 198° Size of each exterior angle of the regular polygon
198 360
=
b° =
3 36
= 66° = 10°
b = 66 Size of each interior angle of a regular polygon with 36 sides
(c) Sum of interior angles of a pentagon = 180° – 10°
= ( – 2) 180° = 170°
= (5 – 2) 180° 5. (a) The sum of exterior angles of the regular polygon is 360°.
= 540° Number of sides of the polygon
c° + 152° + 38° + 2c° + 101° = 540° 360
=
3c° = 540° – 152° – 38° – 101° 90
=4
3c° = 249°
(b) The sum of exterior angles of the regular polygon is 360°.
249
c° =
3 Number of sides of the polygon
= 83° 360
=
c = 83 45
=8
(d) Sum of interior angles of a hexagon
(c) The sum of exterior angles of the regular polygon is 360°.
= ( – 2) 180°
Number of sides of the polygon
= (6 – 2) 180°
= 720° 360
=
12
102° + 5d° + 4d° + 4d° + 108° + 4d° = 720°
= 30
17d° = 720° – 102° – 108°
(d) The sum of exterior angles of the regular polygon is 360°.
= 510°
510
d° = 360
17 =
4
= 30°
= 90
d = 30
6. (a) Size of each interior angle of a regular polygon
3. (a) (i) Sum of interior angles of a hexagon
= 180° – 140°
= ( – 2) 180°
= 40°
= (6 – 2) 180°
The sum of exterior angles of the regular polygon is 360°.
= 720°
(ii) Hence, size of each interior angle of a hexagon
360
720 =
= 40
6
=9
= 120°
173
(b) Size of each interior angle of a regular polygon 9. The sum of exterior angles of an -sided polygon is 360°.
= 180° – 162° 15° + 25° + 70° + ( – 3) 50° = 360°
= 18° 15° + 25° + 70° + (50°) – 150° = 360°
The sum of exterior angles of the regular polygon is 360° (50°) = 360° – 15° – 25° – 70° + 150°
Number of sides of the polygon (50°) = 400°
360 400
= =
18 50
= 20 =8
(c) Size of each interior angle of a regular polygon 10. The sum of exterior angles of a -sided polygon is 360°.
= 180° – 172° 3(50°) + (180° – 127°) + (180° – 135°) + ( – 5)(180° – 173°)
= 8° = 360°
The sum of exterior angles of the regular polygon is 360°. 150° + 53° + 45° + ( – 5)(7°) = 360°
Number of sides of the polygon 150° + 53° + 45° + (7°) – 35° = 360°
360 (7°) = 360° – 150° – 53° – 45° + 35°
=
8 = 147°
= 45 147
=
(d) Size of each interior angle of a regular polygon 7
= 180° – 175° = 21
= 5° 11. E
The sum of exterior angles of the regular polygon is 360° D
Number of sides of the polygon F
360
=
5
C
= 72 G
7. Sum of interior angles of a pentagon H
= ( – 2) 180° B
A
= (5 – 2) 180°
Size of each exterior angle of the heptagon
= 540°
2x° + 3x° + 4x° + 5x° + 6x° = 540° 360
=
7
20x° = 540°
= 51.43°
540
x° = BHC + 51.43° + 51.43° = 180° (! sum of "BCH)
20
BHC = 180° – 51.43° – 51.43°
= 27°
= 77.1° (to 1 d.p.)
Hence, the largest interior angle of the pentagon
12. C
= 6(27°) D
= 162° B
8. (i) The sum of exterior angles of the triangle is 360°.
3y° + 4y° + 5y° = 360°
12y° = 360° A
360 (i) Sum of interior angles of a regular polygon with 20 sides
y° =
12 = ( – 2) 180°
= 30° = (20 – 2) 180°
y = 30 = 3240°
(ii) Smallest interior angle of the triangle Hence, size of each interior angles of a regular polygon with
= 180° – 5(30°) 20 sides
= 180° – 150° 3240
=
= 30° 20
= 162°
ABC = 162°
174
(ii) Since size of each interior angle of a regular polygon with Hence,
20 sides = 162°, ACD = BCD – BCA
BCD = 162° = 108° – 36°
Let CBD = CDB = x° (base !s of isos. "BCD) = 72°
x° + x° + 162° = 180° (! sum of "BCD) (vi) Since size of each interior angle of a hexagon = 120°,
2x° = 180° – 162° BAS = 120°
2x° = 18° Since size of each interior angle of a pentagon = 108°,
18 BAE = 108°
x° =
2 120° + 108° + SAE = 360° (!s at a point)
= 9° SAE = 360° – 120° – 108°
x =9 = 132°
Hence, Let ASE = AES = x° (base ! of isos. "AES)
ABD = ABC – CBD x° + x° + 132° = 180° (! sum of "AES)
= 162° – 9° 2x° = 180° – 132°
= 153° 2x° = 48°
13. (i) Sum of interior angles of a hexagon 48
x° =
= ( – 2) 180° 2
= (6 – 2) 180° = 24°
= 720° ASE = 24°
Size of each interior angle of a hexagon 14. (i) Let the interior angle be 5x° and the exterior angle be x°.
720 5x° + x° = 180° (adj. !s on a str. line)
=
6 6x° = 180°
= 120° 180
x° =
Since ABP is an interior angle of a hexagon, 6
ABP = 120°. = 30°
(ii) Since PQR is an interior angle of a hexagon, Since sum of exterior angles of a -sided polygon is 360°,
PQR = 120°. 360
= = 12
120 30
PQX = (QA is a line of symmetry)
2 (ii) ABC = 5(30°) = 150° (int. ! of a 12-sided polygon)
= 60° Let BAC = BCA = x° (base !s of isos. "ABC)
360 x° + x° + 150° = 180° (! sum of "ABC)
(iii) AXB = (!s at a point)
6 2x° = 180° – 150°
= 60° 2x° = 30°
(iv) Sum of interior angles of a pentagon 30
x° =
= ( – 2) 180° 2
= (5 – 2) 180° = 15°
= 540° Hence,
Size of each interior angle of a pentagon ACD = BCD – BCA
540 = 150° – 15°
=
5 = 135°
= 108° (iii) ABC = BCD = 150° (int. ! of a 12-sided polygon)
Since ABC is an interior angle of a pentagon, BAD = ADC = y° (base !s of isos. quadrilateral, BA = CD)
ABC = 108°. y° + y° + 150° + 150° = 360° (! sum of quadrilateral)
(v) Since size of each interior angle of a pentagon = 108°, 2y° = 360° – 150° – 150°
BCD = 108° 2y° = 60°
Let BAC = BCA = x° (base !s of isos. "ABC) 60
y° =
x° + x° + 108° = 180° (! sum of "ABC) 2
2x° = 180° – 108° = 30°
2x° = 72° ADC = 30°
72 CDE = 150° (int. ! of a 12-sided polygon)
x° =
2 Hence,
= 36° ADE = CDE – ADC
x = 36 = 150° – 30°
= 120°
175
15. (i) Since sum of exterior angles of a -sided polygon is 360°, 17. Sum of interior angles of a pentagon = 540°
360 Let the exterior angle of the pentagon be x°.
= = 10
36 5(180° – x°) = 540°
(ii) Size of an interior angle of the -sided polygon 900° – 5x° = 540°
= 180° – 36° (adj. !s on a str. line) –5x° = 540° – 900°
= 144° –5x° = –360°
Let CBD = CDB = x° (base !s of isos. "BCD) 360
x° =
x° + x° + 144° = 180° (! sum of "BCD) 5
2x° = 180° – 144° = 72°
2x° = 36° !a + 72° + 72° = 180°
36 !a = 180° – 72° – 72°
x° =
2 = 36°
= 18° Hence, !a + !b + !c + !d + !e = 5 36° = 180°
CDB = 18° 18. a1 + x1 = 180° (adj. !s on a str. line)
CDE = 144° (int. ! of a 10-sided polygon) a2 + x2 = 180° (adj. !s on a str. line)
Hence, a3 + x3 = 180° (adj. !s on a str. line)
BDE = CDE – CDB a4 + x4 = 180° (adj. !s on a str. line)
= 144° – 18° a + x = 180° (adj. !s on a str. line)
= 126° Hence,
(iii) Let XCD = XDC = 18° (base !s of isos. "CDX, CX = DX) a1 + x1 + a2 + x2 + a3 + x3 + a4 + a4 + ··· + a + x = 180°
18° + 18° + CXD = 180° (! sum of "CDX)
a1 + a2 + a3 + a4 + ··· + a + x1 + x2 + x3 + x4 + ··· + x = 180°
CXD = 180° – 18° – 18°
= 144° ( – 2) 180° + x1 + x2 + x3 + x4 + ··· + x = 180°
16. ACE = !a + !b (ext. ! of "ABC) x1 + x2 + x3 + x4 + ··· + x = 180° – ( – 2) + 360°
JCE + !a + !b = 180° (adj. !s on a str. line) x1 + x2 + x3 + x4 + ··· + x = 180° – 180° + 360°
JCE = 180° – !a – !b x1 + x2 + x3 + x4 + ··· + x = 360°
DEC = !c + !d (ext. ! of "DEF) 19. (i) Two regular polygons are equilateral triangles and squares.
GEC + !c + !d = 180° (adj. !s on a str. line) (ii) The interior angles of the polygons meeting at a vertex must
GEC = 180° – !c – !d add to 360°.
HGJ = !e + !f (ext. ! of "GHI)
EGJ + !e + !f = 180° (adj. !s on a str. line) (iii) Shape Interior Angle in degrees
EGJ = 180° – !e – !f Triangle 60
CJG = !g + !h (ext. ! of "JKL)
CGJ + !g + !h = 180° (adj. !s on a str. line) Square 90
CJG = 180° – !g – !h Pentagon 108
Sum of interior angles of quadrilateral = (4 – 2) 180° = 360°
Hexagon 120
JCE + GEC + EGJ + CJG = 360°
(180° – !a – !b) + (180° – !c – !d) + (180° – !e – !f ) + More than six sides More than 120 degrees
(180° – !g – !h) = 360°
Since the interior angles of the polygon meeting at a vertex must
–!a – !b – !c – !d – !e – !f – !g – !h
add to 360°, hence the interior angle must be an exact divisor of
= 360° – 180° – 180° – 180° – 180°
360°. This will work only for triangles, squares and hexagons
–!a – !b – !c – !d – !e – !f – !g – !h = –360°
as the interior angle are all divisor of 360°.
Hence,
(iv) The reason is that the hexagon has the smallest perimeter for
!a + !b + !c + !d + !e + !f + !g + !h = 360°
a given area as compared to the square and the triangle. This
will allow the bees to make more honey using less wax and less
work.
176
Review Exercise 11 Since DA = DC, DCA = DAC = 39°.
39° + ABC + 39° = 180° (! sum of "ACD)
1. (a) Since AB = AC, ACB = ABC = 3a°.
ADC = 180° – 39° – 39°
3a° + 2a° + 3a° = 180° (! sum of "ABC)
= 102°
8a° = 180°
39° + d° = 102°
180
a° = d° = 102° – 39°
8
= 63°
= 22.5°
d = 63
a = 22.5
(c) e° + 62° + 52° = 180° (! sum of "BCD)
(b) Since DA = DB, DBA = DAB = 32°.
e° = 180° – 62° – 52°
32° + ADB + 32° = 180° (! sum of "ABD)
= 66°
ADB = 180° – 32° – 32°
e = 66
= 116°
48° + f ° + 66° = 180° (adj. !s on a str. line)
116° + b° = 360° (!s at a point)
f ° = 180° – 48° – 66°
b° = 360° – 116°
= 66°
= 244°
f = 66
b = 244
(d) 110° + DBC = 180° (adj. !s on a str. line)
Since CA = CB, CAB = CBA = x°.
DBC = 180° – 110°
x° + 64° + x° = 180° (! sum of "ABC)
= 70°
2x° = 180° – 64°
Since DB = DC, DCB = DBC = 70°.
= 116°
Hence, g° = 70°
116
x° =
2 g = 70
= 58° 70° + h° = 110° (ext. ! of "BCD)
c° + 32° = 58° h° = 110° – 70°
c° = 58° – 32° = 40°
= 26° h = 40
c = 26 (e) Since DB = DC, DBC = DCB = 3i°.
2. (a) Since BA = BD, BDA = BAD = a°. (5i + 4)° + 3i° = 180° (adj. !s on a str. line)
a° + 40° + a° = 180° (! sum of "ABD) 8i° = 180° – 4°
2a° = 180° – 40° = 176°
= 140° 176
i° =
8
140
a° =
2 = 22°
= 70° i = 22
a = 70 3(22°) + 2j° = [5(22) + 4]° (ext. ! of "BCD)
CBD + 40° = 180° (adj. ! s on a str. line) 2j° = 114° – 66°
CBD = 180° – 40° = 48°
= 140° 48
j° =
Since BC = BD, BCD = BDC = b°. 2
= 24°
b° + 140° + b° = 180° (! sum of "BCD)
j = 24
2b° = 180° – 140°
(f) k° + 78° = 3k° (ext. ! of "ABD)
= 40°
3k° – k° = 78°
40
b° =
2 2k° = 78°
= 20° 78
k° =
b = 20 2
= 39°
(b) Since BA = BD, BDA = BAD = c°.
k = 39
c° + c° = 78° (ext. ! of "ABD)
39° + l° + 78° = 180° (! sum of "ABD)
2c° = 78°
l° = 180° – 39° – 78°
78
c° =
2 = 63°
= 39° l = 63
c = 39
177
3. (a) Since AB = AC, ACB = ABC = a°. 4. (a) 112° + ABC = 180° (adj. !s on a str. line)
a° + BAC + a° = 180° (! sum of "ABC) ABC = 180° – 112°
BAC = 180° – 2a° = 68°
DCA = 180° – 2a° (alt. !s, AB // DC) 62° + HED = 180° (adj. !s on a str. line)
Since AC = AD = CD, DCA = CDA = CAD = 60° HED =180° – 62°
180° – 2a° = 60° = 118°
–2a° = 60° – 180° a° + BCD = 180° (adj. !s on a str. line)
= –120° BCD = 180° – a°
–120 Sum of the interior angles of a pentagon = (5 – 2) 180° = 540°.
a° =
–2 114° + 68° + 180° – a° + 95° + 118° = 540°
= 60° –a° = 540° – 114° – 68° – 180° – 95° – 118°
a = 60 = –35°
(b) b° + b° + 76° = 180° (int. !s, AB // DC) a = 35
2b° = 180° – 76° (b) Sum of exterior angles of a hexagon = 360°
= 104° 2b° + 4b° + 3b° + b° + b° + b° = 360°
104 12b° = 360°
b° =
2 360
b° =
= 52° 12
b = 52 = 30°
c° + c° + 118° = 180° (int. !s, AB // DC) b = 30
2c° = 180° – 118° c° + 3(30°) = 180° (adj. !s on a str. line)
= 62° c° = 180° – 90°
62 = 90°
c° =
2 c = 90
= 31° 5. (i) ACD = 40° (alt. !s, AB // DC)
c = 31 (ii) CAD + 108° + 40° = 180° (int. !s, AD// BC)
52° + 31° + d° = 180° (! sum of "ABE) CAD = 180° – 108° – 40°
d° = 180° – 52°– 31° = 32°
= 97° 6. (i) Since AB = AD, ADB = ABD = 62°.
d = 97 62° + BAD + 62° = 180° (! sum of "ABD)
(c) Since EA = EB, EAB = EBA = 58°. BAD = 180° – 62° – 62°
58° + e° = 180° (int. !s, AB // DC) = 56°
e° = 180° – 58° (ii) Since CB = CD, BDC = DBC = x°.
= 122° x° + 118° + x° = 180° (! sum of "BCD)
e = 122 2x° = 180° – 118°
f ° = 58° (corr. !s, AB // DC) = 62°
f = 58 62
x° =
Since ED = EC, EDC = ECD = 58°. 2
58° + g° + 58° = 180° (! sum of "CDE). = 31°
g° = 180° – 58° – 58° BDC = 31°
= 64°
g = 64
178
7. Since !ABE is an equilateral triangle, AB = AE = BE and 10. Sum of interior angles of a pentagon
EAB = EBA = AEB = 60°. = (5 – 2) 180°
DAE + 60° = 90° (right angle of a square) = 3 180°
DAE = 90° – 60° = 540°
= 30° Let the 5 interior angles be 3x°, 4x°, 5x°, 5x° and 7x°.
Since AD = AB, AE = AD and AED = ADE = x°. 3x° + 4x° + 5x° + 5x° + 7x° = 540°
x° + 30° + x° = 180° (" sum of !ADE) 24x° = 540°
2x° = 180° – 30° 540
x° =
= 150° 24
150 = 22.5°
x° =
2 (i) Largest interior angle = 7 22.5°
= 75° = 157.5°
CBE + 60° = 90° (right angle of a square) (ii) Largest exterior angle = 180° – 3 22.5°
CBE = 90° – 60° = 112.5°
= 30° 11. Sum of exterior angles of a -sided polygon = 360°
Since BC = AB, BE = BC and BEC = BCE = y°. 35° + 72° + ( – 2) 23° = 360°
y° + 30° + y° = 180° (" sum of !BEC) 23° = 360° – 35° – 72° + 46°
2y° = 180° – 30° = 299°
= 150° 299
=
150 23
y° =
2 = 13
= 75° 12. Let the interior angle be 13x° and the exterior angle be 2x°.
75° + 60° + 75° + CED = 360° ("s at a point) 13x° + 2x° = 180° (adj. "s on a str. line)
CED = 360° – 75° – 60° – 75° 15x° = 180°
= 150° 180
x° =
8. Sum of interior angles of a (2 – 3)-sided polygon 15
= [(2 – 3) – 2] 180° = 12°
Hence, Sum of exterior angles of a -sided polygon = 360°
[(2 – 3) – 2] 180° = 62 90° Hence,
(2 – 5) 180° = 5580° 360
2(12 )
=
360° – 900° = 5580°
360° = 5580° + 900° = 15
360° = 6480° 13. Sum of the interior angles of a -sided polygon = ( – 2) 180°
6480 Sum of the exterior angles of a -sided polygon = 360°
=
360 ( – 2) 180° = 4 360°
= 18 180° = 1440° + 360°
9. Sum of interior angles of a -sided polygon = 1800°
= ( – 2) 180° 1800
=
126° + ( – 1) 162° = ( – 2) 180° 180
126° + 162° – 162° = 180° – 360° = 10
180° – 162° = 360° + 126° –162°
18° = 324°
324
=
18
= 18
179
Challenge Yourself 180 – 20
2. ACB = (base !s of isos. "ABC)
2
180 – 20 160
1. ABC = (base !s of isos. "ABC)
2 =
2
160 = 80°
=
2
DCF = DCA
= 80°
= ACB – 60°
A
= 80° – 60°
= 20°
BFC + FCB + 50° = 180° (! sum of "BCF)
20°
BFC + ACB + 50° = 180°
D BFC + 80° + 50° = 180°
BFC = 180° – 80° – 50°
G = 50°
Since CBF = BFC = 50°, i.e. CB = CF,
F then "BCF is an isosceles triangle.
A
B C
E 20°
Draw E on BC such that AE BC.
Draw F on AE such that "BCF is an equilateral triangle.
Then ABF = 80° – 60° = 20° and BF = BC = AD. D G
Consider the quadrilateral ABFD.
A F
E
20°
50° 60°
B C
D
Draw G on AG such that DG // BC.
G Draw BG to cut CD at E.
Draw EF.
F By symmetry, BE = CE, so "BCE is an isosceles triangle.
Since the base angle of "BCE is 60°,
20° then "BCE is an equilateral triangle,
i.e. BEC = 60° and EBF = 60° – 50° = 10°.
B CE = CB (sides of equilateral "BCE)
Since ABF = BAD = BAC = 20° and BF = AD, = CF (sides of isosceles "BCF)
then by symmetry, AB // DF and ABFD is an isosceles trapezium. Since CE = CF,
In the isosceles trapezium ABFD, by symmetry, AG = BG, so "ABG then "CEF is an isosceles triangle.
is an isosceles triangle. 180 – ECF ˆ
CFE = (base !s of isos. "CEF)
20 2
Since BAG = BAE =
2
= 10° (AE bisects BAC),
180 – DCF ˆ
=
then ABG = BAG = 10° (base !s of isos. "ABG). 2
ADB + ABD + BAD = 180° (! sum of "ABD) 180 – 20
=
ADB + ABG + 20° = 180° 2
ADB + 10° + 20° = 180° 160
=
2
ADB = 180° – 10° – 20°
= 80°
= 150°
BFE = CFE – BFC
= 80° – 50°
= 30°
180
FEG = EBF + BFE (ext. ! of "BEF) 4. (i) An exterior angle of a concave polygon has a negative measure
= 10° + 30° and is inside the polygon as shown in the diagram below.
= 40° E.g.
DEG = BEC (vert. opp. !s)
= 60° e4°
DGE = CBE (alt. !s, DG // BC) i4° i5°
e5°
= 60°
Since the base angle of "DEG is 60°, i1°
e3°
then "DEG is an equilateral triangle, e1°
i.e. EDG = 60° and DE = DG.
AGD = ACB (corr. !s, DG // BC) i2°
= 80° e2°
FGE + DGE + AGD = 180° (adj. !s on a str. line)
FGE + 60° + 80° = 180° (ii) Yes. Exterior angle of the vertex which is “pushed in” will
FGE = 180° – 60° – 80°
= 40° Adding all the exterior angles as before, they will still add to
Since FEG = FGE = 40°, 360°.
then "EFG is an isosceles triangle, E.g. i1° + (–e1°) + i2° + e2° + i3° + e3° + i4° + e4° + i5° + e5° +
i.e. FE = FG. = 5 180°
Consider the quadrilateral DEFG. [i1° + i2° + i3° + i4° + i5°] + (–e1°) + e2° + e3° + e4° + e5°
G = 900°
D (–e1°) + e2° + e3° + e4° + e5°
= 900 – [i1° + i2° + i3° + i4° + i5°]
(–e1°) + e2° + e3° + e4° + e5° = 900° – (5 – 2) 180°
F (–e1°) + e2° + e3° + e4° + e5° = 900° – 540°
(–e1°) + e2° + e3° + e4° + e5° = 360°
The above proof holds for any -sided polygon.
E
Since DE = DG and FE = FG, 5. In a -sided polygon, each diagonal connects one vertex to another
then DEFG is a kite. vertex which is not its next-door neighbour. Since there are
In the kite DEFG, the longer diagonal DF bisects EDG. vertices in an -sided polygon, therefore there are starting points
CDF = EDF for the diagonals. For each diagonal, it (e.g. V1) can join to other
60 ( – 3) vertices since it cannot join itself (V1) or either of the two
=
2 neighbouring vertices (V2 and V ). So the total number of diagonals
= 30° formed is ( – 3). However, in this way, each diagonal would
3. Yes. For any -sided concave polygon, it can still form ( – 2) be formed twice (to and from each vertex), so the product ( – 3)
triangles in the polygon. must be divided by 2. Hence the formula is ( – 3) .
Hence the sum of the interior angles is still the same. 2
E.g.
E.g. V1
V
V2
V 1
V3
V4
181
Chapter 12 Geometrical Constructions
TEACHING NOTES
Suggested Approach
Students have learnt how to draw triangles and quadrilaterals using rulers, protractors and set squares in primary school. Teachers
need to reintroduce these construction tools and demonstrate the use of these if students are still unfamiliar with them. When
students are comfortable with the use of these construction tools and the compasses, teachers can proceed to the sections on
construction of triangles and quadrilaterals.
Section 12.1: Introduction to Geometrical Constructions

Teachers may wish to recap with students how rulers, protractors and set squares are used. More emphasis should
be placed on the use of protractors, such as the type of scale (inner or outer) to use, depending on the type of
angle (acute or obtuse). Teachers need to impress upon students to avoid parallax errors when reading the length
using a ruler, or an angle using a protractor.
Teachers should show and lead students on the use of compasses. Students are to know and be familiar with the
useful tips in using the construction tools.
Section 12.2: Perpendicular Bisectors and Angle Bisectors

Teachers should state and define perpendicular bisectors and angle bisectors. Stating what perpendicular and
bisect means individually will help students to remember their meanings.
For the worked examples in this section, teachers are encouraged to go through the construction steps one by
one with the students. Students should follow and construct the same figures as shown in the worked examples.
Teachers should allow students to use suitable geometry software to explore and discover the properties
of perpendicular bisectors and angle bisectors (see Investigation: Property of a Perpendicular Bisector and
Investigation: Property of an Angle Bisector), that is, their equidistance from end-points and sides of angles
respectively.
Section 12.3: Construction of Triangles

Students should be able to construct the following types of triangles at the end of this section:
As a rule of thumb, students should draw the longest line as a horizontal line. Teachers are to remind their
students to mark all angles, vertices, lengths and other markings (same angles, same sides, right angles etc.)
clearly. Students should not erase any arcs that they draw in the midst of construction and check their figure at
the end.
Section 12.4: Construction of Quadrilaterals

Students should be able to construct parallelograms, rhombuses, trapeziums and other quadrilaterals at the end
of this section.
As a rule of thumb, students should draw the longest line as a horizontal line. Teachers are to remind their
students to mark all angles, vertices, lengths and other markings (same angles, same sides, right angles etc.)
clearly. Students should not erase any arcs they draw in the midst of construction and check their figure at the
end.
182
WORKED SOLUTIONS
Investigation (Property of a Perpendicular Bisector)
4. The length of AC is equal to the length of BC.
5. Any point on the perpendicular bisector of AB is equidistant from A and B.
6. Any point which is not on the perpendicular bisector of AB is not equidistant from A and B.
Investigation (Property of an Angle Bisector)

5. The length of PR is equal to the length of QR.
6. Any point on the angle bisector of BAC is equidistant from AB and AC.
7. Any point which is not on the angle bisector of BAC is not equidistant from AB and AC.
Practise Now 1
A B
8 cm
Practise Now 2
C
78°
A B
Practise Now 3 C
4.8 cm
S
130°
A B
7.6 cm
(i) Length of AC = 11.3 cm

(ii) Length of BS = 4.0 cm
183
Practise Now 4
R
T
9.8 cm
7.2 cm
P Q
8.4 cm
(i) Required angle, QPR = 77°

(ii) Length of QT = 5.3 cm
Practise Now 5
Z
56°
X 48° Y
8 cm
(iii) The point U is equidistant from the points Y and Z, and equidistant from the lines XY and XZ.
184
Practise Now 6
1. D C
5.5 cm
120°
A B
8.5 cm
Length of AC = 12.2 cm
2. D C
6.5 cm
A B
10.5 cm
185
Practicse Now 7
1. S
6 cm
9 cm
9 cm
4.5 cm R
6 cm
QRS = 71°
2.
S
P R
12 cm
7.5 cm
QRS = 74°
186
Practise Now 8
R
9.2 cm
95°
S
6.2 cm
80°
Q
P 5.6 cm
(i) Length of PS = 7.0 cm
(ii) PSR = 54°
Exercise 12A
1.
A B
9.5 cm
2. C
56°
A B
187
3. C 5. P
6.5 cm
10 cm 10 cm
80°
A 8 cm B
4. C
Q R
9 cm
QPR = 53°
6.
9 cm
A B
5 cm
9.5 cm
188
7.
Z
45° 60°
X Y
10.2 cm
Length of XZ = 9.1 cm
8. C
S
6.5 cm
88°
A B
9.8 cm

(ii) Length of BS = 5.9 cm
189
9. C
8.8 cm
S
60°
A B
9.4 cm
(i) Required angle, BAC = 52°
(ii) Length of CS = 3.9 cm
10.
P
9.5 cm
8.5 cm
Q R
9.8 cm
(i) Required angle, PQR = 52°

(ii) Length of QT = 8.0 cm
190
11. P
9.2 cm
8.8 cm T
Q R
10.4 cm
(ii) PT = 4.2 cm
12. Z
13. Z
64° 55°
X Y
U 8 cm 74°
49°
(i) Length of XZ = 7.5 cm X Y
8 cm
(ii) Length of UY = 7.2 cm
(iii) The point U is equidistant from the points X and Y, and
equidistant from the lines XY and YZ.
191
14.
C 5 cm
11 cm
S
62°
T
A B
10.2 cm
(i) Length of BC = 10.9 cm

(iii) Length of ST = 4.7 cm
15. C
4.6 cm
54°
A B
8.5 cm
S
192
16. R
7.9 cm
9.2 cm
P Q
8.3 cm
17. P
(ii) Diameter
193
Exercise 12B
1. A D
10 cm
80°
B C
12 cm
Length of diagonal BD = 16.9 cm
2. 96 mm = 9.6 cm
84 mm = 8.4 cm
84 mm
96 mm
Length of each of the two diagonals = 12.8 cm
194
3. D C
115°
A B
6 cm
Length of each of the two diagonals = 10.1 cm, 6.5 cm
4.
9 cm
S
P
9 cm
7.5 cm
Q R
12 cm
QPS = 133°
5. 60 mm = 6 cm
9 mm = 0.9 cm
S R
9 mm
Q
P 60 mm
QPS = 171°
195
6. Q
75°
5.3 cm
6.3 cm
60°
R S
6.7 cm
(i) Length of PR = 7.1 cm

(ii) RPS = 70°
7. 6 cm
W Z
4.5 cm
60°
X Y
8 cm
Length of YZ = 3.9 cm
Length of WY = 6.9 cm
8. 56 mm = 5.6 cm
112 mm = 11.2 cm
W Z
56 mm
80° 70°
X Y
112 mm
Length of WY = 11.6 cm
Length of XZ = 10.7 cm
196
9.
D T
C
6 cm
(i) Length of diagonal BD = 8.4 cm

(ii) Length of AT = 7.1 cm
115°
A B
9 cm
10. R
4.8 cm
S U
4.8 cm
(i) Length of QS = 5.4 cm

P Q (ii) Length of SU = 4.5 cm
4 cm
11.
S
P R
10 cm
(iii) Length of PQ = 7.0 cm
197
12. R
6 cm
3.5 cm
60° 45°
P Q
10 cm T
(i) QRS = 119°

(ii) Length of PT = 5.4 cm
13.
U
R
7 cm
3.1 cm
50°
P Q
11 cm
(i) QRS = 109°
(ii) Length of RU = 4.1 cm
198
14. X 5 cm
S W
120°
U
6 cm
Y Z
9.8 cm T
(i) Length of WY = 8.6 cm

(ii) Length of ST = 6.5 cm
(iii) WUX = 105°
15. S
T
R
5.8 cm
4.6 cm
120°
105°
P 6.5 cm Q
Review Exercise 12
1. C
6 cm
60°
A B
4.5 cm
(ii) Length of CS = 3.3 cm
199
2. R
8.8 cm
10.2 cm

(ii) RT = 7.9 cm
P Q
T 12 cm
3.
X
60° 60°
U
Y Z
8 cm
(iii) Rhombus
V
200
4. T
D C
5.5 cm
120°
A B
S 8 cm
(i) Length of BD = 7.1 cm
(ii) Length of ST = 6.5 cm
5.
U
6 cm
2 cm
60°
P Q
8 cm
(i) Required angle, QRS = 123°
(ii) Length of QU = 6.5 cm
201
6.
B
A C
45° 10 cm
(iii) AB = BC = AD = CD = 7.1 cm
ABCD is a square.
(iv) Length of DS = 9.3 cm
Challenge Yourself
1. 2. P
R
5 cm 6 cm
6 cm
7 cm
P Q
8 cm
Q R
8 cm
Incircle
Circumcircle
202
Revision Exercise C1 (ii) ACD !s, AB // DC
ACB ACD
1. 35% of students = 140
140
1% of students =
35 = 14°
140 7. (i) x x x x x
100% of students = 100
35 x 180°
= 400 2x° + 17° + 3x x° + 49° + x° + 40° + 4x x
The total number of students who take part in the competition is = 4 180°
400. 2x° + 3x° + 2x° + x° + 4x° + 3x°
2. 15x
= 85% x° = 44°
85 x = 44
=
100 (ii) x
1100 = 84°
100 (iii) Smallest exterior angle
!
x
Height of hall 6
3. =
28 7
6
Height of hall = 28
7 = 21°
= 24 m 8. (i) C
Ratio of breadth of hall to height of hall = 21 : 24
= 7:8
53 minutes
4. 1035 hours 1128 hours
53
Number of words in the report = 575
25
= 1219
X 7 cm
5. (i) 0845 hours 1510 hours
A to
Town B.
25
(ii) Distance between Town A and Town B = 108
60
5
= 108
12 A B
6. D C (ii) Length of BX
70°
A B
(i) ABC !s, AB // DC
ABC
= 110°
203
Revision Exercise C2 195
20
3780 – 3500 3
1. Percentage increase in salary = 100% 60
3500 195
=
280 1
= 100% 3
3500 3
= 8% 1
= 58 km/h
2
2. 6. x !
= 75% x
75 = 154°
75% of 40 = 40
100 x = 154
= 30 BAD !s, AB // CD
BAQ = BAD
3. X : Y = 8 : 15
Y : Z = 21 : 32 RSA = SAQ !s, PQ // RS
X:Z RSA + y° + y !
= 7 : 20 y° + y° = 180°
10 y° + y
4. Number of times light can circle the world = 31
4 2y° = 144°
1 y° = 72°
= 77
2 y = 72
3 hours 45 minutes
5. 0845 hours 1230 hours 7. n n 180°
45 n n
Distance between Town A and Town B = 52 3
60 n n
3 n
= 52 3
4 n
= 195 km
3 hours 20 minutes
1455 hours 1815 hours
8. Length of BC = 7.7 cm
Length of CD = 11.7 cm
D
82°
5.3 cm
110° 105°
A B
204
Chapter 13 Perimeter and Area of Plane Figures
TEACHING NOTES
Suggested Approach
In the previous chapter, students have learnt the construction of plane figures such as triangles and quadrilaterals. Here, they will
learn how to convert units of area, as well as find the perimeter and area of triangles and quadrilaterals. Students will revise what
they have learnt in primary school as well as learn the perimeter and area of parallelograms and trapeziums. Teachers should
place more focus on the second half of the chapter and ensure students are able to solve problems involving the perimeter and
area of parallelograms and trapeziums.
Section 13.1: Conversion of Units

Teachers may wish to recap with the students the conversion of unit lengths from one unit of measurement to
another (i.e. mm, cm, m and km) before moving onto the conversion of units for areas.
Teachers may ask students to remember simple calculations such as 1 cm2 = 1 cm 1 cm to help them in their
calculations when they solve problems involving the conversion of units.
Section 13.2: Perimeter and Area of Basic Plane Figures

This section is a recap of what students have learnt in primary school. Students are reminded to be clear of the
difference in the units used for perimeter and area (e.g. cm and cm2).
Teachers can impress upon the students that the value of in calculators is used when its value is not stated in
the question. Unless specified, all answers that are not exact should be rounded off to 3 significant figures.
Section 13.3: Perimeter and Area of Parallelograms

Teachers should illustrate the dimensions of a parallelogram to the students so that they are able to identify the
base and height of parallelograms. It is important to emphasise to the students that the height of a parallelogram
is with reference to the base and it must be perpendicular to the base chosen. Also, the height may lie within, or
outside of the parallelogram. Teachers can highlight to the students that identifying the height of a parallelogram
is similar to identifying the height of a triangle.
Teachers should guide students in finding the formula for the area of a parallelogram (see Investigation: Formula
for Area of a Parallelogram). Both possible methods should be shown to students (The second method involves
drawing the diagonal of the parallelogram and finding the area of the two triangles).
Section 13.4: Perimeter and Area of Trapeziums

Teachers should recap with students the properties of a trapezium. Unlike the parallelogram, the base of the
trapezium is not required and the height must be with reference to the two parallel sides of the trapezium. Thus,
the height lies either inside the trapezium, or it is one of its sides (this occurs in a right trapezium, where two
adjacent angles are right angles).
Teachers should guide students in finding the formula for the area of a trapezium (see Investigation: Formula for
Area of a Trapezium). Both possible methods should be shown to students (Again, the second method involves
drawing the diagonal of the trapezium and finding the area of the two triangles).
Teachers can enhance the students’ understanding and appreciation of the areas of parallelograms and trapeziums
by showing them the link between the area of a trapezium, a parallelogram and a triangle (see Thinking Time on
page 329).
205
WORKED SOLUTIONS Area of parallelogram ABCD = area of !ABC + area of !ADC
1 1
Class Discussion (International System of Units) = AB CF + DC DE
2 2
1. The seven basic physical quantities and their base units are shown 1 1
= bh + bh
in the following table: 2 2
= bh
Basic Physical Quantity Base Unit
Length metre (m)

Mass kilogram (kg) From the geometry software template ‘Area of Parallelogram’, we can
conclude that the formula for the area of parallelogram is also applicable
Time second (s) to oblique parallelograms.
Electric current ampere (A)
Investigation (Formula for Area of a Trapezium)
Thermodynamic Temperature kelvin (K)
1. The new quadrilateral AFGD is a parallelogram.
Amount of substance mole (mol)
2. Length of AF = length of AB + length of EF
Luminous intensity candela (cd) =b+a
=a+b
Scientists developed the International System of Units (SI units)
1
so that there is a common system of measures which can be used 3. Area of trapezium ABCD = area of parallelogram AFGD
2
worldwide.
1
= AF h
2. Measurements of Lengths: 2
1 foot (ft) = 0.3048 m 1
= (a + b)h
1 inch (in) = 0.0254 m 2
1 yard (yd) = 0.9144 m 4. Method 1:
1 mile = 1609.344 m Divide the trapezium ABCD into two triangles ABD and DCB by
Measurement of Areas: drawing the diagonal BD as shown below:
1 acre = 4046.8564 m2
a
C
D F
Investigation (Formula for Area of a Parallelogram)
1. The new quadrilateral CDEF is a rectangle.
2. Length of CF = length of DE = h
Length of EF = length of EB + length of BF
h
= length of EB + length of AE
=b
3. Area of parallelogram ABCD = area of rectangle CDEF
= EF CF
A B
= bh E
b
4. Divide the parallelogram ABCD into two triangles ABC and ADC
by drawing the diagonal AC as shown below: Length of FB = length of DE = h
Area of trapezium ABCD = area of !ABD + area of !DCB
D C
1 1
= AB DE + DC FB
2 2
1 1
= b h+ a h
2 2
h
1
= (b + a)h
2
1
= (a + b)h
A 2
E B F
b
Length of CF = length of DE = h
206
Method 2: Practise Now 1
Divide the trapezium ABCD into a parallelogram AFCD and a
(a) 16 m2 = 16 10 000 cm2
triangle FBC by drawing a line FC // AD as shown below:
= 160 000 cm2
a (b) 357 cm2 = 357 0.0001 m2
D C
= 0.0357 m2

h (a)
b h
A B
E F G
b
(b)
Length of CG = length of DE = h h
Length of AF = length of DC = a
Length of FB = length of AB – length of AF
=b–a
Area of trapezium ABCD
b
= area of parallelogram AFCD + area of !FBC
1
= AF DE + FB CG
2
1
=a h+ (b – a) h (c)
2
1
= (2a + b – a)h
2
h
1
= (a + b)h
2 b
Teachers may wish to get higher-ability students to come up with

(d)
b
1. (i) h
1
(ii) Area of trapezium = (a + b)h
2
When a = b,
1 1
(a + b)h = (b + b)h
2 2 (e)
1
= (2b)h
2 b
= bh h
= area of parallelogram
2. (i)
1
(ii) Area of trapezium = (a + b)h
2
When a = 0,
1 1
(a + b)h = (0 + b)h
2 2
1
= bh
2
= area of triangle
207
(f) Practise Now (Page 324)
(a) b
h
b
h (b)
Practise Now 2 h b
64
1.
4
= 16 m
2 (c)
2
= 256 m
Area of path = (16 + 3.5 + 3.5)2 – 256 h
= 232 – 256
= 529 – 256 b
= 273 m2
2. Area of shaded region (d)
= area of rectangle ABCD – area of !ARQ – area of !BRS b
– area of !CPS – area of !DPQ h
1 1
= 25 17 – (25 – 14) 5 – 14 3
2 2
1 1
– (25 – 8) (17 – 3) – (17 – 5) 8
2 2
1 1 1 (e)
= 425 – 11 5 – 21 – 17 14 – 12 8
2 2 2
1
= 425 – 27 – 21 – 119 – 48 h
2
1 2
= 209 m
2
b
Practise Now 3 (f)
3
(i) Perimeter of unshaded region = 2 (14) + 2(14)
4
h b
= 21 + 28
= 94.0 cm (to 3 s.f.)
3
(ii) Area of unshaded region = (14)2
4
= 147 Practise Now 4
= 462 cm2 (to 3 s.f.)
(i) Area of parallelogram = 24 7
(iii) Area of shaded region = area of square – area of unshaded region
= 168 m2
= (2 14)2 – 147
(ii) Perimeter of parallelogram = 2(30 + 7)
= 282 – 147
= 2(37)
= 784 – 147
= 74 m
= 322 cm2 (to 3 s.f.)
208
Area of parallelogram = PQ ST = 480 m2 1
(i) Area of trapezium = (5 + 13.2) 4
20 ST = 480 2
ST = 24 1
= 18.2 4
Length of ST = 24 m 2
= 36.4 m2
Practise Now 6 (ii) Perimeter of trapezium = 5 + 6 + 13.2 + 5.5
= 29.7 m
1. Total area of shaded regions
= area of parallelogram ABJK + area of parallelogram CDIJ Practise Now 8
+ area of parallelogram DEGH
= 4 12 + (2 4) 12 + 4 12 1
(i) Area of trapezium = (PQ + RS) PS = 72 m2
= 48 + 8 12 + 48 2
= 48 + 96 + 48 1
(14 + 10) PS = 72
2
= 192 m2
1
1 24 PS = 72
2. Area of !CDF = DC CF = 60 cm2 2
2
12 PS = 72
1
DC 3CG = 60 PS = 6
2
Length of PS = 6 m
3
DC CG = 60
2 (ii) Perimeter of trapezium = PQ + QR + RS + PS = 37.2 m
DC CG = 40 14 + QR + 10 + 6 = 37.2
Area of parallelogram ABCD = DC CG 30 + QR = 37.2
= 40 cm2 QR = 7.2
Length of QR = 7.2 m
Practise Now 9
(a)
2
1 1 1 
= (48 + 16) 20 + 1424 
h 2 2  2 
1 1
= 64 20 + 356
2 2
= 640 + 178
(b) = 1200 m2 (to 3 s.f.)
h Exercise 13A
1. (a) 40 m2 = 40 10 000 cm2
= 400 000 cm2
(b) 16 cm = 16 0.0001 m2
2
(c) h
= 0.0016 m2
(c) 0.03 m2 = 0.03 10 000 cm2
= 300 cm2
(d) 28 000 cm2 = 28 000 0.0001 m2
= 2.8 m2
259
2. (i) Breadth of rectangle =
18.5
= 14 cm
(ii) Perimeter of rectangle = 2(18.5 + 14)
= 2(32.5)
= 65 cm
209
3. 5. Let the diameter of the semicircle be x cm.
1 1
= 92 – 3 2.5 x + x = 144
2 2
= 81 – 3.75 1 22
x + x = 144
= 77.25 m2 2 7
4. (a) Diameter of circle = 2 10 11
x + x = 144
= 20 cm 7
Circumference of circle = 2 (10) 18
x = 144
= 20 7
x = 56
= 62.8 cm (to 3 s.f.)
Diameter of semicircle = 56 cm
Area of circle = (10)2
= 0.56 m
= 100
= 314 cm2 (to 3 s.f.)  21 
6. (a) (i)  2  + 2(36 – 21)
3.6
(b) Radius of circle = = 2 (10.5) + 2(15)
2
= 21 + 30
= 1.8 m
= 96.0 cm (to 3 s.f.)
Circumference of circle = 2 (1.8)
(ii)
= 3.6
= (10.5)2 + 15 21
= 11.3 m (to 3 s.f.)
= 110.25 + 315
Area of circle = (1.8)2
= 661 cm2 (to 3 s.f.)
= 3.24
1
= 10.2 m2 (to 3 s.f.) (b) (i) 2 (5) + 2(5) + 200
2
176
(c) Radius of circle = = 5 + 10 + 200
2
= 39.9 cm (to 3 s.f.)
88
= (ii)
= 28.0 mm (to 3 s.f.) 1 1
= (5)2 + 10 10
2 2
88
Diameter of circe = 2 25
= + 50
2
176
= = 89.3 cm2 (to 3 s.f.)
= 56.0 mm (to 3 s.f.) 1  18   18 
(c) (i) 2   +2  
2 2  2  4
 88 
Area of circle =  
 π 1
= 2 (9) + 2 (4.5)
2
 7744  =9 +9
=  2 
 π 
= 18
7744
= = 56.5 cm (to 3 s.f.)
(ii)
= 2460 mm2 (to 3 s.f.)
= area of big semicircle + area of two small semicircles
616
(d) Radius of circle = 1
= (9)2 + (4.5)2
2
= 14.0 cm (to 3 s.f.)
81
616 =
2
+ 20.25
Diameter of circle = 2
= 60.75
= 28.0 cm (to 3 s.f.) = 191 cm2 (to 3 s.f.)
 616  7. (i) (2) + 2(9 – 2 2) + 2(3)
Circumference of circle = 2  
 π  = 4 + 2(5) + 6
= 88.0 cm (to 3 s.f.) = 4 + 10 + 6
= 4 + 16
= 28.6 m (to 3 s.f.)
210
(ii) Cost incurred = 28 $55
= 9 [2(2) + 3] – (2)2 = $4838.05 (to the nearest cent)
1 7
2   + 2(5.7)
=9 7–4
13. (i)
= 63 – 4 2  2
= 50.4 m2 (to 3 s.f.) 1
= 2 (3.5) + 11.4
8. x m. 2
x + 15) m. = 3.5 + 11.4
2[(x + 15) + x] = 70 = 22.4 cm (to 3 s.f.)
2(2x + 15) = 70 (ii) BCD + area of !ABD
2x + 15 = 35 1 1
= (3.5)2 + 7 (8 – 3.5)
2x = 20 2 2
x = 10 1
= 6.125 + 7 4.5
2
= 6.125 + 15.75
= 35.0 cm2 (to 3 s.f.)
= 25 m
10 14. (i) Perimeter of shaded region
= 250 m2
3 1  10  1
= 2 (10) + 2   + 2 (10 – 3) + 3 + (10 – 3)
Area of path = (25 + 2.5 + 2.5) (10 + 5 + 5) – 250 4 2  2 4
= 30 20 – 250 1 1
= 15 + 2 (5) + 2 (7) + 3 + 7
= 600 – 250 2 4
= 350 m2 7
= 15 + 5 + + 10
9. Area of shaded region = area of quadrilateral PQRS 2
1 1 47
= + 10
=
2
AR RP +
2
RB RP 2
1 = 83.8 cm (to 3 s.f.)
= RP (AR + RB)
2 (ii) Area of shaded region = area of big semicircle
1 + area of small semicircle
= AD AB
2 + area of region ABCE
1 1 1
= 23 (7 + 13.5) = (10)2 + (5)2
2 2 2
1 1
= 20.5 23 + (102 – 72)
2 4
= 235.75 m2 25 1
= 50 + + (100 – 49)
10. Area of shaded region = area of !ABC – area of !ADE 2 4
1 1 25 1
= 20 21 – 10 10.5 = 50 + + (51)
2 2 2 4
= 210 – 52.5 25 51
= 50 + +
= 157.5 m2 2 4
1 1 301
=
11. Area of !ACD =
2
AC BD =
2
CD AE 4
1 1 = 236 cm2 (to 3 s.f.)
20 BD = 22 16
2 2 1  200 
15. (i) Perimeter of shaded region = 2   + 2(10)
10 BD = 176 2  2 
BD = 17.6 200
= + 20
Length of BD = 17.6 cm 2
2
12
12. (i) Area of surface of circular pond =  
= 42.2 m (to 3 s.f.)
 2 (ii) Area of shaded region
2
= (6) = area of semicircle BCD – area of !BCD
2
= 36 1  200  1
=  2  – 2 10 10
= 113 m2 (to 3 s.f.) 2  
2
(ii) Area of path = (6 + 2) – 36 = 25 – 50
= (8)2 – 36 = 28.5 m2 (to 3 s.f.)
= 64 – 36
= 28 m2
211
1
0.785 5. (i) Area of trapezium = (35.5 + 20) 15
16. Radius of each circle = cm 2
1
1 0.785 0.785 = 55.5 15
Area of shaded region = 2 2
2
= 416.25 cm2
0.785
= (ii) Perimeter of trapezium = 35.5 + 18 + 20 + 16
= 0.250 cm2 (to 3 s.f.) = 89.5 cm
17. Area of grass within the goat’s reach = (1.5)2 1
6. (i) Area of trapezium = (PQ + RS) PT = 150 m2
2
= 2.25 m2
1
Time the goat needs = 2.25 14 (12 + RS) 10 = 150
2
= 99.0 minutes (to 3 s.f.)
5 (12 + RS) = 150
12 + RS = 30
Exercise 13B
RS = 18
1. (a) Area of parallelogram = 12 7 Length of RS = 18 m
= 84 cm2 (ii) Perimeter of trapezium = PQ + QR + RS + PS = 54.7 m
42 12 + QR + 18 + 13 = 54.7
(b) Base of parallelogram =
6 43 + QR = 54.7
=7m QR = 11.7
42.9 Length of QR = 11.7 m
(c) Height of parallelogram =
7.8 7. Area of shaded regions = area of trapezium ABCD – area of !BCE
= 5.5 mm 1 1
= (10 + 14) 12 – 14 12
1 2 2
2. (a) Area of trapezium = (7 + 11) 6
2 1
= 24 12 – 84
1 2
= 18 6
2 = 144 – 84
= 54 cm2 = 60 cm2
126 702
(b) Height of trapezium =
1 8. Area of parallelogram ABFG =
2
× (8 + 10)
2
= 351 m2
126
=
1 351
18
Height of parallelogram ABFG with reference to base FG =
2 27
126 = 13 m
=
9 1
Area of shaded region = (2 27) 13
= 14 m 2
72 1
= 54 13
(c) Length of parallel side 2 of trapezium =
1
–5 2
8
2 = 351 m2
72 9. (a) Total area of shaded regions
= –5
4 = area of rectangle – area of parallelogram
= 18 – 5 – area of circle – area of triangle
= 13 mm = (12 + 14) (15 + 10)
3. (i) Area of parallelogram = 6 9 1
– (12 + 14 – 5 – 2) 10 – (4)2 – 12 15
= 54 cm2 2
= 26 25 – 19 10 – 16 – 90
(ii) Perimeter of parallelogram = 2(10 + 6)
= 650 – 190 – 16 – 90
= 2(16)
= 370 – 16
= 32 cm
= 320 cm2 (to 3 s.f.)
4. Area of parallelogram = PQ ST = QR SU
(b) Area of shaded region = area of trapezium – area of circle
PQ 8 = 10 11.2
1
PQ 8 = 112 = (35 + 18) 18 – (6)2
2
PQ = 14
1
Length of PQ = 14 m = 53 18 – 36
2
= 477 – 36
= 364 cm2 (to 3 s.f.)
212
10. ABCE (b) Total area of shaded regions
– area of parallelogram GHDE – area of semicircle = area of circle – area of triangle – area of rectangle
2
1 1  15  1
= (12 + 13 + 15) 24 – 13 16 –  2  = (13.6)2 – (2 13.6) 13.6 – 16 11
2 2 2
1 1 1
= 40 24 – 208 – (7.5)2 = 184.96 – 27.2 13.6 – 176
2 2 2
= 480 – 208 – 28.125 = 184.96 – 184.96 – 176
= 272 – 28.125 = 184.96 – 360.96
= 184 cm2 (to 3 s.f.) = 220 cm2 (to 3 s.f.)
1 (c) Total area of shaded regions
11. Area of !AED = AE ED = 25 cm2
2 1 1
= (48 + 16) 20 + (30 + 20) 16
AE ED = 50 2 2
1 1 1
Area of trapezium BCDE = (EB + DC) ED = 64 20 + 50 16
2 2 2
1 = 640 + 400
= (3AE + 4AE) ED
2 = 1040 cm2
1 (d) Area of shaded region = area of trapezium – area of triangle
= 7AE ED
2 1 1
= (17 + 9) (2 6) – 17 6
7 2 2
= AE ED
2 1
= 26 12 – 51
7 2
= 50
2 = 156 – 51
= 175 cm2 = 105 cm2
12. (i) Let the height of the parallelogram ABCD with reference to the 1  28   28 
2. (i) Perimeter of shaded region = 2   +2  
base BC be h cm. 2  2  4
Area of parallelogram ABCD = BC h = 80 cm2 1
= 2 (14) + 2 (7)
1 2
Area of !ABE = BE h
2 = 14 + 14
1 = 28
= 2BC h
2 = 88.0 cm (to 3 s.f.)
= BC h (ii) Area of shaded region
= 80 cm2 = area of big semicircle – area of two small semicircles
(ii) Let the height of the parallelogram ABCD with reference to the 1
= (14)2 – (7)2
base DC be h cm. 2
Area of parallelogram ABCD = DC h = 80 cm2 = 98 – 49
1 = 49
Area of !ADF = DF h
2 = 154 cm2 (to 3 s.f.)
1 1 3. Area of shaded region = area of one square of sides (2 12) cm
= DC h
2 2 = (2 12)2
1 = 242
= DC h
4
= 576 cm2
1
= 80 4. (i) Area of parallelogram = 9 25
4
= 225 m2
= 20 cm2
(ii) Perimeter of parallelogram = 2(9 + 30.8)
= 2(39.8)
Review Exercise 13
= 79.6 m
1. (a) Area of shaded region 5. Let AB = BC = CD = DE = EF = AF = x cm.
= 11 13 + 7 (14 + 13) + 8 (35 – 20) + 9 35 – 12 9 (x + x) x = 24
= 143 + 7 27 + 8 15 + 315 – 108 2x x = 24
= 143 + 189 + 120 + 315 – 108 2x2 = 24
= 659 cm2 x2 = 12
Since x > 0, x = 12
Area of parallelogram BCEF = 12 12
= 12 cm2
213
1
6. Area of trapezium ABPQ = (8 + 8 ÷ 2) (6 ÷ 2) Challenge Yourself
2
1 1. Let the length of AB be x cm.
= (8 + 4) 3
2 Then the length of BC = the length of AC = 2x cm.
1 Area of !ABC
= 12 3
2 = area of !ABD + area of !BCD + area of !ACD
= 18 cm2
1 1 1
= x 9+ 2x 7 + 2x 7
7. 2 2 2
= area of rectangle ABCF + area of trapezium FCDE = 4.5x + 7x + 7x
1 = 18.5x cm2
= 20 15 + (20 + 3.5) 7
2 Case 1: The base of !ABC is taken to be AB.
1 1
= 300 + 23.5 7
2 2
x h1 = 18.5x
= 300 + 82.25 h1 = 37 cm
= 382.25 m2 Case 2: The base of !ABC is taken to be BC or AC.
= 382.25 0.0001 ha
1
2x h2 = 18.5x
= 0.038 225 ha 2
36 h2 = 18.5 cm
8. (i) x + y =
1
6 2. (i) r1 + r2 + r3 + r4 + r5 + AB
2
= (r1 + r2 + r3 + r4 + r5) + AB
36
=
3 AB
= + AB
= 12 2
(ii) Since x = 2y, 70
= + 70
2
2y + y = 12
= 35 + 70
3y = 12
= 180 cm (to 3 s.f.)
y =4
(ii) r + AB
x=2 4
AB
=8 = + AB
2
9. Length of each side of square = 1
70
= + 70
=1m 2
Perimeter of square = 4 1 = 35 + 70
=4m = 180 cm (to 3 s.f.)
1 (iii) Given a line segment AB
Radius of circle = m
of semicircles drawn on the line segment, the perimeter of the
 1
Circumference of circle = 2   m
 π
 1
Required difference = 4 – 2  
 π
= 0.455 m (to 3 s.f.)
 21 
10. Circumference of drum = 2  
 2
= 21 cm
Number of complete turns of handle required
9.89 × 100
=
21π
989
=
21
= 15 (rounded up to the nearest whole number)
214
3.
C
E
A
BD 5 ED 1
= =
BE 4 BE 4
Area of ! AED ED 1
= =
Area of ! ABE BE 4
Area of !AED 1
=
20 4
Area of !AED = 5 cm2
Since !ACD shares the same base AD and the same height as !ABD,
area of !ACD = area of !ABD.
Since !AED is a common part of !ACD and !ABD,
area of !DCE = area of !ABE = 20 cm2.
Area of ! BCE BE 4
= =
Area of ! DCE ED 1
Area of !BCE 4
=
20 1
Area of !BCE = 80 cm2
Area of trapezium
= area of !ABE + area !AED + area of !DCE + area of !BCE
= 20 + 5 + 20 + 80
= 125 cm2
215
Chapter 14 Volume and Surface Area of Prisms and Cylinders
TEACHING NOTES
Suggested Approach
Students have learnt the conversion of unit area and perimeter and area of plane figures in the last chapter. This chapter will be
dealing with the conversion of unit volumes and the volume and surface area of solids, which is a natural transition from the last
chapter, from two-dimensional to three-dimensional. To assist in the students’ understanding, teachers should continually remind
students to be aware of the linkages between both topics, as well as introducing real-life applications that can reinforce learning.
Section 14.1: Conversion of Units

Teachers should recap the unit conversion of lengths and areas, proceed to introduce of volume by stating actual
applications (see Class Discussion: Measurement in Daily Lives), and then stating the different units associated
with volume (e.g. m, cm3 and m3).
Students should recognise how the number of dimensions and the unit representation for lengths, areas and
volumes are related (e.g. cm, cm2 and cm3). Students should recall calculations such as 1 cm3 = 1 cm 1 cm
1 cm and solve problems involving conversion of unit volumes.
Section 14.2: Nets

Teachers should first define and explain that nets are basically flattened figures that can be folded to its three-
dimensional solids.
Teachers should show the nets of the various solids. Students are encouraged to make their own nets and form
the different three-dimensional solids. They should also be able to visualise the solids from different viewpoints.
Section 14.3: Volume and Surface Area of Cubes and Cuboids

Teachers can state that the volume of an object refers to the space it occupies, so the greater the volume, the
more space the object occupies.
Students should be informed and know that the volume of cubes and cuboids is the product of its three sides
(base height = (length breadth) height).
The formulas for the total surface area of cubes and cuboids can be explored and discovered by students (see
Class Discussion: Surface Area of Cubes and Cuboids). It is important for the students to observe that the total
surface area is the total area of all its faces.
Section 14.4: Volume and Surface Area of Prisms

Teachers can introduce prisms to the students by stacking a few cubes to form a prism and show them how a
prism looks like. Students should know terms like lateral faces and cross-sections, and learn that prisms are
solids with uniform polygonal cross-sections. Teachers can ask the students to name some real-life examples of
prisms and use this opportunity to get them to explain why certain objects are not prisms so that they can get a
better understanding about prisms.
Observant students should realise that cuboids are prisms. Teachers can highlight to the students that prisms do
not necessarily have square bases and challenge students to think of bases of other possible shapes (see Fig. 14.2
on page 348).
Teachers should illustrate and derive the formulas for the volume and total surface area. Students need to
understand the definitions of volume and total surface area rather than memorise the formulas.
216
Section 14.5: Volume and Surface Area of Cylinders
Similar to the last section, teachers can introduce cylinders by stacking coins or showing students real-life
examples of cylindrical objects. Only right circular cylinders are covered in this syllabus.
Some students may think that cylinders are also prisms since both have uniform cross-sections. Teachers need
to impress upon students that this is not the case even though cylinders and prisms share similarities (see
Investigation: Comparison between a Cylinder and a Prism).
Teachers should also cover the formulas for the volume and total surface area of cylinders. Again, students need
to understand the definitions of volume and total surface area rather than memorise formulas.
Section 14.6: Volume and Surface Area of Composite Solids

Teachers should go through Worked Example 10 closely with students. Other than assessing their understanding,
teachers can inform students to be aware of any sides that should be omitted in finding total surface areas.
Challenge Yourself
Teachers should challenge students to think how the cross-section of the cuboid looks like in finding the volume
and surface area.
217
WORKED SOLUTIONS Part III:
Class Discussion (Measurements in Daily Lives) Name Figure Net
1. (i) Other
4%
Triangular
Wash
Prism
Basin
10% Showers
29%
Laundry
19%
Flushing
Kitchen sink 16% Cylinder
22%
Source:
http://www.pub.gov.sg/conserve/Households/Pages/Watersavinghabits.aspx Class Discussion (Surface Area of Cubes and Cuboids)
The activity which requires the greatest amount of water is shower.
1. 6 square.
(ii) –
The area of each face is equal.
Some measures:
l 2.
6 rectangle.
b l+b h+l h).
2.
faces of the net.
overnight inside the refrigerator instead.

with water.
1. (i)
(ii)
2.
2. (i) l.
(ii)
Investigation (Cubes, Cuboids Prisms and Cylinders)

Part II:
Name Figure Net
3.
218
Investigation (Comparison between a Cylinder and a (ii) 1 cm3 = 1 ml
3
Prism) l
165 000
1. = l
1000
2.
l
Thinking Time (Page 358) Practise Now 2
r 1. (i) l 18
35 568
l=
18 38
Circumference = 2 r
h (ii) 2 2 = 8 cm3
r
35 568
=
r 8
= 4446
2.
Total outer surface of a closed cylinder 36
= r2 + 2 rh + r2 = 69 300 cm3
= 2 r2 + 2 rh
1
= 69 300
Class Discussion (Total Surface Area of Other Types of 2
3
Cylinders)
3
(a)
of water are added to it
d cm.
d
d
d = 22
rh + r2
(b) Practise Now 3
= 240 140
3
80 120
3
rh
= 3 312 00 cm3
Practise Now 1
(a) (i) 1 m3 = 1 000 000 cm3 Practise Now 4
10 m3 = 10 1 000 000 cm3
1. (i) 10
= 10 000 000 cm3 3
= 400 cm
(ii) 1 cm3 = 1 ml
(ii) 10)
10 000 000 cm3 = 10 000 000 ml
= 340 cm2
10 m3 = 10 000 000 ml
(b) (i) 1 000 000 cm3 = 1 m3
3 165 000
= m3
1 000 000
3
219
2. (i) Volume of water in the tank Practise Now 7
= 16 9 8
3 1. Base radius = 18 ÷ 2 = 9 cm
l
Volume of the cylinder = r2h
1152 2
= l =
1000 3
l
2. Base radius = 12 ÷ 2 = 6 cm
(ii) Surface area of the tank that is in contact with the water 2
Volume of the cylinder = h = 1000
8 + 9 8)
2 1000
h=
(6)2
3. l cm.
3 h
l l l
l3
Practise Now 8
l = 3 27
l =3 1.
3)
2
Practise Now 5 = r2h

2
=
1. Base area = area of square = 88.2 cm3
=4 4
= 16 m2 = 88.2 3 60
height = 49 900 cm3
= 16 10 = 49.9 l
= 160 m3 2. Base radius = 0.036 ÷ 2 = 0.018 m
2. Base area = area of triangle
1
= x
2
2
= 2.8x cm
height = 2.8x
33.6x
= r2h
x 2
=
cm3
Practise Now 6
Volume of the cylindrical tank
(i) height = r2h
2
 1   =
=   × 3 × 4  + (6 × 5) 
  2  
= 16.184 cm3
= 36
16.184
= 162 cm3
0.000 518 4
=
(ii)
11
height + 2 = 3 1219 s
81
36
= 180 cm2
Practise Now 9
1. (i) Total surface area of the can
= 2 r2 + 2 rh
2
=2 +2
220
(ii) Exercise 14A
= r2 + 2 rh
2 1. (a) (i) 1 m3 = 1 000 000 cm3
= +2
4 m3 = 4 1 000 000 cm3
= 4 000 000 cm3
(ii) 1 m3 = 1 000 000 cm3
3
1 000 000 cm3
area found in (i). 3
3 3
(b) (i) 1 000 000 cm = 1 m
3 250 000
= m3
1 000 000
2. (i) 3
2 2
= 3 3
(ii) 1 000 000 cm = 1 m
3
67 800
m3
1 000 000
= 1.84 cm2 =
(ii) 3
=2 2. (a) (i) 3
1 m = 1 000 000 cm 3
0.84 m3 = 0.84 1 000 000 cm3

2
= 840 000 cm3
(iii) (ii) 1 cm3 = 1 ml
+2 840 000 cm3 = 840 000 ml
= 3.68 + 60 (b) (i) 1 000 000 cm3 = 1 m3
= 114.08
3 2560
m3
1 000 000
2 =
3
Practise Now 10 (ii) 3

1 cm = 1 ml
3
1. (i) Volume of the container l
1 2560
= l
1000
2
= 20 9 14 +
4
l
3 3. (a) (i) 8 10
(ii) Total surface area of the container = 480 cm3
1 2
(ii) 8+8 10 + 6 10)
= 2  4 × π (14)  20) 2
 
1 (b) (i) 12
+ 2
4 = 420 cm3
= 98 (ii) 12)
= 238 2
= 1920 cm2 (c) (i) 10 96

2. (i) Volume of the solid 3
1 2 (ii)
=6 12
2 10 + 96 10 + 120 96)
2
= 406 cm3
1 1
(d) (i) 10
(ii) Total surface area of the solid 2 2
1 1 1
= 2  8 × 6 – × π (3)2  12) + 2 12 cm3
 2  2 2
+ 192 + 36 (ii)
 1 1 1 1 
= 2  1 × + × 10 + 1 × 10 
 2 2 2 2 
2
1
= 41 cm2
2
221
2 3 5 6.
(e) (i)
5 8 8 = 0.24 0.19
21 = 0.00684 m3
= cm3
64 l cm.
(ii)
l l l = 0.00684 m3
 2 3 3 5 2 5
= 2 1 × + × + 1 ×  l3 = 0.00684
 5 8 8 8 5 8
3
0.00684
43
l =
2
=3 cm
160
(f) (i) Length of each side = 0.190 m
3 7.
(ii) = 4 2 4.8
= 38.4 m3
= 19.26 cm2
3
= 38.4
Total surface 4
4. Length Breadth Height Volume
area = 28.8 m3
(a) 24 mm 18 mm 2160 mm3 1284 mm2 4000 l = 4000 1000 ml
(b) 3 cm 8 cm 120 cm 3 2 = 4 000 000 ml
3 2 = 4 000 000 cm3
(c) 6 cm
4 000 000 3
1 000 000
(d) 12 m 8m 6m 3
432 m2 = m
(a) Volume = 24 18 = 4 m3
= 2160 mm3
18 + 24 of water are added to it
= 1284 mm2 = 28.8 + 4
(b) h cm. = 32.8 m3
3 h = 120 cm3 d m.
4 2 d = 32.8
120
h= = 8 cm
5 3 8d = 32.8
3 8+3 8) d = 4.1
2
(c) l cm. 8.
Volume = l 6 3 = 3.6 2.6
52.5
3
l=
6 3.5 2.2
3
6+6
2
3
(d) b m.
3
Volume = 12 b 9. 10
576
3
b= =8m
12 6 2
3
8+6 8 + 12 6)
= 432 m2
3
5. (i) b = 6480 cm3
6720 10. (i) Volume of water in the tank
b=
28 15 = 0.2 0.16
= 16 = 0.0048 m3
Breadth = 16 cm = 0.0048 1 000 000 cm3
(ii) 4 4 = 64 cm3 = 4800 cm3
= 4800 ml
6720 4800
=
64 =
1000
l
= 4.8 l
222
(ii) Surface area of the tank that is in contact with the water 16. 60 = 1320 cm
0.16) along the drain.
= 0.142 m2
11. (i) Volume of water in the tank = 30 1320
= 80 40 = 138 600 cm3
= 112 000 cm3 = 138 600 ml
= 112 000 ml 138 600
= l
112 000 1000
= l
1000 = 138.6 l
= 112 l 17. (i) h cm.
(ii) Surface area of the tank that is in contact with the water 9 + 12 h+9 h)
= 426 cm2
= 11 600 cm2 h + 9h) = 426
11 600 2 h) = 426
10 000
= m
108 + 21h = 213
= 1.16 m2 21h
12. l cm. 21h
l l l = 64 cm3 h
l 3 = 64
l = 3 64 (ii)
=4 = 12 9
3
4) 18. (i) Floor area of Room A = 26 1

= 96 cm2 = 26 m2
13. l cm. Volume of Room A = 26 1 3
3
l l
6l 2 Floor area of Room B
2
l2
l = 72.25 Volume of Room B 3
3
Floor area of Room C = 6 6

= 36 m2
3 Volume of Room C = 6 6 1.8
14. (i) = 64.8 m3
(ii) A and B
2.85 1 000 000
=
6.25
(ii)
Exercise 14B
1. (a) height
(iii) 3 hectares = 30 000 m2 1 
=  × (75 + 59) × 46  120
2
2
of the land 
25 080 000 = 3028 120
30 000
=$
= 369 840 cm3
= $836 (b)
15. Volume of wood used to make this trough height
1 
=  × (16 + 28) × (18 – 7) + 7 × 28  38
40 2 
= 438 38
3
= 16 644 cm3
49 500
m3
1 000 000
=
3
223
(c) height (d) Area of !ABC
10 1
= 24.6
= 96 10 2
2
= 960 cm3
(d) height
1  CD
=  × (14 + 18) × 6 12
2  CD = 400 cm
= 96 12 3.
3
height
=  1 × 42 × (38 – 23) + 42 × 23

(e) height
80
1   2 
=  × 6 × 8 + 13 × 10 
2  = 1281 80
= 102 480 m3
3
4. (a) (i) height
(f) height 1
=  × 6 × 4 
1 2
=  × 18 × (12 – 3) + 3 × 18  
2  = 12
= 180 cm3
3
(ii)
Area of Volume of height + 2
2. AB BC BC 12
!ABC prism
= 264 cm2
(a) 3 cm 4 cm 6 cm2 42 cm3
(b) (i) height
(b) 9 cm 14 cm 11 cm 63 cm2 693 cm3
9
(c) 32 cm 300 cm 240 cm2 3
9
2 3
(d) 24.6 cm 400 cm 3
(ii)
(a) Area of !ABC
height + 2
1
= 4 3
2
9+2
2
= 6 cm2
5. (i)
=6
= 42 cm3 height
1
(b) Area of !ABC =  × (1.2 + 2) × 50 
1 2 
= BC 9 = 63
2
= 80
BC = 63 = 2000 m3
BC = 14 cm (ii)
2
= 63 11
= 693 cm3
(c) Exercise 14C
= Area of !ABC 1. (a) (i) Volume of the closed cylinder
Area of !ABC = 240 cm2 = r2h
Area of !ABC = 2
1 3
= AB = 240
2 (ii) Total surface area of the closed cylinder
AB = 240 = 2 r2 + 2 rh
AB = 32 cm =2 2
+2
= 98 + 168
= 266
= 836 cm2
224
(b) Base radius = 1.2 ÷ 2 = 0.6 m (c) r = 4 ÷ 2 = 2 cm
3
(i) Volume of the closed cylinder
= r2h 2
h
528
2
=
h=
3
4
(ii) Total surface area of the closed cylinder
= 2 r2 + 2 rh Total surface area
=2 2
+2 = 2 r2 + 2 rh
2
+ 4.8 =2 +2
2
2 (d) d = 4 2=8m
3
(c) (i) Volume of the closed cylinder
2
= r2h h
= 2
1056
h=
3 16
(ii) Total surface area of the closed cylinder
= 2 r2 + 2 rh Total surface area
=2 2
+2 = 2 r2 + 2 rh
2
+ 1890 =2 +2
= 2340 = 629 m2
2 3. Base radius = 0.4 ÷ 2 = 0.2 m
3
Height of the cylinder =
Total 4
2. Diameter Radius Height Volume
surface area Volume of the cylinder = r2h
2
(a) 8.00 cm 4.00 cm 14 cm 3 2 =
= 0.006 m3
(b) 28.0 cm 14.0 cm 20 cm 12 320 cm3 2990 cm2
3 2
= 6000 cm3
(c) 4 cm 2 cm 42.0 cm
6000
= l
1000
3
(d) 8m 4m 21.0 m 629 m2
3 = 18.8 l
(a)
2 4. d cm.
r
Base radius = 48 ÷ 2 = 24 cm
704
r2 = 3
14
l l
Volume of water in the drum = r2d 3
704 2
r= d
14
150 000
d=
(24)2
d=2 = 82.9
Total surface area
= 2 r2 + 2 rh 5.
2
=2 +2
2
1 2
= 84
(b) Volume = 12 320 cm3 2
r2 3
12 320 l
r2 =
20 6.
12 320
r =
20
cylinder
d=2 = 2 r2 + 2 rh
Total surface area =2 2
+2
= 2 r2 + 2 rh
2
=2 +2
2
= 2990 cm
11.
cylinders
= 200
= 19 200 cm2
7. Base radius = 2.4 ÷ 2 = 1.2 m
Volume of the tank = r2h
2
= = r2h
= 9.216 m3 = 2
= 9 216 000 cm3 = 2099.2 mm3

Volume of the cylinder container = r2h
2
= 2.3 m = 230 cm = 2300 mm
3
cm Volume of the cylindrical tank
= r2h
2
the oil in the tank =
9 216 000 = 3 321 200 cm3
=
1882.72
3 321 200
=
8. 2099.2
83
s
656
2 2
=
= 68.6 12. (i) Volume of water in the tank = 18 16 13
3
= 33.6
= 106 cm3 (ii) h.
9.
2
Volume of water in the cylindrical container = h
2
= rh
= 2 3744
h=
= 2303 (8.5)2
l.
Base radius of the wire = 8 ÷ 2 = 4 mm = 0.4 cm
Volume of the wire = 2
l = 2303 (iii) Surface area of the cylindrical container that is in contact with
2
l = 2303 the water
2303 = r2 + 2 rh
l=
0.16
2
= +2
+ 280.33
= 144 m
10. Base radius = 2.4 ÷ 2 = 1.2 cm = 1110 cm2
13. (i) Base radius = 186 ÷ 2 = 93 mm = 9.3 cm
1
Height = 93 = 31 mm = 3.1 cm
3
Total surface area of the container
= 2 r2 + 2 rh
2
= r 2h =2 +2
2
=
= 403.2 cm3 = 230.64
2
Half an hour = 30 minutes
= 403.2 30 60
cm3
= 2 280 000 cm3
= 2280 l
226
(ii) (ii) Total surface area of the solid
= r2 + 2 rh 2)
2
= +2 r = 120 + 80 + 192 + 28 + 12
= 86.49 = 432 cm2
2. (i) Volume of the solid
2
Fraction = 11 3
144.15 + 231
=
230.64 = 388 cm3
5 (ii) Total surface area of the solid
=
8 11 + 2 11)
14. (i)
Height = 4 mm = 0.4 cm = 262 + 40
Volume of water and metal discs in the tank = 388 cm2
2
28 3. (i) Volume of the solid
) cm3 = 2 2
h.
Volume in the tank = 32 28 h
= 1220 cm3
896h (ii) Total surface area of the solid
17 024 + 1364.82 π = 2
+2 2
h=
896 + 30
New height of water in the tank = 23.8 cm

= 1230 cm2
(ii) Surface area of the tank that is in contact with the water after
4. (i)
1 2
= 40
28 4
2
= 8064
15. 3
2 2
(ii)
= 13.44 + 138 + 114 1 2
= 2  × π (24) 
4 
= 834 cm2 1
+ 2
16. 124 mm = 12.4 cm = 0.124 m 4
28 km2 = 28 000 000 m2 = 288
Volume of the rain = 960 + 9088
= 28 000 000 0.124 = 12 100 cm2
3
Volume of each channel 1 2
= 10 12
= 18 26.4 2
3
3
Time required for the channels to drain off the rain
(ii) Total surface area of the solid
3 472 000
=
475.2 2  1 
= 2  7 × 10 – × π (2)2  12)
 2 
59
297
s 1
+ 2 12
2
+ 120
Exercise 14D 2
1. (i) Volume of the solid 6. (i) Volume of the remaining solid

3 2 + 12 8 = 2 2
= 42 + 480 = 4608
3
= 13 400 cm3
(ii) (c) (i) Volume of the solid
2
=2 =4 3)
+ 140 + 288
= 1196 = 14 cm3
2
1 
=  × (40 + 88) × 70  2
2 
2
(d) (i) Volume of the solid

= 94 300 cm3 =1 1 4 1+1 1 3
1 2 = 16 cm3
 2 × (40 + 88) × 70 – π (15) 
+2
4)
3+1
= 10 + 2 + 6 + 8 + 32
= 16 800 cm2 2

2.
1 2 2
= 8
2
450 18 360
) =
18 9 6
)
= 3000
= 81
3
3.
81
(ii) Total surface area of the solid 3
1 2 2 1
=2 2 8 l mm.
2 2
l3
1
+ 2 8)
2 l= 3
3151 872
+ 60 + 48 + 24
2
4. l cm.
l 3 = 343
Review Exercise 14 l = 3 343
1. (a) (i) Volume of the solid

= 6 3 2 + 12 2 3
= 6l 2
2
= 108 cm3
= 294 cm2
5. (i)
2)
1
+ 3 6 + 3 12 =
2
= 48 + 12 + 18 + 24 + 12 + 18 + 36 3
= 168 cm2
(ii)
(b) (i) Volume of the solid 16 436.875
250 000
=6 8 2 2 = 200
3
= 88 cm3 1000 mm3

(ii) Total surface area of the solid 3
6) + 2 2)
= 24 + 16 + 12 + 12 + 88
2
228
3
(iii) 9. (i) Volume of the solid
1
2
= 18 8
x)
2 + 3168
x 3
13149.5 (ii) Total surface area of the solid

20 + x =
375 18) + 2 18)
13149.5
x=
375 = 1432 + 168
49
x = 1960 cm2
750
10. (i) Volume of the remaining solid
6. 2
24
2
= 3
cm3
(ii)
0.2 l = 200 ml = 200 cm3
=2
7350
=
200 + 1968
= 2140 cm2
7. (i)
= 2 Challenge Yourself
(i) Volume of the solid
= 80 400 cm3 10 10 10 20)
(ii)
are added to it = 92 000 cm3
2 2) (ii) Total surface area of the solid
+ 16 000 10)
h cm. 20)
2
h + 16 000 = 4000 + 2800 + 6800 + 2400 + 800 + 1600
25600 π + 16000 = 18 400 cm2
h=
π (32)2
New height = 30.0 cm

8. (i)
2 2
8.9
3 3
(ii)
$8
= $1.11
229
Chapter 15 Statistical Data Handling
TEACHING NOTES
Suggested Approach
In primary school, students have learnt statistical diagrams such as pictograms, bar graphs, pie charts and line graphs. Here,
students revisit what they have learnt and they are expected to know and appreciate the advantages and disadvantages of each
diagram. With such knowledge, students can choose the most appropriate diagram given a certain situation. Teachers may want
to give more examples when introducing the various stages of a statistical study and engage with students in evaluating and
discussing the issues involved in each stage. Knowledge from past chapters may be required (i.e. percentage).
Section 15.1: Introduction to Statistics

Teachers should define statistics as the collection, organisation, display and interpretation of data. Teachers may
want to briefly cover each stage of a statistical study and give real-life examples for discussion with students,
in the later sections. Students are expected to solve problems involving various statistical diagrams.
Section 15.2: Pictograms and Bar Graphs

Using the example in the textbook, teachers can show how each stage is involved in a statistical study, where
the data is displayed in the form of a pictogram and bar graph. Students should appreciate what happens in each
stage, cumulating in the conclusion through the interpretation of the data. Through the example, students should
also learn to read, interpret and solve problems using information presented in these statistical diagrams.
Students should know the characteristics of pictograms and bar graphs and take note of the merits and limitations
of pictograms and bar graphs (see Attention on page 370 and Thinking Time on page 371).
Section 15.3: Pie Charts

Some students may still be unfamiliar with calculating the size of the angle of each sector in a pie chart. As such,
teachers may wish to illustrate how this is done. Students need to recall the characteristics of a pie chart (see
Attention on page 376).
Other than the examples given in the textbooks, teachers may give more examples where a data set is represented
by a pie chart, such as students’ views on recent current affairs.
Section 15.4: Line Graphs

Teachers may want to recap how line graphs are drawn. Students need to know the advantage, disadvantage and
the cases line graphs are best used in. (see Attention on page 378).
Teachers can discuss some situations where pictograms, bar graphs, pie charts or line graphs are most suitable and
assess students’ understanding of statistical diagrams (see Class Discussion: Comparison of Various Statistical
Diagrams).
Section 15.5: Statistics in Real-World Contexts

Teachers can use the examples given in the textbooks and further illustrate in detail how each stage in a statistical
study is carried out using real-life examples.
Teachers can get the students to discuss and think of more ways to collect data besides conducting questionnaires.
Other ways can include telephone interviews, emails, online surveys etc.
Teachers may want to assign small-scale projects for students where they conduct their own statistical studies.
Such projects allow students to apply what they have learnt about statistical data handling in real-world contexts.
Section 15.6: Evaluation of Statistics

Teachers should go through the various examples in the textbook and discuss with students the potential issues
that can arise at each stage of a statistical study. The importance of not engaging in any unethical behaviors,
ensuring objectivity and providing the complete picture without omitting any forms of misrepresentation need
to be inculcated into students.
230
WORKED SOLUTIONS (b) A line graph should be used to display the data as we need to
display the trend of the change in the population of Singapore
from the year 2004 to the year 2013.
1. Michael is correct. In a pictogram, each icon represents the same (c) A pie chart cannot be used to display the data as we will
number. Hence, since there are 3 buses and 4 cars, more students not be able to directly determine the exact number of
travel to school by car than by bus. Secondary 1 students who travel to school by each of the 4 modes
2. To avoid a misinterpretation of the data, we can replace each bus of transport. A line graph is inappropriate as it is used to display
and each car in the pictogram with a standard icon. Alternatively, trends over time. Hence, a pictogram or a bar graph should be
we can draw the buses and the cars to be of the same size. used to display the data. Since there are only 4 categories, we
may wish to use a pictogram instead of a bar graph as it is more
Class Discussion (Comparison of Various Statistical Diagrams) visually appealing and is easier to read.
(d) A pie chart should be used to display the data as it is easier to
1.
compare the relative proportions of Secondary 1 students who
Statistical
Advantages Disadvantages prefer the different drinks.
Diagram
appealing. represent exact values. Performance Task (Page 381)
inconsistent, the data may 1. Collection of Data

easily be misinterpreted. Guiding Questions:
Pictogram
categories, it is not
desirable to use a
canteen?
pictogram to display it as it
is quite tedious to draw so school canteen? How many choices would you like to include
many icons.
in the questionnaire?
lowest and the highest does not start from 0, the

frequencies can be easily displayed data may be sample chosen is representative of the entire school?
misleading.
Bar graph select?
data across many rearranged to highlight
2. Organisation of Data
categories. certain results.
Guiding Questions:
with many categories can
be easily compared.
table?
data set in proportion to of each data set cannot be

the entire set of data can be determined directly.
understand?
easily observed. 3. Display of Data
all the sectors may not Guiding Question:
Pie chart data with many categories. be 360° due to rounding
errors in the calculation of
the individual angles. or line graph, is the most suitable to display the data obtained?
4. Interpretation of Data
across the categories of Guiding Questions:
two or more sets of data.
accommodate?
easily obtained. not be meaningful.
over time as compared to does not start from 0, the diagram drawn, which types of food stalls should your school
Line
most of the other graphs. displayed data may be
graph engage for the school canteen?
misleading.
sets of data can be easily Teachers may wish to refer students to pages 380 and 381 of the textbook
compared. as compared to most of the
other graphs. for an example on how they can present their report.
2. (a) A bar graph should be used to display the data as we need to

compare data across 12 categories. The categories with the
231
Class Discussion (Evaluation of Statistics) Part IV: Interpretation of Data
1. The conclusion was obtained based on a simple majority, i.e. since
Part I: Collection of Data
1.
know Zidane, Beckenbauer and Cruyff. It is most likely that some
with the company and that the company was a good place to work
students will know who Zidane is, but most (if not all) students will
in.
not know who Beckenbauer and Cruyff are.
2. It is stated in the article that the poll was conducted on the UEFA 2. 40% 300 = 40 300
100
website. As such, the voters who took part in the poll were
= 120 employees
most likely to belong to the younger generation who are more
It is stated in the article that 40% of the employees, i.e. 120 employees
computer-savvy and hence, the voters were unlikely to be
representative of all football fans.
3. As shown in the article, the number of votes for the three footballers
in the company, it cannot be concluded that most of the employees
were close, with 123 582 votes for Zidane, 122 569 votes for
Beckenbauer and 119 332 votes for Cruyff. This is despite the fact
to arrive at conclusions or make decisions.
that most of the younger generation, who were most likely to have
3. The amendment of the constitution of a country is a very serious
voted in the poll, may not know who Beckenbauer and Cruyff are
as they were at the peak of their careers in the 1970s. Hence, if older
therefore there is a need for a greater percentage of elected Members
football fans were to participate in the poll, Zidane would probably
of Parliament (MPs) to agree before the constitution can be amended.
As a result, the Singapore government requires the agreement of at
4. The choice of a sample is important as if the sample chosen for
least a two-third majority before the constitution can be amended.
collection of data is not representative of the whole population, the
Teachers may wish to take this opportunity to get students to search
sample should be chosen whenever possible. on the Internet for some laws that have been passed in the Singapore
Parliament that resulted in a constitutional amendment.
Part II: Organisation of Data
4. It is important to have a basis or contention in order to decide on an
1.
companies received the most number of complaints.
based on a simple majority.
2.
grouped together, received the most number of complaints. If banks Teachers may wish to ask students whether a simple majority,
i.e. more than 50% of the votes, is necessary to decide on an issue.
timeshare companies received the most number of companies. For For example, in the 2011 Singapore Presidential Elections, Dr Tony
example, if the 1416 complaints were split equally between banks Tan was elected President of the Republic of Singapore with 35.2%
of the total valid votes cast.
then the number of complaints received by timeshare companies,
Part V: Ethical Issues
i.e. 1238 complaints, would have been the greatest.
It is unethical to use statistics to mislead others as it is essentially a form
3. This shows that when organising data, it is important to consider
of misrepresentation and people may arrive at the wrong conclusions or
whether to group separate entities as doing so might mislead
make the wrong decisions.
consumers and result in inaccurate conclusions.
The rationale for teaching students to be aware of how statistics can be
Part III: Display of Data
used to mislead others is so that the students will be more discerning
1. Although the height of the bar for Company E appears to be
when they encounter statistics and will not be misled by others. Teachers
twice that of the bar for Company C, Company E’s claim is not
should also impress upon students that they should not use statistics to
valid as the bars do not start from 0. By reading off the bar graph,
mislead others because it is unethical to do so.
Company E sold 160 light bulbs in a week, which is not twice as
many as the 130 light bulbs sold by Company C in a week.
2. For bar graphs, if the vertical axis does not start from 0, the height
of each bar will not be proportional to its corresponding frequency, 1. (a) (i) $1 000 000
i.e. number of light bulbs sold by each company in a week. Such = $5 500 000
display of statistical data may mislead consumers. (ii) $1 000 000
= $7 000 000
(b)
by 1.5 $1 000 000 = $1 500 000 in 2009 as compared to 2008.
232
2. (a) Practise Now (Page 376)
Sales of Television Sets in 5 Shops
120 Farhan’s total expenditure on the holiday
Number of television sets
November
100 December = $1000 + $1200 + $400 + $1200 + $200
= $4000
80
60 Item Angle of sector
40
$1000
20 Food 360° = 90°
$4000
0
Shop 1 Shop 2 Shop 3 Shop 4 Shop 5 Shop 6 Shop 7
Shopping $1200 360° = 108°
Shop $4000
(b) (i) Total number of television sets sold in the seven shops in $400
Hotel 360° = 36°
November $4000
= 60 + 30 + 50 + 70 + 40 + 64 + 70 Air
$1200
= 384 Ticket 360° = 108°
$4000
(ii) Total number of television sets sold in the seven shops in
December $200
Others 360° = 18°
= 90 + 48 + 80 + 112 + 80 + 88 + 96 $4000
= 594
384
Others
(c) Required percentage = 100%
384 594
384 18°
= 100%
978
Food
43
= 39 %
163 Air Ticket
108°
70 96
(d) (i) Required percentage = 100%
978 36°
108°
166 Shopping
= 100%
978 Hotel
476
= 16 %
489
(ii) No, I do not agree with the manager. Since Shop 2 sold the
least number of televsion sets in November and December, Practise Now 1
it should be closed down. 1. (i) 4x° + 2x° + 237.6° = 360° (!s at a point)
(e) The company performed better in terms of sales in December. 4x° + 2x° = 360° – 237.6°
This could be due to the fact that Christmas is in December 6x° = 122.4°
when people buy television sets as gifts for others. x° = 20.4°
x = 20.4
4(20.4 )
(ii) Required percentage = 100%
360
81.6
= 100%
360
2
= 22 %
3
360
(iii) Amount of fruit punch in the jar = 759 ml
237.6
= 1150 ml
233
2. (i) The least popular colour is black. Exercise 15A
(ii) Total number of cars sold
1. (i) The greatest number of buses registered was in 2012.
= 2000 + 3500 + 5000 + 6000 + 1500
Number of buses registered in 2012 6.5 40 000
= 18 000
= 260 000
Angle of sector that represents number of blue cars sold
(ii) Total number of buses registered from 2008 to 2012
2000
= 360°
18 000 24 40 000
= 960 000
= 40°
(iii) Total amount the Registry of Vehicles collected in 2010
Angle of sector that represents number of grey cars sold
4.5 40 000 $1000
3500
= 360°
18 000 = $180 000 000
= 70° (iv) Percentage increase in number of buses registered
Angle of sector that represents number of white cars sold from 2011 to 2012
5000 1
= 100%
=
18 000
360° 5.5
= 100° 2
= 18 %
Angle of sector that represents number of red cars sold 11
6000 2. (i) Students who Play Volleyball, Basketball or Tennis
= 360°
18 000
Volleyball
= 120°
Angle of sector that represents number of black cars sold Basketball
1500
= 360°
18 000 Tennis
= 30°
Each circle represents 10 students.
(iii) No, I do not agree with her. This is because the number of cars
(ii) Required ratio = 4 : 5
indicated on the y-axis is in thousands, thus 3500 grey cars and
5
1500 black cars are sold. (iii) Required percentage = 100%
6
1
= 83 %
Practise Now 2 3
(i) The number of fatal road casualties was the highest in 2008. 3. Newspaper Distribution to Households
350
(ii) Year 2005 2006 2007 2008 2009

300
Number of fatal
173 190 214 221 183
road casualties
Number of copies (in thousands)
250
(iii) Percentage decrease in number of fatal road casualties
from 2008 to 2009 200
221 – 183
= 100%
221
38
150
= 100%
221
43 100
= 17 %
221
(iv) 50
0
2008 2009 2010 2011 2012
Year
234
4. (a) (iv) The percentage of successful candidates increases over the six
Class Class Class Class Class years as they practise past-year papers and learn from their
Class
1A 1B 1C 1D 1E mistakes.
Number of students 6. (i) Total number of workers employed in the housing estate
who score a distinction 9 11 16 12 20 =4 1+6 2+5 3+3 4+2 5
in Mathematics = 4 + 12 + 15 + 12 + 10
Number of students = 53
who score a distinction 8 13 12 16 15
(ii) Total number of shops in the housing estate
in Science
=4+6+5+3+2
= 20
Students who Score a Distinction in
Mathematics or Science Number of shops hiring 3 or more workers = 5 + 3 + 2
25 Mathematics = 10
Number of students
20 Science 10
Required percentage = 100%
15
20
= 50%
10
(iii) Some shops have more customers as they are located at places
5
0
1A 1B 1C 1D 1E workers.
Class
(b) (i) Total number of students in the 5 classes who score a Exercise 15B
distinction in Mathematics 1. Total number of students surveyed = 768 + 256 + 64 + 192
= 9 + 11 + 16 + 12 + 20 = 1280
= 68
(ii) Total number of students in the 5 classes who score a Mode of transport Angle of sector
distinction in Science
768
= 8 + 13 + 12 + 16 + 15 Bus 360° = 216°
1280
= 64
256
12 Car 360° = 72°
(c) Required percentage = 100% 1280
68
11 Bicycle
64
360° = 18°
= 17 %
17 1280
(d) Percentage of students in Class 1D who score a distinction in 192
Science Foot 360° = 54°
1280
16
= 100%
40
= 40%
Foot
(e) Bicycle
Class 1E. There may be students in the class who do not score 54°
18°
distinctions in both Mathematics and Science. There may also be
students in the class who score distinctions in both Mathematics 72° 216°
and Science. Car Bus
5. (i) Number of candidates who sat for the examination in 2009
= 950
(ii) Number of candidates who failed the examination in 2012
= 500
2. (i) Angle of sector that represents number of students who prefer
(iii) Total number of candidates who failed the examination in the
yam = 90°
six years
(ii) Angle of sector that represents number of students who prefer
= 400 + 350 + 350 + 400 + 450 + 500
vanilla
= 2450
= 360° – 120° – 90° – 50° (!s at a point)
500 = 100°
2450
20
= 20 %
49
235
100 (ii) Percentage increase in mass of the baby from the 4th to 6th month
(iii) Required percentage = 100%
360 5 – 4.2
= 100%
7 4.2
= 27 %
9 0.8
= 100%
360 4.2
(iv) Total number of students in the class = 5
50 1
= 19 %
= 36 21
180 6. (a) Total angle of sectors that represent number of female students
3. (i) Required percentage = 100%
360 and teachers in the school
= 50% = 360° – 240° (!s at a point)
72 = 120°
(ii) Required percentage = 100%
360 Angle of sector that represents number of teachers in the school
= 20% 1
1 =
6
120°
17
(iii) x° = 2 360°
100 = 20°
= 63° (b) (i) Number of female students in the school = 5 45
x = 63 = 225
4. (i) Total number of cars in the survey = 20 + 25 + 20 + 30 + 25 240
(ii) Number of male students in the school = 45
= 120 20
(ii) Total number of people in all the cars = 540
= 20 1 + 25 2 + 20 3 + 30 4 + 25 5 (c) Total school population = 45 + 225 + 540
= 20 + 50 + 60 + 120 + 125 = 810
= 375 2
Number of female teachers in the school = 45
3
(iii) Number of cars with 4 or more people = 30 + 25
= 30
= 55
Number of females in the school = 225 + 30
55
Required percentage = 100% = 255
120
255
5 Required percentage =
810
100%
= 45 %
6
13
= 31 %
(iv) Angle of sector that represents number of cars with 1 people 27
20 5
= 360°
120 7.
1 x 5
360° = 120°
= 60° 5 120
=
Angle of sector that represents number of cars with 2 people 6 x 360
25 5 1
= 360° =
120 6 x 3
= 75° 15 = 6 + x
Angle of sector that represents number of cars with 3 people x =9
20 8. (i) The town had the greatest increase in the number of people from
= 360°
120 2011 to 2012.
= 60° (ii)
Angle of sector that represents number of cars with 4 people Year 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
30
= 360°
120 Number of
people (in 8 6 9 9.5 12 14 15 16 18 19 25
= 90°
thousands)
Angle of sector that represents number of cars with 5 people
(iii) Percentage increase in number of people in the town from 2009
25
= 360°
120 to 2012
25 000 – 16 000
= 75°
16 000
= 100%
5. (i) Month 0 1 2 3 4 5 6 9000

16 000
= 100%
Mass (kg) 3.2 3.4 3.8 4 4.2 4.4 5
1
= 56 %
4
(iv) There are more new immigrants in the town.
236
9. (i) (ii) Number of students who read more than 4 books = 5 + 1
Temperature of Patient
=6
40 Total number of students in the class = 2 + 5 + 9 + 8 + 6 + 5 + 1
Temperature (°C)
= 36
39
6
38 36
37 2
= 16 %
36 3
35 (iii) Number of students who read fewer than 3 books = 2 + 5 + 9
1500 1800 2100 0000 0300 0600 0900
= 16
Time (hours)
Angle of sector that represents number of students who read
(ii) Temperature of the patient at 1700 hours 39 °C fewer than 3 books
Temperature of the patient at 0100 hours 38 °C 16
= 360°
10. The majority of the respondents in Kate’s survey are most likely 36
females while those in Khairul’s survey are most likely males. Kate = 160°
and Khairul may have conducted each of their surveys at a different 3. Percentage of students who are enrolled in the Arts course
location, e.g. Kate may have conducted her survey at Orchard Road = 100% – 25% – 30% – 15%
while Khairul may have conducted his survey at a housing estate. = 30%
11. No, I do not agree with Nora. The temperatures in both countries
range from 24 °C to 35 °C. The temperatures in Country X seem to Type of course Angle of sector
change more drastically than those in Country Y because the vertical 25
axis of the line graph which shows the temperatures of Country X Science 360° = 90°
100
starts from 23 °C instead of 0 °C.
30
12. (i) Based on the 3-dimensional pie chart, Raj spends the most on Engineering 360° = 108°
100
luxury goods.
(ii) Based on the 2-dimensional pie chart, Raj spends the most on 15
Business 360° = 54°
100
rent and luxury goods.
(iii) In a 3-dimensional pie chart, the sizes of the sectors will look 30
Arts 360° = 108°
distorted. The sectors towards the back of the pie chart will 100
appear smaller than those towards the front.
13. No, I do not agree with Amirah. As there are more cars than
motorcycles in Singapore, it is not surprising that there are more
accidents involving cars than motorcycles. Moreover, there may be Science
Arts
a higher chance of accidents involving motorcycles occurring due
108°
to the nature of the vehicle.
108°
54°
Review Exercise 15 Engineering
Business
1. (i) Required ratio = 6 : 3
=2:1
7
(ii) Required percentage =
100% 4. (i) Total angle of sectors that represent amount Devi spends on
4
clothes and food
= 175%
= 360° – 36° – 90° – 90° (!s at a point)
2. (i) Total number of books read by the students in the class in a
= 144°
month
Angle of sector that represents amount Devi spends on food
=2 0+5 1+9 2+8 3+6 4+5 5+1 6
= 0 + 5 + 18 + 24 + 24 + 25 + 6 1
= 144°
4
= 102
= 36°
36
90
= 40%
237
360
(ii) Devi’s monthly income = $400
36
= $4000
Devi’s annual income = 12 $4000
= $48 000
5. (i) Year 2008 2009 2010 2011 2012
Number of laptops 70 30 44 90 26
(ii) Percentage decrease in number of laptops purchased by the

company from 2008 to 2009
70 – 30
= 100%
70
40
= 100%
70
1
= 57 %
7
(iii) The company might have had a tighter budget in 2009.
Challenge Yourself
The better way to display the data using a bar graph is as follows:
Pulse rate
Breathing rate (per minute)
Breathing rate
Pulse rate (per minute)
150
50
100 40
30
50 20
10
Running
Jogging
Swimming
238
Revision Exercise D1 (ii) Volume of wood used = 72 54 48 – 158 355
= 186 624 – 158 355
1. Let the radius of the quadrant be x cm.
= 28 269 cm3
1
2 x + 2x = 71.4 (iii) Mass of box = 0.9 28 269
4
= 25 442.1 g
1
2
x + 2x = 71.4 150
6. (a) (i) Required percentage = 100%
360
1 
x  π + 2  = 71.4 2
2  = 41 %
71.4 3
x=
1 72
π+2 (ii) Required percentage = 100%
2 360
= 20.00 (to 4 s.f.) = 20%
1 15
Area of quadrant = (20.00)2 (b) x° = 360°
4 100
= 314 cm2 (to 3 s.f.) = 54°
1  12  x = 54
2. Perimeter of shaded region = 2 (12) + 2  
2  2
= 12 + 2 (6)
= 12 + 12
= 24
= 75.4 cm (to 3 s.f.)
Area of shaded region = area of big semicircle
1
= (12)2
2
= 72
= 226 cm2 (to 3 s.f.)
3. Area of trapezium ABEF
= area of rectangle ACEF – area of !BCE
1
= area of rectangle ACEF – area of !BDE
2
1
= 12 8 – 24
2
= 96 – 12
= 84 cm2
4. Volume of solid = base area height
= [12 12 + (18 – 12) 3] 6
= (144 + 6 3) 6
= (144 + 18) 6
= 162 6
= 972 cm3
Total surface area of solid
= perimeter of base height + 2 base area
= [12 + 12 + 18 + 3 + 6 + (12 – 3)] 6 + 2 162
= (12 + 12 + 18 + 3 + 6 + 9) 6 + 324
= 60 6 + 324
= 360 + 324
= 684 cm2
5. (i) Capacity of box
= (72 – 1.5 – 1.5) (54 – 1.5 – 1.5) (48 – 1.5 – 1.5)
= 69 51 45
= 158 355 cm3
= 158.355 l
239
Revision Exercise D2
1. Area of photograph = 40 25
= 1000 cm2
Area of margin = (40 + 4 + 4) (25 + 4 + 4) – 1000
= 48 33 – 1000
= 1584 – 1000
= 584 cm2
2. (i)
1
= 24 + 15 + (24 – 10) + 2 (10) + (15 – 10)
4
= 24 + 15 + 14 + 5 + 5
= 58 + 5
= 73.7 cm (to 3 s.f.)
(ii)
1
= 24 15 – (10)2
4
= 360 – 25
= 281 cm2 (to 3 s.f.)
3. Area of parallelogram = PQ ST = QR SU
10 ST = 7 9
10 ST = 63
ST = 6.3
Length of ST = 6.3 cm
4. Volume of prism = base area height
1
=  × (8 + 3 + 8 + 3) × 4  20
2 
1 
=  × 22 × 4  20
2 
= 44 20
= 880 cm3
Total surface area of prism
= perimeter of base height + 2 base area
= (8 + 5 + 3 + 8 + 3 + 5) 20 + 2 44
= 32 20 + 88
= 640 + 88
= 728 cm2
5. Volume of cylinder = (62 – 52)(2.4 100)
= (36 – 25)(240)
= (11)(240)
= 2640 cm3
Mass of cylinder = 7.6 2640
= 20 064
= 63 000 g (to 3 s.f.)
6. (i) The attendance was the greatest in the 4th week.
(ii) The Drama Club stopped its weekly meeting in the 9th week.
45 – 15
(iii) Required percentage = 100%
45
30
= 100%
45
2
= 66 %
3
(iv) Most of the Drama Club members were busy preparing for the
school examination.
240
Problems in Real-World Contexts is a soft metal, diving cylinders made of aluminium are more prone
to physical damage. On the other hand, as steel is a tough metal,
1. (i)
diving cylinders made of steel are more durable and are less prone
millimetre (mm).
to physical damage. However, steel comprises of iron, which is
(ii) Length of AB = (800 + 4800 + 3200 + 1600 + 1400 + 2500)
more susceptible to corrosion, thus steel diving cylinders are more
– (4400 + 1775 + 400)
= 14 300 – 6575
3. (a)
= 7725 mm
$500 000
(iii)
110 27.6 – 26.8
= 100%
26.8
= $4545 (to the nearest dollar)
0.8
(iv) 1 foot 0.3048 m = 100%
2
26.8
(to 4 s.f.)
(b) (i)
= 60.3%
2. (i)
= (6.75)2(85)
(ii)
= 3872.8125 cm3
2020:
= 3.872 812 5 l
= 12.2 l (to 3 s.f.)
(ii)
volume of cylinder pressure in cylinder
=
atmospheric pressure
3.872 812 5 π × 200
=
1.01
l (to 4 s.f.)
= 2410 l (to 3 s.f.)
(iii)
volume of gas consumed
breathing rate ambient pressure
=
2409
=
 15  there will be an increase in the demand for electrical
20 ×  1.01 + 
 10 
2409
20 × (1.01 + 1.5)
=
(c)
2409
=
20 2.51
climate change:
= 48.0 minutes (to 3 s.f.)
Teachers may wish to ask students to state an assumption that

they have made in their calculations, e.g. the volume of gas
consumed by the diver as he descends to a depth of 15 m is
negligible.
(iv)
Diving cylinders are usually made of aluminium or steel. Teachers
of a diving cylinder made up of aluminium and of steel.

For example, aluminium cylinders are easier to maintain as
aluminium is more resistant to corrosion. However, as aluminium
241
B. Solving

C. Interpreting
4.
A. Formulating
D.
as follows:
(i)
and consider whether there are other methods that can be

(ii)
For higher-ability students, teachers may wish to remove one

assumption from the assumptions made, and get them to come up
with another model for the problem.
5.
(i) fundraising target for the students.
do not change. A. Formulating

(ii)
(iii)
as follows:
(i)
(iv) The amount of data used each month is the same.
(v)
Teachers may wish to ask students to state other assumptions

that may be made.
(ii)
Teachers may wish to ask students what is meant by ‘data usage

Teachers may wish to ask students whether they are
is the only variable’ and get them to give some other examples
able to buy the exact quantities of ingredients required
of variables. They may also wish to guide students to classify
to bake the cookies, e.g. 20 teaspoons of baking soda,
the information into three categories, i.e. when data usage does
and how this may affect the total cost.
not exceed 12 GB, when data usage exceeds 12 GB but does
(iii)
not reach the cap of $30 and when data usage reaches the cap
of $30.
can be done to ensure that the total cost lies within the
242
(iv)
(i)
calculating the total cost.

(ii) There is no wastage of ingredients.
Teachers may wish to ask students to state other assumptions

that may be made.
B. Solving
C. Interpreting
the class on the number of cookies that need to be made and the
obtained.
D.
and consider whether there are other methods that can be
For higher-ability students, teachers may wish to remove one

assumption from the assumptions made, and get them to come up
with another model for the problem.
243
NOTES
CONTENTS
Syllabus Matching Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Scheme of Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Chapter 1
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Chapter 2
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Chapter 3
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Chapter 4
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Chapter 5
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Chapter 6
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Chapter 7
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Chapter 8
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Chapter 9
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
244
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7th NEW SYLLABUS

Theme or Topic Subject Content Reference

1. Number Identify and use: Book 1:

2. Set language and notation Book 2:

e.g. A = {x : x is a natural number}, Book 4:

4. Directed numbers Book 1:

7. Standard form A 10n n Book 3:

10 Limits of accuracy Book 3:

14. Time Book 1:

15. Money Book 3:

19. Indices Book 3:

27. Coordinate geometry Book 1:

and exterior angles; similarity and congruence

tangent, arc, sector and segment

30. Similarity and congruence Book 2:

31. Symmetry Book 2:

33. Loci Book 4:

(b) at a given distance from a given straight line

34. Measures Book 1:

(c) the circumference and area of a circle

and cone Book 3:

36. Trigonometry Book 2:

38. Matrices Book 4:

39. Transformations Book 2:

the event not occurring

42. Statistical diagrams Book 1:

intervals and scatter diagrams

reference to a scatter diagram

Journal Writing Practise Now 2

Investigation – Thinking Time (p. 8)

Manipulate directed Practise Now

Practise Now Practise Now

15 9.2 Rate Distinguish between Use common measures Investigation – Investigation –

Read clocks, dials and

Ex 10B Q 1(b) – (c)

(pp. 297 – 298)

22 13.4 Perimeter Find the perimeter Solve problems Investigation Investigation –

Practise Now Q 2(d)

Ex 15A Q 4(e), 5(iv),

Section 1.1: Prime Numbers

Section 1.2: Square Roots and Cube Roots

Section 1.3: Highest Common Factor and Lowest Common Multiple

192 231 27 1 111 100 149 2744 = 2 2 2 7 7 7

90 = 2 32 5 140 168 210

Section 2.1: Negative Numbers

Section 2.2: Addition and Subtraction involving Negative Numbers

more interesting, a puzzle is designed on page 36 of the textbook.

Section 2.3: Multiplication and Division involving Negative Numbers

Class Discussion (Addition involving Negative Numbers)

Class Discussion (Subtraction involving Negative Numbers)

Note: Fig. 2.7

Practise Now 6 Practise Now 7a

Practise Now 7a (b) 1

Practise Now 10 (d) 1 4

Section 3.1: Approximation

Section 3.2: Significant Figures

Section 3.3: Rounding and Truncation Errors

Section 3.4: Estimation

Investigation (Rounding in Real Life)