Arab Republic of Egypt ‘Ministry of Education & Technical Education Cantral Administration of Book Aifairs Mathematics For First preparatory Grade Second term Author Gamal Fathy Abdel-sattar Revised by Mr/ Samir Mohamed Sedawy 2020 - 2021 oR aba yay Bay 213315 9 AE A Nh pHs Cpe padsItgives us pleasure ta introduce this book to our students ofthe first from preparatary, hoping that it will fulfil our aims; considering the easiness of information. cleamess in the siyle. This for preparing a generation capabje of scientilic thinking and innovation, The aspirations of the human mind exceeds the limits ot the earth to penettate the outer space. As the arlifciel satellites and information networks transfer io us what is happening every where at any time, The technological progress makes various and a lot of sources for learning, a large number of mades of knowledge and numerous teaching aids that have a great eifect and considered more complex and have a higher value. In writing this book. it was put into consideration the following points: Since studying integers is not enough to sclve various lite prodlems, so we should study mattiematics that uses symbols instead of numbers to salve stich problems The use of images. shapes and colors in clarifying the. concepts of mathematics and topetties of shapes, Integration and linkages between mathematics and other subjects, Tho design of educational situations, which help on practising the basis of active leaming and problem - salving skills ‘Shewhg lessons that provide the students with the opportunity to deduce the information by themselves. ‘The bco% includes realise issues, eduestional activities, attitudes related to the problems ofenvironment, health, population issues in action to the development of values such as human rights, equallly, justice and developing concepts of belonging to the home land. Giving a variety of evaluation exercises. at the end of each lesson, a test at the end ot each unit anc! examinations at the end of the bcok. Include portfolio models to verify the general educational evaluation Employing technological methods. This book has included three uni Unit 4: Numbers and Algebra - it aimes to use laws of indices and finding the square rot at a positive rational number. + it presents the meaning of variable and constant and solving equalions and inequalities of first degree in one variable. Unit 2: statistics - 1 almes to include tha importance of statistics and probally in pradieting future events Unit 3: Geometry and measutement - it revolves around Geometric transformations (retlection - translation - rotation), proving using proof, some theorems and laws for triangles, and quadtilaterals In explaining the topics of the book, it was taken into consideration, simplifying the eubject and giving a variety of exercises to provide the students with the cpportunity to think and create, The AuthorList of symbols There is a meaning for each mathematical symbol ‘X is the set whose elements are emply set or null set @ or {4} é is an element of, belongs to é is not an element of, not belongs to Pa is a subset of ¢ is not a subset of XNY={a:aeEXandace Y} Intersection of two sets X and Y is the set Which contains all the elements belonging to XandY. XUY={a:aeXoracyY} Union of two sets X and Y is that set which contains all the elements belonging to x ory. N Set of Natural numbers {0, 1, 2, ...} Zz Set of integers {..., -2,-1, 0, 1,2, ..} Set of positive integers (1.2.3, 0} = Set of negative Integers {-1,-2,-3, ..) < is less than or equal to = is greater than or equal tot is not equal to jal The absolute value of a ta The ordered pair whose first coordinate a and second coordinate b_ axa... ton factors =a" The n™ power for the number a ya, The square root of a It is parallel to i is perpendicular to A triangle Since Therefore tight angle > AB Line segment AB AB Ray AB AB The straight line AB Angle is congruent toUnit 1: Numbers and Algebra 1 Lesson 1 + Hepeated multiplication 2 Lesson 2 ; Non-negative Integer powers ain Lesson 3 : Negative Integer powers . "1 Lesson 4: Scientific Notation... crescents BN Lesson 5 : Order of operations ~ oneey 15 Lesson 6 : The squate toot of a rational number 7 Lesson7 : Solving Equations .w.. seecmcace TB Lesson § : Inequalities “ cena 24 @ Miscellaneous Exercises - - ee) © Unit t28t nee on co 23 Unit 2: Probability and statistics 3 Lesson 1 > Samples oo isan oo BB Lesson 2 ; Probability 35 © Expenmental probability. 35 © Theoretical probability. meee mnmnmnmnnie, OF Activity 4 Unit test - — a sevnuiemennmannecnies AS Unit 3: Geometry and Measurement a7 Lesson 1 : Deductive proot 4B Lesson 2 2 The pOlygan nnn ninemsn 5B Lesson 3 ; The triangle senate OBI Lesson 4 : Pythagoras theorem ...- ee 1 Lesson 5 : Geometric transformations “ 75 Lesson 6 : Reflection cscs santas ID Lesson 7: Translation - coe A Lesson 8 2 Rotation assem so sonuns es ennai 9B Activity 104 Unit test) ios on . 108 Model exams Algebra 110 Model exams Geometry 116Ghiyath al-Din Ibn Masoud al-kashi (1380 AD - 1436 AD) Al-kashi invented the “decimal fractions”. Also he put a theory concerning the natural numbers raised to the fourth power. He reached a very accurate rate for approximately ratio TT that nearly equates the accuracy of the calculators. Lesson 1 Repeated multiplication Lesson 2 Non-negative Integer powers. Lesson 3 Negative Integer powers. Lesson 4 Scientific notation. Lesson 5 Order of operations. Lesson 6 The square root of a rational number. Lesson 7 Solving Equations Lesson 8 Inequalities. @ Miscellaneous Exercises. @ Unit test Mathematics 15t Prepiy ty Examples and Exercises: (Q Galoulate and express in the simplest form: laligy [bh] (-2h7 [lez PxcgP tay The Solution: tal(-4 a som -202‘@ Complete using the rule of signs in multiplication: fal - 5 lel(tgy'=C tei dF ineebe= eh tel 2y'= [ol @arx t= 13) (- 262-2 meyae Calculate and express in the simplest form, ty 2 2, wipey Bie tale peer ee blep+H a arn =GPxG) Mathematics 1¢ Prep SecondTem| 34 Calculate the following, than put the result in the simplest form 5a 2ab, tay Fel Sexe ee wie Ie pe x (Sy We BP xh Bye ~ Bye & Bye Byer Sye (oly le Sexe Un} = Gy Dt tay 4 me Sps32 (21a) Find the area of a square whose side length is = 4 [b] Find the volume of a cube whose side length is - Girx-- a ye $ and z=— 4 then find the numerical value of each of the following in its simplest form: [a] xy’? [a] oxy? +472? [b]x@=28 [o] x?— yz” D- Saxfy- dey EG ahi iar tae excesef a multiplication contains powers of the same bass. the produc! may be wiitlen as a single power of that bass. iy tyd aX DgX*y totais ste kel etx 2 "272° 2 Use the calculator to verify each of the following: 2 (dye ly For example: (3 )* 7 am | ype By ree a a 3 2 8 2S 4 z 2 3 x : 3 2 3 7 a 4 a elnsert enother rattanel numbers and anather values of Fn and m @ Dis you get the same product? @ Doss the law apply to nagative bases? It © Isa rational number, n and im are nor-negative integers, then (2) (= y= (ym Mattemanics 19tPre0 sovond Term [SiExample = Find the result of each the following in the simplest form ; lal gr xtéy te(—By«(- Br The Solution: 2 fali—S yx (S the division operation contains rational numbers have the same hese, it’s possible to write the quotient with the same basa. a m er 6 4 9 2 6 3 7 4 li remit tsa ao20- 20fe Insort another rational numbers and anothor values of © ,n ardm Did you get the same quotient? Does the law apply to negative bases? ‘is. a non zero rational number, n and m_ are non-negative integers, (n= m) Example = Find the result of the following in the simplest form : The Solution: tal3y Mathematics 19! Prep Seccnd Term [/FIIfs possible to writs the rational number (2) the form, Pye Ay GIs 5) Ayia ads =GN=Q) Use the calculator to af the following ie rational 4 fi - a ST a 4 4 1 3 2 3 28 728 1 o 3 2 1 5 2 4 3 3 2 ‘ a Insert rational numbers using other values of > , n and m ls the output in the faurth column equal to the output in the fifth column? it . is a rational number, mand m are non-negative integers, then (2yyr=(aye™ li emit tsa ao20- 20Example : Find the result of each the following: tag Syr rrr The Solution: taeSyp =(4y (oyster al Ey x ey ayn (Syne toy ars) Mathematics 15t Prep seco Tom |S5 Calculate each of the following, thon put the result in the simplest form: 202 (Bye ¢ Ze fal Gx . 1 filesr fel Ee (Se mess sy me Sy Sandz=- 2 then, 4 2 Find the numerical value of each of the following in the simplest form: alee (oly lelxtayez? ay cy lg ine & Match each expression in column 1 with an equivalent expression In column 2: Column [1] Column [2] ioe lays ae [3] (xysyP ley 5 th) tye ase i. a a ete liye a excesWe know the meaning of the positive power of 4 rational number as well as the mearing of the zero power, Now we are going to know the meaning of the negative integer power of a rational number ae = By bay \ —_— ) y It a Is a rational number (non zero = *) number) snd n is @ positive Integer’ then: 2! hs "yrs *) = Note that: al! x a-"= alt! = af = 1 each of al! and a-"'\s a multiplicative inverse for the other. © Example: Find the value of each of the following pe! Px pda SO ge WS xS4= = & + 62x 64 BOP ee =(Spe=dpee =r © Use the table of powers of 5 to evaluate these expressions. 5? = 0.008 Example: 543025 5 *=00016 [1] 15625 xa:0018 =S? x S* =. &? = 0,00032 . [2] 0.00082 x 3125 [3] (78125) 5? = 0.000084 (a1 0.0016) # 1a) 9.008 7 =0.0000428 125 (3125) 5? = 0,00000256 ® 0.00032 i 15625, [8] (0.0000128)° x (g90625)? Mathematics 19t Prep Second Term 445 Complete: fal gpa8!) es {e] 50 = {b] b*)=6 [t]2x & [ex to} ae 1= + (d] 108= [h] 2x2ys (2) Evaluate: (als [e]4ex a nig [b]41 [a7 3 il te15? ea? tk) (dj4= (ney (al 7x7 fo] y= [bo] ty? [Nx (c]a?b9 (gl ta’ xafy [o] B27)" (d) a? ih] es Cl a [p]@*x 24)= (4 Why bis not detined when b=0 ? |) The population of a city has been growing exponentially. It is estimated that in t years ‘the population p will be: P = 2 (7.08) million paople. [a] What will the population be after 2 years? (b] What is the population now? [¢] What was the population last year? es excesProjessor Zewail Is the Director of the Laboratory for molecular sciences at Califomia Insitute of Technology. In 1897, he discovered the femto second, which is 2 millionth of a milliardth of @ second (1 x 10“) . In 1999, he was awardad the Nobel } Prize for ehemistry. @ Some numbers are so large or so small that they are difficult to read or to write For example: the diameter of the solar system: 118 000 000 000 km. The diameter of a silver atom: 0.000 960 000 000 25 km Scientific notation makes it easier to read values and helps calculating with such numbers. To express a number in a} standard scientific notation, write it in this form Bam iar cromnanez Express each number in scientitie notation: ax 10" where neZ [a] 58 120 090 G00 [b] 0.000 000 072 [e]-0.000 053 Solution: [a] The decimal point must be placed [b] The desimal point musi be placed here here: 58120 000 000 Such that 1 sa<10 So we divide the number by 10'° 56 120 000 000 = 5.812 x 10"? =58x 10" [c]— 0.000.053 =—5.3 x 10% 0.000 00072 Such that 1 sa<10 So we multiply by the number 107 0.000 000 72=7.2 x 107 Mathematics 15t Prep(4 Identify the numbers which are not in the standard form a x 10", nEZ: [a] 6.2x 10° [0] 7.894 x10" [2] 0.8 x10° [b] 0.46 x10! 1d] 82.3 «10% [1] 6.7510" | Write the following numbers in the standard form ax 10", n EZ: [e] €00000 [¢] 7 million [2] 0.000058 [b] 48000000 [4] 0.0006 [f] 0.000864 |2) Write the following numbers in the standard form a x 10", n © Z: [a] 68x 10% [0] 0.75 x10" {e] 750 x10* [b] 720 x10 [d] 68 x10 11104 x10" Write the result of each if the following in the form of ax 10". n EZ [a] (4.4 10) x (2x10) [6] (8.8 x10) + (4.6 x10") [b] (8.8 x10%) = (1.9 x10) [d] G3. x10") —@.0 x10) (2) The light of the Sun takes approximately &@ minutes to reach the earth. If ight travels at a'speed of 3 x10" mis, [a] Caloulale the distanoe from the Sun to the Earth, [b] Ifthe distance between Venus plant and the Sun is 108 million kilometer Calculate the time elapsed in minutes that light takes to reach Venus trom the Sun. |= Arrange the following numbers in a descending order: 36 x10° s2x10% 1x10? 885x008 x107 |] Find the value of n in each case: [a] 0.00025 = 2.5 x 10" [b] 0.000867 = 3.57 x 10" [] 0.00000006 = 6 x 10" [4] (0.004)? = 1.6 x10" BEE AA ira rac nin oscarsScientific calculators follow the rules for order of operations. When expressions liave rio parentheses, enler the numbers and operations in order from left to right. What do you notice? 1)12-6x2 12 (=) 6 lisa) Lee) o 2)8+15+8 8 a) ts a a 13 J 3) 9° Es = 53049 Complete the table: Expression Meaning, Value 4x7+9 — |Multiply4 by? then add 9 4x74+9=284+9=97 2x54+9 | Multiply ... by... then add ... 164+10+2 divide 10 by 2 then add 16 16 +10+2=164+5=21 3(5+6) add... and... then ........ by 3 ‘Subiradt ... from .... divide 6 by 2 then nullily by wy The fourth power of... Se? When there are no parentheses, an exponent {30}? refers to the base directly to its left. +4) Perform the operations within parentheses or grouping symbo's| 2) Evaluate powers. 8) parform multiplications and divisions in order from foeft to tight. 4) perform additions and subtractions in order trom left to right. Mattemanics 19tPre0 sovond Ter [iEa Evaluate: [a] 3+[5+2(0=4)) [e]9+4%3? [b) 2+ [442 (1) 196 = (7-5 [ce] 7 (+23) ig) 4x7 -32 [ad] 2x6-4=2 [h] 1°4 6-5? [ASimplity [a] 2=l(7=9)-2) (ele (641) wn) (o) 46-214 (115 (4) 2-2 ae! wEog-s at tn oxo Evaluate the expressions when t = 2 and s = 5: [al (t+ sy’ tea e [b] (s-t)" [915-4 (ej lal Evaluate 16 is 4s +9 stforl = 9.ands=6: [b] The tolal area of a cube is T=6 s? find T Whon, [i]144-8+2% [1] 4%2*-20 [k] 42 (24 +2449" TH oP xd s [1]s=5m. [21s=0.8 om. 8 $ a Area of a trapezium is A= $n (a+b). Find A when: [a] h=2 metres a=“ mete, b =~ moire 4 4 ly (o]n=4 metes, a= | metre, b= F metre 5 6 alli coer aya -Fane 2020-2024To square a number, you multiply it by itself: 5*=5 x 6 = 25 The inverse operation is taking the square rcot. Complete: ieee BF =... wie a = tyr = E. In the triangle ABC, if (AB)? = 16 cm’, (BC} = 25 em? find AB + BC Solution: (AB}E = 16 (BC)? =25 AB=\i5 Bo=V25 AB=4om BC =50m AB+BC=4+5 = 90m. etnomeuce 1p 90 second Tern ENES Find the two square roots of each of the following numbers: [al 64 fo] 121 e138 tot [1 10000 (ss |) simplity each of the following to the simplest form: Lal v76 (el-¥" mef= imi-\ te) VE eve iy ni [claviaa ays its} 2 10) fe" (a) +¥40000 tive ine (P] ae 5) XY isa ling segment such that (xy)? = 25, Z ismidpoint af XY. Calculate the length of XZ. ih ray find the length of AC. 44 , (BC) = 625 and BSAC IR lili etn aso som -202Solving equation of the first degree in one unknown: Study the following equations: 2R+2=B.. a) 2x45=41 . (2 @) (4) 3X=9 wi (8) The previous equations have the same solution, Le. X= 3 Complete: [44 Itwe ade 8 10 both sides of equation (1), we obtain equation (2) (4 If we subtract 6 fram both sides of equation (2), we obtain equation (.....) Ii we multiply doth sides of equation (3) by 3. we obtain equation ( (4) Itwe divide both sides of equation (4) by 2, we abtain equation (... ‘Thus we can sum up our observations as follows: The new equation obtained is equivalent to the original equation when: « We add to or subtract from both sides of the equation the same number, © We multiply of divide both sides of the equation by the same non - zero number. Mathematics 19t Prep Second Term 18Solve X +21 =B8inZ Solution X+21=8 «Add (21) toeach side X#214621)= 84-21) FE X40 = -13 R= EZ the solution set ={-13} Solve x-3}=5inQ Solution 4 +85 pg t + N4-85)+ 35 X=8> €O i 2 the solution set = at) Solve the equation 5X+8= 18-2 X. where XQ Solution SX+8 =18-2x SX+8+2X=18-2X+2N +——Add 2 X to both sides. 7X48 0 -=12 7X+8-8 =13-8 +—— Subtract 8 from both sides. 7X=5 «+——— DWide both sides by 7, =f =! =(2 X=B , X= $ 6G, the solution set=(>) 20 sli tn tte zeaSolve the equation 3 (8 — 2x) ~ (1 +X) = 10— 18x, where x EQ Solution 3(B-2%)-(14 N= 10-13 ~—— Use the distributive property 9-GX-1-xX=10-18K 0, 8-7X=10-19K B=7XH19X =10-19X4F79X «Add. 18 x to both sides, 8+6X =10 8-8+6xX =10-8 ~<— Subtract 8 from both sidas. <—— Divide both sides by 6 X= 7-20, the solution set={ 4} The length of playground is 8 metres shorter than three times the width. The perimeter is 210 metres. Find the dimensions of the playground. Solution Letw = the width, then the length = 3w- 3. , and the play ground is In the form of a rectangle whose perimeter is 270 m ‘Twice the length plus Twice the width Equals The periteter t t t t 1 2 (3w—3) + aw. = 210 6 -6-+2w=210 Bw-6=210 aw = 216 w=27 +—— The width = 27 metres The length = 8w- 3 =8 (27) -3 = 78 metres. Check: perimeter of the rectangle = twice the lenath + twice the width «1842527 =156+54= 210 The width of the playground is 27 metres and the length is 78 metres. Mathematics 19t Prep Second Term 20‘The sum of the ages of $ brothers now is 55 years. Ifthe eldest was bom before the middle by 3 years, arid the middle was bom before the youngest by two years. find the age of each of them. Solution Let the age the middle now = X years Tho age of the oldest now =X +3 the age of the youngest now = x - 2 The age of The age of the age of iheeldest pus the middle pilus the youngest Equals 55 i es nn x + (x43) + (X-2) = 85 8x 41255 3x=54 x=18 Their ages are: 16, 18, and 21 years In the figure opposite: Find the measure of each angle in the triangle ABC Do Solution m (A) + m(7B) +m C)=180° Replace A with 2x, B with x, and C with 2x +5 2X48 42K 45 = 180° 5X +5 = 180° A A BX =175? < 5 x=35" mA) = 35%, m (2B) =2x = 2 (35) = 70° and m( G)=2x +5=2(35)+5=75° Check: the sum of the measures of the angles of A ABC = 95° + 70? + 75° = 160° I lisesi aso som -2024 Solve each of the following equations. [a] X+17=13 KEN [t{]3x—13=26 XEN felx-8 f=12d .xeQ [ale4+2x=14 \xeZ [e]l-4 +y=13 Yen [h]8x+4=12 :xeQ [d] m—(-3)=1 mez Li}x+ a—-3x XEN [e] 6.91 +x=11.09 xeQ [J]5xX-4=2x4+11 ,xeQ Complete La] PX +9 = 11, then the value of Fx = [b] IF3t=6. then the value of 6 = [e] W2t +8 = 15, then the value of 2 1 tajnz-1$ te] t=, then the value ot $= , than the value of 42 —18= .) Solve the following equations in Q. [a] 3 (K+ 2)47 (K-1)=12 [¢] 3 (2x -8) - (2x4 2)=x-3 [b] 4 (x-1)-(& +3)=0 [e]a+5a-2=2(8-a) (c] 28 (x-3)-(K-3)=0 [1] 3y +6 (y+3)-(@y-16)=60 (2 The sum of three consecutive even numbers is 966, Find them (2) Aman’s age now is three times his scn’s age, and afier two years, the sum of their ages will bé 52 years, what is the age of each now’? (5) Two natural numbers, one of them Is twice the other, and their sum is 108. Find the two numbers: The length of a rectangle exceeds its widih by 4 metres and its perimeter is 68 metres find the dimenions of the rectangle. (5) The price of one matre’of wool exeseds 2 Pounds than the price of one metre of silk If the price of & metres of wool and 4 metres of silk ig 671 pounds. Find the price of one matte of each kind, Mathemetes 19¢P 160 Secon Torn [2® Adding the same number to each side of an inequality gives an ‘equivalent inequality. Multiplying each side of an inequality by the same positive number does not change the Ifa0, thenacbeo inequality by a negative number, however, reverses the direction at the inequality. Ifa3 X+5+(-5)>3-+(-6) «— add (- 5] to each side: x>-2 sel ={— ae eee, () The solution sel ={-1,0,1,.}seZ «#8 (i) The solution set ={0,1,2,..) XEN ee 2 tli tn tteSolve the inequality: = 2.x >1, (J XQ. (I) XEN, then represent the solution set on the number line, Solution 2x21 a e- 4 wet aust ze Re- > (i) The Solution sol ={x:xXeQ.andx=s- 3} (i lhe solution sot= XEN Solve the inequality: 2x -1 = 2x +8 , xX © Q, then represent the solution set on the number line. Solution 8X15 2x43 = 2X +8X—1 <-2K+2Xx +9 <— ald (2X) toeach side X-1s3 ~+— add 1 to each side K-141s344 x4 ‘The Soltition set ={x X EQ, x <4} Mathematics 18 Prep Secend Term |25(4 Put the suitable sign (< or >) [a] iit8>12, 3 18+C5) [b] It21 <30, 21415 [o]ii12>a,>y a2) ta}it12<16, + Chea) [e]lix-8<2,>x-848 (N= 3 x2e7 SED E [a]X+5>9 [b]X-4<6 [o]X-7<3 [d] xX +9512 2] Complete: fa]ItX>¥, then x +z | Y [b]#X<¥thenX+Z 7 |¥ [e]ItXYand Z>X, then Z> [2] fa-3<0, Than......> [1] lta+5>0, Then... (alitb<0,thenb+a[ | 3 x) (3) (27), or & [e]4-15432 [1]4a¥ and Z is postive [Z>0), then xz [| YZ. [I] HX 1 [h] 8xX-3xX+1<29 [bly-5>7 [i]-3m +6 (m-4)>9 (el-steasi} [i]8 + 2)<-K44 [d] 1@, ¢>d_, then it is not always correct thet a—c>b-d, /Pul (7) for the cortect statement and (X) for the incorrect statement When @ statement is false, give an example that shows why it is false, (given that x > y). lalyy () [b]x>0 C) [oly>X ( ) [s]y’>0 C) [nlyy O) [ixyex? ) le} xy>0 C) Lilxt, 9.8 x10", 5.2 x10") ar ey ae, eee ie] geo Essen (geet il [1] 297 x10+ =... { 0.00287 , 0.000287 , 28700 , 0.0000287 | {© [a] put each of the following in the simplest tor nbd ie [b] Put the suitable sign (< or >}: 1y04x708[_Ja.5 x10 gy2toxto® | |1.82x10* 2)6.2 x10! [at xto® 6) 9.1 x10" [ ]r2xtos syo.ocds | |aexto# 70.820 x 10° | _|oe2s0 44370 [_ |aatxi0* a)36ax10+[ |o.ooo0623 Mathematics 19t Prep Second Tern (28|) Complete: [a] The length of a rectangle is twice its width and its surface area is 24.5. om?, calculate each of is engl and width [b] = of the area of a square is 1 zt m7’, caloulale the side length of the square. Bitar a is a rational number, re 0.16. evaluate (7 [b} st =2, = 5b? + b’e - Babe. 5 2) [a] Solve the equation: —3-x—4= 11 .xEQ [b] Evaluate: 16X=4y+4yx for and y = 6 [c] If the substitution sot is (2, 4, 6, 8, 10}, find the solution set of the inequality x -7>6 (Zs [a] Salve the inequality and represent the solution set on the qumber line: Wx +1 <4(ex++), Kez 21-Ga-j>2(a-9,neQ [b] The price of one kilogram of bananas exceeds the price of one kilogram of grapas by one pound, If the price of 2 kg of bananas and 4 kg of grapes is 20 pounds, find the price of one kilogram for both bananas and grapes. a excesPierre - Simon, marquis de Laplace 1749-1827 Laplace (March 23, 1749 - March 5, 1827) was a french mathematician and astronomer. His first work was publishedin 1771 started withdifferential equations however was already starting to think about the mathematical and philosophical concepts of probability and statistics. Lesson 1: Samples Systematic sample Random sample Lesson 2: probability Experimental probability Theoretical probability Activity Unit test Mathematics 19t Prep second Term ASystematic sample Asamplo is a small part of a population, ‘Population’ means a collection, sal or group of abjects being studiad and is selected randomly, Samples ar used jor facilitating collecting information about population, it's more dose to the reality, and decisions can be taken in its light and generalizing them on the whale population. How to choose systematic sample = To sucel a systematic sample from sociely il must be distribuled randomly. It will not give a (airly representation from the talented pupils of a class in a school, because the sample does not represent all pupils the following figure shows the selection of a 10% ‘sample by selecting every tenth item or individual Drill: [a] How would your class be arranged to get a random sample by systematic samplie? ‘Would all the bays be together and girls together? [po] 's the number of pupils enough to get a random sample? [ec] ithe number of pupils in a school is G00, how many pupils could be selecied by 12% to get 4 systamatia Sample? rs seatsRandom sample in random sample every member of a population musi have an equal chance of belng selected. Members for random sampling can be selected by © Giving every member of the population a number, ® Using the randam number function on your calculater Suppose 212 mechanics worked in vehicle maintenance and testing for a nation-wide car hire company The company wants ta know their point of view on: @ Avaiding workshop delays due to non-availabilily of spare parts; @ Ihofeasing vehicle reliability per 7000 km usage: © Increasing quality contral through non-workshop spot cheeks, Suppose we want to produce random numbers in the tangs 0 to 212. A 10% ‘Sample is considared adequate ta provide reliable information and so 21 random Numbers are required A scientific calculator's programme will generate random numbers in the range 0.000 to 0.999. This gives an effective sample range [rom 0 to 999. For numbers from 0 to 212 the random numbers above 0.212 are ignored. The generation of random numbers must continue until 10% of 212 items are identified, that is 21 random numbers. The €xaot procedure is shown in the ‘Activity’ section after the ‘Lessons’ seotion of this uni ‘Suppose the computer programme generated these random numbers using SHIFT RAD #) =| foreach number ig4 ize) [a7| [55] figs] [ie] [rz] [52] fiz] 156] [177] 195) [48 [tsa] [oa] fiaa] [68] 48a) [76 [205] The 21 mechanics which were allocated these numbers would then be the sample for the survey. Random numbers can also be generated using ‘Excel's Randomize” function, This will also be deserined in the ‘Activity’ section ot this unit Metnomstce 15'Pr90 socond TornTD A taciory’s canteen service wanted to find the preferences of their 427 employees during thelr 15 minute break. Each emplayge was allocated a number trom 1 to 427 A 10% sample of the 427 were to be surveyed and asked to select a preference from: @ Hot beverage; @ Hot soup with bread; © Cold dink with biseuits, @ Fruit with sparkling water. The sample were determined by selecting 48 sample numbers In the range using a caloulator programme. Identify the sample numbers using a calculator. 1G a sports survey was ta be cared out among 318 school-age students in a distnet 1a help decide on the type of recreational services which would serve ‘community youth’ needs. Fach school-age student was allocated a number trom 7 to 18, A 10% sample of the 318 were to be surveyed and asked to select a preference from © Quidoor team games. © Indivicual competition © Indoor games Datermine the sample by selecting 31 sample numbers using Excel programme, described in the achivity. Gi Aconsttuction company wanted to ask their 962 Workers about ‘on site’ safety In terms of © Work position safety access; © Scatfold erection and maintenanea; © Guard and toe-rail positioning. They asked 12% (to the nearest whole number) of their workforce with eriployment numbers from 20 to 382 to give their opinions. ‘The employment numbers of the 12% were identified by using a computer programme. Use a computer programme to identify target employment numbers for the survey, rs seatsCoin tossing experiment @ @ 1 Toss a coin 20 times 2 Record the ‘heads’ and ‘tails’ oulcomes. 3. Draw a column “bar” graph for the data 4. Write the ratio of the height of the ‘heade’ column "bar" to the heights of tha: ‘tails' column “bar” as a traction, 5. Deduce the prababllity of scoring ‘heads’ in 30 trials. Die rolling experiment 4. Rola die 60 times. 2, Record the outcomes. 8. Draw a column “bar” graph forthe data. | frequency | 60 4, Wile the raiio of the number in the 4" column "bar to the number in the '6' column "bar asa fraction 5 Daduce the probability of roling @ 5 in 0 trials 4 | ‘Spinner experiment Sf} 1. Splia spinner 30 times. 2, Record the outcomes, &, Draw a column “bar” graph for the data, 4, What Is the probability of the Spinner coming to rast at 1" | [se Mathematics 15¢ Prep Second Term [Biog [a] Draw six parallel lines, 2 cm apart on @ A4 sheet of paper. [b] Cuta 2 em stick from 4 matchstick. [¢] Slightly toss the stick in the air so that it ‘alls from a suitable height onto the Ad sheet [d] Repeat the trial 50 times. [2] Record the number of times the stick falls across the line and also between the lines. [f] Deduce the probability of the stick falling between 1] the lines. tl 50 = Number of trials in which the outcome ocours _ 50 P (between lines) Dy la] Drop a drawing pin 100 times froma suitable height. [lb] Record the number of times it lands with Its point 'up" and Its point ‘down’ “ups ‘down’ ‘Total Tally ‘frequency 100 [c] Deduce the probability of the drawing pin landing point up" and point ‘down’ Number of trials in which the outcome o¢curs PCU)= gs Number of trials In which the outcome occurs P(down)}=— gg I sis tre aiw-20Theoretical probability Theoretical and experimental probability’ are closely related. As more and more experiments are performed the closer the experimental probability auproaches the theoreligal prababilly. © For the coin-tossing experiment the possible outcomes are’ ‘heads’ or ‘tails’ All the possible outcomes of an event make up the sample space or possibility space. For the coin experiment, The sample space is the set of the sample space (8) is: all the possible outcomes of an $= (Heads, Tails} or S =4H, T) experiment @ For the dio-rolling exporiment, The set of all possible outcomes is {1, 2.9. 4, 5, 6}. So the sample space, $= (1. 2,3, 4, 5,6) Each outcome |s an element of set S or a sub-set of S iy For a single toss of a coin, calculate | The probability of an outoome “ECS” the probability of E. heads. iswritten P(E). Solution: pce) _fummberat elements in E_ S=a(H,TE=(h} (©)= number of elements in S = NCE} PRET sy For one roll of a die, calculate the probability of fal &,, odd number {h] E,v<3 Solution: 3 1 F,=41,9,5},P(e,)=PEd- 3 4 a5 } n(sh é E,=112) P(E y= PE) 2 “4 8) 3 B={)=o .Pce,)= Ted. n(8) Mathematics 15¢ Prep Second Term [AZThe set (1, 2, 8, 4) ls used In writing a 2 - diferent digit number. Find the probability af the following events: A: The tens digit is even B: Both of the two digits are even Solution : —— S = (21,31, 41, 12, 32, 42, 13, 23, 43, 14, 24, 34}, n(Sy=12 A= (24,41, 42, 28, 48, 24). P (Ay. B= (42,247, P(B) == 12 A group cf 100 students, 54 students have succssded in English language, 69 students have succeeded In History and 35 studenis have succeeded in (both of them). One student in chosen at random from the group fine! the probability of the following events: Ais the event that he has succeeded in English language. B is the event that he has succeeded in Histoiy. Cis the event that he has Failed in History Solution = P(A) = umber of succeeded students in English language __ 54 number of all students in the group 700 p (a) = lumber of succeeded students in history __66 number of all students in the group 400 P(c) = number of failed students in history 490-69 31 number of all students in the group 400 100 rs seats1D by accisent, a coin is produced with two heads, Complete: [al Write the sample space for the tossed coin S=( },n(s)= [b] The probability that the tossed coin shows ‘heads =P(Ey- DE). n(s) = [c] The probability that the tossed coin shows ‘tails’ peje SCE). 2 n(s) 6 A fair die is rolled onee. Calculate the probability of ralling: [al an even number [b] a prime number [o] a number greater than 8 ED Acardis crawn from a bag of 28 cards numberd from 1 to 25. Calculate the probability that the drawn card carries: {a] anumber divisible by 5 [b] anumber220 |e] a perfect square number 1G Atetteris selected at rancom from the word SCHOOL. Calculate the probability of selecting the letter: fal s {b] 0 [aR ED Acub is designed such that two opposite faces carry ane of the digits 1. 2,8, the cule Is rolled and the apparent face is observed. [a] Write down the sample spase {b] What is the probability such that :he number on the upper face Is 2? [o] What is the probability such that the number on the upper face is odd? 1 Abox contains 5 white, 4 black and 7 red balls, A ball is drawn randomly from the box. Calculate the probabilities of the following events: [a] The ball is white {b] The ballis rad Ic] The ball is not white Mothomstes 1 Prep Second Tarn EEEa One card is selected randomly trom 8 cards numbered from 1 to 8, Write down the sample space, then find the probability of the following events [a] getting an even number. [b] getting an odd number. [e] getting a number greater than or equal to 6 [4] getting a number divisible by 3. (DD Adie is rolled once and the number of dots on the upper face is observed, write down the sample space then find the probability of the following events: [a] getting a number greater than 6 [b] getting a number satisfies the inequality: 1< x <6 [c] getting a number satisfies the inequality: 2< x<4 DD the set (2. 3, 5) is used in writing a 2-digit number. Find the probebilty of the following events: [a] The tens digit is odd. [b] The units digit is odd. [e] The sum of the two digits is 7 {d| The product of the two digits is 15, 11 Aclass contains 40 students, 30 of them succeeded in Math, 24 succeeded in Science, and 20 succeeded in both. Astudent is chosen at random, find the probability that this student is: la] succeeded in math, [b] succeeded in science. [c} failed in science. [d] failed in both math and science. IG) cr st te astActivity of Unit (2): Statistics and Probability Activity (1): The experimental Probability the theoreti- cal Probability. The opposite graph Shows many of trials of the experiment of tossing a regular die many times. Frequency Metnomstce 15'Pr90 socond Torn [EIa- Find the experimental probability for the appearance of the number 6. From the graph: we notice that: The number 6 appears on the upper face 10 times. also, from the gragh the total number of trials for this ex- periment equals 64+94+12+6+7+10=50 Number of outcomes you have got P (6) = Number of all possible outcomes 10 4 =— = =20% 50 5 b- Calculate the theoretical probability for the ap- pearence of the number 6. The sample space of this experiment = {i ,2,3,4,5,6} Ai settee 200Number of the elements of the event P(6)= Number of the elements or the sample space =— 217% What do you explain the difference between the two answersof a,b ? Mathematics 15¢ Prep Second Term (33Activity (2): The following table shows the outcomes of toss- ing a reguler die 120 times. ° ° eelliee Number e e oi e o ® e s eo Frequency 16 24 17 25 30 8 a- Calculate the experimental probability of getting a number that lies between 1 , 6. b- Calculate the theoretical probability of getting a number that lies between 1 , 6. c-What do you explain the difference between the two answers of a,b? a 200“~ Tick for the correct answer: {i (a) Rashad is in a grade 7 class of 36 students. 16 of them are girls. Ifa studentis selected at random trom the class. What is the probability that the student is boy? i 5 4 lo o.oo) [b] 48 people are employed by a small manufeeturing company in 6 sections what is the probability that a worker selected at ranciom, works in ‘stores’? ie 2 [o-7o-t0-40) [el] 120 volunteers in three groups to make a design and report about environment oleanness: iF one of the volunteers selected at random? [950.030,04-0,.01—9] [d] A leter is selected at random from the name "ZAMALEK." The probabillty of selecting the letter Ais: hope, Bs Bla, po. Fo.4o.4ol e] A cubic die with numbers 1 to 6 is rolled once, The probability of rolling an even number is: [Foado.tatol Metnomstce 15'Pr90 socond Torn [I1G Hussen is in a Grade 7 class of 46 students. 19 of them are girls. Ira student is selected al random from the class, what is the probabllty, (fe 1 decimal place), that the student is [a] @boy [b] agi — fe] Hussen? 1D) A card is chosen at rancioin trom ten cards numbered trom 1 to 10, what fs the probability that the selected card shows: [a] an odd number [b] @ prime number [e] an even number [d] an odd number grater than 3? (G Atetieris chosen trom the word ALEXANDRIA. What's the probability, as a decimal, that the letter will be: lal Rb] X Te] A Id) P? Gi Asample consists of 100 persons who watch T.V, someone was selected at random. What is the probability of that persons’s preference? Documentaries Drama News Sport 12 31 21 36 [a] sport [b] news [e] drama [4] documentaries (The tottowing data iiustrate a various kinds of food for 250 persons who have dinner in a restaurant if someone is selected at random. What is the probability of having a sandwich? Cheese Fool &Taameya | |, ‘ Sandwion | Kushary Sandwich | Liver Sandwich 10 | 4100 90 50 [a] Fool &Taameya Sandwich [c] Liver Sandwich [bi Kushary [d] Cheese Sandwich ET si rinse susanEuclid (325 - 265BC) Euclid introduced the system of axioms and colleded his work in geametry in a book entitled. “Alosoul" since that time. geometry of Euclid was considered a model of logical proof Common notations: Things which are equal to one thing are equal to each other. elf equals are added to equals. then the sums are equal. @ Things which coincide with one another are equal to each other. © The whole is greater than the part. <=> lesson 1 Deductive proof lesson 2 The polygon lesson 3 The triangle lesson 4 Pythagoras theorem lesson 5 Geometric transformations lesson 6 Reflection lesson 7 Translation lesson 8 Rotation Activity unit Test unit Mathematics 15t Pep Second Tern (a7)You have realized several gaometrical properties by experimentation. You can use some of these properties to derive other geometrical properties using a daductive proof. This activity will give you the opportunity to practice your deductive proof skills. Theorem (1) Given: The two straight lines AB and CD intersect at E. Required to proof (R.T.P ):m( “AED )=m( BEC) Proof: _. ZAEC and ZAED are adjacent angles where EC U EB = GB . m (ZAEC ) +m (.ZAED ) = 180 ., ae ZAEC and Z..... af@ adjacent angles where EA U £B = AB 2M (LAE J ( Lanes P= sn’ m( ZAEC )+m ( ZAED } =m ( ZAEG) +m “ m(ZAED)=m(ZBEC) (QED) Show that :m(_/ AEC) =m AR ll comers Katto 2020-2021Given: OA, 08, OO, and OO are rays that start at O, RTP. : prove that the sum of the measures of the accumulative angles at the point O 1s 960° Construction: Draw the straight ine DO Proof: . . m{ ZEOB ) +m (BOA) +m { “AOD)= 180" m(ZEOC) +m )= 180° sm ( ZEOB) +m ZBOA)+m(_ZAOD )+m( ZEOC )+m( 2. = 180F $e ane *m( ZAOB)+m( 4BOC)+m(/COD)+m{ /DOA)= QED Mathematics 15t PrepSamia In the figure opposite: EF intersect AB, GD at X. ¥ respectively, m( “AXE )=m {_“ DYF )=75" Prove that: AB // CD Solution =m( “DYF)=75° Given: m{ “AXE R.T.P:AB/CD Proof: *\" i (_“BXY m( DYF 2.1m ¢ 2BXY)=m(_2DYF) “: ZBXY , “ DYF are equal in measure and corresponding Q.£.0 m (_Z AXE ) = 75° vertically opposite angles, 73° 2 ABIECD egal In the figure opposite: ee 6 D DO AB, EE AB mf 2D) =127° Prove that: AD // BC Solution : Given: DC AB, m(_“ CBE) =53", . m(2D)=127° Proof: DC // AB. ADs a transversal som (.¢A) +m (/D)= 180" interior angles in one side of the transversal om 2A) = 180°—127" = 53" CBE ate equal in measure and corresponding LK © AD BC 0 Ali crt tt tae 2020-2021| Units (<4 In the figure opposite , prove that: fal W ABW OD. then m ( 2XEA ) { ZEFC} [b] ABW 6B, Than m (ZEFC) + m(ZAEF) = 180 [co] Hm (2KEA) =m (2EFC) then AB ICD, [d] I'm (ZEFC) + rh (ZAEF) = 180°, than ABCD (@ Prove that: (21 straight line which is perpendicular to one of two parallel ines is also perpendicular {o the other, [b]A straight line thet is parallel to one of two parallel lines is also parallel fo the other, (ca In the figure opposite , prove that: m(/DXE)=95° Then calculate m (./ DXC) and m( “ EXF } A ia In the figure opposite: = ABGis a triangle, m(_“B)=m(2C)andAD Is the bisector of A 8 c prove that : AB =AG D in the figure opposite: EC = DB and DXYE is a rectangle. prove that: m (“ADE ) =m (“AED ) Mathematios 19¢P ep second Tenn [Bllcj In the figure opposite: AD=CD and AB=CB Use the properties of congruent triangles to show that [a] 8D bisects 2ADC [b] AG and DB are perpendicular to each other. 8 A rectangle is a special case of a parallelogram with four fight angles. Use the properties of congruent triangles to show that its diagonals are equal in length |S) In the figure opposite: [2] Is 4 ADE congruent to & GBF? Give your reason (s). {b] prove that: 4) A DEF = A BFE 2) AABE=A CDF (24 In the figure opposite: [a] Is 4 PAQ congruent to 4 QB07 Give your reason (8). [b] Show that: 1) A POR =. ORG 2) 4 POR = 4 RCO In the figure opposite: AD=AE,m ( ZADG) =m (ZAFB) D G Show that: [a] BE=CD [b] BD=CE 52 lb curries -Katyat-Fans 2020-2021Each one of the following figures is a simple closed line formed from the union of line segments. A 2 Triangle Quadrilateral Pentagon C (4 sides) (5 sides) Hexagon Octagon Decagon (6 sides) (8 sides) (0 sides) Polygons ate plane figures with three or more sides. The convex polygon side > vertex In the convex polygon. any straight |ine determined by two consecutive vertices, the remaining vertices are \. axierior on one side of this line. interior angle angle The concave polygon In the concave polygon, there are straight lines determined by two consecutive vertices , the remaining vettiees are on the two sides of these lines Mathematics 15t Pep Second Tern (ea)£4 In each polygon, diagonals are drawn from any vertex, complete The sumofthe interior The sumoftheinterior The sum of the interior angles is angles is angles is 2 180° = 860° 3x : fee complete the table: ee “Number of sides ee nee Quadrilateral 4 2 2x 180° = 360° Pentagon 6 Hexagon 6 Heptagen 7 Octagon 8 Nonagon 9 Decagon 40 teen i At each vertex of any polygon, the sum of the measures of the interior and the exterior angles is 180 Example: For a hexagon, the sum of the measures of six interior and six exterior angles is 6 x 180°, while the sum of the measures of the interior angles is 4 « 180°, so the sum of the measures of the exterior angles is 2 x 180° = 60° BA) lili. corer Pen -Kayat-Fant 2020-2021‘The sum of the measures of the interior angles of an n-sided convex polygon is {n - 2) « 180° ‘The sum o the measures of the exterior angles of an n-sided convex polygon is 360" ‘The measure of the interior angle of a canvex regular palygon of n sides is {8 — 2 ax 180 How many sides has @ regular polygon, if its interior angles are 120° each? Solution ~e The sum of the measures of the interior angles of an n-sided polygon is (n—2) x 180” n—2) x 180 wa " " Cy ] th] \ 1 Caleulate the number of sides of a regular polygon, if he measure of each interior angie ts [a] 140° [b] 135° G) Is possible that 2 regular polygon have an interior angle-of measure 100° ? Why? Ed Ifthe measure of the exterior angle of a regular polygon is 80°, How many sides dogs it ave? What is the sum of the measures of its interior angles? lls naa rst som -202[itm the figure opposite, ABUDG =, BON BD = m (ZDAG} = 20° , m [A DBC) = 40: and m (2 AMB) = 70" Prove that: ABCD is a parallslagram 3) In the figure opposite, ABCD is a square, EE BG and AC // DE 1) Prove that: ACED is 2 parallelogram 2) Find m (ZACE) E ij Inthe figure opposite, ABCD is a rhombus, In which, BD is a diagonal and m (2. ABD) = 62". Find with proof m (m( ZA) +m {76} /Bis an obtuse Mathematics 15t PrepTheorem (2) Given: Dis the midpoint of AB, DE BC ax R.T.P: Eis the midpoint of AG Construction: Draw AX BO 3 E Proof: AX // DE /! BC. AB and AC are two transversals, intersect them at D, E respectively, AD = DB - AE=EC QED The line segment joining the midpoints of two sides of a triangle is parallel to the third side Construction: craw EF J/ AB to intersect BC at F Proof: In A ABG, ». D is the midpoint of AB == -. DEA BG E isthe midpoint of AC > EF BB, _ 4 _. {.. Fisthe midpoint of BC , BF = — BC Eis the midpoint ot AC 2 “The quadrilateral BDEF is a parallelogram 2. DE=BF= + BC QED In the figure opposite, AB =5 om, BC = em, CA=7 cm D,E, and F ate the midpoints of AB, BC , GA respectively caloulate the perimeter of A DEF A Proof: In A ABC , “2 Dis the midpoint of AB , and Fis the midpoint of AC F 3 ‘DF= + BG = 4m, similarly DE=LAC=35em, 6 \y ' EF= dapse5em o. Perimeter of A DEF=4 43.5 +2.5=10en Mathematics 15t Pep Second TernIn the figure opposite, ABCD is a quadniatetal in which X, ¥, Z, and Lare the midpoints of AB. BC . GD, DA respsctively. 5 L A Prove that: XYZ is a parallelogram z Construction: draw AQ and BD Proof: in A ABD ,- X is the midpoint of AB — Y . bs XE BB Lis the midpoint of AD Simitarly, in A CBD YEUBD . XLWYZ = —______ (1) Similarly, XY AC ,1Z MAC XY TZ ———— @) From (1) and (2) .. the quadrilateral XYZL is a parallelogram. QED In the previous example try, by another way, to prove thet: the quadrilateral XYZL is a parallelogram Inthe figure opposite, D and E are the midpoints of AB. and AG respectively. Fe CB where = g BF = é BC. Prove that. BEDF is a parallelogram é 3 e Proof: in A ABC, Dis the midpoint of AB, ) «ED 4 CB. Eis the midpoint ot AG. } ED= $ ce ~ BF= $ BC. ED=BF but ED “BF .. The quadrilateral BEDF is a parallelogram QED Mb covert atta 2020-2024Caloulate: the measure of the unknown angles, giving reasons for your answers. fal {cl tf pA tp Ib} cu st Mathematios 15t Prep secansteon 6lil [k] A 2) In the figure opposite, ABC is a triangle In whieh, D,Eand Fare the midpoints of AB BG endGA toon respectively, \ BO=12cm,AG=10¢m Find the perimeter of the quadrilateral DECF- c E B T2em 3) inthe figure opposite, AD BO . AD= e BC Eis the midpoint of DB, and C A F is the micpoint of BC. F Prove that: the quadtilateral AEFD is a parallelogram 6 5 2020-2021In the opposite figure = Find: First : Area of the square A, Second Area of the square B ‘A s ‘Thitd : Sum of the areas of the squares A. B Fourth : Area of the squate G B Put the results in the following table = Area of the Areaofthe | Sumofthe areas | prea of the square A square B of shes square C ‘What is the relation between the sum of the areas of the two squares A.B and the area of ‘the square ©? Activity (1) : 5 Draw any AA 8G tight at A, then construct on its sides the squares as shown In the opposite figure 4 Determine the center M of the square ACD E (the intersection point of its diagonals } Mathematics 15t Pep Second Tern fa)(2) Draw Mix 1) BC intersects AE at x, CD aty [Eh oraw Mz 1 %%y intersects AG at L. ED atz {2 ssparate the tow square regions ABNF, ACDE then divide the region ACDE into the regions (1), (2), (8) and (4), then Dy to stiek these regions with the parts which canry the cartesponding numbers of the square BCGH ia If your work which you have done and your drawing were accurate you will find that the conesponding parts exactly congruent with each other and wa deduea that : Area of the square region BGGH = area of the square ragion ABNF + the area of the square ragion ACDE this means that : ‘Area of the square which drawn on BC = area of the square drawn on AB + area of the square drawn on AC. Repeat again you will each fo the previous result sc Can your formulate findings in the form of the verbal form Acti (2): mt 6 ABCD Is a square, ite side lengths are B B (en od Bo d= B¢ ) Beni) BIC eins Cayenne) PO band Note that: If the reflection in a line transform the figure to itself, then this line [s called an axis of symmetry of the figure. In the second figure: the y-axis YY" is the axis of symmetry of A. ABC Let's think Determine the number of axes of symmetry of each figure below: Mathematics 15t Prep Second Tern 85(1) Isosceles tangle (4) Square (2) Equilateral triangle. (5) Rhombus. (3) Rectanale. (6) Isosveles trapezium Practice: In the opposite figure: 4. ABO is gn equilateral triangle, where D, E and F are the midpoints of AB, 8G and AC respectively, and AEN BF CD = {M): Complete: A Ed Axes of symmetry of A ABC are. 4) ABis the rellecied image of AC by reilection in ‘The reflected image of AF by -efleotion in BF .., and the reflected image of CF in 44) The reflected image ai A AMD. by reflection ino = AB 18 css m(ZAMD) =M(Z ........J, because reflection In a lina reserves ...... oa The reflected image of A AMB by retlection in AE is.... Aa) 4 BMCis the reflected image of ....... by reflection in CD” , and the reflected image of ....... by reflection in BF -. BM =AM, and CM = AM, because the reflection reserves Allinson Rat tape 2020-2024Reflection in a Point Reflection ina Point Mmaps each point A in the plane to its image A’ in the same plane go that Mis the midpoint of AA’, The point M is called the centre of roflection and its image i A by retlection in M is itselt. Therefore, a reflection is an isometry. Example: In the opposite figure: lM @ AB Find the reflected image of AB around point M. Solution: — _ A [EX Draw AM and locate A’ on AM. so that AM. = AM (Gi draw BM and locate on BM, so that B'M = BM om Eide ae . (ior each point EAB ; locate Con OM .sothat OM=CM.is CE A'B? ». WB’ is the reflected image of AB , around M. Reflection around a point [5 Reserves the lengths of the line segments. 5 Reserves the measures of angles: (2) Reserves the parallel property Mathematics 15t Pep Second Tern [87