DEMONSTRATE UNDERSTANDING OF RATIONAL AND IRRATIONAL NUMBERS AND

NUMBER SYSTEMS
US 7480
NQF LEVEL: 2
CREDITS: 3
NOTIONAL HOURS: 30

LEARNER GUIDE

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TABLE OF CONTENTS
HOW TO USE THIS GUIDE.................................................................................................3
ICONS...................................................................................................................................3
PROGRAMME OVERVIEW..................................................................................................4
PURPOSE............................................................................................................................4
LEARNING ASSUMPTIONS................................................................................................4
HOW YOU WILL LEARN......................................................................................................4
HOW YOU WILL BE ASSESSED.........................................................................................4
SECTION 1: USE AND ANALYSE COMPUTATIONAL TOOLS AND STRATEGIES, AND
MAKE ESTIMATES AND APPROXIMATIONS..........................................................................................5
1.1 INTRODUCTION............................................................................................................6
1.2: USE AND ANALYSE COMPUTATIONAL TOOLS AND STRATEGIES, AND MAKE
ESTIMATES AND APPROXIMATIONS................................................................................8
1.3: COMPUTATIONAL TOOLS ARE USED EFFICIENTLY AND CORRECTLY AND
SOLUTIONS OBTAINED ARE VERIFIED IN TERMS OF THE CONTEXT OR PROBLEM
............................................................................................................................................10
1.4 ALGORITHMS ARE EXECUTED APPROPRIATELY IN CALCULATIONS.................17
1.5: SOLUTIONS INVOLVING IRRATIONAL NUMBERS ARE REPORTED OR
RECORDED TO DEGREES OF ACCURACY APPROPRIATE TO THE PROBLEM........19
1.6: MEASUREMENTS ARE REPORTED OR RECORDED IN ACCORDANCE WITH THE
DEGREE OF ACCURACY OF THE INSTRUMENT USED................................................22
1.7: ESTIMATES AND APPROXIMATIONS ARE USED APPROPRIATELY IN TERMS OF
THE SITUATION AND DISTINCTIONS ARE MADE BETWEEN THE APPROPRIATE USE
OF ESTIMATES VERSUS APPROXIMATIONS................................................................22
1.8 : THE ROLES AND LIMITATIONS OF PARTICULAR ALGORITHMS ARE
IDENTIFIED IN TERMS OF EFFICIENCY AND THE COMPLEXITY OF THE ALGEBRAIC
FORMULATION..................................................................................................................25
S.O. 1.9: THE VIABILITY OF SELECTED ALGORITHMS IS VERIFIED AND JUSTIFIED
IN TERMS OF APPROPRIATENESS TO CONTEXT AND EFFICIENCY.........................26
SECTION 1: DEMONSTRATE UNDERSTANDING OF NUMBERS AND RELATIONSHIPS
AMONG NUMBERS AND NUMBER SYSTEMS......................................................................................29
2.1: NOTATION FOR EXPRESSING NUMBERS IS CONSISTENT WITH
MATHEMATICAL CONVENTIONS....................................................................................30
2.2 : METHODS OF CALCULATION AND APPROXIMATION ARE APPROPRIATE TO
THE PROBLEM TYPES.....................................................................................................32
2.3 : NUMBERS AND QUANTITIES ARE REPRESENTED USING RATIONAL AND
IRRATIONAL NUMBERS AS APPROPRIATE TO THE CONTEXT..................................33
2.4 : SCIENTIFIC NOTATION IS USED APPROPRIATELY AND CONSISTENTLY WITH
CONVENTIONS..................................................................................................................35
Is scientific notation useful for all large numbers? 2.5: CONVERSIONS BETWEEN
NUMBERS EXPRESSED IN DIFFERENT WAYS ARE ACCURATE................................36
2.5: CONVERSIONS BETWEEN NUMBERS EXPRESSED IN DIFFERENT WAYS ARE
ACCURATE........................................................................................................................36

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HOW TO USE THIS GUIDE

This workbook belongs to you. It is designed to serve as a guide for the duration of your
training programme and as a resource for after the time. It contains readings, activities, and
application aids that will assist you in developing the knowledge and skills stipulated in the
specific outcomes and assessment criteria. Follow along in the guide as the facilitator takes
you through the material, and feel free to make notes and diagrams that will help you to
clarify or retain information. Jot down things that work well or ideas that come from the
group. Also, note any points you would like to explore further. Participate actively in the skill
practice activities, as they will give you an opportunity to gain insights from other people’s
experiences and to practice the skills. Do not forget to share your own experiences so that
others can learn from you too.

ICONS
For ease of reference, an icon will indicate different activities. The following icons indicate
different activities in the manual.

Outcomes Learning Activities

Take note
Assessment Criteria Note!

Stop and Think!

Course Material Reflection

Notes (Blank) References

Definition Summaries

Example

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PROGRAMME OVERVIEW

PURPOSE

The learner will be able to aim to achieve recognition at some level in Further Education and
Training or to meet the Fundamental requirement of a wide range of qualifications registered
on the National Qualifications Framework. People credited with this unit standard are able to:
use and analyse computational tools and strategies and make estimates and approximates.
Demonstrate understanding of numbers and relationships among numbers and number
systems and represent numbers in different ways.

LEARNING ASSUMPTIONS

The credit value is based on the assumption that learners starting to learn towards this unit
standard are competent in Mathematics and Communications at NQF Level 1
HOW YOU WILL LEARN

The programme methodology includes facilitator presentations, readings, individual activities,

group discussions, and skill application exercises.

HOW YOU WILL BE ASSESSED

This programme has been aligned to registered unit standards. You will be assessed
against the outcomes of the unit standards by completing a knowledge assignment that
covers the essential embedded knowledge stipulated in the unit standards, and by doing a
practical assessment to apply the learning to your work situation. When you are assessed
as competent against the unit standards, you will receive a certificate of competence and be
awarded 3 credits towards a National Qualification.

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SECTION 1: USE AND ANALYSE
COMPUTATIONAL TOOLS AND STRATEGIES,
AND MAKE ESTIMATES AND
APPROXIMATIONS
Specific Outcome

On completion of this section you will be able to use and analyse

computational tools and strategies, and make estimates and
approximations

Assessment Criteria

On completion of this section you will be able to:

 Computational tools are used efficiently and correctly and
solutions obtained are verified in terms of the context or
problem. (SO1, AC 1)
 Algorithms are executed appropriately in calculations. (SO
1, AC 2)
 Solutions involving irrational numbers are reported or
recorded to degrees of accuracy appropriate to the
problem. (SO 1, AC 3)
 Measurements are reported or recorded in accordance
with the degree of accuracy of the instrument used. (SO 1,
AC5)
 Estimates and approximations are used appropriately in
terms of the situation and distinctions are made between
the appropriate use of estimates versus
approximations. (SO 1, AC 6)
 The roles and limitations of particular algorithms are
identified in terms of efficiency and the complexity of the
algebraic formulation. (SO 1, AC7)

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1.1 INTRODUCTION

Mathematics (or maths) is not just for scientists. It is for everyone. When you shop,
decorate your home, listen to the daily weather report, or work out quantities of materials for
use in construction, you are using or benefiting from mathematical principles.

Arithmetic (a term derived from a Greek word meaning “number”) is said to be the oldest
branch of mathematics. It goes back thousands of years and was used by the ancient
Babylonians, Chinese, and Egyptians. Arithmetic gives us basic tools that we can use each
day to count and measure the physical world around us.

Why maths?

The reason why maths is so important is that there are so many careers, if not all of them,
that benefit to a certain extent, from you knowing and being able to use maths effectively.
Maths helps you to think logically and do things in an orderly way, as well as to solve
problems analytically and creatively.

Maths doesn’t have to be boring. Learning maths can be fun and enjoyable! Everything is
logical and rules are rules – they cannot be broken and there are no exceptions to any of
them. Rules make maths easy to learn. Everything in maths is linked, so make sure that
you understand one section before you start with the next one.

You must take a large part of the responsibility for developing your
own mental powers. Think of things like your tables, rules for
working with positive and negative numbers, and so on. It is your
ability to use your knowledge and skills in unfamiliar situations that
makes you a thinking person. This ability is developed by being
faced with unfamiliar situations and having to deal with them, using
the intellectual tools and skills you have learnt and developed. That
is why you will be getting problems to solve for which there is no immediate or obvious
method. Life is too complex for your teacher or facilitator to teach you methods for dealing
with every problem you will encounter in the future!

There are people in this world who have no faith in their ability to think or to find things out for
themselves. They want to be told what to do and what to think. Don’t be one of these
people! Have faith in your ability to find things out for yourself. Have faith in your ability to
develop more and more skill in doing so. Don’t be discouraged if you have difficulties.

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Developing intellectual skills IS difficult in the beginning. The difficulty is also increased
partly by the fact that you have to learn a new attitude to learning maths, and partly by the
fact that we do not know how your mind works. But your skills will develop and with that
development you will gradually experience and intellectual thrill that only those who have
discovered things for themselves will ever know.

Remember this quote:

“What you have been obliged to discover by yourself leaves a path in your mind which you
can use again when the need arises.”
~ G.C. Lichtenberg

In other words, it is far easier to remember something you have worked out for yourself, than
to have someone tell it to you. When you solve a problem, the solution tends to stick in your
mind far longer than if someone else had done the hard work and simply told you the
answer!

While we will give you some examples of the work required, you will have to do most of the
work yourself. Maths is NOT a spectator sport! We will provide you with problems and a
little help, but the rest is up to you! However, if there is something that you do not
understand, PLEASE ask your facilitator to help or explain it to you. Make sure you
understand FULLY the section you have just completed before moving on to the next one,
otherwise you will be even more lost with the following sections! Ask if you are uncertain of
anything.

So even if you hated maths in school, why not take a fresh look at it now? Like any
language, maths is learned best through use. Try using some maths every day. One thing is
for sure, by entering the building and construction field, you will definitely be using maths
every day!

Make sure that you have a book or file in which you can do all your exercises. Don’t use
scraps of paper; they can easily be lost. When doing the exercises, write neatly so that you
can understand what you have written when going over your work!

Good luck with developing your mathematical abilities!

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1.2: USE AND ANALYSE COMPUTATIONAL TOOLS AND STRATEGIES, AND MAKE
ESTIMATES AND APPROXIMATIONS

Before we start, it is important that you know and recognise the different signs used in maths
for various functions.

Signs used for Multiplying

Remember that “2 multiplied by 3” or “2 times 3” can be written in many ways:

2 x 3 or 2.3 or 2(3) or (2)(3).

For all of these the answer is 6.

In this Study Unit, a normal x is used for “times”, while an italic x is used for the variable or
unknown. So, 2 x 3 means “2 times 3”, while 2x means that there are 2 x’s.

For decimals, a comma will be used. So, 2.3 means “2 times 3”, while 2,3 means that we
have 2 whole numbers and 3 tenths.

Signs used for Dividing

In some textbooks, different signs are used to show that we are dividing. “18 divided by 6”
could be written as:

18  6 or 18/6 or 18
6

For all of these the answer is 3.

Brackets

Think of a bracket as a packet. If you have 2 packets, then you have double (twice)
everything inside one packet. 2(3 + 4) means we have 2 of the brackets; i.e. we have double
everything inside the bracket. Therefore, we have 2(7) = 14.

A number (or sign) outside a bracket affects the whole bracket.

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Distributive law

By thinking of the bracket as a packet, we are applying what is known as the distributive law.

The work “distributive” means to “give a share of something to each one”. In a car’s engine,
the distributor shares current between the spark plugs. If the current is not shared with
EACH spark plug, the car will not work properly; it will jerk when it is being driven.

If the number by which a bracket is multiplied is not shared by each number inside the
bracket, the answer will be incorrect.
Examples:

1. 2(3 + 6)
= 2(9) Add the numbers in the bracket
= 18 Multiply

or

2(3+6)
=2x3+2x6 A bracket is like a packet. Apply the distributive law – the
number outside the bracket is multiplied by everything inside
the bracket.
= 6 + 12 Multiply
= 18 Add

2. 11 x (2 + 3)
= 11(5) Add the numbers in the bracket
= 55 Multiply

or

11 x (2 + 3)
= 11 x 2 + 11 x 3 Apply the distributive law
= 22 + 33 Multiply
= 55 Add.

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Once again, the former calculation is easier. Always complete whatever is in the brackets
first. This way you will not get confused and come to the wrong conclusions, and therefore
the wrong answers!

1.3: COMPUTATIONAL TOOLS ARE USED EFFICIENTLY AND CORRECTLY AND

SOLUTIONS OBTAINED ARE VERIFIED IN TERMS OF THE CONTEXT OR PROBLEM

Your calculator is a vital tool in maths. To get the maximum benefit, you need to
understand its basic functions and be able to use it quickly, efficiently and with
confidence. This section will introduce you to your calculator by means of
practical algebraic examples that are typical of those you will be required to do.
We will also explain about some general “Do’s” and “Don’ts” with your calculator.

The more you use your calculator, the more you will come to appreciate its usefulness in
saving you time and energy on routine calculations. This time and energy can then be used
to deepen and widen you understanding of mathematical ideas, so that you can use maths to
solve problems more efficiently.

Because there are many different types of calculators, we cannot discuss every single one!
Therefore, the keys mentioned in the notes may differ slightly from the ones you need to use
on your calculator. If you are not sure which one to use, look in the booklet that normally
comes with the calculator when you buy it, or ask your facilitator to help you. The arithmetic
and scientific calculators will be discussed in this section.

The arithmetic calculator

The calculator operates like a simple flow diagram. It works from left to right but it does not
understand terms.

If you enter:

5 + 2 x 3 =

it adds 2 to the 5 and multiplies this result by 3. In other words, it calculates:

(5 + 2) x 3 = 21.

If you want to calculate 5 + 2 x 3, you can use memory or you can change the order to

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2 x 3 + 5.

The scientific calculator

This type of calculator has algebraic logic. It can understand terms.

If you enter:
5 + 2 x 3 =

it does not add 2 to 5, but it waits until the term is complete. When you press the = key, it
completes the term 2 x 3 and adds it to the 5. So it gives 5 + 2 x 3 = 11, which is correct.

It is very important that you know and understand the logic of your own calculator. Watch the
display after every key stroke and you can see what is happening.

Most calculators use some of the keys for two different functions. The secondary function is
usually marked in a different colour above the relevant key. To use this secondary function
you first have to push the button marked “INV” (inverse) or “2ndF” (secondary function). If
you do not push this button first, the calculator will perform the primary function of the key,
and you will get a wrong answer, or no answer at all!

Let’s start off by looking at some of the most common functions. Practice the exercises in
the boxes:

1. The “Square Root” key

To calculate √45, enter 45 and then press the √ key. You don’t have to press “=”. The
answer should be 6,7082039.

1.1
√8
2,8284271
1.2
√8,034
2,8344312
1.3
√24,9
4,98999
1.4

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√34,9
5,9076222
1.5
√73
8,5440037

2. The “Power Of” key

To calculate 125, enter 12 and then press the x y or the y x key, and then press 5 and press =.
The answer should be 248832.

2.1
210
1024
2.2
36,5
1262,665
2.3
160,345
2,6026837
2.4
7678-1,5
1,48637 x 10-6
2.5
4563/7
13,789749

3. The “Pi (π)” key

To get the accurate value of “Pi” ( pronounced as “pie”), press INV or 2ndF and then π. The
answer should be 3,1415927.

4. The “Log” key

To calculate log 170, enter 170 and then press the log key. You don’t have to press the =
key. The answer should be 2,2304489.

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4.1
Log 1000
3
4.2
Log 2356
3,3721753
4.3
Log 9000
3,9542425
4.4
Log 12345678
7,0915149
4.5
Log ½
-0,30103

5. The “Invert” key

To calculate 1 , enter 45 and then press the 1/x key. You don’t have to press the = key.
45
The answer should be 0,0222222. This could also be done by entering 1  45 =.

6. The “Change Sign” key

To enter –45, enter 45 and then press the +/- key. You don’t have to press the = key. The
display should read –45.

7. The “nth Root” key

To calculate 10√1024, enter 1024 and then press the INV or 2ndF key. Press y√x or x 1/y, then
10 and =. Then answer should be 2.

7.1
10
√59049
3
7.2
5
√1200
4,1289179

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7.3
8
√59000
3,9478123
7.4
4
√6800
9,0808652
7.5
15
√80000
2,122622

8. The “Exponent” key

If you are given a number like 3,123 x 106 you proceed as follows:

Enter 3,123 then press EXP and then 6 and =. The result should be 3123000.

If given a number like 5123 x 10-6, you proceed as follows:

Enter 5123 then EXP, then 6, then +/- and =. The result should be 5,123-03.

9. The “Memory” keys

Your calculator allows you to store part of your answer in memory. The button to enter a
number into memory is usually marked as “M-in” or “x  M”. You can also use the “M+”
button, but try to avoid this as it ADDS to whatever is in MEMORY.

When you enter something into memory, an “M” will appear on the display. The button to
recall a number from memory is usually marked as “MR”, “M-out” or “RM”.

Let’s use the memory facility to calculate the following: 23/1,7

First calculate the power: enter 3  1,7 =

The result should be 1,7647059
Enter this to memory by pressing “M-in” or “x  M”.
Now use the power function: enter 2 and then press the xy or the yx key, and then press MR
and press =. The result should be 3,3980472.

10. The Error (E) display

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If you try to do something that is not possible in maths, the calculator will show an “E” on the
display. Examples of this would be calculating any of the following:

12 or 00 or log –5 or √–6, etc.

0

To sum up, get familiar with your calculator and practise these examples and many more.

Remember, your calculator is your ally, so use it wisely. Also remember not to use your
calculator when it might be quicker to do the calculations yourself, especially with fractions,
as this can waste time.

1
Log (√56)
0,874094
2
4
√3457
27617,44
3
√2 + √3
0,2
15,731322
4
(√6 - √3)8
0,0701906

Gradually you will begin to realise that calculators have limitations and some are more limited
than others. Effective use of a calculator depends on you knowing what your calculator can
do. You must key in the correct instructions if you want the correct answers! You must be
able to recognise a stupid answer and you must know the limitations of your calculator!

The first most obvious limitation is that an 8-digit calculator can only display 8-digits! If we try
to enter more digits or if the answer has more digits, there is a problem. This problem is
called “overflow”.

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 EXERCISE 1.1a : Do the exercise in your formative assessment

For discussion in class

How do you know if the answer on the display is exact or not?

Obviously, if the calculator displays “E” next to the answer, you
know it is not exact or it is impossible.

For example:
Calculate 125  0
Display: 0.E or E 0
What does that tell you?

a) If the answer on the display of an 8-digit calculator has fewer than 8 digits, do you
think that the answer is exact?

b) If the answer on the display of an 8-digit calculator has 8 digits and there is no E, do
you think it is exact?

Calculators either chop off extra digits or round off. This can cause some errors in
calculations.

Let’s investigate.

1. EXERCISE 1.1b : Do the exercise in your formative assessment

For discussion in class

a) If the answer on the display of an 8-digit calculator has fewer than 8 digits, is it
necessarily exact?

b) Have you found exceptions?

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 c) If the answer on the display of an 8-digit calculator has 8 digits and there is no E, is it
necessarily exact?

d) Have you found exceptions?

We hope that these exercises have helped you to see that you cannot blindly accept the
exactness of an answer on a calculator display. You must understand the limitations of the
calculator. You must do the thinking to interpret what you see on the display.

You need a lot of practise in this regard!

EXERCISE 1.1c : Do the exercise in your formative assessment

On your own, see if you can find any more exercises to improve your
use and understanding of your calculator.

1.4 ALGORITHMS ARE EXECUTED APPROPRIATELY IN CALCULATIONS

An algorithm is defined as a “procedural model for complicated calculations” (Collins English

Dictionary). In other words, it is the order in which a calculation is carried out.

In mathematics, there is a procedure to follow to get to the correct answer. To use an

illustration, when baking a cake and the recipe calls for a separated egg, it is no good adding
the whole egg and then trying to separate the yolk from the white afterwards! Your cake will
be a flop! You must first separate the egg, put the yolk and whites in separate containers
and THEN add them to the cake mixture as required. So, too, in maths, there is a recipe for
getting to the right answer.
Try to remember this word: BEDMAS. It will help you remember in what order to do the
calculations:

Brackets
Exponents
Division
Multiplication
Addition

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Subtraction

You can also multiply before dividing, or subtract before you add, but BEMDSA is not as
easy to remember and say as BEDMAS!

For example:

To calculate 5 + 4(2 +1)2 – 18  6, you need to read it as a mathematical sentence. Here are
the steps to the calculation:

5 + 4(2 +1)2 – 18  6
= 5 + 4(3)2 – 18  6 Brackets: 2 + 1 = 3
= 5 + 4(9) - 18  6 Exponents: Remember, mm x mm = mm2.
So (3) 2 means 3 x 3.
 (3)2 = 9.
= 5 + 36 – 3 Divide: 18  6 = 3 and
Multiply: 4(9) = 36
= 38 Add: 5 + 36 = 41 and
Subtract: 41 – 3 = 38

Another way to calculate the above example is:

5 + 4(2 +1)2 – 18  6
= 5 + 4(3)2 – 3 Calculate 18  6
2
= 2 + 4(3) Calculate 5 – 3
= 2 + 4(9) Keep the brackets and multiplication separate
= 2 + 36
= 38

The last method is a bit “busy” and could confuse you, so stick to the first method. It’s a little
easier to understand and calculate.

Be very careful of fractions with more than 1 term in the numerator (above the fraction line)
or in the denominator (below the fraction line); eg.

6 + 4 should give us an answer 5.

2

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If you enter the following key strokes on your calculator:

6+42=

the answer is 8, which is wrong!

What happens is that the calculator groups terms (separated by “+” or “-“ signs) together, so
the expression is evaluated as:

6 + (4  2) = 6 + 2 = 8

The trick is to press the “-” sign after you have calculated the numerator:

6+4=2=

The answer is now 5, which is correct.

This mistake often occurs when using the formula to calculate the roots of a quadratic
equation, eg.

If x = 14 + √8
3

then the incorrect answer is 14,942809 and the correct answer is 5,609475.

Make sure you can get to the correct answer.

S.O. 1.2a: Do the exercise in your formative assessment

1.5: SOLUTIONS INVOLVING IRRATIONAL NUMBERS ARE REPORTED OR

RECORDED TO DEGREES OF ACCURACY APPROPRIATE TO THE PROBLEM

In order to calculate problems with irrational numbers, we first need to know what rational
and irrational numbers are.

Rational numbers:

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The set of rational numbers, Q, is the set containing each number which:
1. Can be written as a fraction.
2. Has a numerator and denominator that are both integers, and
3. Has a denominator that is not equal to zero. (The denominator may not be zero, as
division by zero does not make sense; it is undefined).

The set of rational numbers is defined as:

Q = { a | a   and b   and b  0}
b

Irrational numbers:

The definition of irrational numbers is easy: an irrational number is NOT RATIONAL!

Remember, the set of rational numbers is:

Q = { a | a   and b   and b  0}
b

This includes all terminating and recurring decimal fractions.

So, irrational numbers are NON-terminating, NON-recurring decimal fractions. The set of
irrational number is shown as Q’. The irrational numbers cannot be listed; there are way too
many of them!

As an example: Use your calculator and work out the answer to:

√8

= 2,8284271

Is this the answer you get as well?

As you can see, when the square root of 8 is expressed as a decimal, it doesn’t terminate
(they don’t end; the numbers continue on forever) and it never recurs (repeats). So √8 is an
irrational number.

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But the answers to these problems cannot be written out in full every time. It will take too
long and it is impractical.

The number can be rounded off, but the answer will not be exact. The sign “” is used to
show the approximate answer. When the approximate answer to √8 is written to three
decimal values, it will be written as follows:

√8  2,828

√2 √3 √5 √6 √7 √10 √11 are all examples of irrational numbers.

Rounding off a decimal number

We know that √2  1,4142156. As mentioned before, it is not practical to write all of the
decimal places, so we round the decimal off to a chosen number of places.

You must know how to use your calculator and in which order the buttons must be pressed.
Determine √2 using your calculator. Make sure that you obtain the correct answer.

First press 2 and then the square root sign. You don’t have to press =.

Round off the answer to three decimal places.

You should get 1,414213562. Write it as follows: √2  1,414.

Let’s use everyday examples to illustrate how much easier rounding off makes life in general!

If the Currie Cup final match between the Cheetahs and the Blue Bulls draws a crowd of 56
231, the newspapers will report that the crowd was approximately 56 000, rounding the total
off to the nearest 1 000. This figure contains more than enough information for the most avid
sports fan!

Decimal fractions are usually rounded off correct to one, two or three decimal places,
according to the situation.

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If you buy a paintbrush for R19.99, and VAT needs to be added, you add 14 % to R19.99.
The answer you get is 22.7886. But that is not the amount you pay! Rounded off, you’ll pay
R22.79 for the paintbrush.

See how much easier rounding off makes situations?

S.O. 1.3: Do the exercise in your formative assessment

1.6: MEASUREMENTS ARE REPORTED OR RECORDED IN ACCORDANCE WITH THE

DEGREE OF ACCURACY OF THE INSTRUMENT USED

Decimals are mainly used for monetary systems and for measurements in the metric system.
You are already aware that with money we work to the nearest cent. You should also be
aware that if we say line segment AB = 86mm, we mean to the nearest millimetre. This
actually means 85,5  AB < 86,5.
Measurements of physical quantities should never be given more accurately than they can
be measured, whether you are measuring or calculating.

Of course an engineer can measure the thickness of a stainless steel plate with greater
precision using vernier callipers than you can with a ruler, so he might give the thickness of
the plate as 4,8mm. This means 4,75  thickness < 4,85.

He has measured to the nearest one-tenth of a millimetre.

Exercise 1.4a : Do the exercise in your formative assessment

1.7: ESTIMATES AND APPROXIMATIONS ARE USED APPROPRIATELY IN TERMS OF

THE SITUATION AND DISTINCTIONS ARE MADE BETWEEN THE APPROPRIATE USE
OF ESTIMATES VERSUS APPROXIMATIONS

Difference between approximations and estimates

“Approximate”: inexact; nearly correct; very near.

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“Estimate”: approximate idea of amounts, measurements, etc.; approximate judgement of
amount.

(Definitions according to the Collins Gem English Dictionary).

Therefore, an approximate value is the closest value to the true value or amount, whereas
the estimate is the approximate judgement of the true value or amount.

Estimating

Make sure that you are using your calculator correctly by “estimating” answers mentally, eg.
If you are asked to calculate 2 x √50, the answer should be approximately 14, as the square
root of 50 is about 7. The actual answer is 14,142136.

Try and do the whole calculation only in one go and round off your final answer only,
otherwise your answers will become inaccurate, eg.

(1,24)2 + (0,9)3 = 2,2666  2,3

But (1,24)2 = 1,5376  1,5

And (0,9)3 = 0,729  0,7

The total of which is: 1,5 + 0,7 = 2,2, which is not accurate!

By doing your calculation in one step you will not lose accuracy.

The importance of rough estimates

Most of your work with decimals will be done with a calculator, but when using a calculator it
is very easy to make a mistake either by entering wrong numbers, or by using the wrong
keys or by not fully understanding the logic of your calculator.

Before doing a calculation, you should have a rough idea of the answer so that you can see if
your answer is sensible or not.

Making a rough estimation of an answer should become a habit.

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Example: Calculate 58,43 + 256,951 + 2,6054

Your rough estimate would be about 320. The actual answer is 317,9864.

NOTE: You can see at a glance that the last two numbers give a total close to 260 and the
first number is close to 60. So 320 is a reasonable estimate. You should also see that there
must be 4 figures after the comma in the final answer.

Inequality problems

The following mathematical sentence is called an inequality:

x>2

There is an infinite number of values of x that makes this statement true.

Sometimes you will come across problems where the given information can be translated
into an inequality, which can then be solved. Let’s use the following example:

A father is three times as old as his son. He is also more than thirty years older than his son.
What can you find out about the son’s age?

Let the son’s age be x years.

 the father’s age is 3x years.
If the difference between the ages of the father and son is more than 30, then:
3x – x > 30
 2x > 30
 x > 15
 The son is older than 15 years.

NOTE: We only know that the son is older than 15 years. We cannot define more than that.

In the above example, the boy might have been 15 years 1 month or 15 years 2 days or 20
years or 24 years 5 months 3 days etc. If we had been asked the youngest he could be in
completed years, we could give a more definite answer, i.e. 16 years.

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We often find inequality problems where the information enables us to be more definite. We
must answer as precisely as the information will allow.

Another example:

A boy has x twenty-cent coins and 2x fifty-cent coins. The total value of his money is more
than R24. How many coins of each kind does he have?

Value of x twenty-cent coins = 20x c

Value of 2x fifty-cent coins = 100x c
20x + 100x > 2 400
 120x > 2 400
 x > 20
 He had 21, 22, 23 … twenty-cent coins.
and 42, 44, 46 … fifty-cent coins.

NOTE: We can be more definite here because a number of coins must be a natural number.
What is the smallest value of his money?

S.O. 1.5 : Do the exercise in your formative assessment

1.8 : THE ROLES AND LIMITATIONS OF PARTICULAR ALGORITHMS ARE IDENTIFIED

IN TERMS OF EFFICIENCY AND THE COMPLEXITY OF THE ALGEBRAIC
FORMULATION

As mentioned earlier, an algorithm is the procedure of solving a complicated mathematical

problem.

You may have noticed by now that there are various ways in which to solve various
problems. There are also different orders you could follow to get to the correct answers. But
which methods are the best to use in practical everyday life?

Let’s use the example that was used in Specific Outcome 1.2:

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To calculate 5 + 4(2 +1)2 – 18  6, you need to read it as a mathematical sentence. Here are
the steps to the calculation:

5 + 4(2 +1)2 – 18  6
= 5 + 4(3)2 – 18  6 Brackets: 2 + 1 = 3
= 5 + 4(9) - 18  6 Exponents: Remember, mm x mm = mm2.
So (3) 2 means 3 x 3.
 (3)2 = 9.
= 5 + 36 – 3 Divide: 18  6 = 3 and
Multiply: 4(9) = 36
= 38 Add: 5 + 36 = 41 and
Subtract: 41 – 3 = 38

Another way to calculate the above example is:

5 + 4(2 +1)2 – 18  6
= 5 + 4(3)2 – 3 Calculate 18  6
= 2 + 4(3)2 Calculate 5 – 3
= 2 + 4(9) Keep the brackets and multiplication separate
= 2 + 36
= 38

Here are two methods on solving the same problem. Both methods are correct. Both
methods get you to the correct answer.

However, you might find that the first method is much easier to use than the second. It is
simpler and more logical.

S.O. 1.6: Do the exercise in your formative assessment.

S.O. 1.9: THE VIABILITY OF SELECTED ALGORITHMS IS VERIFIED AND JUSTIFIED IN

TERMS OF APPROPRIATENESS TO CONTEXT AND EFFICIENCY

The order in which we work

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Work out things in brackets first, if you can, because things in brackets belong together.
(Remember the packets?)

Then work from left to right, working out one term after the other.

If you have trouble with this work, it is a good idea to underline or ring each term.

Example:

5x – 2 x x – 3 then becomes:
5x – 2 x x – 3
= 5x – 2x – 3
= 3x - 3

A common mistake is working as if there are brackets when there are, in fact, no brackets, so
be on your guard against this.

Examples:

(a) 8 – 3 + 1 is not 8 – 4
(b) 5 + 2 x 3 is not 7 x 3.

Exercise 1.7: Do the exercise in your formative assessment

Self Check: Do this Self Check in your Workbook.

Specific Outcome 1 : Use and analyse computational tools and strategies, and make
estimates and approximations.
Can I: Yes No I need
help
1.1 Use computational tools efficiently and correctly and
obtain solutions and verify them in terms of the context of
the problem.

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1.2 Execute algorithms appropriately in calculations.
1.3 Report or record solutions involving irrational numbers to
degrees of accuracy appropriate to the problem.
1.4 Report or record measurements in accordance with the
degree of accuracy of the instrument used.
1.5 Use estimates and approximations appropriately in terms
of the situation and make distinctions between the
appropriate use of estimates versus approximations.
Range: Technological and non-technological settings.
1.6 Identify the roles and limitations of particular algorithms
in terms of efficiency and the complexity of the algebraic
formulation.
1.7 Verify and justify the viability of selected algorithms in
terms of appropriateness to context and efficiency.

Page 28 of 44
SECTION 1: DEMONSTRATE UNDERSTANDING
OF NUMBERS AND RELATIONSHIPS AMONG
NUMBERS AND NUMBER SYSTEMS
Specific Outcome

On completion of this section you will be able to demonstrate

understanding of numbers and relationships among numbers and
number systems

Assessment Criteria

On completion of this section you will be able to:

 Notation for expressing numbers is consistent with
mathematical conventions. (SO 2, AC 1)
 Methods of calculation and approximation are appropriate
to the problem types. (SO 2, AC 2)
 Numbers and quantities are represented using rational
and irrational numbers as appropriate to the context. (SO
2, AC 3)
 Scientific notation is used appropriately and consistently
with conventions. Situations for the use of scientific
notation are provided and described in terms of
advantages. (SO 2, AC 4)
 Conversions between numbers expressed in different
ways are accurate. (SO 2, AC 5)

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2. Number ideas

The history of the development of number ideas is a fascinating story. Just a quick look at
the Roman numerals for example, helps us to appreciate the wonderful simplicity of the
numerals we use today! Imagine trying to divide or multiply in Roman numerals without
using any of the knowledge of our number system!

Our system of numbers is called the Hindu-Arabic system. It was brought to Europe about
800 years ago. It recorded number ideas so simply and it also made it possible for
complicated calculations to be made quite easily. Up till then, all but the simplest
calculations of adding and subtracting were handled by scholars. The Hindu-Arabic system
brought the ability to do arithmetic to everybody.

2.1: NOTATION FOR EXPRESSING NUMBERS IS CONSISTENT WITH MATHEMATICAL

CONVENTIONS

Scientific notation for large numbers

What about large numbers used where distance is concerned? Before we look into this, let’s
do an exercise.

EXERCISE 2.1a: Do exercise in your formative assessment

For discussion:

Does your calculator give you correct answers for the calculations in question 2 above?

That depends on the type of calculator you have. An 8-digit arithmetic calculator will signal E
or ERROR next to the answers it gives for b, c and d.

On an 8-digit scientific calculator, the answer for b) 56 248 x 12 500 will be displayed as:

7.031 08

What does this mean?

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56 248 x 12 500 = 703 100 000.

How has your calculator expressed it?

Scientific notation
We live in the space age where very large numbers are common. For example:
 The distance to the moon is approximately 400 000km.
 The distance to the sun is approximately 150 000 000km.
 The distance to the nearest star is approximately 40 000 000 000 000km.

It is obviously more convenient to write these numbers in a special form that we call
“scientific notation”. It is also sometimes referred to as “standard notation”.

For example:

Distance to the sun  150 000 000km  1,5 x 108km.

To write a number in scientific notation, express it as a number between 1 and 10 multiplied

by some power of 10, eg:

5 632 000 000 = 5,632 x 109.

EXERCISE 2.1b: Do exercise in your formative assessment

For discussion:

We have other ways of speaking of large numbers. We may say that our distance to the sun
is approximately 150 million kilometres, or that the world population is approximately 5,3
milliard, or that the distance tot the Alpha Centauri C (our nearest star) is approximately 40
billion kilometres, or that the mass of the earth is approximately 6 000 trillion tons.

You should be familiar with the meaning of these words, but it is easier to work with and to
understand large numbers like these, if they are written in scientific notation. Another
difficulty is that the words “billion” and “trillion” have different meanings in different parts of
the world! For our purposes, we will use the following meanings:

Page 31 of 44
 1 milliard = 1 000 millions
1 billion = 1 million millions
1 trillion = million billions

EXERCISE 2.1c: Do the exercise in your formative assessment

2.2 : METHODS OF CALCULATION AND APPROXIMATION ARE APPROPRIATE TO

THE PROBLEM TYPES

As already discussed, scientific notation is a convenient way (notation) to express very large
or very small numbers.

Examples:
1. 0,003 18 = 3, 18 X 10-3

Scientific notation requires 1 significant (not zero) digit in front of the comma.

2. 1 340 000 000 = 1,34 X 109

2 1 Comma is "moved" from: 1 to 2, that is 9 places.

3. 1,25 X 104 = 12 500

4. 5,068 X 10-6 = 0, 000 005,068

Calculations using very large or very small numbers can be simplified without a
calculator, by using Scientific Notation and the Laws of Indices.
(An index is another word for an exponent). There are various laws of indices, eg:

1. a m x a n = a m + n (m and n are natural numbers)

2. a m = a m – n (m and n are natural numbers, and a  0)

an

3. a 0 = 1 (a  0)

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4. (a m)n = a mn (m and n are counting numbers)

5. (ab)m = a mb m (m is a counting number; a and b are real numbers)

Examples:
1. 2 x 104 x 9, 1 x 10-8
= 2 x 9,1 x 10 4-8
= 18,2 x 10-4
= 1,82 x 10-3

2. 1,05 x 10-2 + 3,8 x 10-3

= 1,05 x 10-2 + 0,38 x 10-2
= (1,05 + 0,38) x 10-2
= 1, 43 x 10-2

2.3 : NUMBERS AND QUANTITIES ARE REPRESENTED USING RATIONAL AND

IRRATIONAL NUMBERS AS APPROPRIATE TO THE CONTEXT

Rational numbers:
The set of rational numbers, Q, is the set containing each number which:

1. Can be written as a fraction.

2. Has a numerator and denominator that are both integers, and

3. Has a denominator that is not equal to zero. (The denominator may not be
zero, as division by zero does not make sense; it is undefined).

The set of rational numbers is defined as:

Q = { a | a   and b   and b  0}
b

Irrational numbers:

The definition of irrational numbers is easy: an irrational number is NOT RATIONAL!

Remember, the set of rational numbers is:

Page 33 of 44
Q = { a | a   and b   and b  0}
b

This includes all terminating and recurring decimal fractions.

So, irrational numbers are NON-terminating, NON-recurring decimal fractions. The set of
irrational number is shown as Q’.

We have now learnt about scientific notation and rounding off large numbers.

Using these methods in the building industry helps in the sense that it is easier to remember
numbers, or quantities, and it is more practical.

Rounding off a decimal number

Sometimes you may be asked to round off your decimals to a certain number of digits.
When you do this, you are actually making the answer an approximate answer, not an
exactly correct one.

0,3333… could be rounded off to one decimal place: 0,3 or rounded off to two
decimal places: 0,33.
1,0768768… to two decimal places is 1,08 because it is closer to 1,08 than to 1,07.

(The third decimal place, the digit 6, is over 5).

1,0768768… to three decimal places is 1,077 because it is closer to 1,077 than 1,076
because the fourth decimal place is also over 5.

We know that √2  1,4142156. As mentioned before, it is not practical to write all of the
decimal places, so we round the decimal off to a chosen number of places.

You must know how to use your calculator and in which order the buttons must be pressed.
Determine √2 using your calculator. Make sure that you obtain the correct answer.

First press 2 and then the square root sign. You don’t have to press =.

Round off the answer to three decimal places.

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You should get 1,414213562. Write it as follows: √2  1,414.

Rounding off basically helps with approximation of any number you will use when working in
the building and construction industry. Let’s take an example:

Say you have to measure a line that is 3,1115cm long. It is far easier and more practical to
work with a 3cm line than to have to measure out 3,1115cm every time!

Scientists also benefit from using rounding off. The speed of light in a vacuum is 299 792
500 metres per second to 7 significant figures. All this tells us is that the 7 th digit, the 5, has
been rounded off. To 6 significant figures we would write 299 793 000m/s. To 3 significant
figures we would write 300 000 000m/s. (The fourth figure, 7, makes the third figure, 9, into
10 and this increases the 299 to 300).

It is, of course, far easier to just say: “The speed of light in a vacuum is approximately 3
billion metres per second”, than saying: “The speed of light in a vacuum is 299 792 500
metres per second to 7 significant figures”!

2.4 : SCIENTIFIC NOTATION IS USED APPROPRIATELY AND CONSISTENTLY WITH

CONVENTIONS

In Physics and Chemistry, scientific notation is very often used too. Let’s take the example
of 300 000 000.

300 000 000 = 3 times 100 000 000. So it can be written as 3 x 108.

329 000 000 is written in the form 3,29 x 108 because the convention (accepted usage) for
scientific notation limits the number to one place before the decimal; then the correct power
of ten is applied.

EXERCISE 2.4a : Do this exercise in your formative assessment

Page 35 of 44
 Discussion in class:
Would it be useful to write 987 654 321 as 9,87654321 x 108?
Discuss the advantages of writing numbers in scientific notation.
Is scientific notation useful for all large numbers?

2.5: CONVERSIONS BETWEEN NUMBERS EXPRESSED IN DIFFERENT WAYS ARE

ACCURATE

A fraction can be written in many forms, eg:

5 = 10 = 20 = 50 = 2½ etc.
8 16 32 80 4

These are called equivalent fractions.

The simplest form is 5.

8

The simplest form is also called a proper fraction.

Integers (whole numbers) can also be written as equivalent fractions:

-2 = -2 = -4 = -8 = -6 etc.
1 2 4 3

-2 is the simplest form.

Mixed fractions can also be written as equivalent fractions:

2½ = 5 = 10 = 15 = 50 etc.
2 4 6 20

5 and 2½ are the simplest forms.

2

5 is the most useful form. It is called an improper fraction.

2

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Note: Try not to use mixed fractions. They are clumsy, unnecessary and useless for most
work with fractions.

DECIMAL FRACTIONS

Fractions are not only written as rational numbers but are often written as decimal fractions.
Your calculator, unless it is very clever, will use only decimal fractions because it only has
one line to write on, or display.

If you divide 500 by 10, you get 50; the 5 moves from the hundreds to the tens column. If
you divide 50 by 10 you get 5; the 5 moves from the tens to the units column.

Now we can divide 5 by 10 and get five-tenths 5 and place the 5 in the tenths column.
10
5 = 1, doesn’t it? So does 0,5!
10 2

We use the zero as a place-holder to make sure the decimal point is seen. Many books use
the decimal comma so you may be used to reading 0,5 but your calculator uses the point. In
this book we will also use the decimal comma, so that 0,5 (or “a half”) is not confused with
0.5 (zero times 5)! Keep this in mind and don’t get confused!

To make a decimal fraction from a rational fraction:

Examples:

1. Change 2 to a decimal fraction.

5

Divide the denominator (5) into the numerator (2) until there is no remainder:

5/2.000 = 0,4

2. Change 3 to a decimal fraction.

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 8

8/3.0000000 = 0,375

To make a rational fraction from a decimal fraction:

Example:

1. Change 0,42 into a rational fraction.

Multiply by 10/10 (or 1) until there is no decimal part.

0,42 x 10 = 4,2
10 10

then:

4,2 x 10 = 42
10 x 10 100

Simplify the 42 by dividing numerator and denominator by 2:

100

42 = 21
100 50

2. Change 1,625 into a rational fraction.

Looking at the three decimal places, we are going to have to multiply three times so the
denominator will be 1 000.

1,625 = 1625
1000

All we need to do is simplify. Divide by 5 three times to get:

Page 38 of 44
 1625 = 325 = 65 = 13
1000 200 40 8

To add decimals without a calculator, make sure that you write the numbers down with
each decimal point under the previous decimal point!

Example:

1. Add 0,5 to 1,2 to 23,75

00,50
01,20
23,75
25,45

Notice that we have filled up the spaces with a zero just to keep the place so that there is no
confusion. Any numbers of 0’s before an integer makes no difference to its value; and any
number of 0’s after a decimal also makes no difference to its value.

2. 12,3 + 0,123 + 40,07

12,300
00,123
40,070
52,493

Neatness is very important here, because if the units are not under the units and the tens
under the tens, you could get very confused, and an incorrect answer!

To subtract decimals without a calculator, the same rule applies: Keep the decimal points in
line.

Example:

1. 12,3 – 0,123

12,300

Page 39 of 44
 00,123
12,177

To multiply decimals without a calculator, we convert them to rational fractions to find how
many decimal places there are altogether. Then we divide y that correct number of tens:

Example:

1. 0,12 . 3,5 converts to 12 x 35

100 10

Multiply 12 by 35, which equals 420, and then divide by 1 000:

420 = 0,420
1000

We write 0,420 as 0,42.

2. 4,9 x 1,5

Step 1: 49 x 15 = 735
Step 2: 1 decimal + 1 decimal make 2 decimals, so
Step 3: divide by 100: 735 = 7,35
100

To divide decimals, write them as a rational and remove the decimal fractions by multiplying
by 10 until the number is rational. Simplify and divide.
10

Example:

1. 0,45 divided by 0,5

Step 1: 0,45 to remove 2 decimal places

0,5

multiply by 100

Page 40 of 44
 100

Step 2: = 45
50

simplify using the highest common factor, which in this case is 5.

Step 3: = 5,9 = 9
5,10 10

divide

Step 4: 0,9.

Comparing fractions

To decide which is bigger 1,25m or 725mm, we must convert them to the same kind of unit,
i.e. both to metres or both to millimetres.

1,25m = 1 250mm,  1,25m > 725mm

To decide which is bigger ⅔ or ¾, we must convert them to the same kind of fraction. We
cannot compare thirds with quarters.
If we use suitable equivalent fractions, in this case twelfths, we can compare them:

2 = 8
3 12

3 = 9
4 12

 ¾ > ⅔

The fraction ⅓ can be written as a decimal: 0,3333333……… in which there is no limit to the
number of threes. This is a recurring decimal. The figure 3 is repeated, as it were, for
ever. We write this in a special way: 0,3 to show that the figure under which the dot is,
recurs.

Page 41 of 44
To get the decimal from the normal fraction we simply continue to divide (or use your
calculator).

The reverse process is a little more complicated. Somehow we have to remove the recurring
section. There is a neat trick to this method.

Take 10 lots of 0,3333… making 3.3333…

Subtract one lot of 0,3333… - 0,3333…
We get 9 lots of 0,3333… or 3.0000…

If 9 lots of 0,3333… amounts to 3, then 0,3333… is 3!

9
And 3 = 1
9 3

Now, try 0,7.

Take 10 lots of 0,7777: 7,7777…

Subtract 1 lot: - 0,7777…
Making 9 lots of 0,7777: 7,0000…

Therefore, 1 lot of 0,7777… must be 7/9.

If one decimal recurs, we simply divide it by 9 to get the fraction.

What about 0,757575… which is written as 0,75.

Take 100 lots of 0,75: 75,757575…

Subtract 1 lot: - 0,757575…
Making 99 lots of 0,75: 75,000000…

Therefore 1 lot of 0,75 must be 75.

99
To remove the recurring 2 decimals we need to divide by two 9’s or 99. The rule is to divide
the recurring decimals by the number of nines needed to remove them.

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 0,753753753… = 753
999

But what a bout a number such as 0,2345454545…? Now the recurring part is only a
section of the number. Let’s follow the guidelines and see what happens when we remove
the recurring section:

Take 100 lots of 0,2345: 23,454545…

Subtract 1 lot: - 0,234545…
Making 99 lots of 0,2345: 23.220000…

Therefore, 1 lot of 0,2345 must be 23,22. We end up mixing decimals with fractions.
99

So we remove the decimal section by multiplying top and bottom by 100, giving 2322

9900
which could be simplified further to 1161/4950.

Now the rules: to convert 0,23454545… to a fraction:

Step 1: Write in the form 0,2345

Step 2: Note the non-recurring part (23, two numbers) and the recurring part (45, also
two numbers)
Step 3: Subtract the non-recurring section from the number 2345 to get 2322, the
top of our fraction.
Step 4: For the bottom, write down the number of 9’s equal to the number of digits in
the recurring part (which is 2).
Step 5: End the bottom with the number of 0’s equal to the number of digits in the
non-recurring part AFTER the decimal point (which is 2).

Example:

0,5768768768…

Step 1: 0,5768
Step 2: Non-recurring: 5, one number.
Recurring: 768, three numbers.

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Step 3: Numerator = 5 768 – 5 = 5763
Step 4: Denominator = 999 and
Step 5: 0 making 9990
So, 0,5768768768… = 5763/9990

And 1,0768768768… = (10768 – 10)

9990
= 10758
9990

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