Professional Documents
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Maths Year 11 Low-Res PDF
Maths Year 11 Low-Res PDF
i
© Ministry of Education, Fiji 2015
The Curriculum Advisory Services (CAS) section of the Ministry of Education owns the
copyright to this text book, YEAR 11 MATHEMATICS. Schools may reproduce this in part or
full for classroom purposes only.
Any other use of this book must be referred to the Permanent Secretary of Education
through Director CAS, Ministry of Education.
Published By
Ministry of Education
Marella House
Suva
Fiji
ii
ACKNOWLEDGEMENT
ACKNOWLEDGEMENT
This Year 11 Mathematics text book is the pioneering attempt by Curriculum Development
Unit for a mathematics text for upper secondary Mathematics.
This book has been compiled and developed by Shiek Mohammed Masud, Senior
Education Officer Mathematics at Curriculum Development Unit.
This is the first time a Mathematics textbook has been developed for upper secondary by
Curriculum Development Unit.
The following teachers are acknowledged for their contribution towards the development
of this textbook:
Pierce, Rod. "Math is Fun - Maths Resources" Math Is Fun. Ed. Rod Pierce. 3 Nov
2014. 11 Jan 2015 <http://www.mathsisfun.com/>
http://regentsprep.org
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PREFACE
PREFACE
This textbook is the first mathematics textbook developed by CDU for Year 11. It is based
on the new syllabus of 2015 which has been revised after two decades.
This book tries to capture the depth of only Year 11 Mathematics content based on the
new syllabus.
This textbook is aimed at complimenting the implementation of the revised syllabus and
Year 11 Mathematics textbook is expected to act as a bridging resource from year10 and
establish a strong foundation for higher secondary mathematics in Year 12 and Year 13.
Students are encouraged to keep referring to the notes and illustrations in the book for
better understanding.
Teachers and students are advised to use other resources as well for enhancing of teaching
and learning.
iv
TABLE OF CONTENTS
TABLE OF CONTENT
STRAND FUNCTIONS...................................74
FUNCTIONS …………………………
3 Domain and Range............................................. 76
Domain and Range …………… 79
Inverse................................................................
Inverse ……………
STRAND GRAPHS........................................83
GRAPHS …………………………
4 Linear Graph...................................................... 83
Linear Graph
Simultaneous …………… 84
Equations...................................
Simultaneous
Quadratic Equations …………… 93
Graph...............................................
Quadratic
Cubic Graph …………… 98
Graph........................................................
CubicofGraph
Graph ……………104
a Circle.............................................
Exponential
Graph of aGraph..........................................
Circle ……………107
Exponential Graph ……………
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TABLE OF CONTENTS
PROBABILITY ………….
STRAND PROBABILITY............................... 166
8 Equally Likely...................................................
Equally Likely ………… 167
Sample
SampleSpace...................................................
Space ………… 168
Probability
Probability Tree ………… 169
Tree..............................................
CALCULUS ……………
STRAND CALCULUS................................... 175
9 Differentiation.
Differentiation ...............................................
………… 176
Integration.
Integration......................................................
………… 187
vi
STRAND BASIC MATHEMATICS
1
STRAND 1 BASIC MATHEMATICS
LEARNING
OUTCOMES
BINARY OPERATION
A binary operation on A is a rule that assigns to every pair of elements of a unique element
of A.
We are used to addition and multiplication of real numbers and these are examples of
binary operations.
Formally, a binary operation is a function. For example, addition on the integers could be
defined as the function+ (A + B →C) with our familiar way of producing the answer. Thus
+(2,3) = 5 and +(-4,11) = 7. This looks a little too weird and we are probably happier to see
2+3=5 and -4 + 11 =5. Likewise, if * is a binary operation on a set then we will write a*b
rather than *(a,b).
The idea of a binary operation is just a way to produce an element of a set from a given
pair of elements of the same set. In the case of a finite set we could list the rule in a table.
1
BASIC MATHEMATICS
Identity Element
Let A be a set on which there is a binary operation . An element e of this set is called an
e . a = a
For example 0 is an identity for the usual addition on the real numbers.
Being an identity is a global property in the sense that it must work for ALL elements of the
set.
Associative Property
(a*b)*c = a* (b*c)
For convenience let's drop the symbol for the operation and just write (ab)c = a(bc). The
associative property then allows us to speak of abc without having to worry about whether
we should find the answer to ab first and then that answer "multiplied" by c rather than
evaluate bc first and then "multiply" a with that answer. Whichever way we process the
expression we end up with the same element of the set. Note though that it does not say
we can do the product in any order (i.e. ab and ba may not have the same value).
2
BASIC MATHEMATICS
Commutative Properties
a*b=b*a
for ALL possible a and b in the set. Addition and multiplication in the reals are commutative
Note that the definition requires ab = ba for all pairs of elements. That some element
commutes with all elements does not make the operation commutative.
For a finite set whose binary operation is given in a table, it is easy to observe whether the
operation is commutative. If we write the elements along the rows in the same order as
down the column then if the table is symmetric about the diagonal (i.e reflexive in the
Distributive Properties
Suppose there are two binary operations * and # defined on a set A. We say that *
a* (b # c) = a *b # a *c and (a # b) * c = a *b # a *c.
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BASIC MATHEMATICS
Inverse
If identities exist for a certain binary operation then we can talk about inverses (should
a*b=b*a=e
Also we need to point out that an element might have more than one inverse or for that
matter, no inverse. Certainly if identities do not exist then it does not make sense to talk
about inverses.
It is simply a rule for combining two objects of a given type, to obtain another object of that
type. You first learned of binary operations in primary school. The objects you were using
were numbers and the binary operations you investigated were addition, subtraction,
multiplication and division. As you will discover in this text, binary operations need not be
4
BASIC MATHEMATICS
CLOSURE OF A SET
Example: If you multiply two real numbers, you will get another real number. Since this
process is always true, it is said that the real numbers are "closed under the operation
multiplication". There is simply no way to escape the set of real numbers when
multiplying.
Closure: When you combine any two elements of the set, the result is also
included in the set.
Example: If you add two even numbers (from the set of even numbers),
Checking:
10 + 14 = 24 Yes, 24 is even.
6 + 10 = 16 Yes, 16 is even.
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BASIC MATHEMATICS
24 ÷ 2 = 12 Yes, 12 is even.
When you find even ONE example that does not work, the set is not closed under that
operation. The even numbers are not closed under division.
vertically outside the table (in this table, the elements are 1, 2, 3, and 4).
If the elements inside the table are limited to the elements 1, 2, 3, and 4,
Read the first value from the left hand column and the second value from the top row. The answer
For example, a * b = b, b * b = c, c * d = b, d * b = a.
a * a = a, b * a = b, c * a = c,
d*a=d
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BASIC MATHEMATICS
This table shows the operation *. The operation is working on the finite set A = { a, b, c,
d}. The table shows the 16 possible calculations using the elements of set A.
You will know the identity element when you see it, because all of the values in its row or
(What element, when paired with b, will return the identity element a?)
-1
The inverse element of b is d. b*d=a → b =d
could take forever! There must be an easier way..... lower right, and see if the table is
symmetric about this line.
7
BASIC MATHEMATICS
True or False: This question deals with only one case of the
EXERCISE 1.1
8
BASIC MATHEMATICS
c. For each element having an inverse, name the element and its inverse.
d. True or false:
#( # )= ( # )#
7. Given: a ♦ b = 2a - 3b
What is the value of - 2 ♦ 5?
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BASIC MATHEMATICS
ORDER OF OPERATION
When there is more than one operation involved in a mathematical problem, it must be
solved by using the correct order of operations. Remember, calculators will perform
operations in the order which you enter them; therefore, you will need to enter the
operations in the correct order for the calculator to give you the right answer.
Rules
1. Calculations must be done from left to right.
2. Calculations in brackets (parenthesis) are done first. When you have more than one
set of brackets, do the inner brackets first.
3. Exponents (or radicals) must be done next.
4. Multiply and divide in the order the operations occur.
5. Add and subtract in the order the operations occur.
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BASIC MATHEMATICS
Remember to:
• Simplify inside groupings of parentheses, brackets and braces first. Work with the
innermost pair, moving outward.
• Simplify the exponents.
• Do the multiplication and division in order from left to right.
• Do the addition and subtraction in order from left to right.
* BEDMAS
(Brackets, Exponents, Divide, Multiply, Add, Subtract)
Examples:
Mathematicians were very careful when they developed the order of operations.
Without the correct order, watch what happens:
15 + 5 X 10 -- Without following the correct order, I know that 15+5 =20 multiplied by 10
gives me the answer of 200.
15 + 5 X 10 -- Following the order of operations, I know that 5X10 = 50 plus 15 = 65. This is
the correct answer, the above is not!
11
BASIC MATHEMATICS
You can see that it is absolutely critical to follow the order of operations. Some of the most
frequent errors students make occur when they do not follow the order of operations
when solving mathematical problems. Students can often be fluent in computational work
yet do not follow procedure. Use the handy acronyms to ensure that you never make this
mistake again!!
PROPERTIES OF ZERO
Addition property:
The addition property says that a number does not change when adding or subtracting zero
from that number
If you add two numbers and the sum is zero, we call the two numbers additive inverses of
each other
Multiplication property
The multiplication property says that zero times any number is equal to zero
12
BASIC MATHEMATICS
Power of 0
When a number is raised to the power 0, we are not actually multiplying the particular
number by 0. For example, let us take 20. In this case we are not actually multiplying the
number 2 by 0.
We define 20 = 1, so that each power of 2 is one factor of 2 larger than the last, e.g., 1,
Thus, this result says that number raised to the power zero is equal to 1.
Dividing by 0
To see why we can’t divide by 0, let us look at what is meant by "division”: Division is
splitting into equal parts or groups. It is the result of "fair sharing".
Example: there are 12 apples, and 3 friends want to share them, how do they divide the
apples?
Now, let us try dividing the 12 apples among zero people, how much does each person
get?
You can't share among zero people, and you can't divide by 0.
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BASIC MATHEMATICS
So what is 0 ÷ 0?
Are there no zeros in zero at all? Or perhaps there is exactly one zero in zero?
Or many zeros?
When you try to divide by zero, things stop making sense therefore dividing by 0 is undefined
!
I Wonder
Test Your Knowledge
I know a way by which I can get a total of 120 by using five zeros 0,0,0,0,0 and any
mathematical operator. Can you do this?
14
BASIC MATHEMATICS
FORMULA MANIPULATION
A formula links one quantity to one or more other quantities. For example, A = πr2
This formula can be used to determine A for any given value of r.
Changing the subject of a formula is exactly the same as solving an equation. The key thing
to remember is that ‘whatever you do to on one side of the formula you must do to the
other side’.
We may know the area of a circle and need to find the radius. To do this, we rearrange the
formula to make the radius the subject.
Examples
F = ma
= 5x3
= 15
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BASIC MATHEMATICS
Divide by 4π.
a( x + b) = c
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BASIC MATHEMATICS
EXERCISE 1.2
1 Calculate:
(d) 3 + 7 × 3 = 30 (e) 18 - (4 + 7) = 21
[i] y =axb
[ii] y = a( x + b) c
[iii] ax – y + z + b
[iv] ax – y = 2y
8. In each case , make the letter at the end the subject of the formula
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BASIC MATHEMATICS
[i] x= y+z
a b
[ii] a (x + y ) = c
b
10. In each case, make the letter at the end the subject of the formula
[iii] y – x2 = 3z , (y)
a
11. In each case, make the letter at the end the subject of the formula
[ii] x 2 – y 2 = a2 ,(x)
[iii] x2 + y 2 = y , (x)
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BASIC MATHEMATICS
In the metric system, each of the common kinds of measure -- length, weight, and capacity
-- has one basic unit of measure. To measure smaller amounts, divide the basic unit into
parts of ten, a hundred, or a thousand, and so on. To measure larger amounts, multiply
Brief History
The Metric system of measurement was created about two hundred years ago
by a group of French scientists to simplify measurement.
Length: Capacity:
1min = 60 sec
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BASIC MATHEMATICS
Conversions
Sometimes you need to convert from one unit of measure to another similar unit.
To convert 4.214 kilometres to meters, notice that in the chart above, the name metre is
three places to the right of the name kilo. This implies that the decimal point in our
number needs to be moved three places to the right. The answer is 4214 metres.
20
BASIC MATHEMATICS
Triangle 3 sides
Pentagon 5 sides
When working with perimeter, references
Hexagon 6 sides
may be made to the names of
Heptagon or Septagon 7 sides
polygons. Listed at the left are some of the
Octagon 8 sides
more common polygons whose names you
Nonagon 9 sides
should know.
Decagon 10 sides
21
BASIC MATHEMATICS
Circumference is the word used to describe the distance around the outside of a
circle.
Like perimeter, the circumference is the distance around the outside of the figure. Unlike
perimeter, in a circle there are no straight segments to measure, so a special formula is
needed.
Example 1
Ansaar and Muskaan are jogging around a circular track in the park.
The diameter of the track is 400m.
Find the number of kilometres they jogged if they made two
complete trips around the track. C = d x π
= 400 m x π
= 1256.6371
Work should be held in the calculator until the final rounding of the answer
occurs.
AREA
The sum of areas of all the faces of a 3D solid figure (both plane and curved) is called its
total surface area.
or
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BASIC MATHEMATICS
Any Sector
(fractional part of the area)
a = apoth p = perimeter
23
BASIC MATHEMATICS
VOLUME
The total amount of space occupied by a 3D solid figure is called its volume.
Cone cylinder
24
BASIC MATHEMATICS
Example 1: Consider this problem where radius is needed but not given:
NB:
1. When a formula needs a radius, be sure that you are working with the radius and
2. You may need to amend your formula to fit a particular situation. The surface area
This formula includes the areas of the top and bottom (which are 2 circles). If the top
Example 2: Consider this problem that gives "hints" on what is needed to solve the
problem.
A die is a cube moulded from hard plastic. The edge of a die measures 0.62 cm.
Dice are usually produced in a mould which holds 100 die at one time.
To the nearest cm3, how much plastic is needed to fill this large mould?
When working with word problems, be sure to read carefully to determine what the
question wants you to find. This question clearly involves volume since it states "to the
nearest cubic cm." Also, the answer must be for 100 dice, not 1 die.
Volume of one die = 𝑙𝑙𝑙𝑙ℎ
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BASIC MATHEMATICS
A concrete truck arrives at a job site holding 15m3 of concrete. If the enclosure being
constructed is 3m across and 2 thick, how long, to the nearest m will the enclosure be if
Always read carefully to determine if all of the measurements within a problem are
expressed in the same units. This problem deals with inches, feet and cubic yards.
𝑉𝑉 = 𝑙𝑙𝑙𝑙ℎ
15 = (𝑙𝑙)(3)(2)
𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙ℎ = 2.5 𝑚𝑚
Example 4: Consider this problem that requires When dealing with surface area it is often
a. AB = 12cm
c. Surface area
= 294.12 cm2
26
BASIC MATHEMATICS
Money Management
- Compare the total cost of borrowing for any purchase of an item for two different types
of credit.
- Calculate the interest rate for the loan period and its annual equivalent
- Show, by examples of calculations, how the interest rate and loan length affect the cost
of credit.
- Give examples to measure the total cost of credit, including the hidden costs, not the
interest rate only
- Calculate and evaluate different savings and debt options and match debt with the
future value of purchases.
- Demonstrate the benefits of early repayment.
Financial Education
Financial Education teaches the management of personal finances and investment given a
person’s personal circumstances. Financial Education will result in a future generation of
financially competent young men and women leaving schools, who are able to make
informed decisions and sufficiently manage their personal finances and investments vis-à-
vis their own personal circumstances, whilst contributing positively to their communities,
the economy and the country.
Acquiring Financial Competence involves more than the development of mathematics skills
that are traditionally included in the school curriculum, such as recognition of coins and
notes, and calculations involving sums of cash. Personal Financial Education promotes
social inclusion and helps break the cycle of financial exclusion. Being financially excluded
means being cut off from the services and benefits of the financial services industry.
Those who are financially excluded become adept at budgeting by saving bits of money in
jars or envelopes. But not only does money stored like this not accrue interest, it is also
vulnerable to theft.
Financially excluded households are not able to give children the experience of managing
money that others take for granted. There is evidence to suggest that such children go on
to become financially excluded themselves. Certainly, “children living in poorer families
learn about and experience the economic world differently from their peers in other
families.”5 This cycle of exclusion needs to be broken if future generations are to become
financially competent, it is imperative that Financial Education begins early. This means
starting Financial Education as soon as students begin their primary education, building on
learning throughout the primary and secondary years of schooling. Not all students
complete secondary education, so Financial Education learning at class levels 1-8 and forms
3-7 in the Fiji educational system will be fundamental to realising these goals.
27
BASIC MATHEMATICS
Credit is borrowing money or buying goods and paying for them later. It is the power to
obtain goods and services with an obligation on the borrower of future payment to the
lender (the course of credit).
Why should borrowing money incur interest to the borrower and earn interest for the
lender?
Interest is a charge that is paid by the borrower for the use of someone else’s money. A
lender expects to be rewarded for not having access to his money.
Table below provides different types of credit, matching the lender, the likely purpose of
the credit, potential fees and interest rates to the type of credit.
Bank loan Retail Bank Small items such Set up fee Depend on bank
as a car, policy 12 – 20%?
household items
Third tier lender Pay day lenders Emergency items Combination of Usually 22 – 26%
loan Funeral, Set up fees but can be very
temporary Establishment high if a very
shortfall in fees short term loan.
income to pay Insurance?
expenses
Hire purchase Retail store Retail goods, Set up fee May have
such as Insurance may be interest free
computers, compulsory deals, but
whiteware, interest rates will
household goods vary a lot
Credit card Retail Bank Any items Annual fee Standard cards
Joint card holder very between 12
fee – 21%
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BASIC MATHEMATICS
EXERCISE 1.3
1. A paper clip weighs approximately one gram, estimate how many paper clips will be
in a 0.5 kilogram box of paper clips.
2. How many kg of ground chicken should you buy to make 120 burgers, if each burger
will weigh 50grams before cooking?
3. Jone is recovering from surgery. The doctor told him to lift no more than 20 kg for
the next 3 weeks .A carton of 48 powdered kitchen cleaner each weighs 500g
each. Should Jone lift the carton?
4. A box needs to be covered in brown paper for mailing. If the box measures
3 m by 3 m by 2 m, what is the surface area of the box that will need to be
covered?
The box is closed.
5. Find the surface area of this container assuming it has an open top
6. The cash price of a DVD player is $280. The Hire Purchase price is $330. If Fane pays
a deposit of 15% followed by 20 equal monthly payments, find how much Fane will
pay per month.
7. A computer costs $1800 cash. For Muskaan’s birthday her father decided to give
the computer as a gift. The H.P. terms are: deposit 15%, followed by 36 payments
of $64.60. Find the extra paid on H.P.
8. A television set is priced at $320 in two different shops A and B, which offer
different hire purchase terms. Shop A requires 20% deposit and 12 monthly
instalments of $26.60. Shop B requires 30% deposit and 12 monthly instalments of
$23.50. Vani is planning to buy one. Which shop has the better deal for Vani and
why?
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BASIC MATHEMATICS
9. Seru wished to buy a motorcycle at $480. He chose to pay by hire purchase. The
terms were 30% deposit with 12 monthly payments of $33.80. How much was the
total hire purchase price?
10. Coconut water from NIU Factory is sold in aluminium cans that measure 15cm in
height and 3.5cm in diameter. How many cm3 of coconut water are contained in a
full can?
11. Ansaar works for an environmental protection agency which deals with land areas
that have been contaminated by toxic waste. The contaminated soil covers an
area of 1.62 hectares. He must remove the top 20 cm of soil in this area.
c. If each truck can haul 10 m3 of soil, how many full truckloads of contaminated soil
12. A pharmacist is filling medicine capsules. The capsules are cylinders with
half spheres on each end. If the length of the cylinder is 12 mm and the
radius is 2 mm, how many cubic mm of medication can one capsule hold?
Think, Think,
Test Your Knowledge
Think..
Moving Matchsticks
Can you make the following
equation correct by moving just one
matchstick? There are two answers.
30
STRAND ALGEBRA
2
STRAND 2 ALGEBRA
LEARNING
OUTCOMES
HISTORY OF ALGEBRA
The word "algebra" is derived from the Arabic word Al-Jabr, and this comes from the
treatise written in 820 by the medieval Arabian mathematician, Muhammad ibn Mūsā
al-Khwārizmī, entitled, in Arabic Kitāb al-muḫtaṣar fī ḥisāb al-ğabr wa-l-muqābala,
which can be translated as The Compendious Book on Calculation by Completion and
Balancing.
The Alexandrian mathematicians Hero of Alexandria and Diophantus continued the
traditions of Egypt and Babylon, but Diophantus's book Arithmetica is on a much
higher level and gives many surprising solutions to difficult indeterminate equations.
This ancient knowledge of solutions of equations in turn found a home early in the
Islamic world, where it was known as the "science of restoration and balancing." (The
Arabic word for restoration, al-jabru, is the root of the word algebra.) In the 9th
century, the Arab mathematician al-Khwarizmi wrote one of the first Arabic algebras,
a systematic exposé of the basic theory of equations, with both examples and proofs.
By the end of the 9th century, the Egyptian mathematician Abu Kamil had stated and
proved the basic laws and identities of algebra and solved such complicated problems
as finding x, y, and z such that x + y + z = 10, x2 + y2 = z2, and xz = y2.
Ancient civilizations wrote out algebraic expressions using only occasional
abbreviations, but by medieval times Islamic mathematicians were able to talk about
arbitrarily high powers of the unknown x, and work out the basic algebra of
polynomials (without yet using modern symbolism). This included the ability to multiply,
divide, and find square roots of polynomials as well as knowledge of the binomial
theorem. The Persian mathematician, astronomer, and poet Omar Khayyam showed how
to express roots of cubic equations by line segments obtained by intersecting conic
sections, but he could not find a formula for the roots. A Latin translation of Al-
Khwarizmi's Algebra appeared in the 12th century.
31
ALGEBRA
At the very outset, the student should realize that algebra is a skill. And like any skill --
driving a car, baking cakes, and playing football/rugby – it requires practice, a lot of
a b a+b
+ =
c c c
The letters a and b mean: The numbers that are in the numerators. The letter c
Algebra is telling us how to do any problem that looks like that. That is one reason why we
use letters.
(The symbols for numbers, after all, are nothing but written marks. And so are letters As
the student will see, algebra depends only on the patterns that the symbols make.)
The numbers are the numerical symbols, while the letters are called literal symbols.
Note:
In algebra we call a + b a "sum" even though we do not name an answer. As the student
will see, we name something in algebra simply by how it looks. In fact, you will see that
you do algebra with your eyes, and then what you write on the paper, follows.
32
ALGEBRA
What are the four operations of arithmetic, and what are their operation signs?
1. Addition: a + b. The operation sign is + , and is called the plus sign. Read a + b as "a plus
b."
2. Subtraction: a − b. The operation sign is − , and is called the minus sign. Read a − b as "a
minus b."
𝑎𝑎
4. Division: read as “a divided by b”.
𝑏𝑏
In algebra, we use the horizontal division bar. If a represents 10, for example and b represents 2,
then "10 divided by 2 is 5."
𝒂𝒂 𝟏𝟏𝟏𝟏
= = 𝟓𝟓
𝒃𝒃 𝟐𝟐
33
ALGEBRA
In algebra, we write
a) 5 times 6? 5 · 6
b) x times y? xy
c) x divide by y ? x/y
In algebra we speak of a "sum" of terms, even though there are subtractions. In other
words, anything that looks like what you see above, we call a sum.
And again, we speak of the "product" abcd, even though we do not name an answer.
In the following expression, how many terms are there? And each term has how many
factors? 2a + 4ab + 5a (b + c)
There are three terms. 2a is the first term. It has two factors: 2 and a.
4ab is the second term. It has three factors: 4, a, and b.
And 5a(b + c) is all one term. It also has three factors: 5, a, and (b + c).
The parentheses mean that we should treat whatever is enclosed as one number
34
ALGEBRA
When all the factors are equal -- 2· 2· 2· 2 -- we call the product a power of that factor.
Thus, a· a is called the second power of a, or "a squared." a· a· a is the third power of a, or
"a cubed." aaaa is a to the fourth power, and so on. We say that a itself is the first power
of a.
Now, rather than write aaaa, we write a just once and place a small 4:
That small 4 is called an exponent. It indicates the number of times to repeat a as a factor.
83 ("8 to the third power" or simply "8 to the third") means 8· 8· 8.
Name the first five powers of 2. 2, 4, 8, 16, 32.Read, then calculate each of the following.
a) 52 "5 to the second power" or "5 squared" = 25.
b) 23 "2 to the third power" or "2 cubed" = 8.
c) 104 "10 to the fourth" = 10,000.
d) 121 "12 to the first" = 12.
The student must take care not to confuse 3a, which means
3a = a + a + a,
3
3 times a, with a , which means a times a times a a3 = a· a· a.
The value of a letter is a number. It is the number that will replace the letter when
we do the order of operations.
It means to replace each letter with its value, and then do the order of operations.
35
ALGEBRA
In each case, copy the pattern. Copy the + signs and copy the parentheses ( ). When you
come to x, replace it with 10. When you come to y, replace it with 4. And when you come
to z, replace it with 2.
= 10 + 8 = 14 x 2
= 18 = 28
b) x − 3(y − z) d) (x − 3)(y − z)
36
ALGEBRA
= 3x3 - 9x2 + 3x
FACTORISING
Common Factors
The Highest Common Factor (HCF)of two (or more) monomials is the product of the
greatest common factor of the numerical coefficients (the numbers out in front) and the
37
ALGEBRA
Example: 1 Factorize: 4x + 8y
The largest integer that will divide evenly into 4 and 8 is 4. Since the terms do not contain
The largest integer that will divide evenly into 15 and 10 is 5. The highest power of x
present in both terms is the Highest power of y present in both term is y2. The HCF is
This expression is called a difference of Two Squares (Notice the subtraction sign between
the terms a2 and b2.)
38
ALGEBRA
Example 1:
Factorize: x2 - 9
Both x2 and 9 are perfect squares. Since subtraction is occurring between these squares,
this expression is the difference of two squares. These answers could also be negative values,
but positive values will make our work easier
2
What times itself will give x ? The answer is x.
important)
Example 2:
Factorize 4y2 - 36y6
There is a common factor of 4y2 that can be factored out first in this problem, to make the
problem easier.
4y2 (1 - 9y4)
In the factor (1 - 9y4), 1 and 9y4 are perfect squares (their coefficients are perfect squares
and their exponents are even numbers). Since subtraction is occurring between these
squares, this expression is the difference of two squares. What times itself will give 1? The
answer is 1.
39
ALGEBRA
If you did not see the common factor, you can begin with observing the perfect squares.
Both 4y2 and 36y6 are perfect squares (their coefficients are perfect squares and their
exponents are even numbers). Since subtraction is occurring between these squares, this
expression is the difference of two squares.
Example 3: What times itself will give 4y2? The answer is 2y.
These answers can be further factored as each contains a common factor of 2y:
2y (1 + 3y2) • 2y (1 - 3y2) = 4y2 (1 + 3y2) (1 - 3y2)
Be careful!!
This process of factoring does NOT apply to
a 2 + b 2.
Factorizing Completely
Some polynomials cannot be factored into the product of two binomials with integer
coefficients, (such as x2 + 16), and are referred to as prime.
Other polynomials contain a multitude of factors.
40
ALGEBRA
To factor completely:
3. Express the answer as the product of all of the factors you have
found.
Factorise completely:
1. Search for the greatest common factor. In this problem, the greatest common factor is
5.
2. Now, examine the binomial x2 – 9 . (Notice how the factor of 5 is tagging along and
remains as part of the answer.)
3. Since the binomials (x - 3) and (x + 3) cannot be factored further, we are done. Express
41
ALGEBRA
EXERCISE 2.1
1. Evaluate each of the following expressions using each of the values of x in the list :
𝑥𝑥 + 2
a. x2 + 2x + 3 ( x =-2,-1,0,1,2) b. ( x = -2,-1,0,2,3)
2𝑥𝑥 −5
3𝑥𝑥 − 2
c. ( x = -1,0,1,2 )
𝑥𝑥 2 − 4
2. Simplify
a. −2ab − 8a b. 24kj − 16k2j
c. –a 2b – b2 a d. 12k2 j + 24k2 j2
e. 72b2q − 18b 3q 2 f. 4(y − 3) + k(3 − y)
g. a 2(a − 1) − 25(a − 1) h. b m(b + 4) − 6m(b + 4)j)
i. a2(a + 7) + 9(a + 7) j. 3b(b − 4) − 7(4 − b)
k. a 2b 2c 2 – 1
a. 2x2 + 3x - 7 + 2x + 4 b. x2 - 2x + 2x + 4 + x2
c. x2 - x + 2x + 3- x2 – 5 d. 3x2 - 7x + 2 + 2x -5 - 2x2
e. 3x2 - 7x + 3+ 2x2 - 5x – x2 f. x2 + 4x +1- 2x2 - 2x + x2 +1
g. (5x - 2) - 2(x - 3) h. (x2 -x -2) - (2x2 - x - 1)
i. (3x2- x + 5)- (x2 - 2x - 3) j. 2(x2 - x - 2) - (x2 + 3x - 4)
2𝑥𝑥+ 3 𝑥𝑥 − 4 𝑥𝑥 + 3 𝑥𝑥 − 4
k. + l. −
7 7 𝑥𝑥 − 1 𝑥𝑥 − 1
𝑎𝑎𝑏𝑏
m. 𝑎𝑎 −
𝑏𝑏 − 𝑎𝑎
42
ALGEBRA
a. 3(5x + 4) - 2(2x + 3) b. 3 ( 4x – 8)
4
43
ALGEBRA
This includes squaring both sides of the equation or taking the square root of both sides of
the equation.
First, let's take a look at the equation we want to solve. We want to solve for x. By
this, we simply want to get the 'x' alone on one side of the equal sign
5x + 10 – 5 = 30
The key to solving this and any equation is to use 'reverse operations.' This means
to do the opposite. For example, in this equation we would want to add 5 to each
side to cancel out the -5. Understand? Not too tough!!
5x + 10 = 35
Now that we have rid of the -5, let's get rid of the +10 by subtracting 10 from both
sides.
5x = 25
Now that we have subtracted 10 from both sides we want to get rid of the 5 to
get 'x' by itself. The '5x' means '5 times x'. The opposite of multiplication is
division. We now want to divide both sides by 5 to get 'x' by itself.
44
ALGEBRA
Example 1
Example 2
Example 4
move the x terms to one side, and the non-x terms to the other side in line
45
ALGEBRA
one side of the equality by the denominator of the other side of the equality. When
Example 5
46
ALGEBRA
• Solve | x + 2 | = 7
To clear the absolute-value bars, I must split the equation into its two possible two
cases, one case for each sign:
(x + 2) = 7 or –(x + 2) = 7
x+2=7 or –x – 2 = 7
x=5 or –9 = x Then the solution is x = –9, 5.
• Solve | 2x – 3 | – 4 = 3
First, I'll isolate the absolute-value part; that is, I'll get the absolute-value expression
by itself on one side of the "equals" sign, with everything else on the other side:
| 2x – 3 | – 4 = 3
| 2x – 3 | =7
Now I'll clear the absolute-value bars by splitting the equation into its two cases,
one for each sign:
(2x – 3) = 7 or –(2x – 3) = 7
2x – 3 = 7 or –2x + 3 = 7
2x = 10 or –2x = 4
x=5 or x = –2
Remember:
47
ALGEBRA
ax2 +bx+c = 0
If I multiply two things together and the result is zero, what can I say about those two
things? I can say that at least one of them must also be zero. That is, the only way to
multiply and get zero is to multiply by zero. (This is sometimes called "The Zero Factor
Property.)
Warning: You cannot make this statement about any other number! You can only make the
conclusion about the factors ("one of them must equal zero") if the product itself equals
zero. You must always have the equation in the form "(quadratic) equals (zero)" before you
can attempt to solve it.The Zero Factor Property tells me that at least one of the factors
must be equal to zero.
Since at least one of the factors must be zero, I will set them each equal to zero:
x–3=0 or x–4=0
This gives me simple linear equations, and they're easy to solve:
x=3 or x=4
Note that "x = 3, 4" means the same thing as "x = 3 or x = 4"; the only difference is the
48
ALGEBRA
A set of football matches is to be organized in a "round-robin" fashion, i.e., every participating team
plays a match against every other team once and only once.
If a total of 45 matches were played, how many teams participated?
Solve x2 – 4 = 0.
This equation is in "(quadratic) equals (zero)" form, so it's ready to solve. The
formula:
x2 – 4 = 0
(x – 2)(x + 2) = 0
x–2=0 or x+2=0
x=2 or x = –2
Solve x2 – 5x = 0.
This two-term quadratic is easier to factor than were the previous quadratics: I can
factor an x out of both terms, taking the x out front. (Warning: Do not "divide the x
off", do not make it magically "disappear", or you'll lose one of your solutions!)
x(x – 5) = 0
x=0 or x–5=0
x=0 or x=5
49
ALGEBRA
Linear Inequalities
A Linear Inequality is like a Linear Equation (such as y = 2x+1) ...
... but it will have an Inequality like <, >, ≤, or ≥ instead of an “=”.
2x + 2 ≤ 1 3x + 1 ≥ 2 x − 6 <7x + 2
The methods used to solve linear inequalities are identical to those used to solve linear
equations.
The only difference occurs when there is a multiplication or a division that involves a minus
sign.
When you divide or multiply both sides of an inequality by any number with a minus
Graphing an inequality starts by graphing the corresponding straight line. After graphing the line,
1.
Choose a point not on the line and see if it makes the inequality true. If the inequality is true,
you will shade THAT side of the line -- thus shading OVER the point. If it is false, you will shade
the OTHER side of the line -- not shading OVER the point.
2. If the inequality is LESS THAN OR EQUAL TO or GREATER THAN OR EQUAL TO, the line is drawn
as a solid line. If the inequality is simply LESS THAN or GREATER THAN, the line is drawn as a
dashed line.
50
ALGEBRA
Graphing an Inequality
51
ALGEBRA
EXERCISE 2.2
1. Solve :
(a) 5│ c – 2 │ = 30 (f) │ 3x – 1 │+5 + 3
(b) | -4a + 20 | = 10 (g) | -7y + 21 | = 2
(c) | 8f | = 17 (h) | -c - 4 | = 18
(d) │b – 21 │ = 3
5
(e) 2x + 3 = 6
5
a. Jack spent half of his allowance going to the movies. He washed the family car and
earned 8 dollars. What is his weekly allowance if he ended with13 dollars ?
b. Oceanside Bike Rental Shop charges 16 dollars plus 9 dollars an hour for renting a
bike. Benny paid 79 dollars to rent a bike. How many hours did he pay to have the
bike checked out ?
c. The sum of three consecutive even numbers is 132.What is the smallest of the three
numbers ?
d. Muskaan had 157 dollars to spend on 6 books. After buying them she had 13
dollars. How much did each book cost ?
52
ALGEBRA
e. On Monday, 368 students went on a trip to the university open day. All 6 buses
were filled and 8 students had to travel in cars. How many students were in each
bus ?
f. The sum of three consecutive odd numbers is 69.What is the smallest of the three
numbers ?
g. The sum of three consecutive numbers is 129.What is the smallest of the three
numbers ?
h. Ramesh sold half of his comic books and then bought 6 more. He now has17. How
many did he begin with ?
i. Sereana bought a soft drink for 4 dollars and 7 bars of chocolate. She spent a total
of 39 dollars. How much did each candy bar cost ?
j. The cost of adding a garage to a home is 5 times as much as the cost of painting the
house. If the garage addition costs $15,000, find the cost of painting the house.
k. The length of a rectangle is 5 times the width. If the width is 7 meters, what is the
length?
4 Solve: a).
b). 2 (x +1) - x = 12
3 6
5 Solve :
53
ALGEBRA
(a) (b)
(b)
(c) (d)
54
ALGEBRA
values other sequences have a definite pattern that is used to arrive at the sequence's
terms.
Two such sequences are the arithmetic and geometric sequences. Test Your
Knowledge
Sigma Notation
� 𝑙𝑙 = 1 + 2 + 3 + 4 = 10
𝑛𝑛=1
55
ALGEBRA
∑
4
n=1
n 2 = 12 + 22 + 32 + 42 = 30
You could "add up the first four terms in the sequence 2n+1". The formula is easy to use
... just "plug in" the values of a, r and n.
∑
4
n=1
2n+1 = 3 + 5 + 7 + 9 = 24
Arithmetic Sequence
The simplest type of numerical sequence is an arithmetic sequence.
An arithmetic (or linear) sequence is a sequence of numbers in which each new term is
calculated by adding a constant value to the previous term.
56
ALGEBRA
More formally, the number we start out with is called a1(the first term), and the difference
between each successive term is denoted d, called the common difference.
Given a1 and the common difference, d, the entire set of numbers belonging to an
arithmetic sequence can be generated.
A simple test for an arithmetic sequence is to check that the difference between
consecutive terms is constant:
a2 − a1= a3 − a2= an − an −1 = d
Here Sn is the sum of n terms (nth partial sum), a1 is the first term, an is the nth term.
57
ALGEBRA
Examples
2. Find the common difference for the arithmetic sequence whose formula is
an = 6n + 32.
The formula indicates that 6 is the value being added (with increasing multiples) as
the terms increase. A listing of the terms will also show what is happening in the
sequence (start with n = 1) 9, 15, 21, 27, 33, ...
The list shows the common difference to be 6.
58
ALGEBRA
We are missing a12, for the sum formula, so we use the "any term" formula to find it.
Now, let's find the sum:
12(2 + 4)
=S12 = 156
2
Geometric Sequence
In a Geometric Sequence each term is found by multiplying the previous term by a
constant.
Example:
2, 4, 8, 16, 32, 64, 128, 256, ...
Each term (except the first term) is found by multiplying the previous term by 2.
59
ALGEBRA
The Rule
You can also calculate any term using the Rule:
xn = ar(n-1)
Example :
xn = 10 × 3(n-1)
10, 30, 90, 270, 810, 2430, …
So, the 4th term would be:
This sequence has a factor of 3 between each number. x4 = 10×3(4-1) = 10×33 =
10×27 = 270
The values of a and r are: And the 10th term would
be:
a = 10 (the first term) x10= 10×3(10-1) = 10×39 =
r = 3 (the "common ratio" 10×19683 = 196830
Example:
60
ALGEBRA
So:
Becomes:
10 + 30 + 90 + 270 = 400
And, yes, it was easier to just add them in this case, because there were only 4 terms. But
imagine you had to sum up lots of terms, and then the formula is better to
61
ALGEBRA
EXERCISE 2.3
2. For each of the following arithmetic sequences, find the values of a, d, and the Sn
indicated.
3. Find the first term, ratio and term indicated for each of the geometric progressions.
a. 1, 3, 9, … , (S10) f. 0.005, 0.05, 0.5, … , (S11)
b. 4, 8, 16, … , (S10) g. 6, 12, 24, … , (S6)
c. 18, 6, 2, … , (S10) h. 1.4, 0.7, 0.35, …,(S5)
d. 1000, 100, 10, … ,(S7) i. 68, 34, 17, … , (S10)
1
e. 32, 8, 2, … ,( S14) j. 8, 2, , …, (S11)
2
4. Find the sum of the first 20 terms of the sequence 4, 6, 8 10, ...
62
ALGEBRA
10. How many terms of the arithmetic sequence -3, 2, 7, ... must be added together for the
sum of the series to be 116?
11. A display of cans on a grocery shell consists of 20 cans on the bottom, 18 cans in the
next row, and so on in an arithmetic sequence, until the top row has 4 cans. How many
cans, in total, are in the display?
12. Find the common ratio and the seventh term of the following sequence:
2 2
, , 2, 6, 18,….
9 3
Additional Activity
1. Party Problem:
At a party, everyone shook hands with everybody else. There were 66 handshakes. How
many people were at the party?
A rubber ball keeps on bouncing back to ⅔ of the height from which it is dropped. Can
you calculate the fraction of its original height that the ball will bounce after it is dropped
and it has bounced four times without any hindrance?
63
ALGEBRA
The one above has 2 Rows and 3 Columns therefore it is a “2 by 3” matrix and written as
2 x 3.
One is a matrix, or several matrices.
To show how many rows and columns a matrix has we often write its order [rows ×
columns].
Example: The order of this matrix is 2×3 (2 rows by 3 columns):
Matrix Equality
Two matrices are equal if and only if these matrices have the same dimensions and equal
corresponding elements.
a b e f
=
c d g
If a = e b=f
c=g d=h
Addition of Matrices
To add two matrices, just add the numbers in the matching positions:
64
ALGEBRA
The two matrices must be the same size, i.e. the rows must match in size, and the columns
must match in size.
Example: A matrix with 3 rows and 5 columns can be added to another matrix of 3 rows
and 5 columns. But it cannot be added to a matrix with 3 rows and 4 columns (the columns
-(2)= -2 -(-4) = +4
-(7)= -7 -(10) = -10
Subtraction of Matrices
To subtract two matrices, just subtract the numbers in the matching positions: Example
Multiply by a Constant
2 × 4 =8 2×0 =0
2 × 1 =2 2 ×- 9=-18
65
ALGEBRA
• The number of columns of the 1st matrix must equal the number of rows of the
2nd matrix.
• And the result will have the same number of rows as the 1st matrix, and the same
number of columns as the 2nd matrix.
In this example we multiplied a 1×3 matrix by a 3×4 matrix (note the 3s are the same), and
the result was a 1×4 matrix.
In General:
To multiply a matrix by another matrix you need to do the "dot product" of rows and
columns ...
To work out the answer for the 1st row and 1st column:
The "Dot Product" is where you multiply matching members, then sum up:
66
ALGEBRA
We match the 1st members (1 and 7), multiply them, likewise for the 2nd members (2 and
9) and the 3rd members (3 and 11), and finally sum them up.
We can do the same thing for the 2nd row and 1st column:
And we get:
Order of Multiplication
In arithmetic we are used to: 2 × 5 = 5 × 2
But this is not generally true for matrices (matrix multiplication is not commutative):
AB ≠ BA
When you change the order of multiplication, the answer is (usually) different.
67
ALGEBRA
Identity Matrix
The "Identity Matrix" is the matrix equivalent to the number "1":
A 3 x 3 Identity Matrix
It is a special matrix, because when you multiply a matrix by it, the original is unchanged:
A× I=A
I×A=A
Dividing
And what about division? Well we don't actually divide matrices, we do it this way:
Determinant of a Matrix
The determinant of a matrix is a special number that can be calculated from the matrix. It
tells us things about the matrix that are useful.
68
ALGEBRA
First of all the matrix must be square (i.e. have the same number of rows as columns). Then
it is just a matter of basic arithmetic. Here is how:
|A| = ad - bc
The determinant is: "The determinant of A equals a times d minus b times c"
Example: |B| = 4 × 8 – 6 × 3
= 32 – 18
= 14
Inverse of a Matrix
The Inverse of a Matrix is the same idea as the reciprocal of a number:
Reciprocal of a Number
1
But we do not write /A (because we do not divide by a Matrix!), instead we write A-1 for
the inverse:
1
(In fact /8 can also be written as 8-1)
69
ALGEBRA
1
8 × ( /8) = 1
When you multiply a Matrix by its Inverse you get the Identity Matrix (which is like "1" for
Matrices):
A × A-1 = I
1
It also works when the inverse comes first: ( /8) × 8 = 1 and A-1 × A = I.
Definition
A × A-1 = A-1 × A = I
2 x 2 Matrices
70
ALGEBRA
So, let us check to see what happens when we multiply the matrix by its inverse:
But also the determinant cannot be zero (or you would end up dividing by zero). As an
example:
71
ALGEBRA
1
24 – 24 ? That equals 0, and is undefined.
0
Such a Matrix is called "Singular", which only happens when the determinant is zero.
EXERCISE 2.4
1 2
3.
4.
A. AB B. AC C. BD D. CD
6.
7.
72
ALGEBRA
8.
9.
10. What is the inverse of the matrix 11.What is the inverse of the matrix
12.What is the inverse of the matrix 13.What is the inverse of the matrix
A. . B. C. D
[i]
x 3 4 y
=
2 1 2 1
x 3 4+y x–1
[ii] 2 1 = x–2 1
Calculations like that (but using much larger matrices) help Engineers design buildings,
are used in video games and computer animations to make things look 3-dimensional,
and many other places.
The calculations are done by computers, but the people must understand the formulas.
73
STRAND FUNCTIONS
3 LEARNING
STRAND 3 Functions OUTCOMES
What is a Function?
• The input
• The relationship
• The output
• x2 (squaring) is a function
• x3 + 1 is also a function
• Sine, Cosine and Tangent are functions used in trigonometry
• and there are lots more!
Names
The most common name is "f", but you can have other names like "g" ... or even "your own
name” if you want.
74
FUNCTIONS
What goes into the function is put inside parentheses () after the name of the function:
So f(x) shows you the function is called "f", and "x" goes in (input)
And you will often see what a function does with the input:
f(x) = x2 shows you that function "f" takes "x" and squares it.
• an input of 4
• becomes an output of 16.
Don't get too concerned about "x", it is just there to show you where the input goes and
what happens to it. It could be anything!
So this function:
• f(q) = 1 - q + q2
• h(A) = 1 - A + A2
• w(θ) = 1 - θ + θ2
75
FUNCTIONS
• the set of elements that get pointed to in Y (the actual values produced by the
So Many Names!
Functions have been used in mathematics for a very long time, and lots of different names
and ways of writing functions have come about.
Here are some common terms you should get familiar with:
76
FUNCTIONS
Ordered Pairs
I said I would show you many ways to think about functions, and here is another way:
You can write the input and output of a function as an "ordered pair", such as (4,16).
They are called ordered pairs because the input always comes first, and the output second:
(input, output)
If 𝑎𝑎 + 𝑏𝑏 = 2 and 𝑎𝑎2 + 𝑏𝑏 2 = 5
what is the value of 𝑎𝑎3 + 𝑏𝑏 3 =?
Example:
(4,16) means that the function takes in "4" and gives out "16"
"2 is related to 4", "3 is related to 5" and "7 is related 3".
77
FUNCTIONS
"if it contains (a, b) and (a, c), then b must equal c"
Which is just a way of saying that an input of "a" cannot produce two different results.
Example: {(2,4), (2,5), (7,3)} is not a function because {2, 4} and {2, 5} means that 2 could
be related to 4 or 5.
• A function takes elements from a set (the domain) and relates them to elements in a set
• An input and its matching output are together called an ordered pair.
A function and its inverse function can be described as the "DO" and the "UNDO"
functions. A function takes a starting value, performs some operation on this value, and
creates an output answer. The inverse function takes the output answer, performs some
operation on it, and arrives back at the original function's starting value.
78
FUNCTIONS
Basically speaking, the process of finding an inverse is simply the swapping of the x and y
coordinates. This newly formed inverse will be a relation, but may not necessarily be a
function.
Example
y = x -2
x +2 = y
f-1 (x) = x + 2
79
FUNCTIONS
The graph of an inverse relation is the reflection of the original graph over the identity line,
y = x. It may be necessary to restrict the domain on certain functions to guarantee that the
inverse relation is also a function.
Example:
Consider the straight line, y = 2x + 3, as the original
function. It is drawn in blue.
EXERCISES 3.1
(𝒂𝒂)
1. Use the following function rule to find f(40).
𝑥𝑥
f(x) = 10 -
20
9. Is y = 2x -4 a function .Why ?
(b)
81
FUNCTIONS
(c )
82
STRAND GRAPHS
4
STRAND 4 GRAPHS LEARNING
OUTCOMES
Form: y = mx + c
Some Observations:
1. If the slope, m, is positive, the line slants uphill. As the slope gets larger, the uphill slant
of the line gets steeper. As the slope gets extremely large (a very big number), the line
becomes nearly vertical. If the line is vertical, the slope is
undefined (because it has no horizontal change).
4. Domain: x Є R
Range : y Є R
The x-intercept of a line is the point at which the line crosses the x-axis. ( i.e.
where the y value equals 0 )
x-intercept = ( x, 0 )
The y-intercept of a line is the point at which the line crosses the y-axis. ( i.e.
where the x value equals 0 )
y-intercept = ( 0, y )
83
GRAPHS
Example:
3x + 4( 0 ) = 12
3x + 0 = 12
3x = 12
x = 12/3
x = 4
3( 0 ) + 4y = 12
0 + 4y = 12
4y = 12
y = 12/4
y = 3
On occasions you will come across two or more unknown quantities, and two or more
equations relating them. These are called simultaneous equations and when asked to solve
them you must find values of the unknowns which satisfy all the given equations at the
same time.
Some methods of solving equations simultaneously are the graphical method, elimination
and substitution methods.
84
GRAPHS
Graphical Method
Example . Solve simultaneously for x and y:
x + y = 10
x − y =2
This means that we must find values of x and y that will solve both equations. We must
find two numbers whose sum is 10 and whose difference is 2.
6 + 4 = 10
6 − 4=2
x + y = 10
x − y =2
are linear equations . Hence, the graph of each one is a straight line. Here are the two
graphs:
The solution to the simultaneous equations is their point of intersection. Why? Because
that coordinate pair solves both equations. That point is the one and only point on both
lines.
85
GRAPHS
4x – 6y = 12
2x + 2y = 6
Solve graphically:
To solve a system of equations graphically, graph both equations and see where they
intersect. The intersection point is the solution.
First, solve each equation for "y = ". (make y the subject of the formula )
4x - 6y = 12 2x + 2y = 6
slope = -1
y-intercept = 3
slope = 2/3
y-intercept = -2
86
GRAPHS
Elimination method
Perhaps the simplest way is elimination. This is a process which involves removing or
eliminating one of the unknowns to leave a single equation which involves the other
unknown.
In the ‘elimination’ method for solving simultaneous equations, two equations are
simplified by adding them or subtracting them. This eliminates one of the variables so that
the other variable can be found. To add two equations, add the left hand expressions and
right hand expressions separately. Similarly, to subtract two equations, subtract the left
hand expressions from each other, and subtract the right hand expressions from each
other. The following examples will make this clear.
2x – 5y = 1
3x + 5y = 14
The first equation contains a ‘-5y’ term, while the second equation contains a ‘+5y’ term.
These two terms will cancel if added together, so we will add the equations to eliminate ‘y’.
To add the equations, add the left side expressions and the right side expressions
separately.
2x - 5y = 1
3x + 5y = + 14
(2x – 5y) + (3x + 5y) = 1 + 14
2x – 5y = -1
2(3) – 5y = -1
6 – 5y = -1
-5y = -7
y=7
5
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GRAPHS
2x + y = 4
x − y = −1
Solution. In this case, the solution is not obvious. Here is a general strategy for solving
simultaneous equations:
When one pair of coefficients are negatives of one another, add the equations vertically,
and that unknown will cancel. We will then have one equation in one unknown, which we
can solve.
2x + Y = 4
x − Y = −1
__________________________
3x = 3
3
X =
3
X = 1.
2x + y = 4
2(1) + y = 4
2+y= 4y =2
If we report the solution as an ordered pair, then the solution is (1, 2). Those are the
coordinates of the point of intersection of the two lines.
88
GRAPHS
Example 3:
The elimination method will only work if you can eliminate one of the variables by adding
or subtracting the equations as in example 1 above. But for many simultaneous equations,
2x + 3y = 4
x - 2y = -5
Adding or subtracting these equations will not cancel out the ‘x’ or ‘y’ terms.
Before using the elimination method you may have to multiply every term of one or both
of the equations by some number so that equal terms can be eliminated. We could
eliminate ‘x’ for this example if the second equation had a ‘2x’ term instead of an ‘x’ term.
By multiplying every term in the second equation by 2, the ‘x’ term will become ‘2x’, like
this:
X x 2 – 2y x 2 = -5 x 2
giving
2x – 4y = -10
Now the ‘x’ term in each equation is the same, and the equations can be subtracted to
eliminate ‘x’:
2x + 3y = 4
− 2x − 4y = − −10
(2x + 3y) − (2x − 4y) = 4 − −10
Removing the brackets and simplifying, the ‘2x’ terms cancel out, so we have:
7y = 14
So
y=2
The other variable, ‘x’, can now be found by substituting 2 for ‘y’ into either of the original
equations.
x – 2y = -5
x – 2(2) = -5
x–4 =5
x=9
89
GRAPHS
Substitution Method
Here is the method of substitution:
• Solve one of the equations for one unknown in terms of the other.
• Then, substitute that in the other equation.
• That will yield one equation in one unknown, which we can then solve.
x – y = -1 ②
① y = 4 − 2x
x − 4 + 2x = −1
3x = −1 + 4
3x = 3
X = 1
y = 4 − 2· 1
y = 2.
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GRAPHS
EXERCISE 4.1
1. Use the method of substitution to solve each other of the pair of simultaneous
equations:
(a) x + y = 15 , x-y=3 (b) x + y = 0 , x-y=2
(c) 2x - y = 3 , 4x + y = 3 (d) 2x - 9y = 9 , 5x + 2y = 27
(e) x + 4y = -4 , 3y - 5x = -1 (f) 2x - 3y = 2 , x + 2y = 8
(g) x + y = 7 , 2x - 3y = 9 (h) 11y + 15x = -23 , 7y - 2x = 20
(i) 5x - 6y = 2 , 6x - 5y = 9
2.Solve each other pair of equation given below using elimination method:
(a) x + 2y = -4 , 3x - 5y = -1 (b) 4x + 9y = 5 , -5x + 3y = 8
3 7
(c) 9x - 6y = 12 , 4x + 6y = 14 (d) 2y - = 12 , 5y + =1
𝑥𝑥 𝑥𝑥
3 2 9 9 4 21
(e) + = , + =
𝑥𝑥 𝑦𝑦 𝑥𝑥𝑦𝑦 𝑥𝑥 𝑦𝑦 𝑥𝑥𝑦𝑦
4 3 6 5 4 3
(f) + =8 , + = 13 (g) 5x + =7 , 4x + =5
𝑦𝑦 𝑥𝑥 𝑦𝑦 𝑥𝑥 𝑦𝑦 𝑦𝑦
91
GRAPHS
11. Sahid has 20 balls of four colors: yellow, green, blue, and black. 17 of them are not
green, 5 are black, and 12 are not yellow. How many blue balls does Sahid have?
12. Ansaar bought 20 shirts at a total cost of R 980. If the large shirts cost R 50 and the
small shirts cost R 40. How many of each size did he buy?
13. The diagonal of a rectangle is 25 cm more than its width. The length of the rectangle
is 17 cm more than its width. What are the dimensions of the rectangle?
14. The sum of 27 and 12 is equal to 73 more than an unknown number. Find the
number.
15. The sum of two consecutive odd numbers is 20 and their difference is 2. Find the two
numbers.
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GRAPHS
Quadratic Functions
Quadratic functions are parabolas.
Form y = ax2 .
Some Observations:
x x2 - 4x y
2 2
Quadratic in the form y = x - 4x -1 (-1) - 4(-1) 5
2
0 (0) - 4(0) 0
(Remember: [-1, 5] means from x= -1 to x = 5 1 2
(1) - 4(1) -3
inclusive.) 2 2
(2) - 4(2) -4
2
3 (3) - 4(3) -3
In this example, the interval used for preparing 4 2
(4) - 4(4) 0
the chart was given in the question. Consequently, 5 2
(5) - 4(5) 5
the turning point of the parabola fell within the
interval. If the question had NOT told us the interval,
how would we have known which values to place in the chart to ensure that we would see
the turning point of the parabola? To guarantee that the points you choose for your
chart will show the turning point, start by determining the axis of symmetry of
the parabola.
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GRAPHS
ax2 + bx + c = 0 a(x+d)2 + e = 0
Say we have a simple expression like x2 + bx. Having x twice in the same expression can
make life hard. What can we do?
Well, with a little inspiration from Geometry we can convert it, like this:
94
GRAPHS
x2 + bx + (b/2)2 = (x+b/2)2
"Complete the Square"
Start with: x2 + 6x + 7
The result:
x2 + 6x + 7 = (x + 3)2 − 2
95
GRAPHS
A Shortcut Approach
Expanding (x + b)2 gets us x2 + 2bx + b2, and we have turned the question into this:
A Simple Approach
ax2 + bx + c = 0 a(x+d)2 + e = 0
and
• the h represents a horizontal shift (how far left, or right, the graph has shifted from x = 0).
• the k represents a vertical shift (how far up, or down, the graph has shifted from y = 0).
• notice that the h value is subtracted in this form, and that the k value is added.
If the equation is y = 2(x - 1)2 + 5, the value of h is 1, and k is 5.
If the equation is y = 3(x + 4)2 - 6, the value of h is -4, and k is -6.
96
GRAPHS
y = 3(x - 2)2 – 4
x = 1; y = 3(1 - 2)2 - 4 = -1
x = 0; y = 3(0 - 2)2 - 4 = 8
97
GRAPHS
5. Plot the mirror images of these points across the axis of symmetry, or plot new points
on the right side. Draw the parabola.
Remember, when drawing the parabola to avoid "connecting the dots" with straight
line segments. A parabola is curved, not straight, as its slope is not constant.
The domain of this function is the set of all real numbers. The range of f is the set of all real
numbers. The y intercept of the graph of f is given by f(0) = d. The x intercept(s) are found
a x3 + b x2 + c x + d = 0
98
GRAPHS
The left hand side behaviour of the graph of the cubic function is as follows:
f (x) = x 3
Solution to Example 1
• Since the leading coefficient (of x3) is positive, the graph of f is up on the right and
down on the left and hence the range of f is the set of all real numbers.
x -2 -1 0 1 2
3
f(x) = x -8 -1 0 1 8
• Also since f(-x) = - f(x), function f is odd and its graph is symmetric with respect to
the origin (0,0).
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GRAPHS
f (x) = - (x - 2) 3
Solution to Example 2
• Function f has one zero at x = 2 of multiplicity 3 and therefore the graph of f cuts
the x axis at x = 2.
100
GRAPHS
• After expansion of f(x), we can see that the leading coefficient (of x3) is negative,
the graph of f is down on the right and up on the left and hence the range of f is the
set of all real numbers.
• At x = 2, the graph cuts the x axis. The y intercept is a point on the graph of f. Also
the graph of f(x) = - (x - 2) 3 is that of f(x) = x3 shifted 2 units to the right.
• The term (x - 2) and reflected on the x axis because of the negative sign in
f(x) = - (x- 2) 3. Adding to all these properties the left and right hand behaviour of
the graph of f, we have the following graph.
f (x) = (x+2)(x-1)(x+1)
a. Factor f(x).
b. Find all zeros of f and their multiplicity.
c. Find the domain and range of f.
d. Use the y intercept, x intercepts and other properties of the graph of to sketch the
graph of f.
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GRAPHS
Solution to Example 3
a - f (x) = x 3 + 2 x 2 - x - 2 = x 2 (x + 2) - (x + 2) = (x + 2)(x 2 - 1)
•
The y intercept of the graph of f is at (0 , - 2). The graph cuts the x axis at x = -2, -1
and 1. Adding to all these properties the left and right hand behaviour of the graph
of f, we have the graph shown.
Solution to Example 4
102
GRAPHS
The y intercept of the graph of f is at (0 , 2). The graph cuts the x axis at x = 2 and is tangent
to it at x = - 1. Adding to all these properties the left and right hand behaviour of the graph
of f, we have the following graph.
Circle
The definition of a circle is
the set of all points on a plane that are a fixed distance from a centre.
So the circle is all the points (x, y) that are "r" away from
the centre (a, b).
103
GRAPHS
Now we can work out exactly where all those points are:
(x – a)2 + (y – b)2 = r2
Unit Circle
If we place the circle center at (0,0) and set the radius to 1 we get:
(x – a)2 + (y – b)2 = r2
(x – 0)2 + (y – 0)2 = 12
x2 + y2 = 1
2. Plot 4 points "radius" away from the centre in the up, down, left and right direction
3. Sketch it in!
104
GRAPHS
So we can plot:
Now, just sketch in the circle the best that you can!
Domain : -5 ≤ x ≤ 5, x Є R
Range: -5 ≤ x ≤ 5, y Є R
105
GRAPHS
General Form
But you may see a circle equation and not know it!
Expand: x2 - 2x + 1 + y2 - 4y + 4 = 9
x2 + y2 - 2x - 4y - 4 = 0
So when you see something like that think " ... that might be a circle!"
In fact we can write it in "General Form" by putting constants instead of the numbers:
x2 + y2 + Ax + By + C = 0
x2 + y2 - 2x - 4y - 4 = 0
Start with: x2 + y2 - 2x - 4y - 4 = 0
Put xs and ys
(x2 - 2x) + (y2 - 4y) = 4
together on left:
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GRAPHS
Now to complete the square we take half of the middle number, square it and add it.
(Also add it to the right hand side so the equation stays in balance!)
Exponential Function
This is the Exponential Function: f(x) = ax a is any value greater than 0.
107
GRAPHS
Note: (Only) Range will change with the equation of the exponential function
Asymptote
The distance between the curve and the asymptote tends to zero as they head to infinity
(or −infinity)
EXERCISE 4.2
1. Sketch the graph of y = 4x2 1nd y = 6x2 on the same pair of axis .
2. Sketch the graph of y = 5x2 and y = -5x2 on the same pair of axis.
3. Sketch the graph of the following quaratic equation showing the intercets.
[i] y = x2 – 9 [ii] y = x2 – 3x [iii] y = 4x - x2 [iv] y = 2x - x2
4. Sketch the grph of the following giving the coordinates of the vertex and the
equation of the axis of symmetry.
[i] y = ( x – 2 )2 + 3 [ii] y = ( x +1 )2 + 3 [iii] y = 2( x – 3 )2 -3
108
GRAPHS
7. Sketch the graph of y = 3x3 and y = -3x3 on the same pair of axis
8. Sketch the graph of the following cubic functions:
[a] y = (x-1) (x+2 )(x -3) [b] y = (x+3) (x+2 )(x -1)
[c] y = -(x-3) (x+2 )(x +3) [d] y = y = x (x+2 )(x -3)
2
[e] y = (x-1) (x -3) (f) y = (x-1)2 (x+2 )
[g] y = (2- x)2 (x -3) [h] y = (1 – x2) (2 –x )
9. Sketch the graph of the following exponential functions
[i] y = 3x [ii] y = 5x [iii] y =( ⅝)x [iv] y = ½x
10. Write down the equation of the circle in standard Form
11.
109
GRAPHS
110
STRAND COORDINATE GEOMETRY
5 LEARNING
OUTCOMES
STRAND 5 COORDINATE GEOMETRY
- Able to identify the distance formula and
calculate the distance between two points.
- Able to use the formula and find the midpoint
Sub Strand Writing Coordinates - Able to determine the gradient from two given
points.
- Able to find equation of a line from y intercept and
gradient, two points on the line and angle with x axis
- Find distance between two points
and y intercept.
- Find the midpoint
- To know the relationship between the gradients of
- Determine equation of a line.
parallel and perpendicular lines
And usually the numbers are separated by a comma, and parentheses are put around the
whole thing like this: (3, 2)
The Origin
The point (0,0) is given the special name "The Origin", and is sometimes given the letter
"O".
You may hear the words "Abscissa" and "Ordinate" ... they are just the x and y values: Abscissa: the
horizontal ("x") value in a pair of coordinates: how far along the point is Ordinate: the vertical ("y")
value in a pair of coordinates: how far up or down the point is "Cartesian”...
111
COORDINATE GEOMETRY
Euclid's Element
The next great advancement in geometry came from Euclid in 300 BC when he wrote a
text titled 'Elements.' In this text, Euclid presented an ideal axiomatic form (now
known as Euclidean geometry) in which propositions could be proven through a small
set of statements that are accepted as true. In fact, Euclid was able to derive a great
portion of planar geometry from just the first five postulates in 'Elements.' These
postulates are listed below:
(1) A straight line segment can be drawn joining any two points.
(2) A straight line segment can be drawn joining any two points.
(3) Given any straight line segment, a circle can be drawn having the segment as radius
and one endpoint as centre.
(4) All right angles are congruent.
(5) If two lines are drawn which intersect a third line in such a way that the sum of
the inner angles on one side is less than two right angles, then the two lines inevitably
must intersect each other on that side if extended infinitely .Euclid's fifth postulate
is also known as the parallel postulate.
The next tremendous advancement in the field of geometry occurred in the 17th
century when René Descartes discovered coordinate geometry. Coordinates and
equations could be used in this type of geometry in order to illustrate proofs. The
creation of coordinate geometry opened the doors to the development of calculus and
physics.
In the 19th century, Carl Friedrich Gauss, Nikolai Lobachevsky, and János Bolyai
formally discovered non-Euclidean geometry. In this kind of geometry, four of Euclid's
first five postulates remained consistent, but the idea that parallel lines do not meet
did not stay true. This idea is a driving force behind elliptical geometry and hyperbolic
geometry.
112
COORDINATE GEOMETRY
Distance Formula
1. Use
2. Label the ordered pairs.
3. Substitute the values into the formula.
4. Use order of operations to simplify.
Examples:
(4, 5) & (-2, 6)
113
COORDINATE GEOMETRY
Midpoint Formula
1. Use mp =
Examples:
(-14, -4) & (1, 8)
(-2, 10) & (5, -3)
114
COORDINATE GEOMETRY
change in y yA - yB
Slope m = =
change in x xA - xB
So what we do is
Like this:
change in y 4–3 1
m= = = = 0.25
change in x 6–2 4
It doesn't matter which point comes first, it still works out the same. Try swapping the
points:
change in y 3–4 -1
m = = = = 0.25
change in x 2–6 -4
115
COORDINATE GEOMETRY
y - y1 = m(x - x1)
We can choose any point on the line as being point "1", so let us just use point (2,3):
y - 3 = m(x - 2)
change in y 4–3 1
Slope m = = =
change in x 6–2 4
And we have:
y - 3 = (1/4) (x - 2)
y – 3 = x/4 – 2/4
y = x/4 - ½ + 3
y = x/4 + 5/2
4y = x + 10
116
COORDINATE GEOMETRY
EXERCISE 5.1
2. Find the midpoint of the segment connecting the points (a,b) and (3a,c).
5. is the diameter of a circle whose center is the point (2,1). If the coordinates of
8. The point (5,4) lies on a circle. What is the length of the radius of this circle if the
9. Find the equation of the line passing through the points (2,4) and (-3,-6)?
117
COORDINATE GEOMETRY
Parallel Lines
“Parallel lines have the same gradient”
The gradient here is the same; it’s just the value of “b”, the y intercept that is different.
The rule to learn here is that for two functions y= ax + b and y1 = a1x1 +b1,
a = a1
As you can see, the two values of “a” are the same but the values of “b” are different.
118
COORDINATE GEOMETRY
Perpendicular Lines
If you want to calculate the perpendicular of the gradient, simply remember this:
For the linear function y = ax +b, a*a1 (where a1 is the gradient of the perpendicular) = -1
So:
a * a1 = -1
a1 = -1
a
So for the function y= 2x+2, the gradient of the perpendicular line is:
a1 = -1/2
If we plot this graphically, we notice that the perpendicular line forms a right angle with the
original line, as seen below.
119
COORDINATE GEOMETRY
EXERCISE 5.2
3x +2y = 12?
4. What is the equation of a line that passes through the point (-1,-2) and is perpendicular
to -5x = 6y + 18?
as -3y = -2x - 9?
9. A line passes through a point (2,5) and has a slope of -3. What is the equation of a line
120
STRAND TRIGONOMETRY
6 6
STRAND TRIGONOMETRY LEARNING
OUTCOMES
Albert Girard (1595-1632), a French mathematician, was the first to use the
abbreviations sin, cos, and tan in a treatise.
The history of trigonometry came about mainly due to the purposes of time
keeping and astronomy.
121
TRIGONOMETRY
the concept that a relationship exists between the hypotenuse and the legs of
right triangles and that this relationship is true for all right triangles. The
"In any right triangle, the square of the length of the hypotenuse is equal to the sum of the
squares of the lengths of the legs."
There are certain sets of numbers that have a very special property in relation to the
Pythagorean Theorem. Not only do these numbers satisfy the Pythagorean Theorem,
but any multiples of these numbers also satisfy the Pythagorean Theorem.
122
TRIGONOMETRY
Example:
The numbers 3, 4, and 5 satisfy the Pythagorean Theorem. If you multiply all three
numbers by 2 (6, 8, and 10), these new numbers ALSO satisfy the Pythagorean theorem.
The special sets of numbers that possess this property are called
Pythagorean Triples or triads.
3, 4, 5
5, 12, 13
8, 15, 17
123
TRIGONOMETRY
Example 1: Let’s look at our matchstick triangle and confirm our results
Example 2: A triangle has lengths 6, 8 and 10. Is this a right angle triangle?
2
c= a 2 + b2
2
10= 6 2 + 82
100
= 36 + 64
100 = 100
It is a right angle triangle.
Example 3: A 13 feet ladder leans against a wall. The base of the ladder is 5 feet from the
wall. Determine how high the ladder will reach up the wall?
2
c= a 2 + b2
2
13= 52 + x 2
169
= 25 + x 2
x2
169 − 25 =
144 = x 2
144 = x
12 = x
The ladder will reach 12 feet up the wall
The 3-4-5 triangle is a right triangle and any multiple of 3-4-5 is also a right angle
triangle. For example 3-4-5 multiplied by 2 equals 6-8-10, which also satisfies the
Pythagoras theorem. These are called Pythagoras Triples or Triads.
124
TRIGONOMETRY
height
width
length
Example
Solution
AC2 = 62 + 22
AC = √40
You do not need to find the root as we will need to square it in the following step. Next we use
Pythagoras' theorem in triangle ACF to find length AF.
AF2 = 40 + 32
AF = √49
AF = 7cm
125
TRIGONOMETRY
Example 1:
Answer: 10 m
Example 2:
Let a = 6, b = 7 and c = 10. The longest side MUST be the hypotenuse, so c = 10. Now, check to see
if the Pythagorean Theorem is true.
126
TRIGONOMETRY
Trigonometric Ratios
Sine, Cosine and Tangent
Sine, Cosine and Tangent are the three main functions in trigonometry.
The calculation is simply one side of a right angled triangle divided by another side ... you
just have to know which sides, and that is where "sohcahtoa" helps.
For a triangle with an angle θ , the functions are calculated this way:
SOH/CAH/TOA
Sohca...what? Just an easy way to remember how Sine, Cosine and Tangent work:
Right Triangle
The names Opposite, Adjacent and Hypotenuse come from the right triangle:
127
TRIGONOMETRY
The classic 30° triangle has a hypotenuse of length 2, an opposite side of length 1 and an
adjacent side of √3, like this:
EXERCISE 6.1
1. Find the length of the diagonal of a rectangle with a length of 10 centimetres (cm) and a
width of 7 cm.
2. Find the width of a rectangle whose diagonal is 12 cm and whose length is 10 cm.
3. How long must a guywire be to run from the top of a 20 m pole to a point on the ground
8 m from the base of the pole?
4. The base of a 15m ladder is 5 m away from a wall. How high from the floor is the top of
the ladder?
5. The length of one leg of a right triangle is 3 in. more than the other. If the length of the
hypotenuse is 15 in., what are the lengths of the two legs?
128
TRIGONOMETRY
6. Two friends are meeting at a playground. One friend is located on the south-west corner
and the other is located on the north-east corner of the playground. There are two
paths by which they can meet. With the help of Pythagoras' theorem calculate the
shortest distance between the meeting points of the two friends.
Solve the following word problems. For each question, draw a diagram to help you.
1. An airplane is flying at an altitude of 6000 m over the ocean directly toward a
coastline. At a certain time, the angle of depression to the coastline from the
airplane is 14°. How much farther (to the nearest kilometre) does the airplane have
to fly before it is directly above the coastline?
2. From a horizontal distance of 80.0 m, the angle of elevation to the top of a flagpole
is 18°. Calculate the height of the flagpole to the nearest tenth of a metre.
3. A 9.0 m ladder rests against the side of a wall. The bottom of the ladder is 1.5 m
from the base of the wall. Determine the measure of the angle between the ladder
and the ground, to the nearest degree.
4. The angle of elevation of the sun is 68° when a tree casts a shadow 14.3 m long.
How tall is the tree, to the nearest tenth of a metre?
5. A wheelchair ramp is 4.2 m long. It rises 0.7 m. What is its angle of inclination to the
nearest degree?
6. A person flying a kite has released 176 m of string. The string makes an angle of 27°
with the ground. How high is the kite? How far away is the kite horizontally? Give
your answer to the nearest metre.
7. Work out the vertical height (VM) in this square-based pyramid. The square base ABCD has
side lengths of 5cm. Lengths VA, VB, VC and VD are each 8cm. M is the mid-point of the
square base.
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TRIGONOMETRY
8. A room is in the shape of a cuboid. It's floor measures 7.2m by 9.6m and its height is 3.5m.
a) Calculate the length of CH.
b) Calculate the length of CF.
c) Calculate the angle that FCH
E F
A B
G H
C D
We will take 60˚ and multiply it by π and you will get: 60. π
180˚ 180˚
This reduces to π
3
130
TRIGONOMETRY
The figure below gives the relationship between degrees and radians for the most common
angles in the unit circle measured in the counter clockwise direction from the point to the
right of the vertex. The form of the ordered pair is {degree measure, radian measure}
131
TRIGONOMETRY
engineering. They are used for modelling many different natural and mechanical
The trigonometric graphs in this chapter are periodic, which means the shape repeats itself
exactly after a certain amount of time. Anything that has a regular cycle (like the tides,
temperatures, rotation of the earth, etc) can be modelled using a sine or cosine curve.
graph.
The sine curve occurs naturally when we are examining waves. When waves have more
energy, they go up and down more vigorously. We say they have greater amplitude.
Let's investigate the shape of the curve y = a sin t and see what the concept of "amplitude"
means.
132
TRIGONOMETRY
Amplitude
The "a" in the expression y = a sin x represents the amplitude of the graph. It is an
indication of how much energy the wave contains.
The amplitude is the distance from the "resting" position (otherwise known as the mean
value or average value) of the curve.
Amplitude is always a positive quantity. We could write this using absolute value signs. For
the curve y = a sin x, amplitude =∣a∣
Sine Graph
The Sine Function has this beautiful up-down curve (which repeats every 2π radians, or
360°).
It starts at 0, heads up to 1 by π/2 radians (90°) and then heads down to -1.
• Graph of Cosine
Cosine is just like Sine, but it starts at 1 and heads down until π radians (180°) and then
heads up again.
133
TRIGONOMETRY
At π/2 radians, or 90° (and -π/2, 3π/2, etc) the function is officially undefined, because it
could be positive Infinity or negative Infinity.
134
TRIGONOMETRY
For comparison, and using the same y-axis scale, here are the graphs of p(x) = sin x, q(x) = 5
sin x and r(x) = 10 sin x on the one set of axes.
Note that the graphs have the same period (which is 2π) but different amplitude.
Now let's see what the graph of y = a cos x looks like. This time the angle is measured from
the positive vertical axis.
Now let's have a look at the graph of the simplest cosine curve, y = cos x (= 1 cos x)
135
TRIGONOMETRY
Similar to what we did with y = sin x above, we now see the graphs of
• p(x) = cos x
• q(x) = 5 cos x
• r(x) = 10 cos x
Note: For the cosine curve, just like the sine curve, the period of each graph is the same
(2π), but the amplitude has changed
• y = a sin bx
• y = a cos bx
affects the period (or wavelength) of the graph. The period is the distance (or time) that it
takes for the sine or cosine curve to begin repeating again.
Period = 2π
b
136
TRIGONOMETRY
Now let's look at some still graphs to see what's going on.
The graph of y = 10 cos x, which we learned about in the last section, sine and cosine
curves, is as follows.
Next we see y = 10 cos 3x. Note the 3 inside the cosine term.
Notice that the period is different. (However, the amplitude is 10 in each example.)
This time the curve starts to repeat itself at x=3 π/ 2. This is consistent with the formula we
met above:
Period=2π/b
137
TRIGONOMETRY
Now let's view the 2 curves on the same set of axes. Note that both graphs have an
amplitude of 10 units, but their period is different.
For y = 10 cos 3x, there are 3 cycles between 0 and 2π (because b = 3).
The three main functions in trigonometry are Sine, Cosine and Tangent
138
TRIGONOMETRY
Cartesian Coordinates
Using Cartesian Coordinates we mark a point on a graph by how far along and how far up
it is:
Four Quadrants
When we include negative values, the x and y axes divide the space up into 4 pieces:
139
TRIGONOMETRY
Now let us look at what happens when we place a 30° triangle in each of the 4 Quadrants.
In Quadrant I everything is normal, and Sine, Cosine and Tangent are all positive:
But in Quadrant II, the x direction is negative, and both cosine and tangent become
negative:
140
TRIGONOMETRY
There is a pattern! Look at when Sine Cosine and Tangent are positive ...
Some people like to remember the four letters ASTC by one of these:
Two Values
Have a look at this graph of the Sine Function::
141
TRIGONOMETRY
There are two angles (within the first 360°) that have the same value!
The trouble is: Your calculator will only give you one of those values...
... but you can use these rules to find the other value:
1
We get the first solution from the calculator = sin- (0.5) = 30˚ (it is in Quadrant I)
142
TRIGONOMETRY
1
We get the first solution from the calculator = tan- (−1.3) = −52.4˚
This is less than 0˚, so we add 360 ˚: −52.4 ˚ + 360 ˚ = 307.6 ˚ (Quadrant IV)
1
We get the first solution from the calculator = cos- (−0.85) = 148.2 ˚ (Quadrant II)
In the unit circle shown at the right, what are the coordinates of B?
143
TRIGONOMETRY
Yes, yes, it is a pain to have to remember things, but it will make life easier when you know
them, not just in exams, but other times when you need to do quick estimates, etc.
How To Remember?
√1 1
sin(30°) = = (because √1 = 1)
2 2
√2
sin(45°) =
2
√3
sin(60°) =
2
√3
cos(30°) =
2
√2
cos(45°) =
2
√1 1
cos(60°) = = (because √1 = 1)
2 2
Just 3 Numbers
1 √2 √3
In fact, knowing 3 numbers is enough: , and
2 2 2
144
TRIGONOMETRY
EXERCISE 6.2
[a] [b]
[d]
[c]
145
STRAND STATISTICS
7 LEARNING
STRAND 7 STATISTICS OUTCOMES
In making predictions, Statistics uses the companion subject of Probability, which models
chance mathematically and enables calculations of chance in complicated cases.
Today, statistics has become an important tool in the work of many academic disciplines
such as medicine, psychology, education, sociology, engineering and physics, to name a
few. Statistics is also important in many aspects of society such as business, industry and
government. Because of the increasing use of statistics in so many areas of our lives, it has
become very desirable to understand and practise statistical thinking. This is important
even if you do not use statistical methods directly.
146
STATISTICS
History of Statistics
The Word statistics has been derived from Latin word “Status” or the Italian
word “Statista”, meaning “Political State” or a Government. Shakespeare used
the word Statist in his drama Hamlet (1602). In the past, statistics was used
by rulers. The application of statistics was very limited but rulers and kings
needed information about lands, agriculture, commerce, population of their
states, to assess their military potential, their wealth, taxation and other
aspects of government.
During the 18th century, English writers extensively used the word statistics in
their works, so statistics has developed gradually during the last few centuries.
A lot of work has been done towards the end of the nineteenth century.
At the beginning of the 20th century, William S Gosset developed methods for
decision making based on small sets of data. Several other statisticians have
been active in developing new methods, theories and application of statistics.
The availability of electronics and computers is certainly a major factor in the
development of modern statistics.
Data
Data is a collection of facts, such as values or measurements. It can be
numbers, words, measurements, observations or even just descriptions of
things.
147
STATISTICS
Qualitative:
He is brown and black
He has long hair
He has lots of energy
Quantitative:
Discrete Continuous
He has 4 legs He weighs 25.5 kg
He has 2 brothers He is 565 mm tall
148
STATISTICS
Collecting Data
Data can be collected in many ways. The simplest way is direct observation.
Example:
You want to find how many cars pass by a certain point on a road in a 20-minute interval.
Stand at that point on the road, and count the cars that pass by in that interval.
Census or Sample
A Census is when you collect data for every member of the group (the whole population).
A Sample is when you collect data just for selected members or elements of the group.
Example:
A census is accurate, but hard to do. A sample is not as accurate, but may be good enough,
and is a lot easier.
Data or Datum
Singular form is "datum", so we would say "that datum is very high".
"Data" is the plural of datum so we can say "the data are available", but it is also a
collection of facts, so "the data is available" is fine too.
149
STATISTICS
How to Do a Survey
Turn on the television, radio or open a newspaper and you will often see the results from a
survey.
Gathering information is an important way to help people make decisions about topics of
interest.
Surveys can help decide what needs changing, where money should be spent, what
products to purchase, what problems there might be, or lots of other questions you may
have at any time. The best part about surveys is that they can be used to answer any
question about any topic.
You can survey people (through questionnaires, opinion polls, etc) or things (like pollution
levels in a river, or traffic flow)
Four Steps
150
STATISTICS
Simple Surveys
If you are doing a simple survey, you could use tally marks to represent each person’s
answer:
Sometimes, it is helpful to be creative in how people can respond. It makes it more fun for
both you and your respondents (the people answering the question).
Have them write down their favourite colour on a piece of paper and drop it in a fish bowl.
Then, put all of the pieces of paper into piles and count them.
To help you make a good Questionnaire read our page Survey Questions.
Now you have your questions, go out and ask them! But who to ask?
If you survey a small group you can ask everybody (called a Census)
If you want to survey a large group, you may not be able to ask everybody so you should
ask a smaller number of the population (called a Sample)
• If you only ask people who look friendly, you will only know what friendly people
think!
If you went to the swimming pool and asked people "Can you swim?" you will get a biased
answer ... maybe even 100% will say "Yes".
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STATISTICS
Note: Surveys where people are asked to ring a number to vote are not very accurate,
because only certain types of people actually ring up!
Example: You want to know the favourite colours for people at your school, but don't have
the time to ask everyone.
• stand at the gate and choose "the next person to arrive" each time
• or choose people randomly from a list and then go and find them!
• or you could choose every 5th person
If you choose a person and they do not want to answer, just record "no answer" on the
survey form and mention how many people did not answer in your report.
After completing a sampling survey you can use the information to make a prediction as to
how the rest of the population would respond.
The more people you have asked, the better your result will be.
Example: Nationwide opinion polls survey up to 2,000 people and the results are nearly as
good (within about 1%) as asking everyone.
Now you have finished asking questions it is time to tally the results.
Tally means to add up. This usually involves lots of paperwork and computer work (spread
sheets are useful!)
152
STATISTICS
Example: For "favourite colours of my class" you can simply write tally marks like this
(every fifth mark crosses the previous 4 marks, so you can easily see groups of 5):
Now you have your results, you will want to show them to other people in the best
possible way. Results can be presented via tables and graphs.
Tables
A table is a very simple way to show others the results. A table should have a title, so those
looking at it understand what results the table shows:
153
STATISTICS
Types of Graphs
Graphs are used in a variety of ways, and in almost every industry, such as medicine,
agriculture, engineering, optimization, mathematics, and education. Graphs help us to
visualize data. What we see on the graph may help us to interpret and analyze the data.
The end result is usually a better perspective that may not have been possible just by
looking at a set of numbers or tables. Common graphs used in mathematics are shown
below.
154
STATISTICS
Mean: Average.
The sum of a set of data divided by the number of data.
(Do not round your answer unless directed to do so.)
Median: The middle value, or the mean of the middle two values, when the data is arranged in
numerical order either ascending or descending. Think of a "median" being in the middle
of a highway.
Mode: The value ( number) that appears the most.
It is possible to have more than one mode, and it is possible to have no mode. If there is
no mode-write "no mode", do not write zero (0) .
Normal listing of scores. Scores with the lowest score replaced with outlier.
The two sets of scores above are identical except for the first score. The set on the left
shows the actual scores. The set on the right shows what would happen if one of the
scores was WAY out of range in regard to the other scores. Such a term is called an outlier.
155
STATISTICS
MEAN MEDIAN
Use the mean to describe the middle of a set of Use the median to describe the middle of a
data that does not have an outlier. set of data that does have an outlier.
Advantages: Advantages:
• Most popular measure in fields such as • Extreme values (outliers) do not affect
business, engineering and computer science. the median as strongly as they do the mean.
• It is unique - there is only one answer. • Useful when comparing sets of data.
• Useful when comparing sets of data. • It is unique - there is only one answer.
Disadvantages: Disadvantages:
• Affected by extreme values (outliers) • Not as popular as mean.
MODE
Use the mode when the data is non-numeric or when asked to choose the most popular item.
Advantages:
• Extreme values (outliers) do not affect the mode.
Disadvantages:
• Not as popular as mean and median.
• Not necessarily unique - may be more than one answer
• When no values repeat in the data set, the mode is every value and is useless.
• When there is more than one mode, it is difficult to interpret and/or compare.
156
STATISTICS
What will happen to the measures of central tendency if we add the same amount to all
data values, or multiply each data value by the same amount?
Data Mean Mode Median
Original Data 6, 7, 8, 10, 12, 14, 14, 15, 16, 20 12.2 14 13
Add 3 to each 9, 10, 11, 13, 15, 17, 17, 18, 19, 23 15.2 17 16
value
Multiply 2 to 12, 14, 16, 20, 24, 28, 28, 30, 32, 40 24.4 28 26
each Value
When added: Since all values are shifted the same amount, the measures of central
tendency all shifted by the same amount. If you add 3 to each data value, you will add 3 to
the mean, mode and median.
When multiplied: Since all values are affected by the same multiplicative values, the
measures of central tendency will feel the same effect. If you multiply each data value by
2, you will multiply the mean, mode and median by 2.
Example 1
Find the mean, median and mode for the following data: 5, 15, 10, 15, 5, 10, 10, 20, 25,
15.
(You will need to organize the data.)
Mean:
Listing the data in order is the easiest way to find the median.
The numbers 10 and 15 both fall in the middle.
Mode: Two numbers appear most often: 10 and 15. There are three 10's and three 15's.
Hence, there are two modes – 10 and 15.
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STATISTICS
Example 2
For what value of x will 8 and x have the same mean (average) as 27 and 5?
First, find the mean of 27 and 5: Now, find the x value, knowing that the average
of x and 8 must be 16:
27 + 5 = 16
2 x + 8 = 16
2
32 = x + 8 cross multiply
-8 -8
24 = x and solve
Example 3:
On her first 5 Mathematics tests, Aliya received the following scores: 72, 86, 92, 63 and
77. What test score must Aliya earn on her sixth test so that her average (mean score) for
all six tests will be 80? .
Possible solution:
Set up an equation to represent the situation. Remember to use all 6 test scores:
72 + 86 + 92 + 63 + 77 + x = 80
6
Example 4
The mean (average) weight of three dogs is 38 kg. One of the dogs, Sparky, weighs 46
kg. The other two dogs, Eddie and Sandy, have the same weight. Find Eddie's weight.
Let x = Eddie's weight (they weigh the same, so they are both represented by "x".)
Let x = Sandy's weight
158
STATISTICS
Measures of Dispersion
Another way of examining single variable data is to look at how the data is spread out, or
dispersed about the mean.
The smaller the values from these methods, the more consistent the data.
1 Range
The simplest of our methods for measuring dispersion is range. Range is the difference
between the maximum value and the minimum value in the data set. While being simple
to compute, the range is often unreliable as a measure of dispersion since it is based on
only two values in the set.
159
STATISTICS
2. Quartiles
We know that the median of a set of data separates the data into two equal parts. Data
can be further separated into quartiles. Quartiles separate the original set of data into four
equal parts. Each of these parts contains one-fourth of the data.
Quartiles are percentiles that divide the data into fourths.
The Lower(first) quartile is • The second quartile is another • The Upper (second)
the middle (the median) of name for the median of the entire quartile is the middle (the
the lower half of the set of data. median) of the upper half of
data. One-fourth of the data Median of data set = second the data. Three-fourths of
lies below the first quartile quartile of data set. the data lies below the third
th
and three-fourths lies above. (the 50 percentile) quartile and one-fourth lies
(the 25th percentile) above.
(the 75th percentile)
Check out this five statistical summary for a set of tests scores.
The interquartile range (IQR), also called the mid spread or middle fifty, is the range
between the third and first quartiles and is considered a more stable statistic than the total
range. The IQR contains 50% of the data.
Histograms
A Histogram is a graphical display of data using bars of
different heights.
160
STATISTICS
You measure the height of every tree in the garden in centimetres (cm)
You can see (for example) that there are 30 trees from 150 cm to just below 200 cm tall
Histograms are a great way to show results of continuous data, such as:
• weight
• height
• how much time
• etc.
But when the data is in categories (such as Country or Favourite Movie), we should use a
Bar Chart.
161
STATISTICS
Frequency Histogram
frequency
Cumulative Frequency
Cumulative means "how much so far".
162
STATISTICS
Before drawing the cumulative frequency diagram, we need to work out the cumulative
frequencies. This is done by adding the frequencies in turn.
The points are plotted at the upper class boundary. In this example, the upper class
boundaries are 24.5, 28.5, 32.5, 36.5 and 40.5. Cumulative frequency is plotted on the
vertical axis.
163
STATISTICS
When looking at a cumulative frequency curve, you will need to know how to find its
median, lower and upper quartiles, and the interquartile range.
By drawing horizontal lines to represent ¼ of the total frequency, ½ of the total frequency
and ¾ of the total frequency, we can read estimates of the lower quartile, median and
upper quartile respectively from the horizontal axis.
Quartiles are associated with quarters. The interquartile range is the difference between
the lower and upper quartile.
Remember to use the total frequency, not the maximum value, on the vertical axis. The
values are always read from the horizontal axis.
164
STATISTICS
EXERCISE 7.1
1. The weekly salaries of six employees at McDonalds are $140, $220, $90, $180, $140,
$200. For these six salaries, find: (a) the mean (b) the median (c) the mode.
b. A tally was made of the number of times each colour of crayon was used by a
kindergarten class. Which measure of central tendency should the teacher use to
determine which colour is the favourite colour of her class?
Test
Frequency
Scores
91-100
81-90
71-80
61-70
51-60
The "modal interval" is the interval containing the greatest frequency. It is not the mode.
165
STRAND PROBABILITIES LEARNING
8 OUTCOMES
STRAND 8 PROBABILITIES
thousands of years, but probability theory did not arise as a branch of mathematics
until the mid-seventeenth century. During the fifteenth century several probability
works emerged. Calculations of probabilities became more noticeable during this time
period even though mathematicians in Italy and France remained unfamiliar with these
calculation methods (David, 1962). In 1494, Fra Luca Paccioli wrote the first printed
work on probability, Summa de arithmetica, geometria, proportioni e proportionalita
(David, 1962). In 1550, Geronimo Cardano inspired by the Summa wrote a book about
games of chance called Liber de Ludo Aleae which means A Book on Games of Chance
(David, 1962).
The topic of probability is seen in many facets of the modern world. The theory of
probability is not just taught in mathematics courses, but can be seen in practical
fields, such as insurance, industrial quality control, study of genetics, quantum
mechanics, and the kinetic theory of gases (Simmons, 1992).
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PROBABILITIES
Probability is a branch of mathematics that deals with calculating the likelihood of a given
event's occurrence, which is expressed as a number between 1 and 0. An event with a
probability of 1 can be considered a certainty: for example, the probability of a coin toss
resulting in either "heads" or "tails" is 1, because there are no other options, assuming the
coin lands flat. An event with a probability of .5 can be considered to have equal odds of
occurring or not occurring: for example, the probability of a coin toss resulting in "heads" is
.5, because the toss is equally as likely to result in "tails." An event with a probability of 0
can be considered an impossibility: for example, the probability that the coin will land (flat)
without either side facing up is 0, because either "heads" or "tails" must be facing up
The best we can say is how likely they are to happen, using the idea of probability.
In general:
167
PROBABILITIES
So the Sample Space is all 52 possible cards: {Ace of Hearts, 2 of Hearts, etc... }
Example of Events:
Tossing a coin
There will be 2 outcomes in the sample space:
{ Heads, Tails}
Drawing a card from a standard deck There will be 52 cards in the sample space:
{Spades: 2,3,4,5,6,7,8,9,10, ace, jack queen, king,
Clubs: 2,3,4,5,6,7,8,9,10, ace, jack, queen, king,
Diamonds: 2,3,4,5,6,7,8,9,10, ace, jack, queen,
king,
Hearts: 2,3,4,5,6,7,8,9,10, ace, jack, queen, king}
168
PROBABILITIES
Drawing one marble from the bottle There will be 8 marbles in the sample space:
{blue marble, blue marble, blue marble,
blue marble, blue marble, red marble, red
marble, red marble}
When determining a sample space, be sure to consider ALL possibilities. Oftentimes this
can be a difficult task.
169
PROBABILITIES
170
PROBABILITIES
In addition to helping determine the number of outcomes in a sample space, the tree
diagram can be used to determine the probability of individual outcomes within the sample
space.
The probability of any outcome in the sample space is the product (multiply) of all
possibilities along the path that represents that outcome on the tree diagram.
Question: If you throw 2 dice together and add the two scores:
Are they all just as likely? Or will some happen more often?
The Experiment
171
PROBABILITIES
1
Probability of a total of 2 =
36
Example 1 :
Show the sample space for tossing one coin and rolling one die.
(H = heads, T = tails)
Sample space:
{ H1, H2, H3, H4, H5, H6,
T1, T2, T3, T4, T5, T6 }
172
PROBABILITIES
Example 2: A family has three children. How many outcomes are in the sample space that
indicates the sex of the children? Assume that the probability of male (M) and the
probability of female (F) are each 1/2.
EXERCISE 8.1
1. How many elements are in the sample space of rolling one die? List the sample
space.
2. How many elements are in the sample space of tossing 3 coins? List the sample
space.
4. There are 2 entry doors and 3 staircases in a two–storey school building. How many
ways are there to enter the building and go to the first floor? List the sample
space.
173
PROBABILITIES
5. You want to travel from Suva to Ba. You can either travel via the Kings Road or the
Queens Highway, using a bus, taxi, private car or rental. By how many possible ways
could you travel? List the sample space.
6. A die is thrown once. What is the probability that the score is a factor
of 6?
The spinner is spun until it lands on one of the five edges of the pentagon. What is
the probability that the number it lands on is odd?
8. Each of the letters of the word MATHEMATICS are written on separate pieces of
paper that are then folded, put in a hat, and mixed thoroughly.
One piece of paper is chosen (without looking) from the hat. What is the probability
it is an ‘I’?
9.. A fair coin is tossed three times. What is the probability of obtaining one Head and
two Tails? (A fair coin is one that is not loaded, so there is an equal chance of it
landing Heads up or Tails up.)
10 A committee of three is chosen from five councilors – Ansaar , Shalen, Mere, Jone
and Aarti.
When the die is thrown there is an equal chance of any face landing
uppermost.
If the die is thrown once, what is the probability that the face that lands uppermost
has a number that is a factor of 20?
12 Two cubical dice are thrown and their scores added together.
174
STRAND INTRODUCTION TO
9 CALCULUS LEARNING
STRAND 9 INTRODUCTIONS TO CALCULUS OUTCOMES
It is the branch of mathematics that deals with the finding and properties of derivatives
and integrals of functions, by methods originally based on the summation of infinitesimal
differences. The two main types are differential calculus and integral calculus.
Differential Calculus cuts something into small pieces to find how it changes.
Integral Calculus joins (integrates) the small pieces together to find how much there is.
Differential Calculus and Integral Calculus are inverses of each other, just like multiplication
and division are inverses.
• calculating the slope of the tangent line to a curve at any point along its length
• determining the velocity and acceleration of an object given a function
describing its position, and designing such a position function given the object's
velocity or acceleration
• calculating arc lengths and the volume and surface area of solids
• calculating the relative and absolute extrema of objects, especially projectiles
For Newton, the applications for calculus were geometrical and related to the physical
world - such as describing the orbit of the planets around the sun. For Leibniz,
calculus was more about analysis of change in graphs. Leibniz's work was just as
important as Newton's, and many of his notations are used today, such as the
notations for taking the derivative and the integral.
175
INTRODUCTION TO CALCULUS
Change in Y
Slope =
Change in X
176
INTRODUCTION TO CALCULUS
Slope = Change in Y = Δy
Change in x Δx
Here we go:
x2 + 2x Δx + (Δx)2 − x2
Put in f(x+Δx) and f(x):
Δx
2 2
2x Δx + (Δx)2
Simplify (x and −x cancel): =
Δx
Simplify more (divide through by Δx): = 2x + Δx
177
INTRODUCTION TO CALCULUS
We write dx instead of "Δx heads towards 0", so "the derivative of" is commonly written
𝑑𝑑
(𝑑𝑑 2 ) = 2𝑑𝑑
𝑑𝑑𝑑𝑑
It means that, for the function x2, the slope or "rate of change" at any
𝑑𝑑
𝑑𝑑𝑑𝑑
y → y’
𝑑𝑑𝑦𝑦
𝑦𝑦 →
𝑑𝑑𝑥𝑥
𝑓𝑓 (𝑑𝑑) → 𝑓𝑓 ′ (𝑑𝑑)
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INTRODUCTION TO CALCULUS
10 ∆𝑑𝑑
Simplify (10x and −10 x cancel):
∆𝑑𝑑
POWER RULE
d axn = an xn−1
dx
179
INTRODUCTION TO CALCULUS
𝑑𝑑𝑦𝑦
(𝑑𝑑)𝑛𝑛 = 𝑙𝑙. 𝒙𝒙𝒏𝒏−𝟏𝟏
𝑑𝑑𝑑𝑑
𝑑𝑑𝑦𝑦
(𝑑𝑑)3 = 3. 𝒙𝒙𝟑𝟑−𝟏𝟏 = 3𝑑𝑑 2
𝑑𝑑𝑑𝑑
3 3−1
(x ) = 3x = 3x2
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INTRODUCTION TO CALCULUS
So:
the derivative of f + g = f’ + g’
So we can work out each derivative separately and then add them.
2
• (x ) = 2x
• x3 = 3x2
And so:
𝑑𝑑
• 𝑧𝑧 2 = 2𝑧𝑧
𝑑𝑑𝑑𝑑
𝑑𝑑
• 𝑧𝑧 3 = 3𝑑𝑑 2
𝑑𝑑𝑑𝑑
𝑑𝑑
• 𝑧𝑧 4 = 4𝑑𝑑 3
𝑑𝑑𝑑𝑑
And so:
𝑑𝑑
(5z2 + z3 − 7z4) = 5 × 2z + 3z2 − 7 × 4z3 = 10z + 3z2 − 28z3
𝑑𝑑𝑑𝑑
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1. Find the slope of a straight line graphically and, knowing the equation
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The slope of the line, computed in a), is equal to the derivative of the straight line
equation, computed in b). Indeed, the derivative of a linear function (general equation of a
linear function) equals the slope of the line described by that function. In other words, the
derivative of a linear function is the coefficient a of the function.
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The general equation of a straight line is y = ax + b, where the coefficient a is the slope of
the line.
Given that the slope of our tangent line is –4, the equation of the tangent line will be
y = -4x + b.
Knowing that the tangent line is the slope of the parabola at x = -2, y = (-2)2 + 1 = 5, giving
the point (-2, 5). We can now figure out the b term (y-intercept) of the line that has a slope
a = -4 and that passes through the point (-2 , 5) :
Tangent line equation : y = -4x + b, we know that (x , y) = (-2 , 5) satisfies this equation.
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The derivative of the tangent line equation, computed in d), is equal to the slope of that
tangent line, computed in b).
It is also interesting to notice that the derivative of the parabola is f '(x) = (x2 + 1) ' = 2x.
f '(x) = 2x is the equation of the derivative of the parabola but it is also the equation of the
slopes of the tangent lines to the parabola at various points on the curve.
In other words, f '(x) = 2x expresses the slope of the curve for various values of x.
f '(1) = 2(1) = 2.
Thus,
𝑑𝑑𝑦𝑦
means “differentiating function ‘y’ with respect to the variable ‘x’.”
𝑑𝑑𝑥𝑥
Hence,
𝑑𝑑𝑑𝑑
r = t2 + t – 1 has the derivative = 2𝑙𝑙 + 1.
𝑑𝑑𝑑𝑑
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EXERCISE 9.1
6 .What is the gradient of the tangent to the curve y = 4x3 - 5x2 + x - 7 at the point (2,7) .
11 . For the given function f and value a, find the gradient of the tangent line to f at a.
f(x) = x2 + 1, a = 0
12 .For the given function f and value a, find the equation of the tangent line to f at a.
a. f(x) = x3, a = 1
b. f(x) = 1-x2, a = -1
c. f(x) = 2x + 3x2, a = 4
d. f(x) = 2x3, a = -2
13. The graph shows a function f and a line that is tangent to f at a. For the graph
determine a, f(a), and f'(a) (a refers to the x-value at which the line is tangent to f).
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Integration can be used to find areas, volumes, central points and many useful things. But it
is easiest to start with finding the area under the curve of a function like this:
Slices
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But we don't have to add them up, as there is a "shortcut". Remember, finding an Integral
is the reverse of finding a Derivative.
... so an integral of 2x is x2
Notation
The symbol for "Integral" is a stylish "S" (for "Sum", the idea of summing slices):
After the Integral Symbol we put the function we want to find the integral of (called the
Integrand), and then finish with dx to mean the slices go in the x direction (and approach
zero in width).
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Integral
Plus C
We wrote the answer as x2 but why + C ?
It is the "Constant of Integration". It is there because of all the functions whose derivative
is 2x:
The derivative of x2 + 5 is 2x, and the derivative of x2 + 100 is also 2x, and so on [The
derivative of a constant is zero.]
So when we reverse the operation (to find the integral) we only know 2x, but there could
have been a constant of any value.
The input (before integration) is the flow rate from the tap.
Integrating the flow (adding up all the little bits of water) gives us the volume of water in
the tank.
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Imagine the flow starts at 0 and gradually increases (maybe a motor is slowly opening the
tap).
As the flow rate increases, the tank fills up faster and faster.
Example: (Assuming the flow is in litres per minute) after 3 minutes (x=3):
We can go in reverse (using the derivative, which gives us the slope) and find that the flow
rate is 2x.
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The integral of the flow rate 2x tells us the volume of water: ∫2x dx = x2 + C
the slope of the volume increase x2+C gives us back the flow rate:
(x2 + C) = 2x
We even get a nice explanation of that "C" value ... maybe the tank already has water in it!
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∫ xn dx = xn+1 + C
n+1
n≠-1
Integration Rules
∫xn dx = xn+1/(n+1) + C
∫x3 dx = x4/4 + C
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= 6 x3/3 + C
Simplify:
= 2x3 + C
Constant Multiplication:
Power Rule:
Simplify:
= 4z2 + z4 − 2z3 + C
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EXERCISE 9.2
Find:
4 . ∫ x ( x +3) dx
5 . ∫ -2x ( 1 – x2 – 3x3) dx
Extension (Challenge!!)
1. Differentiate :
1
a. 𝑑𝑑 3
4
b. �3𝑝𝑝
2. Integrate:
1 1
a. 𝑑𝑑 3 𝑐𝑐.
4 𝑦𝑦 4
−5
𝑏𝑏. �3𝑝𝑝 𝑑𝑑.
√𝑟𝑟
---------------------------------------------
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