: —. A! Tg MATHEMATICSKURIKULUM STANDARD SEKOLAH MENENGAH MATHEMATICS FORM 2 Authors Bahariah binti Hj. Baharam Babarizah binti Hj. Baharam Nurul Jannah binti Abmad Nurazreen binti Mohd Tahir Mohd Nazri bin Mohd Hanafiah ‘Translator Leela Chakrabarty a/p P N Chakrabarty Chai Chee Peng Editors ‘Mohan a/l Nanu Muhammad Nur Syafiq bin Jamaluddin Designers Mohamad Zairul bin Mohamad Kassim ‘Wan Nora Ashikin binti Abd Razak Illustrator ‘Ahmad Fitri bin Tajudin UNAN Rr _/ILMU RIMBUNAN ILMU SDN. BHD. s7s02-w 2017Introduction v Symbols and Formulae vii ae, Greene # 53 1.1 Patterns 2 1.2 Sequences a 1.3 Patterns and Sequences 10 ‘ractions 21 Expansion a ie 2.2 Factorisation 20 Sy 23 Algebraic Expressions and Laws of Basic Arithmetic Operations 34 64 Properties of Circles 16 ‘Symmetry and Chords 81 Circumference and Area ofa Circle 86 Geometric Properties of Three-Dimensional Shapes 100 ‘Nets of Three-Dimensional Shapes 102 Surface Area of Three-Dimensional Shapes 104 Volume of Three-Dimensional Shapes 110 ei od 3.1. Algebraic Formulae 44 1 (ehaptera|Paygon 7? 4.1 Regular Polygon 56 13 4.2. Interior Angles and Exterior Angles of Polygons a Distance in a Cartesian Coordinate System 122 Midpoint in The Cartesian Coordinate System 132 ‘The Cartesian Coordinate System 1408.1 Functions 8.2 Graphs of Functions 151 12.1 Measures of Central Tendencies 246 9.1 Speed 170 9.2 Acceleration 179 13.1 Experimental Probability 278 13.2. The Probability Theory Involving Equally Likely Outcomes 280 13.3. Complement of An Event Probability 287 13.4 Simple Probability 290 te 11.1 Transformations 208 11.2. Translation 212 11.3. Reflection 218 114 Rotation 223 11.5 Translation, Reflection and Rotation as an Isometry 230 11.6 Rotational Symmetry 234 Answers, 294 Glossary 308 References 31 Index 312CHAPTER 1.1 Patterns 12 Sequences 13 Patterns and Sequences eee © Number pattern . + Odd number : + Even number *. + Fibonacci Number +: + Pascal's Triangle + 5 Rone, . + Algebraic expression + ° Tem is Pola nombor Nombor ganjil Nombor genap Nombor Fibonacci Segi Tiga Pascal Jajukan Ungkapan algebra Sebutan ‘The sunfiower is a unique flower in terms of the arrangements of its seeds. The seeds are arranged in a spiral pattern and follow a particular direction, The number of seeds in the spirals can be arranged in a number pattern known as Fibonacci Numbers. The seeds are usually arranged into 2 types of spiral patterns, For example, 21 spirals follow the clockwise pattern and 234 spirals follow the anti-clockwise pattern, ‘The numbers 21 and 34 are found in the Fibonacci sequence.‘The Fibonacci Numbers began with a question posed by the Italian mathematician, Leonardo of Pisa or Fibonacci in his book, ‘Liber Abaci’ about the population of rabbits. The question posed was that if a pair of female and male rabbits were placed in an enclosed space, how many pairs of rabbits will be reproduced in a year? If every pair of rabbits reproduce a new pair every month, then the increase in the population of the rabbits will produce a number sequence as follows 0, 1, 1, 2, 3, 5, 8, ... These numbers are known as Fibonacei Numbers. The Fibonacci Numbers are arranged by adding the number before it. For example, the pairs of rabbits are 1 + 1, then the population of the rabbits becomes 2. Consequently, by adding the preceding number 1 and 2, the population of the rabbits becomes 3 and so forth. For more information wey stupy Tats CHAPTER? The concept of number pattern and sequence Zz, ‘can be applied in architecture, fashion design, science, astronomy, chemistry, physics and = technology.Prk) ‘Chapter 1 Patterns and Sequences ‘Aim: Recognising patterns Materials: Potato, onion, mustard stem, drawing paper and water colour Steps: 1. Take a piece of drawing paper. 2. Cut the potato, onion and mustard stem as shown in the pictures below. 3. Use the materials and do stamping on the drawing paper. 4. Dry the printout. = From the activity above, students will be able to recognise the different type of pattems in our natural surroundings. These patterns become attractive formations. 1.1 Patterns 1.1.1 Recognising number patterns En SNL) Erman Recognise and describe patterns of various number sets and objects based (on real life situations, and hence make generalisation ‘on patterns. From the activity above, the pattems seen are repetitions of a polygon.‘Chapter 1 Patterns and Sequences CN Taw [asst] com ras From the activity above, the number of squares in the pattern I, 4,7, .. is determined by adding 3 to the number before it. Addition of 3 is the pattern for this sequence. Draw the next object. State its pattern, (a) ie "Th Q © g AX &® Pattern: Add two dots to the Pattern: Add a triangle to the previous Previous object. object.Chapter 1 Patterns and Sequences CED Determine the pattems for the following. (@) -10,~4,2,8, © 2,618, 54, Beas 1:33 © 15 Solution: (@) 10, -4, 2, 8. NAA 8 Pattern: Add 6 to the previous number. © % 6 18, 54... CA ans 33 8 Pattern: Multiply the previous ‘number by 3. Onn ae Pattern: Add pe the previous number. ‘Even and Odd numbers Given a series of numbers 7, 12, 17, 22, 27, .... 67. Identify and state the pattern for the sequence of (@_ odd numbers Solution: Gii) even numbers (b) 17,7,-3,-13, (@) 81,27,9,3, (b) 17, 7, -3,-13,.. nan “10 0 10 Pattern: Subtract 10 from the previous number. @ 81,27, 9, 3, AAS 3 33 Pattern: Divide the previous number by3. Pattern: Subtract 0.3 from the previous number. feryvad 7, 12, 17, 22, 27, 32, 37, 42, 47, 52, 57, 62, 67 () Odd numbers: 7, 17, 27, 37,47,57 and 67 ee +0 +10 ‘These odd numbers were obtained by adding 10 to the previous number. Gi) Even numbers: 12, 22, 32, 42, 52 and 62 Naa +0 +40 ‘These even numbers were obtained by adding10 to the previous number.Chapter 1 Patterns and Sequences Pascal's Triangle The diagram below shows a Pascal's Triangle. Based on the triangle, the numbers in the row can be determined by adding the numbers in the previous row. Bey EE ae i os 3 | ‘The Pascal's Triangle above starts with the number 1. The next row | is 1, 1. All the rows start and end with 1. The other numbers can be obtained by adding the two numbers above. ‘The number 2 (row 3) is found by adding the two numbers 1, 1 (row 2), Likewise the number 3 on the fourth row is found by adding the ‘number 1 and 2 from the previous row. Number 6 is found by adding i Yang Hui Triangle the two numbers 3 and 3 from the previous row. | Pascate Tangle was known Fill in the last row. eer neeer | From the triangle above, various number series and certain patterns | (Se mage snore nd Saesinnne [seme Method 1 1 Method 2 ae 1 os “Teun marr f o oy) 5 1d 1 1 A331 1 341 Wns 121 lage 41 14641 ‘x11 = 1234321 Sequence: 1, 2, 3, 4, Sequence: 1, 3, 6, se Guta Leama Pattern: Add I Pattern: Add 2, 3, 4, Detocumip ine velie ote next two terms, —— ‘Complete the Pascal's Triangle below. Solution: @ 3,8, 15,24, 35, i 7,5,8,4,9,3, i) 2,4, 5, 10, 12, 24,27, (0) 1,4, 9, 18, 35, . &CHAPTER 1 Chapter 1 Patterns and Sequences Fibonacei Numbers Fibonacci Numbers are a pattern of numbers in a sequence. (Re Tic The 07) Ree he om 11 12 23 ats ‘This sequence starts with 0, 1, 1 and the next term is obtained by adding the previous two terms. Example: f nae i 5, porlesei ve as eae EINES Complete the number sequence below (a) 0,1, 1, . i 36,0, . (b) 1, 3, a , Hl, .. Solution: Cyc a ci ed ee ese ee GEES 11 1. Draw the following patterns for the diagrams below. @ How will you form more Fibonacci squares? 3 [2 ‘Scan the QR Code or visit b)(Chapter 1 Patterns and Sequences 2. State the pattern for the following sequence. (@) 5,12, 19,26,... () -1,-4,-7,-10,... © -4,0,4,8, @ 144,72, 36, 18, .. © 4,1,0,-1 (11.2, -33.6, 100.8, -3024, .. 24 4 3. For the number sequence 28, 37, 46, 55, ..., 145, state the number pattern for (@) odd numbers (b) even numbers 4, Complete the following Fibonacci Numbers sequence 1.2 Sequences 1.2.1 Sequences UNIT CMeChapter 1 Patterns and Sequences Based on the activities, the pattern can be determined by following the previous arrangement. An arrangement of numbers or objects following this pattem is known as sequence. 1.2.2 Patterns of a sequence LEARNING “~~ STANDARD ae and hence complete and ere) Determine whether each set of numbers is a sequence (@) -10, -6,-2, 2,6, (b) 4,5,~7, 10,-1 Solution: (@) 10, -6,-2, 2 6... (b) 4, 5, -7, 10, -14, Do You know ke AAA AAA = veprap cine Wesa ar | Pattern: Add 4 Pattern: None Therefore, the set of ‘Therefore, the set of numbers | numbers is a sequence. is not a sequence. | | | Astonamers use | | pattems to predict the > Number sequence path ofa comet. | Complete the number sequences below. 7,13, HB, 25, a , .. > 20, ES, 64, 52, a Es, +03, 0027, 00081, Lau... @ 5 pea F © @ xt Solution: (Cypress, lest) 3 © ; AAA 6 (©) 03: 0.09 0.027, 0.0081, 2.00243 ae @ Sr x03 x03 *03 03 %03(Chapter 1 Patterns and Sequences Do You know : “Tiiangular numbers are Complete the number sequences below based on the given pattem. | Tyaveuersumbers or (@ Subtract 4 from the previous number. dots to make an equilateral triangle. 6, oS, > ven 1,3,6, 10, 15, 21, 28, 96. ei (b) Multiply the previous number by 3. 7, me © Subtract 8 previous number. 213, @ Divide the previous number by 5. 400, : , | bes Solution: 10 e (a) 92, 88, 84, 80, 76, ... (b) 21, 63, 189, 567, 1 701, ... (©) 13.3, 5.3,-2.7, -10.7, -18.7, (@) 80, 16, 3.2, 0.64, 0.128, ... 1, Determine whether each set of the numbers is a sequence. (@) 3, 18, 33,48, .. (b) 100, 116, 132, 148, © 1.0,-1.7,-2.4, 3.1, .. (@) =15, 30, 60, -120, © 0.32, -0.16,-0.8, -0.4, 15 eS! 1 1 On ao ae 25 Bea 2. Complete the number sequences below. (a) 34, 28, Ea 16, , (b) . aa, UG! +4, (c) 0.07, Toe, @ . . . ©) 0.2,2.4, 28.8, Log, pin oO +80, -16, , ane —™27Cs = ae Tae =>) 5 )6| 6S 8.1, 274.1, -2.1, le ae: © (2-2 : oO) CaeCHAPTER 1 (Chapter 1 Patterns and Sequences 3, Complete the number sequences below based on the given pattern. (a) Add 7 to the previous number. 22, kai, ist Fas FE, (©) Divide the previous number by 2. 96, Fi 7 : + + 1.3 Patterns and Sequences 1.3.1 Pattern of a sequence using numbers, words and algebraic expressions Describe the pattern for the number sequence 1, 9, 17, 25, 33, by using numbers, words and algebraic expressions. Solution: (Numbers 1017, 25, 33,2 Cnn ne +8 48 48 48 ‘Therefore, the pattern is + 8. Gi) Words sig tpe25.9. 53. Ninn ne We 8 8 ‘Therefore, the pattern for the above sequence is add 8 to the previous number. (ii) Algebraic expressions 19) 19,025, 33) 5 1=1+8(0) 9=1+8() 1721+8Q) 25=1+8@) 33=1+8(4) eat BANAT) Make generalisation ‘about the pattern of ‘Aninterior decorator wishes to arrange the ties on a wall, sing the pattems below. 2 OLS Whats the pattern? ‘Therefore, the pattern for the number sequence can be expressed as 1 +n where, 1, 2,3, 4) oo1.3.2 Terms of a sequence ‘The n* term in a number sequence and is written as T, whereby Tis the term and n is the position of the term, 4,8, 12, 16, From the sequence above T1=4, 18, B=12, T.= 16, For example, (Chapter 1 Pattoms and Sequences State the 5* term for the following number sequence. 2,10, 18, . Solution: ‘Step 1: Determine the pattern for the number sequence. 210). 18. aA 8 Number pattem: Add 8 to the previous number. Step 2: List down the first 5 terms as shown below. T,=26 Hence, the 5* term is 34. Given the number sequence 65, 60, 55, 50, term in the number sequence is 40. Solution: Step I: Step 2: 65, 60, 55,50, .. T,=65 VAAZ Ses T= 60 Pattern: Subtract 5 from the ERS previous number. Determine which Hence, 40 is the 6" term, PSTN BNP) Determine specific terms of a sequence. Do You know J The queen bee lays eggs in ts nest which has a hexagonal patter, Can) “THIN SMART) 2+ Qe2+1=s 34 Q+9+ 1 paareers) B+ (+541 () State the next two terms of the sequence. (i) State the rterm. “rane sMaRT Identify the pattoms forthe sequences below. © 1,4,9, 18,95 i) 23, 45, 89, 177 i 5,7, 12, 19,31 (v0, 4,2, 6, 4.8 (W) 4,7, 15,21, 59, 117 10) 22) 56) WB _B No eer ty 4) 6) State the suitable pairs of ‘numbers for, B,C, D, E.‘Chapter 1 Patterns and Sequences 1.3.3 Solving problems EXD c Specifications + Container size: Moderate 1 + Dried Food and pellet maybe used + A timer is used to arrange feeding time _ + Use the latest technology to prevent food from getting moist or stuck in the container + Can be operated manually or automatically + Digital screen display ‘Automatic fish feeder Tt STANDARD. Becln: ‘The picture shows an automatic fish feeder and its specifications. If Eng Wei decides to feed the fishes 4 times a day with the first feeding time at 7:35 a.m., at what time should he feed the fish for the third feeding? Conelusion Hence, fishes are fed for the third time at 7:35 p.m. 1. State the pattern for the number sequences below in words. (@) 4,12, 36, 108, 324, .. (b) 256, 128, 64, 32, 16, .. 2. Determine the pattern for the number sequences below using algebraic expressions, @ 24,8, 16... () 5,811, 14. © 3.6.9, 12, @ 31-13, 3. Determine the seventh and the eleventh terms for the number sequences below. @ -3,5,13,.. ® 452.7. © -37,-43,-Chapter 1 Patterns and Sequences 4, The table below shows the timetable for buses travelling from Kuala Lumpur to Pulau Pinang. Departure time 8:00am, 9:00 a.m, Based om the table above, answer the following questions. (@)_ Calculate the interval between departure time of one bus and the next bus. (b) What time does Bus E leave? (©) What time will Bus E reach Pulau Pinang if the journey takes 5 hours? BO ceexnencnincs 1. Match the term with the suitable statement. 2. Determine the pattern for the given number sequences. (@) 7,13, 19,25, .. (© -13,-39, -117, 351, .. 3. Complete the table below. @) 2,4,6,8... (b) 54, 50, 46, 42, . @) 1296, 216, 36, 6, .. (b) 100, 50, 25, 12.5, ..Chapter 1 Patterns and 4, Complete the following number sequence. z @ 1,351,914... = (b) BE 20,10... (©) 268, , +, 169, 136, | : che oe re Ae] 2 6 5. The first four terms of a sequence are 9, x, (a) Calculate the value of x. (b)_ State the pattern of the sequence u: (Numbers Gi) Words (iii) Algebraic expressions 6. Complete the Fibonacci Numbers shown below. 0,1,1, : : 7. The diagram below shows the first five rows of the Pascal's Triangle. Complete the Pascal's ‘Triangle. Explain how the Pascal's Triangle is formed. 8. The first four terms for a sequence are 11, x, (a) Calculate the value of x. (b)_ State the tenth term, Tio(Chapter 1 Pattems and Sequences 9, Nina arranged some buttons as shown below. (a) State the pattern for the number of buttons. (b) Determine the sequence for the buttons. (©) Draw the fourth term of the arrangement of buttons. (@) Calculate the value of T.. 10. Encik Hamid wishes to replant the oil palm plants. The distance between each plant is 9 m and os the distances are triangular shaped. Encik Hamid sketched a map of the plants as shown below. If Encik Hamid planted 18 oil palm plants, what is the area of his land? 11. Raiyan went to see a doctor because he had been unwell for more than three days. The doctor prescribed three types of medicines which are fever medication, antibiotics and flu medication. Help Raiyan to plot a time table for taking his medication if he starts at 8:30 a.m. Medicine a ae eso __ Fever Antibiotics Flu Fever =2 tablets 3 times a day tablet 2 times a day Flu = I tablet 1 times a day Cae)Chapter 1 Patterns and Sequences Algebraic expressions Sue. Salas ts 3,6,9, 12, 15, nw 34 8 1s written as 3n where Pattern: +3 n=1,2,3,~ ‘Words 4,7, 10, 13, 16, ... ‘The sequence begins with the number 4 and the pattern is add 3 to the number before it.Title: Futuristic building ‘Materials: Paper cups, mineral water bottle, glue, ruler and scissors Each group is to make building which has futuristic features using the materials. Colour the building and name it. In group present the product. V ide — 255 PCDI C TTI CSOT TTS ITEC I TG21 Expansion 2.2 Factorisation 2.3. Algebraic Expressions and Laws of Basic Arithmetic Operations PeLernTs + Expansion + Algebraic expression + Factor + Highest Common Factor (HCF) * Algebraic fraction + Perfect squares + Cross multiplication + Numerator + Denominator + Lowest term + Lowest Common Multiple (LCM) Kembangan Ungkapan algebra Faktor Faktor Sepunya Terbesar (FSTB) Pecahan algebra ‘Kuasa dua sempurna Pendaraban silang Pengangka Penyebut Sebutan terendah Gandaan Sepunya Terkecil (GSTK) Algebra is a branch of mathematics used to explain the relationship between various units of quantity, for example distance with speed, weight and height etc. Students will be able to lear problem solving skills under different situations through these types of relationships.According to the book ‘al-Jabr w'al-Mugabalah’ written by the Persian Arabian mathematician, ‘Muhammad Ibn Musa al-Khwarizmi, the word algebra originated from ‘al-Jabr’. He was also known as the ‘Father of Algebra’ for his contribution in the field of Algebra. WHY STUDY THIS CHAPTER? > Algebra is mostly used in price comparison, buying and selling process, measurement, etc. > Algebra is also used in certain fields of study like Chemistry, Physics and Forensics. 19Chapter 2 Factorisation and Algebraic Fractions WR crearvenctviry Aim: Determining area using algebraic tiles Materials: Green and blue papers Steps: 1. Cut the blue paper into a square measuring 6 cm by 6 cm. 2. Cut the green paper into a rectangle measuring 6 cm by 2m. 3. Calculate the area of the blue square and green rectangle using method 1 and 2. oro Method 1: Area of blue square + area of green rectangle. 6cm 2cem oon ‘Method 2: Length x (width of the blue square + width of the green rectangle) Do You KNow&} (6cm+2cm) Algebra tiles are rectangular and square tiles used to represent algebraic principles. 4, Do the two methods give similar answers? Discuss. 5. Based on the diagram below, calculate the area of the rectangle, ABCD. x xem 3cm_BChapter 2 Factorisaton and Algebraic Fractions 2.1 Expansion ITO BANDA) 2.1.1 Expansion of algebraic expressions Expansion of algebraic expression is the product of multiplication ‘of one of two expressions in brackets. 2.1.2 Expansion on two algebraic expressions = ame” Eases LEARNING BENDND) Ale The length EF can be obtained by using the (Sx ~ 3) em Area ACDF — Area BCDE When doing expansion of algebraic expressions, every term within the bracket needs to be multiplied with the term outside the bracket. cone Expand the following expressions. (@) 63 +4) (b) 3r(r—2s) Ras x@) (© -Swa+3) (@) ~2 oy-32+60)Solution: (a) 63 +4w) (b) 3r(r—2s) i = (6x3) +6 x40) Brx 7) + [rx €2s)] ie = 18 +24 ria E x gi (©) -Sb(a + 3) qd) - a Ors 3z + 6x) = (-5b x a) + (~Sb x 3) Sab - 15b ‘oroup Aim: Expanding two algebraic expressions Material: Worksheet ‘Steps: 1. Work in pairs. 2, Student A calculates the area of square RSTU using method 1. 3. Student B calculates the area of square RSTU using method 2, yee Eo a «ACB U rT, Method 1 eee cao eer nee Area for the square RSTU = Area A + Area B + Area C + Area D =f |+[(C x5 ]+[(Cx 5 | +[C x] i = Fhe ae = ets 22.Chapter 2 Factorsation and Algebraic Fractions ‘When doing expansion on two algebraic expressions in two brackets, every term in the first bracket ‘must be multiplied with every term in the second bracket. For example, Cann nea =a(a+1)+2(a+1) (a+ 3Xa+b) (0+) =a? +4242 (a-bXa~b) =(a-b)? i ai ee = Like terms can (a+ bya xa) + [ax(-b)] +(b%0)+ [bx Cd)] aa?+3a42 Pesekes (ae abeba EXOD Expand each of the following expressions. @ O+DO-3) (b) 4+3n2+n) © Gr+4sy(r=2s) @ Gp+2 Solution: () Grose multiplication - 28 cof > = 3r(r— 2s) + 4s(r— 28) Grx1) + rx 2s] + Asx) + [45x -25)] ropontad mutica of | = 3r? —6rs + dsr — 857 Binomial expression with as Like terms can be Pascats Teng. =3r?—2rs ot 1 asp Lee bay @) Gp+2)* oe «Den toe (a+ by? 19s 3a Bars 1onQ@t BP Ber DCE Ee) Los 4a 606? ab? eos + B)* =9p? + 6p+6p+4 LS Like terms can be State the next two terms. r 4 =9p?+12p44 ened Algebraic terms are arranged from the highest power to the lowest power. 2.1.3 Combined operations including expansion Combined operations for algebraic terms must be solved by following the ‘BODMAS rule. TI oes EPIDChapter 2 Factorsation and Algebraic Fractions emo Simplify. (a) Gw-2)4w- 1)-10w (b) (r—31)? +4rt (©) &+ yay) + xx -2y) Solution: (@) Gw—2)(4w — 1) — 10w = 3 (dw ~ 1) -2 dw 1) - 100 = 12w? BWR + 2 BIO = 12w? 3-8 10w +2 = 12w?—21w+2 (b) (r= 38)? + 4rt = (r- 31)(r- 34) + 4rt +90 —3rt—3rt + 4rt =r 49P—2nt arcs (©) (+ yMx-y) + x0x- 2y) xy tay-yt+x?— Day BEB -y-y 49-20 Blew ax(brdnaxbeaxe re 2.1.4 Solving problems Tce STANDARD EXAMPLE ‘Solve problems involving ‘expansion of two algebraic Puan Maria has a piece of carpet, (3r — 2) metre in length and ‘expressions. (r+ 1) metre in width. Calculate the area of her carpet. Solution: Gra) a ‘Area = length x width = Gr-2)(r+1) eDm Hence, the size of the carpet is (37 + r—2) square meters. ‘Ramesh received RMS0 pocket money for (y — 8) days. Everyday he spends RM(x ~ 3) for acup of coffe and RM(x + 4) for a bowl of mee rebus. How much pocket money is he left with?ET Chapter 2 Factorsation and Algebraic Fractions Solution: 1. Based on the following algebra tiles, write out the area of the shaded region in the form of ‘multiplication of two algebraic expressions. @ a teal ) 4x 4x 2. Expand the following algebraic expressions. (a) 3(x+2) (b) 4(8x- 3) (©) 2@+5) @) p(6p-8) © -ZOs-8) ®) -2pr—2pq) © 36be-6) (hy T2eF+ 30) @ 8e2+sh 3. Expand the following algebraic expressions. @ @+Da+2) ) @-5)a+4) © @+mys-m) © (p-2ap- © Gr-24r-) © @r+s\4r-35) 1 1 © Qd-ybyAd-7) () (7-39? @ Ge-3)? 4. Simplify each of the following expressions. (a) (5b +3) +4(b-a) (b) 3(4m — Smn) — 2(8m + mn) © (k=? -2HGh-3) (@) (+ye-y) +2xx+2y)Chapter 2 Factorsation and Algebraic Fractions 5. Determine the area for the diagrams below using algebraic expressions. @ © 2p-3 Sa oe Es © @ ws a3 et? 4w=2 = 6. Hadila is 2 years younger than Kai Yee. Kai Yee’s father’s age is the square of Hadila’s age. If Kai Yee is p years old, calculate the total age of the three of them, Express your answer in the form of algebraic expression. 7. ‘The table top is a rectangular shape with length (Sx — 2) metre and width (x + 2) metre. Mr. Phillip ‘wants fo put a piece of glass over the table top. The section of the table top not covered with the «glass has a width of (c— 3) metre. Determine the area of the table top that is not covered inthe form of algebraic expressions. 8. Determine the length of LM in terms of y. = i 4y-1 qy-3 2.2 Factorisation 2.2.1 Factors and factorisation concept STANDARD. Factorisation is the process of determining the factors of an algebraic expression or algebraic terms and when multiplied Relate the multiplication fopetier il form orghalerpresion Ficiviatonisto ee 8 lon the concept of factors and reverse process of an expansion. San ancien ak ‘ut the factors of he product Example, the factors of 3p Therefore, factors of 3p are 1, 3, p and 3p. ofthe algebraic expressions.ET Chapter 2 Factorisation and Algebraic Fractone > Factors, Common Factors and Highest Common ieee Factor (HCF) for the product of algebraic expressions Factorsationis the ‘opposite of expansion. Common factor is the factor of an algebra term that divides two or PPomue Of 6xPans! more other terms exactly. Highest Common Factor (HCF) is the a largest of those common factors. Soa Examine the expression, See 4r42=20r+1) Factorisation 2 is the common factor forthe expression 4x and 2. List out all the common factors for each ofthe following terms. (@) 6h, gh () 9c*d, 3a, 6def (b) 9e%d, Bde and def etd = Mx Bi x3 xcxex Ml 3d?e = ll x/Bix xdxe def = x2xiBx [A xexf Common factors for 9d, 3d?e and 6def are 1, 3, d and 3d. 3d is a common factor as it can divide all the above terms exactly. ATTENTION) “tis a fa ‘Therefore, common factors for 6h oe and 4gh are 1, 2, h and 2h. 2.2.2 Factorisation of algebraic expressions Ne SPD Using HCF Factorise algebrai ne 3 ete expressions using Alec expressions can be factorised using Highest Common _ expressions usin — 7" FLASHBACK > isHCF gq = Therefore, the algebraic expressions, 8x + 12x* can be written as a product of two factors as in, 4x2 +32) This is known as factorisation.Chapter 2 Factorsation and Algebraic Fractions oes 1. Determine the Highest Common Factor (HCE) for each of the following the terms. (@) 6h, 4gh () 9e%d, 3d%e , 6def 2, Factorise the expressions below. HOF = 4x @) 3x415 (©) Im+21m? HOF can be determined by using long division. Solution: : Check your answers using 1. (@) 2 on. deh () 3 |9e%d. 3a, Gdef the expansion method. h[Bh.2eh HCI a [Bed, de. 2def 3 28 A “3c. de .2ef aa f+ 120? Solution: 2. (@) ilax+15 (©) | tm+ 21m? ass (Hore esr Hence, 30-45) Ma 5m” = : 1 +3m eRe HOF = 7m Hence, Tm(1 + 3m) Using difference of squares of two terms x? y? is the difference of squares. x? —y* can be factorised by ims 2 using difference of perfect squares. This method can only be used if the two algebraic terms are perfect squares. ‘Check your answers using the expansion method. ones (+ 2)0-2) Examine this expressions, eee et oes auc exi-2e42x~4 = (+ 2-2) rae 0 You KNow fe Odd] Differences of Factorise each of the following expressions. numbers| squares (a) BP-1 (b) 9m? —100 4 12-08 © 3y?-147 (@) 5k -80 i Solution: (a) b-1 (b) 9m?—100 Bie (b+ 16-1) '3m)?— 10 (3m + 103m — 10) Paraaae)Eg Chapter 2 Factorisation and Algebraic Fractions (c) 3y?-147 (@) Sk? 80 ~—— HCF of 5 and 80 is 5 2 3(y2— 49) <— HOF of Sand 147 is 3 307-79) =304+ 7-7) An algebraic expression asin? + 2ry++y* canbe factoised as gl G+ ye+y). Factoring identities @ G+ Using cross multiplication =(rty)e+y) =x? + Day +y? Algebraic expressions of ax? + bx + c, where by a # O anda, b, c are © @-y? integers that can be factorised. en yea axt-2y ty? Examine the example below with its explanation for the factorisation © of the algebraic expression x? + 6x + 8. Oe - oe =G+y)G-») Step 1: Compare the coefficients 1? + Gx + 8 Jee ct @@:-@ Hence, a=1,b=6andc=8 Step 2: Factors of 8 are 1, 2, 4 and 8. 2 and 4 are selected because they conform to @, ic.2x4=8. Step 3: 2 and 4 are chosen because they conform to @, ic.2+4=6. Step 4: Do cross multiplication as shown below. DO YOU KNOW) Factorisation and division Step 5: Factors for x? + 6x +8 are (x + 2)(x +4). xt x42 SPF 6EFE (yee ar aresChapter 2 Factorisation and Algebraic Fractions Eee Factorise each of the following expressions. (@) 2 -6r+9 (imo on a Solution: (@) °- 64/9] sutipication (b) m-2m-[8 ‘* of factors of &: x | "exe Multiplication | Hxcy [3+9 of factors of 8 1% (-8) 2x4 2 (-4) . 3] 3 of f bp apmeme- |e Hence, x*— 6x +9 = (x-3)x-3), Factorise the following expressions. —t4yiiplication of factors of 6: x ee 2m + Im + 6 << 1x6 ‘Scan the QR Code or visit Solution: AES) : Hence, m*— 2m — 8 =(m+2)(m—4). First trial: Second trial: Hence, 2m? + 7m + 6 = (2m + 3\(m + 2)<— foes aA reamnesmanr Solution to ~2y? ~9y +5 Factorise the following expressions. ae len (@) -2y*-9y +5 (Cy +1)(9 +5). Discuss. Solution: @ Hl} 4y oof SCA fee 4 ™-5| -toy Hence, -2y? - 9y +5 = (2y- Dy-5). Hence, ~3x° - 8-5 = (3x + 5)(-x- 1).ET Chapter 2 Factorisation and Algebraic Fractions Using common factors involving 4 algebraic terms you know ae 5 Factorisation can be ab + ac + bd + cd = (ab + ac) + (bd + cd) ac eae! dee tes3 D4 Gr4x+3 2x(x + 3) + r+ 3) 2xix+ 3) + 100-43) < rs = (2x4 Ie +3) Factorise each of the following terms. NBG ae Be (b) 2px + 6qy—4py ~3ax Solution: ee @) pqtarspstrs conmentscorin (0) 2px~4py 39+ 6qy = (q+ q1)+ (ps +15) = Qpx ~ dpy) ~ (Bax ~ 699) =qp+r)+sp +7) > = pla 2y) - 3q¢-29) = +390 +") ~ Common fectors = (¢-2y)12p-39) Pav BAN ‘The area of a rectangular shaped football field is (4x? + 16x) square metres. The field was flooded as shown in the diagram below. If the width of the field is 4x metre and the two flooded regions are tight-angled triangles which are congruent, what is the area of the region that is not flooded? 2.2.3. Solving problems Flooded areas Conclusion ‘Area of the region that is not flooded = (2x? + 8x) m*Chapter 2 Factorisation and Algebraic Fractions GGNGERS 22 1. Determine the common factors and HCF for each of the following terms. (@) 8, 12y (b) 28,36 ©) 30, Sw (@)_ 10m?, 15mk (©) Sbe, 2c?, 3c (© 4a%b, 86°C, 6bed 2. Factorise the following algebraic expressions. (@ 5e+10 (b) 2ab- 8a? (©) 3abe + 6a*b @ 4-128 ©) eft fi+te (2 Avy + 6wx 3. Factorise the following algebraic expressions. @ #81 ) a 8 © e-1 (@) 16y? 49 (©) (m+3) -16 © 4@-17 -9 4, Factorise the following algebraic expressions. (@) 849x414 () x47 -18 © x ~5x -24 @ m+ 11m -26 (©) y? -2y -15 (© & -8k+16 (g) 2m? 11m-6 (hy of 1944 (2m? +4m—16 @ 2-5x-7 (6) 12y? + By 15 WD 5p'+6p-8 (mm) Sm? — 6m +8 (0) 3p? + 4p-4 (©) ~6x?=x415 5. Factorise the following algebraic expressions. @ pq - ar -pw+ rw (b) x +ay+ 6x + 6y (©) 3ab ~9ad + be ~3ed (@) ah+aj—bh—bj © jm—jn+ym—yn () Sxy—3xz + 12py—4pe (y+2)m| 2m 3m Qy-Dm A rectangular carpet measuring 3 metre by 2 metre is laid on the rectangular floor of a room. (a) Calculate the floor area that is not covered by the carpet. (b) Felisa wants to cover the whole floor area with the carpet of that size. Determine how ‘many pieces of carpets would she need if the value of y = 2.ET Chapter 2 Factorisation and Algebraic Fractions 2.3 Algebraic Expressions and Basic Arithmetic Operations ‘You have learned expansion, factorisation and problem solving. Now try solving the following combined operations with expansion and factorisation, 2.3.1 Addition and subtraction of algebraic expressions STANDARD Eze Simplify. (@) 2°-24x+5) (b) 4w Qv-2)-5 Solution: (@) 2x? - 24x +5) = 2x - Br — 10 (b) 4w (w-2)- (x? - 4x - 5) 2r-5\x+ 1) P Addition and subtraction of algebraic fractions with the same denominators ee) FLASHBACK ‘Simplify each of the following. 4a, 3a ey, @ +3 ® 2-2 Solution: 4a , 3a @ $+ © _Ja 5 Negative sign is usuelly not attached to the denominator Oxe=+Chapter 2 Factorisation and Algebraic Fractions D Addition or subtraction of algebraic fractions with different denominators One of the denominators is a multiple of the other denominators EXOD ‘Simplify the following expressions. @ 2-4 . ty dy aL Ten Solution: oo ome > ym 3 YY cevetng te 7 denominators Bol Denominators of fractions with denominators that are not common factors Simplify each of the following expressions. ) (b) Denominators of fractions that are of common factors. FLASHBACK ‘Simplify each of the following expressions. 14 a Qamaties ©) Solution: 1 © ®ET Chapter 2 Factorsation and Algebraic Fractions 2.3.2. Multiplication and division of algebraic ieee expressions BANPAn) To multiply and divide algebraic expressions, you need to factorise the expression and simplify similar expressions of the mumerators and denominators. Example, Peed = 20042) <— sent sinarexgrenons @42P-2)_—_orterms (hs ‘This process of simplification requires factorisation skills that you [i btabdadelaSSh$ have learned. Simplify. @-1 +b? 6k-3h ois ©) oa PoE Sa. _2ab © G40 * 3a+ avery & Gtk? 6k 3h Factorise “tab “Teas 2h“ R 1 1 _@ha-» , 40) _ Germ) 30K) at“ Gem at” Tem) Ha=1) sing sr = +2 sty aie Za expressions BK expressions Sa_ | _2ab @-b | (a-by © Gath * Fave ©) j0a=5b * ta—4b 501 3e20) G+ De—O)1, Ae 2)" Pb 3Qe—B1 “sig—BKa-B) * t = 15. simpity similar = 4@+2) — simpity simtar 25 expressions S(a—b) expressionsChapter 2 Factorsation and Algebraic Fractions TNC STANDARD 2.3.3 Combined operations of algebraic expressions EXInED Solve the following using combined operations. 2 a 9K = 12k 5p aoe ap ©) Gk+2Gk-2) 12m-18m? in ab , (a~by © “aa T6n * me © ard * a+ Solution: a 2 a 9K2— 12k +4 = (a+ bXa-) | ® Deemer B ©) Gke2GE-D Example: = gp SBa +5) + kta Gk-2) Sang ~ ODO a 2 asioo) 6. 3ke2 i b b a+ 10b b a @ [Fouts | m xy + 29+ 9443, cal Example: wi (6 +2) +(0x +3) 1. Simplify each of the following, (Ax + 1) + 3x41) | =Qy+3)Gx+1) (a) 4-17-9 (b) (m+3P-16 (©) @-S5¥-49 @ Txe-1)-3 © Qc-17+24+6) 2. Simplify each of the following. 3y 3y 3m+2n_m—5n () gsrtas, be ge © F35 3. Simplify each of the following. ssa 2s as SBE ous, Oleaaao © ey Hey 4, Simplify each of the following. @ 8 o e-s © fate Bias: 6s Sr 7-343s(Chapter 2 Factorisation and Algebraic Fractions ‘Simplify each of the following. @ $+ © pte 6. Simplify. a Be 6a+15 i — @ &s © Fy 7. Simplify @ © 8, Simplify. Pm 2+) @ 542% maa) x #4546 e+2f OR rriae se sear 9. Simplify. Sa 36 4g © 7a+3* aed © F=3*h-9 6’ 18xy pel ek © sae teT o Gets 10. Solve the following combined operations. ex yy? oxFy ) 1. Expand each of the following expressions. @) a+ 12) ©) #2\0-5) © +27" @ Gx-y? © (»-34)(»+#) (0 e-Bt-4nk—3h) 2. Factorise the following expressions. (@) 12m-18m? (&) y?-81 (©) 4ab-8a% (@) 16? © (-3'-1 ( e4rs3 (g) °+2r-15 Gh) P4648 (Ged - 2ce ~ 3bd + be 3. Simplify each of the following expressions. a+2,a-b Be Sd Flees ay tay ©) Sab ae arrere @‘Chapter 2 Factorsation and Algebraic Fractions rs, =r © atm n Se y-l * np © Bt The Grandma has a piece of chocolate with a length of (K?— 16) em and she wants to divide it equally among her (k — 4) grandchildren. What length of chocolate will each of her grandchildren receive? Gurdip and Jumrang are part-time workers in a grocery shop. Gurdip is paid RM3 per hour less than twice Jumrang’s pay. If Jumrang is paid RMx per hour, how much is Gurdip’s pay if he works (x + 2) hours and Jumrang's pay if he works (2x + 3) hours. State your answers in algebraic form. The ground area of a piece of land of a supermarket used for parking cars is 25(x? ~ 8x + 16) square metres (D If the area of a parking lot for a vehicle is (x 4° square metres, how many cars can be parked there? i) IF 4 units of the parking lot have been booked by the supermarket, how many parking lots are left? Khairul wants to cover a wall measuring (x + 5) metres long and (3x ~ 2) metres wide with decorative papers. (What is the area of the wall that will be covered with decorative paper if there is a door ‘measuring (x— 1) metres long by x metres wide. i) Ifthe cost of the decorative papers is RM 8 per square metres, how much will Khairul have to spend? Swe Lee should have finished (28 + 16x) Mathematics questions in 4 hours. (How many questions would have been done in 30 minutes? Gi) If Swee Lee could only finish (14 + 8x) questions, how much time did she spend? ‘Azimah bakes a square layered cake measuring (3x + 2) cm long and (x + 2) cm wide. She cuts the cake into 6 equal parts along the length and 3 equal parts along the width. Determine the area of each piece of cake in the form of algebraic expressions. ). Encik Hanapi intends to build a single storey bungalow on a piece of land measuring x metres wide and y metres long. He needs to reserve part of the land which is 2 metres wide for a road for his neighbour. (What is the total area of his piece of land’? Gi) Whatis the remaining size of the land after reserving some parts for the road? Gii)_ If the cost of land is RMI8 per square metres, what is the total cost of the remaining land?(Chapter 2 Factorisation and Algebraic Fractions —_—_—_@Z::: Factorisation and Algebraic Factors ree Expansion Factorisation ‘Multiplication of an algebraic expression Factorisation is the method of writing with a term or an algebraic expression -an algebraic expression as a product of = “two or more algebraic terms or algebraic + ax+y)=artay expressions. = @t De +y) = art ayt bx tby "Factorisation is the reverse process of an © be+d)=be+bd "expansion, * (b+ Od+e)=bd+be+cdt+ce * 2a—a? =al2—a) ag . * a+4a+3=(a+ Ila+3) a : + a?Ta+10=(a~5\(a-2) + (bth —c)=b? -c? (+ a?-36=(@ =6") = (a- 6a +6) © absactbd+cd=(b+c)(a+d) + a? ~2ab+b* =(a-b)*Chapter 2 Factorisation and Algebraic Fractions St rtgeiony _________ At the end of this chapter, I will be able to: 1. Explain the meaning of expansion of two algebraic expressions. Ea 2, Work out expansion of two algebraic expressions. 3. Simplify algebraic expressions involving combined operations, including ‘expansion. 4, Solve problems involving expansion of two algebraic expressions, '5. Relate the multiplications of algebraic expressions to the concept of factors and factorisation, and hence list out the factors of the product of the algebraic expressions. 6. Factorise algebraic expressions using various methods. 7. Solve problems involving factorisation. 8, Perform addition and-subtraction of algebraic expressions involving expansion and factorisation. 9. Perform multiplication and division of algebraic expression involving ‘expansion and factorisation, 10, Perform combined operations of algebraic expression involving expansion and factorisation. Title: What is the volume of this pail of water? ‘Materials: A pail of water (labelled z), a few small mineral water bottles (labelled x), a few big mineral water bottles (labelled y) and a funnel DOOOMODOU i) OOOO OOU OOOQOMOU0N Each group is given a few empty mineral water bottles of different size and a funnel. Students fill up the empty bottles with the water. Then they write out the algebraic expression to express the volume of water. Every group presents their answers. Are they the same? Can you determine the volume of water? a Beware | | Somme See See AIS SDP PPS SIDI TOF SITS.fee . A. wholesale store sells clothes for RMy. During the festive season, the store discounted the price of the clothes as shown below. 3.1 Algebraic Formulae Asacomputer programmer, you are asked to develop a programme that contains the formula for calculating the selling price of the clothes. MerernT + Algebraic formula + Rumus algebra * Variable + Pemboleh ubah * Coefficient * Pekali * Subject of formula * Perkara rumus 42PTs Mec Al-Khwarizmi introduced negative and decimal numbers. He also founded a mathematical programme using a set of instructions to complete a complex calculation, For more information: WHY STUDY THIS CHAPTER? > The algebraic formulae is applied by engineers, statisticians, mathematicians and astronomers in their respective jobs.ET Chapter 8 Algebraic Formulae (Bevearvenctviry Aim: Identifying formula ‘Material: School Calendar Steps: 1. Students carry out the activity in pairs. 2. Calculate the amount of money that can be saved from the following situations (assume that the calculation starts from first to the last day of each month). Situation 1 Badrul is a form 2 student who likes to save. On each school day, he receives RMS as his pocket money and spends RM4.50. What is the amount of Badrul’s savings in January’? Situation 2 ‘Sedthu saves RMI5 per month. If he receives RMIO as pocket money, calculate Sedthu’s expenditure for one day in April. 3. State the method of calculating the savings. From the situations above, write an equation for the total savings in relation to pocket money, ‘money spent and to the number of days using basic mathematical operations to get the total amount of savings. Pocket money, money spent and number of days are variables. You can determine the amount saved by changing the value of the variables. 3.1 Algebraic Formulae Algebraic expression is a combination of two or more algebraic terms. The algebraic formulae combines an algebraic expression using addition, subtraction, multiplication or division and is written in the form of an equation. ITN eee BPA) Nc ee Write formula based on situation.Chapter 8 Algebraic Formulae Do You know & ‘The Sumazau dance is known as the traditional dance of the Kadazan Dusun tribe in Sabah. ‘The Sumazau dance is performed during the ‘Tadau Kaamatan festival and is celebrated every year in May. bttp:/Anwwjkkn.gov.mny! emetaanbudayal From the activity above, the formula is formed by the relationship among a few variables. ‘The formula is expressed as s=2c +b + 3a, d= 8b, w= 3a+7b+3c. u In the activity on the left, 5, d and w are subj eae bbe written on the let or ‘Suzi sold two types of cakes of different prices. The chocolate cake right side. sold at RMB a slice. The cheese cake was sold at twice the price of the chocolate cake. In conjunction with the opening of a new branch, she gave 10% discount for all cakes. Determine a formula to calculate the selling price of the cake, if m slices of chocolate cake and n slices of oss) cheese cake were sold. : ‘Avatiable in a formula can Solution: be represented by letters a ee “ to (in example 1, m and Price of cheese cake = twice the price of the chocolate cake Pistmeieeaees poets wtten on the left is known M6 ‘as subject of formula. Selling price, z = [(number of chocolate cake x price) + (number of cheese cake x price)] x discount [(m x RMB) + (n x RM6)] x (100% ~ 10%) (RM3m + RM6n) x 90% ae “HIN smaRTEg) Let, z = Selling price m= number of chocolate cake Is this equation called a n = number of cheese cake formula? @ ax(b+o=(axb)+(axe) 0.9 (3m + 6n) a 2.1m+5.4n we Discuss. The algebraic formula is ab errsera Chapter 3 Algebraic Formulae 3.1.2 Changing the subject of formula Na STANDARD ‘The subject of a formula can be a variable for the algebraic formula Cane ot and the variable can be the subject of an algebraic formula. one oars equation, ia om CCosfficient for the subject Cf formula must be 1 Perimeter, P for an equilateral triangle can be expressed in a and b. Hence, P=a+2b Sioa. xp =p. ‘The subject of formula of the equation above can be changed as shown, P=a @ a=P-2 Gi) > State m, as the subject of formula. (@) q=m+p © a=55 Solution: (@) oo mtp=q ‘Subject of formula should be on the left side of the equation, © FLASHBACK (Oe a You have leamed to solve linear equation using the following tee methods: (a) | improvement — (b) Appt (0 Bote ‘of equality Then, m=n—3¢ y el 2a imi terme of a ‘min tarms of n andt(Chapter 3 Aigebraic Formulas CID ows, State p, asthe subject of formula, We? =a @ a=W Waa © w > 2 ATTENTION Fa Solution: Tet 5 @ Wo=q Both sides of ) P é Pech? <_ the equation are a di at squared Pe haa pays “ artention®) Reciprocals —— Squares Gk Psa’, xsa? "Square root Ve =Va,x= Va 3.1.3 Determining the value of variable ENP The value of a subject of a formula can be obtained when all Determine the value of variable values are given. On the other hand, the value of a a variable when the variable can be obtained when the value of subject of the formula _value of another variable and variable is given is given. Given w= 71 Su, calculate the following. (a) value w when t= 3 and u =-2 (b)_ value t when w= 15 and w= 4 FLASHBACK Solutio (a) Substitute += 3 and w= ~2 into the formula. w=7G)—5(-2) 21410ET Chapter 3 Algebraic Formulae (b) Substitute w = 15 and w= into the formula, 1 5u =w Tt-5(4)=15 7 =15+20 135. fl Tevateidlsoenercnbe 1-5 a Constant Const uty where abet be ee 1 Algebraic for ' oe itm= z Ae trio ne oars Given m=+(p —g), calculate the value q if m = 16 and p = 3. preeees ; aE SS Solution: {Subject of formula a abject of tema a doped m Beal = Fa) A el sedi ore ten Inepercntverel atom 4m = (9-4? ‘he sib fal says i ipa <—| Sink ban nial) RET (0 Ono ho bac mabhamsca eal cows ae emu anerd =q=V4m—p sare operations rau rock. cox in - 9) « Muttipty both sides of ba : the equation by oss Vin + a Z, Alternative method aa Substitute m = 18 and p =3 —V&{I16) <~ Replace m = 16 and p =3 16= 16-4" -8 64= (3-9) 4 3.1.4 Solving problems UIT cli oe STANDARD ‘Solving problems involving eae ‘The price of a fried chicken at a school canteen is twice the price of a bun. With RMS, Azman bought two buns and a piece of chicken. The balance of RMI is saved. If Azman has RM12 and decides to buy the same number of buns, how many pieces of fried chickens will he be able to buy”Chapter 8 Algebraic Formulae Solution: Conetusion Implementing the strategy ae : ‘Azmnan gets to buy 5 pieces _(@) Represent the number of fried chicken with y. of fried chicken. (b) Total price of bun + Total price of chicken = RM12 (RMI x2) + RM inks 3-1 1, Express the letters in the brackets as subject of formula. [m] (b) veut2 tu] tl @ 3a=545 (b) tw) (f) Qwand43 tv] (@ 2a=V%+5 [5] 598 = BE be] @ C3mp=4p—8 bm] @ VOr)=45-7 vd 2. The price of a shirt is RM35, while the cost ofa pair of trousers is RM45. A discount of 15% is given on the price of a shirt, while a discount of 10% is given on the price of a pair of trousers. ‘Write the formula for the total expenditure, z, if Syamsul wants to buy x shirts and y trousers.ET Chapter 3 Algebraic Formulae 3. Solve the following. (@) Given c=4d +8, calculate (b) Given 4p = 18 ~ 5q, calculate @_ value ¢ when d_ (i) value p when Gi) value d when ¢ = 10 (i) value g when p © Given-$m=2n +8, calculate @ Given Vim = 755, calculate @_ value m when n =-15 (value n when m= 4 (ii) value n when 30 ii) value m when n= 2 (©) Given 3u=4r+-s, calculate ©) Given 3p 4a - lm calculate @ value u when r @ value p when q =3 and r=8 Gi) value r when (ii) value q when r= —12 and p = 10 iii) value s when u=2 and rot (iii) value r when p = 15 and q =-15 (g) Given Via =9b— 4c, calculate (h) Given Ls = 3? + v2, calculate oe @ value a when 6=+ and c= “— (@® value s when 1 = -5 and w=3 ii) value b when ¢=3 anda = 12 (ii) value t when u = iii) value c when a =3 and b =3 iii) value w when s = 4, Write the algebraic formula based on the following situations. (a) The total price RMz that needs to be paid by a buyer who bought. workbook and y geometry set. The workbook and the geometry set each costs RMS.90 and RM3.60 respectively. (b) In a class party, a teacher buys p carton of canned drinks to be distributed to the q students. From the total number of canned drinks, seven cans were distributed to the subject teachers. If a carton contains 24 cans of drinks, calculate the number of cans received by each student, b in terms of p and g. (©) Shoe A is sold at RM35 a pair, while shoe B costs RM76 a pair. Beautiful Shoe Shop offers a 15% discount on purchases of two pairs of shoes. Mei Ling buys m pairs of shoe A and n pairs of shoe B. Calculate the price payable, P in terms of m and n, (@ A caris able to travel as far as 10 km with a litre of petrol. Express the cost, RM.x of the ie petrol that needs to be filled for s km if a litre of petrol costs RMr. ee / 1. Write the algebraic formula from the following situation. (@) A represents area, x represents the length of a square. Write the formula that relates A to x.Chapter 3 Algebraic Formulae (b) The rental fee of a sepak takraw court is RMS for the first hour. Payment for the next hour is RM3. Write the formula that relates the amount of payment p, and the hours used, h. (©) Acceleration, a is defined as the difference between the final velocity, v, and initial velocity v, divided by time, 1. Write the relationship between a, v,, v, and 1, 2. Express the letters in the brackets as a subject of formula, (@ m=-34+p tal (0) x=-p-w bel © 2e=4g43h lel @) }m-6p=F4 la © was | bl ) 2m=3ne tal @ wet iy 3r= p wi 3. Calculate the following value. (@ Given w = T=, calculate the value Ocoee calculate the (i) w, when x=2and y=-8 @ 6, when c= 20 and d=2 (ii)_x, when w= 20 and y é (iii) y, when w= 5 and Gi) c when b= 5 and d=2 Gi) d, when b=4 and c=90 G+) 3r—4u\? (©) Given 2p = 7}, calculate the value (@) Givens? =(*5*)’ cateutate the value & (@p. when g=3 and & @ s.when=s— 1 and w= ii) 1, when s=-Su and u=3 Gi) w wea r= Limds=2-u 4. The salary of fast food store branch manager is 3 times more than a part time employee salary, RMx per day. Working hours for part time employees are half of the manager’s working time, y & within a month. If they work 26 days in a month, write the formula for the difference in salary, RMz between the two workers in terms of x and y. 5, Julia takes 40 seconds to walk as far as 50 metres. Write a formula to help Julia calculate the e duration of the trip, in minutes from her home to the schoo! that is s kilometre away. 6. The area of the trapezium below is 36 cm’. If-x + y= 11 cm, calculate the value of x and y. oeET Chapter 3 Algebraic Formulae Algebraic formulae connect the Subject of formula is represented by a letter. algebraic expressions through addition, subtraction, multiplication and division Subject of formula can be changed in an equation form. according to the value of the variable. Ly 23x-5 w= -6-8 =I» 2. 3. 4 Asa ea] A variable inthe subject of formula can be obtained Solving problem involves when the value of the other variables is given. cant ier aeabioaeea Example: formula, combination of basie Given @ = 2", calculate value 1, pees arena ote vu" and square root. if v=2,Q=4 ‘Thus, u ‘At the end of the chapter, I am able to:(Chapter 3 Algebraic Formulae Title: Counting board ‘Materials: Manila card, used card board, coloured paper, glue and scissors Steps: 1. Create a counting board to calculate the price that needs to be paid by the student to purchase three items. . Example of the things that needs to be purchased are pen, mineral water, and note book. 3. Price of the pen, mineral water and note book is determined by the students according to the current price. ee axRM bxRM cxRM Total : : @ Gi) Gil) + e @ i, ii) Example of a counting board IVY aaa= ® . CHAPTER. S etal a i ae Th our daily life, there is a combination of polygons around us especially in the designs ee of buildings. The combinations of polygons produce interesting and diverse forms of art. This geometric pattern can be seen at Tanjung Bungah Floating Mosque, Penang whereby it has a unique combination of Jocal and Western Asian architecture. 41 Regular Polygons 42 Interior Angles and Exterior Angles of Polygons Q CeerTs * Polygon + Poligon + Regular polygon + Poligon sekata + Irregular polygon + Poligon tak sekata + Axis ofsymmetry + Paksi simetri + Side = Sint + Interior angle + Sudut pedalaman + Exterior angle + Sudut peluaran + Supplementary angle +» Sudut penggenap * Origami + OrigamiWALKING Leos Polygon refers to the words ‘poly’ which means many and ‘gon’ which means angle. Polygon is named by the number of sides. For larger polygons, mathematicians name the polygon according to the number of sides for example 17-gon. > Creating logos, murals on school walls and ‘creating symmetry on drawing. > In the field of technology, knowledge of polygon is used in building architecture, roofing, interior designing, fabric design and ‘more. > Careers involved in this field are surveyors, technicians, engineers, architects, graphic designers and many others.Crary Chapter 4 Polygon (QR creanvencriviry Aim: Producing a pentagon using paper folding technique (origami) ‘Materials: Square paper and scissors Steps: 1, Fold the square paper into two sections. 2. Label each vertex with PORS. 3. Fold P towards line OR. Press the fold down. Open the fold. 4, Fold Q towards line PS. Press the fold down. Open the fold. 5. There should be fold marks shaped X in the middle. Label it asX. Bring $ to the centre marked X. Press the fold down. Bring the vertex that touches X and fold it back so that this side rests on the furthest side. 8. Take P and fold it to line TU. Fold this shape back to get Diagram D. 9. Now, cut off the top as shown in Diagram D. 10. Open the folds. State the shape of the origami. ne Diagram D 4.1 Regular Polygon ae ’s of regular polygon Ra 4.1.1 Geometric prope! ‘A regular polygon is a polygon that has sides with equal length iearbelsiceaeeee, and interi ‘properties ofa regular ind interior angles of the same size. ——— representations. P Identifying regular polygon Do You know sstividug, CMe Origami originated from Japan that means s geometrical characteristics of regular polygon ‘ori’ = art, ‘gami’ = paper Ruler and compasses : eS Miro.Chapter 4 Polygon, & po-vou Know Dntemining pe of poten | Rhu ave Sore es. fen fen oee Ee e 3 %é Based on the diagram, which one is a regular polygon and which is sos Faces St an irregular polygon? == paver | @ 4 i @ ss Solution: B i (a) Irregular polygon (b) Irregular polygon complex petyoon (©) Regular polygon (@)Regular polygon fas ire Zs (©) lmegular polygon ( Iregular polygon [plnD Determining axis of symmetry croup Aim: Describing the axis of symmetry of a regular polygon A> Materials: Dynamic geometry software and scissors sao ‘Scan the QR Code or visit 1, Open the file MSOS8A and print the worksheet. to print 2. Divide the class into two groups. the worksheet. 3. The first group cuts the regular polygons and second group ‘cuts the irregular polygons. 4, By folding the polygon, determine the axis of symmetry for all the regular polygons and irregular polygons. 5. Complete the table below. Regular polygons ‘ rary ‘Number of sides | Number of axis of symmetry Inregular polygons 2 ete LR i) What is the relationship between the number of sides with the ‘number of axis of symmetry? ‘Scan the QR Code or visit i) Conclusion from the findings of the first group and second eon: tofind ‘out names of the "The number of axis of symmmeuy fora regular polygon is equals to] Twl-stded poly the number of sides of the polygon. For irregular polygons the number of axis of symmetry should be explored using the folding method. 58Chapter 4 Polygon 4.1.2 Constructing a regular polygon TIO ea SEPT Regular polygon can be constructed by using various methods. Explore the activity below. Construct regular vedivideg, polygons using various COGNITIVE STIMULATION methods and explain the rationales forthe steps of ‘Aim: Creating regular polygon construction, ‘Materials: Dynamic geometry software, paper and scissors ee MI Open the file MSOS9A. Z Click on the polygon instructions and choose regular polygon. Scan the QR Code or 3. Click any points on the Cartesian plane. ‘isi htouinmbunanimu, 4. Click any second point. 5. On the window of the regular polygon, at the vertices enter the number of edges that has to be built. For example, pentagon has five vertices. 6. Repeat the same steps for regular hexagon, regular heptagon, regular octagon and regular nonagon. 7. Print out the shapes. 8. Paste your work in your book. Discussion: Your findings from the activity above. Cras vedi idey Aim: Producing a regular octagon using origami Materials: Dynamic geometry software, printer, square shaped coloured paper and scissors Steps: 1. Open the file MSO59B to watch the tutorial on making an ‘octagon shaped origami. Fold the paper into two parts. Open the fold. Fold the diagonal part of the paper into two parts. ‘Take the centre point of the folded line and bring it close to the diagonal line through the centre point. 5. Cutaway the extra paper. apy ‘Your findings from the activity above. sedividag, CCT PT al: sacra hes ote Aim: Building a regular polygon using geometry tools, ‘Materials: Pencil, ruler, A4 paper and compassesCry Activity 1: Construct an equilateral triangle with the sides 5 cm ro o \ Sem A B @ Construct line (b)Constructacurve with) Construct a curve with —(@) Draw a line from A segment AB with the radius Sem from radius Sem from point to Cand BtoC. An length Sem, point A. B so that it intersects ‘equilateral triangle with te first curve. is created. ‘The intersection point fash is labelled C. Activity Construct a square with sides 4 cm Dy A. ¥| D ae B a Ei a B @ Construct aline (6) Consiructa (©) Construct a curve with a (@) Construct two curves Segment AB with the perpendicularline with stance ¢em from point witha distance of length 4 cm, ‘AB through point A. Aso that it intersects 4em from Band ‘with the perpen so that both the ine, The intersection ‘curves intersect. The point is labelled D. itersection point is Activity labelled C. Construct a regular hexagon with sides 3.5 em B zB @ 4 A A D pt {(@) Construct aciele with (b) Construct a curve with (© Construct acurve with (6) Draw line AB, BC, CD, theradiusof35em. radius 35emfromA the distance Sem from DE, BF and FA to form Mark one point atthe and label it B. Band label iC. Repeat aregular hexagon, circumference and the steps until. =e Ae Diseussion: ‘Your findings from the activity above, Mallia eo ae. Regular polygons can to From all the activities that have been Supe eats gi) | Coutugt rogues pepon done, the most accurate method in tne catueoraurele constructing regular polygons is by according to the number using dynamic geometry software. of sides. 60: fe) 2 Determine whether each polygon is a regular polygon or irregular polygon. Chapter 4 Polygon © e © ‘ ; @ 2. Trace the following diagrams. Determine the number of axis of symmetry for each diagram. (a) > (b) 3. Complete the table below with the characteristics of the polygons. © : @ os Number of | Number of | Number of axis Regular polygon | Polygon name | NUS! Re ote ae 4, Construct the following regular polygons by using a ruler and compasses. (@) Equilateral triangle with side length 3.4 cm. (b) Square with sides 3.6 cm. (©) Regular hexagon with sides 4 em, @ Regular heptagon with sides 4.2 em. (©) Regular octagon with sides 4.5 cm areET Chapter 4 Polygon 5. Draw the following regular polygon by dividing the vertices at the centre equally. (@) Regular pentagon (©) Regular hexagon 4.2 Interior Angles and Exterior Angles of Polygons Do You KNow Exterior angle + | Interior angle = 180°, Exterior angle Pasi | | imteror 1808, > ange ( Ze | Ve — cuca "Total sum of interior angles of attriangle is 180°. nN atb+e= 180° ro Cea 4.2.1 Total sum of an interior angle BD) Derive the formula for the ‘There is a relationship between the number of vertices of a polygon _sum of interior angles of a with the sum of the interior angle. Explore the activity below: polygon. emma” MI - : : mE aeChapter 4 Polygon 3. Connect the edges of each polygon to form a triangle in the polygon as shown below. AAS 4. Complete the table below. Polygon | Number ofsides(n) | Number of ee ‘Total sum of interior angles Triangle 3 1 1 x 180° = 180° ‘Square 4 2 2x 180° = 360° Pentagon Hexagon Heptagon Octagon ‘Nonagon Decagon Discussion: @_ What is the relationship between the number of sides, n with the number of triangles? THINK SMART a Pentagon can be divided into 3 triangles. State the ‘number of interior angles of « pentagon. (Gi) What is the relationship between the number of sides in a triangle with the total sum of interior angles? 5, Total sum of interior angles of a polygon ‘number of triangles x 180° =| A] x 180° State the number of triangles formed for each of the following polygon. (a) 13 sided polygon (b) 18 sided polygon Solution: (@) Number of triangles = 13-2 ll (©) Number of triangles = 18 -2 6 Do You know ‘Number of sides, Polygon Name 12 dodecagen 13 tridecagon 4 tetradecagon 15 entadecagon 16 hhexadecagon | 7 hheptadecagon ‘ctadecagon 2 ‘enneadecagon 20) icosagon Cra nsrary Chapter 4 Polygon CID Calculate the value x for the following. @) o 400° bs xy 130° 460" qd Solution: (@) Total sum of interior angles, = (n= 2) 180° = 2)x 180° 540° 2+ 100° + 130° + 60° + 90° = 540° +380" = 540° x = 540° ~ 380° x = 160° 4.2.2 Total sum of exterior angles of polygons ru eu) (b) (b) Total sum of interior angles, = (n= 2) x 180° (4 ~ 2) x 180° 360° + 130° + 60° +90" x +280°= 360° x = 360° ~ 280° x= 80° STANDARD. TeChapter 4 Polygon (@) Calculate the value x for the (b) Inthe diagram below, ABCDE is a regular pentagon. diagram below. ‘BCE and EDF are straight lines. Calculate the value x: Ey B 120" Ic 160" Solution: (@) Total sum of exterior angles = 360°) 2 FCD= 32 2+ 160° + 120° = 360° 2 + 280° = 360° ae x= 360° - 280° ioe 0° see 4.2.3 Total sum of exterior angles of polygons Calculate the value of the interior angle for a regular hexagon. Solution: Number of sides of regular hexagon, Total sum of interior angles in 2) x 180° ‘Total sum of interior angles Interior angle = “Number of sides Calculate the value of b for the diagram on the right. Solution: 360° = (30° + b ++ 50° +45° + 15° + 60° + 30°) 360° = 230° + 2b 2b = 360° - 230° 2b = 130° b = 65° Interior angle = 180° ~ exterior angle TN le STANDARD Determine the values of interior angles, exterior angles and the number of sides of a polygon. Interior angle of regular polygon in~ 2)x 100° Caresrar) Chapter 4 Polygon Bees ATTENTION : POLYGON Calculate the value of the exterior angle of a regular octagon. AH@® © tangle square pentagon hexagon “otal sum of interior angles Sineouee Solution: Number of sides of a regular octagon, Total sum of exterior angles Exterior angle 45180" = 540° Aetrante En Calculate the number of sides of the following regular polygon 4180" ~exotor nolo when given the value of interior angle. Sater @) 108° (b) 144? Solution: 120" evr ag (a) Exterior angle = (b) Exterior angle = 180° - 144° 236° 360° Number of sides, n = —Sererior angle 360° n= 36° nsS n=10 4.2.4 Solving problems LEARNING “\ BAND) Ec ‘Solve problems involving ‘The diagram on the right is a regular hexagon that is enlarged from the design of a football. (@) Calculate angle y. (b) Calculate the difference between y and (x + 2). Solution: = 120° - (30° = 120°— Go +207 Conclusion (@y= 120° (b) y-@ +2) = 60°(Chapter 4 Polygon GEEIGEES «2 1. State the number of triangles that can be found in the polygon below and calculate the total sum of the exterior angles. Polygon __| Number of triangles in the polygon | Total sum of exterior angles Ta Pentagon Hexagon Heptagon Octagon Nonagon 2, Name all the interior angles and exterior angles for each of the following polygons. ) @ Interior angles: Interior angles: Exterior angles: Exterior angles: 3. Calculate the value x for each of the following diagrams. @ aor ) 75% @ 60°Chapter 4 Polygon, 4. For each of the diagram below, calculate the value p, and r. @ 1007 rary 6. Determine the number of sides for a polygon if the total sum of exterior angles is (@) 900° (bo) 1080° (©) 1260° 7. Zaidi has a vegetable garden that is shaped like a regular polygon. The dotted lines is the axis of symmetry of his garden. (a) What is the actual shape of Zaidi’s garden? (b) Calculate the value y. 8. The diagram shows two swimming pools at a sports centre in the shape of a regular octagon and pentagon, What is the value of angle x? 1. Construct the following polygons using compasses and a ruler. (a) Equilateral triangle ABC with sides 4 cm. (b) Square PORS with sides 3 em.Chapter 4 Polygon 2. Calculate the value p,q and r in the following, @ % 2) 4a Visor Q 7 3. Calculate the value x for the following. @ r ® fe 4, Calculate the number of sides for the following. © a7 ~ Oa a Cee © ASB 5. (@) Calculate the value x + y in the (b) The diagram shows a logo in the shape diagram below. of a regular pentagon. FED is a straight a line. Calculate the value x+y. B 150° 4 c y FE D (©) Inthe diagram below, HUKL is a pentagon. KJM is a straight line. Calculate the value a+ b+ c+ d.Chapter 4 Polygon 6. ros 9. “~ 10. . Azreen wants to draw a logo for the Peers Counselling Club at her school. She chooses to draw a regular hexagon with the radius 4 cm. Help Azreen draw her logo using a ruler, protractor and compasses. Total sum of all interior angles of a regular polygon is 2 700°. State the number of sides of this polygon. In the diagram below, calculate the value p + 4 In the diagram below, ABCDEFGH is a regular octagon and EFKLM is a regular pentagon. Calculate ZCBM. ‘The exterior angle of a regular polygon is 2h and the interior angle of the same polygon is 7h. (@) Calculate the value of h. (b) Calculate the value of the interior angle and exterior angle. (©) Calculate the number of sides of the polygon and name the polygon. ‘The diagram below shows 4 regular pentagons and a square. Calculate the value x.(Chapter 4 Polygon 12, Bahar wants to construct a polygon that has an interior angle of 300°. Can Bahar construct the “ polygon? Justify your answer. 13. The diagram below shows a partial design that has been formed from combining two tiles. There are two types of tiles. They are tile A and tile B that are regular polygons, Calculate the number of sides of tile A. 14, Devaa is a graphic design student at a local university. Help Devaa calculate the value of x to & ‘construct a photo frame that has the characteristics of combined polygons. 15. Calculate the value of x.Chapter 4 Polygon Er ___ ee: | The number of axis of symmetry | | ina regular polygon with n side | and n axis of symmetry. | Exterior angle of a polygon is a = ‘complement to an interior angle of the Total sum of interior: aoe : angles + Exteriorangle == (n—2) x 180° 360° Exterior angle + Interior angle = 180° Total sum of exterior angle = 360° Total sum of exterior angles } = 360° i Regular polygon is a polygon wh« its Irregular polygon is a polygon where sides have the same length and all interior not all sides are of the same length. Po aT.Chapter 4 Polygon At the end of this chapter, I will be able to: ASI SES ‘You are a food stall owner. Create your business logo using the combination of two or three polygons. You can use the dynamic geometry software, geometry tools or origami to design your logo. Present the rationale for the choice of your logo in the class. SPADA ALDLIDI III III III IIIS Examples of logo“BAL Properties of Circles 2 ‘Symmetrical Properties of Chords (53° Circumference and Area of a Circle (Serr + Circle * Circumference + Radius + Centre + Diameter + Chord + Segment + Sector ‘+ Minor sector + Major sector ‘+ Minor segment ‘+ Major segment + Symmetry Bulatan Lilitan Jejari Pusat Diameter Perentas Tembereng Sektor Sektor minor Sektor major Tembereng minor Tembereng major Simetri Ses -44t i Ben A circle is a curved pathway locus of a point that is equidistant from a fixed point. This fixed point is known as the centre and the distance from this fixed point to the pathway is called the radius, A circle is also a curve that is joined which is known as circumference. ‘A mathematician named Euclid was the first person to study circles. He is also known as the “Father of Geometry’ due to his research. For more information: i hite/rimbunanilmu.my/mat_ t2eims075 > The application of this chapter isin the field of architecture, astronomy, design and astrology.Crary Chapter 5 Circles ee CREATIVE ACTIVITY Aim: Getting to know circles Materials: Coloured paper, glue, scissors, string and punch Steps: 1. Students form groups. 2. Each group is required to draw circles of various sizes. e@ ‘Examples are like the ones in the diagram on the right. @esea 3. The circles will be used to decorate the class, 4, Write down the mathematical formulae of area of a rectangle, area of triangle, volume of ‘ube, volume of cuboid, Pythagoras theorem and so on in the circles. 5.1 Properties of Circles 5.1.1 Getting to know the parts of the LEARNING “\ PP) Gamma 32. eee Aim: Knowing parts of a circle ae ee ee Material: Dynamic geometry software Steps: 1. Open the file MSO76. 2. The perimeter of a circle is called| 3. Drag point 4 in the all directions. (@_ Point A is called the of the circle. 4, Drag point B around the circle. (i) The line from the centre of the circle to any point on the circumference of the circle is called 5. Drag point C around the circle. (i The CC’ line that goes through the centre and touches the circumference is called[__]. 6. Drag point D and the point £ around the circle. (The line that connects two points on the circumference Le is called| ; ‘Scan the QR Code or visit ii) The region is called ; n 7. Drag points C and D. ie ee peer (i) Name two lines generated. Lines AC and 5 pars of gS cic. (ii) The region bounded by these two radius is called ce a Discussion: § ‘Make a conclusion on your explorations. From the activity above, several parts of the circle have been identified as in the diagrams on the next page. 76fxanne\ 1) Identify the following parts of a circle. Solution: 4, Chord b, Diameter cc, Radius d, Circumference e, Sector Sf, Are Chapter § Circles @ Centre A fixed point where all points on the ‘circumference are equidistance from it. Diameter is the longest ‘chord in a circle. Acie is a curved pathway of a point that is ‘equidistant from a fixed point. “THIN smarr ‘Why are balls, globes and marbles not ‘considered as circles?LT Chapter 5 Circles 5.1.2 Constructing a circle UIT ole eee ae BPN) Construct a circle and parts ofthe circle based ‘on the conditions given. (@) Construct a circle Mark point O. with a radius of 3cm)2. Using compasses measure from the centre O. 3.cmonaruler. ra 3. Place the sharp point of the | a compasses on point O and Ey draw a circle with the radius | 3 of3cm. -|(®) Construct a 1 Join points O and Q witha | sy.5 1 | diameter that passes | straight line using a ruler. through point Q in |2. Extend the line until it acircle with the touches the circumference. centre 0. ‘The extended straight line pe that passes through Q and | centre O is the diameter. f iE Step 2 : liameter/ Gy ° Oe (©) Construct two 1. Using compasses measure | step 1 chords of 3m in 3.cm on a ruler. s k length from point P | >. piace the sharp point of the ; onacircle. ‘compasses on point P. 3. Draw the are that cuts on the : circumference and label it as4. Join point P to point A that has been marked on the circumference. 5. Thus, the line PA is a chord. Chapter § Circles with an angle of 60° | | OA2cm. atthe centre ofa | 2. Measure 60° with a protractor circle with aradius | as shown, of 2.cm. 3. Draw the radius OB. AOB is the sector of the circle. From the activities above, students are able to (@) construct a circle when the radius or diameter is given. (b) construct a diameter through a given point in a circle. (©) construct a chord through a given point when the length of the chord is given. (@) construct a sector when angle of the sector and the radius is, given, @ Construct a sector [1. Draw a circle with the radius | Step 1 AB line. Read the angle using the extemal scale, Thus, the angie for ABC is 120°. CaET Chapter 5 Cicies GUISES = 1, Name the following parts @ point c Gi) line AOC (iii) dector AOB (iv) line 04 (vy) are AB (vi) line BC (vii) the shaded area BCD. A 2. Construct a circle with radius (a) 30cm (b) 4.5m (© 25cm @ 6cm 3. Construct a diameter that passes through point Q for each of the circles with the centre O. (a) b) Q 4, Construct the chord of a circle with radius and length given below. Radius | Length of Chord Using a protractor, construct the sector AOB with O as the centre of the circle. The radius and ZAOB as given below. @ 3em 70° (b) 3.6m 120°5.2 Symmetry and Chords STANDARD 5.2.1 Features in a circle Verity and explain that croup () diameter of a circle is ‘an axis of symmetry of the circle: Aim: Verifying (0) a radius thats @)_ properties of the diameter of a circle. perpendicular to a Gi) the relationship of a radius with chords. Sen ee Material: Dynamic geometry software perpendicular bisectors Steps: of two chords intersect 1. Open the file MSO81. AASB CONR: 2. Click on the Activity box. slg 3. Drag point Q to points P, T, U, Bi, V and Z. deca lech ail (i) Name the diameter of the circle. Lines: vioe versa: Gi) Observe the valu of ange atthe centre Whe the (0 chord tat re diameter QO" is moved. Does it produce the same value? ‘auidietant fom he ‘Are the resulting shapes similar? centre ofthe circle and (ii) If you fold the circle on the line QQ’, do the shapes, vice versa, overlap each other perfectly? iv) The diameter of a circle is known as 4, Click the Activity box for the next activity The circle has an infinite 5. Drag the slider Drag Me until the end. number of axes of symmetry 7 i because any straight (Radius that bisects a chord is to the chord, orien | ii) Radius that is perpendicular to the chora| |the centre is the axes of ecicnt [symmety ofthe circle, (ii) Equal chords produce arc. ae ieee, ‘Scan the QR Code below i or visi : for the : properties of symmetric Discussion: as State the conclusions for all the activities above. ‘The diameter of a circle is the | A radius which is axis of symmetry of the circle. | perpendicular to the chord bisects the chord. Cs) ‘The diameter is the chord that passes through the contre of the crcl. 8 Coa