Maths Grade 7 PDF

PB 7 Maths English 22/07/1904 12:58 am Page 1
Grade 7 Mathematics
1 WHOLE NUMBERS
Revision
Exercise 1
1. Calculate the least common multiple (L.C.M) of:
a) 16 and 9 b) 120 and 150 c) 96 and 36 d) 224 and 180
2. Write all the factors of:
a) 12 b) 18 c) 27 d) 42
3. Write these as the product of prime factors:
a) 128 b) 136 c) 196 d) 108
4. Calculate the square roots by prime factorisation:
a) 256 b) 576 c) 1024 d) 2025
5. Calculate the HCF of:
6. Write the next four numbers in each sequence:
a) 3, 6, 12, ______ , _______ ,______, _______
b) 5, 10, 15, ______ , _______ ,______, _______
c) 1, 4, 9,16, ______ , _______ ,______, _______
d) 5, 2, 5,2 ______ , _______ ,______, _______
7. Which numbers are divisible by 8?
a) 432 b) 672 c) 785 d) 1000
8. Write these numbers in words:
a) 2 030 000 b) 3 700 100 c) 19 806 000 d) 8 607 452
1
Mathematics Grade 7
9. Copy and complete:
Number Number in words
Seven million two hundred thousand five hundred and forty five
8 000 006
Five million two hundred thousand and six hundred
Ninety nine million eight thousand two hundred and sixty five
Ten million seven hundred and fifty five
59 403 671
10.Copy and complete the table. the first line has been done for you:
73 529 198 73 529 199 73 529 200
21 792 418
12 951 900
2 373 286
99 999 999
11. Copy and complete by placing >, < or = in the
a) 27 834 913 27 834 914 b) 178 676 114 178 676 113
c) 18 104 128 18 175 128 d) 1 846 315 1 846 325
12. Round to the nearest 1000
a) 6173 b) 1829 c) 9632 d) 2168
13.Which of these numbers are divisible by 11?
a) 462 b) 6721 c) 795 d)1001
14. Calculate the squares of:
a) 17 b) 21 c) 12 d) 15
2
Grade 7 Mathematics
M illions
The chart shows the place value of numbers
Millions Thousands Ones
1 000 000 1 0 0 0 0 0 0
10 000 000 1 0 0 0 0 0 0 0
100 000 000 1 0 0 0 0 0 0 0 0
9 046 125 9 0 4 6 1 2 5
12 709 451 1 2 7 0 9 4 5 1
260 503 400 2 6 0 5 0 3 4 0 0

Every digit in a number has a place value. Also each digit has a total value.
For Example:
(i) 6 4 2 3 7 2 1 (ii) 6 4 8 9 7 1 6 3 4
6 000 000 6 00 000 000
400 000 40 000 000
20 000 8 000 000
3 000 900 000
700 70 000
20 1 000
1 600
30
4
Numbers can be written in expanded form.
Examples
(i) 572 816 134 = (5 x 100 000 000) + (7 x 10 000 000) + (2 x 1 000 000)
+ (8 x 100 000) + (1 x 10 000) + (6 x 1 000) + (1 x 100)
+ (3 x 10) + (4 x1 )
(ii)950 832 704 = (9 x 100 000 000) + (5 x 10 000 000) + (0 x 1 000 000)
+ (8 x 100 000) + (3 x 10 000) + (2 x 1000) + (7 x 100)
+ (0 x 10) + (4 x1)
In these example there is 0 in the millions column and the tens column.
3
Mathematics Grade 7
Exercise 2
1. Write in digit form:
a) Ten million, five hundred thousand and fifty
b) Seventy-nine million, three hundred
c) Fifteen million seven hundred and five thousand and twenty five
d) Eight hundred and forty million, two hundred and four thousand, nine hundred and thirty
2. Write these in words.
(a)30 787 003 b) 85 373 000 c) 101 101 101 d) 3 912 853
3. Write in expanded form.
a) 698 000 b) 6 735 414 c) 11 690 027 d) 450 620
4. Give the total value of the underlined digit in each of the following.
a) 375 500 021 b) 21 808 309 c) 255 260 800 d) 123 456 789
5. Arrange each of the following groups of numbers from the largest to smallest.
a) 47 286 798 523 051 622 85 116 041 126 990 258
b) 4 315 623 18 351 462 9 760 264 11 879 649
c) 94 678 850 901 413 226 99 854 277 94 786 985
d) 702 410 526 193 738 565 320 100 201 98 675 092
e) 7 240 195 21 062 514 962 570 150 628 070
6. Copy and complete the table as indicated in the example.
Example 2 561 780 2 5 6 1 7 8 0

a) 6 9 1 6 0 8 2 4
b) 500 700 100
c) 8 4 0 0 3 0 0 2
d) 20 547 607
e) 100 000 000
4
Grade 7 Mathematics
Squa re s
The square of a number is the product of multiplying a number by itself.
The square of a number n is n x n or n 2.
Examples
(i) Calculate the square of 5
We can obtain the square of a number by multiplying the number by itself.
5 2 = 5 x 5 = 25 therefore the square of 5 = 5 2 = 25
(ii) Calculate the square of 7
7 2 = 7 x 7 = 49
(iii) Calculate the square of 223 223
x223
669
4460
44600
therefore 223 2 = 49729 49729
Exercise 3
1. Calculate the squares:
a) 21 b) 35 c) 75 d) 93
e) 102 f) 215 g) 312 h) 500
i) 1000 j) 110 k) 42 l) 50
m)260 n) 173 o) 90 000
2. List all the squares between:
3. Calculate
a) 9 2 b) 15 2 c) 1022 d) 45 2
e) 220 2 f) 10 2 g) 12 h) 13 2
i) 211 2 j) 85 2
5
Mathematics Grade 7
Squa re Root s
Some numbers can be arranged as a square array of dots. They are called square
numbers or perfect squares.
Examples
(i)
9 16 25 36
(ii) The length of one side of the square of 25 dots is 5. 5 is the square root of 25.
The square of 25 is 5. The square of 36 is 6.

A square region with a side of 6 cm has an area of 36 cm2
Area = 6 x 6 = 62 = 36 cm2
The side of a square region can be calculated by finding the square root of its area.
If the area of a square region is 36 cm2, the length of its side is the square root of
36.
The length of the side = 6 cm because 6 x 6 = 62 = 36. 6 is the square root of 36
The symbol is used to show “square root of”. 36 = 6
(iii) Find the square root of 9

9=3x3 9 = 32 . .. 9 =3
To find the square root of a number, we can use the prime factorisation method.
(iv) Calculate 144 by factorisation.
The prime factors of 144 are 2 x 2 x 2 x 2 x 3 x 3 2 144
2 72
By pairing of the same numbers we have;
2 36
144 = 2 x 2 x 2 x 2 x 3 x 3 = 22 x 22 x 3 2 2 18
3 9
144 = 22 x 22 x 32 = 2 x 2 x 3 = 12
3 3
1
6
Grade 7 Mathematics
(v) Calculate 441 by factorisation: 3 441

3 147
441 = 3 x 3 x 7 x 7 7 49
32 x 7 2 7 7
1
= 3 x 7 = 21
2 1296
(iv) Calculate 1296 by factorisation 2 648
2 324
1296 = 2 x 2 x 2 x 2 x 3 x 3 x 3 x 3 2 162
3 81
1296 = 22 x2 2 x 3 2 x 32 3 27
=2x2x3x3 3 9
= 36 3 3
1
Exercise 4
1) Calculate the square root:
a) 121 b) 361 c) 400 d) 196 e) 169
2. Calculate the value:
a) 36 b) 64 c) 81 d) 49 e) 361
3. The area of a square plot of land is 529 m2. Calculate the length of one side.
4. The area of a garden is 800 m2. 120 m of wire is provided to make a fence.
Will the wire be long enough?
Cube s
2 x 2 x 2 = 8 and 2 x 2 x 2 = 23 23 is read as two cubed
The cube of any number is product of that number multiplied by itself three times.
Examples
(i) Calculate the cubes:
a) 5 b) 1 c) 0 d) 7
a) 53 = 5 x 5 x 5 b) 13 = 1 x 1 x 1
= 25 x 5 =1
= 125
3
(c) 0 = 0 x 0 x 0 d) 73 = 7 x 7 x 7
=0 = 49 x 7
= 343
(ii) Find the difference between 93 and 83
93 = 9 x 9 x 9 = 729
83 = 8 x 8 x 8 = 512
Therefore 93 - 83 = 729 - 512 = 217
7
Mathematics Grade 7
The diagram shows a cube of side 3 cm
V = LxLxL
= L3
= 33 = 3 x 3 x 3
3 cm = 27 cm3
L = 3 cm
3 cm
Note: 27 cubes measuring l cm x l cm x l cm will fit into 27 cm3
(iii) The volume of the cube shown is 64 cm3 3 64
V = LxLxL
= L3
so L = 3 64 = 4 cm 4 cm
4 cm
4 cm
(iv) Calculate the cube root: 5 125
a) 125 b) 216 c) 5 25
a) 125 = 5 x 5 x 5 5 5
3 125 = 5 1
b) 216 = 2 x 2 x 2 x 3 x 3 x 3 = 23 x 33 2 216
3 216 = 2 x 3 2 108
=6 2 54
3 27
3 9
3 3
1
Exercise 5
1. Calculate the cubes:
a) 5 b) 9 c) 10 d) 6 e) 8
2. Calculate the difference between 11 cubed and 11 squared.
3. Calculate the difference between the cubes:

a) 15, 12 b) 11, 10 c) 17, 15 d) 11, 9
4. Find the volume of a box measuring 17 cm by 17 cm by 17 cm.
5. Find the cube roots of:

a) 64 b) 216 c) 343 d) 8 e) 27
6. A cubic water tank has the volume of 3375 cm3. What are the dimensions of the tank?
7. The volume of a cubic room is 2744 m3. What are the measurements of the room?
8
Grade 7 Mathematics
N um be r Ba se s
Base 10
36 can be grouped in tens and ones.
The number of dots = ( 3 x10) + (6 x1) = 36 base 10

Larger numbers of dots can be grouped in ten-tens, tens and ones. We then have:
One group of ten tens

1 x (10 x 10)
Three groups of ten
(3 x 10)
Four ones
4x1
1 x (10 x 10) + 3 x ( 10) + 4 x
1 = 100 + 30 + 4
=134 base 10
Base 5
Other bases can be used to count. When we count and work in another base, we indicate the
base by writing it as a sub-script.
For example: 34 5. This numeral is read as three - four base five. Working in base five means
counting in five - fives, fives and ones.
Examples
(i) These dots are grouped in fives.
There are 19 dots. Group them in fives.

How many ones are left over?
9
Mathematics Grade 7
Number of groups of five Ones left over

3 4
There are 34 dots in base five.
Counting the dots in base 10, there are 1910 So 1910 = 345
Use counters to complete the table.
Base 10 1 2 3 4 5 6 7 8 9 10
Base 5 10
Base 10 11 12 13 14 15 16 17 18 19 20
Base 5 34
In base 10 we use these digits:
0, 1, 2, 3, 4, 5, 6, 7, 8, 9
One group of ten is made up of two digits 1 and 0
In base 5 we use these digits:

0, 1, 2, 3, 4
One group of five is made up of two digits 1 and 0
Continuing to compare base 5 and base 10:
Base 10 1 2 3 4 5 6 7 8 9 10
Base 5 10 20
Base 10 11 12 13 14 15 16 17 18 19 20
Base 5 30
Base 10 21 22 23 24 25 26 27 28 29 30
Base 5 100
Note that 24 10 = 445
2510 is five fives, 0 fives and 0 ones= 1005
(ii)Convert 58 into base 5.

In 58, there are 2 group of five 2 Five - fives
fives, one group of five and 3 ones.
1 Five
Therefore (58)10 = 2135 3 Ones
To convert a number to base 5 we find how many groups of Five-fives, fives and ones there are.
(iii) Convert 14 to base 5
2 groups of five
5 14
10 Therefore, 14 base ten is equivalent to (24)5
4 i.e. 2 groups of fives and 4 ones.
10
Grade 7 Mathematics
(iv) Convert 49 to base 5
9
Here there are 9 groups of fives and 4 ones.
5 49
45 How many groups of five fives and how many
4 Ones groups of fives are in the 9 groups of fives.
1 five-fives
There is 1 group of five fives and 4 groups of fives. 5 9
5
4 fives
Therefore 49 = 1 group of five fives, 4 groups of fives and 4 ones.
Therefore 4910 = 1445.
Exercise 6
1. Convert to base 5;
a) 15 b) 10 c) 18 d) 20
e) 36 f) 47 g) 30 h) 45
2. Copy and complete.
Base 10 1 2 3 4 5 6 7 8 9 10
Base 5
Base 10 11 12 13 14 15 16 17 18 19 20
Base 5
Base 10 21 22 23 24 25 26 27 28 29 30
Base 5
Base 10 31 32 33 34 35 36 37 38 39 40
Base 5
11
Mathematics Grade 7
2 SETS
Wha t is a se t ?
When we describe groups of objects, people, or animals, we use words such as bundle, swarm,
flock, bunch, team, herd, heap, brigade etc.
All these words describe a collection of things. In mathematics we use the word set to
represent a collection of objects.
A set is a collection of things. The things in a set can be called members or elements.
This picture shows members of Jama's family. Together they form a set. Each member of this
set is called an element. The elements of this set are Jama, Seinab, Adam and Faduma.
Students in your class are a set. Each student in your class is an element or member of the set.
The days of the week are a set and its elements or members are Saturday, Sunday,
Monday,Tuesday, Wednesday, Thursday and Friday.
The elements in the word school are s, c, h, o, o, l.
The individual objects that collectively make up a given set are called its elements or
members.
The symbol for element is (∈). (∉) means not an element.
Examples
(i) Friday ∈ of the set of the days of the week.
(ii) Sunday ∉ of the set of the months of the year.
12
Grade 7 Mathematics
Exercise 1
1. Write the elements of each of these sets.
a) Set of whole numbers less than ten.
b) Set of odd numbers between 2 and 10.
c) Set of the letters in the word Hussein.
d) Set of the months of the year.
e) Set of the countries in East Africa.
f) Set of the days of the week.
g) Set of the seasons of the year.
h) Set of the countries of the Arab League.
i) Set of the Prayers of the day.
j) Set of countries in the Horn of Africa.
Se t not a t ion
There are two ways to specify a set.
A. The roster method
All elements of the set are listed and separated by commas.
The elements are enclosed in braces or brackets, { }.
Note: • The order of the listed elements is not important.
• An element of a set cannot be repeated when listing the elements of the set.
• We use capital letters to name sets.
Examples
(i) Write the following sets using the roster method and name each set.
a) Rivers in Somalia b) Vowels in the Somali alphabet
A = {Shabbelle, Juba}
B = {a, e, i, o, u, aa, ee, ii, oo, uu}
B. The Descriptive Method

Note:
Enclose the elements of the set in braces or brackets and define the property of
the set in words.
Examples
(ii)Write the following sets by describing their elements.
a) W = {Saturday, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday}
W = {days of the week}
W is the set of all the days of the week.
13
Mathematics Grade 7
b) R = {1, 3, 5, 7, 9}
R = {odd numbers less than 10}
c) M = {a, e, i, o, u, aa, ee, ii, oo, uu}
M = {vowels in the Somali alphabet}
Exercise 2
1. Write the following sets using the roster method and name each set.
a) The set of letters in the word “science”.
b) The set of prime numbers less than 19.
c) The set of multiples of 2 less than 18.
d) The set of East African countries.
e) The set of digits in 3003.
f) The set of the digits in 671239.
g) The set of the names for your fingers.
h) The set of districts in Bay region.
i) The set of whole numbers between 5 and 12.
j) The set of letters in the word “Somalia”.
2. Write the following sets by describing their elements.

a) B = {2, 4, 6, 8, 10, 12, 14}
b) L = {3, 6, 9, 12, 15, 18, 21}
c) R = {Shabelle, Juba}
d) H = {a, e, i, o, u}
e) A = {Somalia, Ethiopia, Djibouti, Sudan, Eritrea}
f) M = {Garawe, Eil, Dangoroyo, Burtinle}
g) Q = {2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24}
T he e m pt y se t (t he null se t )
A physical education teacher came to a Grade 7 classroom and took all the pupils to the
school playground. After a while he asked a pupil to check if there were any left in the
classroom. The pupil came back and told the teacher that there was no one in the classroom.
The set of pupils in the classroom at that moment had no elements. Also the set of pupils
whose height are more than 3 metres, has no elements or members.
These two sets are an empty set.
A set which has no members or elements is called an empty or null set.

We denote the empty set by the symbol Ø or { }.
14
Grade 7 Mathematics
Exercise 3
1. Which of the following sets are empty sets? Write the answer in the form of
X = { } or Y ≠ { }.
a) A = {triangles with four sides}
b) R = {odd numbers less than 1}
c) C = {pupils with 6 legs}
d) M = {even numbers less than 10}
e) F = {whole numbers less than 0}
f) H = {mango trees on the moon}
g) N = {pupils whose height is 0.2 cm}
h) G = {0}
i) Q = {1, 2, 0}
j) D = { whole numbers between 7 and 8}
k) E = { , , , }
l) K = {hills in Somalia}
Finit e a nd I nfinit e se t s
Set E = {Prime numbers less than 10} can be listed.
Set E = {2,3,5,7}
The number of members or elements in E is limited.
A finite set has a limited number of members
Can you write all the elements of the set of whole numbers by listing all the elements?
It is not possible to list all the elements of this set. To represent such sets we use dots… to
show that the elements of the set are continuing. This type of set is known as infinite set.
Examples
(i) Write the set of natural numbers by listing its elements.
N = {1, 2, 3, 4, 5, ……}
(ii)Write the set of multiples of 5 using the roster method.
F = {0, 5, 10, 15, 20, …….}
This way of writing infinite sets can also be used for finite sets with large numbers of elements.
After writing a few elements of the set and a few dots, we write the last elements of the set.
Examples
(i) Write the set of whole numbers less than 1000.
W = {0, 1, 2, 3, 4, ……..999}
(ii)List the set of even numbers less than 100.
E = {2, 4, 6, 8, ….., 98}
15
Mathematics Grade 7
Exercise 4
1. Identify the finite and infinite sets.
a) B = {1, 2, 3, 4, 5}
b) X = set of letters in the word Somalia
c) W = set of prime factors of the number 210.
d) M = set of the pupils in your school.
e) T = set of the population in the Horn of Africa.
f) N = set of cars in Arab countries.
g) H = set of prime numbers between one and one million.
h) Y = set of banana trees in Somalia.
i) A = set of whole numbers less than 1000.
j) C = set of multiples of 5.
k) E = set of whole numbers.
l) F = set of fractions.
2. Which of the following sets are finite and which are infinite?
a) The set of capital cities in East Africa.
b) The set of people in the Horn of Africa.
c) The set of all Muslims in the world.
d) The set of multiplies of 2.
e) The set of even numbers between 2 and 300.
f) The set of people in Somalia
g) The set of all integers.
h) The set of pupils in your school.
i) The set of 1 , 1 , 1 , ........ .
2 3 4
j) The set of Somali alphabet symbols.
3. Write 5 finite sets and 5 infinite sets.
4. Write each of the following sets by listing their elements.

a) The set of multiples of 7
b) The set of prime numbers between 1 and 104.
c) The set of numbers divisible by 5.
d) The set of even numbers greater than 500.
16
Grade 7 Mathematics
Equa l se t s
Set A is the set of letters in the name "Ahmed" and set B is the set of letters in the name
"Hamed".
We can write the elements of A and B using the roster method as follows:
A = {a, h, m, e, d} B = {h, a, m, e, d}
What do you notice about the members of these sets.
A = {a, h, m, e, d} B = {h, a, m, e, d}
Writing the numbers of elements in a set A and set B
n(A) = 5 and n(B) = 5
The number of elements in A and B are equal and the elements are identical.
Every element in A is also an element in B and vice-versa.
Examples
(i) If X = set of digits in the number 75 227 and Y = set of digits in the number 572 are
X and Y equal?
X = {7, 5, 2}
Y = {5, 7, 2} Note: We cannot repeat numbers in a set
n(X) = n(Y) = 3
Every element of X is also in Y and vice versa then X = Y.
(ii) If M = {1, 2, 3} and W = {3, 2}
Are M and W equal?
n (M) = 3 n (W) = 2
1 ∈ M but 1 ∉ W
Therefore M and W have different elements. Thus M ≠ W
Exercise 5
1. If N = {1, 3, 2, 5, 4} and H = {1, 2, 3, 4, 5}
Are N and H equal? Give your reasons.
2. If L = set of digits in the number 375 822 and
F = set of digits in the number 753 832
a) Write L and F using the roster method
b) Are L and F equal? Give your reasons.
3. Copy and complete the statement by writing = or ≠
i) {2, 3} {3, 2}
ii) {b} {c}
iii){a, b, c} {a, b, c, d}
iv){3, 2, 0, 1} set of digits in the number 3201.
17
Mathematics Grade 7
4. Copy and complete the missing elements to write a true statement.
a) {3, 6, 9, 12} = {6, 9, ….., 12}
b) {7, 11, 5, 9} = { 11, ….., 7, 9}
c) {4, …, 1} = {4, 1, a}
5. If {1, 2, m, 5} = {2, 4, 1, 5} What is the value on m?
Equiva le nt se t s
If A = {a, b, c} then the number of elements in A ie. n(A) = 3 and if B = {1, 2, 3} then the
number of elements in B is 3 because n(B) = 3.
Therefore n(A) = n(B) = 3
Also if M = {1, 3, 5, 7} then the number of elements in set M is written n(M) = 4 and if L =
{x, y, w, } then the number of elements in set L is written n(L) = 3
Hence n(M) ≠ n (L)
Therefore we say:
Set Ais equivalent to set B and is written as A B and M is not equivalent to Land is written as M L.
If two sets have equal numbers of elements we say that the two sets are equivalent.
We use the symbol for ‘equivalent’and the symbol for ‘not equivalent’
Examples
(i) If X = {2, 3, 5, 8} and Y is a set of digits in the number 835. Are X and Y equivalent?
X = {2, 3, 5, 8} and Y = {8, 3, 5}
n(X) = 4 n(Y) = 3
Therefore n(X) ≠ n (Y) Therefore X ≠ Y
(ii)Let W = {1, 3, 5, 7, 9, 8) and H be the set of digits in the number 38 1957.
Are W and H equivalent?
n(W) = 6 n(H) = 6
Set W and set H have the same number of elements.
Therefore W = H and W H
Note: Equal sets are equivalent. Equivalent set are not necessarily equal.
Exercise 6
1. a) Write the members of these sets:
(i) All the factors of 4 (set F)
(ii) Prime numbers equal to or less than 7 (set P)
(iii) All the days of the week (set W)
(iv) Even counting numbers less than 10 (set C)
(v) The sides of ABC (set T)
b) Which sets are equivalent?
18
Grade 7 Mathematics
2. a) Write the members of these sets
(i) Set A = {the factors of 10 }
(ii) Set B = {the factors of 8}
(iii) Set C = {the first four prime numbers}
(iv) Set D = {the digits in 8214 }
b) Which sets are equivalent?
c) Which sets are equal?
19
Mathematics Grade 7
3 INTEGERS
Revision
Exercise 1
1. Read these thermometers and write each temperature in two ways.
a) 8
b) 8
c) 8
d) 8
7 7 7 7
6 6 6 6
5 5 5 5
4 4 4 4
3 3 3 3
2 2 2 2
1 1 1 1
0 0 0 0
-1 -1 -1 -1
-2 -2 -2 -2
-3 -3 -3 -3
-4 -4 -4 -4
-5 -5 -5 -5
-6 -6 -6 -6
-7 -7 -7 -7
2. Find the new reading if the temperature is noted at:

a) + 20 C and increases by 5
b) - 70 C and increases by 12
c) + 1 0 C and increases by 9
3. Find the new reading if the temperature is noted at:
a) + 60 C and decreases by 50 C
b) - 10 C and decreases by 120 C
c) + 190 C and decreases by 90 C
4. By how many degrees does the temperature increase when it rises from
a) + 40 C to + 12 0 C? b) - 90 C to - 2 0 C? c) - 40 C to 0 0 C?
5. By how many degrees does the temperature decrease when it falls from
a) + 12 0 C to - 50 C? b) + 90 C to - 50 C? c) - 20 C to - 12 0 C?
6. By how many degrees does the temperature increase or decreases when it changes from:
a) + 1 0 C to + 70 C? b) + 50 C to - 5 0 C? c) - 120 C to + 2 0 C?
20
Grade 7 Mathematics
Weather forecasts tell us about the likely atmospheric conditions. One measure is the
temperature. For example, the temperature of some places can be 5° below zero,
10° below zero or 14° below zero.
How can we express the following information in mathematical expressions?
5°above zero can be expressed as +5 and read as positive 5.
10° above zero can be expressed as +10 and read as positive 10.
5° below zero can be expressed as -5 and read as negative 5.
10°below zero can be expressed as -10 and read as negative 10.
8
7
6
5
4
3
2
1
0
-1
-2
-3
-4
-5
-6
-7 This thermometer has a vertical scale.
Positive integers are above 0o
Negative integers are below 0o
T he num be rline
Placing the thermometer horizontally, you can see that all the positive integers
are on the right of ‘0’ and all negative integers are on the left of ‘0’.
-7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7
In general, we can represent integers on a number line as shown:

-7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7
Positive integers can be represented by points A, B, C, D….They are on the right side of
0 - 0A, AB, BC, CD are equal segments.
Negative integers can be represented by points K, L, M, N…. They are on the left side of 0.
KL, LM, MN are equal segments.
21
Mathematics Grade 7
P N M L K 0 A B C D E
-7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7
Positive integers Negative integers
Note: You can write positive numbers with or without a + sign.
Examples
(i) Write the integers that represent the position of. A, B, C, D, M, K.
C B A D M K
-8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8
A represents -1 D represents +2
B represents -5 M represents +5
C represents -7 K represents +7
(ii) Draw a number line and plot the following integers using the letters.
-5 ; A 0;B -1 ; K
+4 ; X -2 ; H +1 ; L
+8 ; Y +3 ; C -6 ; P
P A H K B L C X Y
-8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8
(iii) Graph these integers on a number line 6, -8, +7, -1, 0, +3.
-8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8
x x x x x x
Exercise 2
1. Write the integer that represents the position of each point.
i) M ii) N iii) P iv) Q
-8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8
Q N O M P
2. Draw number lines to represent the following integers and number them:
a) +6, -7, -3, +2, 0, -1, +4 b) 6, -9, 7, -1, 0, 3,
c) –5, +1, 0, -8, -2, +3, +9, -7
3. Write down the set of integers between
a) +9, +11 b) -7, -9 c) -2, 0
d) +1, -1 e) +2, +4 f) -10, -8
g) -4, + 6 h) +2, +7 i) -7, -3
4. Write the integer that is represented by x in each case
x 0 1 2 -6 -5 -4 x
22
Grade 7 Mathematics
x 0 10 20 x 5 10 15
5. Starting from 0, which integers will be reached after these moves?

a) 7 steps to the left followed by 5 steps to the right?
b) 6 steps to the right followed by 10 steps to the left?
c) 9 steps to the left followed by 13 steps to the right?
d) 5 steps to the left followed by 2 steps to the right?
e) 18 steps to the right followed by 3 steps to the right?
f) 2 steps to the left followed by 5 steps to the right?
g) 7 steps to the left followed by 3 steps to the right?
h) 2 steps to the right followed by 6 steps to the left?
Opposit e s
Every positive integer has an opposite negative integer. Two numbers that are the same
distance from 0 on the number line, but in different directions are opposites. Such
numbers are referred to as additive inverses.
Examples
(i) Name the opposite of 3
3 units 3 units
-8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8
3 and -3 are both 3 units from 0.

The opposite of +3 is -3
(ii) Find the opposites of the following integers -3, +10, -125
The opposite of -3 is +3
+10 is -10
-125 is +125
It is clear that the opposite of:
• zero is zero
• a positive integer is the negative integer which is the same distance from zero.
• a negative integer is a positive integer with the same distance from zero.
23
Mathematics Grade 7
Exercise 3
1. Write the opposite negative integer:
a) +3 b) +19 c) +4 d) +10
2. Write the opposite positive integer:
a) -4 b) -17 c) -12 d) -2
3. Write the opposite integer:
a) -7 b) +8 c) +50 d) -13 e) +17
f) -9 g) -18 h) +31
Com pa ring a nd orde ring int e ge rs

A number line can be used to compare integers.
C Y X O A B
-8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8
B represents the position of +5, and A represents the position +3.
B lies to the right of A. ∴ B is further from 0 than A.
∴ +5 is greater than +3 ∴+5 > +3
Similarly, B lies to the right of X. ∴ +5 > -2
Y lies to the left of X. ∴ -6 < -2
X lies to the left of 0. ∴ -2 < 0
A lies to the right of 0. ∴ +3 > 0
Note that all positive integers are to the right of zero. ∴ zero is less than any positive integer.
All negative integers are to the left of zero. ∴ zero is greater than any negative integer.
Examples
(i) Compare +7 and -3
+7 lies to the right of -3 on the number line. ∴ +7 > -3, -3 < +7
(ii) Write the following integers in ascending order.

-2, +3, 0, +5, -6, +9, -11
You observe that -11 lies further left of all the other numbers on a number line.
It is followed by -6, then -2, then 0, then +3, then +5, then +9
In ascending order: -11, -6, -2, 0, +3, +5, +9.
(iii) Write the following integers in descending order. -18, -14, +15, +14, -8
In descending order: +15, +14, -8, -14, -18.
24
Grade 7 Mathematics
Exercise 4
1. Write these integers in ascending order:
a) +1, +4, -9, +7, -8, +9, -1
b) -14, -19, +15, +27, -30, +36, -15
c) +38, -43, +29, -54, +60, +12, -45
2. Write these integers in descending order:
a) -4, +3, -8, +6, -11, +12, -9
b) +34, -36, +71, -48, -50, +12, +20
c) -1, +3, -2, -9, +4, -7, +10
3. Draw a number line from -8 to +8.
a) Mark -7 with A and +7 with B.
b) How many units are there from A to B?
c) Mark -4 with C and +6 with D.
d) How many units are there from C to D?
Adding int e ge rs
Integers can be added on a number line.
The addition of integers can be viewed as a series of moves along a number line. A positive
integer is represented by a move to the right. A negative integer is represented by a move to
the left. Arrows are used to show these moves.
Examples
(i) Add 2 and 5:

Start at the O. Move your pencil 2 positions to the right. Move your pencil
another 5 positions to the right. Together the two moves amount to 7 positions to the
right from the origin. The moves are shown by arrows.
2 units 5 units
-8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8
So + 2 + (+ 5) = 7
(ii)Add -2 and -5
Start at 0 and move 2 positions to the left, then move 5 positions further.
5 units 2 units
-8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8
So, -2 + (-5) = -7
25
Mathematics Grade 7
The addition of two integers with the same sign is their sum with the sign.
e.g. -8 + (-2) = -10 (+8) + (+2) = +10
(ii) Add 2 and –5
Start at 0, move 2 positions to the right, then move 5 units to the left.
5 units
2 units
-8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8
So, 2 + (-5) = -3
(iii) Add -2 and 5
Start at 0 move 2 units to the left , then move 5 positions to the right
5 units
2 units
-8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8
So, -2 + 5 = 3
The addition of two numbers with different signs is their difference with the sign of the
greater number e.g.
12 + ( -8) = +4 -12 + 8 = -4
16 + (-11) = +5 -16 + 11 = -5
Exercise 5
1. Write the addition statements represented by the moves on the number lines.
a)
-8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8
b)
-8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8
26
Grade 7 Mathematics
c)
-8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8
d)
-8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8
27
Mathematics Grade 7
Subt ra c t ing I nt e ge rs
Examples
Evaluate:
(i) +5 – (+3) (ii) +5 – (+3) (iii) +5 – (+3)
+5
-3
(i) number line
0 1 2 3 4 5 6 7
5 steps to the right from 0 shows +5

3 steps to the left shows ‘taking away or subtracting 3’
So +5 – (+3) = 5 – 3 = 2
Also (+5) – (+3) = (+5) + (-3) = 2
This shows that subtracting a positive number is the same as adding a negative
number. -(+4)
-2
(ii) number line

-7 -6 -5 -4 -3 -2 -1 0
2 steps to the left from 0 shows -2

4 steps to the left shows ‘taking away or subtracting 4’
So -2 – (+4) = -6
Also -2 – (+4) = (-2) + (-4)
= -(2 + 4)
= -6
(iii) Subtracting (-3) from 5 is the same as 5 – (-2)
Suppose 5 – (-2) = a
then a + (-2) = 5
Adding a negative number is the same as subtracting a positive number.
So a = 7
The number of steps between 5 and -2 is 7.
5- (-2) = 7 steps
-3 -2 -1 0 1 2 3 4 5
28
Grade 7 Mathematics
Subtracting a negative number is the same as adding a positive number.
Generally:
a) a – (+b) = a – b
b) a – (-b) = a + b
When a is negative, (-5) for example:
-5 – (-7) = -5 + 7 = 2
then –a – (-b) = -a + b = b - a
In summary:
a) a – (+b) = a – b
b) a – (-b) = a + b
c) -a – (-b) = b – a
Exercise 6
1. Evaluate:
a) 5 – 8 b) 9 – 5 c) -2 – 6
d) -3 – 9 e) 9 – (-4) f) -2 – (-3)
g) -5 – (-6) h) 0 – 4 i) 0 – (-9)
M ult ipying I nt e ge rs
Multiplication is a way of interpreting continued addition.
In continued addition:
2 + 2 + 2 + 2 + 2 + 2 = 12 As multiplication: 6 x 2 = 12
(-3) + (-3) + (-3) + (-3) = 12 As multiplication: 4 x (-3) = -12
Here we have:
• the multiplication of a positive number by a positive number;
• the multiplication of a positive number by a negative number.
Generally:
• (+a) x (+b) = + product
• (+a) x (-b) = - product
• (-a) x (+b) = - product
The product of a negative number and a negative number can be shown by looking at a
pattern of multiplicands and multipliers alongside their products:
5 x – 3 = -15
4 x – 3 = -12
3 x – 3 = -9
2 x – 3 = -6
1 x – 3 = -3
0x–3= 0
-1 x – 3 = +3
29
Mathematics Grade 7
-2 x – 3 = +6
-3 x – 3 = +9
-4 x – 3 = +12
-5 x – 3 = +15
Here the The multiplicand The products

multipliers is the same value. increase by 3.
decrease by 1.
Generally:
• (-a) x (-b) = + product;
In summary:
•+ x += +
•+ x - = -
•- x += -
•- x -= +
The product of integers with the same sign is positive.

The product of integers with different signs is negative.
Exercise 7
1. Evaluate:
a) 5 x –2 b) -5 x –2 c) 4 x 4
d) -2 x –2 e) -3 x –4 f) -9 x –3
g) 9 x 3 h) -4 x –4 i) -10 x +3
30
Grade 7 Mathematics
Dividing I nt e ge rs
Multiplication and division are linked. The rules for dividing integers are the same, in terms
of quotient sign, as product signs.
In summary:
•+ ∏ += +
•+ ∏- = -
•- ∏ += -
•- ∏ -= +
The quotient of integers with the same sign is positive.

The quotient of integers with different signs is negative.
Exercise 8
1. Evaluate:
a) 2 π 2 b) 8 π 2 c) 8 π (–2)
d) 6 π (–3) e) -9 π 3 f) (-10) π (–2)
g) (-12) π (–4) h) (-18) π (–9) i) -22 π 10
j) (-2) π (–2) k) 12 π (–4) l) (-15) π (–3)
31
Mathematics Grade 7
4 OPERATIONS ON WHOLE NUMBERS

Revision
1. Calculate the total:
a) 291634 b) 364925 c) 762194
634197 153219 97578
3795 214338 18349
+ 1629 + 94716 + 2978
d) 279 365 + 198 093 + 100 298 + 59 620

e) 86 + 275 190 + 150 029 + 32 146 + 9 768
f) 384 193 + 59 268 + 970 016 + 343 195
2. What is the sum of:
One hundred and ninety eight thousand three hundred and forty five and
five hundred and seventy two thousand nine hundred and sixty four.
3. Arrange and calculate.
a) 342 x 165 b) 296 x 257 c) 434 x 628 d) 845 x 396
4. A contractor decided to build a house. He employed two technicians and twelve workers.
A technician was paid Sh 20 000 per day while a worker was paid Sh 10 000 per day. How
much money did the contractor pay per day to all his workers?
5. Calculate the product:
a) 2708 b) 3628 c) 4372 d) 6328
x 125 x 142 x 249 x 462
6. Arrange and calculate:

a) 7 368 ÷ 24 b) 8 634 ÷ 42 c) 12 698 ÷ 36
7. At a party 2400 guests were served with a soda each. How many crates of soda were
bought? Each crate contains 24 bottles?
32
Grade 7 Mathematics
8. Calculate:
a) (225 ÷ 15) – (9 ÷ 3) b) (95 – 21) – (36 ÷ 4)
c) (125 ÷ 5) + (12 + 3) – (40 – 30) d) 18 ÷ (3 x 4) + 6 - 12
Addit ion
When adding
• Place each digit in the correct place value position.
• Add the ones first and write the carried digits clearly.
• Pay particular attention to the carried digits.
Examples
(i) Arrange and calculate: 23 898 172 + 27 014 653
23898172
+27014653
50912825
(ii) Calculate the sum of 342 898 and 2654.
342898
+ 2654
345552
(iii) Work out 6 930 821 + 1 269 230 + 400 028
6930821
1269230
+ 400028
7600079
Exercise 1
1. Calculate:
a) 4 2 9 7 1 8 0 4 b) 5621729 c) 84210729
+27348123 +87124583 +6354320
d) 5853624 e) 27135207 f) 48239427

3702531 32143209 23061927
+6902341 +18538264 +16334671
2. Find the sum of 193 248 617 and 215 682 904.
3. What is 365 421 385 plus 98 724 347?
4. Find the total of 2 543 789, 385 278 and 16 234 568.
5. Add 21 678 423 to 298 784 308.
33
Mathematics Grade 7
6. In the year 2001 there were 521 526 children in Grade One, 126 369 in Grade Two,
562 078 in Grade Three, 220 994 in Grade Four in Somalia. How many children were there
altogether in the lower primary classes in the year 2001?
7. The number of animals exported to four countries in the year 2000 was as follows: Country
A 42 132 341; Country B 18 127 423; Country C 15 118 082 and Country D 29 108 189.
What was the total number of animals exported in the four countries?
8. In 1999 the total number of children born in Jawhar was 152 503. This number increased
by 17 340 in year 1, and then in year 2, the number increased by 12 904 over the first year.
Find the total number of children born in the second year.
9. The table shows the populations of African countries to the nearest thousand.
Country Population
Libya 13 410 000
Egypt 89 615 000
Somalia 8 765 000
Sudan 20 819 000
Kenya 35 810 000
Ghana 13 529 000
Nigeria 96 897 000
Uganda 19 142 000
a) What was the total population of:
(i) Somalia, Uganda, Libya
(ii) Kenya, Nigeria, Egypt
(iii) Sudan, Ghana
b) What was the total population of the eight countries?
10. Dhusa mareeb district got four million, sixty three thousand and eighty seven shillings for
development projects in the first half of the year 2001. In the second half, another nine
hundred and thirty seven thousand, six hundred and one shillings was allocated to the
district. How much money did Dhusamareeb get for development projects in that year?
Subt ra c t ion
In subtraction:
• Write the numbers clearly with no gaps.
• Make sure each digit is in the correct place value column.
• Start with the ones
• Remember when you borrowed.
There are many ways of saying subtract, for example;
take away, find the difference, how many more is, how many are left, minus and less
34
Grade 7 Mathematics
Examples
(i) What is 54 071 982 - 12 346 385?
54071982
-12346385
41725597
(ii) Find the difference between 68 924 and 946 384.
Remember to put the larger number at the top.
946384
-68924
877460
Exercise 2
1. Calculate:
a) 5358228 b)4 0 5 2 6 1 9 8 4 c) 5854812
-3702539 - 854327 -2847983
d) 5853624 e) 2 7 1 3 5 2 0 7 f) 48239427
-6000275 - 165008 -1503625
2. Find the difference between the sum of 375 298 and 8 742 935, and the sum of 7 082 164
and 1 494 360.
3. How many more is 245 610 723 than the sum of 48 906 237 and 78 910 632?
4. The sum of two numbers is 58 965 673. One of the numbers is 2 176 458. What is the other
number?
5. The population of a country is 34 815 496. Of these 26 918 180 live in rural areas while
the rest live in urban areas. How many people live in urban areas?
6. The table below shows the number of livestock exported in the last five years.
Cattle Sheep Goats Camels

29 570 526 24 710 635 21 567 504 27 613 287
a) How many more cattle were exported than goats?

b) How many more sheep were exported than goats?
c) How many more camels were exported than sheep?
d) How many more cattle were exported than camels?
e) How many more camels were exported than goats?
35
Mathematics Grade 7
7. In the first quarter of the year 9 520 000 people travelled by air.A similar number travelled
in the second quarter. Of the total 12 102 500 were women.
How many men travelled by air in the two quarters?
8. Of the 6 728 906 people living in a city 3 421 318 have electricity in their homes.
How many do not have electricity in their homes in this city?
9. A company has a total amount of sh. 65 917 400 before paying zakat. After paying the
zakat the total amount became sh. 64 269 465.
Find how much the company paid for zakat.
10.In a year there were six hundred and fifty thousand, two hundred and twenty men and nine
hundred thousand women who performed the haj.
Of these there were five hundred thousand married couples while the rest were single
people. How many single people were there?
M ult iplic a t ion

When multiplying remember the following points:
• Start with the digits in the ones column.
• Attend carefully to the carrying if there is any.
• Place each digit in its correct place value position.
Other ways of saying multiply are:
find the product, times, ___ at ___ each, and ___ lots of ___
Examples
i) What is 35 728 x 964?
35728
x 964
142912 (x 4)
2143680 (x 60) put down a 0 then multiply by 6
32155200 (x 900) put down two 0s then multiply by 9
34441792
(ii) Find the product of 32 746 and 1 324
32746
x 1324
130984 (x 4)
654920 (x 20) put down a 0 then multiply by 2
9823800 (x 300) put down two 0s then multiply by 3
32746000 (x 1000) put down three 0s then multiply by 1
43355704
36
Grade 7 Mathematics
Exercise 3
1. Calculate the products
a) 1386 x 652 b) 1526 x 983 c) 2705 x 503
d) 5812 x 624 e) 6156 x 3251 f) 3482 x 8126
g) 7569 x 9435 h) 3782 x 5380 i) 32 561 x 2145
j) 59723 k) 93452 l) 175432
x 1507 x 3643 x 4615
m) 32541 n) 17248 o) 35589

x 9384 x 9160 x1234
2. Calculate the product of 9574 and 3643.

3. Calculate the product of 9547 and 274 508.
4. What is 65 208 times 2604?
5. Multiply 32 958 by 3705.
6. The attendance at a football match was 75 264. The crowd paid Sh 1250 each for a
ticket, How much was the gate money?
7. Jama bought 123 pairs of trousers at Sh 25 755 each and 765 shirts at Sh 12 595 each. How
much did he spend altogether?
8. Two hundred and fifty buses carried people to a wedding ceremony. One hundred and
twenty of the buses each carried 82 people. Eighty of the buses each carried 87 people and
the last 50 buses each carried 79 people. How many people did the buses carry to the
ceremony?
Division
When dividing :
• There should be no gaps between the digits in the arrangement.
• Start from the left.
• Use a work column to guess and check multiplications.
• Write a table of divisor products
• Multiply and subtract to find the remainders
• Bring down the dividend digits and attach them to the remainders.
The other ways of saying divide are: find the quotient, share and go into.
37
Mathematics Grade 7
Examples
(i) What is 9 034 780 ÷ 6340
9 034 780 is the dividend, 6340 is the divisor.
1 4 2 5 rem. 280
6340 9 0 3 4 7 8 0
6 3 4 0
2 6 9 4 7
2 5 3 6 0 6340 x
1 5 8 7 8 6340 1
1 2 6 8 0 12680 2
3 1 9 8 0 19020 3
3 1 7 0 0 25360 4
2 8 0 31700 5
1425 is the quotient and the remainder is 280.
(ii) Divide 975 432 841 by 2678
1 4 2 5 3 9 rem. 799
2678 9 7 5 4 3 2 8 4 1
8 0 3 4
1 7 2 0 3
2678 x
1 6 0 6 8
2678 1
1 1 3 5 2
5256 2
1 0 7 1 2
8034 3
6 4 0 8
5 3 5 6 10712 4
1 0 5 2 4 13390 5
8 0 3 4 16068 6
2 4 9 0 1 18746 7
2 4 1 0 2 21424 8
7 9 9 24102 9
Exercise 4
1. Calculate
a) 43 916 826 ÷ 1 234 b) 34 441 792 ÷ 964 c) 37 084 380 ÷ 3 004
d) 256 768 ÷ 2 560 e) 13 871 514 ÷ 2 122 f) 11 477 816 ÷ 5 432
g) 132 500 ÷ 2 121 h) 153 750 ÷ 1 625 i) 21 546 228 ÷ 3 124
j) 3 567 891 ÷ 7 008
38
Grade 7 Mathematics
2. Divide 7 543 218 by 639
3. Find the quotient when 327 565 is divided by 245
4. What is the remainder when Sh 756 215 is shared among 560 people?
5. Find how many times does 4321 go into 24 379 082.
6. A bookseller collected Sh 724 955 after selling books. One book costs Sh 245.
How many books did he sell?
7. A factory produced 724 955 kg of sugar in one day. This sugar was packed in sacks each
holding 25 kg. How many sacks were used?
8. At a party, 511 875 people were served with a soda each. How many cartons
of soda were bought if each carton holds 175 sodas?
9. A total of Sh 16 338 976 was distributed equally amongst 356 schools.
How much did each school get?
10. A plot of land measures 35 901 720 m2. What is the area of one plot?
Orde r of ope rat ions

If there are more than one operation in a calculation:
• Work the Brackets first.
• Then do the Division.
• Then the Multiplication.
• Then the Addition.
• Finally Subtraction.
Examples
(i) What is 26 x 4 + 31 - 55?
26 x 4 + 31 - 55 = 104 + 31 - 55 (Multiplication)
= 135 - 55 (Addition)
= 80 (Subtraction)
(ii)What is 26 x (4 + 31) - 55?
26 x (4 + 31) - 55 = 26 x 35 - 55 (Brackets)
= 910 - 55 (Multiplication)
= 855 (Subtraction)
Exercise 5
1. 46 - 11 + 9 x 3 234 ÷ 3 + 29 2 1
2. 215 + 11 - 9 x 6 750 ÷ (10 x 15) + 7 x 8 - 60 ÷ 1043
3. 108 + 9 - (5 x 6) ÷ 2 16 x 7 ÷ 4 + 21 x 565
4. 31 x 7 + 21 x 3 - 13 x 8 90 - 50 ÷ (25 ÷ 5) 87
5. (48 ÷ 4) + (13 x 6) - (45 ÷ 3) (18 x 4) ÷ (3 + 3) 109
6. 30 + (66 ÷ 6) + (10 x 8) (50 + 80) ÷ (25 x 6) 1211
7. (195 - 55) ÷ (210 ÷ 30) (67 - 4) ÷ 9
39
Mathematics Grade 7
5 FRACTIONS, DECIMALS AND PERCENTAGES

Revision
1. Calculate the difference:
a) 5 56 - 3 23 b) 8 13 - 4 34 c) 9 37 - 6 25
d) 7 12 - 5 78 e) 8 311 - 4 56
2. Calculate the product:

a) 7 12 x 3 14 b) 3 78 x 1 27 c) 5 34 x 2 12
d) 6 23 x 2 14 e) 3 23 x 4 16
3. Calculate the quotient:

a) 2 15 ÷1 1
2
b) 5 34 ÷2 1
5
c) 3 14 ÷2 2
3
d) 9 13 ÷3 7
10 e) 6 23 ÷2 1
5 ÷2 1
5
4. Evaluate.
1
of (2 15 ÷ 45 ) + 3 14 - 1 78 x 1 12 1
of (3 14 + 13 ) x 1
a) 2
b) 5 + 4 2
÷ 1 14 - 2 12
3
c) 4 of 78 ÷ 12 x 3
5
+ 2
3
- 7
2
d) 7
8 of 3
4
x 2 12 ÷ 1 14 - 3
5
+ 4 12
5. Calculate the quotient:

a) 88.2 ÷ 7 b) 45.6 ÷ 12 c) 64.8 ÷ 5
d) 24.65 x 2.42 e) 46.15 x 32.04
6. Write the percentages as (i) fractions (ii) decimals.

a) 75% b) 125% c) 25% d) 60% e) 29%
2 1
7. Mohamed spends 5 of his salary on food and 4 on house rent.
What percentage of his income is spent on other things?
3
8. Warsame had 400 hectares of land. He gave his children 4 of the land.
If each of his children received 50 hectares. How many children did he have?
40
Grade 7 Mathematics
Ope rat ions on fra c t ions

If there is more than one operation in a calculation:
• perform the calculation in brackets first
• then perform division followed by multiplication
• finally carry out addition and then the subtraction
Examples
(i)
(ii)
41
Mathematics Grade 7
(iii) (1 16 - 3
4) +5- 3
8
Work the brackets first:
(1 12 - 2
3) +5- 3
8 = 1 212
-9
+5- 3
8
5 3
= 12 +5- 8
(add first, then subtract)
5 3
=5 12 - 8
10 - 9
=5 24
1
=5 24
(iv) (2 23 - 1
3) -( 3
4 - 1
2 )
Work what is in brackets first:

2 1 3 1
= (2 3
- 3
) - ( 4
- 2
)
2-1 3-2
= (2 ) - ( )
3 4
1 1
= (2 3
) - ( 4
)
4-3 1
= (2 12
) = 2 12
(v) Work the division first:

3 1 5
4
x 6
÷ 8
1 5 3
Reorder: ÷ x
6 8 4
1 8 3
= 6
x 5
x 4
8 3
= 30
x 4
1
= 5
Exercise 2
Evaluate
3 3 4 2 1 5 5 5 5
1) 8
+ 4
- 5
2) 5
- 2
+ 6
3) 12
- 11
+ 11
3 7 7 2 1 3 2 3 1
4) 8
+ 12
- 10
5) 1 3
+ 3 5
- 2 4
6) 1 3
- 1 4
+ 3 5
4 7 23 7 8
7) 5 5
+ 3 12
- 4 60
8) 1 15
- 8 10
+ 11
42
Grade 7 Mathematics
1 3 5 3 1 5
9) 2
+ 4
- 1 10) 2 - 8
+ 5
11) 6 3
- 2 - 6
5 3 1 2 4 1
12) 10 + 7 12
- 20
13) ( 2
+ 3
) - ( 5
+ 6
)
5 1 3 3
14) ( 7
- 5
) - ( 4
- 8
)
1 3 7 1
15) ( 3 3
- 5
) - ( 1 10
- 12
)
5 7 3 5
16) ( 4 6
- 1 12
) - ( 24
+ 12
)
4 5 5 5 1 7
17) 1 5
+ ( 4 11
+ 11
) 18) 7 8
- ( 2 4
+ 2 16
)
3 2 1 1 3 3 1 5
19) 5
x 7
÷ 3
20) 5 x 2
÷ 10
21) 1 8
x 2 4
÷ 1 6
1 1 1 1 3 5 5
22) 4 2
÷ 1 5
x 3 3
23) ( 2
x 4
) + ( 1 6
÷ 2 6
)
1 1 1 5 1
24) 10
of ( 2 2
÷ 4 25) 2
of ( 7
÷ 4 3
1 3 3 4 3 2
26) 5 3
- ( 10
of 1 4
) 27) 1 5
x 1 10
÷ 15
1 3 7 5 3 1 1
28) 7 7
x 21 ÷ 1 11
29) 2 10
x 6
÷ 3 30) 5
÷ 2
- 4
Squa re of fra c t ions

The square of a fraction is calculated by multiplying the fraction by itself.
Examples
(i) Find the square of 12
The square of 12 = 122 = 12 x 12 = 144
3
(ii) Find the square of 7
3 2 3 3 9
( 7
) = 7
x 7
= 49
2
(iii) Find the square of 7 3
2 7x3+2 21 + 2 23
First change the fraction into improper fraction 7 3
= 3
= 3
= 3
2 2 23 2 23 23 529 7
then square the result ( 7 3
) = ( 3
) = 3
x 3
= 39
= 58 9
43
Mathematics Grade 7
Exercise 3
1. Calculate the square of these fractions and mixed numbers:
1 2 3 1 3 7
a) 4
b) 5
c) 8
d) 5
e) 5
f) 9
1 2 11 17 7 8
g) 8 h) 15
i) 20
j) 25
k) 19
l) 31
1 2 1 2 3 1
m) 1 4
n) 2 5
o) 3 3
p) 4 5
q) 5 7
r) 7 3
3 1 1 7 3 4
s) 3 15
t) 6 4
u) 3 10
v) 15 12
w) 18 20
x) 9 21
2. Evaluate
2 2 3 2 4 2
a) (1 ) b) (2 4
) c) (3 5
)
5
1 2 5 2 1 2
d) (2 8
) e) (1 6
) f) (3 7
)
3 2 1 2 5 2
g) (3 8
) h) (3 4
) i) (2 8
)
1 2 4 2 4 2
j) (1 10
) k) (2 7
) l) (5 11
)
4
3. The length of a side of a square room is 2 7
m. Find its area.
1 1
4. A square piece of land is 13 m by 13 m. What is its area in metres square?
5 5
2 7
5. A surveyor subdivided a piece of land into two square plots of sides km and km
5 12
what is the area of each plot?
Squa re root of a fra c t ion

To find the square root of a fraction we find the square root of the numerator and
the square root of the denominator.
Examples
4
(i) Calculate the square root of 25
4 4 2
25
= 25
= 5
1
(ii)Evaluate 3 16
1 16 x 3 +1 48 + 1 49
3 16
= 16
= 16
= 16
1 49 7 3
So 3 16
= 16
= 4
= 1 4
44
Grade 7 Mathematics
1
(iii) What is the length of a side of a square whose area is 14 16 m2?
1 16 x 14 +1 224 +1 225
14 16
= 16
= 16
= 16
225
To get the length of the side we take the square root of 16
225 225 3x3x5x5 3x5 15 3

16
= 16
= 2x2x2x2
= 2x2
= 4
= 3 4
3
The length of the side = 3 4
Exercise 4
1. Calculate the square roots of
9 16 4 1 9
a) 4
b) 25
c) 25
d) 25
e) 10
25 36 40 81 169
g) 36 h) 49
i) 100
j) 576
k) 625
2. Evaluate
225 16 144 121
a) 16
b) 25
c) 169
d) 625
225 169 225 441

e) 576
f) 81
g) 361
h) 529
225 4 1 14
i) 1 576
j) 13 9
k) 11 9
j) 2 25
14
3. The area of a square room is 2 25
m2. Find the length of one side and the perimeter of
the room.
29
4. The area of a square carpet is 4 m2. Find the length of one side and its perimeter.
49
M ix e d ope rat ions on de c im a ls

In a mixed calculation:
• Perform the calculation in brackets first
• Then perform division followed by multiplication
• Finally carry out addition and subtraction.
BODMAS
Brackets, Of, Division , Multiplication, Addition and Subtraction.
45
Mathematics Grade 7
Examples
(i) What is (4.2 + 3.85) x 1.7?

(4.2 + 3.85) x 1.7
= 8.05 x 1.7 (Brackets) 4. 2 8 . 0 5

= 13.685 (Multiplication) +3. 85 x 1 . 7
8. 05 5 6 3 5
8 0 5 0
1 3. 6 8 5
(After counting number of
decimal places.)
(ii)What is 3.95 x 2.7 +85.6 ÷ 0.2?

85.6
1.95 x 2.7 + 85.6 ÷ 0.2 = 3.95 x 2.7 + 0.2
(first division)
856428 x 10
= 3.95 x 2.7 +
2 x 10
= 3.95 x 2.7+428 ( Multiplication)

= 10.665 + 428 (Addition)
= 438.665
Exercise 5
Evaluate
1) 7.52 ÷ 0.2 – 11.8 2) 11.7 – 0.5 x 0.5 2 1
3) 16.5 ÷ 0.5 + 96.84 4) 5.27 + 0.36 ÷ 0.3 4 3
5) 48.7 x 92 + 36.4 6) 36.5 – 18 x 0.7 6 5
7) 24.54 – (2.84 x 1.03) 8) 142.3 x 2.5 – 26.75 8 7
9) (2.31 ÷ 0.77) x (11.5 ÷ 2.94) 10) 16.04 + 79.03 – 12.94
Squa re of a De c im a l
The square of a decimal is calculated by multiplying the decimal by itself
Remember: Count the number of decimal places in the number you are multiplying; these will
be the number of decimal places in the answer.
46
Grade 7 Mathematics
Examples
(i) Find the square of 1.4 1 4
Square of 1.4 = (1.4)2 x 1 4
= 1.4 x 1.4
5 6
Multiply as whole numbers
1 4 0
1 9 6
Count 2 decimal places from the right and insert the decimal point.
So,the square of 1.4 = (1.4)2 = 1.96
Also:
This diagram shows an area of 1.4 x 1.4
1 0.4
1 x 1 =1
0.4 1 x 0.4 - 0.4 0.16
1 + 0.4 + 0.4 + 0.16 = 1.96

(1.4)2 = (1 + 0.4) 2 = (1 x 1) + (0.4 x 0.4) + 2(1 x 0.4)
= 1+ (0.16) + 2(0.4) = 1 + 0.16 + 0.8 = 1.96
(ii) Find the square of 0.6
Square of 0.6 = (0.6)2
= 0.6 x 0.6
= 0.36
(iii) Find the square of 1.05 Multiply as whole numbers 1 0 5

Square of 1.05 = (1.05)2 x 1 0 5
= 1.05 x 1.05 5 2 5
0 0 0
1 0 5 0 0
Count 4 decimal places from the right and insert the decimal point.
The square of 10.5 = 1.1025 1 1 0 2 5
47
Mathematics Grade 7
Squa re root s of a de c im a l
To find the square root of a decimal, express the decimal as a fraction with a denominator of
100, 10000, 1000000, ….. depending on the number of decimal places.
Note: There must be an even number of 0s. Then find the square root of the fraction.
Examples
(i) Find the square root of 0.04
square root of 0.04 = 0.04
4 4 2
= = 100
= = 0.2
100 10
∴ 0.04 = 0.2
(ii) Find the square root of 6.76
676 676 2 x 2 x 13 x 13 26
= = 100
= 10 x 10
=
100 10
∴ 6.76 = 2.6
(iii) Find the square root of 0.000144
144 2x2x2x2x3x3
= = 10 x 10 x 10 x 10 x 10 x 10
1000000
2 x 2 x 13 12
= =
10 x 10 x 10 1000
∴ 0.000144 = 0.012
Exercise 6
1. Calculate the square root
a) 0.81 b) 0.25 c) 0.49 d) 0.16
e) 0.01 f) 0.04 g) 0.09 h) 0.01
i) 1.96 j) 2.89 k) 5.29 l) 7.29
2. Evaluate
a) 0.0169 b) 0.0196 c) 0.0324 d) 0.0961
e) 0.0081 f) 0.0004 g) 0.0009 h) 0.0256
i) 20.25 j) 0.0121 h) 0.3025 i) 0.2304
48
Grade 7 Mathematics
Pe rc e nt a ge s
The symbol, %, means 'percent' or 'out of hundred', so 60% is read as sixty percent and it
60
means 60 out of 100 or . Percentages can be written as fractions, decimals and ratios.
100
Percentages and fractions

When changing a fraction to a percentage:
• If the denominator is a factor of 100 find an equivalent fraction with a denominator of 100.
• If the denominator is not a factor of 100 multiply the numerator and denominator by 100,
and then find the equivalent fraction with a denominator of 100.
Examples
3
(i) Write as a percentage
5
3
To express as a percentage we write as a fraction with denominator 100
5
We multiply denominator 5 by 20 to make it 100. We do the same to the numerator?
3 3 20
5
= 5
x 20
3
∴ as percentage is 60%
5
1
(ii) Write 6
as a percentage
2
1 1 100 100 100 16 3 2
6
= 6
x 100
= 600
= 6
= = 16 3
%
600
100
6
4
(iii) Write 7
as a percentage
1
4 4 100 100 400 57 7 1
7
= 7
x 100
= 700
= 7
= = 57 7
%
700
100
7
Percentages as a fraction
(iv) Express these percentages as fractions
a) 20% b) 45% c) 95%
20 2 1 1
a) 20% = 100
= 10
= 5
∴ 20% as a fraction is 5
45 9 9
b) 45% = 100
= 20
95 19 19
c) 95% = 100
= 20
49
Mathematics Grade 7
Exercise 7
1. Express as percentages
4 19 11 3 17
a) b) c) d) e)
5 20 20 8 40
13 23 33 17 43
f) g) h) i) j)
25 24 50 4 80
2. Write these percentages as fractions

a) 50% b) 40% c) 30% d) 26% e) 75%
f) 15% g) 80% h) 24% i) 55% j) 100%
k) 2% l) 68%
Pe rc e nt a ge s a nd de c im a ls
When changing a decimal to a percentage:
• Write the decimal as a fraction
• Find an equivalent fraction with a denominator of100.
Examples
(i) Write the decimals as percentages.
a) 0.25 b) 0.7 c) 0.55 d) 0.0005
25 7 70
a) 0.25 = = 25% b) 0.7 = = = 70%
100 10 100
55 5 5 0.05
c) 0.55 = = = 5% d) 0.0005 = = = 0.05%
100 100 10000 100
Note: Write the percentage out of a hundred (a fraction with denominator 100)
(ii) Express these percentages as decimals
a) 45% b) 35% c) 4% d) 9.6%
45 35
a) 45% = = 0.45 b) 35% = = 0.35
100 100
4 9.6
c) 4% = = 0.04 d) 9.6% = = 0.096
100 100
Exercise 8
1. Change to percentages
a) 0.5 b) 0.1 c) 0.75 d) 0.35 e) 0.2 f) 0.05
g) 0.4 h) 0.16 i) 0.004 j) 0.15 k) 0.56 m)0.003
2. Express as decimals
a) 24% b) 54% c) 67% d) 6% e) 74% f) 17%
g) 112% h) 9% i) 20% j) 25% k) 1% l) 80%
50
Grade 7 Mathematics
Orde ring a nd c om pa ring pe rc e nt a ge s

Examples
(i) Habiba scored 65 marks out of a 100 in a mathematics test, 30 marks out of 50 in
Arabic and 10 marks out of 20 in History, which is Habiba's highest mark?
65 30 30 x 2 60 10 10 x 5 50
Maths: 100
= 65% Arabic: 50
= 50 x 2
= 100 History: 20
= 20 x 5
= 100
Habiba's best mark is mathematics

3
(ii) Which is the larger 0.87, 5
or 91%?
87
0.87 = 100
= 87%
3 3 x 20 60
5
= 5 x 20
= 100
= 60%
∴ 91% is the largest.
Exercise 9
1. Write in order of size, the smallest first.
3 4 1
a) 50%, 0.6, 8 b) 75%, 5 , 0.7 c) 30%, 3 , 0.3,
1 4
d) 0.25, 5
, 26% e) 15
, 28%, 0.35
2. Arrange in order of size, the largest first.

37
20%,30%, 0.3, 33%, 0.12, 0.05, 100
3. Zahar's mark in Science is 70%, in History she scored 44 out of 60, and in mathematics she
scored 20 out of 30. Which was:
a) Her highest mark?
b) Her lowest mark?
Ca lc ula t ing pe rc e nt a ge s
Examples
(i) Find 16% of 900 litres

16
16% of 900 l = 100
x 900 l = 144 litres
(ii)Find 20% of 72 kg
20
20% of 72 kg = 100
x 72 kg = 14.4 kg
51
Mathematics Grade 7
Exercise 10
1. Calculate:
a) 10% of Sh 800 b) 15% of Sh 720 c) 75% of 80 marks
1
d) 12 2 % of 80 days e) 5% of 120 km
2. Hassan spent 30% of his year’s salary on developing his farm. His salary was Sh 788 000
per month.
a) How much money did he spend on the farm?
b) How much money was he left with?
3. Ashopkeeper bought 60 kg rice and sold 15% of it in two days. How much rice did he sell?
4. A goat costing Sh 40 000 is sold at 20% profit. Calculate the farmers profit.
E x p ressing one quantity as a perc e n t age of a n o t h e r

Examples
(i) In a class of 48 pupils 32 are boys. What percentage are boys?

32
proportion of boys in class = 48
32 100
percentage of boys in class = 48
x 100
200 1
= 3
x 100
= 66.7%
(ii)A football team played 25 games and won 17 of them. What percentage of the games
played did the team win?
17
proportion of games won = 25
17
percentage of games won = x 100
100
25
17 x 4
= 100
= 68%
Exercise 11
1. In a basket of 80 eggs 12 are broken. What percentage is broken?
2. Aziza had 68 marks out of 85 in an English test.
Write her marks as a percentage.
52
Grade 7 Mathematics
3. In a football competition Marine Stars played 20 games and lost 8.
What percentage of games did they lose?
What percentage of games did they win?
4. There were 72 000 litres of fresh water in a tank.
Some water was used and there were 45 000 litres left.
a) How many litres have been used?
b) What percentage of the whole tank is used?
c) What percentage of the water is left?
5. There are 40 pupils in a class. If 25 pupils are absent:
a) What percentage of the whole class is absent?
b) What percentage of the whole class is present?
53
Mathematics Grade 7
6 GEOMETRY
Circle
To draw a circle, radius 4 cm:
• open the compasses and measure 4 cm on a rule as shown.
• with any centre draw the circle
4 cm
We also use compasses to draw an arc which is part of a circle.

The middle of the circle is the centre, O.
The distance all the way round the circle is the circumference.
Each point on the circumference is the same distance from the centre.
This distance is the radius.
radius radius
diameter diameter
The distance across the circle, through the centre, is the diameter. The diameter is twice the
radius. The radius is half of the diameter.
54
Grade 7 Mathematics
The diameter can be drawn anywhere across the

circle as long as it passes through the centre. It cuts
the circle in half. Each half is a semicircle.
Exercise 1
1. Draw a circle with radius:
a) 6 cm b) 4.5 cm c) 3 cm d) 3.5 cm e) 5 cm
2. What is the diameter of a circle with radius:
a) 9 cm b) 21 cm c) 12 cm d) 6 cm e) 8 cm
3. What is the radius of a circle with diameter:
a) 16 cm b) 20 cm c) 32 cm d) 9 cm e) 14 cm
4. Draw a pattern with different sized circles. Copy one of these or make your own.
55
Mathematics Grade 7
5. Draw a circle of radius 4 cm and mark a point P on the circumference. Centre P, draw
an arc, cutting the circumference at two other points. Repeat and continue until the pattern
is complete.
Pa ra lle l line s a nd t ra nsve rsa l

Parallel lines:
• never meet or cross.
• are the same perpendicular distance apart.
• are indicated by single or double arrows.
Intersecting lines are lines that cut each other.
Intersecting lines
Transversals:
A line drawn across two or more parallel lines is called a transversal.
Q J O
L M F F L
N
M
D
N O E R
R L
K R P
G I
56
Grade 7 Mathematics
Exercise 2
1. Name the transversals in figures (i) to (vi)
(i) (ii) (iii) X
P
E N
A B Q V
M
C D S
F Q
L O U R
(vi) (v) W T (vi)

F H F
K D
S J
V H
G
J
G I U X E
2. Which of the statements about figures (i) to (iv) are true and which are false?
(i) E (ii)
L
C
N O
G H
P Q
F
D L
(i) CD is a transversal (ii) LM is a transversal

(iii) X (iv) P R
U M
Z
L
N
W
O
Y V Q S
(iii) UV is a transversal (iv) RS is a transversal
57
Mathematics Grade 7
Corre sponding a ngle s

E
2 1
A 3 4 B 1 and 5 are corresponding angles.
2 and 6 are corresponding angles.
3 and 7 are corresponding angles.
6 5 4 and 8 are corresponding angles.
C 7 8 D
Draw two lines and a transversal like the above diagram.

Use a protractor to measure the angles. Copy and complete the table
1 5
2 6
3 7
4 8
Name the corresponding angles in the table.
What do you notice about the value of corresponding angles.
corresponding angles are equal.
Examples
Find the sizes of angles L, Y and r in the figure
alongside
E
L
A 120o B
y
C r D
L = 120° (vertically opposite angles)

L = Y (corresponding angles)
then Y = 120°
So r = 120° (vertically opposite to Y, or
corresponding to 120°)
58
Grade 7 Mathematics
Exercise 3
1. Identify and name the corresponding angles by completing the statements:
a) b) c)
o
l
g h m
n w
f e z
f
g y x
v a
b h i
i j u
x d
k l w c
(i) i and (i) v and (i) d and

(ii) k and (ii) w and (ii) a and
(iii) l and (iii) x and (iii) b and
(iv) j and (iv) u and (iv) c and
2. Write the value of the angles marked with letters:

a) b)
72o
110o v
s f
a
b
c) d)
120o
c
l f
m n g 35o
d
e)
i j
k l
b d o
c 25
b d
c e
59
Mathematics Grade 7
Alt e rna t e a ngle s

S
2 1 MN and QR are parallel lines.

M 3 4 N
TS is a transversal, then
∠s 3 and 5 are alternate angles;
∠s 4 and 6 are alternate angles.
6 5 They are referred to as Z angles.
Q 7 8 R
Draw a large diagram like the above. Copy and complete the table
Use a protractor to measure the angles.
3 7
4 8
Name the alternate angles in the table.

What do you notice about the value of alternate angles
Alternate angles are equal.
Examples
Find the value of (i) d (ii) e (iii) f in the figure.
(i) d = 140° (corresponding angles)

(ii) e + 140° = 180° (supplementary
angles)
e + 140° – 140° = 180° – 140° d f
e = 40° e
(iii) f = e (alternate angles)
120o
f = 40°
Exercise 4
1. Write the alternate angles number which is equal to the letters:
a) b)
2 3 1
1 4 4 3 2
m s
60
Grade 7 Mathematics
c) d)
4 3
1 2
n x 4 1
3 2
2. Write the value of the angles indicated by letters in the figures below:
a) b)
f
80o
O 154o
c) d)
i x
48o
e) f)
d s
r
123o 145o
g) h)
L m
n
c g
50o f
q k
w 45o
i) j)
c m
g
x 140o g r t
35o
w s u
t
b
61
Mathematics Grade 7
I nt e rior a ngle s
Interior angles are formed by parallel lines and a transversal.
d and h are also co-interior angles.
c a Make a large diagram and measure the angles.
d b
Copy and complete the table.
b e
h e d h
g f Name the interior angles.
What is the value of b + e?
What is the value of d + h ?
Co- interior angles add up 1800.
Co-interior angles are supplementary .
∠s and e are interior angles.
∠d and h are interior angles.
∠a = 80. Find the value of the other angles. c a = 80
d b
∠b = 1800 - 800 = 1000
∠c = 1000 (vertically opposite to b)
∠d = 800 (vertically opposite to 800)
h e
∠e = 800 (Alternate to d) g f
∠h = 100 (Alternate to b)
Co-interior angles b and e add up to 180
Co-interior angles are supplementary;
they add up to 180o.
Co-interior angles d and h add up to 180o.
Pa ra lle logra m s
z y
w x
A parallelogram is a quadrilateral (four sided polygon) with opposite

sides equal and parallel. WXYZ is a parallelogram. WZ is equal and parallel to XY.
62
Grade 7 Mathematics
Constructing parallelograms
Examples
Construct parallelogram ABCD with AB
parallel to DC.
AB = 3 cm, BC = 4 cm
A D
and ∠ ABC = 55°.
Draw line BC = 10 cm.
3 cm
Using a protractor, draw ∠CBE = 55°
Centre B and radius 8 cm draw an arc to cut
BE at A. Centre A and radius 4 cm draw AB. 55o
4 cm
Centre C and radius 8 cm draw an arc to cut B C
the previous arc at D. Join CD and AD to
complete parallelogram ABCD.
Measure the value of ∠ADE. Which angle has the same value?
∠ABC and ∠ADC are opposite angles in ABCD.
∠s BAD and BCD are opposite angles in ABCD.
Measure ∠BAD and ∠BCD.
Complete:
The opposite angles of a parallelogram are -------------- .
The opposite sides of a parallelogram are ------------- and parallel.
Exercise 5
1. Find the sizes of the angles marked with letters in the parallelograms:
a) b)
a
b a 125o
48o c c
b
c) d)
h n m
i g
130o
k L
j
35o
63
Mathematics Grade 7
2. Construct a parallelogram PQRS with PQ parallel to SR; PQ = 4 cm, QR = 5.5 cm.
Use a protractor to make ∠PQR = 45°.
3. Using ruler and a pair of compasses only construct:
a) ABCD with AB parallel to DC; AB = 5 cm, BC = 6 cm and ∠ABC = 60°.
b) MNPQ with line MN parallel to QR; line MN = 3 cm, NP = 5 cm and ∠NPQ = 105°.
The Pythagorean relationship
Measure the sides of the right-angled triangles below. Which is the longest side in every
triangle?
a) b) c) d)
B E Q T
A F
C
X Y
D
R S
The longest side in a right-angled triangle is called the hypotenuse.
The hypotenuse is always opposite to the right angle.
Exercise 6
1. Name the hypotenuse in each triangle.
a) b) c) d)
C E H I J
F
D G K L
A B
2. Construct a right-angled triangle ABC with AB = 4 cm, BC = 6 cm and
∠ABC = 90°.
a) Name the hypotenuse.
b) What is the length of the hypotenuse?
3. Construct a right angled triangle XYZ with YZ = 4 cm, ZX = 7 cm and angle XYZ = 90°.
a) What is the length of XY?
b) Which is the hypotenuse in ∆XYZ?
64
Grade 7 Mathematics
Triangles with sides in the ratio 3 : 4 : 5 and 5 : 12 : 13 are right angled.
∆ABC has sides of 3 cm, 4 cm and 5 cm.
∆ABC is a right-angled triangle.
A 25 cm2
P 9 cm2
4 cm
B C
Area of square R on AC, the hypotenuse is 25 cm2.

Area of square Q on BC is 16 cm2.
Area of square P is 9 cm2.
9 + 16 = 25
What do you notice about AB 2 + BC2 = AC2
The square on the hypotenuse, of a right angled triangle, is equal to the sum of the
squares on the other sides.
For this right-angled triangle

c2 = a2 + b 2
c
We can use this relationship to calculate the a
length of unknown sides in a right-angled
triangle.
65
Mathematics Grade 7
Examples
(i) Calculate the length of the hypotenuse in
the triangle shown below.
c2 = a 2 + b2
= 92 + 122
= 81 + 144
= 225 12
c = 225
c = 15 cm.
9
The length of the hypotenuse is 15 cm
(ii)Calculate the length of side b b

a2 + b2= c2
32 + b 2 = 52
9 + b 2 = 25
Subtract 9 from both sides 3 cm
5 cm
b2 = 25 - 9 = 16
b = 16 = 4 cm.
(iii).Calculate the length of a

a 2 + b2 = c 2
a2 + 62 = 7.52
a2 + 36 = 56.25 3 20.25
Subtract 36 from both sides 3 6.75
7.5 cm
a2 = 56.25 - 36 = 20.25 a 3 2.25
a2 = 20.25 3 0.75
a2 = 3 x 3 x 3 x 3 x 0.5 x 0.5 6 cm 0.5 0.25
a = 3 x 3 x 0.5 0.5 0.5
a = 4.5 cm
Exercise 7
1. Find the length of the side marked with a letter.
a) b) 9 cm
c
c
8 cm
66
Grade 7 Mathematics
c) d) 21 cm
10 cm
35 cm
e) f)
c 7.5 cm
16 cm b
2. Husein used a ladder to climb up a tree. The

ladder which has its foot 2 m from the
bottom of the tree touches the tree at a
height of 7 m. How long is the ladder?
3. The diagonals of a rectangle are 35 cm each. If one of the sides is 21 cm, what is the length
of the other side.
4. To repair the roof of a 15 m high building, a 16 m ladder was used. How far is the foot of
the ladder from the wall to the nearest centimetre?
Sym m e t r y
67
Mathematics Grade 7
A line of symmetry divides a shape into two parts of the same area and shape. If a shape is
folded about a line of symmetry, one part will fit exactly on the other.
Does the rectangle have more than one line of symmetry ?
Do the circle and hexagon have other lines of symmetry?
Write these letters and draw their lines of symmetry.
AV O U T E N R
Which letters do not have a line of symmetry?
Exercise 8
1. Identify the symmetric figures
a) b) c)
d) e)
2. Copy these figures. Draw the lines of symmetry for each shape.
a) b) c) d)
68
Grade 7 Mathematics
b) c) d)
e) f) g)
h) i) j)
Examples
(i) A(1,1), B(5,1) and C(3,7)
Plot the points using the x-y co-ordinates.
Join the points and draw the dotted line
CD.
a) What shape is produced?
b) If you fold the shape at the dotted line,
what do you notice?
c) CD is a line of symmetry for ∆ABC.
x-axis
When we join the points, we get a triangle. If you fold the shape on the line, you will
see that point B will go on point A. The dotted line will divide the triangular region
into two congruent triangular regions.
69
Mathematics Grade 7
Plot these points using the x-y co-ordinates.

D(8,2), E(10,0), F(13,0), G(13,4) and H(10,4)
Join the points. Fold the shape at the dotted line. What do you notice?
x-axis
You will notice that the dotted line divides the shape into two congruent shapes.
The line that divides a shape into two congruent shapes is called line of symmetry.
When this happens the shape is said to be symmetrical about the line of symmetry.
(ii)Are these shapes symmetrical?

If you fold each of them on the dotted you will get congruent shapes.
70
Grade 7 Mathematics
(iii) a) Identify the vertices of these two polygons.

b) Draw the line of symmetry for each polygon.
(iv) Assume that x-y is the line of symmetry.

Complete the shapes.
In figure a) x-y is the line of symmetry. If you fold the shape on x-y, point A will
fall on A and point B will fall on point B on the other side of x-y.
71
Mathematics Grade 7
The point A and A are equidistant from x-y, also B and B are equidistant from x-y.
Now, complete shape a), which is ABY B A.
Also identify the point C, D and E and then complete the shape, following the same
the steps as for shapes (a).
Examples
Assume the dotted line is a line of symmetry copy and complete the polygon.
a) b) c)
2) AB A B is a symmetrical quadrilateral and YY is a line of symmetry.

If A(3,7) and B(7,3) are given. Identify the co-ordinates of A and B.
72
Grade 7 Mathematics
7 LENGTH AND AREA

Revision
1. Calculate the circumference of these circles.
a) b) c) d)
7 cm 14 mm 2.5 m 14 m
2. Calculate the area of the shaded region.
5m
7m
3. Calculate the area of these triangles.
a)
b)
4 cm
12 cm
73
Mathematics Grade 7
4. Calculate the area of triangles with the following measurements.
a) Base 5 cm, b) Base 16 cm,
perpendicular height 8 cm perpendicular height 12 cm
c) Base 17 cm, d) Base 24 cm,
perpendicular height 14 cm perpendicular height 18 cm
5. A rectangular flower garden measures 20 m by 16 m.

a) What is the perimeter of the garden?
b) What is the area of the garden?
6. Buloburde school has a compound measuring 600 m by 900 m.

What is the area of the school compound in hectares?
7. Calculate the circumference of a circle with:
a) diameter 35 cm? b) radius 42 cm?
8. What is the area of a circle with:
a) diameter 28 cm? b) radius 7 cm?
9. A boardroom measures 20 m by 18 m. A carpet is put in this room so that it leaves a
space of 1 m all round the floor. What is the area of the floor not covered by the carpet?
U nit s of m e t ric m e a sure m e nt

Length
The International System of metric measurements for length has four units.
The smallest is the millimetre (mm). It is about the width of a needle.
The centimetre (cm) is equal to 10 mm.
2m
The metre (m) is equal to 100 cm.
Metres and centimetres can be used to
measure heights.
Hussein is 1 m 72 cm tall.
The largest unit of length is the kilometre (km).
1m
The kilometre is equal to 1000 m.
This table shows the relationship between
the units of the International System.
It can also be used to convert units.
74
Grade 7 Mathematics
km m cm mm
10 mm = 1 cm 1 0
100 cm = 1 m 1 0 0
1000 m = 1 km 1 0 0 0
Examples
(i) Convert to mm:

a) 5 cm b) 3 cm c) 8 cm
km m cm mm
5 0 a) 5 cm = 50 mm
b) 3 cm = 30 mm
3 0 c) 8 cm = 80 mm
8 0
(ii) convert to cm
a) 4 5 mm b) 68 mm c) 93 mm
km m cm mm
4 5 a) 45 mm = 4.5 cm
b) 68 mm = 6.8 cm
6 8 c) 93 mm = 9.3 cm
9 3
(iii) convert to m:
a) 238 cm b) 465 cm c) 609 cm
km m cm mm
2 3 8 a) 238 cm = 2.38 m
b) 465 cm = 4.65 m
4 6 5 c) 609 cm = 6.09 m
6 0 9
(iv) convert to km:

a) 2536 m b) 5308 m c) 7430 cm
km m cm mm
5 3 6 a) 536 m = 0.536 km
b) 5308 m = 5.308 km
5 3 0 8 c) 7430 m = 7.430 km
7 4 3 0
75
Mathematics Grade 7
(v) convert to m:
a) 6 km b) 8.436 km c) 15.904 km
km m cm mm
6 0 0 0 a) 6 km = 6000 m
b) 8.436 km = 8436 m
8 4 3 6 c) 14504 km = 14.504 m
14 5 0 4
Note: Before the introduction of the International System of metric measure, the units
of length table looked like this:
km Hm Dm m dm cm mm
The Hm, Dm, and dm are no
5 0 longer used but the table
3 0 remains in the same form.
Their spaces are still there.
8 0
Exercise 1
Draw a metric units table to convert the units in these questions.
1. Convert to cm
a) 84 mm b) 37 mm c) 50 mm
2. Convert to mm
a) 6 cm b) 4 cm c) 9 cm
3. Convert to km
a) 4382 m b) 6084 m c) 5608 m
4. Convert to m
a) 265 cm b) 4632 mm c) 3806 cm
d) 7 km e) 7.365 km f) 38.6 5 km
Pe rim e t e rs of c om bine d sha pe s

Examples
The perimeter of a figure is the distance

all round it. When calculating the
perimeter of a figure, first label its
boundaries.
76
Grade 7 Mathematics
i) Calculate the perimeter:

Label the Sector ABC
The figure is in the shape of a 1 of a circle.
4
ABC = 90 o
The perimeter of ABCD = ADC + CB + BA
1
Perimeter of sector ABC = 4 circumference
1
= (2π r) + r + r
4
1 22
= (2 x x 21) + 21 + 21
4 7
1
= 4
(132) + 21 + 21
= 33 + 42
= 75 m
(ii) Find the perimeter.
22
(Take π as )
7
Label the figure ABCD
The Perimeter of the figure
= rectangle BADC + semi circle on BC
= (AB + DC +AD) + 1 π x 14
2
1 22 1
= (28 +28 + 14) + x x 14 Circumference of semicircle = πxd
2 7 2
= 70 + 22 = 92 cm
(iii) Find the perimeter of the given figure.
Perimeter = Semi circles on AD + AO + OD
1 1 1
=( π x 42) + ( π x 21) +( π x 21)
2 2 2
1
= (42 + 21 + 21)
2
1 22
= x x 84
2 7
= 11 x 12
= 132 cm
22
(iv) Calculate the perimeter: (Use π = )
7
The perimeter of the figure is made up

of 2 semi-circular lengths and 2
straight lines.
77
Mathematics Grade 7
1
The 2 semi-circular lengths = πd x 2
2
1 22
= x x 105 x 2
2 7
= 330 m
The length of the sides = 235 x 2
= 470 m
The perimeter of the figure is = 330 m + 470 m
= 800 m
Exercise 2
22
1. Calculate the perimeter of the figures. (Take π = )
7
a) b)
c) d)
78
Grade 7 Mathematics
22
1. Calculate the perimeter of the figures. (Take π = )
7
a) b)
c) d)
e) f)
79
Mathematics Grade 7
g) h)
3. Calculate the perimeter of each shape.
a) b)
4. This figure is made up of two semicircles of radius 3.5 cm and an isosceles triangle
whose equal sides are 14 cm.
Calculate its perimeter.
5 Su’ad and Shariif set out to roll their tyres along a 100 m part of a straight road. Su’ad ’s
tyre has a diameter of 42 cm, while Shariif’s has a radius of 35 cm. How many revolutions
will each tyre make along the road.
Give the answers to the nearest whole number.
80
Grade 7 Mathematics
6. This figure shows a grazing area. The
diameter of the semi-circle is 35m.
What is the perimeter of the grazing area
in metres?
Are a s of c om bine d sha pe s

Examples
(i) What is the area of a circle whose diameter is 21 cm? (Use π = 3.14)
The radius of the circle is 21 ÷ 2 = 10.5 cm
The area of the circle = π r2
= 3.14 x 10.5 x 10.5
= 346.2 cm 2
(ii) Calculate the area of a semi-circle
22
of radius 21 cm. (Use π = )
7
Area of a circle = π r2
π r2
Area of a semi-circle = 2
22
= x 21 2x 21
7
= 11 x 21 x 3
= 693 cm2
(iii) What is the area of the shaded region in
22
this diagram? (Use π = 7 )
1
Area of the semi-circle = π r2
2
1
= x 22 x 282
x 28
2
2 7
= 308 cm 2
Area of the inner circle = π r 2

= 22 x 7 x 7
7
= 154 cm2
Area of the shaded region = (308 - 154)
= 154 cm2
81
Mathematics Grade 7
(iv) The figure is made up of a semi-

circle of diameter 84 cm and an
isosceles triangle of height 39 cm.
Calculate the area of the figure.
Diameter = 84 cm
84
Radius = = 42 cm
2
1
Area of the semicircle = π r2
2
1 22
= x x 42 x 42
2 7
= 11 x 6 x 42
= 2 772 cm 2
1
Area of ∆ = base x perpendicular height
2
1
= x 84 x 39
2
= 1638 cm 2
Area of the figure = 2772 + 1638
= 4410 cm 2
Exercise 3
1. Calculate the areas of the shaded regions:
a) b)
c) d)
82
Grade 7 Mathematics
e) f)
g) h)
g)
2. The radius of each semi circle in the

diagram is 5.25 cm.
Calculate the:
a) Area of the figure
b) Perimeter of the figure
83
Mathematics Grade 7
3. The curved part of the figure is a
semi-circle of diameter 20 m.
Calculate the:
a) Length of y.
b) Area of the figure.
c) Perimeter of the figure.
4. Calculate the area of this shape.
Surfa c e Are a
Surface area is the sum of the areas of all of the surfaces or faces.
Cubes
A closed cube has six faces. The edges are equal.
The surface area of the cube = Area of one face x Number of faces
= L2 x 6 = 6L 2
Surface Area of a closed cube = 6L2 , where L is the length of one its edges.
An open cube has 5 outer surfaces or faces.
84
Grade 7 Mathematics
Therefore the outer surface area of an open cube

= 5L2
Examples
(i) Calculate the outer surface area of an open cube of side 5 cm.
The outer surface area of an open cube = 5L2
= 5 (5) 2
= 5 x 25
= 125 cm 2
(ii)Calculate the side of a closed cube whose surface area is 253.5 m
Surface area of a closed cube = 6L 2
Surface area of a closed cube
L2 = 6
L2 = 253.5 ÷ 6
L2 = 42.25
L = √42.25
L = 6.5 m
Exercise 4
1. Find the surface area of these closed cubes of sides:
a) 7 cm b) 2.4 cm c) 5 cm d) 6.7 cm
e) 9.6 cm f) 8 cm g) 3.8 cm h) 4 cm
2. Find the outer surface area of these open cubes of side:
a) 4.5 cm b) 6 cm c) 7.9 cm d) 1.5 cm
e) 9 cm f) 2.9 cm g) 15 cm h) 3 cm
3. Find the side of these closed cubes whose surface areas are.
a) 384 cm b) 121.5 cm c) 201.84 cm d) 54 cm
e) 150 cm f) 216 cm g) 6 cm h) 24 cm
85
Mathematics Grade 7
Cuboids
This is a closed cuboid and its net.
Surface area = Lw + Lw + Lh + Lh + wh + wh
= 2Lw + 2Lh + 2wh
= 2(Lw + Lh + wh)
This is an open cuboid and its net. The top or bottom could be open.
Surface area = Lw + Lh + Lh + wh + wh
= Lw + 2Lh + 2wh
86
Grade 7 Mathematics
Cuboid with inward or outward end open.
Surface Area = 2Lw + 2Lh + wh
Examples
(i) Calculate the surface area of a closed

cuboid of length 8 cm, width 6 cm, height
4 cm.
Draw the net of the cubiod.
A= 2Lw + 2Lh + 2wh
= (2 x 8 x 6) + (2 x 8 x 4) + (2 x 6 x 4)
= 96 + 64 + 48
= 208 cm 2
(ii) Calculate the surface area of an open (top) cuboid of length 8 cm, width 4 cm, height
7 cm.
A = Lw + 2Lh + 2wh
= (8 x 4) + (2 x 8 x 7) + (2 x 4 x 7)
= 32 + 112 + 56
= 200 cm
87
Mathematics Grade 7
(iii) Calculate the width of a closed cuboid with length 9 cm, height 3 cm and surface area
105 cm2.
A = 2Lw + 2Lh + 2wh
150 = (2 x 9 x w) + (2 x 9 x 3) + (2 x w x 3)
150 = 18w + 54 + 6w
24 w + 54 = 150
24 w = 150 – 54
24 w = 96
96
w=
24
w = 4 cm
The width of the cuboid is 4 cm.
Exercise 5
1. Calculate the surface area of a closed cuboid with:
a) length 5 cm, width 3 cm and 2 cm
b) length 6.8 cm, width 4 cm and 5 cm
c) length 9 cm, width 6 cm and 4 cm
d) length 1.1 m, width 1 m and 0.8 m
e) length 0.17 m, width 0.12 m and 0.08 m
f) length 0.4 m, width 0.3 m and 0.2 m
2. Copy and complete the given table
88
Grade 7 Mathematics
3. Calculate the height of a closed cuboid with length 5 cm, width 6 cm and surface area
214 cm 2.
4. Calculate the width of a closed cuboid with length 10 cm, height 4 cm and surface area
136 cm2.
5. Calculate the surface area of the following closed cuboids.
Cylinders
Cutting the cylinder and opening it out will

give three different portions A, B and C.
A and C are the top and bottom of the
cylinder (two circles with same radius (r)).
89
Mathematics Grade 7
Area of A = π r2 Area of C = π r2
B is the curved surface area of the cylinder.
It becomes rectangular in shape when laid flat.
The area of the rectangle = L x h (h being the height of the cylinder)
Here L = circumference of the cylinder = 2πr
So Area of B = 2πrh
Surface area of the cylinder = Area of A + Area of B + Area of C
= πr2+ 2πr h +πr2
= 2πr2 + 2 πrh
= 2πr(r + h)
The surface area of a cylinder = 2πr(r + h)
Examples
(i) Calculate the surface area of a cylinder of diameter 18 cm and height 12 cm.
(use π = 3.14)
h = 12 cm
d 18
r = = = 9 cm
2 2
Area of top / bottom = 2 πr2

= 2 x 3.14 x 92 cm2 = 6.28 x 81 cm2
Area of curved surface = 2 πr h = 2 x 3.14 x 9 x 12 cm2
= 6.28 x 108 = 678.24 cm2
Surface area of the cylinder= Area of top / bottom + Area of the curved surface
= 508.68 + 678.24 = 1186.92 cm2
OR
Surface area of a cylinder = 2 πr (r + h)
= 2 x 3.14 x 9 (9 + 12)
= 2 x 3.14 x 9 (21) = 6.28 x 189 = 1186.92 cm2
(ii) Calculate the height of a closed cylinder, radius of 3 cm and total area of 150.72 cm2.
150.72 = 2πr (r + h)
150.72 = 2 x 3.14 x 3 (3 + h)
150.72 = 18.84 (3 + h)
150.72
(3 + h) =
18.84
150.72
h = 18.84
-3
h =8-3
h = 5 cm
The height of the cylinder is 5 cm.
90
Grade 7 Mathematics
Exercise 6
1. Complete the tables. Take π as 22
or 3.14 where appropriate.
7
Note that an open cylinder has only one circular end.
Table A
Closed cylinder Radius Height Surface area

a) 6 cm 14 cm
b) 21 cm 8 cm
c) 0.2 m 1m
d) 9.8 cm 6 cm
e) 5 cm 3.5 cm
f) 12 cm 10.5 cm
Table B
Open cylinder Radius Height Surface area

a) 7 cm 4 cm
b) 15 cm 3.5 cm
c) 100 mm 40 mm
d) 10.5 cm 9 cm
e) 16 cm 21 cm
f) 1.2 m 3.5 m
2. Calculate the surface area of a pipe, open at both ends, of length 3 m and a radius of
28 cm. Give your answer in m2.
3. Calculate the length in metres, of a closed pipe of radius 5 cm and a surface area of 2.2 m2.
4. Calculate the radius of an open tube of length 10 cm and surface area of 88 cm2.
5. Calculate the length of a closed cylinder with radius 12 cm and surface area 1733 cm2.
91
Mathematics Grade 7
6. Calculate the surface area of the these cylinders.
a) b)
c) d)
c) d)
92
Grade 7 Mathematics
8 VOLUME, CAPACITY AND WEIGHT

Revision
1. Calculate the volume:
a) b)
1 cm
5 cm
2 cm
7 cm
1 cm
5 cm
9 cm
8 cm
2 cm
2. Convert these into cm 3. (remainder: 1m3 = 1 000 000 cm3

a) 5 m3 b) 8 m 3 c) 12 m2 d) 15 m3 e) 20 m3
3. Convert these into m 3.
a) 4 000 000 cm 3 b) 2 500 000 cm 3 c) 9 754 368 cm 3
93
Mathematics Grade 7
4. The length of a rectangular water tank is 6.5 m and its breadth is 5 m.
If its height is 4 m, calculate 1 m3 = 1000 l:
a) The volume of the water tank.
b) The capacity of the tank in litres.
5. A boarding school has an open cylindrical container with radius 50 cm and a height of 1 m
for the storage of the water.
What is the volume of the container in a) m3? b) cm3?
What is the volume of the container’s material if its uniform thickness is 0.5 cm?
6. Convert to litres (l):
a) 200 ml b) 2674 ml c) 5070 ml d) 12 465 ml
7. Convert to millilitres (ml):
a) 2.5 l b) 4.5 l c) 9.248 l
d) 4.375 l e) 24.608 l
8. a) l ml b) l ml c) l ml
4 3 22 6 49 8
+ 3 9 + 12 5 + 16 4
d) l ml e) l ml f) l ml
18 426 15 345 43 537
- 10 872 - 12 793 - 40 863
g) l ml h) l ml i) l ml
2 424 15 612 20 32
x 6 x 2 x 7
9. Fadhia made lemon juice and sold it in 100 ml containers. Each 100 ml container sold at
Sh 1500. If altogether she sold 280 containers, calculate:
a) how much money she made?
b) the quantity of juice sold in litres.
10. Express in tonnes and kilograms. (reminder 1000 g = 1 kg 1000 kg = 1 t )
a) 8624 kg b) 97160 kg c) 3.25 t d) 4.75 t
3 1 1 2
e) 2 t f) 4 t g) 5 t h) 7 t
4 2 8 5
94
Grade 7 Mathematics
11.a) t kg g b) t kg g c) t kg g
4 260 430 12 140 360 47 925 375
3 934 167 9 593 485 - 38 865 792
5 678 475 8 349 268
+1 345 198 + 1 293 867
d) t kg g e) t kg g f) t kg g
198 472 141 274 630 497 216 402 319
- 159 869 759 - 186 438 968 102 328 545
198 595 392
+ 86 398 193
12.a) t kg g b) t kg g c) t kg g
18 425 312 15 195 248 143 324 516
x 7 x 15 x 24
13.A truck has 168 sacks of rice each weighing 90kg. How many tonnes and kilograms is the
total weight of the rice?
Volum e of a c ube
Examples
(i) Calculate the volume of a closed cube with sides 7 cm
Volume of a closed cuboid.
Volume of a cube =LxLxL
= L3
= (7)3
= 7 x 7 x 7 cm3
= 343 cm 3
95
Mathematics Grade 7
(ii)Calculate the volume of a cuboid with a length of 8 cm, width of 6 cm and a height of
4 cm.
Volume of a cuboid =Lxwxh

V =8 x6 x4
= 192 cm 3
(iii) Calculate the width of a cuboid with a volume of 60 m3, height of 3 m and length
10 m.
Volume of a cuboid = L x w x h
60 = 10 x w x 3
60
3 x 10
=w
w = 2m
Volum e of a c ylinde r
Examples
(i) Calculate the volume of a closed cylinder of radius 14 cm and height 20 cm.
Volume of a cylinder = π r2 h
V = x 14 x 14 x 20
= 22 x 2 x 14 x 20
= 12 320 cm 3
(ii)Calculate the radius of a cylinder with volume 616 cm3 and height 4 cm
Volume of a cylinder = π r2 h
616 = π r2 h
22
616 = x r2 x 4
7
616 x 7 = 88 r 2
4312 88
88
= 88 r2
r2 = 49
r 49 = 7
The radius of the cylinder is 7 cm.
96
Grade 7 Mathematics
Exercise 1
1. Calculate the volume of the following closed figures:
a) b)
c) d)
e) f) g)
97
Mathematics Grade 7
2. Calculate the volume of a closed:
a) cuboid with length 8 cm, width 7 cm and height 5 cm.
b) cube with sides 13 cm.
c) cuboid with length 14.7 cm, width 11 cm and height 5 cm.
d) cylinder with radius 21 cm and height 3.5 cm (use π22
= ).
7
e) cylinder with radius 2 m and height 1.5 m (use π = 3.14).
22
f) cylinder with radius 9.8 cm and height 3 cm (use π = )
7
3. A cube has a volume 64 cm3. Calculate the side of the cube
4. What is the volume of a cube with side 0.11m?
5. A cuboid with length 12 cm and height 12 cm has a volume of 480 cm3.
What is the width of the cuboid?
6. A cuboid with width 6 cm and height 4 cm has a volume of 216 cm3.
What is the length of the cuboid?
7. A cuboid with length 9 cm and width 5 cm has a volume of 315 cm3.
What is the height of the cuboid?
8. Calculate the height of a cylinder with:
a) radius 8 cm and volume 1205.76 cm3 (use π = 3.14)
b) radius 0.7 cm and volume 1.386 cm3 (use π = 3.14)
22
c) radius 14mm and volume 2464 m3 (use π = )
7
9. Calculate the radius of a closed cylinder with:
22
a) height 5 cm and volume 0.077 m3 (use π = )
7
22
b) height 1.6 cm and volume 22.176 cm3 ( use π = )
7
c) height 0.8 m and volume 3.04 m3 (use π = 3.14 )
10.The radius of a closed cylindrical tank is 14 cm and its height is 12 cm. Calculate its
volume.
11.The radius of a closed cylindrical oil storage tank is 2.8m and its height is 9.2 m.
Calculate its volume in
a) cm3 b) m3
12.A bridge is constructed using cylindrical bars each of diameter 2.1 cm and length 500 cm.
What is the volume of each bar?
98
Grade 7 Mathematics
A lit re c ube
A cube measuring 10 cm by 10 cm by
10 cm has a volume:10 x 10 x 10 = 1000
cm3
1000 cm3 = 1 litre
This is called a litre cube because an open

cube would hold 1 l.
The metre cube 100 cm

1 m = 100 cm
1 m3 = 100 x 100 x 100
So 1 m 3 = 1 000 000 cm3
since 1l = 1 000 cm 3
1 000 00
1 m3 = 1 000
= 1 000 l
1 m3 = 1000 litres
1000 l is known as 1 kilolitre (kl)
1 m = 100 cm
Examples
(i) How many litres are there in a container measuring 24 cm by 17 cm by 20 cm
V = 24 x 17 x 20 = 8160 cm3
1000 cm 3= 1 l
1
1 cm3 = l
1000
1
8160 cm 3= 8160 x 1000
l
8160 cm 3= 816 l
100
= 8.16 l
(ii)A bucket has a volume of 968 cm3. What is its capacity in litres?
We know that
1
1 cm3 = l
1000
968
So 968 cm 3 = l
1000
= 0.968 l
99
Mathematics Grade 7
(iii) A tank measures 8 m by 6 m by 4 m.

How many litres does it hold when full?
V=8x6 x4
= 192 m 3
But 1 m 3 = 1000 l
192 m 3 = 192 x 1000 l
= 192 000 l
(iv) A pool has a volume 2.6 m3. What is its capacity in litres
V = 2.6 m 3
But 1 m 3 = 1000 l
2.6 m3 = 2.6 x 1000 l
= 2600.0 l
= 2600 l
Exercise 2
1. Calculate the capacities in litres of containers with these measurements.

a) 16 cm by 12.2 cm by 6 cm b) 0.45 m by 0.27 m by 0.3 m
c) 10.5 cm by 11.5 cm by 16 cm d) 19.6 cm by 5 cm by 2 cm
e) 0.004 m by 0.003 m by 0.002 m f) 500 mm by 350 mm by 200 mm
2. Convert to cm 3.
a) 0.54 l b) 5 000 l c) 24.6 l d) 3 952 ml
3. Convert to m3.
a) 745 000 l b) 620 l c) 24.6 l d) 250 l
4. A rectangular tank contains 8000 litres of water.

What is the volume of the tank in: a) cm3 b) m3
5. A water pump delivers water into a tank at the rate of 150 litres per minute.
How long will it take to fill a tank whose volume is 12 m3 ?
6. A tank has a volume of 80 000 cm 3. How much water, in litres, would this tank hold when
full?
7. A container measures 50 cm by 60 cm by 38 cm.

Calculate the capacity of the container in litres.
100
Grade 7 Mathematics
M illilit re (m l)
1000 cm3 = 1 l
1000 cm3 = 1000 ml
So 1 cm 3 = 1 ml
A container measuring 1 cm by 1 cm by 1 cm
has a volume of 1 cm3.
This container will hold 1 ml of liquid.
Examples
(i) How many ml are there in:
a) 5 cm3 b) 8.9 cm3 c) 45.7 cm3
a) 5 cm 3 = 5 x 1 ml = 5 ml
b) 8.9 cm 3 = 8.9 x 1 ml = 8.9 ml
c) 45.7 cm 3 = 45.7 x 1 ml = 45.7 ml
(ii) How many cm 3 are there in:
a) 120 ml b) 1.98 ml c) 260 ml
a) 120 ml = 120 x 1 cm3 = 120 cm 3
b) 1.98 ml = 1.98 x 1 cm3 = 1.98 cm 3
c) 260 ml = 260 x 1 cm3 = 260 cm 3
Exercise 3
1. How many millilitres are in:
a) 98.2 cm 3 b) 1 cm3 c) 2658 cm3 d) 198.57 cm3
2. How many cm 3 are in:
a) 7.5 ml b) 120 ml c) 519.6 ml d) 690 ml
3. A rectangular tank holds 120 l of liquid when full.
a) How many cm 3 of water does it hold?
b) What is the height of the tank with width 50 cm and length 60 cm.
4. A closed cylindrical tank has a radius of 14 cm3 and 25 cm 3 height. Calculate the:
a) volume of the tank in m3 and cm3
b) capacity of the tank in litres and millilitres.
5. A cylindrical tank has 4600 litres of water.
The radius of the tank is 10 m, what is the height of the water in the tank?
101
Mathematics Grade 7
6. Calculate the capacity of these containers in litres.
a) b)
c) d)
c) d)
7. A rectangular tank of height 2.5 m has a square base of side 1.5 m.

The tank is full of water. How many litres of water are in the tank?
8. A cylinder has a height of 12 cm and volume of 1848 cm3.
Calculate the:
a) capacity of the cylinder in litres.
b) radius of the cylinder.
The tonne
1 tonne (t) = 1000 kg
1 kg = 1000 g
1 t = 1000 kg = 1000 x 1000 g = 1 000 000 g
102
Grade 7 Mathematics
Examples
(i) Convert into kilograms
a) 0.842 tonnes b) 763 000 g
a) We know that 1 t = 1000 kg
therefore 0.842 t = 0.842 x 1 000
= 842 kg
b) We know that 1 kg= 1000 g
763 000
So 763 000 g =
1000
= 763 kg
(ii) Convert to grams
a) 45 kg b) 0.98 tonnes c) 63.2 kg
a) 45 kg = 45 x 1000
= 45 000 g
b) 0.98 t = 0.98 x 1 000 000
= 980 000.00
= 980 000 g
c) 63.2 kg = 63.2 x 1000
= 63 200.00
= 63 200 g
Exercise 2
1. Convert to kg:
a) 17 t b) 7.96 t c) 48.961 t
d) 12.49 t e) 623 400 g f) 54 912 g
2. Convert to g:
a) 6.31 kg b) 2 t c c) 16 kg d
d) 0.002563 t e) 1.83 t f) 5 kg g
3. Convert to tonnes:
a) 6 000 000 g b) 47.89 kg c) 70 500 g
d) 62 500 g e) 81 479 kg f) 3 500 000 g
5. After selling 25 kg of meat at Sh 450 000 a butcher made a profit of 50%.
How much had he paid per kilogram?
6. A lorry was loaded with 200 cartons each containing 20 tins of fat. Each empty carton
weighs 500 g and each tin of fat weighs 2 kg.
What was the total weight carried by the lorry in tonnes.
103
Mathematics Grade 7
7. Tahliil weighs 62.3 kg. He wears shoes which weigh 750 g and carries a school bag full of
books weighing 10.5 kg. If he steps on the weighing scale in his shoes and carrying the
school bag full of books, what will be the reading on the scale.
8. Warsame harvested a total of 2.69 tonnes of maize and sold it in 50 kg bags.
How many bags of maize did he sell?
9. A box containing 24 books weighs 9.6 kg. If the box weighs 1.2 kg when empty, what is
the weight of each book in grams, if all the books are of equal weight?
1 1
10. Miss Kaltuun packed equal number of 2
kg flour and 4 kg flour.
1 1
If she had 180 kg of flour, how many packets of and kg did she pack?
2 4
104
Grade 7 Mathematics
9 TIME, SPEED AND TEMPERATURE

Revision
1. It took 5 men to roof a house between 8.00 a.m to 4.00 p.m with a lunch and prayer break
of 2 hours. How many hours did the men actually take to roof the house?
2. How many hours and minutes are in:
a) 150 min b) 250 min c) 400 min d) 500 min
3. Calculate the sum or difference.
a) h min b) h min c) h min d) h min

4 45 6 15 12 29 7 36
+2 30 +7 55 +15 59 +9 48
e) h min f) h min g) h min h) h min

7 25 16 16 24 48 19 16
-4 30 - 12 50 - 19 55 -14 58
a) h min b) h min c) h min d) h min

2 16 5 42 12 16 9 18
x 5 x 16 x 80 x 123
5. A train left station A towards station B at 0645 h. It reached station B at 2015 h. How long
did the train take to travel from station A to station B?
6. Express the following in the 24 hours system:
a) 2:16 a.m b) 5:45 a.m c) 11:24 a.m d) 12:00 noon
e) 3:48 p.m f) 6:20 p.m g) 7:30 p.m h) 10:00 p.m
7. Express the following in a.m and p.m
a) 0118 b) 1245 c) 1306 d) 2108 e) 2348
f) 0259 g) 0615 h) 0930 i) 1416 j) 1800
105
Mathematics Grade 7
8. It took 3 hours for a car to travel from Hargeisa to Berbera a distance of 175 km. At what
speed was the car travelling?
9. A bus was travelling at 75 km/h for a distance of 300 km.
How long did the bus takes on the journey?
T im e
The 24 hour clock
Reminder
This clock shows the 12 hour clock system

using a.m and p.m.
a.m and p.m show whether we are counting
the hours from midnight to noon or from
noon to midnight.
Another method of counting the hours from

midnight carrying on in after noon with 13, 14
and so on. This is called the 24 hour clock
system. Times are written 1100, 1200,
1300 and so on. The clock face on the right
shows the 24 hour clock system.
Examples
On 12 - hour clock On 24 - hour clock

1.30 p.m 1330 hours
11.15 p.m 2315 hours
8.45 a.m 0845 hours
9.10 a.m 0910 hours
3.20 p.m 1520 hours
106
Grade 7 Mathematics
Exercise 1
1. Write these times using the 12-hour clock
a) 0700 hours b) 1710 hours c) 1300 hours d) 2115 hours
e) 2300 hours f) 2030 hours g) 1610 hours h) 1930 hours
2. Write the following time using 24-hour clock.
a) 10:05 am b) 4:08 pm c) 9:25 pm d) 11:30 am
e) 5:08 pm f) 3:34 am g) Half past ten in the morning
h) Midnight i) Quarter to two in the morning j) Noon
3. Calculate the hours and minutes between these times.
a) 0413 h and 1609 h b) 1427 h and 2203 h
c) 0110 h and 1114 h d) 0750 h and 2330 h
e) 0314 h and 1104 h f) 0916 h and 1604 h
4. Use the timetable to answer the questions:
Sat Sun Mon Tue Wed Thu

Mogadishu 0915 1215 0815 1100 1015 1830 Departure
Marka 1130 1430 1030 1315 1215 2045 Arrival
Mogadishu 1400 1630 1215 1700 1425 Departure
Wanlawey 1500 1730 1315 1800 1525 Arrival
a) What time does the bus for Marka leave Mogadishu on Mondays?
b) What time does the bus for Wanlawey leave Mogadishu on Saturdays?
c) What time does the bus for Marka leave Mogadishu on Thursdays?
d) What time does the bus for Wanlawey leave Mogadishu on Tuesdays?
e) Omar takes 45 minutes to walk to the bus station, if he wants to catch the bus to
Wanlawey on Sunday, when must he leave home?
f) Sadio takes 15 minutes to walk to the bus station, If she wants to catch the bus to Marka
on Thursday, when must she leave home?
5. The table shows the departure and arrival times from Jidda to Mogadishu via D’jabuti and
Hargeisa.
Airport Arrival Departure

Jidda 10:15
D’jabuti 13:30 14:00
Hargeysa 15:30 16:00
Mogadishu 19:15
107
Mathematics Grade 7
How long is the flight between:
a) Jidda and D’jabuti
b) D’jabuti and Hargeysa
c) Hargeysa and Mogadishu
6. Ahmed, who lives in Marka, plans to get the Mogadishu plane to Jidda. It takes 2 hours
and 15 minutes to travel by car from Marka to Mogadishu.
What is the latest time that Ahmed should leave Marka to board the plane?
Spe e d
Distance
Speed =
Time
Also, Distance = Speed x Time
Distance
And Time =
Speed
Using S for speed, T for time and D for distance the formulae can be shortened:
D D
So, S = T
D=SxT T= S
The units for speed are:

Kilometres per hour (Km/h), metres per second (m/s).
The units for time are:
Hours (h), minutes (min) and seconds (s).
The units for distance are:
Kilometres (km), metres (m).
Examples
(i) Nur drove from Mogadishu to Baidoa, a distance of 250 km.
1
If the journey took 2 hours, what was his average speed?
2
1
D = 250 km T = 2 h S=?
2
250
D
S= = 2
1
T 2
2
S = 250 x
5
S = 100 km/h
(ii)Ali took 5 hours to complete a journey. If his average speed was 75 km/h, how long
was his journey?
S = 75 km/h T=5h D=?
D=SxT
D = 75 x 5 = 375 km
108
Grade 7 Mathematics
iii)A rally car covered a distance of 3600 km at an average speed of 180 km/h.
How many hours did it take to cover this distance.
D = 3600 km S = 180 km/h T=?
D
T=
S
3600
T=
180
T = 20h
Exercise 2
1. Asha took 6 hours to travel a distance of 360 km. At what speed was she driving in km/h?
2. Mahad was driving at 65 km/h. He drove for 9 hours. How long was the journey?
3. A bird flew a distance of 56km at a speed of 7 km/h. How many hours did it fly?
1
4. A bullet fired at a speed of 250 m/s took 2 seconds to hit the target.
2
How far from the gun was the target?

5. Ayub took 60 minutes to walk a distance of 4200 m. What was her speed?
6. Leaving home, and walking at 100 m/min, Qadar took 65 minutes from his home to reach
school. How far is the school from his home?
1
7. Cadnaan kicked a ball towards the goal at a speed of 64 m/s. If the ball took 2 2 seconds
to enter the net, how far from the goal was Cadnaan when he kicked the ball?
8. A bus started a 400 km journey at 7.00 a.m. If it reached its destination at 11.30 a.m., what
was its average speed for the journey?
9. A bus travelling at 80 km/h took 6 hours to complete a journey.
What was the distance covered by the bus?
1
10.Kassim took 3 2 hours to cycle a distance of 98 km.
What was his average speed for the journey?
Average Speed
Different sections of a journey may take a longer or shorter time than other parts.
The overall speed for the journey is called the average speed.
Average speed = Total distance travelled
Total time taken
Total time taken includes time when: driving fast or slow, stopping for fuel, changing a tyre,
eating lunch, etc.
109
Mathematics Grade 7
Examples
(i) A car travels 180 km in 2 hours and a further 240 km in 4 hours.

Calculate its average speed for the whole journey.
Total time taken = 2 + 4 = 6 hours
Total distance travelled = 180 + 240 = 420 km
Total distance travelled
Average speed =
Total time taken
420
=
6
= 70 km/h
(ii)A car travelled at 80 km/h for 2 hours after which it got a puncture. It took the driver
1 1
an hour to repair the puncture. The car then travelled at 100 km/h for 1 hours
2 2
before reaching its destination.
What was the average speed for the whole journey?.
Distance travelled before the tyre puncture = S x T = 80 x 2 = 160 km
Distance travelled when repairing the puncture = 0 km
1
Distance travelled after repairing the puncture = S x T = 100 x 1 = 150 km
2
Total distance travelled = 160 + 150 = 310 km

1
Total time taken = 2 + + 11 = 4 h
2 2
Total distance travelled 310
Average speed = = = 77.5 km/h
Total time taken 4
(iii)A car driver left town A for town B at 8.30 a.m. He travelled at a speed of 60 km/h for
1
4 hours. He stopped for lunch which took 30 minutes. He then drove at an speed of
2
1
120 km/h and reached town B after 2 2 hours.
a) What is the distance between town A and B?
b) How long did he take to travel from town A to B?
c) What was his average speed for the whole journey?
d) At what time did he reach town B?
a) Distance travelled before lunch = S x T = 60 x 4 1 = 270 km
2
b) Distance travelled while having lunch = 0 km
1
c) Distance travelled after lunch = S x T = 100 x 2 2 = 250 km
Total distance travelled = 270 km + 0 km + 250 km = 520 km

1 1 1
Total time taken is = 4 + +2 =71 h
2 2 2 2
110
Grade 7 Mathematics
Total distance travelled

Average speed = Total time taken
520
= 7
1
2
= 520 x
= 69 km/h
1
d) Since total time taken is 7 2 hours
Arrival time = 8.30 + 7.30 = 1600 hours
or 16.00 - 12.00 = 4.00 p.m.
Exercise 3
1
1. Nur took 2 hours to travel the first 40 km of his journey. He then stopped for a hour
2
break. He travelled the remaining 30 km of his journey in 1 hour.
What was the average speed for the whole journey?
1 1
2. Omar travelled 125 km by lorry in 1 hours . He stopped to load cement for 1 2
hours.
2
1
He then travelled 120 km in 1 2 hours to reach his destination.
What was his average speed for whole journey?
1 1
3. Mahad travelled 150 km in 2 2
hours and a further 270 km in 3 2
hours.
What was his average speed?
4. Oday swam across a 100 m wide river in 12 minutes and swam back in 13 minutes.
What was his average swimming speed?
5. Luul travelled 150 km in 2 hours and then a further 180 km in 3 hours.
a) What was the total distance travelled?
b) What was the total time taken
c) What was her average speed?
1
6. A bus took 2 2
hours to travel 240 km. What was its average speed?
7. Ruqiyo travelled at 90 km/h for 4 hours and then stopped for a 1 h lunch break. She then
travelled for 2 hours at 65 km/h.
What was her average speed for the whole journey?
8. Sahra travelled 120 km in 1 1 hours and then 240 km at 100 km/h.
2
a) How long did the whole journey take?
b) What was her average speed for the whole journey?
9. A motorist travelling at 60 km/h completed a journey in 6 hours.
How long would it take to do the same journey at 80 km/h?
10.A train travelled 45 km in 30 minutes. How long will it take to travel 75 km?
111
Mathematics Grade 7
11. Adan drove at 75 km/h for 4 hours. He then stopped for 30 minutes to attend a meeting.
He drove back the same distance at 60 km/h.
a) Calculate the distance to the meeting place?
b) What was his average speed for the whole journey?
12. A woman drove from town X to town Y at 6.00 a.m. She travelled at 100 km/h for
1
1 2 hours and then stopped for breakfast which took 30 minutes. She then drove at 120
km/h and reached town Y after travelling for 3 hours.
a) What is the distance between towns X and Y?
b) How long did she take to travel from town X to Y?
d) At what time did she reach town Y?
1
13. Sudi left town A for town B at 7.30 a.m. She travelled at 90 km/h for 5 2
hours. She
1
stopped for lunch which lasted for 1 hours. She then drove at 105 km/h and reached town
2
B after 8 hours.
a) What is the distance between towns A and B?
b) How long did she take to travel from town A to town B?
d) At what time did she reach town B?
Te m pe rat ure
Temperature means how hot or cold an object is.
An object temperature is measured by a thermometer. The unit of measuring temperature is
the degree Centigrade (or degrees Celsius) written as °C.
Water boils at 100ºC.
The normal temperature of the human body

is 37ºC.
Water changes to ice at 0ºC.
112
Grade 7 Mathematics
Activity
1. Guess the temperature of cold water from a well or from a tap.

2. Take the temperature of the cold water and record it. Was your guess close?
3. Take some water and heat it until it boils. Take the temperature using a thermometer.
What was the temperature?
Exercise 4
1. Record the temperature shown by each thermometer:
a) b) c) d)
2. A weather report, gave the midday temperatures at various towns:

Nairobi 20.8oC Mogadishu 29.5oC Djibouti 36.2oC
Addis Ababa 15.5oC Khartoum 35.7oC Kampala 21.6oC
What was the difference in temperature between:
a) Nairobi and Kampala b) Addis Ababa and Mogadishu
c) Djibouti and Kampala d) Addis Ababa and Khartoum
e) Mogadishu and Nairobi
4. The temperature at a school was 23.9oC in the morning, 32.1oC at lunchtime and 24.5oC in
the evening. What was the difference in temperature between:
a) Lunch time and the morning?
b) Morning and evening?
c) Lunch time and evening?
113
Mathematics Grade 7
5. At 9:00 a.m. the temperature is 18oC. It rises by 0.5oC every minute.
What is the temperature at 9:08 am?
6. The minimum temperature is below 12oC during July, August and September. How many
days is the minimum temperature is below 12oC.
7. The temperature falls by 8.2oC to 16 oC.
What was the temperature before the fall?
8. The temperature rises from 4 oC to 22 oC. How many degrees is this?
114
Grade 7 Mathematics
10 MONEY
Profit And Loss
Revision
1. A co-operative society had 372 members. If each member contributed Sh 5000 per month,
how much money in total will be collected in one month?
2. Faisal bought these items for his shop.
12 packets of rice @ Sh 2500 a packet.
8 loaves of bread @ Sh 550 a loaf.
4 bundles of wheat flour @ Sh 5800 per bundle.
10 kgs of sugar @ Shs 800 per kg.
9 litres of cooking oil @ Sh 3500 a litre.
5 packets of tea leaves @ Sh 2500 a packet.
a) Complete Faisal’s supply bill.

b) If Faisal paid Sh 120 000, what was his balance?
3. Foosiya bought a goat for Sh 80 000 and later sold it for Sh 100 000.
a) What was her % profit?
b) How much would she have had to sell it for to get 50% profit?
4. Muna made a profit of Sh 4500 after selling cloth for Sh 18 000.
What was the buying price of the cloth?
5. Nuh made a loss of Sh 250 000 after selling a camel for Sh 2 000 000.
What was the buying price of the camel?
6. Liban bought a bicycle for Sh 180 000. He later sold it and made a loss of Sh 4800. What
was the selling price?
7. Maryan bought a gold chain for Sh 320 000. She later sold it for Sh 240 000. What % loss
did she make?
8. A cloth seller got 40% profit on any cloth material sold. If he sold cloth for Sh 8000. How
much profit did he make?
9. The air ticket for an adult was Sh 120 000 and for a child Sh 60 000. Fozia travelled with
her three children in the plane. How much did she pay altogether?
Pe rc e nt a ge profit a nd pe rc e nt a ge loss:
Profit = selling price - buying price Loss = buying price – selling price
Buying price = selling price - profit Buying price = loss + selling price
Selling price = buying price + profit Selling price = buying price - loss
115
Mathematics Grade 7
Profit
Percentage profit = x 100%
Buying price
Loss
Percentage loss = x 100%
Buying price
Examples
(i) Ahmed bought a goat for Sh 200 000 and sold it Sh 230 000.
Calculate his percentage profit.
Buying Price (BP) = Sh 200 000 Selling Price (SP) = Sh 230 000
Profit (P) = 230 000 - 200 000
= Sh 3000
Profit
Percentage profit (%P)= x 100%
Buying price
30000
= x 100% = 15%
200000
(ii)Anab bought 5 cartons of pasta at Sh 500 000 and sold at Sh 450 000.
Calculate her percentage loss.
BP = Sh 500 000 SP = Sh 450 000
Loss = BP - SP
= 500 00 - 450 000
= Sh 50 000
Loss
% loss = x 100%
Buying price
50000
= x 100%
500000
= 10%
(iii) A trader bought a pair of trousers at Sh 220 000 and sold them at a profit of 50%.
Calculate his selling price.
BP = Sh 220 000 %P = 50%
Profit
%P = x 100%
Buying price
Profit
50% = x 100%
220 000
Profit x 100
50 =
220 000
P = 50 22 000
P = Sh 110 000
SP = BP + P
SP = 220 000 + 110 000
∴SP = Sh 330 000
116
Grade 7 Mathematics
Disc ount a nd pe rc e nt a ge disc ount

Sometimes goods are sold at less than the market price. This is discount. It is indicated either
as a sum of money or as a percentage of the market price.
Discount = market price - selling price

Discount x 100%
Percentage discount = Market price
Examples
(i) The market price of a book is Sh 45 000. The discount is Sh 5000. Calculate:
a) the selling price b) percentage discount.
Market price = Sh 45 000
Discount = Sh 5 000
Selling price = market price - discount
= 45 000 - 5 000
= 40 000
Discount
% discount = Market price
x 100%
Discount
= x 100%
Market price
= 11.11%
= 11% (to nearest whole number)
(ii)Amina purchased a table whose market price was Sh 50 000 and got a 20% discount.
a) How much was the discount? b) Calculate the selling price.
Market price = Sh 50 000
Discount = 20%
∴Discount = 20% market price
= 20 x 50 000
50
= Sh 10 000
selling price = market price - discount
= 50 000 - 10 000
= 40 000
Z a k at
Zakat is one of the five pillars of Islam.
The conditions for performing Zakat are:
1. A person’s goods or money must be equal to the NISAB.
2. One complete Hijra year must pass without decrease in the value of goods or money from
NISAB.
117
Mathematics Grade 7
The nisab of silver is equal to 200 Dirham (about 624 g )
200 1
The nisab of gold is equal to 7 Dirham (about 89 7 g ) or the value of that.
If payment of the zakat on someone’s goods is obligatory, it has to be calculated at the fixed
measure ( 1 = 2.5%)
40
Examples
i) A woman has 1 kg of gold. Calculate the Zakat to be paid after a complete Hijra year?
The amount of zakat = 2.5% of her gold.
25
= x 100 = 2.5 gram of gold
1000
Exercise 2
1. Hussein bought a radio for Sh 120 000 and sold it at a loss of 30%.
Calculate his selling price.
2. By selling a piece of land at Sh 860 000, a farmer makes a profit of 40%.
How much did he pay for the land?
3. By selling a cow at Sh 80 000, a butcher makes a loss of 20%.
What was the buying price for the cow?
4. Abshir has Sh 80 000 for a complete Hijra year.
Calculate the obligatory zakat that Abshir should pay from this amount.
5. A shopkeeper wants to pay the zakat from his goods and money. After one complete year
he found that he has : 1 kg of gold 4 kg of silver Sh 200 000
2
Calculate the zakat he has to pay?
6. Husni started a business with Sh 150 000. After one complete year of Hijra, his capital was
Sh 200 000.
Calculate the zakat Husni paid at the end of the year.
7. A man wanted to pay the zakat on his goods and money. After calculating all his goods and
money, he found: 2 1 kg of gold 5 kg of silver Sh 250 000
2
Calculate the obligatory zakat payment.
8. A person’s wealth is Sh 1 600 000. Calculate the zakat that should be paid after a complete
year of Hijra.
118
Grade 7 Mathematics
11 RATIO AND PROPORTION

Proport ion
Husni has 3 pens and Halima has 4 pens. Each pen costs Sh 4000.
The ratio of the number of Husni’s pens to the number of Halima’s pens is:
Number of Husnis pens 3
Number of Halimas pens
= 4
The ratio of the cost of Husni’s pens to the cost of Halima’s pens is
Cost of Husnis pens 3 x 4000 12000 12
Cost of Halimas pens
= 4 x 4000
= 16000
= 16
Ratio between the number of pens of the same type

= Ratio between the costs of the pens.
3 12 3 12
That is 4
= 16
. So the ratios 4
and 16
are equal.
This is a statement of proportion.
Generally a proportion is an expression that relates two or more ratios:

3 9 a c
4 = 12 , b = d where, b ≠ o, d ≠ o
Examples
2 20 3 4 5 10
a) 3
, 30
b) 15
, 20
c) 6
, 18
20 2 3 1 10 5
Taking = (÷ 10) Taking = (÷ 3) Taking = (÷ 2)
30 3 15 5 18 9
2 20 4 1 5 10
∴ = Taking = (÷ 4) ∴ ≠
3 30 20 5 6 18
3 4
∴ =
15 20
Proport ion prope rt y

Investigating the cross products of proportional ratios:
The cross products are:
3 9
4
= 12
3 x 12 = 36 and 4 x 9 = 36
In a statement of proportion, the cross products are equal.

In a proportion statement if one of the terms is not known, you can use the cross products
property to calculate the unknown.
119
Mathematics Grade 7
Examples
2 3
Calculate ‘n’in = =
5 n
2n2xn = 5 x 3 (equate cross products)
2n 15
= (divide by 2)
2 2
1
n =7 2
Exercise 1
1. Write the number of elements in the fourth set to make a correct proportion statement.
number of elements in set 1 number of elements in set 3
=
number of elements in set 2 number of elements in set 4
(1) (2) (3) (4)
2. Calculate whether the pairs of ratios are equal.

2 6 2 3 7 14 5 2.5 11 77 4 7
a) 5
, 5
b) 3
, 2
c) 6
, 3
d) 8
, 4
e) 7
, 47
f) 5
, 7.5
3. Calculate the unknown in each of the following:

3 x b 4 21 6 5 40 18 9 1 t
a) 4
= 6
b) 15
= 5
c) 49
= a
d) 9
= c
e) y
= 10
f) 2
= 15
2 r 1 k
g) 3
= 100 h) 8
= 100
6
4. The ratio of Ali to Nur ’s height is . If Nur’s height is 175cm, what is Ali’s height?
7
a) 175 cm b) 185 cm c) 90 cm d) 150 cm
5. A trader bought goods at Sh 825 000. He sold the goods at a profit.
2
If the ratio between the profit and the buying price is , find the profit.
11
120
Grade 7 Mathematics
Dire c t proport ion

Proportion helps us to relate quantities or objects to each other. As one quantity increases the
other may increase at the same rate.
Watches Cost (Sh)
This table shows the number 1 5000
of watches and their cost in shillings. 2 10 000
Cost of one watch = Sh 5000 3 15 000
Cost of two watches = Sh 10 000 4 20 000
Cost of three watches = Sh 15 000 etc 5 25 000
As the number of watches increase their cost also increases. The number and cost of watches
increases in a direct proportion.
Two watches cost Sh 10 000 when the number of watches increase to 4 the cost also increases
to Sh 20 000. The two quantities are in direct proportion to each other.
Examples
(i) If the cost of 7 books is Sh 7000, what is the cost of 13 books of the same type?
When the number of books increases, the cost will also increase:
number of ebooks in the first case
= cost of ebooks in the first case
number of ebooks in the second case cost of ebooks in the second case
7 7000
13
= x
13 x 7000 = 7 x x (using cross products)
13 x 7 000 7xx
7
= 7
(dividing both sides by 7)
x = Sh 13 000 13 books cost Sh 13 000.
(ii)5 shirts cost Sh 420 000. How much will 12 such shirt cost?
Find the cost of 1 shirt then find the cost of 12 shirts.
420000
1 shirt will cost 5
= Sh 84 000
∴12 shirts will cost 84 000 x 12 = Sh 1 008 000
(iii)The cost of 8 T–shirts is Sh 6000. If Abdi paid Sh 1500 how many T-shirts did he
buy?
8 6000
By proportion ∴ a
= 1500
a x 6000 = 8 x 1500
a = 12 000 ÷ 6000
a = 2 T-shirts
Abdi bought 2 T-shirts
121
Mathematics Grade 7
Exercise 2
1. 20 sacks of lemons cost Sh 300 000. How much do 175 sacks cost?
2. 6 books cost Sh 2100. What is the cost of 15 books?
3. 4 cartons of apples cost Sh 140 000. How much do 25 cartons of apples cost?
4. The weight of 7 cartons of soap is 315 kg. What is the weight of 16 cartons?
5. Ahmed’s taxi used 6 litres of petrol to travel 60 km.
a) How much petrol will it use to travel:
i) 105 km? ii) 75 km iii)225 km?
iv)90 km? v) 205 km?
b) How far will it go if it is filled with:
i) 2 litres? ii) 13 litres? iii)225 litres?
iv)20 litres? v) 303 litres?
6. 12 shirts cost Sh 35 000. How much will 40 shirts of the same kind cost?
7. For unloading work Hassan earned Sh 52 500 for 3 hour’s work.
How much will he earn in:
1 1
a) 2 2
h b) 18 h c) 6 h d) 9 h e) 8 2
h
I ndire c t proport ion

Workers Days
Quantities are not always in direct proportion.
2 30
The table shows that when the number of
3 20
workers increases the number of days to
12 5
do the work will decrease.
60 1
Examples
(i) 12 workers can complete a piece of work in 5 days. But 60 workers can finish the same
work in 1 day.
1 worker can do the work in 60 days.
2 workers can do the work in less time, that is 30 days.
3 workers can do the work in even less time, 20 days.
Number of workers x Number of days = 60
122
Grade 7 Mathematics
(ii) 5 men take 8 hours to build a wall. How long would 4 men take, working at the
same rate, to build the same wall?
5 men take 8 hours
1 man would take (8 x 5) hours = 40 hours
40
4 men would take 4
hours = 10 hours
(iii) 3 workers can complete a piece of work in 12 days. How many days will 9
workers take to complete the same task?
3 workers take 12 days
1 worker takes 3 x 12 days
9 workers take (3 x 12) ÷ 9
= 4 days
Exercise 3
1. Six men can weed a piece of land in 13 days.
How long would it take 4 men to clear the same piece of land?
2. At an average speed of 100 km/h Ali takes 6 hours to travel from Eldeer to Mogadishu.
How long would he take when driving at an average speed of 60 km/h?
3. When the price of sugar was Sh 7000 per kg a household sugar budget would buy 10 kg a
month. Sugar costs increased to Sh 18 000 per kg,
How much sugar can the same household budget buy?
4. Five builders complete the floor of a house in 12 hours. How long will it take 18 builders
to complete the same task?
5. 14 cows eat an amount of grass in 30 days. How long will the grass last if the cows are
reduced to 6?
6. A man travelled 25 km in 5 hours, how many hours will he take to travel a distance of
45 km at the same rate?
7. A dairy produces 4 kg of butter from 46 litres of milk, how many litres of milk does the
factory need to produce 200 kg of butter?
123
Mathematics Grade 7
12 SCALE DRAWING
Line a r sc a le
Scale drawing is used to enlarge or reduce a plan or image.
A plan of a rectangular house, which is 20 m long and 15 m wide, cannot be drawn in an
exercise book or other similar sized book. However the plan can be, represented by a scale
drawing.
Consider these scales for the house plan:
(i) 1 cm represents 2m;
Using a scale of 1 cm to represent 2 m:
20 15
length 2
= 10 cm width 2
= 7.5 cm
(ii) 1 cm represent 4 m;
Using a scale 1 cm represents 4 m:
20 15
length 4
= 5cm width 4
= 3.75cm
(iii) 1 cm represents 5 m;
20 15
length 5
= 4cm width 5
= 3cm
(iv) 1 cm represents 10 m.
20 15
length 10
= 2cm width 10
= 1.5cm
The choice of scale depends on the size of paper available.

A plot of land is drawn to a scale of 1 cm: 10 m
5 cm
The scale drawing length HG is 5 cm

4 cm 1 cm 4 cm The real length of HG is 5 x 10 m = 50 m
The scale drawing length AH is 4 cm
2 cm 2 cm The real length of AH is 4 x 10 m = 40 m
2 cm 2 cm
Measure the diagram lengths to complete the table.
124
Grade 7 Mathematics
To calculate the real perimeter of the plot: Scaled Real
Add the scale drawing lengths and multiply by 10 m: AB 1.5 cm
AB + BC + CD + DE + EF + FG + HG + AH BC
2 + 2 + 1 + 2 + 2 + 4 + 5 + 4 = 22cm CD
1710 = 170 cm DE
Real perimeter = 22 x 10 = 220m. EF
FG
HG 5 cm 5 x 10 = 50 m
AH 4 cm 4 x 10 = 40 m
Examples
The diagram represents a house plan.

The scale is 1 cm : 2 m.
A B
D C
What is:
a) the real length of AB? b) the real length of BC?
a) scaled AB = 11 cm b) scaled = 4 cm
∴ real AB = 11 x 2 = 22 m ∴ real BC = 4 x 2 = 8 m
125
Mathematics Grade 7
Exercise 1
1. The diagram represents a scale drawing of a roundabout road section. The scale is
1 cm: 10 m.
a) What is the real distance? b) What is the real width of the:
(i) between A and B? (i) North - South road?
(ii) P and Q? (ii)East - South road?
c) What is the real diameter of the roundabout (XY)?
2. The diagram represents a rectangular plot of land drawn using a scale

1 cm: 10 m.
What is the real:

a) length of the plot?
b) width of the plot?
c) perimeter of the pilot?
126
Grade 7 Mathematics
Repre se nt a t ive fra c t ion (RF) sc a le

1 : 100 is read as one is to a hundred
1 : 100 means: 1 unit length in the drawing stands for 100 units of real length.
e.g. 1 cm of drawn length stands for 100 cm of real length.
Examples
(i) What is the meaning of these RF scales in centimetres?
a) 1 : 200 b) 1 : 100 000 c) 1: 25 000
a) 1 : 200
1 cm, drawn length 200 cm or 2 m real length.
b) 1 : 100 000
1 cm, drawn length 100 000 cm or 1000 m or 1 km actual length.
c) 1: 250000
1 cm, drawn length 250 000 cm or 2500 m or 2.5 km real length.
(ii)Write 1 cm 8 m as a RF
8 m = 800 cm.
In ratio form - 1 : 800
RF is 1 : 800
Exercise 2
1. Write these representative fractions (RF) as ‘1 cm a real measurement’ in an appropriate
unit.
a) 1 : 400 b) 1 : 3000 c) 1 : 450 000 d) 1 : 600 000
e) 1 : 1000 000 f) 1 : 5500 g) 1 : 750 000 h) 1 : 400 000
2. Write these as RF:
a) 1 cm 10 m b) 1 cm 15 m c) 1 cm 25 m d) 1 cm 150 m
3 1
e) 1 cm 4
km f) 1 cm 12 km g) 1 cm 4.5 km h) 1 cm 3.5 km
1
i) 1 cm 10 km j) 1 cm 3 4
km k) 1 cm 12.5 km l) 1 cm 0.6 km
Dra w ing t o sc a le
Examples
(i) Using the scale 1 : 200 make a scale drawing of a rectangular plot of land measuring 8 m by 4 m.
Calculate the length and width of the scale diagram to be drawn.
1 : 200 means that
1 cm 200 cm or 2 m 4m
8 4
length is = 4 cm; width is = 2 cm 8m
2 2
127
Mathematics Grade 7
(ii) Using the scale 1 : 5000 make a scale drawing of a rectangular plot of land measuring
450 m by 50 m.
Calculate the length and width of the scale diagram to be drawn.
1 : 5000 means 1 cm 5000 cm or 50 m.
450 4
length is 50
= 9 cm; width is 2
= 1 cm.
1 cm
9 cm
Exercise 3
1. Using 1 cm 10m, make a scale drawing of these rectangles;
a) 50 m by 45 m. b) 65 m by 50 m
c) 85 m by 55 m d) 100 m by 80 m
e) 90 m by 70 m f) 75 m by 60 m
g) 45 m by 90 m h) 150 m by 50 m
2. Using a scale of 1 : 100 make scale drawing of:
a) rectangles measuring:
(i) 5 m by 3 m ii) 6.5 m by 5.5 m
(iii) 4.8 m by 4.2 m (iv) 8.4 m by 7.3 m
b) equilateral triangles with sides of:
(i) 6 m (ii) 8 m
(iii) 5.5 m (iv) 10 m
3. Using 1:200 make scale drawing of the these rectangles:
a) 12 m by 8 m b) 9 m by 7 m
c) 10 m by 10 m d) 14 m by 12 m
e) 16 m by 14 m f) 13 m by 13 m
g) 8.6 m by 7.4 m h) 9.2 m by 6.8 m
4. Using 1 : 5000 make scale drawings of the these rectangles:
a) 200 m by 150 m b) 350 m by 30 m
c) 420 m by 360 m d) 450 m by 400 m
e) 280 m by 200 m f) 380 m by 320 m
5. Using 1 : 100 000 make scale drawings of the these rectangles:
a) 2.5 km by 2 km b) 7.5 km by 6.4 km
c) 8 km by 7.2 km d) 9 km by 8 km
e) 5.2 km by 4.5 km f) 4.7 km 4.1 km
g) 7 km by 7 km h) 6 km by 6 km
128
Grade 7 Mathematics
13 GRAPHS
Coordina t e pla ne
y-axis, or vertical
Origin, where number line
axes intersect
x-axis, horizontal
number line
A coordinate plane
The coordinate plane is formed by the intersection of two number lines.

The position of any point in a plane can be identified by their coordinates.
Each point has 2 coordinates, which form an ordered pair.
The x-coordinate -2 tells how far to move left or right along the x-axis
The y-coordinate 4 tells how far to move up or down the y-axis.
The coordinates (0, 0) identify the origin.
Move right from the origin to positive x – coordinates.
Move left from the origin to negative x – coordinates.
Move up from the origin to positive y – coordinates.
Move down from the origin to negative y – coordinates..
129
Mathematics Grade 7
Examples
(i) Plot point A with coordinates (3, - 2)
From the origin:

• move 3 units to the right along the x-axis.
• move 2 units down along the y - axis
Mark a point and label it A.
(ii)Plot each point on a coordinate plane

a) (-4, -4) b) (-3, 1) c) (1, -2) d) (0, 5)
(0, 5)
(-3, 1)
(1, -2)
(-4, -4)
130
Grade 7 Mathematics
Points can be referred to as being in one of the four sections or quadrants of the coordinate
plane.
(0, 5) is in the 1st quadrant
(-3, 1) is in the 2nd quadrant Quadrant Quadrant
rd
(-4, -4) is in the 3 quadrant II I
(1, -2) is in the 4th quadrant
Quadrant Quadrant
III IV
Exercise 1
1. Identify the coordinates of:
A, B, C, D, E, F, G and H.
y- axis
x- axis
2. In which quadrant are these points located?

a) (-2,5) b) (5, -2) c) (2, -5) d) (2, 5)
3. Draw a coordinate plane and plot these points.

(i) G (-4,1) (ii) R (1,-4) (iii) L (0,8)
(iv) F(5,-2 (v) S (2,2) (vi) H(-1,0)
131
Mathematics Grade 7
Answer questions 4 to 6 using this coordinate plane.
C N M
D L
F J K
G H
4. Name the points which have these coordinates.

a) (1, 2) b) (-2, -6) c) (3, -3) d) (0, -5) e) (3, 0)
5. Write the coordinates of each point.
a) C b) D c) K d) Q e) N
6. M is at (6,4) which point has the opposite coordinates?
7. Draw a coordinate plane:
a) plot the points M (-5, -3), N(2, -4) and P(0, 1).
b) connect the points in order to make a shape.
c) what shape have you made?
8. Draw a coordinate plane:
a) Plot A(4, 3), B(1, -3), C(-4, 0) and D(1, 0) on the coordinate plane.
b) Join the points in order. What shape do you see?
c) What is the most accurate name you can use to describe ABCD?
132
Grade 7 Mathematics
9. Identify the quadrant in which each can be located:
a) (3, 2) b) (-17, 2) c) (-6, -40) d) (9, -11) e) (-1, 100)
f) (3, 38) g) (0, 2) h) (-4, 1) i) (-1, -3) j) (2, -2)
10.Which of these points is in the fourth quadrant?
a) (-2, 2) b) (2, -2) c) (-2, -2) d) (2, 2)
11.Three corners of a rectangle have coordinates (4, 2), (4, 7) and (-3, 2). Find the coordinates
of the fourth corner.
Ba r gra phs
A bar graph can represents information or data. It should pictorially aid the comparison of
quantities.
Drawing a bar graph involves:
• using suitable horizontal and vertical scales for the data;
• using suitable scales for the size of the page;
• using scales which could be in 1, 2, 5, 10, 20, units per cm;
• drawing bars of equal width;
• labelling the axes;
• providing a title for the graph.
Examples
(i) The table represents class attendance for one week
Draw a bar graph to represent the data.
Day Saturday Sunday Monday Tuesday Wednesday Thursday
Attendance 35 38 40 35 37 32
To draw a bar graph:
Choose a suitable scale: 1 cm 10 pupils on the vertical axis
This means that the highest class attendance of 40 pupils can be represented by 4 cm.
Class attendance per week
Notice that
the bar graph has a title Days
133
Mathematics Grade 7
(ii)Draw a bar graph representing the information which shows the amount of rainfall
recorded over a period of six month in mm.
Month July August September October November December

mm rain 13 mm 11 mm 10 mm 14 mm 1 mm 12 mm
Scale: 1 cm 4 mm
Choose a suitable scale.
This means that the highest rainfall of 15 mm can be represented by 7.5 cm on the graph
paper.
Rainfall per month
mm
(iii) The table below gives the number of pupils attending eight primary schools. Draw a
bar graph representing this information:
School A B C D E F G H
Pupils 500 350 100 250 200 300 150 400
Enrolment at eight primary schools
Schools
134
Grade 7 Mathematics
Exercise 2
1. The bar graph shows the daily rainfall, over a week in Balad.
a) How much rain fell in the week?
b) Which was the wettest day?
c) What was the difference between highest and the lowest rainfall?
Daily Rainfall in Balad
mm
2. A shopkeeper recorded the sales of different items:

Draw a bar graph to show these sales.
Item Milk Bread Maize Tomatoes Oil
Sales Sh 1550 500 2500 1000 4000
3. The bar graph shows how many people went to Kaah restaurant in one week.
People visiting Kaah Restaurant
a) On which day did the largest number of people visit the restaurant?
b) On which day did the least number of people visit the restaurant?
135
Mathematics Grade 7
c) How many more people went to the restaurant on Tuesday than on Thursday?
d) Does the graph show which day the restaurant earned most money?
4. Draw a bar graph to show this information for 1 month’s egg production:
Hen A B C D E
Eggs 26 17 24 20 16
5. This bar graph shows primary 7 enrolment at Darwish primary school (1996 - 2001).
Grade 7 enrolment at Darwish primary school
Year
a) Which year had the highest enrolment for G7?

b) In which year was it lowest?
6. This data shows the amount of money per day for the sale of goods.
day Saturday Sunday Monday Tuesday Wednesday Thursday

Sh 516 000 762 000 260 000 374 000 458 000 468 000
Draw a bar graph for the information

Remember to:
• Choose an appropriate scale for the y- axis;
• Have equal bars on the x- axis;
• Label the x and y-axes;
• Write a title for the graph.
136
Grade 7 Mathematics
7. This bar graph shows the score of a grade 7 pupil in subject tests.
Test scores
a) In which subject did she score the highest mark?

b) In which subject did she score the lowest mark?
c) In which two subjects did she score equal marks?
d) What is the difference between the highest score and the lowest score?
e) What was her score in Arabic?
f) What is the vertical scale for this graph?
8. The bar graph shows export of bananas to Italy from May to December 2000.
Banana Exports for the year 2000
a) Between which two months was the increase in exports greatest?

b) Between which two months was the decrease in exports greatest?
c) In which months were the exports equal to 300 tonnes?
137
Mathematics Grade 7
Pie c ha rt (c ircle g ra ph)

Pie charts show information in a circular diagram .
Drawing a pie-chart involves:
• calculating the sum of all items in the data;
• equating the total number of items to 360o;
• calculating the number of items represented by 1o;
• calculating the number of degrees which represents an item;
• drawing a circle;
• drawing the angle representing each item at the centre of the circle;
• labelling each sector correctly;
• writing a title for the graph.
Examples
(i) The table shows the votes given to 4 candidates in an election.
Draw a pie chart to illustrate this information:
Candidate Ahmed Osman Hussein Jama

Vote 12 15 8 10
Number of votes 12 + 15 + 8 + 10 = 45 votes
45 votes 360o
360o
So, 1 vote 45 8o
Ahmed’s votes 12 x 8o = 96 o Osman’s votes 15 x 8o = 120o
Hussein’s votes 8 x 8o = 64 o Jama’s votes 10 x 8o = 80o
64o Ahmed
96o
Osman
80o Hussein
120o Jama
138
Grade 7 Mathematics
(ii)Somalia exported these % of total food production to Yemen:

Banana 50%, livestock 20%, vegetable 20%, other products 10%.
Show this information in a pie chart.
50 20
Banana = 100
x 360o = 180 o Livestock = 100
x 360o = 72 o
20 10
Vegetable = 100
x 360o = 72o Other products = 100
x 360o = 36o
36o
Banana
72o Livestock
180o
Vegetable
Other products
72o
(iii) A farmer has 20 goats, 5 cows, 15 camels, 10 sheep. Draw a pie chart to show this
information:
Sum of the animals = 20 + 5 +15 +10 = 50
20 5
sector ∠ for goats = 50
x 360 = 144o sector ∠ for cows = 50
x 360 = 36o
15 10
sector ∠ for camels = 50 x 360 = 108o sector ∠ for sheep = 50
x 360 = 72o
72o Goats
144o Cows
Camels
108o Sheep
36o
139
Mathematics Grade 7
Exercise 3
1. Ahmed records the amount of time he spends on various activities during a day.
Activity Sleeping In school Helping Playing Eating Walking to and

at home from school
Hours 8 6 4 3 2 1
Draw a pie chart for the information.
2. A farmer uses his farm land to grow crops as follows: maize 25%, tomatoes 15%, banana
30%, beans 15%, potatoes 15%.
Draw a pie-chart representing the information.
3. The pie chart below shows the favourite colours of 240 pupils in a school.
Grey
Green
Blue
Red
Yellow
How many pupils prefer each colour?

4. Adan spends 20% of his income on rent, 35%, on food, 30% on clothes and saves the rest.
a) What percentage of his income does he save?
b) Draw a pie chart to represent Adan’s income?
c) If Adan’s income is Sh 1 000 000, how much does he save.
5. This pie chart shows how Yusuf spent 36 days of his holidays.
Represent this information as a bar graph
Visit friends
Cultivating
Reading
Resting
140
Grade 7 Mathematics
14 AVERAGE
Mean
A survey of 10 Grade 7 pupils showed how many oranges they eat every 3 days.
The survey showed that 9 pupils eat
Pupils Oranges 2 oranges each:
9 2 9 x 2 = 18 oranges
1 12 1 pupil eats 12 oranges
1 x 12 = 12 oranges
The total oranges eaten in 3 days by the 10 pupils is:
18 + 12 = 30
Total eaten
Mean number of oranges eaten = Number of pupil
30
Mean = 10
= 3 oranges
Total of item
∴Mean = Number of item
Examples
(i) Mohamed scored 65, 94, 50, 86, 66 and 70 in his Grade 6 examination. Find
Mohamed’s mean score.
Total scored
Mean = Number of exams
65 + 94 + 50 + 81 + 66 + 70
= 6
426
= 6
Mean = 71 marks
(ii)The mean height for 5 pupils is 1.61 m. The heights for 4 of them are 1.55 m, 1.65 m,
1.71 m, and 1.56 m. What is the height of 5th pupil?
Total height of the 5 pupils = mean height number of pupils
= 1.61 x 5 = 8.05 m
Total height of 4 pupils = 1.55 + 1.65 + 1.71 + 1.56
= 6.47 m
∴ The height of the 5th pupils = 8.05 - 6.47
= 1.58 m
141
Mathematics Grade 7
Exercise 1
1. What is the mean of:
a)10 m, 8 m, 14 m, 15 m, 16 m, 11 m, 9 m, 13 m,?
b) 0.5, 0.3, 0.9, 0.7, 0.4, 0.8?
c) 3.5 m, 3.2 m, 2.4 m, 2.6 m, 2.8 m?
2. Mohamed sat for three Science tests. He scored 55 marks, 68 marks and 72 marks. What
was his mean mark for the three tests?
3. The mean age of three girls is 9 years. Two of the girls are 11 years and 7 years
respectively. Find the age of the third girl.
4. The mean temperature for the first two days of a week was 38oC and the mean
temperature for the next two was 34oC. If the mean temperature for the fifth day of the
week is 32oC, what is the mean temperature for the last two days of the week?
5. The mean weight of 8 boys is 44 kg. The weights of 7 of the boys are:
43 kg, 45 kg, 43 kg, 48 kg, 45 kg, 46 kg, 45 kg.
What is the weight of the eighth boy?
6. This table shows the number of shoes sold by a trader in a week
Saturday Sunday Monday Tuesday Wednesday Thursday Friday

shoes 31 40 51 44 38 27 45
What is the mean number of shoes sold per day?

7. The mean of 5 numbers is 6. When a sixth number is added the mean is 5.5. What is the
sixth number?
M ode
Look at these numbers 2, 3, 4, 6, 6, 9.
The mode is 6, because 6 happens most often.
Mode is the number, event or item which appears more than others or which is the most
frequent.
Examples
(i) Find the mode of this set of 3, 5, 6, 2, 7, 8, 8, 5, 2, 2, 7

First arrange the numbers in ascending order:
2, 2, 2, 3, 5, 5, 6, 7, 7, 8, 8
The mode = 2 because it occurs more often than any other number.
142
Grade 7 Mathematics
Exercise 2
1. Find the mode of each of the following numbers
a) 7, 2, 6, 8, 2, 5, 7, 2 b) 13, 15, 17, 15, 16, 12, 15, 16
c) 30, 70, 30, 40, 30, 80 d) 740, 730, 780, 740, 780, 740
e) 22, 23, 25, 20, 24, 23, 20, 23 f) 81, 82, 78, 74, 83, 85, 78, 80, 81
2. A fisherman caught 10 fish. Their weights were: Score Pupils
2.2 kg, 0.7 kg, 1.5 kg, 2.1 kg, 1.9 kg, 2.1 kg, 50 6
2.2 kg, 1.8 kg, 0.6 kg, 1.9 kg 65 8
a) What was the mean weight of the fish? 70 9
b) What is the modal weight of fish? 75 6
3. The table shows examination scores and the number 80 5
of pupils who attained each score. 85 4
a) How many pupils sat for the examination? 90 2
b) What is the modal score? 95 1
c) What was the mean score? 100 1
4. The number of people who attended eight inter-school football matches were:
1200, 1000, 1200, 1100, 1300, 1200, 1200, 1000
a) What was the mean attendance?
b) What is the modal attendance?
5. Identify the modes:
a) 2.5, 2.7, 2.9, 2.5, 2.8 b) 12, 27, 13, 12, 18, 13, 14, 12, 16, 13
c) 45, 49, 47, 48, 47, 46, 45
M e dia n
Median is the midway (halfway) mark between the highest and the lowest value. To identify
the median of: 7, 20, 18, 11, 15, 17, 6 and 12?
Arrange the items in ascending or descending order.

ascending order 6, 7, 11, 12, 15, 18, 20
descending order 20, 18, 15, 12, 11, 7, 6
Cancel the numbers from both ends until a middle number is reached:
6, 7, 11, 12, 15, 18, 20
or
20, 18, 15, 12, 11, 7, 6
∴12 is the median
143
Mathematics Grade 7
Sometimes we can get two numbers.
Add the two numbers and divide the sum by 2. The result is the median.
Median is the number or event or item in the middle of an arrangement.
Examples
(i) Identify the median of 1, 8, 5, 2, 3, 6, 6, 7, 10
In ascending order: 1, 2, 3, 6, 6, 7, 8, 10
∴The median = 6
(ii)Identify the median of 22, 40, 83, 20, 16, 48, 52, 11
In ascending order: 11, 16, 20, 22, 40, 48, 52, 83
22 + 40 62
Median = 2
= 2
∴Median = 31
Exercise 3
1. Order the data and find the median of each group:
a) 70, 90, 76, 102, 79, 80
b) 3, 18, 20, 17, 22, 20, 19
c) 10, 5, 7, 13, 14, 12, 12, 10
d) 111, 105, 100, 101, 92, 87, 96, 92, 95
2. The daily temperatures in oC at noon for one week were:
26, 24, 30, 25, 27, 29 and 23
a) Order the data values
b) Calculate the median temperature.
c) Calculate the mean temperature.
3. This table shows the tally of students’ test scores in a test.
Scores Tally Students

100 5
Find the mode, median
95 3
and mean of these scores.
90 2
85 5
4. In the end of year examination, Asha gained these marks:
70%, 72%, 64%, 80%, 70%, 45%
a) What is her mean mark?
b) Which is her median mark?
c) Which average would she tell her parents?
144
Grade 7 Mathematics
5. Halima kept a record of the number of eggs laid each day by her hens:
9, 10, 13, 12, 10, 11, 12, 9, 9, 9, 9, 11, 12, 11, 12, 13, 11, 10, 10, 11
a) Calculate the mean numbers of eggs per day.
b) What is the median number of eggs per day?
145
Mathematics Grade 7
15 ALGEBRA
U sing indic e s
The number 9 can be written as:
9 = 3 x 3 or 3 2
For 3 2 we say:
• 3 to the 2 nd power or
• 3 to the power of 2 or
• 3 squared.
The small 2 is known as an index. In 32, 2 is the index of 3.
Also 2 is the power to which 3 is raised.
The numbers 27 and 8 can be thought of as numbers raised to the power of 3.
27 can be written as: 3 x 3 x 3 or 33
This is read ‘three to the third power’ or ‘three cubed’.
8 can be written as: 2 x 2 x 2 or 23
This is read as ‘two to the third power’ or three cubed.
34 = 3 x 3 x 3 x 3 = 81 Here the power or index 4 shows how many times 3
4 factors occurs as a factor.
2 x 2 x 2 x 2 x 2 = 25 = 32 Here the index 5 shows how many times 2
5 factors occurs as a factor
therefore
x x x x x x x = x4 x x x x x x x x x x x = x6
4 factors 6 factors
xn = x x x x ……. x
n factors or n times
The index shows the number of times the base occurs as a factor.
Indices is the plural of index.
index
xn = the nth power of x
base
146
Grade 7 Mathematics
Examples
(i) Express each of the following using indices

a) 5 x 5 x 5 x 5 x 5 x 5 x 5
b) 8 x 8 x 8 x 8 x 8 x 8 x 8 x 8 x 8
c) 11 x 11 x 11 x 11 x 11 x 11 x 11 x 11 x 11 x 11
a) 5 x 5 x 5 x 5 x 5 x 5 x 5 = 57
b) 8 x 8 x 8 x 8 x 8 x 8 x 8 x 8 x 8 = 89
c) 11 x 11 x 11 x 11 x 11 x 11 x 11 x 11 x 11 x 11 = 1110
I nde x la w s
Expressions involving indices can often be simplified using the index laws.
Multiplication
34 x 32 = 3 x 3 x 3 x 3 x 3 x 3 x 3 = 36 x4 x x2 = x x x x x x x x x x x = x6
So 34 x 3 2 = 34 + 2 = 36 So x4 x x2 = x4 + 2 = x6
The Index law for multiplication:

xa x xb = xa+b
When multiplying powers of the same base, add the indices
Division
2x2x2x2x2 xxxxxxxxx
25 ÷ 2 3 = 2x2
= 22 x5 ÷ x3 = xxx
= x2
So, 2 5 ÷ 2 = 25 - 3 = 22
3 So, x5 ÷ x = x = x2
3 5-3
The index law for division:

If a ≠ 0, a 5 ÷ a3 = a5-3 = a2
When dividing two powers of the same base, subtract the exponents.
Powers of Powers
(52)3 = 52 x 52 x 52 = 52 + 2 + 2 = 56 (x2)3 = x2 x x2 x x2 = x2+2+2 = x6
(52)3 = 52 x 3 = 56 (x2)3 = x2 x 3 = x6
The index law for Powers of Powers

(ax)y = axy
For the power of a power, multiply the indices
147
Mathematics Grade 7
Powers of a products
(53 x 74)2 = (53 x 74) x (5 3 x 74) (x3 x y4)2 = (x3 x y 4) (x3 x y4)
= 53 x 53 x 74 x 74 = x3 x x3 x y4 x y4
= 56 x 78 = x6 x y8
(53 x 74)2 = 53 x 2 x 74 x 2 = 56 x 7 8 (x3 x y4)2 = x3 x 2 x y4 x 2 = x6 x y8
The index law for the power of a product:
(xayb)n = xan x ybn
Power of a quotient
75 75 75 x5 x5 x5
( )2 = ( ) ( ) ( )2 = ( ) ( )
53 53 53 y3 y3 y3
75 x 75 710 x5 x x5 x10
= = = =
53 x5 3 56 y3 xy 3 y6
75 75 x 2 710 x5 x5 x 2 x10
( )2 = ( )= ( )2 = ( )=
53 53 x 2 56 y3 y3 x 2 y6
The index law for the power of a quotient:

xa xac
If y ≠ 0, ( yb )c = ybc
Examples
(i) simplify:
a) (2x) (3x2)
b) (x 2y) (x4y3)
14x 5
c)
7x 3
a) (2x) (3x2) = 2 x 3 x x x x2 = 6x3
b) (x2y) (x4y3) = x2 x x4 x y x y 3 = 6y4
14x 5 14 x5 14
c) = 7 x = 7 x5-3 = 2x2
7x3 x3
(ii) Simplify:
(6a2b3) (2a3b5) 6 x 2a2+3 b3+5 12
= = 4 a5-2b8-2 = 3a 3b6
(2ab)2 22a2b2
(iii) Simplify
a) (2x2y)(3x3y4)
18a 4b5
b) 12a2b
a) (2x2y)(3x3y4) = 2 x 3 x x2 x x3 x y x y 4 = 6x5y5
18a 4b5 18 a4 b5 18 3
b) = 12 x x = 12 x a4-2b5-1 = 2 a2b4
12a2b a2 b
148
Grade 7 Mathematics
Exercise 1
1. Simplify:
a) (x3) (x5) b) (a2) (a10) c) (b) (b) (b)
d) (m2) (m3) (m) e) (a2) (a3) (b) (b 4) f) (a) (b) (a2) (b3)
2. Simplify:
a) a7 ÷ a3 b) b3 ÷ b2 c) n12 ÷ n3
d) x8 ÷ x5 e) a5 ÷ a f) x10 ÷ x9
3. Simplify:
a) (x4)2 b) (a3)3 c) (a2b)3
d) (xy3)5 e) (abc)5 f) (b8)3
g) (2x3)3 h) (a5b2)3 i) (3a5)2
4. Simplify:
x a2 x2 a
a) ( y
)5 b) ( )2 c) ( )3 d) ( )4
3 y b5
3x 2x2 3 2 3a
e) ( y
)2 f) ( ) g) ( 5a3 )2 h) ( )2
w 2b b3
5. Simplify:
a) (5a3)(3a6) b) (4x2)(-2x3) c) (3a2b3)(2ab2)
d) (2x)(5x3) e) (5mn)(3m) f) (-4x3)(-3x2)
g) (3y)(5y)(2y2) h) (a)(2a2)(-3a5)
6. Simplify:
(81b 2)(3a2b) (3x2y5)3 (12m2n5)(-5mn3)
a) b) c)
12a3 9xy2 15m3n2
7. Simplify:
a) 12a5 ÷ 3a 3 b) 21x2y5 ÷ 7xy c) 8a2 ÷ 8a
Adding a nd subt ra c t ing t e rm s

A "term" is an algebraic expression composed of numbers or letters combined to form a
product or a quotient. Examples of terms are:
5x, 7, -4y and 3xy
The number part of a term is called the numerical coefficient. A term may also have a letter or
variable part. Expressions are made up of terms. Like terms can be added or subtracted like
you would in arithmetic.
149
Mathematics Grade 7
Exercise 2
1. Add the like terms as you would in arithmetic.
a) b) c) (d)
3x + 4y 4x2 + 3x 7xy + 5w 5x - 6y
2y + y 7x2 + 10x 20xy - 2w 2x + 5y
2. Add these expressions:

a) 3w - 7x + 4y: 6w - 5x - 8y
b) 2m2 - 3m - 9; m2 - m + 6; 2m2 + 6m - 3
c) 6x2 - 5 + 4x; 6x - x2 + 7; 10 - 3x2 + 9x
3. Subtract like terms as you would in arithmetic
a) b) c) (d)
5x + 3y 3x2 + 3x - 7 5x - 2x + 3 4y2 - 2y + 3
2x + 2y 2
x -x+2 2x2 + 4x - 2 5y2 + 3y + 1
Examples
To add expressions, collect the like terms
(i) Add
(-1) + 4 + 3 = 6. Write 6 in the coefficients column.
2x2 + 3x - 1
3x + 2x + (-x) = 4x. Write 4x in the x column.
x2 + 2x + 4
2x2 + x2 + 3x2 = 6x2 Write 6x2 in the x2 column.
2x2 - x + 3
6x2 + 4x + 6
(ii)Simplify: (x2 - 3xy + 2y 2) + (2x2 - xy - y 2)
(x2 - 3xy +2y2) + (2x2 - xy - y2)
= x2 - 3xy + 2y 2 + 2x2 - xy - y2
= 3x2 - 4xy + y 2
To subtract expressions write the opposite subtrahend and add.
(iii) Subtract.
4x2 - 3x + 1
x + 2x -3 is the subtrahend - the value to be subtracted.
x2 + 2x - 3
Write the opposite subtrahend and add.

4x - 3x + 1
These opposite terms are (-x2), (-2x) and (+3).
-x2 - 2x + 3
3x2 - 5x + 4 (+1) + (+3) = +4. Write +4 in the coefficients column.
(-3x) + (-2x) = -5x. Write -5x in the x column.
4x2 + (x2) = + 3x2 Write 3x2 in the x2 column.
150
Grade 7 Mathematics
(iv) Simplify. (9y2 + y – 3) – (6y2 + 2y + 4)

(9y2 + y – 3) – (6y2 + 2y + 4)
= 9y 2 + y – 3 – 6y2 - 2y – 4 Remove brackets, change signs.
2
= 3y - y – 7 Collect like terms.
Exercise 3
1. Subtract the first expression from the second.
a) 2x + 3y; 5x + 6y
b) 3w + 2x + 5y; 7w + 11x + 9y
2
c) 6x – 5x + 8; 4 – 3x + 2x2
2. Simplify.
a) (x3 + 6) + (x + 3)
b) (x2 + 2x ) + ( - 7x + 2)
c) (y3 + 2y2 + 3) + (4y 2 - 3y – 1)
3. Simplify.
a) (6x – 3) – (7x + y)
b) (7y2 - xy) – (8x2 + xy)
c) (13x3 - 3x2 - xy) – (13y 3 - 3y2 - xy)
4. Simplify.
a) (3x2 - 2y) – (2y + 3x2) + (x2 -2y)
b) (-3xy – 2y 2) – (x2 - y2) + (3x2 - xy)
M ult iplying e x pre ssions

The product (x + 5)( x + 3) can be shown in a diagram as the area of a rectangle with sides
(x + 3) and (x + 5). x+5
Area of rectangle = (x + 5)(x + 3) A1 = x A3 = 5 x x
Area of rectangle = A 1 + A2 + A 3 + A4 +
2
= x + 3x + 5x + 15 A2 = 3x A4 = 15 3
2
= x + 8x + 15
(x + 3)(x +5) = x2+ 8x + 15
The distributive property is also used to multiply two expressions.
(a + b) (c + d) = a(c + d) + b(c + d)
= ac + ad + bc + bd
The same result is obtained by
Similarly: (x + 5) (x + 3) = x (x + 3) + 5(x + 3)
multiplying each term of on
= x2 + 3x + 5x + 15 expression by each term of the other
= x2 + 8x + 15 expression.
151
Mathematics Grade 7
The product (x + 5)(x + 3) can be shown in a diagram as the area of a rectangle with sides
(x + 3) and (x + 5).
Area of rectangle = (x + 5)(x + 3)
Area of rectangle = A1 + A2 + A3 + A4
= x2 + 3x + 5x + 15
= x2 + 8x + 15
(x + 3)(x +5) = x2 + 8x + 15
The distributive property is also used to multiply two expressions.
(a + b) (c + d) = a(c + d) + b(c + d)
= ac + ad + bc + bd
Similarly: (x + 5) (x + 3) = x (x + 3) + 5(x + 3)
= x2 + 3x + 5x + 15
= x2 + 8x + 15
or
(x + 5) (x + 3) = (x + 5)( x + 3)
= (x + 5)x + (x + 5)3
= x2 + 5x + 3x + 15
= x2 + 8x + 15
Examples
(i) Expand and simplify. (2x – 3)(5x + 7)
(2x – 3)(5x + 7) = 10x2 + 14 x – 15 x – 21
= 10x2 - x - 21
(ii)Expand and simplify. 2(2x + 1)(x – 3) – 4(x + 5)
2(2x + 1)( x – 3) – 4(x + 5) = 2(2x2- 6 x + x – 3) – 4(x + 5)
= 2(2 x2 - 5x – 3) – 4(x + 5)
= 4 x - 10 x – 6 – 4 x – 20
= 4 x - 14 x – 26
Exercise 4
1. Determine the area of each of the smaller rectangles, then add them together to expand
(x + 3) (x + 2). x+3
x
+
2
152
Grade 7 Mathematics
2. Draw rectangles to help you expand and simplify these:
a) (P + 3) (p + 1) b) (r + 2) (r + 5) c) (m + 4)
3. Expand.
a) (x + 1)(x + 2) b) (x + 2)(x + 3) c) (x + 4)(x + 2)
d) (x – 1)(x – 3) e) (x – 3)(x + 5) f) (x + 2)(x – 1)
g) (y – 5)(y – 4) h) (t + 7)(t + 8) i) (m – 4)(m + 9)
j) (n – 2)(n – 9) k) (x + 8)(x + 6) l) (y + 1)(y – 7)
m) (x + 7)(x + 6) n) (t – 5)(t – 9) o) (m – 6)(m – 11)
4. Expand and simplify.
a) (2x + 3) (x + 5) b) (3x + 4)(2x + 7) c) (7y – 2)(2y + 5
d) (2m – 5)(3m – 1) e) (2x – 5)(2x + 5) f) (3x + 5)
g) (5m + 2n)(4m – n) h) (4t + 7)(2t + 3) i) (3x – 2y)(4x –3y)
j) (4m – 3) k) (5t – 6) l) (7t + 4)
5. Expand and simplify
a) (3x + 5y) b) (3x + 7y)(4y – x) c) (7 – 8t)(7 + 8t)
d) (4x – 9y)(2y + 7x) e) (9x + 10y)(8x + 3y) f) (2m – 5n)
a) 2(x + 3)(x + 4)+ 3(2x + 3) b) 3(x + 1)(x + 2) + 2 (x + 4)(x + 5)
c) 5(t – 3)(t + 4) – 5(t – 6) (t – 5) d) 2(m + 3) + 3(m – 1) - 2(m – 4)
Spe c ia l produc t s
These examples suggest a pattern for squaring.
(x + 3)2 = (x + 3)(x + 3) (3x – 5)2 = (3x – 5)(3x – 5)

= x2+ 3x + 3x + 9 = 9x2 - 15x – 15x + 25
= x2 + 6x + 9 = 9x2 - 2(15x) + 25
= 9x2 - 30 + 25
For the special products (a + b ) and (a – b)

(a + b) 2 = (a + b)(a + b) (a – b) 2 = (a – b)(a – b)
= a2 + ab + ab + b2 = a2 - ab – ab + b2
= a2 + 2ab + b 2 = a2 - 2ab + b 2
Add the square of the first term to the square of the last, with twice the product of both terms.
153
Mathematics Grade 7
Examples
(i) Using the pattern for special products simplify: (2x + 3y).
(a + b) 2 = a 2 + 2ab + b 2
(2x + 3y) = (2x) + 2(2x)(3y) + (3y)

= 4x2 + 12xy + 9y
The product of two expressions such as (a + b) (a – b) suggests another special pattern.
For the special product (a + b)(a – b)

(a + b)(a – b) = a2 - ab + ab - b
= a2 - b2
The product (a + b) (a – b) gives a difference of squares.
Use the pattern for the difference of two squares, simplify

use (a + b)(a – b) = a2 - b2 to simplify (3x – 4y)(3x + 4y).
(a – b)(a + b) = a 2 - b2
(3x – 4y)(3x + 4y) = (3x)2 - (4y)2
= 9x2 - 16y2
Exercise 5
1. Expand
a) (x + 3) 2 b) (x – 2)2 c) (x + 5) 2
d) (x – 4)(x + 4) e) (y + 2) 2 f) (m – 7)2
g) (t + 5)(t – 5) h) (x + 6)(x – 6) i) (y + 1)2
j) (x – 9) 2 k) (x + 10) 2 l) (x – 6)2
m) (x + 12)2 n) (x – 6)2 o) (y – 1)(y + 1)
a) (3x – 5)(3x + 5) b) (2x + 7) 2 c) (4x + 5) 2
d) (2x – 3y) 2 e) (5x – y)(5x + y) f) (a + 2b)2
g) (ab + 2)(ab – 2) h) (x2 - 3m)(4 + 3m) i) (4 – 3m)(4 + 3m)
3. Evaluate using one of the special products (a + b)2 or (a – b) 2 :
a) 522 b) (40 – 5)(40 + 5) c) 95 2
d) 712 e) 101 f) (30 + 3)(30 – 3)
g) 832 h) (4 + 50)(4 - 50)
a) 2x + (x + 4)2 b) x2 - (2x – 1) 2 c) 3ab + (2a – 7b)2
d) –4x2 + (3x – y)(3x + y) e) (2a – 3b) 2 - (a 2 + 4ab)
f) (ab – 2c)(ab + 2c) – (ab)2
154
Grade 7 Mathematics
a) (x + 2) 2 + (x – 5) 2 b) 2(x – 4)(x + 4) - x2
c) (x + 5)(x – 3) + (x + 4)2 d) 7 – (x – 6)2
e) 3 + 2x)(3 – 2x) – (3 + 2x)2 f) 4(5x – 1) - 2(3x + 1)(3x – 1)
6. Evaluate using the special product ( a + b)(a – b):
a) 87 x 93 = (90 – 3)(90 + 3) b) 105 x 95 = (100 + 5)(100 -5)
c) 48 x 52 d) 29 x 51
Equa t ions w it h bra c ke t s

An equation is a mathematical statement connecting two expressions with the = symbol.
Equations are solved by calculating the value of the unknown or letter.
BODMAS reminder: - the order of operations
Brackets, Of, Division, Multiplication, Addition, Subtraction
Examples
(i) Solve the equation 2(6x + 2) = 2(2x + 10)
2(6x + 2) = 12x + 4
12x + 4 = 4x + 20
12x – 4x + 4 = 4x – 4x + 20 First work the brackets on both sides of
8x + 4 = 20 the equal sign.
8x + 4 – 4 = 20 – 4 Subtract 4x from both sides.
8x = 16 Subtract 4 from both sides.
8x
= 8
16 Divide both sides by 8.
8
x=2
Note: A term such as 4x is regarded as having a + sign in front of it.
(ii)Solve 6n = 2n - 56
6n – 2n = 2n - 56 – 2n
4n = -56 Subtract 2n from both sides.
4n -56 Divide both sides by 4.
4
= 4
n = -14
Subst it ut ion
a(abc + d 2)
(i) Evaluate a when a = 1; b = 3; c = 5 and d =7
b2- a 2
1(3 x 5 + 7 2)
Substitute numbers for the letters: 32 – 12
1(15 + 49) 1 x 15 + 1 x 49
9–1 = 8 remove the brackets
155
Mathematics Grade 7
15 + 49
= 8
64
= 8
=8
2(a2 + b2)
(i) Evaluate when a = 3; b = 5; c = 4 and d = 2
3c – d 2
substitute numbers for the letters:
2(32 + 5 2) 2(9 + 25)
3 x 4 – 22
= 12 – 4
2 x 9 + 2 x 25
= 12 – 4
18 + 50
= 8
68
= 8
17
= 2
1
= 82
Exercise 6
1. Solve:
a) 3a + 2 = 7 b) s + 9 = - 11 c) 3(4 + p) – 2(2 – p = 20
d) 2(m + 3) = 12 e) 2(v + 4) = 3(v – 5) f) 7d – 2(d + 3) = 9
g) 5(c + 5) = 4(2c + 5) h) 4(q + 1) – 3(5q – 7) = 16
2. Evaluate the following given that r = 4; s = 3; t = 2 and u = 1.
a) 2t + u b) 5(r + t) c) t + r 2 + u2
2(r – t)
d) s2 + t2 e) r2 – t2 f) 5(s + u)
r2 + u 2 3s 2 – r2
g) h)
s2 r2 – 2u2
3. What is the value of:

2x2(y2 + m)
a) t
when x = 3; y = 5; m = 16 and t = 4
a(b2 – c2)
b) a-c
when a = 3; b = 6 and c = 4
2a2(b2 - c 2)
c) 2a + c
when a = 4; b = 5 and c = 2
1
d) ut + 2 gt2 when u = 4; g = 10 and t = 5
156
Grade 7 Mathematics
4. If w = 3 x = 2 and y = 4 evaluate:
a) 2xy b) 3wxy c) 3x + 4w + 5y d) 3x-24
2 2
e) w + x + y 2 f) w - x - y g) 2x2 x 2 – 3x – 4h) wx - xy - 2wy
2 2
i) 3x – 2xy – y j) 4(3x - 2y) k) 2w2 x -3xy2 l) w3 - x4 -y2
5. If w = -1, x=-z and y = 3, evaluate
a) 3w + 2 x 4y b) 5x - 34 c) 3wxy d) – 4wxy
e) w - x - y f) w2 + x2 + y2 g) x2 - w 2 - y2 h) 3wx - xy + y
i) 3w2x2 - 4xy2 j) w5 – 2x3 – 7 k) –2(w3 - 3w2) l) w2 - 2x3 -7
I ne qua lit y
Reminders:
{1, 2, 3, 4, 5, 6, 7…..} is a set of counting numbers
{0, 1, 2, 3, 4, 5, ……} is a set of whole numbers
{….., -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, ………} is a set of integers
This line segment shows whole number between 1 and 6 but not including 1 and 6.
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
The set of whole number between 1 and 6 is {2, 3, 4, 5}

If we consider a whole number n between 1 and 6, any of the numbers 2, 3, 4 or 5 can be taken
for n. The inequality representing a whole number between 1 and 6 is 1 < n < 6, read as: n is
greater than one or less than 6.
Examples
(i) Write an inequality for each of the following:

a) a is an integer greater than 4.
b) b is an integer less than 10.
a) a is any integer greater than 4 excluding 4 itself; i.e. a > 4
a = {5, 6, 7,…}
b) b is any integer less than 10, excluding 10 itself, i.e b <10
b = {9, 8, 7, 6, 5, …..}
(ii)Write inequalities in n for the following sets:

a) {3, 4, 5, 6, 7} b) {-5, -4, -3, -2}
a) 2 < n < 8 b) 6 < n < -1
157
Mathematics Grade 7
Exercise 7
1. Write inequalities of each of the following:
a) p is greater than 4 b) q is less than 12 c) r is greater than 15
d) k is less than –3 e) m is greater than –8 f) n is less than –17
2. Write inequalities for the integer i that satisfy the following sets:
{7, 8} {5, 4, 3} {-3, -2}
{-8, -7, -6, -5} {-2, -3, -4} {-2, -1, 0, 1, 2, 3}
{-3, -2, -1} {1, 2} {-1}
3. What inequalities are represented in each number line below?
4. Draw number lines for the following inequalities:

a) -3 < x < 5 b) 4 < x < 6 c) 5 > x >2
d) -4 > x > 7 e) 2 > x > -3 f) -8 < x < -3
158

Maths Grade 7 PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Maths Grade 7 PDF

Uploaded by

Copyright:

Available Formats

PB 7 Maths English 22/07/1904 12:58 am Page 1

a) 16 and 9 b) 120 and 150 c) 96 and 36 d) 224 and 180

2. Write all the factors of:

3. Write these as the product of prime factors:

a) 128 b) 136 c) 196 d) 108

4. Calculate the square roots by prime factorisation:

a) 256 b) 576 c) 1024 d) 2025

5. Calculate the HCF of:

a) 12 and 46 b) 28 and 36 c) 36 and 60 d) 18 and 42

6. Write the next four numbers in each sequence:

a) 3, 6, 12, ______ , _______ ,______, _______

b) 5, 10, 15, ______ , _______ ,______, _______

c) 1, 4, 9,16, ______ , _______ ,______, _______

d) 5, 2, 5,2 ______ , _______ ,______, _______

7. Which numbers are divisible by 8?

a) 432 b) 672 c) 785 d) 1000

8. Write these numbers in words:

a) 2 030 000 b) 3 700 100 c) 19 806 000 d) 8 607 452

Five million two hundred thousand and six hundred

Ten million seven hundred and fifty five

73 529 198 73 529 199 73 529 200

11. Copy and complete by placing >, < or = in the

c) 18 104 128 18 175 128 d) 1 846 315 1 846 325

12. Round to the nearest 1000

a) 6173 b) 1829 c) 9632 d) 2168

13.Which of these numbers are divisible by 11?

a) 462 b) 6721 c) 795 d)1001

14. Calculate the squares of:

100 000 000 1 0 0 0 0 0 0 0 0

260 503 400 2 6 0 5 0 3 4 0 0

a) Ten million, five hundred thousand and fifty

b) Seventy-nine million, three hundred

2. Write these in words.

3. Write in expanded form.

a) 698 000 b) 6 735 414 c) 11 690 027 d) 450 620

6. Copy and complete the table as indicated in the example.

Example 2 561 780 2 5 6 1 7 8 0

e) 102 f) 215 g) 312 h) 500

m)260 n) 173 o) 90 000

2. List all the squares between:

a) 5 and 39 b) 51 and 101 c) 102 and 151 d) 153 and 255

The square of 25 is 5. The square of 36 is 6.

(iii) Find the square root of 9

(v) Calculate 441 by factorisation: 3 441

2. Calculate the difference between 11 cubed and 11 squared.

3. Calculate the difference between the cubes:

4. Find the volume of a box measuring 17 cm by 17 cm by 17 cm.

5. Find the cube roots of:

The number of dots = ( 3 x10) + (6 x1) = 36 base 10

One group of ten tens

There are 19 dots. Group them in fives.

Number of groups of five Ones left over

Use counters to complete the table.

In base 5 we use these digits:

(ii)Convert 58 into base 5.

2. Copy and complete.

B. The Descriptive Method

2. Write the following sets by describing their elements.

A set which has no members or elements is called an empty or null set.

3. Write 5 finite sets and 5 infinite sets.

4. Write each of the following sets by listing their elements.

ii) {b} {c}

iv){3, 2, 0, 1} set of digits in the number 3201.

a) 3, 6, 12, __ , _ ,, ___

b) 5, 10, 15, __ , _ ,, ___

c) 1, 4, 9,16, __ , _ ,, ___

d) 5, 2, 5,2 __ , _ ,, ___