NEW SENIOR MATHEMATICS Two Unit Course for Years 11 &12 The text New Senior Mathematics, Two Unit Course is designed as a complete mathematics course for Years 11 and 12. The first three chapters contain revision material, which provides a necessary foundation for the development of senior mathematical concepts. Exercises within each chapter are presented on a graded basis, with many worked problems and solutions to exercises. Summaries of important terms and concepts are included at the back of the book, along with sample examination papers with answers. Provision is made for the use of a calculator.NEW SENIOR MATHEMATICS Two Unit Course for Years 11 &12 J.B. FitzpatrickPearson Australia 1a division of Pearson Australia Group Pry Ligh 20 Thackeay Rand, Port Melbuene, Victoria 1207 PO Box 460. Fort Melbourne, Vieira $20 sweverpcarsun.com.au ‘Bernard Fitzpatrick 1964 Fest published 1984 by Heinemann YOU! 2012 2011 30 29 28 Copying for educational purposes The Australian Copyright Act 1968 the Act allows » maximum of one chapter oF 10% this book, whichever i greater to be eupied hy any educational institetion for its educational purposes provided thatthe educational institution (or the body that administers ‘thas given 3 cemunezaion notice to Copyright Agency Limited (CAL) under the Act For details uf the CAL licence for educational institutions contact Copyright Agency Limited sss copyeght com av Copying for other purposes Except as permitted vider the Act, toe eaampie sale de reset ri em reves, me This ioe the purpases sac ot he rpalced sta ett scan oF tanemited 9 joe ot Hy gh, eats wien pave weit pms. ‘epgites sual! emia 1 the pase a he adres aban Testi al dss fatnes Sc ba enim Cover designer: Jit, Graenendih Tipeset in Hang hang bs Sete Tppestrs rant Slavs, PPS ata Li ingipuic atin ata Fitzpatiek, Li ohn Herma Nowe soir onion 0 ak Tor aslo hon I bees ey IaNarin ges 1 Mtaemsaties | Til, Wi abe fs tg oon athe fae mame years at Xavier College, Mr anal has water mura at mathematic ext bons othe yots Ha 12 yan i Disc The selection of tere sldesses URL) give inthis bookies woe vali th ne of pi tio ‘an chon 6 ing appeal for use 36.3 seca echo ation reset Tt eu, Heswever, du wo the sami nati te tere, son ess Ihave change, muy have cee exit ince phic with ian. oF may saben ink Hoss ote. While te ates dees, respomsiiiy Hx yh {anges ne inseeale eee 8 he ee hed fy eh ers He seat that cal ve cans atensive ce nape Imblinher ret any ic wenience thi may «CONTENTS Rene wou 10 nH 12 13 14 15 16 7 18 19 Introduction vii Basic Arithmetic 1 Basic Algebra 34 Equations and Inequations 34 Plane Geometry 85 Probability Relations and Functions 152 Trigonometric Ratios” -162 Revision Exercises A 175 Applied Trigonometry 179 Coordinate Geometry — Straight Line 198 Locus and Subsets of the Plane 222 Sequences and Series —_—— > > 233, Quadratic Functions 254 Indices and Logarithms 286 Revision Exercises B 299 Differential Calculus 303 Geometrical Applications of Differentiation 327 Integral Calculus 356 Trigonometric (Circular) Functions 379 Exponential and Logarithmic Functions 406 Applications of Calculus to the Physical World 426 Revision Exercises C 446 Test Papers 452 Summary 462 Answers aml Index S17INTRODUCTION New Senior Mathematics, Two Unit Course for Years 11 and 12 has been written to meet the requirements of the syllabus for the two- unit course for Years 11 and 12 as approved by the New South Wales Board of Senior School Studies. It covers all aspects of the prescribed syllabus for the two year course. It is assumed that students taking this course have completed the ‘School Certificate mathematics course and have shown a degree of ‘competence in the necessary skills. This two-unit course is intended to give students an understanding of those aspects of elementary mathematics which are applicable to real life situations. Mathematics, like many other things, is best learnt by doing. A student begins to appreciate the power of mathematics when he or she has achieved a mastery of basic techniques, not after reading lengthy explanations. To perform well, a student must endeavour to understand mathematical concepts and must also acquire certain manipulative skills in operations. The understanding of concepts helps a student to master these skills, just as mastering operation skills can help the student to understand concepts. Proper motivation is necessary, however, if the acquisition of these skills is not to be 2 boring and frustrating process. The emphasis throughout the book is on the understanding of mathematical concepts: to this end, worked examples have been included to assist students to comprehend the subject matter However, understanding cannot be complete without competence in certain skills. This competence must be acquired through practice; therefore the text contains many graded exercises—more than sufficient for a complete course. “Average” students will gain competence from the early and middle examples in the sets of exercises, while enthusiastic students may wish to proceed to the more demanding problems near the end of the sets. To assist the appreciation of the course 2s a whole, comprehensive sets of revision exercises are included at the end of Chapters 7, 13 and 19 as well as Test Papers at the end of Chapter 19. The first three chapters are devoted to basic arithmetic and algebra, It is hoped that a large number of students will alreadyhave a sound knowledge of the work in these chapters so that much of the contents will be familiar and considered only as revision. If students hope to be successful at Years 11 and 12, it is essential to have a fism foundation in algebra. Good algebra is central to success in mathematics. Thus, in these chapters much time is devoted to the basic skills of indices, factorization, equation solving, substitution in algebraic expressions, etc The use of electronic calculators has been recommended in sections where tables and logarithms were formerly used. The calculator has superseded the use of logarithms as an aid to computation. Emphasis has been placed on the importance of checking the feasibility of a calculator result by using approximations and reverse operations. The author wishes to express his thanks to Mr John Sattler of St Ives High School for reading the manuscript and offering many helpful suggestions, J.B. FITZPATRICK viiiCHAPTER 1 1.1 Fractions, decimals, percentages === John ate j of the pizza. The cost of living increased by 10% last year I hectare = 2-5 acres (approximately). The agent receives a 5% commission. We often read and speak sentences like these. Common fractions, decimals and percentages are very much part of our lives. In fact, if we are to survive in a world of buying and selling, it is essential that we be able to operate freely with them and also be able to convert one to the other, ¢.8. j = 0:25 = 25% g = 0375 = 37-5% 2 = 0:76 = 76% | To convert a common fraction to a decimal, we divide the denominator | into the numerator. EXAMPLE 1 Convert the common fractions (i) 4 2 to decimals. pay @ 4 {1-00 Gi) 8 [3-060 Gil) 25 [19-010 0-25 0-375 0-76 329 9 _ 9. =025 3 = 0-975 35 = 0-762 NEW SENIOR MATHS: TWO UNIT COURSE To convert decimals to common fractions, put 1 on the denominator for the decimal point and 0 for each digit (o the right af the decimal point. Then express the fraction in simplest form. EXAMPLE 2 Convert (i) 0:25, (ii) 0-375, (ili) 0-76 to common fractions ar 025 = 09 = 29 74 . _ 3S 1S 1S _3 Ww 0375 = = mG fi 16 iy 076 = 7 To convert a common fraction 10 a percentage, multiply the fraction by | fame oe EXAMPLE 3 Express i)! 9 as percentages tot tp = wyF 4 x 100% = 25% wy? 3 eri ai) s, = 5X 100% = 374% 3 i) = 76% Ui) 33 = 32 x 100% = 768% an i word ‘percentage’ means per 100. Thus: 1 ot of 4 is equivalent to 25 out of 100. 3 out of 8 is equivalent to 37} out of 100. 19 out of 25 is equivalent to 76 out of 100. To convert a percentage to a common fraction, ey 100] EXAMPLE 4 ‘Express i} 25% , i) 375%, 34% as common fractions. 2 _ 5 i) 25% = as A aig, _ 3s Gi) 37:% = 3x10 - 9 iii) 76% al ; 1 (iv) 3450 x8 . 25. 51/BASIC ARITHMETIC 3 Notice the connection between decimals and percentages: 25% = 0-25 37-S% 0-375 16% = 0-16 Note: If the denominator of a common fraction is divisible by 3, 7 or 11, it is advisable not to try to convert it to a decimal, e.g. Bo 3 (2-000 0-666 = 0-666 This is called a recurring decimal or a repeating decimal. However, as a percentage, 2_2 200, eae y= 0 5% 3 = 3X 100% = Pee = 66% EXERCISES 1(a) 1. Express each of the following fractions as (i) a decimal, (ii) a percentage. 3 1 18 1 @ 5 ©) 3 © % @ 6 5 B 1 9 © i © @% ) 599 » 2. «29 18 Ww 0% 0 5 = OF 2. Express each of the following decimals as (i) a common fraction, (ii) a percentage (a) 0-25 (by 1-85 (©) 0-375 (d) 0-23 (e) 1-75 (fy 0-325 (g) 0°84 (h) 0-025 (i) 0-875 @ 96125 (k) 265 (1-82 3. Express each of the following percentages as (i) a decimal, (ii) a common fraction. (a) 40% (1% (©) 10% (ad) 32-5% fe) 15% (65% (g) 7}% (h) 823% (125% @ 116% (k) 143% 112% 4. Complete the following table. Fraction | Decimal | Percentage |] Fraction | Decimal | Percentage 3 0:35 io 17 7 e 13-53% 32% 0-45 19 0-7 nD a 81% 25 124% Me 14 0-08 a4 NEW SENIOR MATHS: TWO UNIT COURSE 1.2 Repeating decimals mse All common fractions $ where a and b are whole numbers are called rational numbers and can be expressed as decimals by dividing the numerator by the denominator, e.g. = 0-75 = 0-125 = 0:06 [a Sle # 03333 = 0-166 66 = 0-4545 . All of these decimals eithe: terminate, e.g. 0-75, 0-125, 0-06, or have an infinite number of digits to the right of the decimal point and one or more of these digits are repeated without ending, €.g. 0-333 ... (the 3 is repeated) 016666 ... (the 6 is repeated) 0-4545 ... (the 45 is repeated) These decimals are called repeating decimals and the zepeating digits are written with a dot on top, e.g. 10-3333 = 03 0:16666 ... = 0-16 0-4545 = 0-45 Note: All numbers whose decimal form does not terminate and in which there is no repeating patiern in the digits are irrational numbers. Repeating decimals are rational numbers. V2 = 141421 x = 3-141 592.653 589793 ... V2 and x can be expressed as non-terminating decimals but there is no repeating pattern in the digits. They are irrational numbers. EXAMPLE 5 Express (i) 0°3, Gi) 0-46, (ii) 0-33, (iv) 4-284 as common fractions (i) 0-2 = 0-2222 a Multiply both sides of (1) by 10. i) 0-53 = 0°5353 a 10 x 0-2 = 2-222 (2) Multiply both sides of (1) by 100. Subtract (1) from (2). 100 x O-$4 = 53°5353 @) 9x 02 =2 Subtract (1) froin (2) 0-53 = §: o2= 2 99 x 3 9 53 0-53 = a9 (ii) 0-46 = 0-466 .. a Multiply both sides of (1) by 10. (iv) 0-253 = 0-25353 ... wD 10 x 0-46 = 4-666 (2) Multiply both sides of (1) by 100. Subtract (1) from (2) 100 x 0-253 = 25-35353 .. 2 9 x 0:46 = 42 Subtract (1) from (2), _42 427 99 x 0253 = 25-1 oa’ = 90 as 0-233 = 251 _ 25) 99° ~ 990 *, 4-253 = 433) Repeating (recurring) decimals will be considered again in Chapter 111/BASIC ARITHMETIC 5 EXERCISES 1(b) 1, Which of the following fractions can be expressed as repeating decimals? 137274329 4 2° 9" ie" 3° 12" 11" 10" 13° 25" 1S 2. Express each of the foilowing fractions as a repeating decimal. 274259 5 SOIT 15° 6 13" 12° 18 3. Express each of the following repeating decimals as a common fraction. 0-5, 0-17, 0-68, 0-8, 0-21, O-5i, 0583, 1-37, 3-98, 2-136 4. Show by division that }= -142857 142857 ... = 0°142857. Write down 23, 4 3, $ as repeating decimals. Do you observe any pattern in the digits that repeat? ai 1 5 5 apse ae p 5. Show by division that 73 = 0:676923 and write down (5, 53, 73, --. 73 as repeating decimals. Do you observe any pattern in the digits that repeat? 123 . ; ; eS 6. Express 75. 79 [7+ << Jy a5 repeating decimals. What do you observe 7. To convert a repeat from the number, repeating digi 1g decimal to a fraction, you (i) subtract the non-repeating digits then put this over 9 for each repeating digit and 0 for each non- 37-3 a i ee ORME OO eas Is this procedure correct? 1.3 Lowest common multiple mse 36 is said 10 bea multiple of 6, because 6 divides evenly into 36 without leaving a remainder. 20 is said 10 be a multiple of 5, because 5 di jes evenly into 20 without leaving a remainder: 36 is a common multiple of 6 and 9, because both 6 and 9 divide evenly into 36. 20s a common multiple of 5 and 2, because both 5 and 2 divide evenly into 20. 18is the lowest common multiple of 6and 9, because 18 is the lowest multiple of both 6 and 9. 10s the lowest common multiple of Sand 2, because 10is the lowest multiple of borh 5 and 2. The L.C.M. (lowest comman multiple) of two or more numbers is the smallest number into which each of the given numbers will divide without leaving a remainder. EXAMPLE & Find the L.C.M. of 12 and 16. Multiples of 12 are 12, 24, 36, 48, 60, Multiples of 16 are 16, 32, 48, 64, 2. LCM. is 48,6 NEW SENIOR MATHS: TWO UNIT COURSE EXAMPLE 7 Find the L.C.M. of 6, 8 and 12. Multiples of 6 are 6, 12, 18, 24, 30, 36, 42, 48, Multiples of 8 are 8, 16, 24, 32, 40, 48, Multiples of 12 are 12, 24, 36, 48, LCM. is 24 Note that 48 is a common multiple but is not the /owesr common multiple EXERCISES 1(c) Write down the L.C.M. of: 1. 2,4,6 2. 15, 20 3. 14, 21 4.5, 6, 12, 5. 8, 12, 24 6. 3,5, 10 7. 5, 15, 20 8.11, 22, 33 9.12, 14,21 10. 2, 3, 4, 5 11. 6, 8, 14 12. 3, 5,7 13. 5, 10, 15,20. 14. 5, 12, 30 18, 13, 26, 3916. 6, 10, 14, 15 17. 7, 14, 21, 28 18. 3, 6, 14,4219. 9, 11, 33 20. 4, 12, 20, 24 21. 6,8, 10,12 22. 3,7,14, 21-23, 3,4, 8,12 24, 3, 5, 12, 15 1.4 Equivalent fractions ——_——__E “Two oF more fractions that have the same value are equivalent fractions, e.g 12.3 _4_5 2°47 6° 8 10 If we multiply the numerator and the denominator of a fraction by the sume number, the value of the fraction is not changed. rliy2 2 272%274 1 1.323 272%376 33,4 22 5° 5% 4% 20 EXAMPLE 8 sions 3. 4, 18 Acrange the fractions 3, 5, 5g in order of magnitude, It is necessary to express each fraction with the same denominator. This can be done by getting the L.C.M. of the denominators 4, 3 and 25 L.C.M. of 4, 5 and 25 is 100. 3 2 _ 4 25 ~ 100 4 _4,,20_ 90 5 5* 207 100 18 4 22 25 ~ 25 * 4 ~ 100 18 3 The order of magnitude is 33. 5. ae1/BASIC ARITHMETIC 7 EXERCISES 1(d) Complete #. to 5. 15 2 27 _ 10 6. Reduce each of the following to its simplest form, » 2 Gy 2 ain 2! ay 122 wy 2 wp 2 win © wan 3 © Og OZ MB oS oo GF ow YF wid 3, In 7. to 15, arrange the fractions in order, beginning with the smallest. 713.17 9539 * g° 16" 20 Ta ia 7513 0 17H 10: 6 18 12 12. 32 16" 64 125 § 83 332 13. ge Tyr 33° 22 15. 35+ 10" 100" 5 1.5 Addition and subtraction of fractions mm To add or subtract fractions: Uy. Find the L.CM. of the denominators. Express each fraction with this L.C.M. as denominator, | Add or subtract the numerators. EXAMPLE 9 2-774 Express | — 7g + 9 a8. single fraction. L.C.M. of 5, 15, 9 is 45 eee. 57 1575 18 _ 21, 20 “45 ~ 45 * 45 _ 18 - 21 + 20 45 am © 45 ‘A mixed number, e.g. 3§, is a number consisting of an integer and a fraction. In adding or subtracting mixe i numbers, the integers and fractions can be considered separately.8 NEW SENIOR MATHS: TWO UNIT COURSE EXAMPLE 10 Express 5} ~ 3, — $ as a single fraction L.C.M. of 3, 6, 5 is 30 sy-a-$ _4 5 a24_S_% 30 30 30 19 =2- x EXERCISES 1(e) Express each of the following as a single fraction, us 2 4_7 oe MD 675 873 — 10 + a5 16. 2 17.5, - 14 - 24 18. 2 +3) - 1 1.6 Multiplication and division of fractions eames EXAMPLE 11 1) © 3 mf - “3 = ae = ~ 20 EXAMPLE 12 53 Pee are beet @ B+, © pps ~3 yh 7 - 5+ (Zor ~ 8B, 3 12 * \6, i) = = ra ~ 6 - 12 ~ 351/BASIC ARITHMETIC 9 Note the use of ‘of? in example 11(¢) and the difference in use of *x” and ‘of” in examples 12(b) and 12(c). Mixed numbers are converted to vulgar fractions before performing the operations of multiplication and division. EXAMPLE 13 (a) Ux 2 hh + ab x 2 oF ul -4 9,9 5k “3 72%G 2 ay ZF 5 <5 X 5X =4 al 3 = EXERCISES 1{f} Simplify the following 1 2 ix 25 5 4.5% 5.7 wei 8. 5+ 5.5 1 3a \ 10. 5 + 2of 2 Gt x yd 4 10) + Bx & 1B. 23 + 2 x 5 14, 10} + x 55 3 Sx eres eds 16. Gof z x 5} Ix Kol 18.3 x Yt 1.7 Order of Operations mae The order in which operations in arithmetic are performed is (1) Brackets, (2) Of, (3) Division and Multiplication, or Multiplication and Division, going left to right. (4) Addition and Subtraction, or Subtraction and Addition, going left to right. EXAMPLE 14 @ dof 12+ 6x @- 4) = }ori2 +6 x4 brackets first 9+ 6x4 then ‘of 9424 then x =3 then +10 NEW SENIOR MATHS: TWO UNIT COURSE 2,5,3 1664 3%6* 7 as 2.5 3 1 ‘ 7 =3*6+ i675 ‘of? first ~2,6,3 1 =f Rt yp7g then 4,301 | 10 5 8 3 2 = 107 10> 10 then + and — -2 10 had d+ © ha This really means numerator + denominator. Hence we simplify numerator and denominator and then divide 2,2 6 10 16 Nu =i+ pat 16 lumerator, = 5 + § nskedistais? 2,2 4 ou 5 Denominator 1 — 3 x 5 is 15 Numerator _ * Denominator MW EXERCISES 1(g) Simplify 1. 6 + Sof 10 x ~ 4) BRS xK(2+7x5- 1276 3 lop yg! ue. 13. 15. “a+ 1.8 Addition and subtraction of decimals =a In addition and subtraction of decimals, arrange the numbers with the decimal points vertically below each other and then proceed as in addition and subtraction of whole numbers.1/BASIC ARITHMETIC 11 EXAMPLE 15 Add 16:24, 8-371, 0-002. 16-24 8-371 0-002 24-613 EXAMPLE 16 (a) Subtract 27-25 from 87-34 87-34 27-25 60-09 (b) Subtract 4-325 from 18-7. Express both numbers to 3 decimal places by putting two zeros at the end of 18-7. 18-7 has the same value as 18-700. 18-700 = _4:325 14-375 1.9 Multiplication and division of decimals mamma | To multiply wo decimal fractions, proceed as in ordinary multiplication of whole numbers and the number of decimal places in the product will be equal 10 the sum of the decimal places of each decimal fraction EXAMPLE 17 (a) 5-7 (b) 4-6 (c) 4°65 x 100 = 465 x 8 x32 465 x 10 = 465 45.6 ~~ 92 4:65 x O1 = 0-465 138 465 x 0-01 = 0-0465 14-72 Note in (e) that multiplication by a power of 10 involves simply moving the decimal point to the right or the left. For division of decimal fractions, multiply numerator and denominator by the power of 10 that will make the denominator a whole number. EXAMPLE 18 28 _ 28 x 10 _ 280 _ Tales peg eel eae 18-62 _ 18:62 x 100 _ 1862 002 ~ 002 x 100 2 (a) (b) = 93112 NEW SENIOR MATHS: TWO UNIT COURSE, 10-5 x 1-65 33% 5 OS x 165 EXT 03x 55 = 165 © (Multiplying numerator and denominator by 10) Note: Only simple cases of multiplication and division will be considered here. Thus there will be no need for long multiplication or division and no need for calculators, EXERCISES 1(h) (Do not use @ calculator) 1. Add 4:6, 5:23, 0-775 ) 6°57, 7-42, 19-1 « 2, Evaluate i) 8 ~3.2 (iv) 8-156 ~ 2369 Wii) 0-7 - 0-56 3. Evaluate () 625 x4 (iv) 3-002 x 7 4, Evaluate (8-7 x 0-003 (iv) 2-84 x 1000 5. Evaluate () 176 + 0-2 (iv) 16 on 38 6. Evaluate (i) 8-264 + 0-002 (iv) 5-46 + 1-2 0-005 2 7. Simplify @ 3% 375 05 x25 iy BORIS 10 0-06 x 45 x 49 cvity HA 500 6 Tx 25x 7 (ii) 3-88, 38-8, 388 (v) 0-042, 1-35, 62:1 ) 0-8, 0-05, 6-8, 254 (vill) 3-65, 0-365, 0-0365 (ii) 5-62 — 2 () 0-882 ~ 0-033 (ili) 4-2 — O61 Gi) 8-76 x 03 (v) 3-01 x OF Gi) 6 x 0-011 (v) 111 x 0-005 (ii) 8-4 + 6 W) 77401 iy SAP, 0-08 x 1:2 48 x 7-2 18 x O1 x 0-2 6-4 x 0-77 x 20 4x08 x BB ww) (vili) Gii) 0-01, 0-001, 1-1 (vi) 5-22, 0-06, 0-006 (ili) 17-5 = 4-86 (si) 0-95 — 0-006 Giii) 8-16 x 100 (vi) 17-5 x 0-01 125 x 0-02 4:7 x 0-09 8 +05 (vi) 18 + 0-09 (vi) 346-2 + 1000 96 x 81 0-9 x 16 4) 132% 555 x 10-8 wi) Tay1/BASIC ARITHMETIC 13 1.10 Scientific notation (Standard form) ss__ Scientific notation (standard form) is a very neat way of expressing large and small numbers. A number in scientific notation is expressed as a product of () a number between I and 10, and (ii) some power of 10. EXAMPLE 19 (i 540000 = 540000: = 5-4 x 105 S| decimal places ii) 4267-32 = 4267-32, = 4-26732 x 10° 123+] decimal places 0-000 006 8 = 0-0000068 = 6-8 x 10° fe Bom decimal places (iv) 0-007 562 = 0007562 = 7-562 x 10° [3-1 decimal places (v) 8 x 108 x 3 x 107 = 8 x 3 x 10° x 107 = 24x 18 24x 10 ay 15x 10° Ls 108 ©) Sx 107 * 10" = 0-3 x 101° = 3x 10 EXERCISES 1(i) 1. Express in scientific notation: @ 3000 (ii) 468-2 (iii) 18 thousand (iv) 12 million (vy) 752.000 (vi) 380030 380000 (viii) 42 x 10° (ix) 862 x 10° 2. Express in standard form: (i) 0-000) (ii) 0-0041 (iii) 0-000 007 25 0-005 002 (v) 0-000 000 22 (vi) 27 thousandths 865 x 107 (viii) 0-62 x 10 (ix) 0-0005 3. Express in scientific notation: (i the product of 3:2 x 108 and 4 x 107 Gil) the product of 4:82 x 10° and 5 x 10° ili) the value of xy where x = 3 million and y = 4 million (iv) 1-26 x 108 divided by 7 x 10? (v) 7-5 x 10° divided by 15000 (vi) xy" where x = 5:5 x 10, y = 40 x 10%, = 3 (vii) 7217 divided by 700000 (viii) the value of ab where a = 1-4 x 10° and b = 8 x 10%14 NEW SENIOR MATHS: TWO UNIT COURSE 4, Express in standard form: () the number of em in 40 km i) the number of grams in 3 tonnes (iii) the disiance from the Sun to Earth if light from the Sun, travelling at 300000 km/s, takes 8 minutes to reach Earth (iv) the number of man-hours worked in a 40-hour week by 2 million workers (¥) the number of cm? in 5 hectares, given that | hectare = 10'm? 5. The mass of a molecule of hydrogen gas is about 3-34 x 10 gram. What is the mass, in standard form, of an oxygen molecule, which is 16 times that of a hydrogen molecule? 6. A light year is the distance light travels in a year. The speed of light is 3 x 10°km/s. Taking 365 days in a year, find the distance from the Earth to the star Proxima Centauri, 4-25 light years distant. 7. The Earth is 9-3 x 10° miles from the Sun. Express this distance in metres given that I mile = 1-6 x 10° metres. 8. How long would it take for a rocket travelling at a constant speed of 1-5 x 10*km/h to reach the Moon if its distance from Earth is 3°84 x 10* knv? 9. Assuming that the planet Venus moves in a circular orbit of radius 112 million km around the Sun and that it completes one revolution around the Sun in 200 days, calculate the speed of Venus. Express your answer in sciencific notation in km/h and use z= 3! 10. An oil company had annual sales of 4:22 million kilolitres of its products. Express. this in litres in scientific notation. 1.11 Significant figures and decimal places mmm Suppose that the exact number of people attending a concert was 2874. This number may be rounded off as 2870 to the nearest 10, i.e. 2-87 x 10° 2900 to the nearest 100, i.e. 29 x 10" 3000 to the nearest 1000, i.e. 3 x 10° \fasked how many people were at the concert we may say that there were about 3000. We are using only one figure, namely 3, to signify the number present. If we say that about 2900 were present, we are using two figures, namely 2 and 9, to signify the number present, If we say that about 2870 were present, we are using three figures, namely 2, 8 and 7, to signify the number present. The number of figures used is called the number of significant figures. This number can ‘be best determined by expressing the number in scientific notation first. What is the difference in meaning between 28 and 28-00? Obviously in 28-00 we are interested not only in the 2 and the 8 but also in the first (wo decimal places. Hence 28-00 has four significant figures, whereas 28 has only two. It is interesting to note that 6-02 has three significant figures, whereas 0-02 has only one. Why?I/BASIC ARITHMETIC 15 Scientific Number of Number notation significant figures 3000 3 x 10° 1 2900 2-9 x 10° 2 2870 2:87 x 10° 3 | 2874 2-874 x 10" 4 6-02 6-02 x 10° 3 0-02 2x 107 ' 36-0052 | 3-60052 x 10' 6 00052 5:2 x 103 2 28 2:8 x 10! 2 28-00 2-800 x 10! 4 EXAMPLE 20 Express (i) 58-377, (ii) 4-061 to (a) two significant figures (S.F.), (b) two decimal places (D.P.). (i) (@) 58-377 = $8377 to 5 S.F. (b) 58-377 = 58-377 10 3 D.P. = 5838 104 SF. = 5838 02 D.P. = 58-4 to3 SF. 88 to2 SF. (ii) (@) 4-061 = 4-061 10 4 S.F. (b) 4-061 = 4:061 10 3 D.P. 406 to 3 S.F. 4-06 102 D.P. 41 02S. Significant figures are the number of figures (digits) about which we can be reasonably sure, The greater the accuracy of our measuring device, the larger the number of significant figures we can use. ‘A stopwatch that can measure accurately to 0-1 s might record the winning time for a 100-metre race as 10°8s. We can be sure of only three figures or one decimal place in this result. We could not write 10-8 as 10:80. Why? Another timing device that cau measure accurately 10 0-01s might record the time as 10-82. We can be sure of four figures or two decimal places in this case. The operations of addition, subtraction, multiplication and division based on measure- ments should not have answers with an accuracy greater than that of the /easf accurate measurement involved. EXAMPLE 21 Add 6-75 and 3-585 67s 3585 10-28 s (incorrect) 67 36 10-3 s (correct) If we pay no attention to significant figures, we would write the result as 10-28 s. In this case we are treating 6-7 as 6-70 but we do not know the value of 6-7 to two decimal places. We cannot add a known quantity (o an unknown quantity. Therefore, expressing 3-58 to one decimal place, we add 3-6 to 6-7 to get 10:3.16 NEW SENIOR MATHS: TWO UNIT COURSE EXERCISES 11j) 1, How many significant (i) 4:26 ‘ W)s8 (vi igures are there in each of the following? 0-00427 9-003 fivy 0-0508 8-000 (vii) 2-71 x 10" (viii) 19-05 2. To how many significant figures are each of the following stated? i) The distance from Melbourne to Sydney is 900 km. ‘The time for a 100m race was 10-08 s. (ili) The length of a line was measured as 15-00cm. (iv) I hectare = 2-47 acres. 3. Round off the following to the number of significant figures indicated in brackets. (i) 9726 @) (ii) 86.493 (2) 18-077 (4) iv) 0-0071 (1) (v) 5:0071 (1) (vi) 3-068 x 10° (2) 4. A rally was attended by 108562 people. Round off this figure to the nearest (i) 100, Gi) 1000, Gii) 10000. 5. Round off the following to the number of decimal places indicated in brackets. (i) 4:38 () Gi) 4:32 (1) 4iii) 19-066 (2) iv) 4-004 (2) () 8:597 (2) (vi) 0-666 <3} 6. Round off each of the following to three significant figures. i) 0-006 042 (ii) 75-378 Git) 0-6095 (iv) 52380000 7. Write down the value of (i) 7-89, (i) 0-496, Gi this, find approximately the value of 15:7 to one significant figure. From (2) 7-89. 0:496 x 15:7, (by “O46 Ge) (7-89 + 15-7) x 0-496, 8. Express each number to one significant figure and so write down the approximate value of 39-02 x 59 > 69-7 x 0-09 w 4-02 x 55-1 (ii) 3-142 x 287 ) 0-85 x x 7-001 1.12 Approximations ___EEEEEEE Before performing any of the operations of addition, subtraction, multiplication, division, finding powers and exiracting roots, it is strongly advisable to get a rough approximation of what the result might be For this purpose, we can express numbers correct to one significant figure, e.g. Number ‘One significant figure Number | One significant figure 8256 8000 o-1t72 O.1 486-2 500 0-0256 0-03 62-91 60 0-0061 0-006, 38729 4 |__ 0:00.48 0-0005I/BASIC ARITHMETIC 17 EXAMPLE 22 By expressing each number correct to one significant figure, find approximately the value of 7 4327 716 x 18 (i) 28-2 x 0-61 2 di) 0042 (i) 28-2 x 061 ~ 30 x 06 = 18 By long multiplication, the result is 17-202. 4327 _ 4000 _ 21-2 ~ 20 ~ By long division, the result is 204-1... 116 x 18 _ 700 x 20 _ 700 x 20 x 100 _ 0 a EXERCISES 1(k) Express each of the following correct to one significant figure: 200 1. 417-2 2. 0-685 3. 2748 4, 888 5. 50010 6. 00056 7. 0-0203 8. 1796 9. 0-155 10. 32:96 11, 181-5 12. 38 13. 0-07 14. 60 15. 411 By expressing each number correct to one significant figure, find approximately the value of, 16. 78 x 6 17. 66 x 31 18. 196 x 0-42 19, 48:2 x 13-9 20, 26:2 x 18-9 21, 128 x 512 22, 64:26 x 1800 23. 0-026 x 0-062 24, 99-2 x 1-006 B6 18:23 56:2 2s. ae 26. 5 21. 5.006 17 x 61 117-6 x 0-002 88-9 x 316 83 2. 0-048 30. 576 1.13 Use Of CalCUl@tO’S x Throughout this book, frequent reference will be made to the use of calculators. In this chapter, we will fook at using them to perform the basic operations of multiplication [x] division [=], addition [F] and subtraction = To make sure that the correct keys have been used and that the correct sequence of operations has been followed, the answer obtained can be checked by (@ using one significant figure, (ii) using the reverse operation (addition and subtraction are reverse operations; so too are multiplication and division). You should get into the habit of pressing the clear key [C] before beginning operations. (a) Addi jon and subtraction EXAMPLE 23 Find the value of 56-28 + 12-2 89-4 — 2-037 788-1 — 4-701 + 38:5218 NEW SENIOR MATHS: TWO UNIT COURSE Operation sequence Display @ (C) s6f-)28 (4) 22} 68-48 99(-]4 ) 2037 () 87-363 iy (E] 798] 1 E] 4) 701 () 38(-]s2 |] 821-919 Check: (@ One significant figure: 60 + 10 = 70 Reverse the operation of addition by subtracting 12-2 (or 56-28) from 68-48: el) 2 ele & 56:28 correct One significant figure: 90 - 2 = 88 Reverse the operation of subtraction by adding 2-037 to 87-363: 87[-) 363 [+] 2{-Jo37 [=] 89-4 correct One significant figure: 800 — 5 + 40 = 835 Reverse the operations by adding 4-701 to 821-919 and subtracting 38:52: TE) 82 FE) 19 &) 4701 E) 38 )82 788-2 incorrect An error has been made, either in the actual sohaion or in this checking. Can you locate where the error may be? (b) Multiplication and division EXAMPLE 24 Find the value of (i) 8-796 x 0-325 Gi) 616-9 = 28-71 Operation sequence Display (85) 796 [x] E]325 E] 2-8587 616(-]9 &] 21 E) 21-487287 Check (i) One significant figure: 9 x 0:3 = 2-7 Reverse the operation of multiplication by dividing 2-8587 by 0-325: 2) 8887 &] [)325 & 8-796 correct (ii) One significant figure: 600 + 30 = 20 Reverse the operation of division by multiplying 21-487287 by 28-71 © 21 )487287 [x] 28-71 [=] 616-9 correct (c) Combining operations What is the correct answer for 6 + 4 x 2? Is it 20, obtained by adding 6 and 4 and multiplying the result by 2, or is it 14, obtained by multiplying 4 and 2 and then adding the result to 6? Which answer does your calculator provide when you perform these operations from left to rigm? foe Ba 2) Some calculators give 20 and others give 14,I/BASIC ARITHMETIC 19 ‘To avoid confusion, it has been agreed thai the operations of multiplication and division are performed before addition and subtraction, e.g. 6+4x2 2+6-2 1Ox2-3%64 1244 =6+8 = 12-2 20 -18 43 14 = 10 5 If addition and/or subtraction are 10 be performed before multiplication and/or division, then tbe particular section is enclosed in brackets (parentheses), e.g. (644) x2 72 + (6 - 2) 10x 2-3x 6+ 1244 = 10 x2 TWs4 20 3x 18 a4 = 20 18 0 = 134 6 EXAMPLE 25 Find the value of (i) 17-2 + 18-45 x 9:27 — 42-66 18 Gi) (17-2 + 18-45) x (9-27 — 42-66) + 1:8 Operation sequence Display @ (e) is J4s &) 9E)27 E 171-0315 {fo 2LJeo GE] iL }s & 23-7 (ce) 17E)2 & 171 joss 23]7 E} 164-5315 Answer is 164°5 correct to 4 figures. iy (E72 fey was & 35-65 9G)? Ej 2El6s 33-39 Gshe kX axl] Fibs 661-3075 Answer is “661-3 correct tu 4 figures. Note the use of [¥] key. How does it differ from the [=] key? EXAMPLE 26 Find the value of 782 $2 Operation sequence Display ie Ej} si E 9:32 (C) 6(-J2 Ce) )48 (=) 6-68 E) 9E)32 FE] 608 E 1-3952096 Answer is 1-395 correct to 4 figures. Why did we perform the operations of addition and subtraction before division in this case? (d) Percentage key Because so many practical problems involve percentage, the percentage key on the calculator is very useful. However, Some calculators do not have a % key. In this case it is necessary to convert % to its decimal form, e.g. 20% = 0-2, 124% = 0-125.20 NEW SENIOR MATHS: TWO UNIT COURSE EXAMPLE 27 Calculate 124% of 80. Operation sequence Display [E] 12)s a) [x] 80 10 or {Ch} 125 [k] 80 10 Note: You will observe that many calculators cannot cater for vulgar fractions. Such fractions must be converted to decimals, e.g. } = 0°5, 3 = 3-75, 5} = 5-16666 EXERCISES 1(I) Use a calculator to find the value of the following, correct to 4 figures. (It is essential that you check the answers you get.) 117-2 + 12 + 8645 2.0381 + 5:4 — 1-118 3. 283-5 — 77°34 — 19-92 4. 88-1 ~ 0-326 + 1-37 5. 14:6 x 8:07 x 0-002 6. 83 X36 X S18 7. 44-2 + 1-987 8.56 x 64 3-6 9 18:2 x 36477 10. 44 - 1 16 HW. 92 & 7-7 - FL x O88 12. 14-4 — 86 + 214+ 95 43. 28 + (8 x 3-2) 14, 17-7 x 5:9 x (17-8 = 83 41a x 18 9-02 x 196-2 15. “0.05 16. 4-8 x 0-089 817 — 53:5 38:6 — 1-529 NT mera a} EEK TS 28-3. x 9°5 26:3mxk9.>) . (91 + 6-2) x 1-89 — 0:38 19. x 28 20. (19 ) x 21, 14% of 728 22, 9-5% of 46 23. 173070 of 983 24. 22% of 90 — 15% of 80 1.14 Powers and roots au (a) Squares and exact square roots Most mathematical tables contain the squares of all the natural numbers 1 to 100. Their exact positive square roots can be obtained by reading these tables in reverse. The tables have been inserted on page 24 for your reference. At this stage, only the columns headed rand n? will be necessary. However, the use of tables has now been superseded by the use of the calculator. When using a calculator make sure you check your result. Since the operations of squaring and extracting a positive square root are a pair of reverse operations, squaring can be checked by taking the square root and taking the square root can be checked by squaring e.g, = land so VI6 = 4 Od = 0-2 because 0-2 x 0:2 = 0-04 EXAMPLE 28 (a) 15? = 225 and so V225 (b) 24 = 576 and so VS76 4) 65? = 4225 and so V4225 = 65 The tables can also be used to find the squares of certain rational numbers and the corresponding square roots.1/BASIC ARITHMETIC 21 EXAMPLE 29 wy 2 = PF 282 578 5.76 ands in eves, [516 _ V3T6 _ 24 v5-76= }iog Vio = 10 7 24 (6) = = 38 = oe andso. in evens, (36 _V36_ 6 Vio0 = 10 = 8 z 9 = B= Gand so, in reverse, vo 3 vei ~8 2p? = 3x $= 78 x 6: and so, in reverse, v6 NB Sy Va m3 Squares and square roots using a calculator Refer to (a) and (c) in example 29 Operation sequence Display (a) 2@ 204k) E 5:76 or 24 = 2C]4 [x] 2E]4 5:76 or 2-4 = 2(]4 fe] 5:76 or 2-4 = 2[-]4[x]2 E] 5-16 In reverse, v5°76 = S[-] 76 |vx 24 or \5-% = 5[-]76 [x] F]5 E 24 3) (y= 3 a 8EL RK) 0-140625 i.e. 0-375 squared You will observe that the calculator will not display 2 a vulgar fractions are expressed as decimal fractions. Of course, 3 can be expressed as 0-375 first and then any of the four sequences as in (a) above can be performed. In reverse, ney Ja? Gee 0375 (001) or[2=9 Fi « —) RIES Ee 0375 V6 EXAMPLE 30 (@) VIF 16 = V5 =5. Note: V9 +16 # V9 + VI6=34+4=7 V is the symbol for positive square root and the bar across the top is equivalent to brackets to indicate that we evaluate 9 + 16 first and then extract the positive square22 NEW SENIOR MATHS: TWO UNIT COURSE (b) V(O-S? + 1-22) = V(O-25 + 1-48) = 1-69 = 1-3 (©) V4 + 6) = V(16 + 36 and square roots. Using a calculator to evaluate \/52: 52 = 7-211 10 3 decimal places using tables of squares Operation sequence Display (C52 [a] 7-21 or (€) 52 fe] EJs E] 72 Since 7° = 49 and 64, 32 lies between 7 and 8. Since vx = x4, we can use either key or the [x3] key where y = 0-5. Cubes and cube roots EXAMPLE 31 (a) (0-3)' = 0-3 x 03 x 0-3 = 0-027 tm ay = 3x $x $= 3 10 10 | 10 _ 1000 = 15 GW = x 4X y= SP = 37h For calculators, use [7] key where y = 3 or multiply the number by itself twice Display @ = 78° =7(-]8(x] 3 [=] 474-552 or 78'= 7 ]8 x] 7E]8 ) 7E)8 E] 474-552 EXAMPLE 32 (a) $27 = 3 because 3 x 3.x 3 = 27 . a (o) S33 | 8 (©) YO-008 = Y8 x 10% = 2 x 101 = 0-2 i Since Vx = x", we can use the [x] key on the calculator where y = 5 = 0-333 Display (d) Y846-6 = 846[-] 6 [x] 0-333 (=l 9-460 Check: 9846-6 = Y80t 1000. = a number between 9 and 10 because 9? = 729 and 10° = EXERCISES 1(m) (Answer | to 9 without the use of a calculator) 1. Evaluate @) IF (b) 17 © 20 (ds? © # ® 12 (a) 40° (hy 25° 2. Find the exact value of (a) v64 (b) v9 (© v49 @) Vi211/BASIC ARITHMETIC 23 (e) ¥100 «®) y900 (g) ¥1600 (h) V169 3. Write down the square of (@ 02 (b) 15 (9) 32 (d) 0-3 (©) 0-04 16 (g) 14 (hy Led 4, Find the exact value of (a) Vi-21 (b) Vo-09 (©) Yo-04 (a) V0-36 () 10-24 ® v30:25 (g) vo-a9 (hy 4-41 5. Evaluate 3V s\ Wy ay @ (3) o) @) © () (@) @y ) (yP ay @) GP (h) (2 6. Find the exact value of is _ 1 9 25 1 @ 1a 176 [8 (d) V3, 16 i 25 ola © bm | a 0) S65 7. Evaluate (@) -1P (bP © Qy (@) (3)? © LP ) 37 (g) (0:07? (hy 0-03 8. Write down the exact value of (a) J2-25 (b) V12) (ce) ¥20-25 (d) vO-01 © vii «) J0-04 (g) V2 () v12) 9, Evaluate: (a) (36 + 64) (b) Vs? + 124) (©) \OTP + (24)? {d) V(0-09 + 0-16) fe) Vp? + 2 () VGe2P + (-6F 10. With the aid of a calculator, evaluate to 2 decimal places fa) v (b) V86 fo) 0 @) \F +e (e) VQ? + 8) () \P2P + 2 11. Without the aid of a calculator, find the exact value of: (a) (-) (b) (0:5) © @1y (d) (Ly fe) (24° a) By* (g) (0-01)' () O-4y w () 12, Without the aid of a calculator, write down the exact value of (a) 125 (b) Y0-064 (eo) VTS 18 > /aas va Jigs © JF wo Va So0oT YOI6 » [2 (g) 0-001 (hy 0276 © Jit00 13, With the aid of a calculater, evaluate to four significant figures (a) (52) (b) (4-01) fe) 032" (4) 015 are (0526 (9) 99 (ny) i @ OT24 NEW SENIOR MATHS: TWO UNIT COURSE, Squares and square roots n [mova [n[ wm ow [alm va [nl w@ Va rd 26 | 676 5-099 | si | 2601 7-141 | 76] $776 8-718 1 2 4 (414 | 27 | 729 5-196 | $2 | 2704 7-211 | 77) 3929 8-775 3 9 1-732 | 28 | 784 5-292 | 53 | 2809 7-280 | 78] 6084 8-832 ae elope 29 | 841 5-385 | 54 | 2916 7-348 | 79) 6241 8-888 5 | 25 2-236 | 30 | 900 5-477 | 55 | 3025 7-416 | 80) 6400 8-944 6 | 36 2-449 | 31 | 961 5-568 | 56 | 3136 7-483 | 81) 6561 9 7 | 49 2-646 | 32 | 1024 5-657 | $7 | 3249 7-550 | 82) 6724 9-055, 8 | 64 2-828 | 33 | 1089 5-745 | 58 | 3364 7-616 | 83) 6889 9-110 9) B13 34 | 1156 5-831 | $9 | 3481 7-681 | 84) 7056 9-165 10 | 100 3-162 | 35 | 1225 5-916 | 60 | 3600 7-746 | 85| 7225 9-220 Nn | 121 3-317 | 36 | 1296 6 61 | 3721 7-810 | 86) 7396 9-274 12 | 144 3-464 | 37 | 1369 6-083 | 62 | 3844 7-874 | 87| 7569 9-327 13, | 169 3-606 | 38 | 1444 6-164 | 63 | 3969 7-937 | 88] 7744 9-381 14 | 196 3-742 | 39 | 1521 6-245 | 64 | 4096 8 89] 7921 9-434 15 | 225 3-873 | 40 | 1600 6-325 | 65 | 4225 8-062 | 90} 8100 9-487 16 | 256 4 41 | 1681 6-403 | 66 | 4356 8-124 91| 8281 9-539 17 | 289 4-123 | 42 | 1764 6-481 | 67 | 4489 8-185 | 92| 8464 9-592 18 | 324 4-243 | 43 | 1849 6-557 | 68 | 4624 8-246 | 93| 8649 9-644 19 | 361 4-359 | 44 | 1936 6-633 | 69 | 4761 8-307 | 94] 8836 9-695 20 | 400 4-472 | 45 | 2025 6-708 | 70 | 4900 8-367 | 95| 9025 9-747 21 | 441 4-583 | 46 | 2116 6-782 | 71 | S041 8-426 | 96) 9216 9-798 22 484 4-690 47 | 2209 6-856 | 72 | 5184 8-485 | 97) 9409 9-849 23 529 4-796 | 48 | 2304 6-928 | 73 | 5329 8-544 | 98) 9604 9-899 24 | $76 4-899 | 49 | 2401 7 74 | 5476 8-602 | 99 9801 9-950 25 | 625 5 50 2500 7-071 | 75 | 5625 8-660 | 100 10000 10 1.15 Irrational NUMberS see a Not all numbers can be expressed in the form § where @ and b are integers Consider the right-angled triangles below in which, as you have seen from your study of the Theorem of Pythagoras, the hypotenuse has lengths V2 units and V5 units. x“ ZS 7 z1/BASIC ARITHMETIC 25 What are the values of numbers such as V2, V3, v3, v6? _The following set-square construction shows how to draw lines of length V2, v3, v4, v3, V6, ... units Number line ° 1 V2V3 2V5V6 3. 4 Numbers such as v2, V3, V5, V6 obviously have some exact value because they can measure lengths of lines as shown in the set-square construction and there are points on the number line corresponding to them, as can be seen in the above figure We know that land so vI = 1, = 4and so \4 = 2, # = 9and so v9 = 3, but What number squared is equal to 2? What number squared is equal to 3? What number squared is equal to 5? 1-42 = 1-96 and 1-5? = 2-25 and so 1-4 < v2 < 1-5 This means that \2 lies between 1-4 and 1-5 on the number line. 1-41? = 1-988] and 1-42? = 2-0164 and so 1-41 < y2 < 1-42, This means that v2 lies between 1-41 and 1-42 on the number line. Your four-figure tables give 1-4i4 as V2 but if you square 1-414 you don’t get exactly 2; thus 1-414 is not the exact value of V2, but yet \2 does have an exact value. Using a calculator you may be able to get V2 as 1-414213, but if you square 1:414213 you don't get exactly 2 and so 1-414213 is ot the exact value of \2. Numbers such as 1-4, 1-41, 1-414 are rational numbers and are what we call rational number approximations to V2. It can be proved that there is no rational number that is exactly equal to v2. 1 Numbers such as V2, V3, V3, V6 are said to be irrational numbers, i.e. not rational numbers, and are called surds: A 2 ' ‘ ris also an irrational number and = or 3-142 is used only as a rational number approxi- mation for the value of =. Your calculator value of x is 3-141 5927 Since numbers such as V3, V3, V3, V6 and = cannot be expressed as rational numbers, their exact values can be written only as V2, V3, V5, v6, x. 1.16 Real NUM bess EE ‘The entire collection of rational and irrational numbers is called the set of real numbers. The following Venn diagram shows the various subsets of the set of real numbers,26 NEW SENIOR MATHS: TWO UNIT COURSE Real numbers & Rational numbers Integers J Irrational numbers I Natural numbers N The various subsets are represented by capital letters: R = treal numbers} I = \set of irrational numbers Q = trational numbers| J = \integers} Inatural numbers R is the universal set and N, J, Q and / are subsets: NC JIC Q,OCRICR, where C means ‘is a subset of” 1.17 Operations with surds Shoe + Bt < oa < These examples illustrate that If a and 2 are positive numbers, ication of surds (a) Simpli Ifa number has a perfect square as one of its factors, the square root of that number can be simplified. The numbers 4,9, 16, 25, 36, 49, 64, 81, 100, are perfect squares because their pos 2,3, 4, 5, 6, 7, 8,9, 1, ive square roots are1/BASIC ARITHMETIC 27 Numbers such as 12, 18, 28, 80 and many others contain perfect squares as factors. Thus v12, v18, ¥28, \'80 can be simplified. However, numbers such as 15, 21, 39 do nor contain perlect squares as factors and so V15, v21, v39 cannot be simplified EXAMPLE 33 (i) VIZ = V4 x 3 = v4 x V3 = 23 (ii) VI8 = V9 x 2 = v9 x v2 = 3V2 vI6 x V5 = 4v5 (iv) 3V28 = 3V4 x 7 = 3V4 x V7 = 6V7 EXERCISES 1(n) Express each of the following in simplest surd form. 1. vB 2, v20 3. V4 4. 27 5. V2 6. V40 7. a5 8. 48 9 V56 10, v63 MM. 72 12, v75_ 13. v4 14. 18. v98 16. v 108 17. \1i2 18. v125 19 20. vT62 21. VT80 22, v200 23, V288 24. 28. 2v4a 26. SVI28 24. 4v800 28, 2V150 29, 30, 352. 31. 968 32. 3V50 33, 4v90 34. 38. 7245 36. Sv 125 38, 3. 40. 3242 (b) Addition and subtraction of surds Using the Distributive Law in reverse ab +c) | ab + ac we can add or subtract surds of the same kind, e.g, 23 + SV3 = (2 + Sv3 W3 4x10 — 10 = (4 = 110 310 3V6 + 4v6 — v5 = (3 + 4)v6 — VS = 1V6 - VS EXAMPLE 34 Simplify @ V8 — V18 + v50, Gi) SV3 + V20 — 2V12 + V45. (i) V8 = V4 x 2 = V4 x v2 = 22 VIB = V9 x 2 = V9 x V2 = 3v2 50 = V25 x 2 = V25 x v2 = Sy2 2. V8 — VIB + V50 = 2V2 - 3V2 + Sv2 = 4v2 Sv3 + V20 - 2VT2 + V45 = SV3 + 2V5 ~ 43 + 3N5 = (5 — 43 + (2 + 3S = v3 + 5v528 NEW SENIOR MATHS: TWO UNIT COURSE EXERCISES 1(0) Simplify: 1, 3+ 2V3_+ 43 2, SVT - 2N7 + ay 3. 3v5 + SVS - 2v5 4. 4v2 - V3 + 43 ~ v2 §. VS + v2 + 3V5 — 6y2 6. VB - v2 7. V2 ~ VI8 + v3 8. V20 + VS 9. VIB + v32 - v2 10. V27 + 248 Hi, Vi2 + V3 + V4B 12. . V7 + V28 - VO 14. 15. 6V5 + 4v7 - 2V5 16. 17, V20 + V5 + Vi8 18. 3V15 + V60 — V40 19, 4v7 — v28 + V63 20, 2V50 — 3V18 + V3 21. v3 + 3v75 -— VaB 22, V150 - V200 23. v6 + v24 + V54 24, SV7 + 3V5 — 2V28 28. 5v45 — 2V32 26. V98 — 2V20 - Vi2 27. V123 ~ 5v2 + v50 28, 73 — 2v2 + VI2 + VB 29. v150 — v96 — V24 30. 6V2 + VI2 ~ 2v3 - V8 (c) Multiplication of surds In this section we will make use of the properties \ va x vb = Vab vaxva=a EXAMPLE 35 (i) \7 x v2 Gi) \2_x v6 vax 3 = v4 x v3 = 3 Gi) 25x 3NS x VS. x v5 or 2v’5 x 3V5 = 6VI5 3 =6x5 8 _ = 30 (iv) SB x VIZ or V3x V2 = 36 6 () 4N2 x N24 or 42 x \'24 = 4va8 = 4x 4y3 = = 16v3 EXERCISES 1p) Simplify, expressing the result in simplest surd form 1. v3 x v5 3. V6 x v2 4..J7 x v7 5. vS x v3 1S x v7 8. V6 x VII 9. v2 x VI0 I. v3 x V27 12. JI2 x v2 13. 23 x 4v2 vi 15. V8 x 2V2 16, 2VS x SV2 17, 4v6 x 2v3 18. V10 x 2V10 19. SV12 x 3v2 20. 4v3 x 3V3 21. 2v5 x 3V7 22. 4v3 x VIB 23. 2v8 x VI2 24. 4v5 x V201/BASIC ARITHMETIC 29 {d) Division of surds va Nb va vb or When dealing with surds of the form a i.e. with fractions that have a surd in the denominator, it is usual to rationalize the denominator. ‘This means that we express the fraction with a rational number instead of a surd in the denominator. If the denominator is of the form Vb, we can rationalize the denominator ‘by multiplying numerator and denominator by J since Vb x Vb = b. EXAMPLE 36 Express each of the following in simplest surd form with rational denominator. «VIO. 1 [sx ) iy ald i Gin OG vi x V3 _ V2 3 Lx v3 _ v3 VS _ Sx V6 _ v30 V6" Vex 6" 6 Note that, in each answer, there is no surd in the denominator ww fe EXERCISES 1(q) Express each of the following in simplest surd form with rational denominator. " 3 7 2 %, ° 3 6B -F 8 2 ws nN. 3 12, 4 13. 4 15. + 16. i 18. |} 20 a. 22. 4 23. x ws. ve 26. 2 21. a8 28. ae 30. 4 (e) Use of the Distributive Law The istributive Law is true when a, b and ¢ are either all surds or a mixture of surds and rational numbers.30 NEW SENIOR MATHS: TWO UNIT COURSE EXAMPLE 37 2/3 + V5) = 2V3_ + 2V5 V3V7 + V3) = \21+ 3 iit) VO(W2 + 2V3) 2 + 2VT8 = 2v3 + 6v2 EXERCISES 1(r) Expand each of the following, expressing the result in simplest surd form. 1. V5(v2 + V3) 2. V5(v3 + v2) 3. V2(V2 + vB) 4. V3(v2 — V6) 5. V6v3 — 2) 6. 7(2V5 - 1) 1, VUV32_- v8) %. V3(Q2V6 — 3V3) 9. 2V7N14 - 3) 10. 3V2(2V6 — V5) 11. Va(va + 6) 12, Vx(vx - vy) Similarly, we may use the extensions of the Distributive Law: (a + bXc + d) (a + bY ac + ad + be + bd @ + 2ab + as well as the familiar difference of two squares: a La ~ ba + by = a EXAMPLE 38 (3 + V2V5 + VG) = VIS + vO) + VAVS + VO) + 3V2 + VIO + 2V3 (2 + \5¥ je Gili) (V3 = S305 + V3) ie (a— bya +o) EXERCISES 1(s) Expand each of the following, expressing the result in simplest surd form, 1. WS. + V3INV7 — V2) 2. (V2 + VIV3 + 2V2) 3. (V3_- IW + D 4, (VS + 2W2V5 + 3) 5. (2V3 ~ 5\(2V3 + 3) 6. (VS + 3X6 + 1) 7. (V7 + 1)QN7 8. (v3 — V242v3 = v2) 9. QV - 22 10, QV2 - v6)2V3 - 1) A. (3+ 12. (VS — V2P 13. (2V6 + v3) 14. (V3 + 6% 15. (2 + V3)2 = v3) 16. (V3 — Y2(V3_ + v2) 17. (V7 — V5\(v7 + VS) 18. (2V2 — I)QV2 + 1) 19. (2v6 — V3)2N6 + v3) 20. (JIT —VIXWTT + V7) We WT = 2y0N7 + 2 22. Gv7 — 2%1/BASIC ARITHMETIC 31 23. (V5 — v3 24. (VIL + VIP 28. (2V3 — V3 + 2) 26. (VIL = VIOKVI1 + V0) 21. (N6 — V5\(v6 + V5) 28. (2V2 + V3 29. (3V5 — 2V2)3V5 + 2V2) 30. (VS + 2V2)(V6 = 1) 3. (2V6 = V3NV6 + 3V3) 32. (4V3 + 1)2V3 = 3) 33, (SV2 — 4)(5V2 + 4) 34, (2V7 + 3V6) 35. (2V15 + VSMVIS — 3V5) 36. (2V2 + 3V3) 37. V3 - 1)QV3 + 1) 38. (23 — IF An important result of the use of the distributive law is that obtained from the product (Ja + voXVa — Vb) resulting in @ — b, This is the familiar difference of two squares, and 6 being squares of Va and Jb respectively. The two expressions Ja ~ Vb and Ja + Vb are called conjugate surds, each being the conjugate of the other. The usefulness of conjugate surds lies in the fact that their product does not contain any surd term. e.g. (V5 + V3KV5 - V3) = 5-3 GY7 + 2V2)3V7 — 2V2) = 63 - 8 = 55 This property enabies us to rationalize the denominators of fractions with denominators of the form va + Vb or va — vb by multiplying numerator and denominator by the conjugate surd. EXAMPLE 39 (a) Express —.—'—. with a rational denominator 3+ 2 ifeeseepereeare v3 - v2 V3 = 2 _ ) Br B+ 2% BV (sine 33 = y where V3 — V2 is the conjugate surd of V3 + V2. ST eee eeeeyyeepreneenee R= eee va + V2 (3 + V2N3 = V2) = Yao v2 2 = v3 - v2 (b) Express za with a rational denominator 3 3 27+ V3 aaa x SIN si SPOT PO Daa Where V7 + Vis he conjugate surd 7 _ Wi +3 Tv 2-3 _ 2 +3 © FS EXAMPLE 40 Express —22 as a single fraction with rational denominator. wWiel* Gel We may add the two fractions first and then rationalize the denominator of the result, or we may rationalize the denominator of each fraction first, and then add the resulting, fractions. The latter procedure is preferable.32 NEW SENIOR MATHS: TWO UNIT COURSE V22V2 ~ 1) *(2V2 + DQV2 = 1) _ 23 = 1) © 63+ D063 = 4-2 5-1 7 1 v2 + WW3 EXERCISES 1(t) Express the following fractions with a rational denominator (1. to 24.) +B ae] 6s & 2B - 42 + 3V5 z alae 33 + VT > V3 +33 3p FP WI ae 3N6 “oR+ SB 3v3 15+ 25 _- v2 “QS + v2 Rene 2B. v5 + V3 * 2NT0 — V6 1 , find the value of x + > x 26. Ifx = V3 + 1, find the value of x — 5. 27. Ife = 3VE + 1, find the value of > ee 28. 8x = V3 — 2, find the value of © 4-5%. 29. Show that x = 2v2 — 3 is one of the roots of the equation x? + 6x + 1 = 0. 30. Does x = V2 — 2 make x* + 4x + 2 = 0a true statement? 31. Show that x = V3 — 1 is one of the roots of the equation x? + 3x2 - 2x — 4 = 0. 32. Show that x = —— is one of the roots of the equation 2x? — 2x — | = 0. 3 Express each of the following (33. 10 41.) as a single fraction with rational denominator: 1 3 . +z 2-1 Va+1 v5 + v2 _ v5 - v2 ME a 33.35. 36. 31. 38. 39. 40. 41. v3 — v2, 2v2 - v3 Na+ W243 VS + V2, 2v5 = 3V2 x erev2 — V2“ V5 + 22 Wws+1_ V5S-1 wWs-1 25-3 23 v3 V6 - V3 2N6 + 3V3 v3 -1) V5 - v3 N34 2" 2V5 + V3 2V5_ 37 V0 = Vis 35 a te a Where = BH 1/BASIC ARITHMETIC 33CHAPTER 2 Basic Algebra 2.1 Positive and negative numbers mm=cmen o——o _» + __} + _» + 2 + “4-3-2 ~-1~«2«0~=~C~« Sti‘ Number line (a) Positive numbers There are sivo uses for the sign ‘+. (1) It can indicate addition; for example, if we add 3 to 5 we get 8, ie.5 + 3 = 8. (2) It can indicate direction. On the number line above, we consider numbers to the right of 0 as posirive; for example, * 1, *2, +3 (or simply 1, 2, 3 without the positive sign) indicate 1, 2, 3 units to the right of 0. These directed numbers are calied positive numbers and are read as ‘positive one, positive two, positive three’ without any reference at all (o addition (b) Negative numbers There are three uses for the sign ‘—' (1) Itcan indicate subtraction; for example, if we subtract 3 from S we get 2, 1.¢.5 ~ 3 = 2. (2) Itcan indicate direction. On the number line above, we consider numbers to the left of 0 as negative, ¢.g. “1, 2, -3 indicate 1, 2, 3 units to the left of 0. These directed numbers are called negative numbers and are read as ‘negative one, negative (wo, negative three’ without any reference at all to subtraction. (3) It can also indicate ‘the opposite Of”. Opposites - e+} + - <4 “3 -2 -1 oO 1 2 3 Number tine For example, “3 is the opposite of +3, i.e. “3 = -(+3). We say that negative 3 is the opposite of positive 3 Also, *3 is the opposite of ~3, i.e. +3 = "(3). We say that posi negative 3. Wve 3 is the opposite of The opposite of negative is positive. PP of pos2/BASIC ALGEBRA 35 {c) Negative x In the study of algebra, it is convenient to regard the — sign as meaning ‘the opposite of” x means the opposite sign of X. | hx 3, then “x 3 ix = 73, then-x (3) =3 Thus, if xis a positive number, “x is a negative number, and if x is a negative number, “xis a positive number. Very confusing! While it is true to say that a black cat is black, and a dead horse is dead, ‘negative x’ is not necessarily negative. For this reason, it is better to speak of ~x as being ‘the opposite sign of x° rather than ‘negative x’, and it should not be called ‘minus x” unless the operation of subtraction is involved, e.g. 3x minus x equals 2x, i.e. 3x — EXAMPLE 1 Mx = 5. dx -y By + 2) = 2 + 4} (ty) = 6+ D= gt = 3 x B= 3x 25= 75 ayh= 9X (Da 3x4 Gy? = GB x -2y x - 2) = (2 - 4) = 5 x 6 = 30 (2 = 4P = (6) (iy) ey = 5)! x “2 = 25 x -2 = 50 2254 EXERCISES 2(a) Ix = 8,y = “Gand z = °3, find the value of 1. 3x - 4 day t? 3. ay tz 4. Sle + 2) 5. 4x — Sz 6 2yt3x-z 7. 2x x ay Bx +32 wxe 10. (x + y)? Wi, 2x? 12. 2y? 13. (2y)) 14, “32? 15. “x(y — z) 16. 2x +» 17. 2y(x — z) 18. 2y —z 19. 2 - 2) 20. 5x? au. *52 22. 2x(x + ») Boxe - yt 2d. 2x? =z 25, 2y 42 26. 2xty 27, 2xy? 28. 202) 29, 2x? - 32 30. yz + y? Ifa =2,b “3,c¢ = 4 andd = 5, find the value of 3a +3 32.6 -2 Boatb+e 3a. be 35. bed 36. 2d + 3b-a 37. cb — d) 38. (a - bY aw dope iaktae 42.d 420-7 40, Sab aS ®. da — 6) 44. bc? 45. 3a - 4b —36 NEW SENIOR MATHS: TWO UNIT COURSE 2.2 Addition {and subtraction) of like terms =mumm You are familiar with the fact that you can add or subtract like terms, e.g. 2a 3x + 2x Sx Tar Sxy — 2xy = Bay The reason for this lies in the use of the Distributive Law. ata =al +1) =ax2 =2a Bx+2x =xG42) =xx5 = Sx dard + 30% = @h(4 + 3)= a2 x 7= 7a Sxy — 2xy = x5 — 2) = xy X3 = By We can frequently simplify algebraic expressions by collecting like terms after temoving brackets, if they exist EXAMPLE 2 @ 3 2yF3x = 3x + Sx + 2y - 6y Ce ene +d $e x = 8x - dy 4x tx cid 23a — 4b) — (a — 5b) (iv) 3x(x — y) — 2x(x + 3y) = 6a = 86 — 3a + T5b = Sala Say = 2? - oxy = 6a ~ 3a ~ 8b + 18D = 3x? - 2x? ~ day — 6xy =3a+7b oxy EXERCISES 2b) Simplify the following expressions by collecting like terms. 13x45 + 7x + 10 2Ie-3+3x-2 3. 4a + b-a- 4b 4, 6ab + 3ab + Sa + 4a 5. 3xy + 2ay — ye 6 mn + &mn — 3nm 7. 3a2b — 3ab? + 2a* 8. Sxy? + 3xy? — 2xp 9, 2xty + 3x2y? — ey + Barty? 10. 3abe + Sbea ~ 2cba AL. 3p'q — Spq - 2p°q 12. 12mn + 3m ~ 6mn - m 13. x? — 3x + 2x + 4x? 14. a? + Sa? — 3a — Sa 15, 2x? + Sy? = 4x? 16, 9x2 ~ 3xy + Syx — 6x? Simplify the following expressions by removing the brackets and coltecting like terms 17. Sa — Xa + bY 18. 4(2x — y) — 6x 19. 8m — 5(2m ~ 3n) 20. 3Qx + 5») + 4(x ~ ») 2. S(2x + 3) = S(x + 7) 22. 62a + 3b) + Xa ~ dy 23. 1(2k + 1) — 3(k + 2) 24, Sa(a + 2) — 3a(a + 1) 2S. Sxtx — 2p) + 3x(2x = y) 26. 4a(2a + b) — a(a + 2b) 27. 2a + 3b - (a — 6) 2B. x + Sy ~ Gx + 2y) 29. 3x(x — y) + 2x — ») 30. Sx(2x +1) = G8 + x) 31. m(3m — Sn) + 3m(2m — ny 32. 15(x ~ 2) + 4Gx ~ 3) 33. 2c? — x — 6) — 3? + 2xy 34. 3x(x ~ 2) - 4x - 1) 35. 3x + Sx — NV - OA t x2) 36. Sx + 2¥- 3) - (K-14 9) 31. aa + 1) - 3Qa + 1) 38. 3m? — m) — 20m? + 2m + 5)2/BASIC ALGEBRA 37 2.3 Substitution in formulae ms EXAMPLE 3 If V = Ph find (a) Vwhenr = 3i,h = 5 (b) r when V = 275, h = 14 Use x = 3; 11 (a) Vaax 5x5 x5 ww 7 7 = BT xTics (using x = 3 = 192) ove nx xx s = x (exact value) (by) 275 = Bx Px Lat (using ~ 31) FPS oxacsv r Via (exact value) EXERCISES 2c) (Use x = 33.) . P= 2 +b); find P when [ = 20, b = 12 . E = IR; find E when / = 2-4, R = 40. . F = ma; find F when m = 50,0 = 0-2. 3c + 32; find (a) Fwhen C = 60. (b) Cwhen F = 41, 5. 4:2, A = 10. 10,¢ = 1-6 (b) ¢ when E = 13-5, m = 1-5, t= 10. F A = 97 find A when r . V = arth; find V when . E = me%; find (a) E when m |. ¥ = u + at; find vwhen u = 20,@ = 1 1 2 3 4 5. 6. 1. 8. 95 = ut + Sar; find (a) s when w =5,a=6,1=2-4 (byawhens = 50,1 = 2-5, u = 10. 10. v? = w? + 2as; find y when u = 12,a = 2,5 = 20-25. 1 5 = Yu + 96 find s when w = 26,» = 32,0 = 25. 12, § = 2arh; find § when r = 2-5, = 3:5.38 NEW SENIOR MATHS: TWO UNIT COURSE Ber [4 find (a) r when A = 154 (b) A when r = 14, E = bmiv? ~ wh; find E when m = 4, = 40 = 2 18. 6 = a + (n= 1)d; find (a) ¢ when a = 3-8, n = 20,d = 0-2 (b)nwhena = 56 d= 5,1 = 286. 16, F = =) find F when m = 20, v 17. (= ar’; find ¢ when a = 64, r 5 18, 5 = “=D: fing Swhen a = 5,7 = 3 19. A = 0(R? — 72); find A when R = 5-6, 7 = 1-4. 20. V 2 = P)A; find V when R = 0°97 = 0:2, 4 = 1-5. a. v= berth; find Vwhen r= 3,h = 35. aa. p = PREY. find (a) P when R = $0, ¥ = 20 (b) V when P = 0-2, R = 20. 23. W = Gd; find W when d = 3,7 = Fae 24, f= AE find (a) f when v = 20, u = 25 (b) v when f = 20, u = 25 25. A = P(I + 755)'sfind A when P= 1000,r = 10,0 = 2 2.4 The Distributive Law The distributive law states that for any numbers a, b and c: [+o ab + ac | We can extend the distributive law. If, in place of a, we have, say, (x + ¥) then: (x + yb + c) = (x + yD + (x + ¥): = b(x + y) + ctx + ¥) 2.5 Quadratic trinomials A monomial is an expression that contains only one term, e.g. 5x; x7; 2ab; mn; s. A binomial is an expression that contains swo terms added or subtracted, e.g. x + 5 3a — 2b; x2 + Ly mn — py 3x - 5. A trinomial isan expression that contains three terms added or subtracted, ¢.g..x° — Sx + 6; vty — 4:30 — 20 + 4x? - ey + ym tn —p. ‘A quadcatic trinomial is a trinomial of the form ax + bx +c(a #0,b #0,c #0) 1 Lette constant term the x term (or linear term in x} the x? term (or quadratic term in x)2/BASIC ALGEBRA 39 The word quadratic means ‘squared’. The following trinomials are quadratic trinomials: (a) x? ~ 5x + 6s a quadratic trinomial in x (b) 3a? — 2a + 1 is a quadratic trinomial ina (ox! + 4x + Lis a quadratic trinomial in x2 Consider the expansion of (x + mx + n) (xe + myx + on) = (x + mx + (x + mn = xt + mx + mx + mn = + (m+ nx + mn (e+ mx +n) = 8 + (mt n)x + mn Ifn = m, we get (e+ my = x8 + mx + mm? This is frequently written as: (a+o (a — bP @ + 2ab + @ = 2ab + b EXAMPLE 4 (@) (4+ x43) =P +4 NK tIKS =F SFE (b) (= 5) = 2) + (34 -Dx4 SK Ze — 74 10 © DEF N= MEDEA+ DKA SK HH 12 (@) (x = 3) = = bx + 9 EXAMPLE 5 fa) (Bx — 2)2x ~ 3) = Gx - 2)2x + Gx - 2x 3 6x? = 4x — 9x + 6 6x2 - 1x + 6 Observe the pattern: 6x? isthe product of 3x )and@x Gis the product of (| — 2)and( - 3) “13x is obtained from (Gx — 2)2x ~ 3) i.e. from “4x — 9x So eX (b) (2x — 5)(2x + 3) = 2x — 5)2x + Qx = 5)3 4x2 — 10x + 6x — 15 = 48 = dx — 15 Observe the pattern: 4x? is the product of (2x )andQx —-) “15 is the product of ( ~ 5)and( + 3) “4x is obtained from (2x +3) ie. from “10x + 6x. (©) (2x = SP = xP +2 2x x54. 5P 4x? — 20x + 25 @ — 2ab + bt where a = 2x andb = 5 ise. (@ — bY40 NEW SENIOR MATHS: TWO UNIT COURSE EXERCISES 2(d) Write down the expansion of: Le + Sx + 1) 2. (x + lx + 4) 3. (x — 2x = 3) 4. (a - 3a + 4) 5. (a + Sa — 4) 6. (p — 7p ~ 3) 7. (¢ + 4c - 5) 8. (x = 6x + 1) 9 (t+ SMe — 1) 10. (x + 4)(x + 8) 11. (x + 4)(x = 8) 12. (x = 3)(x + 9) 13. (p - 5) 14, (x = 1)? +7 16. (2x + 3)(x + 5) 17. Gx = 4x = 2) 18. (3m + 72m — 1) 19. By — 2y(4y + 3) 20. (6x — 7x — 4) 21. (Sx — 3)(7x + 2) 22. (2m = 113m = 4) 23. & + 5)By — 2) 24. (Sz — 14)(2z + 5) 25. (x —14)(6x — 1) 26. (2p - 1)(4p + 3) 27. Bx + Gx + 2) 28. (2p — 9\2p + 9) 29. (3x + 2)2x + 3) 30. (x + 1)2x — 1) 31. (4p ~ SP 32. Gx + 4) 33. (2a — SP 34. (Sy — 3° 35. (4y + 9F 36. (2x - 37 37. (Sp — 1 38. Gp + 7) 39. (22 + OF The distributive law can be further extended. EXAMPLE 6 Expand (a) (x + 2)08 — Sx + 6), (b) (x = Ile + 2K + 3) fa) (x + 2x2 ~ Sx + 6) = x(x — Sx + 6) + At — Sx + = x) — Sx? + 6x + 2x7 — 10x + 12 = + (54+ Dxt + 6 — 1x + 12 ax - 3x ay + 12 (b) (x = Ie + 2K + 3) = OK = DI + 2x + 3D] (x = D(x + 2x + (« + 233] (x = De + 2x + 3x + 6] (x = NOt + Sx + 6) x(2 + Sx + 6) = 10 + Sx + 6) By repeated use of the distributive law, we can expand the expression (a + b)’ (a + db) = (a + ba + Ma + bd) (a + bya? + 2ab + B' = a(a? + 2ab + 6%) + b(a? + 2ab + b%) a! + 2a%h + ab? + a°b + 2ab? + b? @ + 3a% + 3ab? + bP . and so, by = a’ - 30% + 3ab? — bP In place of b write (a It is useful to remember the expansions of (a + 6) and (a ~ b): @ + 30° + 3ab? + b> (a + by (a — by = a) — 30° + 3ab? — bY2/BASIC ALGEBRA 41 EXAMPLE 7 (2x + 3yp = 2x)! + 3(2xPBy) + 3QNGYF + Gr) 8x! + 36x2y + Sdxy? + 27y! EXERCISES 2(e) Expand the following: L (= )Q2 + 3x4 1) 2. Gx = Sx + 22x - 4) 3. x(x = 2x + 2) 4. (x = Dr = Gr - 2 5. 2x ~ Ix — 2x = 3) 6. Qx ~ 1p 7. (2a + bY 8. (2x — ayy 9. (2 + 5)Q2 = 2x = 3) 10. (x ~ 2)(x + 2x + 2) 11, Ga + 4b) 12. Qp - Sq) 13. (4m + n)! 14. (x + AY 15. (a? + bp 16. (Sm — 2n)) 17. (2 = y'? 18, (@? + bY 2.6 FaCtO’S (a) A common factor If each term of an expression has a common factor, we ‘take it out’ by using the Distributive Law in reverse: a(b + 0) | ab + ac EXAMPLE 8 Factorize (i) Sx + 10y, 6mn + 2imp — 15mq, (iii) 2a? ~ Sa* It is first necessary to find the highest common factor (H-C.F.) of the terms of the expression, To do this we express each term in its prime factors and then pick out what is common in the terms. w Sea Sx x i) 6mn=2x3xXmxA Wys2xSxy 2imp = 3x 7x mx p HGF. = 5 ISmq=3x5xXmxq Sx + Wy = Sex + 29) H.C.F. = 3m 6mn + 21mp — 1Smq = 3mQn + Tp — Sq) ii) 2a=2xaxa Sa=5xaxaxa H.CF. = a . 2a? — Sa) = a%(2 — 5a) ‘Note: Check the result in each case by expanding the answer. EXERCISES 2(f) Factorize 1. 2a + 2b 2. 20x ~ sy Bata 4. 2x? — 6xy 5. mn + mn? 6. — 2rs42. NEW SENIOR MATHS: TWO UNIT COURSE 7, Sa? + 10a 8. 15x ~ 10x? 9% ab + ac + ad 10. px ~ py — pz 11. 5a) — 180°? 12. 30° + 6a%b? + Yabe 13. 8a = 3a*b? 14, 9min? = Smid 15. 8p?rg + 3pirq 16. 9a%b — 6ab? 17, S4xty? = S4x0y? 18. 4a? + 4b? ~ 4c? 19. mp + mip — mp? 20. Sa*b ~ Sa*b? — Sa*b? (b) Grouping in pairs If we expand (x + y)(b + c) we get bx + by + cx + cy. Consider the situation in reverse: bx + Dy + cx + cy = Bx + y) + elx + y) wr More | We could also group the first and third terms and the second and fourth terms thus: Bx + by + cx + cy = x(b + c) + W(b + 0) = (& + yb + 0) as before EXAMPLE 9 Factorize (i) xlx + 2) + y(x + 2), (ii) a(b — 3c) — x(b ~ 30). (i) Ge + 2) + yl + 2) = Yr ty) a(b = 3c) ~ x(b - 3¢) = (b ~ 3ea - x) EXAMPLE 10 Factorize (i) pq + pr + sq + sr, (ii) x? — xy + Ax = mn = Im + In. @ pq t prt sq + sr = pligtr+sqtn =(@+nw+s) x(x = y) + 400 = ») (x = y)e + 4) i) m2 — mn — 2m + 2n = mm — n) — Am — n) = (m — nyun — 2) Check the result by expanding the answer in each case, Also try these factors by grouping the first and third terms and the second and fourth terms. Note: “2m + 2n = -2(m — nn). Note carefully the effect of taking out a negative common factor ) x ay + de = ay EXERCISES 2(g) Factorize each of the following and check your result by expanding your answer. 1. a(x + 2) + (x + 2) 2 xp - 1) = 4p - 1) 3. Sa(p - 6) - ip ~ 6) 4. cla ~ 3b) + dla — 30) 8. Ax(x — y) + Sx - 9) 6. 3a(2b = 3c) — m(2b — 3c) 7. pla +b) + gla + 8) - (a +b) 8 x + 2) - yO + 2) ~ 2 +2) 9. PQx = 1) + 42x ~ 1) 10, a(x + 2y) — B(x + 29) 11. ax + ay + bx + by 12. ax + 4a + bx + 4b2/BASIC ALGEBRA 43 13.8 = ay tae — yz 14, Day + ee ty tz 18. a — ab — ac + be 16. 10y — 25y? + ax — 10x¥ 17. a! + 3a°b + ab? + 36° 18, ac — 2be — 2ad + 4bd 19. ab + ax — 3b - 3x 20. 6y + 7x — 14 21, xt ~ Qxy ~ az + 2yz 2. = ab +b 23, 3a - 36 + 2a - 2ab 24, 2mn + Imp + pr? + pin 25. ay — 2a + y? = 2y 26.) + 3x2 + ax + 12 27. axe + 2e ~ axd ~ d 28. 4ax + 6bx -- 6a ~ 9b 29. pq ~ pq? + Sp ~ Sq 30. mp + m2 + np +n 31. ax? = axy + bxy ~ by? 32. 20) — @? + 2a - 1 33, 2xy — xz — By + Az Mowry tore pel 38. ab ~ 3a —4b + 12 36. 2x — 6y — xy + 3° 37. a) + 3a% + ab? + 3b? 38. 3m? — 3mn = m+n 39. xw — yw + xy — yt 40. 2x? ~ 2x? + 2x — 2 (c) Difference of two squares [@—o=(@-da+b | We can give this result the following geometrical representation. I bx— 2 —»} 3 be (a=b) =] EXAMPLE 11 Factorize (i) a? — 25, (ii) 16m? ~ 1, (iil) 9x? — 49y*, (ivy 2 — = @@—25 =a (a - SMa +5) 16m? — 1 = (4m) — P= (4m — 14m + 1) 9x2 = 49y xP — Gy! = Bx = 79x + 79) wm e-2 uftV_PY -(f2 - 2% + 2 met -G-@ -G- 969) EXAMPLE 12 Factorize (@) (x + 1)? = (y — 1, ii) a? @O@+IP-O- 1 @°b — ab? +b», Gil) TSmp* ~ 48mq*. O - DIG + D+ 0-D) (x y + Ax + y) "(a — b) — ba — b) (@ — bya — b) a — bya + bya — b) (ii) a - ab ~ ab? + DP44 NEW SENIOR MATHS: TWO UNIT COURSE 1Smp? — 48mq? = 3m(25p? — 16g") 3m[(Sp) — (4q)'] 3m(Sp — 4q)(Sp + 4a) ), 3m is common. Take it out and we are left with the difference of two Note: 1n squares. EXERCISES 2(h) Factorize L 2 m= 1 3oxt~ 16 4, 5. 9a? ~ 25 6. xt — 0:36 1 8B pg—r 9. 9x2 ~ 4y? 10. UL p? = i 12. 36ct ~ 49a? 13. 14, 8 = yigt 15. (2a) ~ (3? 16. 17. (a + P= 4 Boe —y ¥ 19. 20. 523? ~ 47 21. ab ~ ab? 2. 24. 45a°x — 20x 25. 27. (x + yP 4 28. 30. 2x? = 0-08 3. -4x— 12 33. pig ~ p? - 16g + 16 M4. 36. 37, 3xty? = ay? 1 39. 40. a2. 43, (p +22 —(p- 2 44, 64 — (BE 45. 2min® — 181" 46. x - 3x8 = Ox +27 47. Ba — 18a2y? (d) Sum and difference of two cubes Two further identities are of use: a) +b = (a + ba? — ab + BY @ — b= (a ~ bla + ab + BY You can determine the truth of these by expanding the right-hand side. EXAMPLE 13 Factorize the following: a 8 (b) 27y> + 64x° + yey (@) xy! = zty) = tw + tet (a) eo Be gt 2 ox = Yt + 2x + 4) (b) 2QTy' + 64x! = By)’ + (4x) = Gy + 4x)9y? — 12xy + 16x)2/BASIC ALGEBRA 45 (©) (x + 2 + yh = (Oe + 2+ ye + 2F — Cw + DH + KT (x + 2+ phe t+ 4x + 4 ~ xy — 2y + yy (@) 8y) — ey) Awe tw = GP = 2) — wee - 2) (= 29 = w) = (r= ae + DY UT + yw Ew) EXERCISES 2(i) Factorize: 1. y? ~ 125 Roel 3. Bp) + 27 4, Sar} + 16 5. 216 - @ 6. (x + SP + (x — 2 7, (2x + 3 — (x ~ 4p 8. be ~ af 24 Bb Sop —4an 9. 64a? + 8b: 10. 5k? — Gar A. pix = px? 12, x6 + y6 33-7 14, am + a? — by? — bm? 8. 16, 8x8 - TR 17. 18. a) + (a — bY 5 8a _ yp 19. (a + bY — (a ~ by 20. 135 O 21, Gx — yp + By? 22. S4a°b? + 6c 23, (2x + 1) + Qx ~ 1) 24, min? — 1 28. 1000p! — g* 26. 8 = (2 -3x7 27, (a = bP + (a — 2b) 28. 125c? — 343a° 29, a’b! - ab 30. 2x — yP + 54 (e) Quadratic trinomials From the previous section 2-4 we can see that 22 + (m + nx + mn Let us consider example 4 in reverse. EXAMPLE 14 Factorize (a) x? + Sx + 6, (b).x? — Tx + 10, (e).x2 + x — 12, (0)? — 6x +9 (a) x2 + Sx + 6 = (x + mx + 2) We look for two numbers m and # whose product is 6 and whose sum is 5. 6 and | are factors of 6 but their sum is 7. 2 and 3 are factors of 6 and their sum is 5. x2 + Se t+ 6 = (x + Ax + 3D We may set out the working as follow: x +62 P< 82 and accept only the combination that gives 5x when we cross multiply.46 NEW SENIOR MATHS; TWO UNIT COURSE (by) x2 — Tx + 10 = (x + mx +n) We need two numbers m and n whose product is 10 and whose sum is “7 Sand 2 are factors of 10 but their sum is *7. “S and °2 are factors of 10 and their sum is “7. X= Tx +10 = (x ~ Sx = 2) (©) 8 Fx = 12 = (x + mx +n) We need two numbers m and n whose product is “12 and whose sum is 1. ‘The factors of “12 are 4 and -3, “4 and 3, 6 and “2, “6 and 2, 12 and “1, “12 and 1 Of these factors, 4 and “3 have a sum of 1 xt x — 12 = (x + ax - 3) x 14 Ke BY Ye ros BY 2 AK A The only combination that gives x when we cross multiply is the first one. (@) x2 = 6x + 9 = (x + mx +) We need two numbers m and n whose product is 9 and whose sum is~6. 3 and 3 are factors of 9 but their sum is 6. “3 and “3 are factors of 9 and their sum is “6. X= 6x +9 = (x = 3x - 3) = - 3 Note: For multiplication of two numvers, (i) like signs give positive, Gi) unlike signs give negative. EXAMPLE 15 Factorize (a) xt + 7x + 12, (b) x7 ~ Sx — 24. (a) The factors of 12 are 12 and 1, “12 and “I, 6 and 2, ~6 and °2, 4 and 3, ~4 and -3, Of these, 4 and 3 give a sum of 7. Txt Tx + 12 = (x + Ax + 3) (b) The factors of “24 are “24 and i, 24 and “I, 12 and “2, ~12 and 2, 8 and -3, “8 and 3, 6 and “4, “6 and 4, Of these, “8 and 3 give a sum of “5. “xt — Sx — 24 = (x = Br + 3) X24 124-112-1218 8 16 6 xo 2 2 aa aa The only combination to give “Sx when we cross multiply is x 8 ross EXERCISES 2()) Factorize the following quadratic trinomials. Let ax $3 2. x2 + 10x + 21 3.8 + Lx + 24 4. + 6e 45 3. +7a+6 6. a? + 12a + 32 JT. mm? + 9m + 20 8. p+ 9p + 18 9. p> + Ip + 18 10. p? + 19p + 18 ext + Tx + 12 Wx? + 13x 4 12 13. 2x8 + 8x + 12 14, -Ix+ 1S. x? — 13x 4 12 16. x2 — 8x + 12 17, m? ~ 9m + 20 18, m? — 12m + 20 19. m? — 21m + 20 20, x2 — 14x + 13 21. p? + 2p ~ 15 2. p? — 2p - 15 23, p? + lap ~ 15 24. p! ~ ld4p — 152/BASIC ALGEBRA 47 25. 2x - 35 26. x? — 3x - 10 21 x8 + W7x + 72 28. 4a — 12 29x ~ 1x +6 WO. xt = x — 72 3. ox = 72 — 2x - 72 33. a? + 13a + 30 34, xt = x = 42 — 19x ~ 42 36. x2 + 19x — 42 37, xt = Ix ~ 42 + 6x —7 39. y+ by ~ 55 40. y? — 6y — 95 B+ dy + 33 a2. = lay + 33 So far we have considered quadratic trinomials whose quadratic term has a coefficient of 1. We consider now the situations where the coefficient of the quadratic term is not 1 EXAMPLE 16 Factorize 6x? — 13x + 6 The factors of 6x? are either 6x and x or 3x and 2x. Since the constant term, 6, is positive and the x term is negative, the factors of 6 will both be negative. Possible factors of 6 are ~6and “1 or “3 and “2. By ‘trial and error’ we combine the factors of 6x? and the factors of 6 until we obtain “13x as the x ter Possible factors: Corresponding x term: ) (6x — I(x = 6) “x = 36x = “37x ) (6x = 6x = 1) 6x — 6x = “12x ii) (6x = 3x = 2) “Bx - 12x = 15x liv) (6x = 2)(x = 3) “2x = 18x = 20x = I)Q2x - 6) “2x = 18x = 20x = 6)(2x = 1) “1x — 3x = "15x = 3)(2x - 2) 6x — 6x = “12x = 22x - 3) “4x — 9x = “13x Only the last possibility satisfies, 6x? ~ 13x + 6 = Gr - 22x — 3) Check that this is correct by expanding (3x ~ 2(2x — 3). Note: Since 6x? — 13x + 6 has no common factor, then neither of its binomial factors can have 2 common factor. Thus in the above factor combinations (i), (ii), (iv), (v), (vi) and (vii) can-be rejected because each contains a common factor of 6, 3 or 2. Instead of writing down each of the eight possible combinations above, (i) to (iv) can be written 6x, “163-2 x “61-23 and (v) to (viii) can be written 3x. “163-2 2x. 6123 and we reject all of the combinations except the one that gives “13x when we cross multiply. The only satisfactory combination is Bx? wo 3 which gives (2x)(-2) + (3x)(3) = “13x when we cross multiply. EXAMPLE 17 Factorize 4x? — 4x — 15 The factors of 4x? are either 4x and x or 2x and 2x. The factors of “15 are “15 and 1, 15 and “I, “5 and 3, or 5 and ~3.48 NEW SENIOR MATHS: TWO UNIT COURSE Setting these down in cross multiplication style, we get 4x IS 158 Sor ax Maia rs 1433 yo 5 5 and 2x WEIS ISS Sor 2x 1133 err 133 wis 15-5 5 The only satisfactory combination that produces “4x is 2x PS . 4x2 = ay 15 = Ox — Qx + 3) Check that the result is correct by expanding (2x — $)(2x + 3). EXAMPLE 18 Factorize 3x? + 8x ~ 16, The only factors of 3x? are 3x and x. Since the constant term is negative, the factors of “16 will be of opposite sign. Possible factors are “I6and 1, 16 and “I, 8 and “2, ® and 2, 4 and 4, “4 and 4. 3x “16 ) 16 “1 8-2-8 24-4 > 16 1 16°28 284 4 The only possible combination is the last one. 3x2 + Ba = 16 = Gx = 4) + 4) Check by expanding (3x — 4)(x + 4). EXERCISES 2(k) Factorize 12 tbe 3x7 + Ix - 4 3. 2x + 7x 4+ 6 4. 4a? + 130 +3 4c + 5x41 6. 3a? — Sa +2 7. 8x? = 14x +3 2x? — 9x —$ 9. Bc? = Tc - 6 10. 8x? + 14x + 5 . 6x? + 17x + 12 12. 3xt 3x 4 4 13. 3x? — 17x + 10 |. 6a? — 13a — 63 15. 3x? - Ix — 4 16. 10x27 = Ix - 8 2x? + 3x — 2 18. 4x? — 12e + 9 19, 9x? — 12x + 4 ea) 21. 6x2 = 85x + 14 22, Sm? + Im — 18 10a? — 41a — 18 24. 2y? - ay ~ 6 28, 12y? + ly — 6 26. 6x? — 25x + 14 27. 6x? ~ 29x + 28 28. 6x7 19x + 14 29, 6x 20x + 14 30, 8x? + 2x — 3 31. 6p? + 25p + 21 32. 10a? - Ila - 6 33. iy? + 28y — 5 34, 24x° - 59x + 36 35. 15x? — 19K + 6 36. 3x? = 2x = 1 37, 9x? + 9x — 10 38. 2x? Ox +4 39. 0p! + Ip +3 40. 5x2 ~ 2x - 3 3p? — Ip +2 42. 8x2 - 6x — 9 43. 4° + 1 + 9 44, 9x? + 30x + 25 45. 4x? — 28x + 49 To factorize the expressions in the next set of exercises, it will be necessary to use one or more of the techniques we have studied (i) something common in each term, )) grouping and using the Distributive Law in reverse, (iii) difference of two squares, iv) sum and difference of two cubes, () quadratic trinomialsEXERCISES 2i(1) Factorize completely 1? = 3x 3. 3x + Ox sx 9 7. 3xty — 12y 9% 1 -(b- oF UL. (a + bY ~ 13. a? — a — 42 15. 2x? + 14x? — 16x 17, (x + BP = 4 19. @ — 1 21. x? = 36y? Bet x- 12 25. 4x? — 28x — 480 27. 6y? + 3? - 3y 29. 15a? — 60 3. Sa®x — 125x 33. 5P + 5A — 3601 35. 3 — 125a° 37, m? — mn + 6m — 6n 39. x(x + 3) = 4x + 3) 41.4 — (x + IP 43, x2 — 2x + ax — 2a 45, 2axe — axd + 2c —d 4.2 - 1 2/BASIC ALGEBRA 49 8. Sx’y — 20xy? 10. 10x? + 9x — 1 12. 6x) - 48 14, a(m + n) — bUm +n) 16. 3a? + 24a? + 21a 18. x? — 3x — 10 20. ab? + abe + abd Wxe+x 24. xY - 2) +90 - 2) 26. bx? — 14bxy + 49by? 28, 6y? + 26y? + By 30. 9mn = 25m? 32. (x + yi - Oe - »P — Jaxy + 209? 36. ax + bx + ay + by 38, (X + 3yMx — 3y) = 3zlx + 3y) 40. mx? — xy + ly — mix 42. 6x9 — 34x7 — 56x 44,8 — 10x - 144 46, p) + 125 48. (x + AY +1 Write an algebraic expression in factorized form for the shaded area in each of the figures in questions 49, to $7. 49.50 NEW SENIOR MATHS: TWO UNIT COURSE 2.7 Simplification of fractions =_==emen The procedure in simplifying fractions is to 1. Factorize numerator and denominator. 2. Cancel any common factors. EXAMPLE 19 y 9X46 Gy 15a? — Sab Simplify @ 53.) ~S ( X46 _ E+ _, 3x 427 Gerd ~ (iy 1542 = Sab SaGa = 6) _ 30 Toa ~~ gab 3D Gy 22H HMO Ky 6xy ~ 2y? 2yGx—F) ay EXAMPLE 20 Simplify at x ~ G23} xed) (2D) © (2K + 1) x ox ed EXERCISES 2(m) Simplify 1, 84 = 48 2, Wsx + ly B 4. 1 10. 13. 16. 19. 22. 28.2/BASIC ALGEBRA 51 padesanb) ix se 4a — 6b »y 1Ox'y = 25 3. Sxty? * (He + 5) yg, @ Boa = 6) w= Bab + 262 . - 3 m ~ 9m + 20 Bx + ax +2 axi (x + Ay = h EXAMPLE 21 3x ax - SF x+y é Before adding or subtracting fractions, each fraction must have the same denominator This can be done by getting the lowest common multiple (L.C.M.) of the denominators. The L.C.M. of 5 and 7 is 35. Express as a single fraction i) 3 ~ 3, Gip fin * 7 32 wy 3X 2x21 577 wD a 2 10 _ ix _ SQx — 1) © 33 7 35 ~ 35 35 _ 21-10 _ 2x = 10x + 5 ~ 35 35 i _ e+ 5 © 35 38 The L.C.M. of Sx and 7x is 35x. pe onee.) 2 xty di) EHR wy a ee 2») _ Wty) sx” 35x 2 6 ea) _ 4x -2y-x-y 35x, = 6 ~ _ 3 _ 3x -3y * 35x = % _ 3a =») EXERCISES 2(n) Express each of the following as a single fraction. xox 3x x a,4a_a 3-3 wets Sakasi52. NEW SENIOR MATHS: TWO UNIT COURSE 5 ot? 3m_—2n a me 3a + b) 6 sane 3,3 1 p24 dk wid w 443 7.3, a a a+) ww, O41 a 2». EXAMPLE 22 : 3 \ _ Express asa single fraction () 2g + 5, i) PS — (i) Since x? — 4 = (x = 2( + 3), the lowest common multiple (L.C.M.) of x2 — 4 and xy ist - 4. 3 re @= D049 * @ HE FD Rye? 2x + 2) —x+5__ (ce = 2) + 2) + ji) L.C.M. of x — y and x + yis (x — yx + »), 1 x+y xy KEY X= WHY) (KRY) = Xty=&- y) (= a+) ea ere, (= Ge FD) — 2, - © = YGF y) EXAMPLE 23 » 3 2 1 ) Express as a single fraction (i) =I. — sg i) See SEROE (@ Since x? + 2x = xlx + 2) and xt -4 = (x ~ x + 2), the L.C.M. of x2 + 2x and x is x(x + 2x ~ 2). — 200 DL 2x xe + 2) OH WH D © xO + B= 2) 7 xe + DEW = 2) = 3 = 2) - 26 * xe + 2x = 2) Re xo + B= 2(ii) Since x? — Sx + 6 = (x - Kx - 3) and x? + 2x — 8 = (x — 2)(x + 4), the L.C.M. of 1 1 1 2/BASIC ALGEBRA 53 = Sx + Gand x + 2x — Bis (x — Yor — Her + 4) 1 SN FO PFW BW DEH” &— DEAD x+4 x=3 2x (= Dee = DOF |” = r= DOHA) _x+4-(x-3) 3x + 4) “(= DE-DEF 4 EXERCISES 2(0) Write down the lowest common multiple (L.C.M.) for questions 1. to 16. 1.x -3andx +3 2.x — Sand x? -25 3. xand x - 2 4. 2x — 4and 3x - 6 5. x2 - 4xandx - 4 6. 8 — 4x and x? - 16 7x -Tandx +1 8. x2 — 9and 2x ~ 6 9x + 2and xt + ax +4 10. x — yx + yand x = ML. xt = 4and x? + 3x +2 12. xy, x — y and x'y — xy? 13. <2 = 4x + 4 and xt ~ 2x M4, x,x + 3andxe - 9 15. x — 5,x + Sand xt Express each of the following as a single fraction. - 25 16. 2 = yx + oy, ay —CHAPTER 3 Equations and Inequations 3.1 Linear equations in one variable m—=__- An identity is a statement of equality rhat is true for ail values of the variable for which both sides ate defined, e.g. = 4 = (x — 2x + 2) Six + 3) = Sx + 15 are true statements for all values of x. Test that they are true for, say, x = 7, A conditional equation, or simply an equation, is a statement of equality that is true for only certain values of the variable, e.8. x + 5 = Bis true only when x = 3 A linear equation in one variable is an equation in which the pronumeral is of first degree, ¢.8. Bx +2 = 14, and there is only one value of x, namely x = 4, for which this equation is true. If the pronumeral occurs more than once in an equation, e.g. Sx -3 = 2x49, it is necessary to get the terms containing the pronumeral together on one side—either left- hand side or right-hand side, whichever may be more convenient EXAMPLE 1 Solve the equations (a) 5x — 3 = 2x 4 9, (b) S(x — 3) — 3x - 2) = (a) Sx —3 2 2K49 Le bopEooo0 a $x - 2x 3 =9 (Subtract 2x from both sides) ie. Gy-3=9 3x = 12 (Add 3 to both sides) xed (Divide both sides by 3) Test: Put x = 4 in (1). L.H.S. = 17 = RLS. tb) S(x — 3) — 3x — 2) = 19 a Sx — 15 — 3x46 = 19 Using Distributive Law) 2x -9= 19 - a)3/EQUATIONS AND INEQUATIONS 55 2x = 28 (Add 9 to both sides) x = 14 (Divide both sides by 2) Test: Put x = 14 in (1). LHS. = 5x Il ~ 3 x 12 = 55 -— 36 = 19 = RAS. EXERCISES 3(a) Solve the following equations and test your solutions. 1, 5x = 3x +9 2, 4Qx - 7) = 3x - 5 3. 3(x + 3) = 409 ~ 3x) 4x-7=3-% 5. S(2a + 1) = 6a ~ 5) 6. 05x = 1) - 24 = x) = 14 -3x=x49 8. 3x — 2 = Sx 9. S(2x — 1) = Ax - 5) -3 10. 43a + 2) — 63 ~ a) = 11. 5 -— 9y = 10 ~ Hy 12. 4m — 1) = 11 + 2m 13. Sa — 7 = 42a + 3) 14, 2c - 4-0) =5-c 15. m + 8 = S(m~ 1) — 2m 16. Ax + 5)~ (= 1) =9 17. 18 ~ 3(@ — 2) = 2a + 2) 18. 38a — 2) - 32a + 4) = 0 19. B(x + 2) — 3x + 5) = Ax ~ 2) 20. 3x + 5) = 4 - Gx - 2) 21. S(c = 7) = 3G¢ + 8) 22, 62x - 3) = 8 - 2Gx + 1) 23. Hm — 2) = SQm - 1) Mat+6=3-a If an equation contains fractions, it is advisable to multiply both sides of the equation by the lowest common multiple of the denominators as the first step EXAMPLE 2 Qx+l 2x 4 6 EL ay octeall 2a 1 2a+3 1 =pO | y-47 x2 Solve the equations (a) (a) Since the lowest common multiple of 4, 6and 3 is 12, multiply both sides of the equation by 12. 3(2x + I) - 2Qx - 3) = 28 6x +3 — 4x + 6 = 28 (Using Distributive Law) 2x +9 = 28 2x = 19 (Subtract 9 from both sides) x = 9! (Divide both sides by 2) (b) Since the lowest common multiple of x ~ 4 and x — 2is(x — 4)(x — 2), multiply both sides of the equation by (x — 4)(x — 2). 3 Gx = Ax = 2) (x — 2) = Ax — 4) 3x-6=2x-8 3x - 2x = Be ¥ 5 x (8 = Ayla = 2) (©) Since the lowest common multiple of 2a — 1 and 2a + 3is(2a ~ 1)(2a + 3), multiply both sides of the equation by (2@ ~ 1)(2a + 3) 2. Ga = 22a + 3) = Ga + Na - 1) 6a? + Sa ~ 6 = 6a? -a-1 6a a56 NEW SENIOR MATHS: TWO UNIT COURSE EXERCISES 3(b) Solve the following equations and test your solutions. 3.2 INe@QUATIONS mene For an inequation the = sign is replaced by the inequality signs >, which means greater than, or <, which means less than R stands for the set of real numbers and J stands for the set of integers (whole numbers). x € R means that x can be any real number and can be represented by any point on the number line. Thus x > 4, x € R means that x can be any number provided that it is greater than 4; for example, x can be 5-2, 6-875, V21, 8, 93 and, of course, very many more.3/EQUATIONS AND INEQUATIONS 57 x € J means that x can only be a whole number. Thus x > “I, x € J means that x can only be “1, 0, 1, 2, 3, ... and on the number line can only be represented by these points It cannot be 5-2, V2, 63, ete, Sign Meaning Example ee > is greater than x>4xeR a a567 x isgreaterthanor | yy rs a equal to called -10123 x < is less than x<2,xeR 3222 ROM me is less than or $e < equal to xe 2x6R “321012 x V0 “xifx <0 Oifx=0 We observe that Vx? = |x] jince x is a real number, it can be represented by a point on the number line. It is useful, then, to regard |x| as the distance of a point x from the origin and since distance is measured by a positive number, then |x| is positive for all x # 0. -3 ° 33/EQUATIONS AND INEQUATIONS 61 ‘The poims x = 3 and x = “3 are both 3 units from the origin and hence |3} = |-3| = 3 More generally, (x — y| may be considered as the distance between two points x and y on the number line and hence |x ~ yl is a positive number if x > y or if. x < y. kk -yl=x-yifx>y yoxifxcy Oifx=y eg. [5 — 3] = [3-5] =2 Two important theorems should be considered: (a) lxy| = |x]. bh (b) |x + y| < |x| + |p| (the triangle inequality) and |x + y| = |x| + |y| when and only when x and y are either both zero or both have the same sign. These theorems can be verified by giving x and y specific values. Test them for, say, x= Tandy = 3. EXAMPLE 7 Demonstrate on a number line the values of x for which: (@) jx} > 1b) |x) <2 (a) If |x| > 1, thenx > thorx < 71 (b) If |x| < 2, thenx < *2andx > 2ie. 2 3, then 2x - 1 > 3or2x-1< 3 ie, 2x = 4 or 2x < 2 x2 2orx< 1. (@) If [3x — 2| < 1, then 3x - 2 < 1 and3x —2>-1 ie, 3x <3and 3x > 1 x62 NEW SENIOR MATHS: TWO UNIT COURSE EXAMPLE 9 Give meanings to (@) (2x - 3], ) v= 2p, @) x = 3) = 2x 3if2e -3 > 0ie ite >} 3 - Qwif2x -3 < die ity <} =0if2x-3=0 ieitx=3 (b) Similarly — VO 2) = jy ~ 2| y-lify>2 2-¥ Oify =2 © VOy = aF = lay = x| . 1 =2y-xify > by x-Dify<} = Oify= & Before proceeding, it is important to revise the fundamental fact that an algebraic expression js not defined if its denominator is zero. Thus, for example, {*—¥ js undefined when x = 0 or 1. We say that the given expression is defined for all x#0,1 EXAMPLE 10 Simplify the following expressions: @ al forx #0; (b) leo fore 2,2; ( X=) when sxlies between Oand 1; =lifx>d = lifx<0 (x = 2) -_! Ix - () E=4t @- 20 +9 ~ x42 _ Q-x) =! = geaety = cpa sare ifx > 23/EQUATIONS AND INEQUATIONS 63 “TsinceO 3 “aa + 2w) @ — 2aw a — 2aw + w? (Add w2,) (aq ~ wP a-w (Take square roots.) a 2 MEE 4, |v3 = 2 6. [xi + [yl 8. [x — 5] + [x + 5] 10. v(x + 3) 12. Solve for x: (a) |x ~ 2| = 3 (©) [2x - 5) = 3 @ [2 +x) =5 (by [20 + 1 (a) \Sx + 1 Represent the solution sets of the following inequations (13.-19.) on a number line: 13. |x +3) > 1 15. |2 + 4x| > 6 17, |x + 3) > Land [2x + 5] 3 19. he? — I] < Band |x? + 1] 0 < 14, [2x + 5) <3 16. be? — 1] < 4 18. [2x + 5] < 3or|2 + 4x] 2 6 Simplify the following expressions, stating the values of x for which your answers apply: (20. to 25.) 26. Verify that [xy] = [x]. Ll i) [x + y| < x} + Pl for the following values of x and y: {a)x =5,y=2 (b)x =3,y= 2 vxt a. x= 6y64 NEW SENIOR MATHS: TWO UNIT COURSE 3.4 Quadratic equations =a An equation of the form ax? + bx +c =0,a #0 is called a quadratic equation in x. The elements of its solution set represent geometrically the x values of the points of intersection of the parabola y = ax? + bx + cand the X-axis. From our experience of drawing parabolas, we have seen that a parabola can (i intersect the X-axis at two distinct points, Gii) touch the X-axis at one point only, not intersect the X-axis at all. Solving of quadratic equations will involve the use of the Null Factor Law: Ifab = 0, thena = Morb =Oora=b=0 EXAMPLE 11 fa) If x(x ~ 2) = 0, (b) If (x + De = 4) = 0, then.x = Oorx —2=0 thenx +1 = 0orx-4=0 ie. Oorx =2 ie. ‘lors = 4 EXERCISES 3(e) Solve the following equations (you should be able to do these mentally) 1. x(x = 5) = 0 2 (x ~ 2x - 3) = 0 B(x + D-H =0 4. xQx +1) =0 5. x(x + 6) = 0 6. (x = Tx + 5) = 0 7. 3xQx - 9) = 0 8. “Sx(x + 1) = 0 9. (x = (x + 4) = 0 10. 2x(2 - 3x) = 0 IL. x(6 — x) = 0 12, (2x - Nx =0 13. (x = ay(x ~ b) = 0 14, (x ~ 3ax + 2b) = 0 15. (x ~ 2x + 2) = 0 16. (2x = 1)Qx + 11) 17. (= IF = 0 18. 2x + 3P = 0 19, 2x(5x ~ 8) = 0 20. 2x — Nx + 1) = 0 Quadratic equations are divided into three classes Type 1: ar+e=0,0<0 Solving this type involves factorizing the difference of two squares. EXAMPLE 12 Solve the equations @xe-4=0 Gi) 218-0 Gil) 92 = 25 fiv) (= 22 = 93/EQUATIONS AND INEQUATIONS 65 @ x 4=0 i.e. (x ~ 2x + 2) = 0 Difference of two squares) x—2=0orxn+2=0 x=2orx = 2 Graphically, the parabola y = x? - 4 cuts the X-axis atx = 2 and x = -2 2x? = 18 = 0 (x2 ~ 9) = 0 (Common factor of 2) x ~ I(x + 3) = 0 (Difference of two squares) x-3=0orr+3=0 x=3orx= 3 Graphicaily, the parabola y = 2x? ~ 18 cuts the X-axis at x = 3 and x i) 9x2 = 25 ie, 9x27 25 = 0 (x — 5)(3x + 5) = 0 (Difference of two squares) 3x-5 = Oor3x+5=0 x= Horr =H Graphically, the parabola y = 9x? — 25 cuts the X-axis at x = Wand x = “1 wv) &- BW=9 (x - 27 -9=0 (= 2 — 3x - 2 + 3) = 0 (Difference of two squares) ( — Six + 1) = 0 x-5=O0orx+1=0 x= Sorx= 1 EXAMPLE 13 Solve the equations (i) x? — 6 = 0, (ii) 3x? = 15. (i) If we consider 6 as being (V6)’, then x? — 6 may be considered as the difference of two. squares. xr - 650 ore? -6=0 ie. x - (VOR = 0 ee 6 (x — V6)(x + V6) = 0 (Difference of two squares) x= £6 x = V6orx = V6 di) 3x2 = 15 or = 15 3x - 15 =0 =5 3(x? — 5) = 0 (Common factor 3) x= v5 3(x — V5)(x + V5) = 0 (Difference of two squares) x = VSorx = V5 EXERCISES 3(f) Solve the following equations. Lwe-1=0 3.27 - 49 =0 5.x? 1x 9. 2x2 10. 4x2 - 25 = 066 NEW SENIOR MATHS: TWO UNIT COURSE We -A=0 12. 42-9 = 13. 5x7 - 5 = 0 14, 16x? — 1 = 0 15, 16 = = 0 16, 2x7 = 49 17, Hx = 1? = 36 = 0 18. (x ~ 27 = 16 19, 5x? — 245 = 0 20. 1x? = 63 21. Ox - 9 = 0 22, (Sx ~ 1)? = 16 2B. e+ 3)? 24, - 1) - 4 = 0 25.8 = 5 26, 2x2 - 6 = 0 21, 28. 3x - 33 = 0 29. 30. e+ P= 8 3 32. x2 - 18 = 0 33, 34, 2 - 24 = 0 35. 3x? = 21 36. 2x? = 22 Type 2: This type contains x as a common factor and so we use she Distributive Law in reverse. EXAMPLE 14 Solve the equations (i) x? — 3x = @, dil) 4x? = Bx. () #-3x=0 i.e. x(x ~ 3) = 0 (xis acommon factor) x= Oorx =3 i) 4x? = Bx ie. 4x? ~ 8x x(x — 2) 0 (4x is a common factor) x= 0orx=2 EXERCISES 3(g) Solve the following equations. Lxt—6x=0 2 3.8 + Sx = 4.28 + 10x = 0 5. 6 -x=0 7, xt - Sx = 0 8. 9. = Ix 10. 2 = 2x i. 12, 2x? + 20x = 0 13, 6x? = 24x 14, AS. Sx? + 20x = 0 16. 2x? - 3x = 0 17, 18. 11x? = 22x 19, 4° + 8x = 0 20. 2 3x - x = 0 22, Set +x = 0 23. 3x? = “9x 24, 2x? ~ Sx = 0 Type 3: ax? + bx +c 0 Solving this type involves factorizing a quadratic trinomial. Sometimes it may be necessary to ‘tidy up’ the equation to get it in the form ax? + by + c = 0, with the right- hand side zero.EXAMPLE 15 Solve the equations @ x - 5x +6=0 (ii) x(x ~ 2) = 3 () e-S5xr+6=0 (x = 2x - 3) = 0 x-2=O00x-3=0 x= 2lorx=3 (iii) xe ~ 2) =3 ereeneeeee xe - 2x -3=0 («= r+ 1) =0 x-3=00x+1=0 x = 3orx EXERCISES 3(h) Solve the following quadratic equations. 23x42 wa e 19. 5x2 + 26x + 24 2. 2+ 7x - 30 =0 23. 5x? = Bx - 3 25. x(x + 5) = 6 27. xGx — 1) =2 29. x(Ix — 30) + 8 3A. (x = 2)(2x + 9) 33.2 — 9 = By 35. (2x + IP = 4 37. (x + OP = x +6 39. 78 = 27x — 12) 3/EQUATIONS AND INEQUATIONS 67 (i are x +3 (iv) Ge + 4) = 3) = 16 i) tax 43 we-x-3=0 Qx = 3x + I) =0 2x -3=0orx+ 1 = x= Norx="1 (iv) Gx + 4)(x — 3) = 16 3x2 — Sx — 12 = 16 (expand the left-hand side) 3x - Sx - 28 = 0 (3x + Tx - 4) 3x +7 0 14. x + 10x + 25 16. 4x? = 8x ~ 21 2 Bx + 16 2 xt — Ix + 10 24, xQx - 11) 26. xx + 19) 28.2 + 1S = Bx 30. Sx? = 3x + 2 32. Sx(x + 2) = 3x — M12 - 4x ~ 2 36. (x + IP = ax 38. 6x? = 10 ~ Nix 40, x? = 4(x + 24) 3.5 Completing the square ae, x? + 12x +36 = (x + OF Observe that 36 = (y =6. i.e. the term not containing x is equal to the square of half the coefficient of x.68 NEW SENIOR MATHS: TWO UNIT COURSE = 10x + 25 = (x - 5)? “10)? Observe that 25 9) = O57, 2 i.e. the term not containing x is equal to the square of half the coefficient of x. Hence, if the first two terms of a quadratic expression in x are given, the expression can be made into a square if we add the square of half the coefficient of x. EXAMPLE 16 What must be added to (i) x? + 8x, 2? — 3x to complete the square? @ The coefficient of x is 8. One-half of 8 is 4. The square of 4 is 16. Thus when 16 is added we get x? + 8x + 16 = (x + 4). Gi) The coefficient of x is “3. One-half of is 3 3 3 The square of 5 is 3. Thus when 4 is added we get x EXERCISES 3{i) Write down the number 10 be added in order to complete the square in each of the following. + 4x 2 = 6x 3.x + Nhe + 10x + 2x 6. x2 ~ 12x 2 Ox 2 18x 9. x? — 2d -x + 5x xt + ax — Ix +x 15. x2 = Ix + Ox = 15x 18, xt + 2ax = 2bx +x 2. xt = ax 3.6 Solving quadratic equations by completing the SQUare me EXAMPLE 17 Use the ‘‘completing the square’ method to solve (Put constant term on R.H.S.) $44 (Add 4 to complete the square) 9 £9 — (Taking square roots) oe 3orx+2=3 lorx = "53/EQUATIONS AND INEQUATIONS 69 or (+2) = (+2 - R= ie (x +2 = 3+ 243) (= Dot 5) = x Sx +6 ee (Difference of two squares) (Put constant term on R.H.S.) (Add % to complete the square) ie, a 1 q ° (2 (« : 5 - ib : 3 + 5) = 0 (Difference of two squares) (x — 3" — 2) = 0 x= 3or2 8x 0 22 — 8x + 16 = 16 (Add 16 to complete the square) ie 16 +VI6 (Taking square roots) = 44 =4orx-4= 4 i.e. x-4 i x= 8orx=0 EXERCISES 3(j) Use the method of completing the square to solve the following quadratic equations. Lx? -6x+5=0 2x -2x-8=0 Bx + 4x — 5 4.2 + 4x = 12 5.x? — 10x + 24 6.8 = 4x = 21 7. xt = 26x + 25 8 xt - 3x +2=0 94x - 125 10.2 - Sx + 4=0 J. x? + 7x = 30 12. xt = lx = 12 13. x2 - 3x - 10 =0 14, 2 = 7x - 10 15, x? + x = 72 16. x2 - 10x — 11 = 0 17. x2 = 10x = 0 18, x? = ax Actually, all the equations in exercises 3(j) could be solved by using factors. However, the great advantage of the “‘completing the square’ method is that it can be used to solve quadratic equations that do not have rational factors.70 NEW SENIOR MATHS: TWO UNIT COURSE EXAMPLE 18 Use the “‘completing the square” method to solve (i). x? + 2x — (iii) x2 — 5x +2 = 0, (i) 2 + 2x - 5 + Ox (Put constant term on R.H.S.) e+ 2x4 (Add 1 to complete the square) ie. (+17 xe (Taking square roots) i x+l x orx + 1 = “V6 orx In surd form, the exact solutions are xls v6 Using 2-449 as an approximation to V6, the approximate solutions io four figures are xX = 1-449 or “3-449. (i ea dv + 8 ie. 4x = 8 w= 4x 445844 (Add 4to complete the square) ie. (y—2F = 12 +V12 (Taking square roots) ie =v orx - 2= -VI2 . v= 24 Vi2 orx = 2- VI2 2+ 3-464 = 2 — 3-464 5-464 = 71-464 The exacr answers in simplest surd form are.x = 2 + 2V3) diy x {Put constant term on R.H.S.) (Add 2 to complete the square) (Taking square roots) 5 orx 3 = 2 or x = 3 a3/EQUATIONS AND INEQUATIONS 71 EXERCISES 3(k) Use the ‘completing the square’ method 10 solve the following quadratic equations, giving your answers in surd form and also correct to three decimal places. Lat = w-4=0 Boxer -dy-4=0 x-5=0 4.x 6x +2=0 Sx+1=0 6 4 2x -2=0 6x 4 Bex -1=0 6x -5=0 1. x8 + 4x = 1 ax +5 xt + 3x-6=0 -x=3 14. 2 ~ 3x = 9 In each of the equations considered so far, the coefficient of x? has been 1. When the coefficient of x? is not 1, simply divide through by the coefficient of x? and proceed as before. EXAMPLE 19 Use the ‘completing the square’ method to solve the equation 2x? ~ 3x — 3 = 0. at -3x-3=0 2xt = 3x = 3 (Put constant term on R.H.S.) nde} (Divide both sides by the coefficient of x°) 23K, 9 3,9 9 \ a B54 2 (add & to complete the square} 3 (Taking square roots) 3 _ 33 orx — EXERCISES 3(I) Use the ‘completing the square’ method to solve the following quadratic equations. 1. 2x? 2. 2xt + 6x - 5 = 0 3. 2x? 4.2 43x-1=0 5. 3x7 6. 3x2 + 4x = 5 13x 4 8. 2x? - 6x +1 =0 9. 3x2 3 10. 4x2 + 4x - 5 = 0 UL. 2x? - Sx = 9 12, 3x8 = 2x -2=0 13. 2x? +x = 4 14, Bt — 8x +3 = 0 15. 4x2 = 9x — 4 16. 6x? - 10x +3 = 072 NEW SENIOR MATHS: TWO UNIT COURSE 3.7 Formula for solving quadratic equations mma The equation axt + bx +c = 0,040 is called the general quadratic equation. By giving suitable values to a, b and c the solutions of this equation may be applied to any quadratic equation. We proceed to solve it using the ‘completing the square’ method. axt + bx te ax! + bx = "c (Put constant ters on RH.S.) e+ by = (Divide both sides by the coefficient of x?) y "i 2 \ et bee ( 2 J = (aaa (2) to complete the square) bY ie (x4 3) - ate (Taking square roots) This formula enables us to solve any quadratic equation and thus avoids the necessity of hunting for factors of the quadratic expression or repeating the various steps in using the ‘completing the square’ method. EXAMPLE 20 Use the formula 10 solve the Following quadratic equations. (i) 8 + 8x + 12=0 (ii) 2 = 3x -2 (ii) 2 — 4x +1 = 0 (iv) 4x? + Sx - 2 @) x + 8x + 12 = 0 x= DENI AM heed = 1,6 = 86> 12 _ 82 ve -4x 1x 12 Seeman _ (8 + VO4- 48 = Bava 48 _ 8 + Vib ~ 2 B+4 = Bt4tor te =2 o%6 The solutions are rational numbers. Observe that b? ~ 4ac = 16 and v/16 is a rational number. We could have solved this equation using factors: (x + 2)(x + 6) = 0 x+2=0orx+6=0 x= 2or63/EQUATIO! iS AND INEQUATIONS 73 “where a = 1,0 = 3,¢= 2 (3) VO3P = 4 x 1x (2) =v og. (Exact solutions) 3+ 4123 123 2 = 3562 or 0-562 The exact solutions are surds. Observe that b? — 4ac 17 and V17 isa surd. It is not possible to solve this equation by hunting for factors in the usual manner. Gil) 22 - 4x +1 = 0 “b+ Vb? - 4ac no where a = 2,6 = 4,051 4 + 22 9,4 - 2v2 a o (since V8 = 2V2) 4 -\2 2 aaa or —J~* (Exact solutions) = 1-707 0r 0293 (V2 = 1-414) The exact solutions are surds. Observe that b? — 4ac = 8 and v8 isa surd. Hence it is not possible to solve this equation by trying for factors. liv) 4xt + Sx — 2 =0 x = DENBEA Mae wherea = 4,6 = 5, = 2 2a _ 3 + VP 4x TX) ape SCE IE e) $+ V25 + 32 = 54M gp $= YS? (exact solutions) $50 = 0319 or 1569) EXERCISES 3(m) Solve the following quadratic equations using the formula, giving solutions in simplest surd form and correct to 3 decimal places where necessary: Let 6r+5=0 2+ 2x -8=074 NEW SENIOR MATHS: TWO UNIT COURSE 3.2 - 6x -7=0 4x2 - Tx +1 5.x + 2x -1=0 6. x - 6x +4 1.x -2x-5=0 Boxe t Sx l= 9. x8 - 2x -9=0 10, x? + 4x + 2 11, x? ~ 15x + 56 = 0 12, 7 + 2x - 15 =0 13, 2x? + Sx +150 14, 2x? ~ Be +39=0 15. 2x2 + 3x +1=0 16. 2x? - 3x = 0 17, 3x7 + 2x -2=0 18, 2x? + 3x — 5 = 19, x8 + 6x +1=0 20. x? ~ 8x + 16 = 2 2x? - x -3 = 0 22, Sxt- 7x - 2 23. 4x2 - Ox +4 = 0 24. 3x7 = xe — 28, xP + x = 3 26. x(x + 3) 27, 2x? + Ox HL = 0 28. 2x? — 6x 29.2 = x +2 30. x? = 6x +2 31. 2x? = 3x44 32. + 10x + 5 33. x7 + 17x = 60 34, 3x? + Ox + 5 35. 3x? ~ 15 = 0 36. x(x + 1) = 1 3.8 Problems involving quadratic equations amma EXAMPLE 21 One side of a rectangle is 2cm longer than the other side and she area of the rectangle is 120cm?, What are the dimensions of the rectangle? Let one side be xem in length Then the other side is (x + 2)cm in length. Since the area of the rectangle is 120cm*, x(x + 2) = 120 nee a ee 120 x + 2x — 120 = 0 (x + 12) ~ 10) = 0 x+12=0orx— 10-0 x= ‘IZorx = 10 a However, since x is a number that measures length, x cannot be negative. We can accept only the solution x = 10. In this case one dimension is 10cm and the other is 12¢m Equation (1) should be x(x + 2) = 120, x > 0. Note: The Null Factor Law, which we use to solve quadratic equations, states that if ab = 0,thena = 0orb = Vora = b = 0. You should observe that it is not necessary for both @ and 6 to be zero. So long as one of, them is zero, then ab = 0. Thus, in practical problems, we sometimes have to reject one of the solutions. EXAMPLE 22 The height Am of a stone 1 seconds after being thrown vertically upwards is given by the equation h = 30¢ — 5°. After what time is the stone at a height of 40m? Or — Su? Thus 40 = 301 — 5/2 when = 40 Se — 301 + 40 = 03/EQUATIONS AND INEQUATIONS 75 S(2 - 6 + 8) =0 S(t = 2M - 4) 1-2 Are both of these values of ¢ acceptabl EXERCISES 3(n) 1. In each of the following diagrams, the measurements are in cm. Find x in each case. The area of the shaded regions is given in each case. «) Area = 40 cm? © Area = 33cm? Area = 44cm? Area = 22 cm? 2, Ineach of the following right-angled triangles, use the Theorem of Pythagoras to find the value of x. Measurements are in cm. (a) (b) 5, 13 7 xad x x x+7 (a) x4 C \ x+3 © x+3 x La 3. The sum of a certain positive number and the square of that number is 12. What is the number? 4, The product of two numbers is 88, What are the numbers if one number is 3 more than the other? 5. The product of two consecutive numbers is 72, What are the numbers? 6. The height Am of a stone ¢ seconds after being thrown vertically upwards is given by h = 40¢ ~ 50, At what times is the stone at a height of (a) 60m, (b) 80m?76 NEW SENIOR MATHS: TWO UNIT COURSE 7. The sum of the square of a positive number and four times the wumber is 60, What is the number? 8. A rectangular swimming pool 12m by 8m is surrounded by a concrete path of uniform width, If the area of the path is 224 m*, find its wideh. 9. A carpet is placed in a room 6m by 4m, leaving a border of uniform width all round in. Find the width of the border if the area of the carpet is 8m?, 10. A picture on a wall measures 24 cm by 20cm. It is surrounded by a frame of uniform width whose area is 416cm?. What is the width of the frame? 11. A rectangle is 8cm longer than its width. If the area of the rectangle is 48 cm*, are its dimensions? what 12. Ina right-angled triangle, one of the sides adjacent to the than the other side. Find the length of each of the three sides is 96 cm?. 13. The perimeter of a rectangle is 40 cm and its area is 84cm? (i) If the width of the rectangle is xem, express the lengt (ii) Write down the area of the rectangle in terms of x. (iii) Form a quadratic equation in x and solve it to find the length and width. 3.9 Linear equations with two variables a=mmeaam ht angle is 4cm longer the area of the triangle terms of x. A linear equation in two variables x and y is an equation in which both of the pronumerals are of first degree, e.g. x + y = 6, and there is an infinite number of values of x and y that make this equation a true statement, €.8 (0, 6), (1, 5), (2, 4), (4, 2), C8, 14), These points all lie on a straight line. At the same time, let us consider the equation x — y = 2, the graph of which is also a straight line that contains an infinite number of points, €.8. (0,-2.1, “1, (2, 0), (4, 2s C10, 12), You will observe that the ordered pair (4, 2) satisfies both equations. Hence x = 4, y = 2s said to be the solution of the simultaneous equations x + y = 6 and v ~ y = 2and graphically x = 4, y = 2are the xoordinates of the point of intersection of the two lines.SY > a 3/EQUATIONS AND INEQUATIONS 77 a eee) Th}-4inear equations in two variables are said to be simultaneous if both equations must be considered at the same time. If an ordered pair (x, y) satisfies both equations, that ordered pair is a solution of the simultaneous equations. 3.10 Algebraic solution of simultaneous CQUZONS EE ‘The most common algebraic methods of solving a simultaneous pair of linear equations in two variables are (a) elimination, (b) substitution In the elimination method, which is more common for this type of simultaneous equations, we eliminate one of the variables x and y by either addition or subtraction, provided that the coefficients of one of the variables in each equation are equal. If the coefficients are equal and opposite in sign, eliminate by addition. If the coefficients are equal and have the same sign, eliminate by subtraction EXAMPLE 23 Solve the simultaneous equations x + y = 6and x — y = 2. xty=6 ; a x-yad.. Q) Elimination: Since the coefficients of y are equal and opposite in sign, we can eliminate » by adding both sides of (1) and (2). 12x =8 xa4 Putx = 4 in (1) L4ty=6 ys2 Substitution. From (1), ¥ = 6 — x Substitute 6 — x for y in (2) 2-6 -x=2 x-6+x=2 2x =8 xe4 From (1), y = 6 — 4 6-4 2 We should check that the answers are correct by putting x = 4, y = 2 into borh equations. EXAMPLE 24 Solve the simultaneous equations 3x + 2y = 10 and 4x + 3y = 13. 3x + 2y = 10 O) Aare y i= )13 eee ete een @78 NEW SENIOR MATHS: TWO UNIT COURSE Elimination: Make the coefficients of y both 6 by multiplying (1) by 3 and (2) by 2. 9x + 6y = 30 veces a) 8x4 6y = 26 ee a Subtract (4) from (3) xed Put x = 4in (1) 12 +2y = 10 y= ye Substitution: From (1), y = Ose Substitute 1° 5 3* for y in (2) 2 vod + OS 3D 2 3 8x + 3(10 — 3x) = 26 (Multiply by 2) 8x + 30 — 9x = 26 x= 4 xed Put x = 4in (1) 12+ 2y = 10 y= 2 yol Sometimes it is necessary to simplify and tidy up one or both of the equations before solving EXAMPLE 25 Solve for x and y 1 cee OD : =} ee Q Multiply (1) by 12, Why? =12 . 3 Multiply (2) by 4. Why? 3x ~ dx + dy x + 2y - (4) Make the coefficients of x in (3) and (4) both 2 by multiplying (4) by 2. 2x + 3y = 12 : 6) ay + dy = 14 wees (6 Subtract (5) from (6) wys2 Puty = 2in B) x +6= 12 2x = 6 ea Test your solutions by putting x = 3 and y = 2 into both (1) and (2) EXERCISES 3t0} Solve these simultaneous equations. Laxtyes 2x + 5y = 34 3. 4x — Sy = 30 x-Wye9 x- 5y= 6 4x — 2y = 243/EQUATIONS AND INEQUATIONS 79 4 Bx-yss 5.2m +3n=-4 6. 2x + Ty =4 Sx + dy = 8 3m + 2n = 6 3x + Sy = °5 xt sys 8. 5x + 2y = 9 9. 2a - 3b = 5 ax —y=7 9x — Ty =°5 2a - Sb =71 10. 2x + Sy W 2x + 12. 5m ~ 6n = 12 lox — 3y = 4 4x — Sy = 17 2m + 9n = 20 Boy = 4x -2 x4 = 442) ae - 7 = years 3x = 2) = 2y + 20 3 x+ Hed 16. 3x — y) + By = 4217, SPB _g 453 = ett - (x - 2) = 8 9x — = 2») 5 weet yeti, = 3 2 19. 3x — ») = 8 +) = 7 20. 2(3a - b) = x0 + b) Ax + y) + Sx = y) = 65 3(a - 4b) + 46 = Sa 2. S(Qx = y) = Ix +1 22, S(x + y) + 2 - y) = 15 33x +») = SQ — y + 12) 5x + 6 —2)=0 3.11 Problem solving using simultaneous equations aE EXAMPLE 26 Three books and 5 pencils cost $5:55. A book costs 10 cents more than 10 pencils. Find the cost of a book and a pencil Let a book cost x cents and a pencil y cents. 3x + Sy = $55 (3 books and 5 pencils cost 555 cents) Ww x ~ 10y = 10 (1 book costs 10 cents more than 10 pencils) Q) Multiply (1) by 2. . 6x + 10y = 1110 @) x = 10y = 10 ve (4) Add (3) and (4) . Tx = 1120 x = 160 Put x = 160 in (2). 160 - 10y = 10 toy = 150 y= is A book costs $1-60 and a pencil 15 cents. Check that this agrees with what is given. EXAMPLE 27 In a pen consisting of rabbits and chickens | counted 25 heads and 80 legs. Assuming that each rabbit has 4 legs and each chicken has 2 legs, how many rabbits and chickens are there? Let x equal the number of rabbits and y equal the number of chickens. x+y =25 (Thereare2Sheads) ..- eoeea 4x + 2y = 80 (Thereare 80 legs) ..-..-2--2222-.. (2)80 NEW SENIOR MATHS: TWO UNIT COURSE Multiply (1) by 2. 2x + 2y = 50 . : 8) 4x + 2y = 80 cee Subtract (3) from (4). “2x = 30 x25 Putx = 15 in). 25 10 Wi WAS ty » ‘There are 15 rabbits and 10 chickens. u EXAMPLE 28 y = mx + cis the equation of a straight line. 1 the line contains the points (J, 8) and (-2, “1), form a pair of simultaneous equations in m and ¢ and solve these equations. yamete Bamte (y= 8whenx=1) oe eee a “1 =-2m te (y= -lwhenx @) Subtract (2) from (1). 9 = 3m m=3 Put m = 3in (1). B=34c c=5 3x + $ is the equation of the fine. EXERCISES 3(p) 1. There are 450 students at a particular school. If there are 50 more boys than girls, how many boys and girls are there? 2. A contractor has 8 trucks, some of which carry a load of 10 tonnes and others a load of 5 tonnes. When the 8 trucks are filled, they contain a total load of 70tannes. How many of each size of truck does the contractor own? 3. A father is 7 times as old as his daughter. In 5 years’ time he will be 4 times as old as his daughter will be then, How old is each one now? 4. John’s mother is 5 times as old as John is. Three years ago, she was 9 times his age What are their present ages? 5. Admission costs to a theatre are adults $5, children $2. If 1000 people paid to enter the theatre and the total receipts were $3800, how many adults and children attended? 6. A box contains 50 coins made up of 10-cent coins and 20-cent coins. How many of each are in the box if the value of the coins is $7? 7. The straight line ax + gy = 12 contains the points (2, 2) and (-4, 5). Form two equations in @ and 4 and solve them. 8. A person spent 6 nights at a motel and 5 nights at a hotel for a total cost of $250. If he had spent $ nights at the motel and 6 nights at the hotel, the cost would have been $245. What is the cost per night at the motel and at the hotel?3/EQUATIONS AND INEQUATIONS 8f 9. Let x be the numerator and y be the denominator of a fraction. The denominator is 5 more than the numerator. If 2 is subtracted from both the numerator and the denominator, the denominator is then twice the numerator. What is the fraction? 10. The weekly salary of a television-set sales representative is made up of two parts, a fixed amount $q plus $b for every set sold. In one particular week she sold 25 sets and her salary was $495; in another week she sold 15 sets and her salary was $345. Find the values of @ and b. 11. Find two numbers such that if 18 is added to the first number it becomes twice the second number and if 6 is added to the second number it becomes three times the first umber 12, The weekly wages of 5 carpenters and 3 apprentices amount (o $1880 and the wages of 3 carpenters and 5 apprentices amount to $1640. Find the weekly wages of a carpenter and an apprentice. 13. Find the equation of the straight line that contains the points ‘) (4, 1) and (-1, °9) (i) (0, 4) and (1, 0) i) (2, 13) and (-4, 6) (iv) (2, 4) and (6, 8) 3.12 Simultaneous equations— one linear, one second degree EET A second degree equation in x and y is one that contains x? or y? or xy. For example, y= xr 5x46 (parabola) ee pad (circle) We have seen that the graph of a linear or first-degree equation in x and y is a straight line. A straight line and a parabola or circle or hyperbola can intersect in up to two places and the coordinates of the point or points of intersection can be found by solving the simultaneous equations. We use the method of substitution. EXAMPLE 29 Solve the simultaneous equations yar yoxt282 NEW SENIOR MATHS: TWO UNIT COURSE We are asked to find the coordinates of the point or points of intersection of the parabola y = xtand the straight line y = x + 2. This can be done either graphically, as shown in the diagram, or algebraically, by using the method of substitution » w y Q) In place of y in (4) put x + 2 from (2). Then x+2 eax 2 (= 2x + 1) Substitute these values of x into (1) or (2). From (2), if = 2, y= 4 ifx=tyed Thus the straight line and parabola intersect at (2, 4) and (1, 1). EXAMPLE 30 Solve the simultaneous equations xtyes et 25 We are asked 0 find the coordinates of the point or points of intersection of the straight linex + y = Sand the circle x? + y? = 25 This can be done either graphically, as shown in the diagram, or algebraically, using the method of substitution. Keyes. @ xt + yi = 25 B08 seer 2) From (1), y = 5 = x In place of y in (2) put 5 — x. Then 28+ (5 — xP = 25 2+ 25 — 10x + 8 = 25 2x? — 10x x= $x =0 (Divide by 2) x(x — 5) =0 x =0ors3/EQUATIONS AND INEQUATIONS 83 Substitute these values of x into (I). From (1), when x = 0, y when x = 5,9 ‘Thus the straight line and circle intersect at (@, 5) and (5, 0). EXERCISES 3(q) Solve algebraically the following simultaneous equations. ly = 5x +6 Ry =e 2 xtyss ety B 9x-ysl xy =2 I. y = 2x = 6 Wxty=s x? — xy + 2? = 16 3x3 + xy — y? = 29 3. y-2k+1=0 4. y - 4x -8 =0 ay = y = et 15. xy +3 Inox+y=2 x+y 19. x + 2y = xy = 8 EXAMPLE 31 Solve the simultaneous equations Bx+2y=4 etxy- yal Bxt+2y =4 a bay ywel ceeees ceveeeeeee + Q@) From (1), 2y = 4 ~ 3x 43x name. In place of y in (2) put 453%. z x(4—3y) (4 = 3x? | rr 4x2 + 2x(4 — 3x) — @ — 3x) 4x? + Bx — 6x? — (16 — 24x + 9x?) = 4x2 + 8x — 6x2 ~ 16 + 24x — 9x3 “Me + 32x — 2 Ie = 32x + 20 = (Lx = 10)(% = 2) = Then wet (Multiply by 4) (Divide by ~1) jgoooses x=84 NEW SENIOR MATHS: TWO UNIT COURSE Substitute these values of x into (1). When x = a4 44 (Multiply by 11) 14 Ba i When x = 2, 4 oo ye . 10 7 The straight line and the curve intersect at (Fy, 7) and (2, “1. Note: It is not essential to transpose (1) to express y in terms of x. We could express terms of y. From (D, 3x = 4-2y anateyy In place of x in 2) put * 5 2y, ABP =D (4 — 2yP + 3y(4 - 2y) — 92 = 9 (Multiply by 9) 16 — 16y + ay? + 12y ~ Gy? — Oy? = 9 “ly? = 4y +720 lly? + dy —7=0 (Divide by “1) (ly = NY + 1) = 0 1 o- yaaporl Substitute these values of y into (1) 1 l4 When y = yy. bette 4 33x + 14 = 44 (Multiply by 11) 33x = 30 x= 10 i When y = “1 bx-2=4 3x =6 x = 2as before. EXERCISES 3(r) Solve algebraically the following simultaneous equations. 1 de - Sy =3 2. 3y — 4x = 0 xi dy - Bx = 2 we $y? = 25 3. x+2y=3 wy tie t ys 5. 3x +2y=1 yey n-ya8CHAPTER 4 Plane Geometry 4.1 Points and lines We represent points by dots. Perhaps we could define a point as a dot, but how then could we define a dot? Perhaps we could define a dot as a point! The word point we leave undefined, but we know that it has position and is infinitely small. Thus it is impossible to draw a point. 1t is possible only to draw a dot or a mark that represents point Similarly, a line cannot be defined, It is not satisfactory to say that a line is an infinite set of points, but we can think of it as such. When we use the term line, we shall consider it as a straight line. A line continues indefinitely in both directions and has no width. If A and B are any two poir ts, we represent point, line, ray and line segment as follows: Symbol Meaning Illustration: A Point oA ABor AB | — Aline containing A and 8 Se AB or AB) A ray with endpoint A ae ABorAB| Aline segment with endpoints A andg | A®——eB Note: The notation AB may be used to describe a line, a ray, a line segment or the length of an interval and the context will determine its meaning. For example, AB = CD is a reference to lengths; X is a point on AB means that AB refers to a line segment,86 NEW SENIOR MATHS: TWO UNIT COURSE 4.2 An angle sa ‘An angle is the union of two rays that have the same endpoint. The common endpoint A 8 is called the vertex The angle can be named as angle BAC or angle CAB or angle A Angle BAC is written as , BAC or | BAC c or BAC. The unit of angle size is the degree and it represents mat of a half-turn. The ‘magnitude of an angle is the amount of turning, measured in degrees, between the arms of the angle and is denoted by mag / BAC or simply ; BAC. There is a positive real number between 0 and 180 that gives the measure of every angle. ‘The number that gives the measure of / BAC is denoted by m 1 BAC. It refers to the number of degrees and does not include the unit. If m 1 BAC = 30, then mag 1 BAC = 30°. We say that angle BAC is an angle of 30° However, we shall use the notation ¢ BAC or BAC to describe an angle or its magnitude and so we shall simply say that BAC = 30°. 4 8 8 180° 8 A i a0 Ya ¢ A c c Straight angle 180° Right angle 90° Acute angle 5 8 A c c Obtuse angle Reflex angle Adjacent angles In the diagram, / AOB and / BOC have a common arm OB. These angles are said to be adjacent. Vertically opposite angles If AB and CD intersect at O, four angles are formed. Any two of these that are not a adjacent are vertically opposite. A | AOD and ; BOC are vertically opposite. 8 1 AOC and / BOD are vertically opposite. 1 AOC and / AOD ate adjacent (and also supplementary). AOC and 1 COB are adjacent (and also supplementary)4/PLANE GEOMETRY 87 Supplementary angles Two angles are supplementary if their sum is 180°. For example, ; AOC and 1, AOD are supplementary, Theorem: If two straight lines intersect, the vertically opposite angles ure equal D c Given: AB and CD intersect at O. To prove: | AOC = | BOD and 1 AOD = 1 COB. Proof: Let ; AOD = a°, | AOC = b°, L BOD = &°. a+ 6 = 180 (Supplementary) a +c = 180 (Supplementary) La@+b=ate earn and so LAOC = | BOD Similarly “AOD = , COB (The symbol .”, means ‘therefore’ Note: Throughout this chapter we will make certain statements without proving them. Such statements are called axioms. Statements that are proved to be true are called theorems. An axiom is a statement that is accepted as true without proof. A theorem is @ statement that is proved to be true. EXERCISES 4(a) Find the value of the pronumerals in each of the following (1. to 12.): 1. 2 3. 25. 2 2x°\(x+60)" 4 2x7 x5 138" 2x 108°88 NEW SENIOR MATHS: TWO UNIT COURSE 8 (6b-70) ta +28) (2a-14)°/(4b - 10)° 10. 13, Two straight lines PQ and XY intersect at a point R. If the rays RM and RN bisect LORY and / PRY respectively, prove that » NRM is a right angle. 14, From a point O, rays OP, OQ, OR, OS are drawn all in the same plane and points P and R ace on opposite sides of the line SOQ. If ¢ POO = 1 ROQ, prove that ¢ POS = / ROS. 15, How many pairs of adjacent angles are formed when three straight lines intersect at a point? How many pairs of vertically opposite angles are formed? 4.3 Parallel lin¢S sue Two lines AB and CD are parallel if they are in the same plane and do not intersect. We write AB I CD to indicate that the lines AB and CD are parailel. The line PQ, which cuts across the parallel lines, is called a transversal. i land. 5, / 2and £6, 2 3and / 7, / 4 and / Bare pairs of corresponding angles. {Zand / 8, / 3 and / S$ are pairs of alternate angles. {Zand / 5, 3 and / 8 are pairs of co-interior angles.4/PLANE GEOMETRY 89 Angle properties of parallel fines: If two lines are parallel and they are intersected by a transversal, shen 1. corresponding angles are equal, 2. alternate angles are equal, 3. co-interior angles are supplementary. EXERCISES 4(b) Find the value of the pronumerals in each of the following. 10. Vso" M1. 726: 290 NEW SENIOR MATHS: TWO UNIT COURSE, 4.4 Angle properties of a triangle m= SN 2. a+b+c= 180 ——— 1. The sum of the angles of a triangle is 180°. 2. If one side of a triangle is produced, the exterior angle so formed is equal (0 the sum of the two remote interior angle Theorem: The sum of the angles of a triangle is 180°. Given: ABC is any triangle To prove;a +b +c¢ = 180. Construction: Through B draw XY parallel to AC. Proof: x= a — (Alternate angles equal) y=c {Alternate angles equal) x +b + y = 180 (Straight angle is 180°) a+b+c= 180 Theorem: An exterior angle of a triangle is equal to the sum of the two remote interior angles. A cz Given: °,ABC with AC produced through D. To prove: e = a + b. Proof: e + ¢ = 180 (Straight angle 180°) a +b + ¢ = 180 (Angle sum of ,\is 180°) e=a+b4/PLANE GEOMETRY 91 An isosceles triangle is one with two side lengths equal. It can be proved that the base angles are equal, i.e. B = / C. The line drawn from the vertex A to the midpoint X of the base is an axis of symmetry. As a consequenc BX = XC and , AXB = ; AXC = 90° ® > ° An equilateral triangle is a particular case of the isosceles triangle in which the three ‘60° side lengths are equal and the magnitude of each angle is 60°. 3 Lo 60°\ A A A B c 8 c a c Obtuse-angled triangle Right-angled triangle Acute-angled triangle (one angle > 90°) (one angle = 90°) (each angle < 90°) EXAMPLE 1 eI If AB = AC and / BAC = 40°, find x. Solution: Since AB = AC, ..ABC is isosceles a ZA" x L ABC = 1 ACB c.€ Let 1 ABC = a° *, 40 + 2a = 180 (angle sum of A = 180°) a= 70 x° = 4 BAC + , ABC (exterior angle = sum of interior 40° + 70° opposite angles) 110° x= 110 EXAMPLE 2 If DA = DB = DC, prove that ¢ ABC isa right angle.92 NEW SENIOR MATHS: TWO UNIT COURSE Proof: DAB = 1 DBA (ADAB is isosceles) LDCB = 1 DBC (DCB is isosceles) In L.ABC, 2a + 2b = 180. (angle sum of 4 = 180°) a+b= 9 - LABC = 90° EXERCISES 4(c) Write down the value of the pronumerals in each of the following (1. to 12.): S v 4. 5148) 6.4/PLANE GEOMETRY 93 13. Given that BA I DE, AB = BC, CD = DE and B, Cand Dare collinear, prove that LACE = 90° E 8 ID c Note: The word ‘‘collinear™* means “in the same straight line" 14. If one angle of a triangle is equal to the sum of the other two angles, prove that the triangle is right-angled , @ 15. Given that AC = CB and DC = CE, prove that AB I DE. o € 16. ABC isa right-angled isosceles triangle with the right angle at C. D and E are points on AB such that / ACD = { BCE. Prove that . CDE is isosceles. 17. In.’ ABC, Disa point on BC such that BD = CD = AD. Prove that , BAC = 90° 18, In each of the two situations, prove that A ABX and CDX are equiangular, i.e. the angles are equal, given that AB and CD are parallel. bf 7) 19. If AB Il CD and AE = AC, A e 8 prove that / ACE = 4 ECD. c D A 8 20, If ABI DC, AD = AC and AB = prove that (a) ADC = , ACD = CAB = | BCA (b) DAC = LABC (©) If L ADC = 40°, find the size of ABC c 21. The three angles of a triangle are in the ratio 3:5:7. Find the magnitude of each angle. 22. ABC is atriangle in which AB = AC. AB is produced (0 D so that BD = BC. Prove that ACB = 2 ¢ DCB.94 NEW SENIOR MATHS: TWO UNIT COURSE 4.5 Quadrilaterals anmcEE EE A quadrilateral is a plane closed figure bounded by four straight lines. If we join one of the diagonals, say AC, the quadrilateral is divided into two triangles ABC and ADC. Sum of angles of ... ABC = 180° Sum of angles of ADC = 180° “, Sum of angles of quadrilateral ABCD = 360" The sum of the four angles of any quadrilateral is 360° or 4 right angles. Special quadrilaterals: (a) Parallelogram A parallelogram is quadrilateral with both pairs of opposite sides parallel. (by Rectangle A rectangle is a parallelogram with one angle a right-angle. (©) Rhombus A rhombus is a parallelogram with a pair of adjacent sides equal (a) Square A square is a rectangle with a pair of adjacent sides equal. Ce) Trapezium A trapezium is @ quadrilateral with one pair of opposite sides parallel. If the two non-parallel sides are equal, the trapezium is isosceles and the base angles will be equal «0 Kite A kite is a quadrilateral with both pairs of adjacent sides equal. 8 [. o c L/ _ LJ} 4 — 4 4 o ~ L | ?4/PLANE GEOMETRY 95 EXAMPLE 3 Prove that the opposite angles of a parallelogram are equal A 8 To prove: | DAB = , DCB 7 Construction: Draw diagonal AC a iC Proof: LBAC = LACD (ABI DC) L DAC = 1 BCA (DA 1 CB) . LBAC + | DAC = L ACD + {BCA (addition) ie L DAB = ¢ OCB Similarly, by drawing diagonal BD, we can show that £ ABC = ¢ ADC. 4.6 Angles of a polygon aaa ee A polygon is a plane figure bounded by any number of straight lines. Certain polygons are given special names: Triangle 3 sides Quadrilateral 4 sides Pentagon 5 sides Hexagon 6 sides Octagon 8 sides Decagon 10 sides A polygon which has all its sides equal and all its angles equal is called a regular polygon. (e.g. equilateral triangle, square). A polygon in which each angle is less than 180° is called a convex polygon. A polygon in which at least one angle is more than 180° is called a concave polygon convex concave polygon polygon Theorem: —— The sum of the angles of a polygon of n sides is (2n — 4) right angles. Construction: Join the vertices of the polygon to any point O inside it. Proof: The polygon is divided into n triangles. The sum of the angles of each triangle is 2 right angles and so the sum of all the angles in the figure is 2” right angles.96 NEW SENIOR MATHS: TWO UNIT COURSE This, however, includes 4 right angles at O. Hence, by subtraction, the sum of the angles of the polygon is (27 ~ 4) right angles. 2n 4 If the polygon is regular each of its angles is ight angles. Theorem: If the sides of a convex polygon are produced in order, the sum of the exterior angles so formed is 4 right angles. Proof: At each vertex of the polygon, the sum of the interior and exterior angles is 2 right angles. Since there are 7 vertices, the sum of all the interior and exterior angles is 2n right angles. The sum of all the interior angles is (2m ~ 4) right angles. Hence, the sum of all the exterior angles is 21 — (2n — 4) right angles = 4 right angles ~~ Regular Octagon Regular Hexagon Regular Pentagon ory 08 120% EXAMPLE 4 Find the size of an interior angle of a regular octagon Sum of the interior angles = (2n ~ 4) right angles = 12 right angles when a = 8 = 1080° 1080° 8 = 135° Each interior angle Alternatively Sum of exterior angles 4 right angles = 360° <. Each exterior angle = 3@ = 45° = Each interior angle = 180° — 45° = 135°4/PLANE GEOMETRY 97 EXERCISES 4(d) 1. ABCD isa trapezium in which AB is parallel to DC. The bisectors of angles A and D intersect at E. Prove that ¢ AED = 90° 2, ABCD is a rhombus in which ¢ BAC U 65° (a) Write down 3 other angles whose size is 65° () Write down 4 angles whose size is 25°, (©) Prove that the diagonals are at right ° angles. 3. Calculate the number of degrees in each interior angle of a regular (a) pentagon (b) hexagon (e) decagon. 4, Calculate the number of degrees in cach exterior angle of a regular (a) pentagon (b) hexagon (c) decagon. 5. How many sides has a regular polygon, each of whose angles is (a) 90° (b) 108° (c) 165° (d) 160° (e) 168° (f) 170°? 6. How many sides has a regular polygon, each of whose exterior angles is (a) 45° (b) 24° (e) 224° (d) 10° 7. Show that it is not possible for a regular polygon to have angles of 152°. 8. Each interior angle of a regular polygon is 8 times an exterior angle. How many sides has the polygon? 9. Three of the angies of a pentagon are 98°, 112° and 114°. If the other two are equal, what is their size? 4.7 Congruent triangles ____ Two plane figures are congruent if they are equal in all respects. If one figure is placed on top of the other, with corresponding points touching, they fit perfectly. LN LN. In the diagram above, AABC and DEF are congruent. The three angles of one triangle have the same size as the three angles of the other and the sides opposite these angles are equal in length, i.e. LA=.D BC = EF LB=LE AC= DF eee Ase ABC = ADEF, where = means “is congruent to”. In order to prove that two triangles are congruent, it can be shown that it is sufficient to prove that: [o two sides and the included angle of one triangle are respectively equal to two sides and the included angle of the other triangle (SAS);98 NEW SENIOR MATHS: TWO UNIT COURSE Cc F [ Q) the three sides of one triangle are respectively equal 10 the three sides of the other triangle (SSS); ¢ F A ZX Eb ZN E (3) (wo angies and a side of one sriangle are respectively equal to (wo | angles und the corresponding side of the other triangle {ASA}; the hypotenuse and the corresponding side of the oiher right-argled triangle (RHS). | You will observe that two triangles are not necessarily congruent if (a) the three angles of one triangle are equal to the three angles of the other triangle (AAA): F ZO”, Lo”. a F Such triangles are similar.4/PLANE GEOMETRY 99 (b) two sides and an angle opposite one of these sides of one triangle are equal to two sides and the corresponding angle of the other triangle (ASS), c F F A BoD eye £ aw 2 3) (1) and (3) are congruent. (1) and (2) are not congruent This situation is often referred to as the ambiguous case because sometimes i possible to draw two different triangles, (1) and (2), that are not congruent. Congruence properties are useful in proving certain geometrical facts. EXAMPLE 5 Prove that (a) the base angles of an isosceles triangle are equal; (b) the line drawn from the vertex of an isosceles triangle to the mid-point of the base is perpendicular to the base A Given: An isosceles /, ABC with AB = AC To prove: (a) | ABC = 1 ACB (b) { APB = 90° Construction: Join vertex A 10 midpoint P of base Proof: (a) In ¢ ABP and ,ACP, AP = AP (common to both triangles) BP = CP (construction) AB = AC (given) ABP = ..ACP (SSS) B P Cc LABP = | ACP {b) It also follows from the congruent triangles that LAPB = (| APC But ( APB + APC = 180° .. LAPB = 90° EXAMPLE 6 Prove that the opposite sides and angles of a parallelogram are equal. Given: ABCD is a parallelogram To prove: AB = DC, BC = AD, | ABC = 1 ADC, , DCB = 1 DAB Construction: Draw the diagonal AC100 NEW SENIOR MATHS: TWO UNIT COURSE Proof: In {ABC and AADC, AC = AC (AC is common) LBAC = ¢ DCA (alternate angles equal) LBCA L DAC (alternate angles equal) ABC ADC (ASA) AB = DC, BC = AD and ¢ ABC = | ADC Also, since £ BAC = ¢ DCA and ¢ DAC = £ ACB, then, by addition, ¢ DAB = ¢ BCD. EXAMPLE 7 ABCD is a square. P, Q and R are points on AB, BC and CD respectively such that P = BQ = CR. Prove that (a) PQ = OR A Pos (b) ¢ POR = 90° Proof: In (,PBQ and .QCR . PB = OC . (-. AP = BQand AB = BC) BQ = CR (given) a 1 PBQ = ¢ QCR (right angles) PBQ = QCR (SAS) (a) °.PQ = OR oR ° (b) 1 BPQ = 1 ROC (2 «sare congruent) But / BPQ + / BOP = 90° (sum of angles of a <, = 180°) 7 ROC + | BOP = 90° LPQR 90° (" ¢ ROC + ¢ BOP + ¢ PQR = 180°) Note: *: means “because” EXERCISES 4(e) ‘ 1. AB I DC and AO = OC. Prove that BO = OD by proving that". AOB and > COD are congruent. © Sy’ 2. ABCD isa square and CX’ that (i) AX = AY, LAYD by proving that /\ADY are congruent. x ° Ye 3. Two line segments AD and BC bisect A © each other at O. Prove that AB = CD and AB 1 CD by showing that ,.AOB o and .\COD are congruent.4/PLANE GEOMETRY 101 4, Prove that, if the straight line drawn from the vertex of a triangle 10 the mid. point of the base is perpendicular to the base, the triangle is isosceles. A é A ema) 5. PORS is a quadrilateral in which PQ = 4 SR and SP = RQ. Prove that @ APQS = ARSO, LPOQS = 1 QSR, s A PONSR (iv) PORS is a parallelogram. 6, Given that AB = AC and DB = DC, show that { ABD = 1 ACD. a c ° 7. If AC = AD and AB bisects CAD, prove that @) {ABC = ABD, i (ii) BC = BD. 8. ABC isa triangle in which » B = / C. The bisector of angle A meets BC at D. Prove that AABD and ACD are congruent. Hence prove that AD is perpendicular to BC. A a 9. ABC and AADE are isosceles. Show that ¢ BAD = / EAC. 10, AABC and ABCD are isosceles. Prove that @) LABD = ACD, (i) { BAD = CAD.102 ul. 1. 13. 14, 16. 17. NEW SENIOR MATHS: TWO UNIT COURSE ABCD is a square. X and ¥ are points on BC and CD respectively such that BX = CY. Prove that (a) AX = BY, (b) AX 4 BY. ABCD isa parallelogram and BE = DF Show that AE = FC and AE I FC. Pisa point inside a square ABCD such that triangle PDC is equilateral. Prove that (a). APD = ¢,BPC, (b) , APB is isosceles. P and Q are the midpoints of the equal sides AB and AC of the isosceles triangle ABC. Prove that PC = QB by proving that. PBC =. QBC. ABC is an isosceles triangle with AB = AC. O is the midpoint of BC and OP and OQ are drawn perpendicular to AB and AC respectively. Show that OP = 09g. Prove that the diagonals of a parallelogram bisect each other ice. prove that in the parallelogram PORS, PO = OR and SO = 09. Prove that the diagonals of a rectangle are equal Hint: Prove that \PQR and PQS are congruent18. Prove that the diagonals of a rhombus 19. 20. 2. 22. 23. bisect each other at right angles j.c. prove that (a) AO = OC and DO = OB, and (b) , AOB = 90° Prove also that the diagonals of a rhombus bisect the angle at the vertex ie. (DAO = BAO, LADO = 1 CDO ete E, F, G and H are the midpoints of the sides AB, BC, CD and DA respectively of the parallelogram ABCD. Assuming that the opposite sides and angles of a parallelogram are equal, prove that (i) AAEH = ACFG, (i) \EBF = \DHG, (iii) EFGH is a parallelogram. ABCD a Quadrilateral whose diagonals AC and BD bisect each other at right angles. Prove that ABCD is a rhombvs. P and Q are two pernts inside a parallelogram ABCD such that AP = QC and AP I QC. Prove that (a) APC = AAQC, (b) PC AQ, (@ PC = AQ (d) AQCP is a parallelogram, ABCD is a parallelogram and AP = QC. Prove that {a} SAPD = BOC, (b) PD = OB, (© PD 1B. 4/PLANE GEOMETRY 103 LY Aa £ a 7 —— LY? oO cen POR isan isosceles triangle with PQ = PR. SQR is also an isosceles { with SQ = SR and S is on the side of QR opposite to P. Prove that (a) SPOS = APRS, (b) P, X and S are collinear, where X is the mid-point of OR.104 NEW SENIOR MATHS: TWO UNIT COURSE 24, ABCD is a quadrilateral with AB = DC and 1 BAC = 1 BDC. Prove'that (a) PB = PC, (b) PA = PD, {e} AC = BD, (@) ¢ ABC = / DBC. 28. ABCD is a parallelogram whose diagonals intersect at O. Through O a straight line XY is drawn. Prove that Ox = OY. 26. ABCD is a parallelogram. P and Q are points on AB and CD respectively such that AP = CQ. Prove that the perpendicular distances of P and Q from the diagonal BD ate equal 27. Prove that if one pair of opposite sides of a quadrilateral are equal and parallel, then the other pair of opposite sides are aiso equal and parallel. 28. From the mid-point O of AB, the lise c CD is drawn at right angles. Prove that (a) AOC = - BOC, acoptye (b) AOD BOD, (co) CAD CBD. The quadrilateral ACBD sometimes is called a ‘kite’ ol 29. Which of the quadrilaterals (a) parallelogram (b) rectangle (c) rhombus (4) square (e} trapezium possess the following properties ( opposite sides are equal, ii) opposite angles are equal, ii) diagonals bisect each other, (iv) diagonals are equal, (¥) diagonais are at right angles. 30. ABC is an acute-angled triangle. The bisector of angle A meets the perpendi- cular bisector of BC at P. (a) Prove that APBM = \PCM and s hence that PB = PC. (b) Draw perpendicular lines PX and PY to AB and AC respectively. Prove that \APX APY and hence that AX = AY and PX = PY. (c) Prove that \PXB = APYC and hence that XB = ¥C. (d) Hence show that AB = AC. You have now proved that any » ABC is isosceles. Where the fallacy in the above proof?