Buku Teks Matematik F2 DLP

KURIKULUM STANDARD SEKOLAH MENENGAH
MATHEMATICS
FORM 2
Authors
Bahariah binti Hj. Baharam
Baharizah binti Hj. Baharam
Nurul Jannah binti Ahmad
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
2017
KEMENTERIAN
PENDIDIKAN
MALAYSIA
Introduction v
Chapter 5 Circles 74
Symbols and Formulae vii
BOOK SERIES NO: 0077 ACKNOWLEDGEMENTS
5.1 Properties of Circles 76
KPM 2017 ISBN 978-967-2031-06-2 5.2 Symmetry and Chords 81
Rimbunan Ilmu Sdn. Bhd. wishes to express Chapter 1 Patterns and Sequences 1
First Published 2017 5.3 Circumference and Area
our appreciation to the following:
© Ministry of Education Malaysia
1.1 Patterns 2 of a Circle 86
• Committee members of
All rights reserved. No parts of this book may be Penambahbaikan Pruf Muka Surat, 1.2 Sequences 7
reproduced, stored in a retrieval system, or Textbook Division, Ministry of
Education Malaysia. 1.3 Patterns and Sequences 10
transmitted in any form or by any means, electronic, Chapter 6 Three-Dimensional
mechanical, photocopying, recording or otherwise,
• Committee members of Penyemakan Geometrical Shapes 98
without the prior permission of Director General
of Education Malaysia, Ministry of Education Pembetulan Pruf Muka Surat, Textbook
Malaysia. Negotiations are subject to an estimation Division, Ministry of Education Chapter 2 Factorisation and 6.1 Geometric Properties of
of royalty or an honorarium. Malaysia. Algebraic Fractions 18
Three-Dimensional Shapes 100
• Committee members of Penyemakan 6.2 Nets of Three-Dimensional Shapes 102
Published for the Ministry of Education Malaysia by: Naskhah Sedia Kamera, Textbook 2.1 Expansion 21
RIMBUNAN ILMU SDN. BHD. Division, Ministry of Education 6.3 Surface Area of Three-Dimensional
2.2 Factorisation 27
No. 92-G, 92-1 & 92-2, Blok 2, Wisma Salleh Malaysia. Shapes 104
Saidin, Jalan Dwi Tasik, Dataran Dwi Tasik, 2.3 Algebraic Expressions and Laws
• Officers of the Textbook Division and of Basic Arithmetic Operations 34 6.4 Volume of Three-Dimensional
Bandar Sri Permaisuri, 56000 Kuala Lumpur
the Curriculum Development Division, Shapes 110
Tel: 03-91722888 Fax: 03-91734888
Ministry of Education Malaysia.
E-mail: rimbunanilmu@gmail.com
• Officers of the English Language
Teaching Centre (ELTC), Teacher Chapter 3 Algebraic Formulae 42
Layout and typesetting:
Education Division, Ministry of Chapter 7 Coordinates 120
RIMBUNAN ILMU SDN. BHD. (676602-W)
Education Malaysia. 3.1 Algebraic Formulae 44
Font type: Times
Font size: 11 points
7.1 Distance in a Cartesian
• Chairperson and members of the
Quality Control Panel. Coordinate System 122
Printed by: 7.2 Midpoint in The Cartesian
• Editorial Team and Production Team, Chapter 4 Polygon 54
BHS BOOK PRINTING SDN. BHD. (95134-K) Coordinate System 132
especially the illustrator and designers.
Lot 4, Lorong CJ/1B, Kawasan Perindustrian
Cheras, 43200 Cheras, 4.1 Regular Polygon 56 7.3 The Cartesian Coordinate System 140
• Everyone who has been directly or
Selangor Darul Ehsan, indirectly involved in the successful 4.2 Interior Angles and Exterior
Malaysia publication of this book.
Angles of Polygons 62
iii
Chapter 1 Patterns and Sequences Chapter 1 Patterns and Sequences
CHAPTER 1
CHAPTER 1
The Form 2 Mathematics textbook consists of 13 chapters that are formulated and designed based
on The Framework of Secondary School Standard-based Curriculum for Mathematics Form 2.
Chapter 8 Graphs of Functions 144 Chapter 12 Measures of Central
Tendencies 244 Each chapter contains creative activities which aim to stimulate students' thinking. Learning
objectives and word links are also provided to highlight the content of the chapter.
8.1 Functions 146
8.2 Graphs of Functions 151 12.1 Measures of Central Tendencies 246
The special features of this textbook are:
Chapter 9 Speed and Acceleration 168 Chapter 13 Simple Probability 276

Contains learning standards of the chapter.
9.1 Speed 170 13.1 Experimental Probability 278

9.2 Acceleration 179 13.2 The Probability Theory Involving
WORD LINK Words used in the chapter.
Equally Likely Outcomes 280
13.3 Complement of An Event
WALKING Looks at contribution of past mathematicians and
Chapter 10 Gradient of a Straight Probability 287 THROUGH TIME the origin of words used in the chapter.
Line 188 13.4 Simple Probability 290
Knowledge obtained in this chapter and the vocation

10.1 Gradient 190 Answers 294 WHY STUDY THIS CHAPTER?
or jobs related to the chapter.
Glossary 308
References 311 Induction activities that stimulate discussion and
Chapter 11 Isometric CREATIVE ACTIVITY
Index 312 understanding among students.
Transformations 206
11.1 Transformations 208 Helps students to understand basic mathematical

11.2 Translation 212 concepts through individual and group activities.
11.3 Reflection 218
11.4 Rotation 223
FLASHBACK Reflects on previous knowledge and skills.
11.5 Translation, Reflection and Rotation
as an Isometry 230
Exposes students to extra knowledge and facts that
11.6 Rotational Symmetry 234 REMEMBER ! are important in the chapter.
Draws students attention to extra facts, common

ATTENTION errors that students should avoid.
iv v
Chapter 1 Patterns and Sequences
CHAPTER 1
SYMBOLS
Questions that encourage mental stimulation, square root ∠ angle
THINK SMART creativity and critical thinking. T nth term
=
cube root
⩾
sum of total
≠
is equal to ∑
⩽
Questions at the end of the chapter that test the is not equal to is greater than or equal to
SELF PRACTICE
students' understanding about the chapter. triangle is less than or equal to
n (A) number of elements of set A
π pi
n number of term
QR CODE Quick Response Code that uses URL in application.

FORMULAE
Sum of interior angles of Distance between two points (x2 – x1)2 + (y2 – y1)2
Two dimensional bar code that is readable by
a polygon (n – 2) × 180°
mobile devices to watch videos, perform activities x1 + x2 y1 + y2
Pythagoras theorem: Midpoint � , �
and obtain extra information. 2 2
c2 a2 + b2 Distance
c Speed
a b2 c2 – a2 Time
Exposes students to extra knowledge that is a2 c2 – b2 Total distance
Average speed
TIPS Total time
important. b
Area of circle πr 2
Circumference 2πr Vertical distance
Gradient, m
Horizontal distance
DO YOU KNOW Relevant general knowledge related to the chapter. y2 – y1
πr 2
Area of sector θ m
360° x2 – x1
Arc length θ y-intercept
Summative exercises that enhance and enrich = m –
GENERATING EXCELLENCE
2πr 360° x-intercept
students at the end of the chapter. Surface area of cylinder 2πr 2 + 2πrh
Surface area of cone πr 2 + πrs
Total value of data
Mean
Number of data
Higher Order Thinking Skills (HOTS) that test the Surface area of sphere 4πr 2 Probability of The number of ways event can occur
students' ability. an event =
Volume of cylinder πr 2h
Volume of prism area of cross section × height The total number of possible outcome
Volume of cone 1 πr 2h
n (A)
P(A)
Summary of the chapter. n (S )
Volume of sphere 4 πr 3
3
Complement of an event, P(A' ) = 1 – P(A)
3
Determines whether learning standards have been

SELF REFLECTION Download the free QR Code scanner from Google Play, App Store or other platforms
achieved.
to your mobile devices. Scan QR Code or visit the website http://rimbunanilmu.my/
mat_t2e/msvii to download files, videos, GeoGebra, electronic spreadsheets and
Beyond classroom activities that enhance additional training questions. Then, save the downloaded file for offline use.
MINI PROJECT understanding and creativity of the students at the Note: Students can download the free GeoGebra software programme to open the
end of the chapter. related files.
http://www.geogebra.org/
vi vii
CHAPTER 1
CHAPTER 1
WALKING
THROUGH TIME
The sunflower is a unique flower in terms
of the arrangements of its seeds. The
WHAT WILL YOU LEARN? seeds are arranged in a spiral pattern and The Fibonacci Numbers began with a question
follow a particular direction. The number posed by the Italian mathematician, Leonardo
of seeds in the spirals can be arranged of Pisa or Fibonacci in his book, ‘Liber Abaci’
1.1 Patterns in a number pattern known as Fibonacci about the population of rabbits.
Numbers. The seeds are usually arranged The question posed was that if a pair of female
1.2 Sequences into 2 types of spiral patterns. For example, and male rabbits were placed in an enclosed
21 spirals follow the clockwise pattern and space, how many pairs of rabbits will be
1.3 Patterns and Sequences 34 spirals follow the anti-clockwise pattern. reproduced in a year? If every pair of rabbits
The numbers 21 and 34 are found in the reproduce a new pair every month, then the
Fibonacci sequence. 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
Fibonacci 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
WORD LINK 1 and 2, the population of the rabbits becomes
3 and so forth.
• Number pattern • Pola nombor
• Odd number • Nombor ganjil For more information
• Even number • Nombor genap
• Fibonacci Number • Nombor Fibonacci
• Pascal's Triangle • Segi Tiga Pascal
• Sequence • Jujukan http://rimbunanilmu.my/mat_t2e/ms001
• Algebraic expression • Ungkapan algebra
• Term • Sebutan
WHY STUDY THIS CHAPTER?
The concept of number pattern and sequence

can be applied in architecture, fashion design,
science, astronomy, chemistry, physics and
technology.
viii 1
CREATIVE ACTIVITY
CHAPTER 1
CHAPTER 1
COGNITIVE STIMULATION
Aim: Recognising patterns
Materials: Potato, onion, mustard stem, drawing paper and water colour Aim: Recognising patterns
Steps: Materials: Colour pencil, ruler, pencil and grid paper
1. Take a piece of drawing paper. Steps:
2. Cut the potato, onion and mustard stem as shown in the pictures below. 1. Work in groups.
QR CODE
2. Open the file MS003 file for the grid paper.
3. Draw and colour the patterns as shown below. Scan the QR Code or visit
4. Then continue to draw and colour the 4th, 5th and 6th patterns. http://rimbunanilmu.my/
mat_t2e/ms003 to get grid
5. Fill up the table below.
paper.

3. Use the materials and do stamping on the drawing paper.
4. Dry the printout.
Pattern Number 1 2 3 4 5 6 7 8
Number of squares 1 4 7

6. Present your answers.
5. State the pattern produced.
Discussion:
From the activity above, students will be able to recognise the different type of patterns in our (i) State the pattern that you can observe.
natural surroundings. These patterns become attractive formations. (ii) Calculate the number of squares for pattern number 7 and 8.
From the activity above, the number of squares in the pattern 1, 4, 7, ... is determined by adding 3 to
the number before it. Addition of 3 is the pattern for this sequence.
1.1 Patterns
Patterns are list of numbers or objects arranged based on a rule or design.
1.1.1 Recognising number patterns LEARNING
STANDARD
COGNITIVE STIMULATION Recognise and describe
patterns of various number EXAMPLE 1
Aim: Recognising patterns sets and objects based
on real life situations, and Draw the next object. State its pattern.
Materials: Batik cloth hence make generalisation
Steps: on patterns.
(a) (b)
1. Look at the picture, that shows the patterns on
some traditional Malaysian fabric.
Solution:
Discussion: (a) (b)
(i) What patterns do you see?
(ii) What are the arrangements of the patterns like?
Pattern: Add two dots to the Pattern: Add a triangle to the previous
previous object. object.
From the activity above, the patterns seen are repetitions of a polygon.
2 3
Pascal's Triangle
EXAMPLE 2
CHAPTER 1
CHAPTER 1
The diagram below shows a Pascal's Triangle. Based on the triangle, the numbers in the row can be
Determine the patterns for the following. determined by adding the numbers in the previous row.
(a) −10, −4, 2, 8, ... (b) 17, 7, −3, −13, ... 1 DO YOU KNOW
(c) 2, 6, 18, 54, ... (d) 81, 27, 9, 3, ... 1 1
3
(e) 1, , 2, 5 , ... (f) −2.3, −2.6, −2.9, −3.2, ... 1 + 2+ 1
2 2 1 + 3+ 3+ 1
Solution: 1 + 4 + 6 + 4 + 1
(a) −10, −4, 2, 8, ... (b) 17, 7, −3, −13, ...

The Pascal's Triangle above starts with the number 1. The next row
+6 +6 +6 −10 −10 −10 is 1, 1. All the rows start and end with 1. The other numbers can be
Pattern: Add 6 to the previous Pattern: Subtract 10 from the previous obtained by adding the two numbers above.
number. number.
The number 2 (row 3) is found by adding the two numbers 1, 1 (row 2).
(c) 2, 6, 18, 54, ... (d) 81, 27, 9, 3, ... 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 Yang Hui Triangle
×3 ×3 ×3 ÷3 ÷3 ÷3 the two numbers 3 and 3 from the previous row. Pascal's Triangle was known
Pattern: Multiply the previous Pattern: Divide the previous number as Yang Hui's Triangle by
number by 3. by 3. Fill in the last row.
the Chinese and is illustrated
From the triangle above, various number series and certain patterns using magic squares and
3 5 can be observed: magic circles.
(e) 1, , 2, , ... (f) −2.3, −2.6, −2.9, −3.2, ...
2 2 Method 1 Method 2
1 1
1 1 1 −0.3 −0.3 −0.3
+ + + 1 1 1 1
2 2 2 THINK SMART
1 Pattern: Subtract 0.3 from the previous 1 2 1 1 2 1
Pattern: Add to the previous 1 × 1 1
2 number. 1 3 3 1 1 3 3 1 11 × 11 121
number. 111 × 111 12321
1 4 6 4 1 1 4 6 4 1 1111 × 1111 1234321
11111 × 11111 123454321
FLASHBACK Sequence: 1, 2, 3, 4, ... Sequence: 1, 3, 6, ...
Pattern: Add 2, 3, 4, ... Determine the value of the
Pattern: Add 1
next two terms.
EXAMPLE 3
Pattern of a set of numbers is a sequence of numbers that
are arranged according to a rule.
THINK SMART
EXAMPLE 4
State the next two terms.
Complete the Pascal's Triangle below. Solution: (i) 3, 8, 15, 24, 35, ...
(ii) 7, 5, 8, 4, 9, 3, ...
1 1
(iii) 2, 4, 5, 10, 12, 24, 27, ...
1 1 1 1 (iv) 1, 4, 9, 18, 35, ...
1 2 1 1 2 1
1 3 3 1 1 3 3 1
+10 +10 +10 +10 1 4 6 4 1
1 5 10 10 5 1
1 6 15 20 15 6 1
4 5
Fibonacci Numbers 2. State the pattern for the following sequence.

CHAPTER 1
CHAPTER 1
Fibonacci Numbers are a pattern of numbers in a sequence. THINK SMART (a) 5, 12, 19, 26, ... (b) −1, −4 , −7, −10, ...
How will you form more (c) − 4 , 0, 4, 8, ... (d) 144, 72, 36, 18, ...
0, 1, 1, 2, 3, 5, 8, ... Fibonacci squares? 1 1 1
(e) , , 0 , − , ... (f) 11.2, −33.6, 100.8, −302.4, ...
0+1 1+1 1+2 2+3 3+5 3 2 2 4 4
11
This sequence starts with 0, 1, 1 and the next term is obtained by 3. For the number sequence 28, 37, 46, 55, … , 145, state the number pattern for
8 (a) odd numbers (b) even numbers
adding the previous two terms. 5
Example:
4. Complete the following Fibonacci Numbers sequence.
0, 1, 1, 2, 3, 5, 8, ...
1, , 2, , , , , ...
0+1 1+1 1+2 2+3 3+5
5. Fill in the missing number in the boxes below.
EXAMPLE 5
QR CODE 16
Complete the number sequence below . 8 8
Scan the QR Code or visit
http://rimbunanilmu.my/ 4 4 4 4
mat_t2e/ms006 on one of
(a) 0, 1, 1, , , , 8, 13, , ... the Fibonacci series.
8
(b) 1, 3, , , 11, ...
Solution:
2 3 5 1.2 Sequences
(a) 0, 1, 1, , , , 8, 13, 21 , ...
1.2.1 Sequences LEARNING
(b) 1, 3, 4 , 7 , 11, ... STANDARD
COGNITIVE STIMULATION Explain the meaning of
sequence.
Patterns are list of numbers or objects arranged following a rule or design. A pattern in a list of Aim: Recognising the pattern in a number sequence
numbers is obtained from addition, subtraction, multiplication or division of the previous numbers. Material: Worksheet
Whereas pattern in objects is obtained by observing the arrangements of the previous objects.
Steps:
1. Open the file MS007 for the grid paper. QR CODE
SELF PRACTICE 1.1 2. Complete the table by drawing the next patterns.
http://rimbunanilmu.my/
1. Draw the following patterns for the diagrams below.
Name :
Form :
mat_t2e/ms007 to get the

Date :
(a)
Use the patterns accordingly to complete the table.
worksheet.
Activity 1
Number 1 3 5
Pattern
Activity 2
Number 18 15 12
Pattern
Activity 3
Number 1 7
Pattern
(b) Discussion:
(i) State the pattern that you found from activity 1, 2 and 3.
(ii) List down the number sequence from activity 1, 2, and 3.
6 7
Based on the activities, the pattern can be determined by following the previous arrangement. An DO YOU KNOW
EXAMPLE 8
CHAPTER 1
CHAPTER 1
arrangement of numbers or objects following this pattern is known as sequence.
Triangular numbers are
Complete the number sequences below based on the given pattern. numbers represented by
Sequence is a set of numbers or objects arranged according to a certain pattern. (a) Subtract 4 from the previous number. dots to make an equilateral
triangle.
96, , , , , , ... 1, 3, 6, 10, 15, 21, 28, 36, ...
1
1.2.2 Patterns of a sequence LEARNING (b) Multiply the previous number by 3.
STANDARD
7, , , , , , ... 3
6 Identify and describe the
EXAMPLE
pattern of a sequence,
and hence complete and (c) Subtract 8 from the previous number.
Determine whether each set of numbers is a sequence
extend the sequence.
(a) –10, –6, –2, 2, 6, ... (b) 4, 5, –7, 10, –14, ... 21.3, , , , , , ...
6
Solution:
(d) Divide the previous number by 5.
(a) –10, –6, –2, 2, 6, ... (b) 4, 5, –7, 10, –14, ... DO YOU KNOW
400, , , , , , ...
+4 +4 +4 +4 +1 –12 +17 –24
Pattern: Add 4 Pattern: None Solution: 10
Therefore, the set of Therefore, the set of numbers
numbers is a sequence. is not a sequence. (a) 92, 88, 84, 80, 76, ...
(b) 21, 63, 189, 567, 1 701, ...
(c) 13.3, 5.3, −2.7, −10.7, −18.7, ...
Astronomers use (d) 80, 16, 3.2, 0.64, 0.128, ...
Number sequence patterns to predict the 15
path of a comet.
SELF PRACTICE 1.2
EXAMPLE 7
1. Determine whether each set of the numbers is a sequence.
Complete the number sequences below. (a) 3, 18, 33, 48, ... (b) 100, 116, 132, 148, ...
(c) 1.0, − 1 .7, −2 .4, 3.1, ... (d) −15, 30, 60, −120, ...
(a) 7, 13, , 25, , , ... (b) 88, , 64, 52, , , ... 1 , 1 , 1 , 1 , ...
(e) 1 2 3 (f) − 0 .32, −0 .16, − 0 .8, − 0 .4, ...
4 2 2 3
(c) , 0.3, , 0.027, 0.0081, , ... (d) , , 1 , 4 , , ... 2. Complete the number sequences below.
3 6
Solution:
(a) 34, 28, , 16, , , ... (b) , , 32, 16, , 4, ...
(a) 7, 13, 19 , 25, 31 , ... (b) 88, 76 , 64, 52, 40 , 28 , ...

(c) 0.07, , 1.12 , , 17.92, ... (d) 1 1 , 1, , , , ...
+6 +6 +6 +6 −12 −12 −12 −12 −12 10
1 (e) 0.2, 2.4, 28.8, , , ... (f) , −80, −16, , , ...

(c) , 0.3, 0.09 , 0.027, 0.0081, 0.00243 , ... (d) − 1 , 0 , 1 , 4 , 1 , ...
3 3 6
×0.3 ×0.3 ×0.3 ×0.3 ×0.3
1 1 1 1 (g) , 2 , 7 , , , ... (h) −8.1, , − 4 .1, −2.1, , ...
+ + + + 3 12
3 3 3 3
8 9
3. Complete the number sequences below based on the given pattern. 1.3.2 Terms of a sequence LEARNING
CHAPTER 1
CHAPTER 1
(a) Add 7 to the previous number. STANDARD
The nth term in a number sequence and is written as Tn whereby T is the
Determine specific
42, , , , , , ... term and n is the position of the term. terms of a sequence.
(b) Divide the previous number by 2. Tn = nth term
For example, DO YOU KNOW

96, , , , , , ...
4, 8, 12, 16, ...
From the sequence above...
LEARNING T1 = 4,
STANDARD T2 = 8,
T3 = 12,
The queen bee lays eggs
T4 = 16, ... in its nest which has a
EXAMPLE 9 hexagonal pattern.
EXAMPLE 10
State the 5th term for the following number sequence.
2, 10, 18, ...
THINK SMART THINK SMART
Solution:
22 + (2 + 2 + 1) = 32
Step 1: Determine the pattern for the number sequence. 32 + (3 + 3 + 1) = 42
2, 10, 18, ... 42 + (4 + 4 + 1) = 52
52 + (5 + 5 + 1) = 62
+8 +8 +8 +8
+8 +8 (i) State the next two
Number pattern: Add 8 to the previous number. terms of the sequence.
(ii) State the nth term.
Step 2: List down the first 5 terms as shown below.
T1 = 2 T4 = 26
+8 +8 +8 +8 T2 = 10 T5 = 34 THINK SMART
T3 = 18 Identify the patterns for the
sequences below.
FLASHBACK
Hence, the 5th term is 34. (i) 1, 4, 9, 18, 35
(ii) 23, 45, 89, 177
(iii) 5, 7, 12, 19, 31
(iv) 0, 4, 2, 6, 4, 8
EXAMPLE 11 (v) 4, 7, 15, 29, 59, 117
+8 +8 +8 +8 Given the number sequence 65, 60, 55, 50, ... . Determine which
term in the number sequence is 40.
THINK SMART
Solution:
1(1) 3(2) 5(5) A C E
Step 1: Step 2:
65, 60, 55, 50, ... T1 = 65 T4 = 50
2(1) 4(3) 6(8) B D
–5 –5 –5 T2 = 60 T5 = 45
State the suitable pairs of
T3 = 55 T6 = 40 numbers for A, B, C, D, E.
Pattern: Subtract 5 from the
previous number. Hence, 40 is the 6th term.
10 11
1.3.3 Solving problems LEARNING 4. The table below shows the timetable for buses travelling from Kuala Lumpur to Pulau Pinang.
CHAPTER 1
CHAPTER 1
STANDARD
Bus Departure time
Solve problems involving
EXAMPLE 12 sequences.
A 8:00 a.m.
B 8:30 a.m.
Specifications C 9:00 a.m.
D
• Container size: Moderate
• Dried Food and pellet maybe used E
• A timer is used to arrange feeding time
Based on the table above, answer the following questions.
• Use the latest technology to prevent food from
getting moist or stuck in the container (a) Calculate the interval between departure time of one bus and the next bus.
• Can be operated manually or automatically (b) What time does Bus E leave?
• Digital screen display (c) What time will Bus E reach Pulau Pinang if the journey takes 5 hours?
Automatic fish feeder
The picture shows an automatic fish feeder and its specifications. If Eng Wei decides to feed the GENERATING EXCELLENCE
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?
1. Match the term with the suitable statement.
Understanding Planning the strategy Implementing the strategy Conclusion Numbers that cannot be divided by 2
the problem Pascal's Triangle exactly.
Time for third 1 day = 24 hours Pattern: 6 hours Hence, fishes are
T1 = 7:35 a.m. fed for the third This sequence starts with 0, 1, 1
feeding for the 24
each feed = time at 7:35 p.m. and the following terms can be
fishes. 4 T2 = 7:35 a.m. + 6 hours Odd numbers
determined by adding the previous
= 6 hours = 1:35 p.m. two terms.
T3 = 1:35 p.m. + 6 hours Fibonacci Numbers Numbers that can be divided by 2
= 7:35 p.m.
exactly.

Even numbers Geometrical arrangements on the
SELF PRACTICE 1.3 binomial coefficients of a triangle.
1. State the pattern for the number sequences below in words. 2. Determine the pattern for the given number sequences.
(a) 4, 12, 36, 108, 324, ... (b) 256, 128, 64, 32, 16, ... (a) 7, 13, 19, 25, ... (b) 54, 50, 46, 42, ...
(c) –13, –39, –117, –351, ... (d) 1 296, 216, 36, 6, ...
2. Determine the pattern for the number sequences below using algebraic expressions.
(a) 2, 4, 8, 16, ... (b) 5, 8, 11, 14, ... 3. Complete the table below.
(c) 3, 6, 9, 12, ... (d) 3, 1, –1, –3, ... Sequence Number Words Algebraic expressions
3. Determine the seventh and the eleventh terms for the number sequences below. (a) 2, 4, 6, 8, ...
(a) –3, 5, 13, ... (b) 4, 5 1 , 7, ... (c) –3.7, – 4 .3, – 4 .9, ...
2 (b) 100, 50, 25, 12.5, ...
12 13
4. Complete the following number sequence. 9. Nina arranged some buttons as shown below.
CHAPTER 1
CHAPTER 1

(a) 1, 3, 5, , 9, , ...

(b) , , −20, −10, −5, ...
(c) 268, , , 169, 136, , ...
1 , (a) State the pattern for the number of buttons.

(d) , 1 , , 1 , ... (b) Determine the sequence for the buttons.
2 3 6
(c) Draw the fourth term of the arrangement of buttons.
5. The first four terms of a sequence are 9, x, –5 , – 1 2, ... (d) Calculate the value of T6.
(a) Calculate the value of x.
(b) State the pattern of the sequence using 10. Encik Hamid wishes to replant the oil palm plants. The distance between each plant is 9 m and
(i) Numbers the distances are triangular shaped. Encik Hamid sketched a map of the plants as shown below.
(ii) Words

(iii) Algebraic expressions
6. Complete the Fibonacci Numbers shown below. 9m
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.
If Encik Hamid planted 18 oil palm plants, what is the area of his land?
1
11. Raiyan went to see a doctor because he had been unwell for more than three days. The doctor
1 1 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.
1 1 Medicine 1 2 3
1 1 Fever
Antibiotics
1 1
Flu
Fever = 2 tablets 3 times a day

Antibiotics = 1 tablet 2 times a day
Flu = 1 tablet 1 times a day
8. The first four terms for a sequence are 11, x, −5, −13, ...
(a) Calculate the value of x.
(b) State the tenth term, T10
14 15
CHAPTER SUMMARY SELF REFLECTION

CHAPTER 1
CHAPTER 1
Patterns Sequences At the end of this chapter, I will be able to:
1. Recognise and describe the patterns of various set of numbers and objects in
everday life.
Patterns are list of numbers or objects arranged
Sequence is a set of numbers or
based on a rule or design. 2. Explain the meaning of sequence.
objects which follows a certain
pattern.
Patterns of various set of numbers 3. Recognise and describe the pattern of a sequence.
(i) Even numbers and odd numbers
4, 9, 14, 19, ...
4. Complete and extend a sequence using numbers.
+5 +5 +5
even numbers: 4, 14, 24, ...
Patterns and Sequences
+10 +10 5. Express pattern of a sequence using numbers, words and algebraic expressions.
odd numbers: 9, 19, 29, ...
+10 +10
6. Determine specific terms of a sequence.
(ii) Pascal's Triangle
1
The pattern of a sequence is the rule or
1 1 design of the sequence. 7. Solve problems involving sequences.
1 2 1
1 3 3 1
1 4 6 4 1
MINI PROJECT
(iii) Fibonacci Numbers
Patterns of a sequences
0, 1, 1, 2, 3, 5, 8, ...
Title: Futuristic building
Materials: Paper cups, mineral water bottle, glue, ruler and scissors
Terms of a sequence Each group is to make building which has futuristic features using the materials.
Numbers Algebraic expressions
3, 6, 9, 12, 15, ... 3, 6, 9, 12, 15, ... Colour the building and name it.
+3 +3 +3 +3 Is written as 3n where
In group present the product.
Pattern: + 3 n = 1, 2, 3, ... − 9 , −11, −13, −15, −17, ...
T1 T2 T3 T4 T5
Words First term, T1 = −9

Second term, T2 = −11
4, 7, 10, 13, 16, ... Third term, T3 = −13
The sequence begins with the number 4 and Fourth term, T4 = −15
the pattern is add 3 to the number before it. Fifth term, T5 = −17
16 17
Chapter 2 Factorisation and Algebraic Fractions Chapter 2 Factorisation and Algebraic Fractions
CHAPTER 2
CHAPTER 2
WALKING
THROUGH TIME
Algebra is a branch of mathematics used
to explain the relationship between various
units of quantity, for example distance with According to the book ‘al-Jabr w'al-Muqabalah’
WHAT WILL YOU LEARN? written by the Persian Arabian mathematician,
speed, weight and height etc. Students will
be able to learn problem solving skills under Muhammad Ibn Musa al-Khwarizmi, the word
2.1 Expansion different situations through these types of algebra originated from ‘al-Jabr’. He was
relationships. also known as the ‘Father of Algebra’ for his
2.2 Factorisation contribution in the field of Algebra.
2.3 Algebraic Expressions and Laws of

Basic Arithmetic Operations For more information:
http://rimbunanilmu.my/mat_t2e/ms019
WORD LINK
• Expansion • Kembangan
• Algebraic expression • Ungkapan algebra
• Factor • Faktor
• Highest Common • Faktor Sepunya
Factor (HCF) Terbesar (FSTB)
• Algebraic fraction • Pecahan algebra
• Perfect squares • Kuasa dua sempurna
• Cross multiplication • Pendaraban silang
• Numerator • Pengangka Algebra is mostly used in price comparison,
• Denominator • Penyebut buying and selling process, measurement, etc.
• Lowest term • Sebutan terendah Algebra is also used in certain fields of study
• Lowest Common • Gandaan Sepunya like Chemistry, Physics and Forensics.
Multiple (LCM) Terkecil (GSTK)
18 19
CREATIVE ACTIVITY 2.1 Expansion LEARNING

STANDARD
Aim: Determining area using algebraic tiles 2.1.1 Expansion of algebraic expressions Explain the meaning of
Materials: Green and blue papers the expansion of two
Expansion of algebraic expression is the product of multiplication algebraic expressions.
Steps:
CHAPTER 2
CHAPTER 2
1. Cut the blue paper into a square measuring 6 cm by 6 cm. of one or two expressions in brackets.
2. Cut the green paper into a rectangle measuring 6 cm by 2 cm. FLASHBACK
3. Calculate the area of the blue square and green rectangle using method 1 and 2.
Algebraic expressions are
Method 1: Area of blue square + area of green rectangle. expressions that combine
numbers, variables or
6 cm 2 cm
2.1.2 Expansion on two algebraic expressions mathematical entities using
mathematical operations.
Example, 2a + 5.
LEARNING
6 cm + Aim: Determining the area of rectangle ABEF STANDARD
6 cm
Material: Worksheet Expand two algebraic
Steps: expressions.
1. Calculate area ABEF using the two methods shown below.
5x cm
Method 2: Length × (width of the blue square + width of the green rectangle) A B C
DO YOU KNOW The length EF can be
(6 cm + 2 cm) obtained by using the
3 cm
Algebra tiles are expression EF = (5x − 3) cm
rectangular and square
tiles used to represent F E D
algebraic principles. 3 cm
6 cm
Method 1 : Method 2:
Area ABEF Area ABEF
= Area ACDF – Area BCDE = length × width
= – = EF × AF
4. Do the two methods give similar answers? Discuss.
= cm2 = ×
5. Based on the diagram below, calculate the area of the rectangle, ABCD.
= cm2
Discussion:
A x cm 3 cm B Is the answer for method 2 the same as the answer for method 1? Explain.
QR CODE
Scan the QR Code or visit When doing expansion of algebraic expressions, every term within the bracket needs to be
mat_t2e/ms020 to learn multiplied with the term outside the bracket.
x cm more on algebra tiles. FLASHBACK
EXAMPLE 1
(+) × (+) +
Expand the following expressions.
(+) × (–) –
(a) 6(3 + 4w) (b) 3r(r – 2s)
D C (–) × (+) –
2y
(c) −5b(a + 3) (d) − (9y – 3z + 6x) (–) × (–) +
3
20 21
Solution:
Method 2
Separate the square into two parts as follow. a b
(a) 6(3 + 4w) (b) 3r(r – 2s)
= (6 × 3) + (6 × 4w) Area of square RSTU = Area A and B + Area C and D
= (3r × r) + �3r × (−2s)�
CHAPTER 2
CHAPTER 2
= 18 + 24w = 3r 2 − 6rs = ( )(a + b) + ( )(a + b) a A B
2y = + + +
(c) −5b(a + 3) (d) − (9y – 3z + 6x)
3 = + +
= (−5b × a) + (−5b × 3) 1
2y 3 2y 2y 2 a b
= −5ab − 15b =�−1 × 9y� + �−1 × (– 3z)� + �−1 × 6x�
3 3 3
= −6y + 2yz – 4xy
2 b C D
Discussion:
Are your answers for both methods similar? Explain.

Aim: Expanding two algebraic expressions When doing expansion on two algebraic expressions in two brackets, every term in the first bracket
Material: Worksheet must be multiplied with every term in the second bracket. For example,
Steps:
1. Work in pairs.
2. Student A calculates the area of square RSTU using method 1. (a + 2)(a + 1)
TIPS
3. Student B calculates the area of square RSTU using method 2.
a b = a(a + 1) + 2(a + 1) (a + b)(a + b) = (a + b) 2
R S = a 2 + a + 2a + 2 (a – b)(a – b) = (a – b) 2
Like terms can (a + b)(a – b) = (a × a) + �a ×(–b)� + (b × a) + �b × (–b)�
be solved = a 2 – ab + ba – b 2
a = a 2 + 3a + 2
A B = a2 – b2
ATTENTION
b C D
EXAMPLE 2 (a + b)(a – b) = a 2 – b 2
U T (a + b)(a + b) ≠ a 2 + b 2
Expand each of the following expressions. (a – b)(a – b) ≠ a 2 – b 2
a b (a) (y + 1)(y – 3) (b) (4 + 3r)(2 + r)
Method 1
aa b (c) (3r + 4s)(r – 2s) (d) (3p + 2) 2 DO YOU KNOW
a b b
Alternative methods
+ Solution: (i) Cross multiplication
a A B b b C D b D
a +2 2a
a A a B (×) (×) (+)
(a) (y + 1)(y – 3) (b) (4 + 3r)(2 + r) a +1 a
a2 +2 3a
= y(y – 3) + 1(y – 3) = 8 + 4r + 6r + 3r 2
Hence, a 2 + 3a + 2
Area for the square RSTU = Area A + Area B + Area C + Area D = y 2 – 3y + y – 3 = 8 + 10r + 3r 2
(ii) Standard form
= ( × ) + ( × ) + ( × ) + ( × ) = y 2 – 2y – 3 = 3r 2 + 10r + 8 a +2
× a +1
= + + + a +2
(+) a 2 + 2a
= + + a 2 + 3a + 2
22 23
(c) (3r + 4s)(r – 2s)

THINK SMART EXAMPLE 3 FLASHBACK
= 3r(r – 2s) + 4s(r – 2s)
Relationship between
= (3r × r) + �3r × (– 2s)� + (4s × r) + �4s × (–2s)� repeated multiplication of Simplify. B = Brackets
= 3r 2 – 6rs + 4sr – 8s 2 Binomial expression with (a) (3w – 2)(4w – 1) – 10w (b) (r – 3t) 2 + 4rt
Like terms can be O = Order
Pascal's Triangle.
CHAPTER 2
CHAPTER 2
solved (c) (x + y)(x – y) + x(x – 2y) D = Division
= 3r 2 – 2rs – 8s 2 1 (a + b) 0
M = Multiplication
Like terms 1a + 1b (a + b) 1 Solution:
A = Addition
(d) (3p + 2) 2 sr = rs 1a 2 + 2 ab + 1b 2 (a + b) 2
S = Subtraction
= (3p + 2)(3p + 2) 1 a 3 + 3 a 2 b + 3ab 2 + 1b 3 (a + b) 3 (a) (3w – 2)(4w – 1) – 10w = 3w (4w – 1) – 2 (4w – 1) – 10w
1a 4 + 4 a 3 b + 6 a 2 b 2 + 4 ab 3 + 1b 4 (a + b) 4 For further information:
= 9p 2 + 6p + 6p + 4 = 12w 2 – 3w – 8w + 2 – 10w
Like terms can be State the next two terms. Scan the QR Code or visit
= 12w 2 – 3w – 8w – 10w + 2 http://rimbunanilmu.my/
solved
= 9p 2 + 12p + 4 = 12w 2 – 21w + 2 mat_t2e/ms025
QR CODE
TIPS Scan the QR Code or visit
(b) (r – 3t) 2 + 4rt = (r – 3t)(r – 3t) + 4rt
Algebraic terms are
http://rimbunanilmu.my/mat_ = r 2 – 3rt – 3rt + 9t 2 + 4rt
t2e/ms024a to view a video
arranged from the highest = r 2 + 9t 2 – 3rt – 3rt + 4rt
on cross multiplication
power to the lowest power.
method. = r 2 + 9t 2 – 2rt
FLASHBACK
(c) (x + y)(x – y) + x(x – 2y) = x 2 – xy + xy – y 2 + x 2 – 2xy Distributive law is used
= x 2 + x 2 – y 2 – xy + xy – 2xy when expanding bracket.
2.1.3 Combined operations including expansion

= 2x 2 – y 2 – 2xy a × (b + c) = a × b + a × c
Combined operations for algebraic terms must be solved a × (b − c) = a × b − a × c
by following the 'BODMAS' rule.
LEARNING 2.1.4 Solving problems
COGNITIVE STIMULATION STANDARD LEARNING
STANDARD
Aim: Writing algebraic expression using algebra tiles Simplify algebraic
expressions involving
EXAMPLE 4 Solve problems involving
Material: Dynamic geometry software expansion of two algebraic
combined operations,
Steps: including expansion. 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: (3r – 2) m
QR CODE
Area = length × width
Scan the QR Code or = (3r – 2)(r + 1)
visit http://rimbunanilmu. = 3r 2 + 3r – 2r – 2
my/mat_t2e/ms024b to (r + 1) m
= 3r 2 + r – 2
construct polygon.
1. Open the file MS024B to display a yellow hexagon and Hence, the size of the carpet is (3r2 + r – 2) square meters.
other coloured shapes of red, blue and green.
2. Choose a combination of coloured shapes of red, blue or
green to fit into the yellow hexagon.
3. Write out the algebraic relationship. EXAMPLE 5
4. Choose other combinations of shapes to fit into the green trapezium.
Ramesh received RM50 pocket money for (y – 8) days. Everyday he spends RM(x − 3) for a cup of
Discussion: coffee and RM(x + 4) for a bowl of mee rebus. How much pocket money is he left with?
Compare your findings with other groups.
24 25
Solution: 5. Determine the area for the diagrams below using algebraic expressions.
(a) (b)
Understanding Planning the strategy Implementing the Conclusion
the problem strategy
y–1
CHAPTER 2
CHAPTER 2
Determine the Determine the total Calculate the remainder Remainder of
total price of spending for (y − 8) money using the pocket money
the coffee and days using the expansion process. 2p – 3 3y – 2
mee rebus. expansion method.
Pocket money − spending
(x − 3) + (x + 4) (y − 8)(2x + 1) = 50 − (2xy + y − 16x − 8) RM(58 − 2xy − y + 16x) (c) (d) w+3
= 2x + 1 = 2xy + y − 16x − 8 = 50 − 2xy − y + 16x + 8 �
2x – 3
= 58 −2xy − y + 16x
2w
5x + 2
�
SELF PRACTICE 2.1 4w – 2
1. Based on the following algebra tiles, write out the area of the shaded region in the form of 6. Hadila is 2 years younger than Kai Yee. Kai Yee’s father's age is the square of Hadila’s age. If
multiplication of two algebraic expressions. Kai Yee is p years old, calculate the total age of the three of them. Express your answer in the
(a) a 1 1 (b) 4x form of algebraic expression.
7. The table top is a rectangular shape with length (5x − 2) metre and width (x + 2) metre. Mr. Phillip
a wants to put a piece of glass over the table top. The section of the table top not covered with the
4x glass has a width of (x − 3) metre. Determine the area of the table top that is not covered in the form
of algebraic expressions.
1 3 3
8. Determine the length of LM in terms of y.
K
2. Expand the following algebraic expressions.
(a) 3(x + 2) (b) 4(8x − 3) (c) 2(a + 5)
r 4y – 1 7y – 3
(d) p(6p − 8) (e) − (2s − 8) (f) −2(pr − 2pq)
8
(g) 3(5bc − 6) (h) 7(2ef + 3e) (i) 8g(2 + gh)
M L
3. Expand the following algebraic expressions.
2.2 Factorisation
(a) (a + 1)(a + 2) (b) (x − 5)(x + 4) (c) (2 + m)(5 − m)
2.2.1 Factors and factorisation concept LEARNING
(d) (3p − 2)(4p − 1) (e) (3r − 2)(4r − 1) (f) (2r + s)(4r − 3s)
STANDARD
Factorisation is the process of determining the factors of an
1 1 Relate the multiplication
(g) (2d − b)(3d − b) (h) (r − 3s) 2 (i) (4e − 3) 2 algebraic expression or algebraic terms and when multiplied
2 2 of algebraic expression to
together will form the original expression. Factorisation is the the concept of factors and
4. Simplify each of the following expressions. reverse process of an expansion. factorisation, and hence list
(a) (5b + 3) + 4(3b − a) (b) 3(4m − 5mn) − 2(8m + mn) out the factors of the product
Example, the factors of 3p of the algebraic expressions.
(c) (h − j) − 2h(3h − 3j)
2
(d) (x + y)(x − y) + 2x(x + 2y) 1 × 3p 3×p

Therefore, factors of 3p are 1, 3, p and 3p.
26 27
Factors, Common Factors and Highest Common EXAMPLE 7

TIPS TIPS
Factor (HCF) for the product of algebraic
expressions Factorisation is the 1. Determine the Highest Common Factor (HCF) for each of the 4 8x , 12x 2
opposite of expansion. following the terms. x 2x , 3x 2
Common factor is the factor of an algebra term that divides two or (a) 6h , 4gh (b) 9c 2 d , 3d 2 e , 6def 2 , 3x
CHAPTER 2
CHAPTER 2
Expansion
more other terms exactly. Highest Common Factor (HCF) is the
largest of those common factors. 2. Factorise the expressions below. HCF = 4x
a(a + b) = a 2 + ab
(a) 3x + 15 (b) 7m + 21m 2 HCF can be determined
Examine the expression, by using long division.
4x + 2 = 2(2x + 1) Factorisation
Solution:
Check your answers using
2 is the common factor for the expression 4x and 2. 1. (a) 2 6h , 4gh (b) 3 9c 2 d , 3d 2 e , 6def the expansion method.
h 3h , 2gh HCF = 2h d 3c 2 d , d 2 e , 2def
EXAMPLE 6 3 , 2g 3c 2 , de , 2ef = 4x (2 + 3x)
HCF = 3d = 8x + 12x 2
List out all the common factors for each of the following terms.
(a) 6h, 4gh (b) 9c 2 d, 3d 2 e, 6def Solution:
Solution: 2. (a) 3 3x + 15 (b) 7 7m + 21m 2
HCF = 3
(a) 6h = 1 × 6h (b) 9c 2 d, 3d 2 e and 6def x+5
Hence, 3(x + 5)
m m + 3m 2
2 × 3h 9c 2 d = 1 × 3 × 3 × c × c × d 1 + 3m FLASHBACK
3 × 2h 3d 2 e = 1 × 3 × d × d × e
HCF = 7m Perfect squares:
6def = 1 × 2 × 3 × d × e × f
h ×6 Hence, 7m(1 + 3m) 1, 4, 9, 16, 25, 36, 49, 64,
81, 100, 121, 144, ...
4gh = 1 × 4gh
4 × gh Common factors for 9c 2 d, 3d 2 e and 6 d ef Using difference of squares of two terms
2 × 2gh are 1, 3, d and 3d. 3d is a common factor

as it can divide all the above terms exactly. x 2 – y 2 is the difference of squares. x 2 – y 2 can be factorised by
2g × 2h TIPS
using difference of perfect squares. This method can only be
g × 4h used if the two algebraic terms are perfect squares. Check your answers using
h × 4g ATTENTION the expansion method.
'1' is a factor for all (x + 2)(x −2)
Therefore, common factors for 6h Examine this expressions,
algebraic terms. = x(x − 2) + 2(x − 2)
and 4gh are 1, 2, h and 2h. x2 – 4 = x2 – 22 = x 2 − 2x + 2x − 4
= (x + 2)(x – 2) = x2 − 4
2.2.2 Factorisation of algebraic expressions LEARNING

STANDARD
Using HCF
Factorise algebraic DO YOU KNOW
expressions using EXAMPLE 8
Algebraic expressions can be factorised using Highest Common
various methods. Odd Differences of
Factor (HCF). Factorise each of the following expressions. numbers squares
Example, (a) b 2 – 1 (b) 9m 2 – 100 1 12 − 02
8x FLASHBACK
4x is HCF (c) 3y 2 – 147 (d) 5k 2 – 80 3 22 − 12
12x 2 Factors of 16 5 32 − 22
Solution:
16 ÷ 1 = 16 16 ÷ 8 = 2 7 42 − 32
Therefore, the algebraic expressions, 8x + 12x can be written as a
2
16 ÷ 2 = 8 16 ÷ 16 = 1 (a) b – 1
2
(b) 9m – 100
2
9 52 − 42
product of two factors as in, 16 ÷ 4 = 4 = b 2 – 12 = (3m) 2 – 10 2 11 62 − 52
Hence, factors of 16 are 1,
= (b + 1)(b – 1) = (3m + 10)(3m − 10)
4x(2 + 3x) 13 72 − 62
2, 4, 8 and 16.
This is known as factorisation.
28 29
(c) 3y 2 – 147 (d) 5k 2 – 80 HCF of 5 and 80 is 5 EXAMPLE 9

= 3(y 2 – 49) HCF of 3 and 147 is 3 = 5(k 2 – 16)
= 3(y 2 – 7 2 ) = 5(k 2 − 4 2 ) Factorise each of the following expressions.
= 3(y + 7)(y – 7) = 5(k + 4)(k − 4) (a) x 2 − 6x + 9 (b) m2 − 2m − 8
CHAPTER 2
CHAPTER 2
Solution:
An algebraic expression as in x 2 + 2xy + y 2 can be factorised as TIPS
(a) x 2 − 6x + 9 Multiplication (b) m2 − 2m − 8
(x + y)(x + y). Factoring Identities
of factors of 9:
(a) (x + y)2 Multiplication
(−1) × (−9)
Using cross multiplication = (x + y)(x + y) (−3) × (−3) −3 + (−3) = −6 of factors of 8:
= x 2 + 2xy + y 2 1 × (−8)
2 + (−4) = −2
−2 × 4
Algebraic expressions of ax2 + bx + c, where by a ≠ 0 and a, b, c are (b) (x – y) 2 2 × (−4)
integers that can be factorised. x −3 −3x
= (x – y)(x – y)
= x 2 – 2xy + y 2 (×) (×) (+) m 2 2m
Examine the example below with its explanation for the factorisation x −3 −3x (×) (×) (+)
of the algebraic expression x 2 + 6x + 8. (c) x 2 – y 2
= (x + y)(x − y) x
2
+9 −6x m −4 −4 m
m 2
−8 −2m
Step 1: Compare the coefficients Hence, x2 – 6x + 9 = (x – 3)(x – 3).
1x2 + 6x + 8 QR CODE Hence, m − 2m − 8 = (m + 2)(m − 4).
2
Scan the QR Code or visit EXAMPLE 10

a x + b x+ c
2 http://rimbunanilmu.my/
mat_t2e/ms030 to learn Factorise the following expressions. QR CODE
Multiplication of factors of 6:
factorisation methods using 2m2 + 7m + 6
Hence, a = 1, b = 6 and c = 8 1×6 Scan the QR Code or visit
algebra tiles.
Solution: 2×3 http://rimbunanilmu.my/
mat_t2e/ms031 to explore
Step 2: Factors of 8 are 1, 2, 4 and 8. 2 and 4 are selected because First trial: Second trial: factorisation using cross
they conform to c , i.e. 2 × 4 = 8. multiplication method.
2m 1 1m 2m 3 3m
Step 3: 2 and 4 are chosen because they conform to b , i.e. 2 + 4 = 6. (×) (×) (+) (×) (×) (+)
m 6 12m m 2 4m
Step 4: Do cross multiplication as shown below. TIPS 2m
2
+6 13m 2m
2
+6 7m
Sum of Product of
x +2 2x Check your answer with
b c Hence, 2m2 + 7m + 6 = (2m + 3)(m + 2). the expansion method
(×) (×) (+) 1 + 8 =9 1× 8 =8
−1 + (−8) = −9 −1 × (−8) = 8
x +4 4x 2 + 4 =46 = 6 22 × 4 =
4 8= 8 EXAMPLE 11 THINK SMART
x2 +8 6x −2 + (−4) = −6 −2 × (−4) = 8 Solution to −2y 2 − 9y + 5
Factorise the following expressions. can be written as
(a) –2y 2 – 9y + 5 (b) –3x 2 – 8x – 5 (−2y + 1 )(y + 5). Discuss.
c b
DO YOU KNOW Solution:
Step 5: Factors for x2 + 6x + 8 are (x + 2)(x + 4). Factorisation and division (a) 2y −1 +y
(b) 3x 5 −5x
x+4 (×) (×) (+) (×) (×) (+)
x + 2 x 2 + 6x + 8
(−) x 2 + 2x −y −5 −10y −x −1 −3x
4x + 8 −2y
2
+5 −9y −3x
2
−5 −8x
(−) 4x + 8
0 Hence, –2y 2 – 9y + 5 = (2y – 1)(–y – 5). Hence, –3x2 – 8x – 5 = (3x + 5)(–x – 1).
30 31
Using common factors involving 4 algebraic terms DO YOU KNOW

Factorisation can be SELF PRACTICE 2.2
ab + ac + bd + cd = (ab + ac) + (bd + cd)
solved as follows.
= a(b + c) + d(b + c) Distributive law
2x 2 + 7x + 3 1. Determine the common factors and HCF for each of the following terms.
= (b + c)(a + d) = 2x 2 + 6x + x + 3 (a) 8y, 12y (b) 2b, 3b (c) 3w, 5w 2
CHAPTER 2
CHAPTER 2
= 2x(x + 3) + (x + 3)
EXAMPLE 12 = 2x(x + 3) + 1(x + 3) (d) 10m 2, 15mk (e) 5bc, 2c 2, 3cd (f) 4a 2 b, 8b 2 c, 6bcd
= (2x + 1)(x + 3)
Factorise each of the following terms.
(a) pq + qr + ps + rs (b) 2px + 6qy – 4py – 3qx 2. Factorise the following algebraic expressions.
Solution: (a) 5e + 10 (b) 2ab − 8a 2 (c) 3abc + 6a 2 b
Group terms with
(a) pq + qr + ps + rs common factors in (b) 2px – 4py – 3qx + 6qy (d) 4x – 12x 2 (e) ef + f 2 + fg (f) 2x 2 – 4xy + 6wx
= (pq + qr) + (ps + rs) a bracket = (2px – 4py) – (3qx – 6qy)
= q(p + r) + s(p + r) = 2p(x – 2y) – 3q(x – 2y)
Common factors 3. Factorise the following algebraic expressions.
= (q + s)(p + r) = (x – 2y)(2p – 3q)
(a) b 2 – 81 (b) a2 – b 2 (c) x 2 – 1
2.2.3 Solving problems LEARNING
STANDARD (d) 16y 2 – 49 (e) (m + 3) 2 – 16 (f) 4(x – 1) 2 – 9
EXAMPLE 13 factorisation.
4. Factorise the following algebraic expressions.
The area of a rectangular shaped football field is (4x2 + 16x) square metres. The field was flooded (a) x 2 + 9x + 14 (b) x 2 + 7x – 18 (c) x 2 – 5x – 24
as shown in the diagram below. If the width of the field is 4x metre and the two flooded regions
(d) m 2 + 11m – 26 (e) y 2 – 2y – 15 (f) k 2 – 8k + 16
are right-angled triangles which are congruent, what is the area of the region that is not flooded?
(g) 2m 2 – 11m – 6 (h) 9f 2 – 12f + 4 (i) 2m2 + 4m – 16
(j) 2x 2 – 5x – 7 (k) 12y 2 + 8y – 15 (l) 5p2 + 6p – 8
Flooded areas
(m) –5m 2 – 6m + 8 (n) –3p 2 + 8p − 4 (o) – 6 x 2 – x + 15
Solution: 4x
5. Factorise the following algebraic expressions.
Understanding the problem Planning the strategy
(a) pq – qr – pw + rw (b) x 2 + xy + 6x + 6y
Determine the length Determine the base Area of two right-angled triangles
of the field of the right-angled 1 (c) 3ab – 9ad + bc – 3cd (d) ah + aj – bh – bj
area triangle Area = 2 × � × base × height� (e)
jm – jn + ym – yn (f) 9xy – 3xz + 12py – 4pz
Length = 2
width
Base of the
4x 2 + 16x right-angled triangle 1 6.
= =2×� × 2x × (x + 4)�
4x = 4x ÷ 2 2
1 = 2x (y + 2) m 2m
4x(x + 4) = 2x 2 + 8x
= 1
4x 3m
= (x + 4) Implementing the strategy
(2y − 1) m
Area of the region that is not flooded
= Area of the field – area of two right-angled A rectangular carpet measuring 3 metre by 2 metre is laid on the rectangular floor of a room.
Conclusion triangles. (a) Calculate the floor area that is not covered by the carpet.
Area of the region that is not flooded = 4x 2 +16x – (2x 2 + 8x) (b) Felisa wants to cover the whole floor area with the carpet of that size. Determine how
= (2x 2 + 8x) m2 = 4x 2 – 2x 2 + 16x – 8x many pieces of carpets would she need if the value of y = 2.
= 2x 2 + 8x
32 33
2.3 Algebraic Expressions and Basic Arithmetic Operations Addition or subtraction of algebraic fractions with different denominators
You have learned expansion, factorisation and problem solving. Now try solving the following One of the denominators is a multiple of the other denominators
combined operations with expansion and factorisation.
EXAMPLE 16
CHAPTER 2
CHAPTER 2
2.3.1 Addition and subtraction of algebraic LEARNING Simplify the following expressions.
STANDARD 3 1 4 2r
expressions (a) −
4y 2y
(b)
rs
–
s
Perform addition and FLASHBACK
subtraction of algebraic
EXAMPLE 14 expressions involving Solution:
1 ×2 – 1 = 2–1
expansion and factorisation. 4 2r × r
Simplify. 3 1 ×2 3–2 (b) – 2 ×2 4 4
(a)
– = rs s ×r
(a) 2x2 – 2(4x + 5) (b) 4w (w – 2) – 5 4y 2y × 2 4y 1
Equating the =
4 − 2r2 4
Solution: 1 denominators =
= rs
4y
(a) 2x2 – 2(4x + 5) = 2x2 – 8x – 10 (b) 4w (w – 2) – 5 = 4w2 – 8w – 5
= 2(x2 − 4x − 5) Denominators of fractions with denominators that are not common factors
= (2w – 5)(2w + 1)
= 2(x – 5)(x + 1)
EXAMPLE 17 FLASHBACK
Simplify each of the following expressions.
Addition and subtraction of algebraic fractions with the same denominators 3 – 1 = 3 × 3 – 1 × 4
5x 3x 4 3 4 ×3 3 ×4
(a) − 2a b
3 2 (b) +
3 2c = 9 – 4
EXAMPLE 15 FLASHBACK Solution:
12 12
5
=
Simplify each of the following. Before solving fractions, 5x × 2 3x × 3 2a b
12
(a) − (b) +
4a 3a y 3y x+2 x−5 the first step is to make 3 ×2 2 ×3 3 2c
(a) + (b) − (c) − sure the denominators
5 5 2x 2x 5w 5w
are of the same value. = 10x – 9x 2a × 2c b ×3
6 = +
Solution: (a)
3 2 5 3 × 2c 2c × 3
7
+
7
=
7 x
= 4ac + 3b
3y 8y 11y 6 =
4a 3a y 3y x+2 x−5 (b) + = 6c
(a) + (b) − (c) − 5 5 5
5 5 2x 2x 5w 5w 7x x
7a (c) − Denominators of fractions that are of common factors. FLASHBACK
= y − 3y x + 2 − (x − 5) 5 10
= =
5 2x 5w ×2 x
= 7x − EXAMPLE 18 LCM or Lowest Common
1 2y x+2−x+5 5 ×2 10 Multiple
y −y = − =
−x = x 2x 5w = 14x − x Simplify each of the following expressions.
1 10 10
y 7 1 4 m 5m
Negative sign is usually =– x =
13x (a) + (b) –
not attached to the 5w
=
10 4p 6p 4r 14rs
denominator 4 x
(d) − Solution:
(−) × (−) = + xy2 y
1 4 1 ×3 4 ×2 m m × 7s
– 5m = – 5m
×2
= 42 −
x × xy (a) + = + (b)
xy y × xy 4p 6p 4p × 3 6p × 2 4r 14rs 4r × 7s 14rs × 2

4
= 2 − x y2
2
3 8 7ms – 10m
xy xy = + 2p 4p , 6p
2r 4r , 14rs =
12p 12p 28rs
4 − x2y 2 ,3 2 , 7s
=
xy2
11
= 12p LCM = 2p × 2 × 3 LCM = 2r × 2 × 7s
= 12p = 28rs
34 35
2.3.2 Multiplication and division of algebraic LEARNING 2.3.3 Combined operations of algebraic LEARNING
expressions STANDARD expressions STANDARD
Perform multiplication Perform combined
To multiply and divide algebraic expressions, you need to factorise and division of algebraic EXAMPLE 20 operations of algebraic
the expression and simplify similar expressions of the numerators expressions involving expressions involving
CHAPTER 2
CHAPTER 2
expansion and factorisation.
Solve the following using combined operations. expansion and factorisation.
and denominators.
Example, 2 a 9k 2 – 12k + 4
(a) (15a + 25b) + (b) (3k + 2)(3k – 2)
5b b
2p + 4 ATTENTION
(2p + 4) ÷ (p2 − 4) can be written as . FLASHBACK 12m – 18m2 n a–b (a – b)2 Factoring two, three or four
p2 – 4 (c) × (d) ÷
1m 4n – 16n
2
m 3a + b 6a + 2b terms:
2p + 4 2(p + 2) 1
= 2 Factorise the numerator 1 mn = n Solution: Two terms
p2 – 4 p – 22
1
1 2s2 2(s)(s) 2 a 9k 2 – 12k + 4 a 2 − b 2 = (a + b)(a − b)
2(p + 2) = (a) (15a + 25b) + (b)
= Simplify similar expressions 8sp 8(s)(p) 5b b (3k + 2)(3k – 2) Example:
(p + 2)(p – 2) or terms 1 1 x 2 − 16
2 1
1 s =1 × 5(3a + 5) + a (3k – 2)(3k – 2) = (x + 4)(x − 4)
=
4p 5b b =
2 (3k + 2)(3k – 2) 1
= 2(3a + 5b) a
p–2 = + Three terms
b b 3k – 2
=
This process of simplification requires factorisation skills that you FLASHBACK 3k + 2 Factor in two brackets
6a + 10b a
have learned. = + ( )( )
a 2 + 2ab + b 2 = (a + b) 2 b b
Example:
a 2 − 2ab + b 2 = (a − b) 2 7a + 10b x 2 − 4x − 21
a2 − b2 = (a + b)(a − b) =
b = (x − 7)(x + 3)
EXAMPLE 19
12m – 18m2 × n a–b (a – b)2 Four terms
Simplify. (c) (d) ÷
4n2 – 16n m 3a + b 6a + 2b
TIPS 6xy + 2y + 9x +3
a2 – 1 b2 (h + k) 2 6k – 3h 1
3 6m(2 a–b
(a) × (b) × 2 a+1=1+a – 3m) n1 = × 6a + 2b Example:
2ab 1+a 2k – h h – k2 = 2 4n(n – 4) × 3a + b (a – b)2
a − b = −(b − a) m1 (6xy + 2y) + (9x + 3)
1 1 1
5a 2ab a2 – b (a – b)2 (p − q)2 = (q − p)2 3(2 – 3m) (a – b) 2(3a + b) = 2y(3x + 1) + 3(3x + 1)
(c) ÷ (d) ÷ = 2(n – 4) = ×
a + 2b 3a + 6b 10a – 5b 8a – 4b 1 (3a + b) (a – b)(a – b) = (2y + 3)(3x + 1)
1
2
Solution: FLASHBACK =
a–b
a –1
2
b 2
(b)
(h + k)2 6k – 3h
× 2 Factorise SELF PRACTICE 2.3
(a) × 1 1 1
2ab (1 + a) 2k – h h – k2 Mutual
x ÷ x x 1. Simplify each of the following.
1 1 1 1 is x ÷ 1 and
(a + 1)(a – 1) b(b) (h + k)(h + k) 3(2k – h) 1 x1 change the (a) 4(b − 1)2 − 9 (b) (m + 3)2 − 16 (c) (p − 5)2 − 49
= × =1 ×
= × x 1 operation ÷ (d) 7x(x − 1) − 3 (e) (2c − 1)2 + 2(4 + c)
2ab 1 (1 + a)1 2k – h 1 (h + k)(h – k)
1 =1 to ×
b(a – 1) 3(h + k) 2. Simplify each of the following.
= Simplify similar = Simplify similar
2a expressions h–k expressions
3y 3y 3m + 2n m – 5n 4r – 3s 3r – 4s
(a) + (b) – (c) –
TIPS 5 5 m – 2n m – 2n 2r + 3s 2r + 3s
5a 2ab a2 – b2 (a – b)2
(c) ÷ (d) ÷ 3 5 3. Simplify each of the following.
a + 2b 3a + 6b 10a – 5b 8a – 4b ÷
4 4 5 2 2s 3 3z
1 (a) p – 2 (b) – 4s (c) –
5a 1 3(a + 2b) (a + b)(a – b) 1 4(2a – b) 1 41 p 3 9 x + y 4(x + y)
= × = × 3
= ×
(a + 2b) 1 2ab 5(2a – b) 1 1 (a – b)(a – b) 41 5 4. Simplify each of the following.
1
15 Simplify similar 4(a + b) Simplify similar 3 3u 5v 1 2 2 4
= = = (a) + (b) – (c) + 3s
2b expressions 5 4 3 6s 5t r – 2
5(a – b) expressions
36 37
5. Simplify each of the following. n+2 n 5x y–1 rs 2–r

m n 3 4 (d) 2 + (e) + (f) +
+ 3
n m mp 8yz 12xz 4y 18yz
(a) + (b) + (c)
9 12 3mn 6m 2 d 2 g 5dg
4. Grandma has a piece of chocolate with a length of (k 2 – 16) cm and she wants to divide it equally
6. Simplify. among her (k – 4) grandchildren. What length of chocolate will each of her grandchildren
2k – 1
CHAPTER 2
CHAPTER 2
x2 – x m+n
6a + 15 (c) c2 – 9 receive?
(a) (b) (d) 2 (e)
xy 12 m –n
2 2
4k – 1 2c + 6
7. Simplify. 5. Gurdip and Jumrang are part-time workers in a grocery shop. Gurdip is paid RM3 per hour
2 3 h y less than twice Jumrang’s pay. If Jumrang is paid RMx per hour, how much is Gurdip’s pay
(a) × (b) ×
a–3 3+a k–2 h+3 if he works (x + 2) hours and Jumrang’s pay if he works (2x + 3) hours. State your answers in
2r algebraic form.
(c) 3m × 2mn (d) ×s–4
(m – n) (n – 2m) s–2 r+5
6. The ground area of a piece of land of a supermarket used for parking cars is 25(x2 – 8x + 16)
8. Simplify. square metres.
m 2(x + 2) 2r 2 5r – 5s
(a) × m2(x – a) (b) × (i) If the area of a parking lot for a vehicle is (x – 4)2 square metres, how many cars can be
x+2 rs – s2 2r – 4r 2
parked there?
x x2 + 5x + 6 e + 2f 4 f 2 – 10ef (ii) If 4 units of the parking lot have been booked by the supermarket, how many parking lots
(c) × (d) ×
x+2 5x2 5e – 2f 3e 2 – 9ef are left?
9. Simplify.
5a 3b 4 7. Khairul wants to cover a wall measuring (x + 5) metres long and (3x − 2) metres wide with
8a
(a) ÷ (b) n – 3 ÷ 3n – 9 decorative papers.
2a + 3 a + b
(i) What is the area of the wall that will be covered with decorative paper if there is a door
6y 2 18xy f–1 fg – g measuring (x – 1) metres long by x metres wide.
(c) 2 ÷ x + y (d)
eg + 2e ÷
x + xy g+2 (ii) If the cost of the decorative papers is RM 8x per square metres, how much will Khairul have
10. Solve the following combined operations. to spend?
x2 + x xy – y 2 4p 2 – 1 pq + q
(a) 2 × x+y (b) p –1
2 × 4p – 2 8. Swee Lee should have finished (28 + 16x) Mathematics questions in 4 hours.
x – y2
(i) How many questions would have been done in 30 minutes?
pq – pr q 2 – r 2 st + tu s2 – u2
(c) 2 ÷ 2 (d) ÷ (ii) If Swee Lee could only finish (14 + 8x) questions, how much time did she spend?
r –1 r +r 4t 2 – 1 4t 2 + 4t + 1
9. Azimah bakes a square layered cake measuring (3x + 2) cm long and (x + 2) cm wide.
GENERATING EXCELLENCE 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.
1. Expand each of the following expressions. 10. Encik Hanapi intends to build a single storey bungalow on a piece of land measuring x metres
1 wide and y metres long. He needs to reserve part of the land which is 2 metres wide for a road
(a) 2 (6a + 12b) (b) (n + 2)(n – 5) (c) (a + 2b)2
for his neighbour.
1 2 (i) What is the total area of his piece of land?
(d) (4x – y) 2 (e) �2v – ��3v + � (f) (h – k) 2 – 4h(2k – 3h)
3w 3w (ii) What is the remaining size of the land after reserving Neighbour's
some parts for the road? house
2. Factorise the following expressions.
(a) 12m – 18m 2 (b) y 2 – 81 (c) 4ab – 8a 2 b (iii) If the cost of land is RM18 per square metres, what
is the total cost of the remaining land? x
(d) x 2 – 16y 2 (e) (s – 3) 2 – 1 (f) x 2 + 4x + 3
(g) x + 2x – 15
2
(h) x + 6x + 8
2
(i) 6cd – 2ce – 3bd + be
3. Simplify each of the following expressions. 2
y
a+2 a–b 3e 5d 4 3
(a) + (b) – (c) –
4v 2v 5ab 4c f 2g 5fg
38 39
CHAPTER SUMMARY SELF REFLECTION
At the end of this chapter, I will be able to:

CHAPTER 2
CHAPTER 2
Factorisation and Algebraic Factors
1. Explain the meaning of expansion of two algebraic expressions.
2. Work out expansion of two algebraic expressions.
3. Simplify algebraic expressions involving combined operations, including

Expansion Factorisation expansion.
Multiplication of an algebraic expression Factorisation is the method of writing 4. Solve problems involving expansion of two algebraic expressions.
with a term or an algebraic expression an algebraic expression as a product of
two or more algebraic terms or algebraic 5. Relate the multiplications of algebraic expressions to the concept of factors
• a(x + y) = ax + ay expressions. and factorisation, and hence list out the factors of the product of the algebraic
Factorisation is the reverse process of an expressions.
• (a + b)(x + y) = ax + ay + bx + by
• b(c + d) = bc + bd expansion.
6. Factorise algebraic expressions using various methods.
• (b + c)(d + e) = bd + be + cd + ce • 2a – a 2 = a(2 – a)
• (b + c) 2 = b 2 + 2bc + c 2 • a 2 + 4a + 3 = (a + 1)(a + 3) 7. Solve problems involving factorisation.
• (b − c) 2 = b 2 − 2bc + c 2 • a 2 – 7a + 10 = (a – 5)(a – 2)
• (b + c)(b − c) = b 2 − c 2 • a 2 – 36 = (a2 – 6 2 ) = (a – 6)(a + 6) 8. Perform addition and subtraction of algebraic expressions involving
• ab + ac + bd + cd = (b + c)(a + d)
• a 2 − 2ab + b 2 = (a − b) 2 9. Perform multiplication and division of algebraic expression involving
10. Perform combined operations of algebraic expression involving expansion
and factorisation.
Addition and Subtraction MINI PROJECT

Before adding or subtracting two algebraic Title: What is the volume of this pail of water?
fractions, check the denominators first. Multiplication and Distribution Materials: A pail of water (labelled z), a few small mineral water bottles (labelled x), a few
If they are not the same, you need to big mineral water bottles (labelled y) and a funnel
express all fractions in terms of common Factorise expressions before division or
denominators. multiplication when it is necessary. Each group is given a few empty mineral water bottles of different size and a funnel. Students
1 1 fill up the empty bottles with the water. Then they write out the algebraic expression to
a m + n (m + n)2 m + n (x + y)(x − y)
• + b =a+b ÷ 2 = x – y × (m + n)(m + n) express the volume of water. Every group presents their answers. Are they the same? Can you
4 4 4 x–y x –y 2
1 1 determine the volume of water?
• 1 + 1 = b + a = m + n
x+y
a b ab
1 ×b 1 ×2
• 1 – 1 = 2a × b –
2a ab ab × 2
z x x x y y y
b–2
= 2ab
40 41
Chapter 3 Algebraic Formulae Chapter 3 Algebraic Formulae
WALKING
CHAPTER 3
CHAPTER 3
THROUGH TIME
A wholesale store sells clothes for
RMy. During the festive season, the store
discounted the price of the clothes as Al-Khwarizmi introduced negative and decimal
WHAT WILL YOU LEARN?
shown below. numbers. He also founded a mathematical
programme using a set of instructions to
3.1 Algebraic Formulae
complete a complex calculation.
For more information:
As a computer programmer, you are asked

to develop a programme that contains the
formula for calculating the selling price http://rimbunanilmu.my/mat_t2e/ms043
of the clothes.
WORD LINK
• Algebraic formula • Rumus algebra

• Variable • Pemboleh ubah
• Coefficient • Pekali
• Subject of formula • Perkara rumus
The algebraic formulae is applied by engineers,

statisticians, mathematicians and astronomers
in their respective jobs.
42 43
CREATIVE ACTIVITY Race DO YOU KNOW

Types of dance
Malay Chinese Indian The Sumazau dance is
Aim: Identifying formula known as the traditional
Material: School Calendar Sumazau a 2c 2a dance of the Kadazan
Steps: Kuda Kepang 2b b 5b Dusun tribe in Sabah.
The Sumazau dance is
1. Students carry out the activity in pairs. Lion 2c 3a c performed during the
CHAPTER 3
CHAPTER 3
2. Calculate the amount of money that can be saved from the following situations (assume Tadau Kaamatan festival
The alphabet a, b and c are known as variables.
that the calculation starts from first to the last day of each month). and is celebrated every
2. Write a formula for each of the following subject. year in May.
Situation 1 (a) s, number of Chinese dancers.
Badrul is a form 2 student who likes to save. On each school day, he receives RM5 as his (b) d, number of Kuda Kepang dancers.
pocket money and spends RM4.50. What is the amount of Badrul’s savings in January? (c) w, number of Indian and Malay dancers.
Discussion:
Situation 2 (i) Difference in formula between the groups in your class. http://www.jkkn.gov.my/
Sedthu saves RM15 per month. If he receives RM10 as pocket money, calculate Sedthu’s (ii) Conclusion from the activity above. pemetaanbudaya/
expenditure for one day in April.
The formula is expressed as s = 2c + b + 3a, d = 8b, w = 3a + 7b + 3c.
3. State the method of calculating the savings.
From the activity above, the formula is formed by the relationship TIPS
among a few variables.
From the situations above, write an equation for the total savings in relation to pocket money, In the activity on the left,
money spent and to the number of days using basic mathematical operations to get the total amount s, d and w are subjects
of savings. Pocket money, money spent and number of days are variables. You can determine the EXAMPLE 1 of formula. They can
be written on the left or
amount saved by changing the value of the variables. Suzi sold two types of cakes of different prices. The chocolate cake right side.
sold at RM3 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
3.1 Algebraic Formulae selling price of the cake, if m slices of chocolate cake and n slices of TIPS
Algebraic expression is a combination of two or more algebraic terms. The algebraic formulae cheese cake were sold.
A variable in a formula can
combines an algebraic expression using addition, subtraction, multiplication or division and is Solution: be represented by letters a
written in the form of an equation. to z (in example 1, m and
Price of cheese cake = twice the price of the chocolate cake
n represents variables). z,
= 2 × RM3 written on the left is known
3.1.1 Forming formula LEARNING = RM6 as subject of formula.
STANDARD Selling price, z = �(number of chocolate cake × price) +
COGNITIVE STIMULATION Write a formula based on
(number of cheese cake × price)� × discount
a situation. = �(m × RM3) + (n × RM6)� × (100% − 10%)
Aim: Forming algebraic formulae = (RM3m + RM6n) × 90%
Material: Worksheets = (3m + 6n) × 0.9
Steps: Let, z = Selling price THINK SMART!
1. Students carry out this activity in groups. m = number of chocolate cake Is this equation called a

n = number of cheese cake formula?
A cultural club will perform at a school-level cultural night. The table shows the number
of dancers according to the types of dance and race represented by an alphabet. (i) a × (b + c) = (a × b) + (a × c)
The algebraic formula is z = 0.9 (3m + 6n) p q b
(ii)
= 2.7m + 5.4n a + a =a
Discuss.
44 45
3.1.2 Changing the subject of formula LEARNING EXAMPLE 3 TIPS

STANDARD
The subject of a formula can be a variable for the algebraic formula State p, as the subject of formula. (�a 2 )2 = a2
Change the subject of
and the variable can be the subject of an algebraic formula. formula of an algebraic �a 2 = a
(a) q = p (b) s = p 2
equation.
p 1
(c) w = (d) t =
CHAPTER 3
CHAPTER 3
TIPS 3 p2
b b ATTENTION
Coefficient for the subject Solution: 1
�x = x 2
of formula must be 1.
a (a) p = q Both sides of (b) p2 = s 1
the equation are

(�x )2 = (x 2 ) 2
Perimeter, P for an equilateral triangle can be expressed in a and b. ( p )2 = (q)2 p2 = s 1
squared ×2
Hence, P = a + 2b p = q 2 = x 2
FLASHBACK p = s
= x
The subject of formula of the equation above can be changed as shown. 1×p =p
P−a
(i) a = P – 2b (ii) b = −1 × p = −p
2 p 1
(c) = w (d) t =
0×p =0 3 p2 ATTENTION
EXAMPLE 2
1 p Reciprocals
×p = p 2 2 1
State m, as the subject of formula. 3 3 � � =w t × p2 = × p2 1 1
3 1 p2 = a, x =
1 p 1 x a
(a) q = m + p (b) b = 2s – m − ×p =−
3 3 p tp2 = 1
m–n Squares
(c) a = 5 (d) t =
3
= w 2 1 (�x )2 = a 2 , x = a 2
2m –3 p2 =
p t
Solution: TIPS × 3 = w 2 × 3 Square root
3 1 1
1 p=
√x 2 = √a, x = ±√a
(a) m + p = q (b) 2s – m = b Subject of formula should p = 3w 2 t
m + p – p = q – p be on the left side of the
2s –2s – m = b – 2s equation.
Then, m = q – p – m = b – 2s
1 1 3.1.3 Determining the value of variable LEARNING
m in terms of p and q × (– m) = (b – 2s) STANDARD
–1 –1
m = –b + 2s The value of a subject of a formula can be obtained when all Determine the value of
m in terms of b and s variable values are given. On the other hand, the value of a a variable when the
Then, m = 2s – b value of another variable
variable can be obtained when the value of subject of the formula
and variable is given. is given.
(c) 5 m–n FLASHBACK

a = 2m (d) = t
–3 EXAMPLE 4
5 You have learned to solve
a × 2m = × 2m m–n 1 linear equation using the Given w = 7t – 5u, calculate the following.
2m 1 × –3 = t × (–3) FLASHBACK
1 1 –3 following three methods: (a) value w when t = 3 and u = –2
2am = 5 m – n = – 3t (a) Trial and improvement
(b) value t when w = 15 and u = 4 −a + a = 0
1 (b) Application of equality
2am m – n + n = – 3t + n
= 5 concept Solution: −a − a = −2a
2a 2a m = – 3t + n (c) Back track −a × a = − a 2
1 (a) Substitute t = 3 and u = –2 into the formula. (−a) × (−a) = a 2
5 Then, m = n – 3t
Then, m = −a ÷ a = −1
2a m in terms of a w = 7(3) − 5(−2)
m in terms of n and t (−a) ÷ (−a) = 1
= 21 + 10
= 31
46 47
(b) Substitute w = 15 and u = 4 into the formula. Solution:

FLASHBACK
7t – 5u = w
Algebraic formulae Understanding the problem Planning the strategy
7t – 5 (4) = 15
7t = 15 + 20 Number of fried chicken that can be Determine the price of a bun.
Variables
(a) Represent the price of bun and chicken
t = 35
Variables is a quantity where bought by Azman for RM12.
7 the value is not known or can be with x.
changed.
CHAPTER 3
CHAPTER 3
t = 5 Price of bun = RM x
Constant Price of chicken = RM2 x
Constant is a quantity where the
value is fixed. (b) The total price of bun + The total price of chicken + RM1 = Total expenditure
EXAMPLE 5
2(RM x ) + RM2x + RM1 = RM5
Algebraic formulae
1 Algebraic formulae involve equations
2x + 2x + 1 = RM5
Given m = (p – q)2, calculate the value q if m = 16 and p = 3. 4x + 1 = 5
4 that connect a few variables.
Solution: x = 5 − 1
Subject of formula 4
1 Subject of formula is a dependant =1
m × 4 = (p – q)2 × 4 variable expressed in terms of an
4 independent variable of a formula. Thus, the price of a bun is RM1 and the price of a piece of chicken is RM2.
4m = (p – q)2 The subject of formula always
has coefficient 1. The algebraic
Square root both sides of the equation formulae involves
Conclusion Implementing the strategy
�4m = √(p – q)2
(a) One of the basic mathematical (a) Represent the number of fried chicken with y.
operations.
Azman gets to buy 5 pieces
p – q = �4m (b) Squares and square root of fried chicken. (b) Total price of bun + Total price of chicken = RM12
(c) A combination of basic and
– q = �4m – p square operations or square root. (RM1 × 2) + (RM2 × y) = RM12
1 1 Multiply both sides of 2 + 2y = 12
(– q) × = �√4m – p� ×
–1 –1 1
the equation by TIPS y = 12 – 2
q = − √4m + p –1 2
Alternative method =5
q = p – √4m Substitute m = 16 and p = 3
q = 3 – √4(16) Replace m = 16 and p = 3 16 = 1 (3 − q ) 2

4
64 = (3 − q ) 2 SELF PRACTICE 3.1
q = 3 – 8
√64 = (3 − q )
q = –5 8 = 3 − q 1. Express the letters in the brackets as subject of formula.
q = 3 − 8 (a) z = m − qp [ m ] (b) v = u + 2 [u]
q = − 5 7w
(c) 3y = x [ x ] (d) 3a = 4 [ b ]
5+b
3 5
(e) 5q = u − 5 [ u ] (f ) 2w = −4 + v [ v ]
3.1.4 Solving problems LEARNING 25w2
STANDARD (g) 2a = √3b + 5 [ b ] (h) (−5t)2 = 36 [ w ]
Solving problems involving
EXAMPLE 6 formulae. (i) (−3m)2 = 4p − 8 [m] (j) √(9r 2 ) = 4s − 7 [r]
The price of a fried chicken at a school canteen is twice the price of a bun. With RM5, Azman 2. The price of a shirt is RM35, while the cost of a pair of trousers is RM45. A discount of 15% is
bought two buns and a piece of chicken. The balance of RM1 is saved. If Azman has RM12 and given on the price of a shirt, while a discount of 10% is given on the price of a pair of trousers.
decides to buy the same number of buns, how many pieces of fried chickens will he be able to buy? Write the formula for the total expenditure, z, if Syamsul wants to buy x shirts and y trousers.
48 49
3. Solve the following. (b) The rental fee of a sepak takraw court is RM5 for the first hour. Payment for the next hour
(a) Given c = 4d + 8, calculate (b) Given 4p = 18 − 5q, calculate is RM3. Write the formula that relates the amount of payment p, and the hours used, h.
(i) value c when d = 2 (i) value p when q = 2
(ii) value d when c = 10 (ii) value q when p = 2 (c) Acceleration, a is defined as the difference between the final velocity, v2 and initial velocity
v1 divided by time, t. Write the relationship between a, v2, v1 and t.
(c) Given 1 m = 2 n + 8, calculate (d) Given √4m = n − 5 , calculate
2
3 3 2
2. Express the letters in the brackets as a subject of formula.
CHAPTER 3
CHAPTER 3
(i) value m when n = −15 (i) value n when m = 4 (a) m = – 3 q + p [q] (b) x = – p – w [w]
(ii) value n when m = 30 (ii) value m when n = 2
3 3
(c) 2e = 4 g + 3h [g] (d) 4 m – 6p = 4 q [q]
(e) Given 3u = 4r + s, calculate (f) Given 3 p = 2 q − 1 r , calculate 3
5 3 4 (e) w = 3v 2 [v] (f) 2m = 4 n2
[n]
1
(i) value u when r = 5 and s = −2 (i) value p when q = 3 and r = 8 (v + 1) 2

(g) 3w = [v] (h) 5f = 5 [k]
(ii) value r when u = 3 and s = 3 (ii) value q when r = −12 and p = 10 2 4
k−7
(iii) value s when u = 2 and r = 1 (iii) value r when p = −15 and q = −15
2 3. Calculate the following value.

1 3 1 x+y c − d 2 , calculate the
(g) Given √3a = 9b − 4 c, calculate (h) Given 1 2 s = 5 t 2 + 3 u 2 , calculate (a) Given w = , calculate the value (b) Given 6 b =
1+x 9
1 value
(i) value a when b = 1 and c = 2 (i) value s when t = −5 and u = 3
3 (i) w, when x = 2 and y = − 8
(ii) value b when c = 3 and a = 12 (ii) value t when u = −6 and s = 28 (i) b, when c = 20 and d = 2
(ii) x, when w = 20 and y = 5
(ii) c, when b = 1 and d = 2
(iii) value c when a = 3 and b = 3 (iii) value u when s = 4 and t = 5 (iii) y, when w = 5 and x = 6 9
6 6
(iii) d, when b = 1 and c = 90
4. Write the algebraic formula based on the following situations. 2
(a) The total price RMz that needs to be paid by a buyer who bought x workbook and y geometry (q + 1) 3t – 4u 2
(c) Given −2p = , calculate the value (d) Given 4s 2 = � � , calculate
set. The workbook and the geometry set each costs RM5.90 and RM3.60 respectively. (r + q) 5
the value
(i) p, when q = 3 and r = 3q
(b) In a class party, a teacher buys p carton of canned drinks to be distributed to the q (ii) q, when p = 3 and r = 2q (i) s, when t = s − 1 and u = 2 s
students. From the total number of canned drinks, seven cans were distributed to the
(iii) r, when p = − 1 and q = 2p (ii) t, when s = −5 u and u = 3
subject teachers. If a carton contains 24 cans of drinks, calculate the number of cans 3
received by each student, b in terms of p and q. (iii) u, when s = 1 t and t = 2 − u
3
4. The salary of fast food store branch manager is 3 times more than a part time employee salary,
(c) Shoe A is sold at RM35 a pair, while shoe B costs RM76 a pair. Beautiful Shoe Shop offers RMx per day. Working hours for part time employees are half of the manager’s working time, y
a 15% discount on purchases of two pairs of shoes. Mei Ling buys m pairs of shoe A and n within a month. If they work 26 days in a month, write the formula for the difference in salary,
pairs of shoe B. Calculate the price payable, P in terms of m and n. RMz between the two workers in terms of x and y.
(d) A car is able to travel as far as 10 km with a litre of petrol. Express the cost, RMx of the 5. Julia takes 40 seconds to walk as far as 50 metres. Write a formula to help Julia calculate the
petrol that needs to be filled for s km if a litre of petrol costs RMt. duration of the trip, t in minutes from her home to the school that is s kilometre away.
6. The area of the trapezium below is 36 cm2. If x + y = 11 cm, calculate the value of x and y.
GENERATING EXCELLENCE x cm
4 cm
1. Write the algebraic formula from the following situation.
(a) A represents area, x represents the length of a square. Write the formula that relates A to x.
2y cm
50 51
CHAPTER SUMMARY MINI PROJECT
Title: Counting board

Algebraic Formulae
Materials: Manila card, used card board, coloured paper, glue and scissors
Steps:
CHAPTER 3
CHAPTER 3
Algebraic formulae connect the Subject of formula is represented by a letter. 1. Create a counting board to calculate the price that needs to be paid by the student to
algebraic expressions through addition, purchase three items.
subtraction, multiplication and division Subject of formula can be changed 2. Example of the things that needs to be purchased are pen, mineral water, and note book.
in an equation form. according to the value of the variable. 3. Price of the pen, mineral water and note book is determined by the students according to
the current price.
1. y = 3x – 5 w = – 6 – 8t
6 – 7v
2. w =
v –6–w
t =
1 8
3. L = th
2 Items
4. A = πr 2
A variable in the subject of formula can be obtained Solving problem involves

when the value of the other variables is given. changing the subject of a Number
Example: formula, combination of basic a b c
2v mathematical operations, square
Given Q = , calculate value u,
–v + u and square root.
if v = 2, Q = 4
Price
a × RM b × RM c × RM
Thus, u = 3
SELF REFLECTION Total

(i) (ii) (iii)
At the end of the chapter, I am able to:
+ +
1. Write a formula based on a situation. Overall total
(i) (ii) (iii)
2. Change the subject of formula for an algebraic equation.
3. Determine the value of a variable when the value of another variable Example of a counting board
is given.
4. Solve problems involving formulae.
52 53
Chapter 4 Polygon Chapter 4 Polygon
WALKING
THROUGH TIME
In our daily life, there is a combination of
polygons around us especially in the designs
WHAT WILL YOU LEARN? of buildings. The combinations of polygons Polygon refers to the words ‘poly’ which means
produce interesting and diverse forms of
CHAPTER 4
5
CHAPTER 4
5
many and ‘gon’ which means angle. Polygon
BAB
BAB
art. This geometric pattern can be seen at is named by the number of sides. For larger
4.1 Regular Polygons Tanjung Bungah Floating Mosque, Penang
4 polygons, mathematicians name the polygon 4
whereby it has a unique combination of according to the number of sides for example
4.2 Interior Angles and Exterior Angles local and Western Asian architecture. 17-gon.
of Polygons
WORD LINK
• Polygon • Poligon
• Regular polygon • Poligon sekata
• Irregular polygon • Poligon tak sekata Creating logos, murals on school walls and
• Axis of symmetry • Paksi simetri creating symmetry on drawing.
• Side • Sisi In the field of technology, knowledge of
• Interior angle • Sudut pedalaman polygon is used in building architecture,
• Exterior angle • Sudut peluaran roofing, interior designing, fabric design and
more.
• Supplementary angle • Sudut penggenap
Careers involved in this field are surveyors,
• Origami • Origami
technicians, engineers, architects, graphic
designers and many others.
54 55
BAB 4
Steps:
CREATIVE ACTIVITY 1. Measure the length of the side and interior angle for all the polygons.
Q R
Aim: Producing a pentagon using paper folding technique 2. Complete the table below.
(origami) Triangle ABC Square DEFG Pentagon HIJKL
P S
Materials: Square paper and scissors Length of Measurement Length of Measurement Length of Measurement
Steps: side of angle side of angle side of angle
1. Fold the square paper into two sections. Diagram A AB ∠CAB DE ∠GDE HI ∠HIJ
2. Label each vertex with PQRS. T BC ∠ABC EF ∠DEF IJ ∠IJK
Q R
3. Fold P towards line QR. Press the fold down. Open the fold. CA ∠BCA FG ∠EFG JK ∠JKL
4. Fold Q towards line PS. Press the fold down. Open the fold. GD ∠FGD KL ∠KLH
P S
CHAPTER 4
5
CHAPTER 4
5
5. There should be fold marks shaped X in the middle. Label it U
Diagram B LH ∠LHI
as X.
Q T Conclusion: Conclusion: Conclusion:
6. Bring S to the centre marked X. Press the fold down. R
7. Bring the vertex that touches X and fold it back so that this
side rests on the furthest side. Discussion:
P U S Your findings from the activity above.
8. Take P and fold it to line TU. Fold this shape back to get Diagram C
Diagram D. QR CODE DO YOU KNOW
Regular polygons are polygons for which all sides are equal and all
9. Now, cut off the top as shown in Diagram D. interior angles are of the same size. Regular polygons have congruent
Determining types of polygon.
10. Open the folds. State the shape of the origami. Scan the QR Code or visit A polygon can have 3 or more sides.
http://rimbunanilmu.my/ interior angles. Irregular polygons are polygons with irregular sides. Regular polygon
mat_t2e/ms056 to view the All sides are equal. All interior
angle are of the same size.
tutorial video of the pentagon
shape origami.
Diagram D 3 sides 4 sides 5 sides
triangle square pentagon
EXAMPLE 1
Based on the diagram, which one is a regular polygon and which is 6 sides
hexagon
7 sides
heptagon
8 sides
octagon
4.1 Regular Polygon an irregular polygon? Irregular polygon
(a) (b) (c) Not all sides are equal in length.
4.1.1 Geometric properties of regular polygon LEARNING
STANDARD
3 sides 4 sides 5 sides
A regular polygon is a polygon that has sides with equal length Describe the geometric triangle quadrilateral pentagon
and interior angles of the same size. properties of a regular

polygons using various 6 sides 7 sides 8 sides
representations. (d) (e) (f) hexagon heptagon octagon
Identifying regular polygon Concave polygon

DO YOU KNOW Has at least one angle
that is more than 180°.
COGNITIVE STIMULATION Origami originated from
Convex polygon
Japan that means Solution: No interior angle more
Aim: Exploring geometrical characteristics of regular polygon ‘ori’ = art, ‘gami’ = paper than 180°.
(a) Irregular polygon (b) Irregular polygon
Materials: Ruler and compasses Complex polygon
B J (c) Regular polygon (d) Regular polygon Has lines that
E F intersects in the
FLASHBACK (e) Irregular polygon (f) Irregular polygon polygon.
I K Non polygon
A polygon is a closed form
on a plane that is bounded
Circle Shape that Shape Three-
by three or more straight has a curved that dimensional
A C D G H L object
lines as the sides. line is not
closed
56 57
Determining axis of symmetry 4.1.2 Constructing a regular polygon LEARNING

STANDARD
COGNITIVE STIMULATION Regular polygon can be constructed by using various methods.
Explore the activity below. Construct regular
polygons using various
Aim: Describing the axis of symmetry of a regular polygon
QR CODE COGNITIVE STIMULATION methods and explain the
Materials: Dynamic geometry software and scissors rationales for the steps of
Steps: Scan the QR Code or visit Aim: Creating regular polygon construction.
http://rimbunanilmu.my/ Materials: Dynamic geometry software, paper and scissors
1. Open the file MS058A and print the worksheet. mat_t2e/ms058a to print
Steps: QR CODE
2. Divide the class into two groups. the worksheet.
1. Open the file MS059A.
3. The first group cuts the regular polygons and second group 2. Click on the polygon instructions and choose regular polygon. Scan the QR Code or
cuts the irregular polygons. 3. Click any points on the Cartesian plane. visit http://rimbunanilmu.
CHAPTER 4
5
CHAPTER 4
5
my/mat_t2e/ms059a for
4. By folding the polygon, determine the axis of symmetry for 4. Click any second point. cognitive stimulation.
all the regular polygons and irregular polygons. 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
5. Complete the table below.
five vertices.
Number of sides Number of axis of symmetry 6. Repeat the same steps for regular hexagon, regular heptagon,
Regular polygons regular octagon and regular nonagon.
7. Print out the shapes.
8. Paste your work in your book.
Discussion:
Your findings from the activity above.
Q R
Aim: Producing a regular octagon using origami
Materials: Dynamic geometry software, printer, square shaped
coloured paper and scissors
Steps: P S
Irregular polygons Diagram A
1. Open the file MS059B to watch the tutorial on making an Q R
octagon shaped origami.

2. Fold the paper into two parts. Open the fold. Q R
3. Fold the diagonal part of the paper into two parts. P S
Diagram B
4. Take the centre point of the folded line and bring it close to the
diagonal line through the centre point. P T S
5. Cut away the extra paper. Q R Diagram C
Discussion:
QR CODE 6. Open the fold, then an octagon is produced. QR CODE
(i) What is the relationship between the number of sides with the
number of axis of symmetry? Discussion:
Scan the QR Code or visit P S Scan the QR Code or visit
(ii) Conclusion from the findings of the first group and second http://rimbunanilmu.my/ Your findings from the activity above. Diagram D http://rimbunanilmu.my/
group. mat_t2e/ms058b to find mat_t2e/ms059b to watch
out names of the the tutorial on creating an
multi-sided polygon. octagon shaped origami.
The number of axis of symmetry for a regular polygon is equals to COGNITIVE STIMULATION
the number of sides of the polygon.
Aim: Building a regular polygon using geometry tools
For irregular polygons the number of axis of symmetry should be
Materials: Pencil, ruler, A4 paper and compasses
explored using the folding method.
58 59
Activity 1: SELF PRACTICE 4.1

Construct an equilateral triangle with the sides 5 cm
1. Determine whether each polygon is a regular polygon or irregular polygon.
C

(a) (b) (c)
60° 120°
A 5 cm B A B A B A B
(a) Construct a line (b) Construct a curve with (c) Construct a curve with (d) Draw a line from A (d) (e) (f)
segment AB with the radius 5 cm from radius 5 cm from point to C and B to C. An
length 5 cm. point A. B so that it intersects equilateral triangle
with the first curve. is created.
The intersection point
CHAPTER 4
5
CHAPTER 4
5
is labelled C.
(g) (h) (i)
Activity 2:
Construct a square with sides 4 cm
D
D C
2. Trace the following diagrams. Determine the number of axis of symmetry for each diagram.
(a) (b) (c) (d)
A 4 cm B A B A B A B
(a) Construct a line (b) Construct a (c) Construct a curve with a (d) Construct two curves
segment AB with the perpendicular line with distance 4 cm from point with a distance of 3. Complete the table below with the characteristics of the polygons.
length 4 cm. AB through point A. A so that it intersects 4 cm from B and
with the perpendicular D so that both the Number of Number of Number of axis
line. The intersection curves intersect. The Regular polygon Polygon name
sides vertices of symmetry
point is labelled D. intersection point is
Activity 3: labelled C.
Construct a regular hexagon with sides 3.5 cm
B B C B C
A A A D A D
E F E
4 cm F
(a) Construct a circle with (b) Construct a curve with (c) Construct a curve with (d) Draw line AB, BC, CD,
the radius of 3.5 cm. radius 3.5 cm from A the distance 3.5 cm from DE, EF and FA to form
Mark one point at the and label it B. B and label it C. Repeat a regular hexagon.
circumference and the steps until F.
label it A.
QR CODE
Discussion:
Your findings from the activity above. TIPS Scan the QR Code or 4. Construct the following regular polygons by using a ruler and compasses.
visit http://rimbunanilmu.
Regular polygons can my/mat_t2e/ms060 to (a) Equilateral triangle with side length 3.4 cm.
also be constructed by construct regular polygon (b) Square with sides 3.6 cm.
From all the activities that have been dividing the angles at using geometry tools.
done, the most accurate method in the centre of a circle (c) Regular hexagon with sides 4 cm.
constructing regular polygons is by according to the number (d) Regular heptagon with sides 4.2 cm.
using dynamic geometry software. of sides.
(e) Regular octagon with sides 4.5 cm
60 61
5. Draw the following regular polygon by dividing the vertices at the centre equally.
3. Connect the edges of each polygon to form a triangle in the polygon as shown below.
(a) Regular pentagon (b) Regular hexagon
1
1 3 2
1
1
2 2 3
4
Number of
Polygon Number of sides (n) Total sum of interior angles
4.2 Interior Angles and Exterior Angles of triangles
Polygons DO YOU KNOW Triangle 3 1 1 × 180° = 180°
CHAPTER 4
5
CHAPTER 4
5
Exterior angle + Square 4 2 2 × 180° = 360°
Interior angle = 180°.
x Pentagon
Exterior angle
a 115° Hexagon
y b Interior 180° Heptagon
c
angle Octagon
z
65°
Nonagon
Decagon
Exterior angle is an angle
Interior angle is an angle that is formed when one side Discussion:
that is shaped by two of the polygon is extended. (i) What is the relationship between the number of sides, n with the number of triangles?
adjacent sides of a polygon. It is the supplementary FLASHBACK (ii) What is the relationship between the number of sides in a
angle to the interior angle of Total sum of interior angles triangle with the total sum of interior angles? THINK SMART
the adjacent side. of a triangle is 180°. 5. Total sum of interior angles of a polygon Pentagon can be divided
into 3 triangles. State the
a = number of triangles × 180° number of interior angles of
a + b + c = 180°
b c = × 180° a pentagon.
Angle a, b, and c are Angle x, y, and z are
interior angles. exterior angles.
the nth term
LEARNING
4.2.1 Total sum of an interior angle STANDARD
Derive the formula for the Total sum of interior angles of a polygon = (n – 2) × 180°.
There is a relationship between the number of vertices of a polygon sum of interior angles of a DO YOU KNOW
with the sum of the interior angle. Explore the activity below: polygon.
EXAMPLE 2 Number
Polygon Name
of sides
COGNITIVE STIMULATION QR CODE State the number of triangles formed for each of the following 12 dodecagon
polygon. 13 tridecagon
Aim: Exploring the number of triangle in a polygon Scan the QR Code or visit
http://rimbunanilmu.my/ (a) 13 sided polygon (b) 18 sided polygon 14 tetradecagon
Materials: Paper and protractor
mat_t2e/ms062 to obtain 15 pentadecagon
Steps: Solution:
the worksheets on polygon 16 hexadecagon
1. Open the file MS062 to obtain information about polygon shapes. (a) Number of triangles = 13 − 2 17 heptadecagon
shapes. = 11 18 octadecagon
2. Print the riangle, square, pentagon, hexagon, heptagon, 19 enneadecagon
octagon and nonagon. (b) Number of triangles = 18 − 2
20 icosagon
= 16
62 63
EXAMPLE 3 EXAMPLE 4
Calculate the value x for the following. (a) Calculate the value x for the (b) In the diagram below, ABCDE is a regular pentagon.
(a) (b) diagram below. BCF and EDF are straight lines. Calculate the value x.
60°
100° A
130° x
x
130° E B
60° x D C
120°
160°
Solution: x
(a) Total sum of interior angles, (b) Total sum of interior angles, Solution:
F
= (n − 2) × 180° = (n − 2) × 180° 360°
(a) Total sum of exterior angles = 360° (b) ∠ FCD =
CHAPTER 4
5
CHAPTER 4
5
= (4 − 2) × 180° x + 160° + 120° = 360°
5 TIPS
= (5 − 2) × 180°
x + 280° = 360° = 72° Exterior angle of a
= 540° = 360° 360°
x = 180° − 72° − 72° regular polygon =
x + 100° + 130° + 60° + 90° = 540° x + 130° + 60° + 90° = 360° x = 360° − 280° n
x = 80° = 36°
x + 380° = 540° x + 280° = 360° Interior angle
= 180° − exterior angle
x = 540° − 380° x = 360° − 280°
x = 160° x = 80° 4.2.3 Total sum of exterior angles of polygons
LEARNING
4.2.2 Total sum of exterior angles of polygons LEARNING STANDARD
STANDARD EXAMPLE 5 Determine the values of
Make and verify conjectures interior angles, exterior
COGNITIVE STIMULATION angles and the number of
about the sum of exterior Calculate the value of the interior angle for a regular hexagon.
angles of a polygon. sides of a polygon.
Aim: Exploring the total sum of exterior angle Solution:
Material: Dynamic geometry software
QR CODE Number of sides of regular hexagon, n = 6 TIPS
The output angle enhancement
Total sum of interior angles = (n − 2) × 180°

Polygon n
Conjecture Verify (Yes / No)
Interior angle of regular
Scan the QR Code or visit = (6 − 2) × 180° polygon
http://rimbunanilmu.my/ = 4 × 180° (n − 2) × 180°
mat_t2e/ms064 to obtain = n
= 720°
the worksheet.
Total sum of interior angles
Interior angle =
Steps: Number of sides

1. Open the file MS064 and print the file. 720°
=
2. Do a conjecture for each of the polygon in the space provided in 6
worksheet. = 120°
3. Open the file MS064 to view total sum of exterior angle.
TIPS
4. Explore each polygon that is available. A conjecture is a proposition
or a theorem that looks
EXAMPLE 6
5. Drag the slider dilate to change the size of the polygon sides right. Conjecture decisions 30° 30° + b
that is being displayed. are not formally proven. The
Calculate the value of b for the diagram on the right.
conjecture allows students
6. State the total sum of the exterior angles of a polygon. Solution:
to speculate based on a 60°
Discussion: mathematical situation. 360° = (30° + b + b + 50° + 45° + 15° + 60° + 30°)
15
For example, if we add 2
°
The sum of exterior angles of polygon. positive numbers then the 360° = 230° + 2b
result is always greater than 2b = 360° − 230° b
the number. 2b = 130° 45°
The total sum of exterior angles of a polygon is 360°. 50°
b = 65°
64 65
EXAMPLE 7 ATTENTION SELF PRACTICE 4.2

POLYGON
Calculate the value of the exterior angle of a regular octagon. 1. State the number of triangles that can be found in the polygon below and calculate the total sum
3 4 5 6
Solution: of the exterior angles.
triangle square pentagon hexagon
Number of sides of a regular octagon, n = 8 Total sum of interior angles

Polygon Number of triangles in the polygon Total sum of exterior angles
Total sum of exterior angles = 360° (n − 2) × 180°
360° Number of side Pentagon

Exterior angle = 4 × 180° = 540°
8
Interior angle
= 45° Hexagon
Total sum of
interior angles
EXAMPLE 8 Number of sides Heptagon
CHAPTER 4
5
CHAPTER 4
5
or
Calculate the number of sides of the following regular polygon 180° − exterior angle
Exterior angle
Octagon
when given the value of interior angle.
360°
(a) 108° (b) 144° Number of sides Nonagon
or
Solution: 180° − interior angle
(a) Exterior angle = 180° − 108° (b) Exterior angle = 180° − 144°
= 72° = 36° 2. Name all the interior angles and exterior angles for each of the following polygons.
360° 360°
Number of sides, n = exterior angle Number of sides, n = exterior angle (a) (b)
h g i h
e
360° f d c
360°
n = n = 36° e
72° a g
j b
n = 10 b c a
n = 5
d f
STANDARD
Interior angles: Interior angles:
polygons.
The diagram on the right is a regular hexagon that is Exterior angles: Exterior angles:
Q
enlarged from the design of a football.
(a) Calculate angle y. P R
x 3. Calculate the value x for each of the following diagrams.
(b) Calculate the difference between y and (x + z). z
y

U (a) (b)
Solution: S 80° 75°
T
x 85°
Understanding the problem Planning the strategy Implementing the
strategy 130° 100°
Calculating angle y using formula (6 − 2) × 180°
(a) y = x
(n − 2) × 180° 6 (b) Difference between
n y and (x + z)
y = 120° x
= 120° − (30° + 30°)
(c) (d) 50°
Angle x is in the equilateral triangle 180° − 120° = 60° x
70° 76°
∠UPQ = ∠TSR = y (b) x =
2 Conclusion 50°
180° − UPQ x = 30° (a) y = 120°
112° 60°
2 z = 30°(alternate angle) (b) y − (x + z) = 60°
66 67
4. For each of the diagram below, calculate the value p, q and r. 2. Calculate the value p,q and r in the following.
(a) (b) r (a) (b) r (c) 105° p
100°
p q p 140°
60° 45° q q
r p r 75°
q 112° 40°
45° 80° p 85°
r 135°
q
3. Calculate the value x for the following.
5. Calculate the value a + b + c. (a) (b) (c) 60°
x 85°
(a) c (b) x
a x 100°
120°
CHAPTER 4
5
CHAPTER 4
5
60° b 110° 130°
c 80° 2x
80° b
a 4. Calculate the number of sides for the following.
c (a) 45° (b) 36°
(c) (d) c
a
98° b
b
85° b 65°
a
6. Determine the number of sides for a polygon if the total sum of exterior angles is (c) (d)
140° 140° 150° 150°
(a) 900° (b) 1 080° (c) 1 260°
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? 5. (a) Calculate the value x + y in the (b) The diagram shows a logo in the shape
(b) Calculate the value y. diagram below. of a regular pentagon. FED is a straight
y line. Calculate the value x + y.
65°
B
x
150° A C
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? y x
x F E D
(c) In the diagram below, HIJKL is a pentagon. KJM is a straight line.

Calculate the value a + b + c + d.
H
b
GENERATING EXCELLENCE L I
a c
1. Construct the following polygons using compasses and a ruler.

d 65°
(a) Equilateral triangle ABC with sides 4 cm.
J M
(b) Square PQRS with sides 3 cm. K
68 69
6. Azreen wants to draw a logo for the Peers Counselling Club at her school. She chooses 12. Bahar wants to construct a polygon that has an interior angle of 300°. Can Bahar construct the
to draw a regular hexagon with the radius 4 cm. Help Azreen draw her logo using a ruler, polygon? Justify your answer.
protractor and compasses.
7. Total sum of all interior angles of a regular polygon is 2 700°. State the number of sides of
13. The diagram below shows a partial design that has been formed from combining two tiles.
this polygon.
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.
8. In the diagram below, calculate the value p + q.
60° p
Tiles A
98°
CHAPTER 4
5
CHAPTER 4
5
q
92° Tiles
B
70° 80°
Tiles A Tiles A
9. In the diagram below, ABCDEFGH is a regular octagon and EFKLM is a regular pentagon.
Calculate ∠CBM.
A B Tiles
B
H L C Tiles A
67°
K M
G D 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.
F E
10. The exterior angle of a regular polygon is 2h and the interior angle of the same polygon is 7h.
x
(a) Calculate the value of h.
(b) Calculate the value of the interior angle and exterior angle.
(c) Calculate the number of sides of the polygon and name the polygon.
15. Calculate the value of x.
11. The diagram below shows 4 regular pentagons and a square. Calculate the value x.
70 71
SELF REFLECTION
CHAPTER SUMMARY
The number of axis of symmetry At the end of this chapter, I will be able to:
in a regular polygon with n side
and n axis of symmetry. 1. Describe the geometric properties of regular polygons using various
representations.
2. Construct regular polygons using various methods and explain the rationales
for the steps of construction.
Regular polygon Irregular polygon 3. Derive the formula for the sum of interior angles of a polygon.
CHAPTER 4
5
CHAPTER 4
5
4. Make and verify a conjecture about the sum of exterior angles of a
polygon.
5. Determine the values of interior angles, exterior angles and the
number of sides of a polygon.
• Interior angle Exterior angle of a polygon is a
(n − 2) × 180° complement to an interior angle of the
= Total sum of interior 6. Solve problems involving polygons.
n polygon.
angles
• Exterior angle = (n − 2) × 180°
360° Exterior angle + Interior angle = 180°
= MINI PROJECT
n
Total sum of exterior angle = 360° 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.
Total sum of exterior angles
= 360°
Regular polygon is a polygon where all its Irregular polygon is a polygon where
sides have the same length and all interior not all sides are of the same length.
angles are equal. Examples
Exterior
Interior angle
angle
= 360° =
(3 − 2) × 180°
3 3
= 360° =
(4 − 2) × 180°
4 4
360° (5 − 2) × 180°
= =
5 5
Examples of logo
72 73
Chapter 5 Circles Chapter 5 Circles
WALKING
THROUGH TIME
T he clockwise movement of the hand of a
clock forms a circle as it completes a 360°
rotation. This is called ‘kirkos’ in Greek, A circle is a curved pathway locus of a point
WHAT WILL
ANDA AKAN YOU LEARN?
MEMPELAJARI
which means to rotate and to become a curve. that is equidistant from a fixed point. This
fixed point is known as the centre and the
5.1 Properties of Circles
distance from this fixed point to the pathway
is called the radius. A circle is also a curve that
CHAPTER 5
CHAPTER 5
5.2 Symmetrical Properties of Chords
is joined which is known as circumference.
A mathematician named Euclid was the first
5.3 Circumference and Area of a Circle
person to study circles. He is also known as the
‘Father of Geometry’ due to his research.

WORD LINK
• Circle • Bulatan
• Circumference • Lilitan
• Radius • Jejari
• Centre • Pusat
• Diameter • Diameter
• Chord • Perentas
• Segment • Tembereng
• Sector • Sektor
• Minor sector • Sektor minor
• Major sector • Sektor major
• Minor segment • Tembereng minor
• Major segment • Tembereng major WHY STUDY THIS CHAPTER?
• Symmetry • Simetri The application of this chapter is in the field of
architecture, astronomy, design and astrology.
74
74 75
75
CREATIVE ACTIVITY
Aim: Getting to know circles
Materials: Coloured paper, glue, scissors, string and punch Centre
Steps: Radius A fixed point where
1. Students form groups. A straight line from Circumference all points on the
2. Each group is required to draw circles of various sizes. the centre of the circle Perimeter of circumference are
to any point on the a circle. equidistance from it.
Examples are like the ones in the diagram on the right.
circumference.
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
cube, volume of cuboid, Pythagoras theorem and so on in the circles.
Minor Major
Segment Segment
5.1 Properties of Circles
CHAPTER 5
CHAPTER 5
Diameter
Parts of a Segment
A straight line
The region enclosed
5.1.1 Getting to know the parts of the circle LEARNING that touches the Circle
by a chord
STANDARD circumference
and an arc.
COGNITIVE STIMULATION Recognise parts of a circle through the centre of
and explain the properties the circle.
Aim: Knowing parts of a circle of a circle.
Steps: Major
Minor Sector
1. Open the file MS076.
Sector
2. The perimeter of a circle is called . Sector
3. Drag point A in the all directions. Chord The region enclosed
(i) Point A is called the of the circle. Major by two radii
A straight line that joins
4. Drag point B around the circle. Arc and an arc.
any two points on the Minor Arc
(i) The line from the centre of the circle to any point on the circumference of the circumference.
Arc
circle is called . Part of the TIPS
5. Drag point C around the circle. circumference. Diameter is the longest
(i) The CC’ line that goes through the centre and touches the circumference is called . chord in a circle.
6. Drag point D and the point E around the circle.
(i) The line that connects two points on the circumference QR CODE
is called . TIPS
Scan the QR Code or visit EXAMPLE 1
(ii) The region is called . http://rimbunanilmu.my/ A circle is a curved
mat_t2e/ms076 to explore pathway of a point that is
7. Drag points C and D. Identify the following parts of a circle. d e equidistant from a fixed
parts of the circle.
(i) Name two lines generated. Lines AC and . point.
Solution:
(ii) The region bounded by these two radius is called .
a, Chord b, Diameter a b
O c THINK SMART
Discussion: c, Radius d, Circumference
Make a conclusion on your explorations. Why are balls, globes
e, Sector f, Arc and marbles not
f considered as circles?
From the activity above, several parts of the circle have been identified as in the diagrams on the next page.
76 77
5.1.2 Constructing a circle LEARNING

STANDARD 4. Join point P to point A that Step 2
has been marked on the
COGNITIVE STIMULATION Construct a circle and circumference.
P
parts of the circle based
Aim: Constructing a circle and parts of the circle based on the 5. Thus, the line PA is a chord.
on the conditions given. O
3 cm
conditions given
Materials: Compasses, protractor, ruler and pencil
Steps: A
(d) Construct a sector 1. Draw a circle with the radius Step 1
Conditions Steps Solution with an angle of 60° OA 2 cm.
at the centre of a 2. Measure 60° with a protractor
(a) Construct a circle 1. Mark point O. A 2 cm
circle with a radius as shown.
with a radius of 3 cm 2. Using compasses measure 3 of 2 cm. 3. Draw the radius OB. AOB is O
from the centre O. cm on a ruler.
3 cm the sector of the circle.
CHAPTER 5
CHAPTER 5
3. Place the sharp point of the O Step 2
compasses on point O and
draw a circle with the radius
of 3 cm.
(b) Construct a 1. Join points O and Q with a O

Step 1
diameter that passes straight line using a ruler.
through point Q in 2. Extend the line until it Step 3
a circle with the touches the circumference.
O B
centre O. The extended straight line
that passes through Q and Q 60°
centre O is the diameter. A
O
Step 2
diameter
Discussion:
O From the activity above, what parts of the circle has been TIPS
Q constructed? C
From the activities above, students are able to

(c) Construct two 1. Using compasses measure Step 1 (a) construct a circle when the radius or diameter is given. B
chords of 3 cm in 3 cm on a ruler. (b) construct a diameter through a given point in a circle. A
length from point P P Outer Base Origin Inner
2. Place the sharp point of the (c) construct a chord through a given point when the length of the scale line scale
on a circle. compasses on point P.
O chord is given. To measure the ABC angle,
3. Draw the arc that cuts on the (d) construct a sector when angle of the sector and the radius is place the protractor's centre
circumference and label it as point on the vertex of that
given. angle. Make sure the line with
point A.
the value 0 is located on the
A
AB line. Read the angle using
the external scale. Thus, the
angle for ABC is 120°.
78 79
5.2 Symmetry and Chords LEARNING

SELF PRACTICE 5.1 STANDARD
1. Name the following parts 5.2.1 Features in a circle Verify and explain that
(i) diameter of a circle is
(i) point O C COGNITIVE STIMULATION

an axis of symmetry of
(ii) line AOC the circle;
Aim: Verifying (ii) a radius that is
(iii) dector AOB
perpendicular to a
(iv) line OA O (i) properties of the diameter of a circle.
chord bisects the
(ii) the relationship of a radius with chords. chord and vice versa;
(v) arc AB Material: Dynamic geometry software
D (iii) perpendicular bisectors
(vi) line BC Steps: of two chords intersect
1. Open the file MS081. at the centre;
(vii) the shaded area BCD. A
(iv) chords that are equal
B 2. Click on the Activity box. in length produce arcs
3. Drag point Q to points P, T, U, B1, V and Z. of the same length and
2. Construct a circle with radius (i) Name the diameter of the circle. Lines . vice versa;
CHAPTER 5
CHAPTER 5
(ii) Observe the value of angle at the centre when the (v) chords that are
(a) 3 cm (b) 4.5 cm equal in length are
diameter QQ’ is moved. Does it produce the same value? equidistant from the
(c) 2.5 cm (d) 6 cm Are the resulting shapes similar? centre of the circle and
(iii) If you fold the circle on the line QQ'‚ do the shapes vice versa.
3. Construct a diameter that passes through point Q for each of the circles with the centre O. overlap each other perfectly?
(a) (b) (iv) The diameter of a circle is known as .
DO YOU KNOW
Q
4. Click the Activity box for the next activity. The circle has an infinite
O O 5. Drag the slider Drag Me until the end. number of axes of symmetry
because any straight
(i) Radius that bisects a chord is to the chord.
line that passes through
Q
(ii) Radius that is perpendicular to the chord the centre is the axes of
the chord. symmetry of the circle.
4. Construct the chord of a circle with radius and length given below.
(iii) Equal chords produce arc.
Radius Length of Chord
(a) 3 cm 4 cm
QR CODE
Scan the QR Code below
(b) 4.5 cm 6.7 cm or visit http://rimbunanilmu.
my/mat_t2e/ms081 for the
properties of symmetric
Discussion:
chord 1.
5. Using a protractor, construct the sector AOB with O as the centre of the circle. The radius and State the conclusions for all the activities above.
∠AOB as given below.
Radius ∠ AOB The diameter of a circle is the A radius which is

axis of symmetry of the circle. perpendicular to the chord
(a) 3 cm 70° bisects the chord.
(b) 3.6 cm 120° TIPS

The diameter is the chord
that passes through the
centre of the circle.
80 81
COGNITIVE STIMULATION EXAMPLE 2

TIPS
A
Aim: Verifying M
(i) properties of the bisector of the two chords. O
(ii) properties of equal chords in a circle. K
P Q
O A B
Two radii and a chord
Steps:
N forms an isosceles
1. Open the file MS082. triangle.
2. Drag point A where, AB = CD. B
3. Click on the box length of the perpendicular line from the centre of the circle. The diagram above shows a circle with centre O and the line MN
4. Repeat steps 1 and 2 to get the others values. is the chord. FLASHBACK
(a) Name the axes of symmetry of this circle. Pythagoras theorem
(b) Given OK = 3 cm and NK = 4 cm, calculate length of ON. A
CHAPTER 5
CHAPTER 5
(c) Name the angle that is equal to ∠ONK.
a c
Solution:
(a) AOB and POQ K 3 cm B b C
O
Discussion: 4 cm AB 2 + BC 2 = AC 2
or
(i) Where do lines OP and OQ meet?
N
a + b2 = c2
2
(ii) Is the length of arc AGB and CID the same?
(iii) If the length of AB = CD, the distance of OP = the distance of .
(iv) Is the distance of OP and OQ the same? �(16 + 9) THINK SMART
�25 ON = OM P
QR CODE
O
Perpendicular bisectors of two chords meet at the centre of the circle.
Scan the QR Code or visit M Q
http://rimbunanilmu.my/ (c) ∠OMK
O mat_t2e/ms082 for the O is the centre of the circle.
properties of symmetric What is the relationship
chord 2.
EXAMPLE 3 between OP, OQ and OM?
The diagram on the right shows a circle with the radius OP that is perpendicular to the chord MN.
Equal chords or chords of the same length produce arc of the same length.
(a) Is the length MS equal to length of SN? Explain.
(b) If the radius of the circle is 10 cm and OS = 8 cm, calculate the length
O
of the chord MN. O
Solution: 10 cm 8 cm
THINK SMART (a) Yes, MS = SN (b) MS = �10 2 − 8 2 M S N

Equal chords are equidistant from the centre of the circle. The radius OP which is P
How many axes of MS = �100 − 64
symmetry are there in half perpendicular bisects MN.
O a circle? MS = �36
MS = SN = 6
Therefore, MN = 12 cm.
82 83
EXAMPLE 4 5.2.3 Solving problems LEARNING

M STANDARD
The diagram on the right shows two equal chords, RS and TU. EXAMPLE 5 Solve problems involving
POQ is a straight line passing through the centre of the circle O. symmetrical properties
R P S A blacksmith was asked to build a round-shaped window frame as
Given OP = 5 cm and RS = 24 cm. of chords.
(a) Calculate the length of PR. shown below. The window is 50 cm in diameter. Three iron rods,
O PR, US and QT that are not equal in length are used to support the
(b) Are minor arcs RMS and TNU equal in length? Explain.
(c) Calculate the radius of the circle. T U window. Calculate the length of PR.
Q
Solution: U
N P
(a) A radius that is perpendicular to the chord bisects the chord Q O T
into two equal lengths. Length of PR = 24 ÷ 2 cm = 12 cm. 48 cm
(b) Yes, chords that are equal in length produce arc of the R 31 cm
DO YOU KNOW
same length. Solution: S
(c) OR = �PR 2 + OP 2 Chords RS and TU are
CHAPTER 5
CHAPTER 5
equal in length
= �122 + 52
Understanding the problem Planning the strategy Implementing the strategy
= �144 + 25 OR, OS, OT and OU are radii of a circle
Diameter of window = 50 cm Radius =
diameter �252 − 242
= �169 Angle at the circumference 2
of a semicircle is 90°. QT = 31 cm �625 − 576
= 13 cm 50
US = 48 cm = �49
2
Calculate length PR.
= 25 cm
5.2.2 Centre and radius of a circle LEARNING OT = �OU 2 − UT 2
STANDARD OQ = QT − OT
COGNITIVE STIMULATION Determine the centre PQ = �OP 2 − OQ 2 �252 − 242
and radius of a circle by
Aim: Determining the centre and radius of the circle geometrical construction. PR = PQ × 2 �625 − 576
Materials: Compasses, rulers, pencils and rounded material �49
Steps:
Conclusion
1. Trace a circle on a piece of paper.
2. Construct two chords, PQ and PR from point P. Therefore, PR is 14 cm.
3. Construct a perpendicular line for the chords PQ and PR.
P Q
4. The intersection point of two perpendicular lines is indicated by O.
5. Draw a line from O to the circumference and label it as OT.
SELF PRACTICE 5.2 M
Discussion: O K N L
(i) Properties of point O. 1. In the diagram on the right, O is the centre of the circle. N P
O
(ii) Properties of line OT. R T MNOP and KNL are straight lines. O
Given that MN = 8 cm and NP = 18 cm. Calculate the length of KL.

P
2. The diagram on the right shows a circle with the centre O. M
A perpendicular bisector for any chord will always intersect at the centre of the circle. JKL and KOM are straight lines.
J O
Given that JK = KL = 15 cm and radius of the circle is 25 cm.
Calculate the length of KOM. K
L
84 85
5.3 Circumference and Area of a Circle The circumference of a circle is π multiplied by the diameter.
Circumference = π × diameter
5.3.1 Relationship between circumference and LEARNING = πd
diameter STANDARD
Circumference is the measurement around a circle. The diagram Determine the relationship The circumference of a circle can also be expressed as follows.
between circumference
shows a round table that needs to be lined with skirting for a
and diameter of a circle, Circumference = π × 2 × radius
wedding. What is the length of the skirting needed? and hence define π and = 2πr
The length for the skirting can be derive the circumference
formula.
calculated using the formula that
involves π(pi).
5.3.2 Formula for area of a circle LEARNING
STANDARD
COGNITIVE STIMULATION Derive the formula for
the area of a circle.
Aim: Expressing formula of a circle
CHAPTER 5
CHAPTER 5
Aim: Determining the relationship between circumference and diameter Steps:
Materials: Stopwatch, pail, bicycle tyre, measuring tape, pencil or any circular material. 1. Open the file MS087.
Steps: 2. Drag the radius up to value 3, and drag the n until it reaches the value of 6. Take note of
1. Measure the circumference of the stopwatch, pail and bicycle tyre with the measuring the changes.
tape. Record the results in the table below. 3. Repeat step 2 by changing the value of radius and n. Take note of the changes.
2. Measure the diameter of the three items and record them in the table.
Circumference
Material Circumference (cm) Diameter (cm)
Diameter
1. Stopwatch
2. Pail
Discussion:
3. Bicycle tyre
(i) The the sector of the circle is divided into the clearer is the rectangular shape
produced.
(ii) Height of rectangles = of the circle.
(iii) Rectangular base = of the circle. QR CODE
From the activity above, Scan the QR Code or visit

Discussion: http://rimbunanilmu.my/
(i) The relationship between diameter and circumference. Area of circle = area of rectangle mat_t2e/ms087 to explore
(ii) What is the ratio of the circumference to the diameter? area of a circle.
= base × height
1
= × circumference × height
From the above activities, the ratio of circumference to diameter, 2
1
is π of a circle which is 3.142 or 22 . REMEMBER ! = × 2πr × r
2
7
Diameter = 2 × radius = πr 2
Circumference = π
Diameter Therefore, area of circle = πr 2
86 87
5.3.3 Circumference, area of a circle, length of LEARNING EXAMPLE 9

arc and area of sector STANDARD
22
Determine the Given the area of a circle is 616 cm2, calculate the radius and diameter. (Use π = )
7
To determine the circumference of a circle circumference, area of a
circle, length of arc, area
Solution:
of a sector and other Area = πr 2 Diameter = 2 × 14
EXAMPLE 6 related measurements.
THINK SMART
πr 2 = 616 = 28 cm
Calculate the circumference of a circle, if 22 × r 2 = 616
22 7
(a) diameter, d = 14 cm (Use π = ) (b) Radius, r = 21.3 cm (Use π = 3.142) 1 O
7 1 22 7 7 (a) Calculate the area of
Solution: × × r 2 = 616 ×
7 1 22 1 22 quadrant if the radius
is 7 cm.
(a) Radius = πd (b) Circumference = 2πr 7
r 2 = 616 ×
22 = 2 × 3.142 × 21.3 22
= × 14
7
= 133.85 cm r 2 = 196
= 44 cm O
CHAPTER 5
CHAPTER 5
r = �196 (b) Calculate the area of
r = 14 cm the semi circle if the
EXAMPLE 7 radius is 7 cm.
(a) Given the circumference of a circle is 88 cm, calculate the diameter of the circle in cm.
22 EXAMPLE 10
(Use π = )
7
Given the circumference is 66 cm, calculate the area of the circle.
(b) Given the circumference of a circle is 36.8 cm, calculate the radius of the circle in cm and 22
O
round off the answer to two decimal places. (Use π = 3.142) (Use π = )
7
Solution: Solution: (c) Calculate the area of
Area = πr 2 the three quadrant if
Circumference = 66 cm
(a) Circumference = πd (b) Circumference = 2πr the radius is 7 cm.
2πr = 66 22
22 2πr = 36.8 = × 10.52
88 = ×d 22 7
7 2 × 3.142 × r = 36.8 2× × r = 66

7 = 346.5 cm2
7 36.8 7
d = 88 × r = r = 66 ×
22 6.284 44
d = 28 cm r = 10.5 cm
r = 5.86 cm
EXAMPLE 11
To determine area of a circle THINK SMART
Given area of circle is 75.46 cm2. Calculate the circumference.
22
EXAMPLE 8 (Use π = )
7
REMEMBER ! Solution: 4 cm
diameter Area = πr 2 Circumference = 2πr O 8 cm

22 πr 2 = 75.46 22 4 cm
2 =2× × 4.9
7 22 7
× r 2 = 75.46
7 7 = 30.8 cm
r 2 = 75.46 ×
22 The diagram shows two
r 2 = 24.01 circles in a bigger circle.
22 10 Calculate the area of the
22 r = �24.01 shaded region.
7 2 7
r = 4.9 cm
88 89
Determining length of arc in a circle EXAMPLE 14

The arc AB is part of the circumference of the circle. The length of arc is proportional to the angle Given the length of the arc of a circle is 11 cm and the angle at the centre of the circle is 45°.
at the centre of the circle. Calculate in cm the radius of the circle.
A
Length of arc Angle at centre B
Solution:
Circumference 360° 
 Length of arc THINK SMART
Therefore, Length of arc  O 360° = 2πr R
360°
2πr 360° 2πr = Length of arc ×
TIPS  P
B 14 cm
360° A D
The symbol  is read as 2 × 22 × r = 11 × 14 cm 14 cm C Q
EXAMPLE 12 theta, a Greek letter used to 7 45°
represent angle.
360° 7 1 S
The diagram below shows a circle with a radius of 14 cm and r = 11 × × ×
45° 22 2
centred at O. Calculate the length of minor arc PQ which ARC, APB, BSD and CQD
CHAPTER 5
CHAPTER 5
encloses 60° at the centre. Write your answer to two decimal places. 27 720 are arcs of the circles
r = wheras AB, AC, BD and
FLASHBACK 1 980
Solution: Q CD are the diameter of the
r = 14 cm circles. Calculate the area
Length of arc
=  P 60°
Acute angle of the shaded region.
2πr 360°  0° <  < 90°
O
 × 2πr Obtuse angle To determine area of a sector
Length of arc = 
360° 90° <  < 180°
The area of a sector is a region bounded by an arc and two radii. The area of the sector is proportional
22 to the area of the circle.
Length of arc = 60° × 2 ×
Reflex angle
× 14
360° 7 
180° <  < 360° A
Area of sector Angle at centre

= 14.67 cm =
Right angle 90° Area of circle 360°

O
Therefore,
EXAMPLE 13 B
Area of AOB = 
The diagram below shows a circle with a radius of 21 cm and centered at O. πr 2 360°
∠ROS is 72°. Calculate the length of major arc RS.
Solution: EXAMPLE 15
DO YOU KNOW
Angle at centre = 360° − 72°
= 288° The diagram below shows a circle with centre O and radius 21 mm. Calculate the area of the minor
O 1Radian Length of sector MON.
Length of arc  72° arc
= r Solution:
2πr 360° R S M
Area of sector 
 =
Length of arc = × 2πr Angles can be measured πr 2
360° 100° O
360° using radians. 1 radian
100° 22
288° 22 (1 rad) is the angle at the Area of sector MON = × × 212 21 mm
Length of arc = ×2× × 21 centre of the circle when 360° 7
360° 7
the length of the arc is = 385 mm2 N
= 105.6 cm equal to the radius.
90 91
EXAMPLE 16 THINK SMART SELF PRACTICE 5.3

Given the area of a sector QOP is 18.48 cm and the radius is 12 cm.
2
annulus 1. Calculate the circumference of a circle that has
Calculate the value of . (a) a radius of 7 cm. (b) a radius of 56 cm.
Q 6 cm (c) a diameter of 9.2 cm. (d) a diameter of 98 mm.
Solution: P
8 cm O
Area of a sector =  12 cm 22
 Give answers correct to two decimal places. (Use π = )
πr 2 360° O 7
 18.48 The shaded area is an 2. Given circumference of a circle is 24.5 cm. Calculate
360° = 22 annulus.Determine the (a) the diameter (b) the radius
× 122 formula to calculate the
7
area of the annulus.
18.48 Give answers correct to two decimal places. (Use π = 3.142)
= × 360°
22
× 12 × 12 3. Calculate the area of the circle with the following radius.
7
 = 14.7° (a) 21 m (b) 56 mm
CHAPTER 5
CHAPTER 5
LEARNING 2
5.3.4 Solving problems STANDARD (c) 7 cm (d) 1
5
cm
EXAMPLE 17 22
circles. Give answers correct to two decimal places. (Use π = )
7
Majlis Bandaraya Melaka Bersejarah intends to build a rectangular
recreational park with a length of 63 m and a width of 58 m. At every 4. The area of a circle is 38.5 cm2. Calculate.
corner of the park, a quadrant with radius of 7 m will be planted with (a) the radius (b) the circumference of the circle

flowers. A circular shaped fish pond with a diameter of 28 m will be 22
58 m
built in the middle of the park.The remaining areas will be planted Give answers correct to two decimal places. (Use π = )
7
22
with grass. Calculate the area covered with grass.(Use π = 7 ) 5. Calculate the area of a circle, if the circumference is 15.4 cm.
63 m
Solution: 22
Give answers correct to two decimal places. (Use π = )
7
Understanding the problem Planning the strategy 6. The diagram below shows a circle with centre O. Given OF = 6.5 cm and EG = 5 cm calculate
Radius of quadrant = 7 m the area of the shaded region, in cm2. Give answers correct to two decimal places.
Recreational park area = length × width
(Use π = 3.142)
Garden is rectangular. 1
Length = 63 m Flower area = 4 × πr 2 F
4
O
Width = 58 m The fish pond area = πr 2
Area covered with grass E
Diameter of fish pond = 28 m
= Recreational area − flower area − fish pond area
Calculate the area covered with G
grass. Implementing the strategy 7. Calculate the radius when the length of the arc and angles at the centre of the circle are given.
(i) Recreational park area = 58 × 63 (iii) Fish pond area State the answer correct to two decimal places.
Conclusion = 3 654 m2 = πr 2 Length of arc(cm) Angle at centre
Thus, the area covered with 1 22
(ii) Flower area = 4 × × πr 2 = × 142 (a) 11 45°
grass is 4 7
3 654 m2 − 154 m2 − 616 m2 22 = 616 m2 (b) 4.3 35°
= × 72 (c) 30.8 120°
= 2 884 m2 7
= 154 m2 (d) 110 200°
92 93
8. Given the radius and area of the circle, calculate the angle at the centre of the circle. 2. The diagram shows a dining hall measuring 10 m long and 8 m
wide. It is laid with nine circular carpets, each has a diameter of
Radius Area of sector 200 cm. Calculate the area that is not covered by the carpet in
square metres. 10 m
(a) 14 cm 18.48 cm2
(b) 21 m 27.72 m2
(c) 8.4 cm 15.4 cm2 8m
3. The diagram shows a right-angled triangle, PRT. R is the centre
9. The diagram below shows a plan for a park. ABCD is a rectangle. APB and DQC are semicircles for the quadrant. Given RS = 14 cm, ST = 10 cm and PQ = 4 cm. P
centred at X and Y. Given AB = 7 cm and AC = 25 cm. Calculate the perimeter of the park in cm. Calculate the perimeter of the shaded area in cm.
22
(Use π = ) Q
7
A D
CHAPTER 5
CHAPTER 5
P X Y Q
R S T
B C
4. The diagram shows a rectangular piece of land owned by Encik J K L
10. The diagram below shows the quadrant OPQ centred at O. ORST is a square. Given OP = 10 cm Rashid. Encik Rashid divided his land into 3 parts. The first part is
and OR = 7 cm. Calculate the area of the shaded region, in cm2. State the answer in π. a triangle KLM. K is the midpoint of JL and M is the midpoint of
LN. The second part is a semicircle. Encik Rashid intends to plant 16 cm M
vegetables in the first and second part. Calculate the area that is
P
not planted with vegetables. (Use π = 3.142)
R P O N
20 cm
S
O
5. Kevin wants to build a dartboard. The dartboard consists of two A
circles centred at O and three shaded regions as in the diagram.
The diameters BOD and AOC are perpendicular to each other.
T Given OE = ED = 10 cm. Calculate the area of the shaded regions
22 B D
Q in cm2. (Use π = ) O E
7
C
1. The diagram shows a circle with centre O. PQR and STU are straight lines. 6. In a museum there is a round window decorated with circular
Given PQR = STU = 6 cm, calculate the length. R rings of the same size as in the diagram. The radius of the
Q
(a) PQ window is 45 cm. Calculate the area that is not covered by the
(b) ST P 5 cm decoration. (Use π = 3.142)
(c) OT O
S
T
U
94 95
SELF REFLECTION
CHAPTER SUMMARY
Circles 1. Recognise parts of a circle and explain the properties of a circle.
2. Construct a circle and parts of the circle based on the conditions given.
Parts of a Circle
3. Verify and explain that:
Circumference Minor Arc Minor Segment (a) Diameter of a circle is an axis of symmetry of the circle.
rd Minor (b) A radius that is perpendicular to the chord bisects the chord and
Cho Sector vice versa.
Diameter
CHAPTER 5
CHAPTER 5
O
O O Major Segment (c) Perpendicular bisectors of two chords intersect at the centre.
Major Sector
Radius Major Arc
(d) Chords that are equal in length produce arcs of the same length
and vice versa.
(e) Chords that are equal in length are equidistant from the centre of
A
the circle and vice versa.
E
The radius perpendicular to the chord bisects the two chords and vice O 4. Determine the centre and radius of a circle by using geometrical
versa AE = BE. B
construction.
5. Solve problems involving symmetrical properties of chords.
A
Chords, which are equidistant from a centre of a circle are equal in B E
lengths and vice versa. O 6. Determine the relationship between circumference and diameter of a
circle, and hence define the π and derive the circumference formula.
C F D
7. Derive the formula for the area of a circle.
B
Equal chords form arcs with equal lengths and vice versa A 8. Determine the circumference, area of a circle, length of arc, area of a
AB = CD. O sector and other related measurements.
C
D
9. Solve problems involving circles.
MINI PROJECT
Title: Number board game
Formulae for a circle You are required to build a number board like the one on the right. The 5 20 1
number board consists of four circles with the radius of 5 cm, 15 cm, 20 cm 9
12 18
4
and 25 cm respectively. All four circles share the same centre. The circles 14 13
Circumference = πd Length of Arc  should be divided into 20 sectors. Each sector should be labelled with 11 6
= 2πr 2πr 360° scores/points. This number board can be built using manila card, poster 8 10
paper or polystyrene board. Arrows can be made from small sticks that are 16 15
Area of sector  attached to adhesive tape. You can start the games by throwing the arrows 7
19 3 17
2
Area of a circle = πr 2 towards the board to score points.

πr 2 360°
96 97
Chapter 6 Three-Dimensional Geometrical Shapes Chapter 6 Three-Dimensional Geometrical Shapes
WALKING
THROUGH TIME
The cylindrical shaped Tun Mustapha
Tower is the pride of Sabah. Can you
WHAT WILL YOU LEARN? guess the surface area and the volume The word geometry originated from two
of the tower? Greek words ‘geo’ meaning earth and
Cylinder is one of the three-dimensional ‘metria’ that means measurement. Euclid
6.1 Geometric Properties of geometrical shapes that exist around who revolutionised the geometrical research is
Three-Dimensional Shapes us. Look around you and name a few often referred to as the ‘Father of Geometry’.
three-dimensional geometrical shapes that His book entitled ‘Elements’ is used as the
6.2 Nets of Three-Dimensional Shapes you can find. Compare the geometrical main reference in the field of Mathematics,
shapes with your friends. especially geometry in the early 20th Century.
6.3 Surface Area of Three-Dimensional
CHAPTER 6
CHAPTER 6
Shapes

6.4 Volume of Three-Dimensional Shapes
WORD LINK
• Two-dimensional • Bentuk dua

shape dimensi
• Three-dimensional • Bentuk tiga
shape dimensi WHY STUDY THIS CHAPTER?
• Geometrical • Sifat geometri
The knowledge and skills in this chapter
characteristic
will help an architect and an engineer
• Net • Bentangan in designing and drawing blueprints of a
• Surface area • Luas permukaan building.
• Volume • Isi padu Interior designers also use knowledge of
• Subject of formula • Perkara rumus geometry to create attractive landscape
• Cross section • Keratan rentas and interior design that optimises the area
allocated.
98 99
CREATIVE ACTIVITY The table below shows three-dimensional shapes and their characteristics.
Aim: Identifying three-dimensional shapes Geometrical shape Geometrical characteristics FLASHBACK

Materials: Prism • Two flat bases that are
Congruent means an object
polygons which are that has the same size and
base congruent and parallel. shape.
• Flat rectangular shaped
side. DO YOU KNOW
• Uniform cross section. The pyramid and prism
Steps: base
are named according to
1. Name the geometrical shapes of the objects above. the shape of their base.
2. Compare and list the differences between the objects above in terms of: Pyramid • One flat base that is polygon
apex
(i) Surface properties shaped.
(ii) Shape base • The other sides are
triangular shaped that meet
3. Discuss your opinions with your friends. at the apex. Tetrahedron Hexagonal
prism
Each of the objects above has its own geometrical characteristics. Two-dimensional geometrical Cylinder • Two circular bases which
shapes like squares and triangles have width and length, while three-dimensional shapes have are congruent and parallel.
CHAPTER 6
CHAPTER 6
width, length and height. However, in a circle, radius is used. We will be discussing, on the • One curved surface.
geometrical characteristics of three-dimensional shapes in this topic.
base Triangular prism

6.1 Geometric Properties of Three-Dimensional Shapes Cone • One circular base.
DO YOU KNOW
6.1.1 Three-dimensional shapes • One apex.
LEARNING apex Oblique shapes.
STANDARD • One curved surface that
Compare, contrast and
merges the base and the
COGNITIVE STIMULATION classify three-dimensional apex.
shapes including prisms,
Aim: Exploring the concept of two-dimensional and pyramids, cylinders, cones base
three-dimensional shapes and spheres, and hence
describe the geometric Sphere • All points on the surface are
Material: Dynamic geometry software properties of prisms,
Steps: equidistant from the centre
pyramids, cylinders, cones
1. Open the file MS100. and spheres. of the sphere.
2. Drag the red slider from Open to Close indicator. Take note • One curved surface. THINK SMART
of the differences between the two-dimensional and Is a cube and a cuboid a
centre
three-dimensional shapes in the diagram. QR CODE of sphere
prism?
3. Repeat step 2 until the blue slider reaches n = 11.
Scan the QR Code or
Discussion:
my/mat_t2e/ms100
SELF PRACTICE 6.1
The difference between a two-dimensional shape and to explore three-
a three-dimensional shape. dimensional shapes.
1. List the geometrical characteristics for the three-dimensional objects below:
(a) (b) (c) (d)
From the activity above, it can be concluded that three-dimensional
shapes are formed out of two-dimensional shapes.
100 101
2. List the three-dimensional shape that has geometrical characteristics as stated below.
(a) One vertex with one curved surface. Discussion: THINK SMART
(b) One vertex with polygonal base. (i) Can the net of a three-dimensional object be customised?
What is the net of a sphere?
(c) Every point on the surface has the same length from the centre of the object. (ii) Sketch the various nets of a cube.
6.2 Nets of Three-Dimensional Shapes From the activity it can be concluded that the net of three-dimensional
object can be vary. The table below shows three-dimensional
6.2.1 Nets LEARNING geometrical shapes and net.
STANDARD
Net of a three-dimensional shape is obtained by opening and laying out
Analyse various nets Geometrical shape Net
each surface of a three-dimensional object to become two-dimensional. THINK SMART
including pyramids,
prisms, cylinders and Cylinder
How many nets are there
COGNITIVE STIMULATION cones, and hence draw
for a cube?
nets and build models.
Aim: Analysing nets of cone, cylinder, prism and pyramid h h
Materials: Dynamic geometry software, scissors and adhesive tape
Steps:
QR CODE Cone
length of
CHAPTER 6
CHAPTER 6
Scan the QR Code or visit slant, s
s
mat_t2e/ms102a to view
the nets. THINK SMART
What are the nets of these
Square based
Nets of cone Nets of a cylinder pyramid length of prisms?
slant, s s
h
Triangular based prism

QR CODE
Nets of prism Nets of pyramid
DO YOU KNOW
A cone is
1. Open the file MS102A. http://rimbunanilmu.my/
generated by the
mat_t2e/ms102b to print
2. Drag the slider for each layout and observe the nets. rotation of a
the layout.
3. Open the file MS102B and print it. right-angled
EXAMPLE 1 triangle.
4. Students are required to cut the net.
5. Fold the nets along the dotted lines. Draw the net for the three-dimensional shapes below.
6. Use the adhesive tape to form the three-dimensional shape. (a) (b) (c)
Example:
DO YOU KNOW
A cube can be filled up with Solution:
six pyramids with the same
square base.
(a) (b) (c)
Step 4 Step 5 Step 6
102 103
SELF PRACTICE 6.2 Pyramid

1. Using 1 cm grid paper, draw the net and build a model for each of the three-dimensional shapes × area of a square +
below.
2 cm
(a) 2 cm (b) (c) (d) × area of a triangle
5 cm
10 cm
4 cm 4 cm Prism
8 cm
4 cm
6 cm × area of a triangle +
7 cm 5 cm 6 cm
6 cm
h × area of a rectangle
2. State the three-dimensional shapes that can be built with the following net.
Build an actual model. Cylinder
(a) (b) (c) (d) × area of a circle +
7 cm
cm
8
× area of a rectangle
7 cm
Cone
6 cm
CHAPTER 6
CHAPTER 6
5 cm × area of a circle +
5 cm s
7 cm
5 cm
× area of a curved surface
6.3 Surface Area Three-Dimensional Shapes
6.3.1 Surface area of cube, cuboid, pyramid, LEARNING
Discussion:
prism, cylinder and cone STANDARD Determine the surface area for each of the three-dimensional shapes above.
Derive the formulae of the
The surface area of the three-dimensional geometrical shapes can be calculated by adding all the
COGNITIVE STIMULATION surface areas of cubes,
cuboids, pyramids, prisms, surface area of the net.
cylinders and cones, and
Aim: Deriving the surface area of three-dimensional hence determine the surface
The surface area of a closed cylinder
geometrical shapes areas of the shapes.
Material: Worksheet
Steps: r DO YOU KNOW
r
Fill in the box with the number of surfaces for each of the three-dimensional shapes below. Cube is also known as
Shape Net Surface area h h hexahedron because a
cube has six surfaces.
Cube
2πr
× area of a square r
From the net of a cylinder, the length of the rectangle is the circumference of circle and the width
Cuboid of the rectangle is the height of the cylinder.
× area of a rectangle + FLASHBACK
Surface area of a closed cylinder = (2 × area of circle) + area of rectangle
= (2 × πr ) + (2πr × h)
2
× area of a square = 2πr 2 + 2πrh Area of circle = πr 2

Circumference of circle = 2πr
104 105
Surface area of a cone is calculated from the cone’s net EXAMPLE 2 DO YOU KNOW
2πr THINK SMART Calculate the surface area of the geometrical shapes below. The Autocad software
slant height, s can be used to calculate
What are the differences (a) (b) the surface area of a
between the nets below? 4 cm geometrical shape.
s
s s
r r
7 cm 4 cm
4 cm
r
Cut the curved surface into 88 equal sectors. Then arrange them r 4 cm 4 cm TIPS
accordingly as in the diagram below.
A two-dimensional shape
4 cm
44 sectors (c) (d) has two measurements,
5 cm
B 6 cm length and width which will
A
give the surface area.
Two-dimensional shapes
s do not have volume.
8 cm 8 cm 7 cm
6 cm
D C A three-dimensional
44 sectors shape has the
Solution: measurements length,
A rectangle ABCD is formed. The circumference of the base of the TIPS width and height.
CHAPTER 6
CHAPTER 6
cone is, (a) Surface area of a cube Three-dimensional shapes
Cut the curved surfaces = 6 × area of square have volume.
AB + CD = circumference of circular base into 88 equal sectors:
= 2πr = 6 × (4 cm × 4 cm)
= 6 × 16 cm2
Therefore, length AB = Length CD = 96 cm2
1
= × 2πr
2
= πr (b) Surface area of a cuboid
= (4 × area of rectangle) + (2 × area of square)
Curved surface area = Area of rectangle ABCD s = (4 × 4 cm × 7 cm) + (2 × 4 cm × 4 cm) DO YOU KNOW
= length × width = (4 × 28 cm2) + (2 × 16 cm2) There are two types of
44 sectors
= AB × BC = 144 cm2 solid, polyhedron and
The more sectors are cut, non-polyhedron. A solid
= πr × s
the greater the pieces will polyhedron has flat
= πrs resemble a rectangle. (c) Surface area of a pyramid surface with every side
= (4 × area of triangle) + (area of square) being a polygon.
Area of the circular base = πr 2 Non-polyhedron is a
Cone surface area = area of circular base + curved surface area 1 solid object with a curved
= 4 � × 8 cm × 5 cm� + (8 cm × 8 cm) surface like sphere,
= πr 2 + πrs 2
cylinder and cone.
= 80 cm2 + 64 cm2

= 144 cm2
FLASHBACK
Area of rectangle
= Length × width
106 107
(d) Surface area of a prism 5

THINK SMART EXAMPLE THINK SMART
= (3 × base area of rectangle) + (2 × area of triangle)
Sphere Cube
How do you measure the The diagram below shows a sphere with the radius, r = 14 cm. d a
= �(1 × 6 cm × 7 cm) + (2 × 5 cm × 7 cm)� + a
Calculate the surface area of the sphere. (Use π = 22 )
surface area of the prisms πd 3
v=
1 below? a
2� × 4 cm × 6 cm� 7 6 3
2 Solution: v = a3
Surface area = 4πr 2 Cylinder Rectangle
= 42 cm2 + 70 cm2 + 24 cm2 prism
22 d

= 136 cm2 =4× × 142 b a
7 r = 14 cm πd 2 h
v= h
= 2 464 cm 2 h 4
EXAMPLE 3 v = abh
22 Can the formulae above be

Calculate the surface area of a cylinder. The radius of the circle is 7 cm. Use (π = ) used to calculate volume?
7
Solution: 6.3.3 Solving problems LEARNING
Surface area of a cylinder = 2πr 2 + 2πrh STANDARD
22 22 EXAMPLE 6 Solve problems involving
= �2 × × 72� + �2 × × 7 × 9� 9 cm
7 7 the surface area of
The diagram shows an object made up of a pyramid and a cube. The
CHAPTER 6
CHAPTER 6
three-dimensional shapes.
= 308 + 396 height of the object is 11 cm. Calculate the surface area of the object.
= 704 cm2 State your answer in m2 .
7 cm
EXAMPLE 4 TIPS
The diagram below shows a cone. The circle radius is 3 cm. Calculate the surface area of the cone. 1m = 100 cm
22 1m2 = 1 × (100 × 100) cm2
Use (π = )
= 10 000 cm2
7
Solution: 5 cm
Solution:
5 cm
Surface area of a cone = πr 2 + πrs 4 cm Understanding the problem Implementing the strategy
22 22 Calculating the surface area of a combined
= � × 32� + � × 3 × 5� The shapes are pyramid and cube.
7 7 three-dimensional shape. Surface area
= 28.29 + 47.14 = 5 × (surface area of cube) + 4 × (surface
= 75.43 cm2 Planning the strategy area of triangle)
(i) Identifying the shapes. 1
6.3.2 Surface area of a sphere LEARNING = 5(5 × 5) + 4 � 2 × 5 × 6.5�
STANDARD (ii) Identifying the surface area formula for
The surface area of a sphere with radius r cm can be determined by each shape. = 125 + 65 s
using the formula: Determine the surface area
of spheres using formula. = 190 cm2
Conclusion
Surface area of a sphere = 4πr 2
r THINK SMART 1 m2 = 10 000 cm2 s = length of slant
∴ 190 cm 2 × 1 m2 = 0.019 m2
2
Many spherical shapes s of the pyramid
exist in our environment, 10 000 cm 6 cm
= �6 2 + 2.5 2
for example, bubbles and = 6.5 cm
Combined surface area is 0.019 m . 2
water droplets. Can you
2.5 cm
think of another example?
108 109
Volume of prism
SELF PRACTICE 6.3 DO YOU KNOW
Analyse the cuboid below.
Volume of a cuboid = length × width × height Cuboid is a type of prism.
1. Calculate the surface area of the three-dimensional objects below.
(a) (b) (c) = area of base × height
The cuboid is divided into two equal parts. Two triangular prisms are formed. The relationship
12 cm between the volume of cuboid and the volume of prism is
14 cm 4 cm 1
Volume of a prism = × cuboid volume
2
6 cm 1 area of triangle
= × area of base × height
5 cm 6 cm 3 cm 2
= 1 × length × width × height
2. Calculate the surface area of the following objects. 2
(a) (b) (c) Therefore, Volume of triangular prism = area of cross section × height
20 cm
260 mm
Volume of cylinder
45 cm
CHAPTER 6
CHAPTER 6
72 mm 30 cm
83 cm
3. Calculate the combined surface area of the following three-dimensional objects.
(a) (b) (c) Diameter of The diagram above shows a coin in the shape of circle. If 10 coins are arranged upright it will
hemisphere = 10 cm produce a cylinder.
r = 5 cm
Therefore, volume of cylinder = area of base × height
12 cm = πr 2 × h
15 cm
12 cm Volume of a cylinder = πr 2 h
Volume of pyramid
10 cm
Analyse a cube that has length (l), width (w) and height (h). Six pyramids of equal size can be fitted
into the cube with the same base area as the pyramid, just like the base area of a cube and the height
6.4 Volume of Three-Dimensional Shapes of the pyramid is half of the height of cuboid.
Area of base of THINK SMART
6.4.1 Deriving the formulae the pyramid =l×w
Can the same activity
Volume of prisms and cylinders LEARNING h
Height of pyramid = be carried out using the
STANDARD 2 rectangular-based pyramid
h
The volume of a three-dimensional shape is the measures of the Height of cube, h = 2 × height of pyramid and cuboid?
Derive the formulae of the
amount of space it occupies. The shape is measured in cubic unit volumes of prisms and
such as cubic millimetre (mm3), cubic centimetre (cm3) or cubic Volume of pyramid = Volume of pyramid
cylinders, and hence derive
the formulae of pyramids
6 l
metre (m3). Analyse the three-dimensional shapes below. What is w
and cones. l×w×h
the relationship between the cross-section and the base? = Therefore,
6
1
l × w × (2 × height of pyramid) Volume of pyramid,
Cross section =
63 1
Cross section = × base area × height
Base l × w × height of pyramid 3
=
3
Base
area of base of pyramid × height of pyramid
=
3
110 111
Volume of cone EXAMPLE 8 DO YOU KNOW

COGNITIVE STIMULATION 22 Volume of three-dimensional
Calculate the volume of the cylinder. (Use π = ) oblique-shaped objects.
7
Aim: Producing the formula for the volume of cone Solution:
Materials: Manila card, scissors, glue and sago 7 cm
Volume of cylinder = Cross section area × Height h
Steps: 
1. Using the net below, make a cone and cyclinder. Build an open cone and open cyclinder = πr 2 h r
with the height upright and the base area according to the diagram below. 22 12 cm
= ( × 3.5 cm × 3.5 cm) × 12 cm
7 h
143° 3 cm = 462 cm3 
4 cm
m
5c
4 cm EXAMPLE 9
4 cm h = height of cone
22 B = area of base
3 cm Calculate the volume of the cone on the right. (Use π = )
7 V = 1 Bh
2. Place the sago into the cone till it is full. Solution: 3
3. Pour the sago from the cone into the cylinder. Volume of cone = 1 × Area of base × Height V = 1 πr 2 h
4. Repeat steps 2 and 3 until the cylinder is full. How many cones of sago are needed 3 3
12 cm
to fill the cyclinder? = 1 πr 2 h
3
CHAPTER 6
CHAPTER 6
Discussion: 1 22 h h
= × ( × 7 cm × 7 cm) × 12 cm 7 cm
(i) Compare your results with your friends. 3 7
(ii) The relationship between the volume of cone and cylinder. = 616 cm3
Volume = 1 Bh
3
From the activity above, you would need 3 cones of sago to fill the cylinder. EXAMPLE 10
Therefore, 3 × volume of cone = 1 × volume of cyclinder
1 Calculate the volume of the pyramid. V
Volume of cone = × volume of cyclinder
3 Solution:
Therefore, 1
Volume of cone = πr 2 h Volume of pyramid = 1 × Area of base × Height 3 cm
3 3
= 1 × (4 cm × 4 cm) × 3 cm B
3
6.4.2 Calculation of volume LEARNING
STANDARD = 16 cm3 A
C
Determine the volume of 4 cm
EXAMPLE 7
prisms, cylinders, cones, D
Calculate the volume of the prism shown. pyramids and spheres Volume of sphere
5 cm using formulae.
Solution: Sphere is a three-dimensional geometrical shape that has one point known as centre of the sphere.
12 cm
Volume of prism = Cross section area × Height All the points are equidistant from the centre. Volume of the sphere with radius, r is
8 cm
= Area of triangle × Height
FLASHBACK
= ( 1 × 8 × 3 ) × 12 cm
2
SI unit for: 4 3
= 144 cm3 Volume of sphere = πr
Using Pythagoras theorem: (i) Area is cm2 3
5 3 (square centimetre)
Height of triangle = �52 − 42 r
= 3 cm (ii) Volume is cm3
4 (cubic centimetre)
112 113
11 Solution:
EXAMPLE DO YOU KNOW
22 The solar system consists Understanding the problem Implementing the strategy
Calculate the volume of the sphere with the radius 7 cm. (Use π = )
7 of the sun and other planets
that are spherical. This To calculate the volume of ice cream Volume of cylinder = πr 2 h
Solution:
includes the planet Earth. needed to produce 10 000 containers of ice 22
Volume of
4 Take note of the Earth’s cream to the nearest litre. = × 2.5 × 2.5 × 6
sphere = 3 πr 3 position in the solar system. 7
r = 7 cm
= 117.86 cm3
4 22 Planning the strategy
= 3 × × 7 cm × 7 cm × 7 cm
7 (i) To determine the volume of the container Volume of cone = 1 × πr 2 h
3
= 1437.33 cm3 22
(ii) To determine the volume of 10 000 = 1 × × 2.5 × 2.5 × 4
3 7
containers
EXAMPLE 12 Radius of each planet,
= 26.19 cm3
22 Mercury = 2 423 km
Conclusion Therefore, volume of container = 117.86 + 26.19
Calculate the volume of hemisphere on the right. (Use: π = ) Venus = 6 059 km
7 Earth = 6 378 km = 144.05 cm3
Solution: 1 litre = 1 000 cm3
Pluto = 1 180 km
1 Mars = 3 394 km Total volume of 10 000 containers
Volume of hemisphere = × Sphere volume
2 1 440 500 cm3
1 440 500 cm =
3
× 1 litre = 10 000 × 144.05
1 000 cm3
CHAPTER 6
CHAPTER 6
1 4 = 1 440 500 cm3
= × πr 3 THINK SMART
2 3 = 1 440.5 litre
r = 5 cm
2 3 A metal ball used in a Then, 1 440.5 litres of ice cream is needed.
= πr competition has a radius of
3
4.9 cm. The density of the
2 22 metal that is used to make
= 3 ×
7
× 5 cm × 5 cm × 5 cm ball is 7.8 g/cm3. Calculate SELF PRACTICE 6.4
the mass of the metal ball.
1. Calculate the volume of the following.
= 261.90 cm3
(a) (b) (c)
5 cm
6.4.3 Solving problems LEARNING 13 cm 4 cm
STANDARD
EXAMPLE 13 Solve problems involving 10 cm 4 cm
the volume of 12 cm
Salim is an ice cream entrepreneur. He sells his ice creams in a three-dimensional shapes. 8 cm
container as shown in the diagram below. If he aims to sell 10 000
containers a month, how many litres of ice cream does he need in a DO YOU KNOW
22 The Malaysian Health Ministry 2. Calculate the volume of the shaded region.
month? Round off the answer to the nearest liters . (Use π = ) has organised a healthy eating
7 (a) (b) 2 cm (c)
campaign among Malaysians
to consume the right amount
of calorie according to the
4 cm 5 cm 5 cm
age and the daily needs of
an individual. The calorie
intake needed by a male aged 15 cm
12 cm 5 cm
3 cm
13-15 is 2 200 calories a day. 8 cm
6 cm
Whereas, a female aged
13-15 needs 1 800 calories of
food a day. 10 cm
7 cm
5 cm
114 115
3. Ali poured water into a cylindrical container that has a radius of 7 cm and height of 15 cm until 4. Study the diagram. The diameter of the hemisphere is 22 cm. Calculate
it is full. A solid shaped cone is inserted fully into the cylinder as shown in the diagram below. (a) the volume of the combined shapes.
After a while, the solid cone is taken out from the cylinder. Calculate the volume of water that is (b) the total number of marbles with a volume of 343 mm3 which can be filled into the container.
left in the cylinder.
4 cm 13 cm
7 cm
14 cm
5. An artist wants to do a full painting on the surface of a pottery. The pottery in the shape of a
4. A block of metal pyramid with a square base, with side 15 cm and height 10 cm is melted down cylinder has the height of 10 cm and a radius of 3.5 cm. If one tube of colour can paint 100 cm2
to form a few balls of spheres with a radius of 5 mm. How many pyramid blocks are needed to of drawing, how many tubes are needed to paint 10 potteries of the same type?
form 2 850 balls of spheres?
CHAPTER 6
CHAPTER 6
14 cm
GENERATING EXCELLENCE 6. The diagram shows a solid made by combining a cylinder and a
1
cone. 2 kg of sugar can produce 1 litre of syrup to make candies
1. State the three-dimensional shape of the nets. shaped like the solid. If the height of the cylinder is twice the radius
(a) (b) (c) of the cylinder, how many candies can be produced using 100 kg of
sugar? 20 cm
7. A cylinder open at the top with a height twice the radius of the base, is filled with water three
2. A cylindrical water bottle with a height of 20 cm and diameter of 5.5 cm is filled with water quarter full. 539 ml water is needed to fill up the cylinder. Calculate the surface area of the
until it is full. Vincent wants to transfer the water in the bottle into a cubic container. State the 22
cylinder, in cm2. (Use π = )
minimum length of a side of the cube. 7
3. Given the volume of the block, calculate the value of h. 8. The diagram shows a block of cone and pyramid. If the volume of the pyramid is three times
(a) (b) (c) the volume of the cone, and the surface area of the pyramid is twice the surface of the cone,
h calculate the height of the cone and the pyramid, if the height of the cone is 18 cm.
4.5 cm
(Use π = 22 )
h 7
2h
h
42 mm cross section area of

14 cm prism = 325 cm2
Volume = 122 000 mm3 Volume = 1 540 cm3 Volume = 6 825 cm3 pyramid
cone
116 117
SELF REFLECTION
CHAPTER SUMMARY
Geometrical At the end of the chapter, I am able to:

Net Surface area Volume
shape
1. Compare, contrast and classify three-dimensional shapes including prisms,
Prism pyramids, cylinders, cones and spheres, and hence describe the geometric
properties of prisms, pyramids, cylinders, cones and spheres.
(2 × area of triangle) + 2. Analyse various nets including pyramids, prisms, cylinders and cones, and
Area of cross section ×
hence draw nets and build models.
(3 × area of rectangle) height
3. Derive the formulae of the surface area of cubes, cuboids, pyramids, prisms,
cylinders and cones, and hence determine the surface areas of the shapes.
Pyramid 4. Determine the surface area of spheres using formula.
Area of base + 5. Solve problems involving the surface area of three-dimensional shapes.
(4 × area of triangle) 1
3 × area of base
CHAPTER 6
CHAPTER 6
= (length × width) + 6. Derive the formulae of the volumes of a prisms and cylinders, and hence
× height
derive the formulae of pyramids and cones.
4( 1 × base × height)
2
7. Determine the volume of prisms, cylinders, cones, pyramids and spheres
using formulae.
Cylinder
8. Solve problems involving the volume of three-dimensional shapes.
h 2πr 2 + 2πrh πr 2 h
r
MINI PROJECT
Design a robot with the combination of shapes such as cube, cuboid, prism, pyramid, cylinder,
Cone cone and sphere. Students should create the shapes by themselves. You may combine the
three-dimensional shapes.
s
h πr 2 + πrs 1
πr 2 h
3
r
Sphere
4πr 2 4
r πr 3
3 Example of robots
118 119
Chapter 7 Coordinates Chapter 7 Coordinates
WALKING
THROUGH TIME
Cartesian Coordinate System is a method to
determine the position of a point or object on
WHAT WILL YOU LEARN? a plane, or into two or three dimensions. The Cartesian Coordinate System was introduced
The position on a plane is determined by by René Descartes from France or better known
the position of the point on a straight line as Cartesius. He introduced a coordinate plane
7.1 Distance in the Cartesian Coordinate which is formed by two perpendicular lines
or number. The position of a point in two
System called ‘axis’. Coordinates are a set of numbers
dimensions is determined by the coordinate
system on a Cartesian plane. The position that locate a point or a line.
7.2 Midpoint in the Cartesian Coordinate
in three dimensions is determined by three
System
numbers.
7.3 The Cartesian Coordinate System
CHAPTER 7
CHAPTER 7
WORD LINK
• Midpoint • Titik tengah WHY STUDY THIS CHAPTER?

• Distance • Jarak The coordinate system has contributed a lot
• Position • Kedudukan in the field of archaeology and geography.
• Coordinate • Koordinat
Archaeologists begin their search according
• x-axis • Paksi-x to coordinate points on a map digitally.
• y-axis • Paksi-y
Astronomers can determine the position of
• Hypotenuse • Hipotenus the stars through this coordinate system.
• Origin • Asalan
A location is determined by a combination
• Plots • Plot of coordinate points which help geographers
• Cartesian Plane • Satah Cartes to identify the area and position on Earth.
• Scale • Skala
120 121
CREATIVE ACTIVITY Total distance travelled =

Azri’s Triangular Horizontal Vertical
Horizontal distance + Vertical
Aim: Identifying the position of a point QR CODE Destination representation Distance Distance
Material: Worksheet distance
Steps: Scan the QR Code or visit
http://rimbunanilmu.my/ School to 3 km
1. Open the file MS122A and print out the worksheet. 4 km 3 km 4 km + 3 km = 7 km
mat_t2e/ms122a to get the house 4 km
2. By joining the vertical and horizontal distances, determine worksheet.
the position of the following towns: Batu Pahat, Kluang House to
and Segamat. futsal field
Mosque to
shop
School to
You have learnt about coordinates of a location on a certain Cartesian plane. A coordinate is a pair mosque
of numbers that is used to determine the position of a point on the Cartesian plane. The coordinate School to
of a point is determined based on the distance from x-axis, the distance from y-axis and the origin. shop
Were you able to determine the distance between two points from the activity above? Discussion:
(i) From the representation of the right angled triangle, can you identify the nearest distance
taken by Azri to a certain destination?
7.1 Distance in a Cartesian Coordinate System (ii) What is the easiest way to calculate the shortest distance?
(iii) What do you understand about distance on a Cartesian plane?
7.1.1 Distance between two points on the Cartesian plane
CHAPTER 7
CHAPTER 7
LEARNING To determine distance between two points on a Cartesian plane, the
DO YOU KNOW
STANDARD right angled triangle representation method is used. The Cartesian plane has two
COGNITIVE STIMULATION axes as in the diagram.
Explain the meaning of In this method you have to identify the horizontal distance and the
The horizontal line is the
distance between two vertical distance of two points on a Cartesian plane. This distance can
Aim: Identifying the distance between two points on a Cartesian x-axis and the vertical line
points on the Cartesian is y-axis. Both lines will
plane be determined from the scale on the x-axis and the y-axis.
plane. intersect perpendicularly.
Material: Worksheet AB is the shortest distance, taken without going through C The intersection point is the
Step: origin which is the starting
y Diagram shows the plan of y point for both x-axis and
Futsal locations often passed by QR CODE y-axis. The value of the
B numbers will increase when
Court Mosque Azri. 7
Scan the QR Code or visit it moves to the right and
Vertical distance
6 upwards. However, the value
x of a number will decrease
mat_t2e/ms122b to get the 5 when it moves to the left
House Shop worksheet. 4 and downwards.
School 3
y
A (a, b)
2 b
C
1 km
1 Horizontal distance
1 km x
x a
1. Open the file MS122B and print out the worksheet. O 1 2 3 4 5 Origin (0, 0)
2. In pairs, identify Azri’s movements to the destinations as in the table. The Pythagoras theorem is used to calculate the distance AB, that is
3. Azri’s movement must be drawn in the form of a right angled triangle.
AB 2 = AC 2 + CB 2 TIPS
4. Measure the horizontal and vertical distances based on 1 grid box equal to 1 km and f ill
in the table as show in the example. In coordinates (x, y), the

AB = �AC 2 + CB 2 value of x is written first
5. Add the total distance by completing the table. followed by the value of y.

122 123
EXAMPLE 1 7.1.2 The formula if the distance between two

points on the plane LEARNING
Determine the distance between two points in the following Cartesian plane. STANDARD
(a) y (b) COGNITIVE STIMULATION Derive the formula of the
y DO YOU KNOW distance between two
What is a scale? Scales
Aim: Determining the distance between two points with the same
5 10 points on the Cartesian
need to be determined in x-coordinate and y-coordinate. plane.
A 4 8 the Cartesian coordinate Material: Printed Worksheet
3 6 system. The units that can Steps:
P Q be written on the x-axis are
2 4 1. With a friend, identify the coordinates on the x-axis and the y-axis.
1, 2, 3, ... and on the text
1 2 of the origin are −1, −2, 2. Complete the table by determining the coordinates with common axis.
x x −3, ... . The units that can Example:
−2 −1 O 1 2 3 4 −15 −10 −5 O 5 10 15 be written on the y-axis are
−1 −2
1, 2, 3, … and the values Coordinate Same coordinate Distance
−2 −4 below the origin are −1,
B A (2 , 1) B (2 , 4) x-coordinate 4 − 1 = 3 unit
−3 −6 −2, −3, ... . This is how
each box is represented as C (–1, 3) D (7 , 3)
one unit. Apart from that, E (6 , 5) F (6 , –5)
scales can be written in the
sequence of 2, 4, 6, 8, … or G (–7, 2) H (1 , 2)
(c) y (d) y 5, 10, 15, … on both axes.
These conditions depend Discussion:
5 10 on the suitability in certain How can you create a simple formula for determining the distance between two points that has
CHAPTER 7
CHAPTER 7
4 8
F situations.
(i) the same x-coordinate?
3 6 y
(ii) the same y-coordinate?
2 4
6
1 2 4
Distance can be determined if,
G 2
x x x (i) Two points have the same y-coordinate
−20 −10 O 10 20 30 40 −8 −4 O 4 8 12 16 −6 −4 −2 O 2 4 6
−1 −2 −2
y
−4
D
−2 −4 −6 FLASHBACK
E
−3 −6
Scale on x-axis is 2 units Look at the triangle on the
Scale on y-axis is 2 units A B Cartesian plane below.
(x1, y1) (x2, y1)
y
A
Solution: THINK SMART x 5
O 4
y 3
(a) The scale on x-axis and y-axis (b) The scale on x-axis is 5 units Distance for AB = (x2 − x1) unit 2
is 1 unit 2nd quadrant 1st quadrant 1 B C

and y-axis is 2 units. x
(−x, y) (x, y) O 1 2 3 4 5
Distance of AB Distance of PQ x (ii) Two points have the same x-coordinate.
O
=6×1 =6×5 3rd quadrant 4th quadrant y The base of the triangle BC
= 6 units = 30 units (−x, −y) (x, −y) C (x1, y2) is parallel to the x- axis. This
makes the y- coordinates
If (x, y) is (3, 4) in the the same. This is called
(c) The scale on x-axis is 10 units (d) The scale on x-axis is 4 units 1st quadrant, state the common y- axis. It is the
coordinates of the point in the same the other way around.
and y-axis is 1 unit. and y-axis is 2 units.
2nd quardrant 3rd quardrant D (x1, y1)
Distance of DE Distance of FG and 4th quardrant. What x
= 4 × 10 =4×2 O
type of transformation is
= 40 units = 8 units experienced by the point? Distance for CD = (y2 − y1) unit
124 125
EXAMPLE 2 QR CODE 2. Move the coordinates A and B on the Cartesian plane based on the table below.
Calculate the distance between the points. 3. Identify the horizontal distance and the vertical distance for the line AB.
(a) (2, –3) and (4, –3) 4. Compare the displayed answers with the answers using the formula.
(b) (0, 1) and (0, –2) mat_t2e/ms126a for the 5. Complete the table below with the answers by choosing Hint.
Submarine Target game.
Solution: Points Difference in Distance Distance AB
(a) The distance between the two points is Horizontal Vertical

A B y2 – y1 x2 – x1 AB = (x2 – x1)2 + (y2 – y1) 2
= 4 – 2
= 2 units Horizontal distance = x2 − x1
(a) (1, 5) (1, 7) 1–1=0 7– 5=2
(b) The distance between the two points is
(b) (4, 1) (1, 1)
= 1 – (–2)
= 3 units Vertical distance = y2 − y1 (c) (8, 2) (0, −4)
EXAMPLE 3 A (1, y)
(d) (6, 7) (2, 4)
The diagram shows the distance between two points A and B. Discussion:
Complete the coordinates of A and B. (i) What do you understand about the distance of AB?
Solution: 5 units
(ii) What is the relevance of Pythagoras theorem?

CHAPTER 7
CHAPTER 7
y – 3 = 5 units x – 1 = 4 units
y = 5 + 3 x = 4 + 1 The distance AB is the hypotenuse. The Pythagoras theorem is used to determine the distance
= 8 units = 5 units between two points on a Cartesian plane.
C (1, 3) 4 units B (x, 3)
Therefore, coordinate A is (1,8). Therefore, coordinate B is (5, 3).
The distance between two points on a Cartesian plane = �(x2 − x1)2 + (y2 − y1)2
7.1.3 Distance between two points on a plane LEARNING
If the straight line that joins two points on a Cartesian plane is not STANDARD
parallel to the x-axis or y-axis, then the distance between the two Determine the distance
EXAMPLE 4
can be determined using the Pythagoras theorem. between two points on a
Cartesian plane.
Calculate the distance between point A and point B on the FLASHBACK
COGNITIVE STIMULATION Cartesian plane in the diagram below.
c
Aim: Identifying the distance between two points QR CODE y a
Scan the QR Code or visit 8
Steps: A b
http://rimbunanilmu.my/ 7
1. Open the file MS126B. mat_t2e/ms126b to identify c = �a 2 + b 2
6
the distance between two 5 What is this formula?
points.
4
The theorem shows that for
3 a right-angled triangle, the
2 square of its hypotenuse
B
1 is equal to the sum of the
x squares of the other two
−1 O 1 2 3 4 5 6 7 8 sides.
−1
−2
−3
126 127
Solution: 7.1.4 Solving problems LEARNING

STANDARD
Method 1 A
Solve problems involving the
Based on the diagram, draw a right-angled triangle ACB. EXAMPLE 6
distance between two points
AC = 6 units, BC = 4 units in the Cartesian coordinate
Calculate the perimeter of an isosceles triangle if the vertices for system.
Using Pythagoras theorem the triangle are A (1, 1), B (3, 4) and C (5, 1).
6 units y
AB2 = BC2 + AC2 Solution:
8
AB2 = 42 + 62 7
Understanding the problem
AB2 = 16 + 36 6
B ABC is an isosceles triangle with vertices A (1, 1),
C 4 units
5
AB = �52 B (3, 4) and C (5, 1). B (3, 4)
4
= 7.21 units 3
Planning the strategy 2
Method 2 y 1 C (5, 1)
x1 , y1 • Draw and determine the points on a Cartesian plane. A (1, 1)
x
Distance = �(x2 − x1 )2 + ( y2 − y1 )2 A (1,7) • Perimeter Δ ABC = AB + BC + AC −3 −2 −1 O
−1
1 2 3 4 5 6 7
• The distance of AC and AB. −2
Distance AB = �( 5 − 1)2 + (1 − 7)2 −3

= �42 + (−6)2
Implementing the strategy Conclusion
CHAPTER 7
CHAPTER 7

= �16 + 36 y2 − y1
Therefore, the perimeter of the triangle
= �52 Distance AB = �32 + 22
ABC is 3.6 + 3.6 + 4 = 11.2 units.
x2 , y2
= 7.21 units B (5, 1) = �9 + 4
Therefore, the distance of AB is 7.21 units. x2 − x1 = �13 TIPS
x
O = 3.6 units The distance between two points
EXAMPLE 5 AB = BC Distance = �(x2 − x1)2 + (y2 − y1)2
Distance is the measurement of
Calculate the distance between point P and point Q. length between two points.
EXAMPLE 7
(a) (b) y
P Given that the distance of AB = 10 units. Calculate the value of v.
P 6 y
(–2, 6) B (6, 9)
3 cm 5 Solution:
s
4
unit
Q 3 Understanding the Implementing the strategy 10
5 cm 2
Q problem
1 AB = �(6 − v) 2 + (9 − 3) 2
(4, 1)
x Calculate the value of v. C
Solution: −2 −1O 1 2 3 4 10 = �(6 − v) 2 + 6 2 A (v, 3)
(a) PQ2 = 52 + 32 10 = �(6 − v) 2 + 36

(b) PQ2 = �[4 – (–2)]2 + (1 – 6) 2 Planning the strategy x
= 25 + 9 2 O
10 2 = ��(6 − v) 2 + 36 �
PQ = �34 = �6 + (–5) 2 2
Distance AB = 10
10 2 − 36 = (6 − v) 2
= 5.83 cm = �36 + 25 Formula of distance
�64 = 6 − v
Therefore, the distance of PQ is 5.83 cm. = �61 Conclusion
8 = 6 − v
= �(x2 − x1 ) + ( y2 − y1 )
2 2
Therefore, the value of v is –2.
= 7.81 cm v = 6 − 8
Therefore, the distance of PQ is 7.81 cm. v = –2
128 129
4. Given that the horizontal distance is 4 units and the vertical distance is 3 units for the points
SELF PRACTICE 7.1 A and B, calculate the values of a and b.
1. Determine the distance between two points on the following Cartesian plane. (a) y (b) y
y
E A B (−1, b) B (5, b)
6
5 A (a, 1)
C (b) D x
4 (a) O
x
3 O A (a, 0)
(c) 2
B
1 (c) y (d) y
x A (a, 4)
−6 −4 −2 O 2 4 6 8 10 12
−1
B (2, b)
−2
F
−3 B (0, b)
G (d) H x x
−4 O O
−5 A (a, –1)
2. Calculate the distance of AB. B 5. The diagram shows the points K, L, M, N, P y

(a) A (b) and Q on the Cartesian plane. K
CHAPTER 7
CHAPTER 7
8
Calculate the distance between the points. L
2 cm
7
(a) KM
6
B 1200 cm (b) ML
5
4 cm (c) PN M
4
(d) KQ
3
2
A N
600 cm 1
x
−4 −3 −2 −1−1O 1 2 3 4 5 6
(c) (d) y
y −2
A 4 Q
−3
4 B 3 P −4
3 2
2 1
A 1 x
−5 −4 −3 −2 −1 O 1 2 3 4 5
x −1 6. Determine the distance of the points KL given K (2, 2) and L is on the x-axis with a distance of
− 4 −2 O 2 4 6 8 10 12
−1 −2 7 units to the right from the y-axis.
−3
B
7. Determine the distance of AB if each of them is located on the y-axis with a distance of 5 units
upwards and 2 units downwards from the x-axis.
3. State the distance between each set of points below.
(a) (1, 3) and (1, 7) 8. Calculate the distance between the points KL if L is located on the origin and K is 3 units to the
(b) (0, −9) and (0, 9) left of y-axis and 5 units upwards from the x-axis.
(c) (5, −2) and (−2, −2)
(d) (7, 4) and (8, 4)
130 131
9. Determine the values of a and b based on the information in the diagram below.
y TIPS
Aim: Identifying the midpoint on a line
(x2, y2)
Materials: Grid paper, compasses and ruler
3 units Steps:
b
1. Student A constructs a Cartesian plane on grid paper.
2. Student B chooses two coordinate points and draws a line that (x1, y1)
5 units
joins the points.
(5, 2) 3. Student C contructs a perpendicular bisector on the line.
Discussion: QR CODE
x
O a What do you understand when you construct the perpendicular Scan the QR Code or visit
10. The vertical distance of point V is 4 units to the north of point W. Determine the coordinates of bisector on the line? http://rimbunanilmu.my/
W if the coordinates of V are mat_t2e/ms133 to watch
an animated video on
(a) (4, –3) (b) (2, −5) Midpoint is a point that divide a line segment equally. determining midpoints.
(c) (5, –2) (d) (0, – 4 )
11. Based on the diagram, calculate the perimeter for ABCD.

EXAMPLE 8
y
CHAPTER 7
CHAPTER 7
Determine the midpoint of the straight line AB.
8
B (a) (b) A D B C
7 A M P Q B
6
5
4 Solution:
A C
3 (a) Midpoint of the straight line (b) Midpoint of the straight line AB is D.
2 AB is P.
1 D A D B
4 units 4 units
x
A M P Q B
−4 −3 −2 −1 O 1 2 3 4 5 6
−1
THINK SMART
State the coordinates of
12. The triangle ABC has vertices A (-2, −1), B (−2, 5) and C (1, −1). Calculate the perimeter for the EXAMPLE 9 the centre of the circle for
the diagram below. What
triangle. P is the midpoint of the straight line is the connection between
y
the centre of a circle and
AB. Determine coordinates P. the midpoint?
8
7 A y
7.2 Midpoint in The Cartesian Coordinate System 6 8

5 6
4
7.2.1 Midpoint between two points LEARNING 3
4
STANDARD 2
2
You have learned how to determine a radius for a certain diameter Explain the meaning of 1 C B x
−8 −6 −4 −2 O 2 4
in a circle. Do you understand the concept of midpoint? midpoint between two points x −2
on the Cartesian plane. O 1 2 3 4 5 6
Discuss this concept with your friends.
132 133
Solution:
Step 1: Determine the midpoint of AC and BC. Point Midpoint of: Midpoint
x1 + x2 y1 + y2
Step 2: Construct a perpendicular bisector of AC and BC. � ‚ �
Horizontal Vertical 2 2
A B
Step 3: Intersection between the perpendicular bisector of AC and BC is the midpoint of the line AB. distance distance
Step 4: Therefore, point P is (3, 4). (4, 5) (2, 1)
y
A (–1, 5) (3, 1)
7
Midpoint
6
(3, 4) (1, 3) (7, 1)
5
4 P
3 (3, 4) (–5, −1)
2
C B
1
O
x (1, 2) (–5, 2)
−6 −5 −4 −3 −2 −1
−1 1 2 3 4 5 6
−2 Discussion:
−3 (i) Is the midpoint of the straight line AB the result of the
−4
intersection for the midpoint of horizontal distance and QR CODE
−5
−6 vertical distance? Scan the QR Code or visit
CHAPTER 7
CHAPTER 7
(ii) Derive the formula for midpoint. http://rimbunanilmu.my/
Midpoint for a slanting line can be determined by identifying the worksheet.
7.2.2 The midpoint formula LEARNING horizontal distance and vertical distance which are both divided
STANDARD by two.
COGNITIVE STIMULATION Derive the formula of the
midpoint between two x1 + x2 y1 + y2
Aim: Deriving the midpoint formula points on the Cartesian Midpoint = � , �
2 2
Material: Dynamic geometry software plane.
Steps:
1. Open the file MS134. 7.2.3 Midpoint coordinates between two points LEARNING
QR CODE STANDARD
Scan the QR Code or visit The location of a midpoint can be shown by constructing a Determine the coordinates of
http://rimbunanilmu.my/ perpendicular bisector. The intersection between the perpendicular midpoint between two points
mat_t2e/ms134 to identify on the Cartesian plane.
bisector with the line segment will determine the coordinates of the
the midpoint. midpoint on a Cartesian plane.
y
5
B(6, 4)
4 6+2 4+0
M=� , �
2. Identify point A and point B.
3 M 2 2
2 (4, 2)
3. Change the location of the points as in the table provided. M = (4 , 2)
1 A(2, 0)
4. Identify horizontal distance and vertical distance. x
−2 −1 O 1 2 3 4 5 6
5. Open file MS135 and complete the table given. −1
−2
6. Calculate the midpoint M.
134 135

STANDARD
Calculate the coordinate of the midpoint on the straight line AB given A (2,5) and B (2,1). EXAMPLE 12 y Solve problems involving
midpoint in the Cartesian
Solution: The diagram shows the line PAQ on a Cartesian P coordinate system.
y
plane. A is the midpoint for the line PQ. Determine
A (2, 5) is (x1 , y1) and B (2, 1) is (x2 , y2)
7 the coordinates of P.
x1+ x2 y1+ y2 6 Solution:
Midpoint AB = � , � A
2 2 A (2, 5) 2
5
4
2+2 5+1
= � 2 , 2 � 3
Distance of AP = AQ. Q
Let P = (x, y). x
2 O
2
4 6 1 B (2, 1)
= � , �
2 2 x Planning the strategy Implementing the strategy Conclusion
−3 −2 −1 O 1 2 3 4 5 6 Distance of AP = AQ
= (2 , 3) −1 Calculate the horizontal and vertical Therefore, coordinates
P (x , y)
distance starting from point A which of P are (−2, 4).
Therefore, the midpoint of AB is (2, 3). is 2 units respectively.
2 units
Midpoint, A (0, 2)
A (0 , 2)
CHAPTER 7
CHAPTER 7
EXAMPLE 11 2 units P(x , y) x+ 2 = 0 , y+ 0 = 2
Q(2 , 0) 2 2
2 units
Calculate the coordinate of the midpoint on the straight line MN. Q (2 , 0) x + 2 = 0 , y = 4
y 2 units x = −2
7 M
EXAMPLE 13
N Point P is the midpoint on the straight line KL. Given coordinates of K (−3, 12) and coordinates
1 of P (2, 9), calculate coordinates of L.
x
O 10
4
THINK SMART Solution: THINK SMART
Solution: Midpoint is a point on a line K (–3, 12) is (x1 , y1) and L (x2 , y2)
M (10, 7) is (x1 , y1) and N (4, 1) is (x2 , y2) segment that divides it into
two equal parts.
−3 + x2 12 + y2
y Midpoint, P = � , �
x1+ x2 , y1+ y2 2 2
Midpoint MN = � � K(4, 5)
2 2
−3 + x2 12 + y2
10 + 4 , 7 + 1 (2, 9) = � , �
= � � x 2 2
2 2 O
−3 + x2 12 + y2 The KLCC Tower has
=2, =9
14 , 8 2 2 88 floors. The distance
= � � L which is the most suitable
2 2 −3 + x2 = 4 , 12 + y2 = 18
If the origin is the midpoint to build a skybridge is
= (7, 4) for the line KL, can you at the 42nd and the 43rd
x2 = 7y,2 = 6 floors. Why?
determine the coordinates
Therefore, the midpoint of MN is (7, 4). of L? Therefore, coordinates of L are (7, 6).
136 137
5. Referring to the diagram, A is the midpoint of PQ and B is the midpoint of RQ. Determine the
SELF PRACTICE 7.2 coordinates of P and R.
1. In each of the diagrams below, determine the midpoint of the straight line PQ. y
P
(a) (b) B 2.5 m C 2.5 m Q
P A B C Q D P A
2m 3 A
5m
5m
Q
2. Based on the diagram below, state the coordinates of the midpoint of x
O 4
(a) AB
–2 B
(b) CD y
(c) AD A B R
8
7
6
5 6. Midpoint for the square in the diagram below is at the origin. Determine
4
3 (a) the values of a and b. y
A (–3, a) B
2 D C (b) the distance of line BC.
1 (c) the coordinates of B.
CHAPTER 7
CHAPTER 7
x
−1 O 1 2 3 4 5 6
−1
x
O
3. Determine the midpoint of the straight line y

(a) PQ W D C (b, – 4)
8
(b) RS 7 P
(c) TU 6
R
Q
(d) WV 5
7. The origin is the midpoint for the height of the parallelogram. Calculate
4
3 (a) the values of m and n.
2
T S (b) the midpoint of PQ.
1 (c) the midpoint of SR. y
O
x P (– 4, n)
−4 −3 −2 −1
−1 1 2 3 4 5 6 Q
V −2 U
−3
x
O
4. Determine the midpoint for the following coordinates
(a) P (–1, 7) and Q (–1, 1).
(b) R (3, –6) and S (3, 2).
(c) A (3, 1) and B (5, 1). S R (m, – 6)
(d) C (5, 0) and D (1, 0).
138 139
8. Given the straight line AB = BD with D (−1, 3) and B (1, 1), calculate the coordinates of point A.
SELF PRACTICE 7.3 y
1. The diagram on the right is an isosceles triangle where the height is A

9. A straight line that joins points (−8, 3) and (s, 3) has the midpoint (0, u). Calculate the values of 4 units. Calculate
s and u. (a) the coordinates of C.
(b) the coordinates of A. C B (2, 1)
10. The line AB is parallel to x-axis with point A(3, a) and midpoint of AB is (5, 1). Calculate (c) the coordinates of midpoint of the line AB. x
O
(a) the value of a. (d) the distance of the line AC.
(b) the coordinates of B.
2. The diagram on the right is a rectangle. The distance of KL y
is 8 units and KN is 12 units. Calculate
7.3 The Cartesian Coordinate System (a) the distance of LN.
K L (2, 10)
LEARNING
STANDARD (b) the coordinates of midpoint of line MN.
7.3.1 Solving problems (c) the coordinates of T. T
the Cartesian coordinate x
system. O
EXAMPLE 14 y N M
The diagram shows a rhombus. Given the A B (11, 6) 3. If the line PQ is parallel to the y-axis and the midpoint M (4, 0) with a distance of MP is 3 units,
distance between the point A and B is 5 units. calculate
CHAPTER 7
CHAPTER 7
Calculate (a) the coordinates of P. (b) the coordinates of Q. (c) the distance of PQ.
(a) the coordinates of A.
(b) the midpoint of the straight line AC. D 4. The distance AB = KL, that is 8 units and each is parallel with the y-axis. If midpoint AB is (0, 3)
2
C and the distance from midpoint of AB to midpoint of KL is 2 units downwards, calculate
Solution:
x (a) the coordinates of K and L.
(a) O 1
(b) the coordinates of the midpoint of KL.
(b)
Determine point A where AB is Understanding the problem 5. Given that P(4, 0) and Q is located on the y-axis with 6 units upwards from the x-axis, calculate
parallel to DC. The line AC is parallel to the y-axis, with a (a) the midpoint of PQ.
common x-coordinate, which is 6. (b) the distance between the point P and midpoint of PQ.
Planning the strategy
Straight line AB is parallel to the GENERATING EXCELLENCE
x-axis. y-coordinate for point A is 6. x1 + x2 y1 + y2
Formula for midpoint � , �.
2 2
1. Which of the following points represent y
Implementing the strategy Implementing the strategy (a) (–3, 2) 8 B D
(b) (0, 5) 7
Distance of AB = 5 units. A (6 , 6) C (6 , 2) 6 C E
x1 , y1 x2 , y2 (c) (4, –2) 5 A
x-coordinate = 11 − 5 (d) (6, 8) 4
=6 6+6 , 6+2
� � = (6, 4) 3
2 2 K I F
2
Conclusion 1
Conclusion x
Therefore, coordinates of A are (6, 6). −3 −2 −1 O 1 2 3 4 5 6
−1
Therefore, midpoint of AC is (6, 4). −2
J H G
140 141
2. If point K is located on the x-axis and 4 units to the left of the y-axis, determine coordinates of
L which is 5 units upwards from point K. SELF REFLECTION
3. If points P, Q and R each move 2 units to the south and 1 unit to the left respectively, state the At the end of this chapter, I am able to:
new locations for the points. Calculate the distance for each new location from PQ to RQ.
y 1. Explain the meaning of distance between two points on the Cartesian plane.
4 P
2. Derive the formula of the distance between two points on a Cartesian plane.
R 2
3. Determine the distance between two points on the Cartesian plane.
x
−4 O 2 5 4. Solve problems involving the distance between two points in the Cartesian
coordinate system.
−2
Q
5. Explain the meaning of midpoint between two points on the Cartesian plane.
4. ABCD is a square with A as the origin and B (−5, 0). Calculate the perimeter of the square. 6. Derive the formula of the midpoint between two points on the Cartesian
plane.
7. Determine the coordinates for midpoint between two points on the Cartesian
plane.
5. KLM is a right angled triangle with points K (1, 0) and L (5, 0) as the base and ML is the height
for the triangle. If the distance from M to L is 5 units, calculate the area of the triangle. 8. Solve problems involving midpoint in the Cartesian coordinate system.
CHAPTER 7
CHAPTER 7
9. Solve problems involving the Cartesian coordinate system.
6. The midpoint of the diagonal of a square is 2 units from the vertex of the square. Calculate the
area of the square.
CHAPTER SUMMARY MINI PROJECT
Coordinates Draw a plan of your classroom seating position on a grid paper with a scale of 1 cm to 2 metres
on the horizontal axis and 1 cm to 2 metres on the vertical axis. You may change the scale.
Determine the coordinates of your friends' seats. Paste the plan in front of your class for
x-axis y-axis Origin Cartesian Plane reference.
Axis which is horizontal Axis which is vertical Point of intersection Cartesian plane
and perpendicular to the and perpendicular to the between horizontal comprises one
and vertical axes. horizontal line and
y-axis in the Cartesian x-axis in the Cartesian
Coordinates of the one vertical line
coordinate system. coordinate system. origin are (0, 0). that intersect at a
right angle.
Distance between two y
points Midpoint
Measurement of distance or Point that bisects a line
Vertical axis
length between two points. segment into two equal

parts.
Common axes �(x2 − x1)2 + (y2 − y1)2 x
(y2 − y1) and (x2 − x1) origin O x1 + x2 y1 + y2
Horizontal axis � , �
2 2
142 143
Chapter 8 Graphs of Functions Chapter 8 Graphs of Functions
WALKING
THROUGH TIME
Body mass index (BMI) is a measurement
of body fat based on height and weight. A René Descartes (1596-1650), stated that
WHAT WILL YOU LEARN? higher measurement of BMI indicates a function is a mathematical relationship
lot of fat content. between two variables. The term ‘function’
was introduced by Gottfried Wilhelm Leibniz
8.1 Functions
(1646- 1716) in his book. The concept of
function was further studied by Leonhard Euler
8.2 Graphs of Functions
(1707-1783) and he introduced the notation of
function, that is y = f (x).
CHAPTER 8
CHAPTER 8
WORD LINK
• Graph of function • Graf fungsi

• Function • Fungsi WHY STUDY THIS CHAPTER?
• Variable • Pemboleh ubah
Function is applied in the f ields of economy,
• Relation • Hubungan
technology, science, engineering, banking
• Linear equation • Persamaan linear
and mathematics. Among the careers that
• Table of value • Jadual nilai need knowledge on functions are engineers,
• Linear function • Fungsi linear economist, auditors, lecturers and bankers.
• Non-linear function • Fungsi bukan linear The concept of function helps in predicting the
• Scale • Skala best time to trade shares in the stock market.
• Reciprocal function • Fungsi salingan
• Cubic function • Fungsi kubik
• Quadratic function • Fungsi kuadratik
144 145
CREATIVE ACTIVITY
Input Output Input x3 Output
Aim: Knowing relationship between two quantities 64 64 4 2 23 8
Material: Worksheet 27 27 3 3 33 27
Steps:
0 5
1. The advertisement below shows the entry rates to a water theme park according to categories. 1 7
Based on the advertisement, complete the table. 8
10
1
125
Category
Family Table A Table B
Ticket Price Adults Children Elderly/Disabled
1 Discussion:
Adult : RM30.00
Children : RM20.00 2 If the input is a domain while the output is a range, specify the range for
Elderly/Disabled : RM10.00 3 1 1
set A = {64, 27, 0, , } and set B = {2, 3, 5, 7, 10}.
Children 90 cm above or
3 -12 years old Total 8 125
All prices include GST : 6%
From the activity above, function is a relation where each input has only one output.
2. Category Number Cost Total
Identifying functions
Adults 2 2 × 30 60
Children Relations that are functions
Elderly/ (a) One-to-one relation (b) Many-to-one relation
Disabled
Total Eating habit
unit of animal
Distance • • km Rabbit •
3. From the table above, what is the relationship between the total cost of the tickets for each
CHAPTER 8
CHAPTER 8
Volume • • ml Cow • • Herbivore
family with the category of family members?
Cost • • RM Horse •
From the table above, we know that the total cost of the tickets depends on the number and category
of family members. Relations that are not functions
(a) One-to-many relation (b) Many-to-many relation
8.1 Functions Mode of transport
Favourite subjects
to school
8.1.1 Definition of functions LEARNING • Science Fairuz •
Rania •
STANDARD • Mathematics Ijah • • Car
Jannah • • English Afiq • • Motorcycle
COGNITIVE STIMULATION Explain the meaning of
• Bus
functions. Ravi •
Aim: Identifying functions Siah Meng •
Materials: Worksheets and calculator
Steps:
1. Use the symbol (cube root) on your calculator to determine the output number of some Relation is the matching of items from set A to set B. Relations can be represented by using the
input numbers and complete Table A. (a) arrow diagram
2. Use x 3 (power of cube) on your calculator to determine the output number of some input (b) graph
numbers and complete Table B. (c) ordered pair
146 147
(c) One-to-many relations

EXAMPLE 1
Relation where the object in the domain has more than one image.
(a) Arrow diagram (i) (ii) Q
Set A Set B DO YOU KNOW P Q
8
f : add 1 f : factor
0• •1 x is mapped to f (x) •3 7
1• •2 x f (x) •4 6
2• •3 3•
•6 5
3• •4 4•
6• •5 4
5• •6 •8
5• •4 3
4• •3 2
(b) Graph 1
Set B
The function above can (iii) Ordered pair, R = {(3, 3), (3, 6), (4, 4), (4, 8)} O 1 2 3 4 5
P
6 be written with notations
(d) Many-to-many relations
f : x → x – 1 or
5 as follows:
4 Relation where at least one object has more than one image, and more than one object has the
3 same image.
2 f (x) = x – 1
1 (i) (ii)
P f : can be Q Q
O Set A divided by 8
1 2 3 4 5 24 • •4 6
(c) Ordered pair 18 • •6 4
P = {(0, 1), (1, 2), (2, 3), (3, 4), (5, 6)} 16 • •8 2
O P
2 4 6 8 10 12 14 16 18 20 22 24
EXAMPLE 2
(iii) Ordered pair, S = {(24, 4), (24, 6), (24, 8), (18, 6), (16, 4), (16, 8)}
(a) One-to-one functions
Relation where the object in the domain has only one image.
CHAPTER 8
CHAPTER 8
(i) (ii)
P Q
FLASHBACK
Q
f : multiply by 2 Provide justification based on the observation of the relation A straight line graph is
1• •2 8
represented by a graph in the example above. obtained when all ordered
2• •4 6
4 pairs for linear equations
3• •6
are plotted and connected.
4• •8 2
O P
1 2 3 4
(iii) Ordered pair, A ={(1, 2), (2, 4), (3, 6), (4, 8)}
8.1.2 Function representation LEARNING
STANDARD
The diagram below shows the function f that maps x to which is
Identify functions and
(b) Many-to-one functions represented by f (x) = . provide justifications
Relation where more than one object is matched to the same image. Set P Set Q based on function
f representations in the
(i) (ii)
P f : is the multiple of Q Q •1 form of ordered pairs,
9•
5 •3 tables, graphs and
6• 16 •
4 •4 equations.
9• •3 25 •
3 •5
21 • 2 36 •
•6
1
Domain Codomain
O P
3 6 9 12 15 18 21
Set P = {9, 16, 25, 36} is the domain and the element is the object. Set Q = {1, 3, 4, 5, 6} is the
(iii) Ordered pair, B = {(6, 3), (9, 3), (21, 3) } codomain. The elements in set Q that is matched to the object in set P is the image. Set {3, 4, 5, 6}
is the range of the function.
148 149
5. Given set S = {10, 12, 18, 20} and set R = {2, 4, 10, 12}, set S is mapped to set R by subtracting 8.
EXAMPLE 3
Represent the function using
Given set P = {1, 2, 3} and set Q = {4, 5, 6}, the function f maps P to Q by adding 3. Represent this (a) ordered pair (b) table (c) graph (d) equation
function using
domain 1 ⩽ x ⩽ 5.
(a) ordered pair (b) table (c) graph (d) equation 6. The following diagram shows the function f (x) = 3x for the x f (x)
1• •3
Solution: 2• •6
Determine the values a and b.
(a) {(1, 4), (2, 5), (3, 6)} (b) 3• •a
P 1 2 3
4• • 12
y Q 4 5 6 5• •b
6 7. State the domain and range the following relation.
(c) (d)
5 4=1+3 (a) (b) y
•0
4 5=2+3 –5 • 5
3 •8 4
6=3+3 2•
2 • 15 3
4• 2
1 y = x + 3 or f(x) = x + 3 • 16
x 1
O 1 2 3 x
–5 – 4 –3 –2 –1O 1 2 3 4 5
–1
The function that maps x to y can be written using f(x). Therefore, this function can be written as –2
f(x) = x + 3. –3
–4
–5
SELF PRACTICE 8.1
8.2 Graphs of Functions
1. The diagram shows the relation between set P and set Q. P Q
We have learned that the representation of a
State 3• •9
function can be done in the form of a graph.
(a) the type of relation. 6• • 18
A graph of function is the representation of
CHAPTER 8
CHAPTER 8
(b) the range of the relation. 9• • 20
a function on a Cartesian plane. By drawing
a graph, we can explain the relationship
2. The diagram shows a function. x p(x) between variables in the function. This graph
also helps us identify information to solve
State the value b. 0• •0
3• •9
problems.
5• • 15
b• • 21 The diagram shows a player kicking a ball, making it bounce into
the goalmouth. The bouncing action forms a curve. DO YOU KNOW
3. Determine whether the set of ordered pair is a function.
If the curve represents the function s = 25t – 2.5t , t is the time in
2
Malaysian football star
(a) P = {(1, 2), (2, 3), (3, 4), (4, 5)} seconds and s is the height in metre. The relationship between s and from Penang Mohd Faiz
(b) Q = {(1, 3), (0, 3), (2, 1), (4, 2)} t can be represented in the form of a graph. Some information can be Subri received the FIFA
Puskas Award for the
(c) R = {(1, 6), (2, 5), (1, 9), (4, 3)} obtained from the graph, such as the maximum height of the ball, the best goal in 2016.
time the ball takes to hit the ground again and the distance from where
4. Determine whether the relation in the following graph is a function or not a function.
it was kicked.
(a) (b)
y
y
30 8.2.1 Constructing a table of values LEARNING
25 20 STANDARD
20 16 From the given function, a table of values can be constructed Construct tables of values
15 12 to determine the corresponding value of the ordered pair (x, y) for linear and non-linear
10 8 functions, and hence draw
before the graph is drawn.
5 4 the graphs using the scale
x O x given.
O 1 2 3 1 2 3 4 5
150 151
EXAMPLE 4 EXAMPLE 5
(a) Construct a table of values for the function y = 5 – x, given (a) Complete the table of values below for the function y = 2x + 4.
x = –2, –1, 0, 1.
TIPS x –2 –1 0 1 2 3
(b) Construct a table of values for the function y = 2x2 – 1, given
x = –1, 0, 1, 2. Use a calculator to calculate y 0 6 10
the values of = 2 2 – 1
Solution: Press (b) Using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 2 units on the y-axis, draw a graph of
(a) When x = –2 When x = –1 When x = 0 When x = 1 2 ALPHA ) ^ 2 - 1 the function for values of x from – 2 to 3.
the following form – 2 ⩽ ⩽ 3.

y = 5 – x y = 5– x y = 5– x y = 5– x For Solution: This set of data can be written in
y = 5 – (–2) y = 5 – (–1) y=5–0 y=5–1 = –1,
(a) y = 2x + 4
y = 5 + 2 y=5+1 y=5 y=4 press CALC -1 =
answer = 1 When x = –1 When x = 0 When x = 2
y = 7 y=6
= 0, y = 2 (–1) + 4 y = 2 (0) + 4 y = 2 (2) + 4
Therefore, the table of values for the function y = 5 – x is
press CALC 0 = = –2 + 4 =0+4 =4+4
TIPS
x –2 –1 0 1 answer = –1 =2 =4 =8
y 7 6 5 4 This graph is also known
= 1, Therefore, the table is x –2 –1 0 1 2 3 as linear function graph,
press CALC 1 = the highest power of a
(b) When x = –1 When x = 0 When x = 1 When x = 2 y 0 2 4 6 8 10
answer = 1 variable is 1.
y = 2x 2 – 1 y = 2x 2 – 1 y = 2x 2 – 1 y = 2x 2 – 1 = 2,
y = 2(–1)2 – 1 y = 2(0)2 – 1 y = 2(1)2 – 1 y = 2(2)2 – 1 press CALC 2 = (b) Draw axes using the scales given. DO YOU KNOW
y = 2 – 1 y=0–1 y=2–1 y=8–1 answer = 7
Scale for x-axis : 2 cm to 1 unit. Equation for straight line
y = 1 y = –1 y=1 y=7 y = mx + c, with m as
CHAPTER 8
CHAPTER 8
Therefore, the table of values for the function y = 2x 2 – 1 is Scale for y-axis : 2 cm to 2 units. the gradient and c is the
y-intercept.
x –1 0 1 2 Plot the points according to ordered pairs from the table of
values, (–2, 0), (–1, 2), (0, 4), (1, 6), (2, 8) and (3, 10).
y 1 –1 1 7
Join the points with a straight line.
FLASHBACK TIPS
Drawing a graph y
Use a ruler to draw a
• (0,0) is also known (3, 10)
The ordered pairs (x, y) can be plotted on a Cartesian plane using the 10 straight line graph.
as origin. y = 2x + 4
scale given. Next, the points are joined to form a graph. To make it • x-axis is known as
easier in constructing the graph, we can use the following steps. horizontal axis 8
(2, 8)
Scale for -axis:
• y-axis is known as THINK SMART
Steps to draw a graph: 2 cm to 2 units
vertical axis. 6 (1, 6) Ordered pairs
What type of graph is
y
1. Construct a table of values for the given function. shown below? State the
vertical axis 4 (0, 4) function.
2. Draw and label each axis with the given scale or any suitable scale.
horizontal axis 2
(–1, 2)
3. Plot the point (x, y) for the ordered pairs from the table. x (–2, 0)
x
–2 –1 O 1 2 3
4. Join the points to form a straight line or a smooth curve. origin
Scale for -axis: 2 cm to 1 unit
152 153
EXAMPLE 6 EXAMPLE 7
(a) Complete the table of values below for the function y = x2 – 2x – 3. (a) Complete the table of values below for the function y = 12 – x3.
TIPS
x –2 –1 0 1 2 3 4 x –3 –2 –1 0 1 2 3
y 5 –3 0 5 Quadratic function y 39 13 12 –15
f (x) = ax 2 + bx + c,
the function for –3 ⩽ x ⩽ 3.

(b) Using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 1 unit The highest power for the (b) Using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 5 units on the y-axis, draw a graph of
function is 2, and a ≠ 0.
variable in a quadratic
–2 ⩽ x ⩽ 4.
on the y-axis, draw a graph of the function for values of x from
TIPS
Solution:
For the cubic function
Solution: (a) y = 12 – x3 ax3 + c, the highest
When x = –2 When x = 1 When = 2 power for the variable
(a) y = x 2 – 2x – 3.
is 3.
When x = –1 When x = 1 When x = 2 y = 12 – (–2)3 y = 12 – (1)3 y = 12 – (2)3
y = (–1)2 – 2(–1) – 3 y = 12 – 2(1) – 3 y = 22 – 2(2) – 3 = 12 + 8 = 12 – 1 = 12 – 8
=1+2–3 =1–2–3 =4–4–3 = 20 = 11 =4
THINK SMART
TIPS
=0 = –4 = –3 Determine the type of
• A sharp pencil can help Therefore, the table is graph. State the function.
Therefore, the table is a student draw a line or
curve smoothly.
x –3 –2 –1 0 1 2 3
x –2 –1 0 1 2 3 4 • Students are allowed y 39 20 13 12 11 4 –15
y 5 0 –3 – 4 –3 0 5 to use a flexible ruler to
draw a curve. (b) Draw the axes using the scale given. Plot the points using the
(b) Draw axes using the scale given. Plot the points using the above table of values and join the points
table of values and join the points. Scale for x-axis : y
CHAPTER 8
CHAPTER 8
Scale for x-axis : 2 cm to 1 unit. DO YOU KNOW 2 cm to 1 unit. (–3, 39) 40
Scale for y-axis : 2 cm to 1 unit. This shape of graph is

Scale for y-axis : y = 12 – x3
35
y called parabola. 2 cm to 5 units.
(–2, 5) (4, 5)
5 30
y = x – 2x – 3
2
4 25
3 THINK SMART (–2, 20)

Scale for -axis:
20 DO YOU KNOW
Free resources from www.mathsphere.co.uk
What type of graph is Ordered pairs

2 cm to 1 unit
2 shown below? 15
State the function. (0, 12)
(–1, 13)
(1, 11)
1 10
Scale for -axis:
(–1, 0) (3, 0) 2 cm to 5 units
x 5
–2 –1 O 1 2 3 4 (2, 4)
–1 x
–3 –2 –1 O 1 2 3
Scale for -axis:
–2 2 cm to 1 unit –5
Scale for -axis: 2 cm to 1 unit
Point of
–3 (0, –3) (2, –3) Ordered pairs –10 intersection is the
solution for both
the functions
–4 –15
(1, –4) (3, –15)
154 155

EXAMPLE 8 EXAMPLE 9
24
(a) Complete the table of values for the function y = x . (a) Complete the table of values for the function y = x –2
x –4 –3 –2 –1 1 2 3 4 x –4 –3 –2 –1 – 0.5 0.5 1 2 3 4
y –6 –12 –24 12 8 y 0.06 0.25 4 1 0.25 0.11 0.06
the function for – 4 ⩽ x ⩽ 4.

(b) Using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 5 units on the y-axis, draw a graph of
the function for – 4 ⩽ x ⩽ 4.
(b) Using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 0.5 unit on the y-axis, draw a graph of
Solution:
DO YOU KNOW Solution:
TIPS
24
(a) y = x The reciprocal function (a) y = x –2
a y = ax n when n = –1, –2 is a
y = x is undefined if
When x = –3 When x = 1 When x = 4 When x = –3 When x = –1 When x = 0.5 reciprocal function.
x = 0. The reciprocal
24 24 24 function can also be y = (–3)–2 y = (–1)
–2
y = (0.5)–2
y = y = y =
–3 1 4 written as y = ax –1. This = 0.11 =1 =4
= –8 = 24 =6 shape of graph is called
hyperbola. Therefore, the table is
Therefore, the table is
x –4 –3 –2 –1 –0.5 0.5 1 2 3 4
x –4 –3 –2 –1 1 2 3 4 y 0.06 0.11 0.25 1 4 4 1 0.25 0.11 0.06
y –6 –8 –12 –24 24 12 8 6
(b) Draw the axes using the scale given. Plot the points using the above table of values and join the
(b) Draw the axes using the scale given. Plot the points using the above table of values and join points.
the points. Scale for x-axis: 2 cm to 1 unit
Scale for x-axis : 2 cm to 1 unit. Scale for y-axis: 2 cm to 0.5 unit
CHAPTER 8
CHAPTER 8
y
Scale for y-axis : 2 cm to 5 units.
(–0.5, 4) 4 (0.5, 4) Ordered pairs
y
25 (1, 24) THINK SMART y = x –2
3.5
20 y = 24x
Determine the type of
graph. State the function.
3
15 Scale for y-axis:
Scale for -axis:
(2, 12) 2 cm to 0.5 unit
2 cm to 5 units 2.5
10
(3, 8)
Ordered
(4, 6)
5 pairs 2
x
–4 –3 –2 –1 O 1 2 3 4 O
1.5
–5 Scale for x-axis: 2 cm to 1 unit
(– 4, –6)
(–3, –8) Scale for -axis: 2 cm to 1 unit (–1, 1) 1 (1, 1)
–10
(–2, –12)
–15 0.5
(–3, 0.11) (–2, 0.25) (2, 0.25) (3, 0.11)

–20 (–4, 0.06) (4, 0.06)
x
–4 –3 –2 –1 O 1 2 3 4
(–1, –24)
–25
This shape of graph is called hyperbola.
156 157
8.2.2 Interpreting graphs of functions LEARNING EXAMPLE 12

STANDARD
Interpreting graphs of functions is like studying trends and The graph of function shows the movement of a ball that Height (metre)
making predictions according to the relations derived from Interpret graphs of functions.
was dropped from a height of 4 metres. Based on the graph,
the variables. determine 5
y (a) the distance of the ball from the ground at the first minute. 4
EXAMPLE 10 (b) time the ball touches the ground. 3
6
The diagram shows a graph of the function for y = 2 x + 2. Solution: 2
From the graph, determine 5
From the graph: 1
(a) value of y when x = 2 4
(a) when x = 1, y = 2
y = 2x + 2 Time (minute)
(b) value of x when y = 4 3 Therefore, the distance of the ball from the ground is
O 1 2 3 4
Solution: 2 2 metres.
From the graph: y (b) when the ball touches the ground, the height is zero.
1
When y = 0, x = 2
(a) when x = 2, then y = 6 y=6 6 x
y = 2x + 2 –2 –1 O 1 2 3 Therefore, ball touches the ground at the second minute.
(b) when y = 4, then x = 1 5 –1
y=4 4 EXAMPLE 13
Profit (RM)
When y = 4, draw a 3 When x = 2, draw a During the entrepreneurial expo, Anis sold fried rice at the
horizontal line to the right vertical line upwards Consumer Club's stall. The graph shows the number of 25
until it meets the function 2 until it meets the function
y = 2x + 2. Then, construct y = 2x + 2. Then, construct
fried rice packets sold with the prof it that Anis gained.
20
a vertical line downwards 1 a horizontal line to the left From the graph,
until it meets x-axis. State x until it meets y-axis. State (a) what is the prof it earned by Anis if she sold 20 packets
CHAPTER 8
CHAPTER 8
15
value x. –2 –1 O 1 2 3 value y.
–1 x=2
of fried rice?
10
(b) if Anis earned a prof it of RM20, how many packets of
x=1
fried rice did she sell? 5
(c) state the prof it made by Anis if she sold 26 packets of
EXAMPLE 11 fried rice. O 10 20 30 40 50 60
(d) state a suitable inference. Number of fried rice packets (units)
The diagram shows a graph of the function for y = x – 2. Based on the graph, determine
2
(a) value of y when x = 2 (e) predict the prof it Anis would have made if 60 packets Profit (RM)
Construct a horizontal of fried rice were sold.
(b) value of x when y = 7 y
line y = 7, until it meets 30
both sides of the Solution:
Solution: 12
function y = x 2 – 2. 25
(a) RM10
From the graph: 10 Then, construct a
vertical line downwards (b) 40 packets 20
(a) when x = 2, then y = 2 8 towards x-axis.
y=7
(c) Prof it = RM13
(b) when y = 7, then x = 3 or –3 15
6 (d) The more number of fried rice packets sold, the higher 13
4
the prof it gained. 10
(e) RM30
y=2 2 5
x
–6 –4 –2 O 2 4 6 O 10 20 30 40 50 60
–2 26
x = –3 x=3
Number of fried rice packets (units)
158 159
8.2.3 Solving problems LEARNING Conclusion

STANDARD
(a) Total amount of money saved on the 20th day by
(i) Johan = RM80 (ii) Erika = RM60
graphs of functions.
Every day Johan and Erika receive pocket money from their father. (b) Johan and Erika have the same amount of money saved on the 10th day.
They keep part of the money in their saving boxes. The graph below (c) The difference between their savings is RM30 on the 25th day.
shows the total amount of money saved (RM) according to the (d) Johan will get the present as on the 30th day, he will have RM120, whereas Erika’s
number of days. Money (RM) savings will be only RM80.
(a) How much money is saved at the end of the 20th
120 Height (metre)
day by
(i) Johan (ii) Erika Johan EXAMPLE 15 7
100
(b) When will the amount of money saved by Johan In an animated game while the cartoon character Jibam jumps from y = 6 + x – x2
6
and Erika become equal? 80 a rock, a pebble is thrown at him to make him fall. Graph of the
Erika function y = 6 + x – x2, represents Jibam’s movements and graph
(c) When will the amount of money between Johan 5
60 of the function y = 2x represents the movement of the pebble. y = 2x
and Erika have a difference of RM30?
Y represents height in metre and x represents time in seconds. 4
(d) Their father promised to give a present to the 40 (a) What is the maximum height of Jibam’s jump?
person who saves the most at the end of one (b) When does the pebble touch Jibam? 3
month. Who will get the present? Justif y your 20 (c) When does Jibam touch the ground?
answer. 2
Solution:
Solution: O 5 10 15 20 25 30 1
Number of days
Understanding the problem Time
Understanding the problem • The function y = 6 + x – x2 represents Jibam’s jump. O 1 2 3 4 (second)
CHAPTER 8
CHAPTER 8
(a) Determine how much money is saved at the end of the 20th day by Johan and Erika. The function y = 2x represents the movement of the pebble.
(b) Determine when the amount of money saved by Johan and Erika become equal. • Identify the maximum height of Jibam’s jump, the time the pebble touches Jibam and the
(c) Calculate when the amount of money between Johan and Erika will differ by RM30. time Jibam touches the ground.
(d) Determine the person who would saves the most at the end of one month and justify it.
(a) Determine maximum height from the graph y = 6 + x – x2
(b) Determine the value of x at the intersection of both graphs.
(a) State the value of y when x = 20 for Johan and Erika’s graph.
(c) Determine the value of x when y = 0
(b) State the value of x at the point of intersection of the two lines.
(c) Calculate the difference of RM30 of the two lines. Implementing the strategy
(d) State the value of y when the number of days is 30. From the graph,
(a) the highest point is (0.5, 6.25), therefore the maximum height is 6.25 m.
Implementing the strategy (b) the intersection point of both graphs is (2, 4), the value of x is 2. Therefore, the pebble
(a) From the graph, on the 20th day touches Jibam at the 2nd second.
(i) Johan’s savings = RM80 (ii) Erika’s savings = RM60 (c) when y = 0, x = 3. Therefore, Jibam touches the ground at the 3rd second.
(b) Value of x at the point of intersection in Johan and Erika’s graph. Point of intersection
(10, 40). Therefore on the 10th day the total savings for Johan and Erika is the same, Conclusion
which is RM40. Therefore,
(c) RM100 – RM70 = RM30, on the 25th day. (a) the maximum height of Jibam’s jump is 6.25 metres.
(d) When x = 30; in Erika’s graph, y = RM80; in Johan’s graph, y = RM120. Hence Johan (b) the pebble touches Jibam at the 2nd second.
has more savings. Therefore, Johan will receive the present from his father. (c) Jibam touches the ground at the 3rd second.
160 161
Distance, J (km)
SELF PRACTICE 8.2 4 . The graph shows petrol P (litre) used by a taxi for
50
a distance of J km.
1. Copy and complete the following table of values for the functions given. From the graph, 40
(a) y = 3x + 2 (b) y = 2x2 (a) calculate how far will the taxi travel if its tank
x 0 1 2 3 4 x 0 1 2 3 4 is f illed with 30
y 5 14 y 8 18 (i) 30 litres of petrol
(ii) 42 litres of petrol 20
(c) y = x3 + 2
(b) calculate the cost of petrol for the taxi to travel
10
x –2 –1 0 1 2 3 36 km if 1 litre of petrol costs RM 2.30.
y –6 2
O 10 20 30 40 50 60
(a) Complete the table of values for the function above for –2 ⩽ x ⩽ 3.
5. Given a function y = 5x2 – 9x – 5. Petrol, P (litre)
(a) y = 2x – 2 for – 3 ⩽ x ⩽ 3.
2. Construct a table of values for each of the following using the given value of x.
(b) y = 2x2 + x – 5 for –1 ⩽ x ⩽ 3.

(c) y = 3x3 – 6 for –2 ⩽ x ⩽ 4.
x –2 –1 0 1 2 3
y 33 –5 –9
(b) Using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 5 units on the y-axis, plot all the
3. Copy and complete the following tables of values for the functions given, and draw the graph points.
using the given scale.
(c) Construct the graph of function.
(a) y = 5 + x
(d) From the graph, determine the value of x when y = 0.
x –3 –2 –1 0 1 2 3 4
y 2 4 5 8 9
function y= 5 + x for –3 ⩽ x ⩽ 4.
CHAPTER 8
CHAPTER 8
Using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 1 unit on the y-axis, draw the graph of GENERATING EXCELLENCE
(b) y = 4 – x2 1. Determine if each of the relation is a function.

x –3 –2 –1 0 1 2 3 (a) {(0, 0), (1, 4), (2, 8), (3, 12)} (b) {(25, 5), (25, –5), (9, 3), (9, –3)}
y 0 3 0 –5 2. Represent the relation of the set given in the form of ordered pairs, tables, graphs and equations.
function y = 4 – x2 for –3 ⩽ x ⩽ 3.
Using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 1 unit on the y-axis, draw the graph of (a) Set for integers, B = {1, 2, 3, 4, 5}
Set for multiples 11, A = {11, 22, 33, 44, 55}
(c) y = 8 – x3 (b) Set for integers, I = {1, 2, 3, 4, 5}
x –3 –2 –1 0 1 2 3 Set for perfect squares, S = {1, 4, 9, 16, 25}
y 35 9 8 –19 3. The surface area of a ball L in the shape of a sphere is the product of 4π with the square of its
function y = 8 – x3 for –3 ⩽ x ⩽ 3.
Using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 10 units on the y-axis, draw the graph of radius, r.
(a) State
(i) the dependent variable.
(d) y = (ii) the independent variable.
x –4 –3 –2 –1 – 0.5 0.5 1 2 3 4 (b) Write the relation between L and r.
y –1 –1.33 –4 –8 4 1.33 4. Given T = {1, 2, 3 ,4} and U = {1, 8, 27, 64}. The relation from set T to set U is to the power of
function y = for – 4 ⩽ x ⩽ 4.
Using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 2 units on the y-axis, draw the graph of three. Represent the following functions in the form of
(a) ordered pair (b) table (c) graph (d) equation
162 163
5. Amira’s father gave her RM100 as her spending money. Height (metre)
8. Nizam hits a golf ball. The height of the ball, y metre
(a) If she spends RM2 every day, calculate the balance after
from the surface of the ground after x seconds is 20
(i) 2 days (ii) 5 days (iii) 10 days y = 8x – x 2. The graph shows the movement of the
(b) Given RMy represents the balance after x days, complete the table of values below. y = 8x – x2
golf ball after being hit.
15
x 5 10 15 20 25 30 35 40 45 50 From the graph,
y 70 60 40 20 10 (a) what is the height of the ball at the third second?
(c) Draw the graph for the function y = 100 – 2x for 5 ⩽ x ⩽ 50. Use the scale 2 cm to 10 units
10
(b) calculate the time when the ball is at the height of
10 m.
on the x-axis and 2 cm to 10 units on the y-axis. (c) at which second will the ball fall on the ground? 5
(d) From the graph, calculate (d) what is the maximum height achieved by the ball?
(i) when Amira will spend all her money. (e) what is the trend in the movement of the ball?
O 1 2 3 4 5 6 7 8
(ii) when Amira will have a balance of RM44. Time (s)
9. Zarul wants to rent a bicycle to go sightseeing at the Time ( hour)

6. Wilson wants to build a rectangular rabbit cage with the width p metres and the length
recreational park. There are two shops offering bicycle 6
(a) Complete the table of values below for 0 ⩽ p ⩽ 6
3p metres. Given A is the area of the cage, then A = 3p 2.
rental services, Company A and Company B. The graph
shows the hourly rate charged by each company.
5
p 0 1 2 3 4 5 6 (a) How much does Company A charge to rent a
bicycle for 3 hours? Company B
A 27 75 108 4
(b) Draw the graph of the function A for 0 ⩽ p ⩽ 6. Use the scale 2 cm to 1 unit on the
(b) If Zarul wants to rent a bicycle for only one hour,
which company offers a cheaper rate? Explain. 3
x-axis and 2 cm to 10 units on the y-axis. (c) Zarul has RM7. From which company should Company A
(c) Based on the graph, calculate he rent the bicycle? Explain. 2
CHAPTER 8
CHAPTER 8
(i) the area of the rabbit cage when the width is 5.2 metres. (d) After which hour the payment charged at both
(ii) the area of the rabbit cage if Wilson has 40 metres of wire mesh. bicycle companies will be the same. 1
(e) If Zarul rents a bicycle for 6 hours from Company

B, how much must he pay? O 2 4 6 8 10
7. Raj is the chairman of the Computer Club. He wants to Cost (RM)
Payment (RM)
order T-shirts for his club members from Puan Aini, the
400
school cooperative teacher. Puan Aini has prepared a graph
to show the cost in RM, with the number of T-shirts. 10. Maju and Berjaya are two telecommunication Payment (RM)
300 companies offering packages for a mobile phone
(a) Complete the table below based on the graph. 5
prepaid plan. The graph shows the payment rate and Maju
Number of T-shirts (pieces) 10 30 50 70 200 talk time offered by both companies. 4
Cost (RM) (a) How much is the payment for 20 minutes
100 talk time charged by 3
(b) After Raj studied the graph, he was surprised that 0
pieces of T-shirts cost RM50. If you were Puan Aini, (i) Maju Berjaya
2
what would your explanation be? O 10 20 30 40 50 60 70 80 (ii) Berjaya
(c) Calculate the total cost Raj needs to pay for 68 pieces Number of T-shirts (pieces) (b) If Erin uses more than 30 minutes of talk time 1
of T-shirts. in a month, which company offers a cheaper
rate? Explain. O 5 10 15 20 25 30
(d) If Raj has a budget of RM410, state the total number of T-shirts that
(c) Umai wants to spend only RM4 for the service. Time (minute)
he can order.
Which company should Umai choose? Explain.
164 165
SELF REFLECTION
CHAPTER SUMMARY
Functions 1. Explain the meaning of functions.

It is the relation in which each object in the domain has only
one image in the codomain. 2. Identify function and provide justifications based on function representations
in the form of ordered pairs, tables, graphs and equations.
3. Construct tables of values for linear and non-linear functions and draw the
graphs using the scale given.
One-to-one functions
4. Interpret graphs of functions.
Many-to-one functions
Representation of functions MINI PROJECT
You are required to design a greeting card by using

the function given. Complete the table of values.
Draw seven graphs of the functions below by using
Ordered Pairs Tables Graphs Equations
a scale of 2 cm to 1 unit on the x-axis and 2 cm to
2 units on the y-axis. Label each graph and colour
CHAPTER 8
CHAPTER 8
each region with your favourite colours. Then, cut
out the graph paper according to your chosen size and
Graphs of functions make sure that the coloured design covers the whole
surface area. Paste it on a manila card and decorate it
creatively into a greeting card.
Representation of a function with a straight Example of design from several
graphs of functions
line or curve on a Cartesian plane.
x
Number Function (y)
–3 –2 –1 0 1 2 3
Table of values is a table that shows values for
independent and dependent variables and it is 1 y=x
constructed before a graph is drawn. 2 y = –x + 9
3 y = 2x + 8
4 y = –2x + 4
Steps to draw a graph. 5 y = x2 – 3
1. Construct a table of values for the selected range. 6 y = –x 2 + 13
2. Draw and label axes with the scale given. 7 y = –x 3 + 5
3. Plot points from the table of values. 8 y = 2x –2
4. Join the points to construct the graph.
166 167
Chapter 9 Speed and Acceleration Chapter 9 Speed and Acceleration
WALKING
THROUGH TIME
Galileo Galilei is the first scientist who

WHAT WILL YOU LEARN? measured speed as distance per time.
9.1 Speed For more information:
9.2 Acceleration
WORD LINK
CHAPTER 9
CHAPTER 9
• Speed • Laju
• Distance • Jarak
• Time • Masa WHY STUDY THIS CHAPTER?
• Unit • Unit
• Acceleration • Pecutan The knowledge in this chapter can be applied
• Deceleration • Nyahpecutan in the field of careers such as automotive
engineering, astronauts, physics studies, sports
• Average speed • Laju purata
and astronomy.
• Uniform speed • Laju seragam
• Non-uniform speed • Laju tak seragam
• Stationary • Pegun
168 169
CREATIVE ACTIVITY Discussion:

Aim: Introducing speed and acceleration. (i) List the names of the first, second and third place winners in your group.
Materials: Three sets of remote control cars, stopwatch, racing track and whistle. (ii) What conclusions can the group make based on the results?
Steps:
1. Choose three students.
2. Each person is given the same type of remote control car. In the activity above, the first student has completed the run in the shortest possible time and the last
student recorded the longest time.
3. Each person uses the remote control to move the car on the track
provided when the whistle is blown. The students ran an equal distance, so the student's speed was the ratio of the distance over their
4. Record the time and winner for this activity. running time.
5. What is the relationship between time, speed and acceleration
in winning the race? Distance TIPS
Speed =
Time If I walk 10 km in an hour,
then my speed is 10 km/h. If
9.1 Speed a particle moves 1 metre in
one second, then the speed
9.1.1 Speed as a rate LEARNING EXAMPLE 1 of the particle is 1 m/s.
STANDARD
Take a look at the back of a truck or bus. There is a speed limit Aida walks to a shop over a distance of 100 m in 5 minutes.
symbol for each of the vehicles. What does the symbol mean? What Explain the meaning of
speed as a rate involving Calculate the speed.
will the consequences be if the driver does not comply with the speed Shop
distance and time. Solution:
limit stated on the symbol? TIPS
100 m
Distance 5 min m/min is read as “metre
Speed =
Time per minute”.

100 m
=
5 min
= 20 m/min
Therefore, Aida walks 20 metres every minute. TIPS
CHAPTER 9
CHAPTER 9
Aim: Explaining the meaning of speed as a rate involving distance and time.
Materials: Stop watch, manila card (50 m sprint results sheet) D : Distance
D
S : Speed
Steps: S M M : Time
EXAMPLE 2
1. Students form groups of four.
Khairul Hafiz and Badrul Hisham are young state sprinters. During D
2. Select three students as runners from each group. S=
a 100 m event, Khairul Hafiz finished in 10.18 seconds while Badrul M
3. The students will run 50 m on the track provided.
Hisham finished in 10.25 seconds. Calculate their speed respectively. D
4. Records the time taken by each student. M=
Solution: S
5. Complete the table in the manila card.
Next, calculate the value of distance divided by time taken for each runner. Speed of Distance Speed of Distance D=SxM
= =
Khairul Hafiz Time Badrul Hisyam Time
Distance (m)
Name of runner Distance (m) Time (s) 100 m 100 m
Time (s) = =
50 10.18 s 10.25 s
50 = 9.82 m/s = 9.76 m/s
50
6. Display your group’s result.
170 171
9.1.2 Uniform and non-uniform speed LEARNING Speed for next 4 hours =
190 km
STANDARD 4h TIPS
Look at the movement of the marbles in the diagram below. Marble A
and marble B are rolled on the table. The movement of the marbles is Describe the differences = 47.5 km/h km/h can also be written
between uniform and
described as follows. non-uniform speed. Therefore, the speed of the trailer is non-uniform. as km or kmh-1.
h
Marble A Marble B EXAMPLE 4

1s 1s 1s 1s 1s 1s 1s 1s
THINK SMART
0 2 cm 4 cm 6 cm 8 cm 0 2 cm 3 cm 5 cm 8 cm 40 m 70 m 60 m S Time (s) 0 1 2 3 4
Q
2s 3.5 s 3s Distance
0 10 20 30 40
Compare the distance travelled by marbles A and B within 4 seconds. Which marble (m)
has a uniform speed and which marble has a non-uniform speed? Explain.
P Time (s) 0 1 2 3 4
Distance-Time Graph for Marble A Distance-Time Graph for Marble B R Distance

0 3 7 16 30
(m)
Distance (cm) Distance (cm)
Draw the distance-time
8 8 Encik Mahesh hit the golf ball from pole P to pole S passing through graph. From the graph
pole Q and pole R. Did the golf ball have a uniform speed? Explain. conclude on uniform and
6 6 non-uniform speed.
Solution:
4 4
40 m
2 2 Speed of ball from P to Q =
2s 70 m
Speed of ball from Q to R =
Time (s) Time (s) = 20 m/s 3.5 s
O 1 2 3 4 O 1 2 3 4
= 20 m/s
60 m
Speed of ball from R to S =
3s
Marble A Marble B = 20 m/s
Marble A moves at equal distance in Marble B moves at unequal distance in
Therefore, the speed of the golf ball is uniform.
equal interval of time. Thus, marble A equal interval of time. Thus, marble B
CHAPTER 9
CHAPTER 9
moves at a uniform speed. moves at a non-uniform speed.
9.1.3 Average speed LEARNING

STANDARD
Therefore, uniform speed is the Therefore, non-uniform speed is the
The Electric Train Service (ETS) from Kuala Lumpur to Butterworth Perform calculation
speed that covers equal distance in speed that covers unequal distance in involving speed and
moves at a non-uniform speed. In this situation, the average speed is
equal interval of time. equal interval of time. average speed including
used to give an idea of the speed of the train.
unit conversion.
EXAMPLE 3
Farid drove a trailer for 170 km within the first 2 hours and 190 km within the next 4 hours. Did
Farid drive the trailer at a uniform speed? Explain.
Total distance
Solution: Average speed =
Total time
170 km
Speed for the first 2 hours =
2h
= 85 km/h
172 173
EXAMPLE 5 EXAMPLE 7
The speed limit on Jalan Persekutuan is 90 km/h. Convert this speed to
Amir's house Town A (a) m/s (b) km/min
9:00 a.m. Pizzeria 12:15 p.m.
Solution:
90 km 90 km
(a) 90 km/h = (b) 90 km/h =
1h 1h
90 × 1 000 m 90 km
= =
1 × 3 600 s 1 × 60 min
10 km 25 km FLASHBACK
90 000 m 90 km
= =
Amir started cycling from his house to town A at 9:00 a.m.. Along the way, he stopped at a pizzeria 3 600 s 60 min 1 km = 1 000 m
1 m = 100 cm
to rest and eat before he resumed his journey. He arrived in town A at 12:15 p.m.. Calculate the = 25 m/s = 1.5 km/min
average speed of the journey in km/h. ×1 000 ×100
Solution: TIPS EXAMPLE 8 km m cm

Total distance = 10 km + 25 km DISTANCE-TIME GRAPH Convert 120 m/s to km/min. ÷1 000 ÷100
Gradient of
= 35 km distance-time = Speed Solution:
Total time taken = 12:15 – 9:00 graph 1 hour = 60 minutes
120 m 1 minute = 60 seconds
60 120 m/s =
= 3 h 15 min 1s
Distance (m)
50
35 km 40 120 ÷ 1 000 km ×60 ×60
Average speed = 3 h 15 min =
3.25 h 30 Change in y 1 ÷ 60 min
15 20 hour minute second
=3h+ h Change in x 0.12 km
60 10
=
= 10.77 km/h = 3 h + 0.25 h O 0.017 min ÷60 ÷60
1 2 3 4 5 6
= 3.25 h Time (s)
= 7.06 km/min
Change in y
Gradient =
Change in x
EXAMPLE 9
CHAPTER 9
CHAPTER 9
20 m
=
2s
Speed = 10 m/s
Karmila has won a gold medal in the women's triathlon event. She began the event with a 10 km
run, followed by a 1 500 m swim and ended with a 40 km cycling. She completed the event in
1 hour 56 minutes. Calculate the average speed in km/h for the entire event.
EXAMPLE 6
Solution:
A bus departs from Puchong at 0825 and arrives in Perai at 1345. If the total distance travelled is Total distance
Average Speed = DO YOU KNOW
354 km, calculate the average speed in km/h. Total time taken
10 km + 1 500 m + 40 km The area under the graph
Solution: = is equal to distance.
1 hour 56 min 1 500
Total distance m
Total distance = 354 km Average speed = 1 000
Total time taken = 1.5 km 120
Total time taken = 1345 – 0825 10 km + 1.5 km + 40 km
20 =
100
Speed (km/h)
354 km 5h+ h
= 5 hours 20 min = 60 1.93 h 1 h + 56 min
80
5.33 h 60
= 5 h + 0.33 h 51.5 km 56
= =1h+ h 40
= 5.33 h 60
= 66.42 km/h 1.93 h 20
= 1 h + 0.93 h
O
= 26.68 km/h = 1.93 h
9 a.m. 10 a.m.
Time (h)
11 a.m.
174 175
EXAMPLE 10 Implementing the strategy

Distance 40.38 km
Siti joined a school trip to Kuala Lumpur. The school bus Distance (km) (a) Khairul’s motorcycle speed = =
Time
departed from school (O) at 7:00 a.m.. On their way, they 47 + 8 min Change unit:
stopped at Ulu Bernam rest area B for a short break. They 60 seconds to minute.
203 C
continued their journey to Kuala Lumpur (C). The graph Rest time 40.38 km
=
shows the movement of the bus from the school to Kuala 47.13 min
Lumpur. Calculate the average speed of the trip in km/h. 40.38 km
B = Change unit:
88 47.13 hour minutes to hour.
Solution: 60
Total distance
Average speed = 40.38 km
Total time O
Time (h) =
2 3 5 0.79 hour
203 km
= = 51.11 km/h
5h
= 40.6 km/h Distance
(b) The second place winner’s motorcycle time =
Speed
40.38 km
=
0.85 km/min 0.5 x 60 = 30 seconds to change
9.1.4 Solving problems LEARNING from minute to second.
STANDARD = 47.5 mins
EXAMPLE 11 speed. = 47 mins 30 s
Khairul Idham Pawi has made the country proud in the World
Time difference between Khairul
and the second place winner = 47 mins 30 s – 47 mins 8 s
Motorcycle Championship (MotoGP) when he won the Moto3
category at the German Grand Prix. He took 47 minutes 8 seconds = 22 s
to finish the race on the 40.38 km track. Calculate
(a) Khairul's motorcycle speed in km/h.
Conclusion
(b) the difference in time between Khairul's speed and second place (a) The speed of Khairul’s motorcycle is 51.11 km/h.
CHAPTER 9
CHAPTER 9
winner's speed if the latter speed was 0.85 km/min. (b) The time difference between the second place winner and Khairul is 22 seconds.
Solution:
EXAMPLE 12
• Race distance = 40.38 km. Mr Tan took 3 hours 7 minutes to drive from Kuala Lumpur to Skudai at an average speed of 103 km/h.
• Race time taken = 47 minutes 8 seconds. 3
However he took of an hour longer on his return trip from Skudai to Kuala Lumpur. Calculate
• Calculate the speed of Khairul's motorcycle and difference in time with the second 4
the average speed of Mr Tan's return journey in km/h.
place winner.
Solution:
Distance Understanding the problem
• Time = • Average speed = 103 km/h.
Speed
• Time difference = Second place winner – Winner's time • Duration of the trip = 3 hours 7 minutes.
3
• Return period = of an hour more than the trip to Skudai.
4
• Calculate the average speed of Mr Tan’s return journey.
176 177
3. Malaysia's Paralympic athlete, Mohamad Ridzuan Mohamad Puzi clocked the fastest time of
12.07 seconds in the 100 metre event at the 2016 Paralympic Games in Rio de Janeiro, Brazil.
• Distance = Speed × Time Calculate the speed in the m/s.
Total distance
• Average speed = 4. The distance from Tanjung Malim to Muar is 272 km. A bus departs from Tanjung Malim at
Total time 0830. The average speed of the bus is 80 km/h. At what time will the bus arrive in Muar? State
your answer in the 24-hour system.
Implementing the strategy
5. Convert the following speed unit to the specified unit.
Distance from Kuala Lumpur to Skudai Average speed of Mr Tan’s return journey
(a) 50 km/h to m/min. (b) 0.8 m/s to km/h. (c) 110 km/h to km/min.
7 321.36 km
= 103 km/h × 3 + h = 3
60 7 + 45 h = 45 minutes 6. Umar drove his taxi from Ipoh to Kuala Lumpur via the highway. He stopped at Tapah to
3h+ h 4
Change unit from 60 pick up some goods before proceeding to Kuala Lumpur. He drove from Ipoh to Tapah at an
minute to hour
= 103 km/h × 3.12 h Change unit from average speed of 100 km/h over a distance of 60 km. If the average speed of his taxi from Ipoh
321.36 km minute to hour to Kuala Lumpur is 110 km/h over a distance of 220 km, calculate the average speed of Umar’s
= 321.36 km =
3 h + 0.87 h taxi from Tapah to Kuala Lumpur.
321.36 km
= 7. A leopard can reach a speed of 25.9 m/s, especially when chasing its prey. State the speed in km/h.
3.87 h
= 83.04 km/h
9.2 Acceleration
Conclusion 9.2.1 Acceleration and deceleration LEARNING
The average speed of Mr Tan's return journey is 83.04 km/h. STANDARD
Sprinters begin a race at the starting
line. Once the race begins, their speed Explain the meaning
of acceleration and
will increase as they sprint towards
SELF PRACTICE 9.1 the finishing line. The increase in
deceleration as a rate
involving speed and time.
speed results in acceleration.
1. Match the correct time for the given distance and speed.
After they have passed the finishing
Speed = 44.1 km/h Speed = 120 km/h Speed = 125 m/s line, they will slow down. The
CHAPTER 9
CHAPTER 9
Distance = 150 km Distance = 90 km Distance = 500 m decrease in speed results in deceleration.
DO YOU KNOW
COGNITIVE STIMULATION The speed of a vehicle
is usually expressed in
Aim: Explaining the meaning of rotation per minute (rpm).
4 seconds 3 hour 24 minutes 45 minutes
acceleration and deceleration
Time Initial reading Final reading
Material: Worksheets
2. Based on the following diagram, calculate the distance travelled for each given situation. Steps:
1 20 minutes
QR CODE
(a) (b) 2 5 minutes

3 20 minutes Scan the QR Code or file
2. Complete the table. http://rimbunanilmu.my/
1 3. State whether it is an acceleration
4 30 minutes
Speed = 80 km/h, Time = 1
hours Speed = 343 km/min, Time= 4.5 minutes
2 worksheet.
or a deceleration. 5 8 minutes
(c) (d) Time Initial reading Final reading Acceleration =
3
4
5
Speed = 3 m/min, Time = 5.5 minutes Speed = 250 km/h, Time = 2 hours 40 minutes
178 179
The change of speed can be calculated by finding the difference between the final speed and the
initial speed of a linear moving object. From the activity, the increase in speed results in acceleration After the motorcyclist applies the brake, the motorcycle moves slower ATTENTION
and the decrease in speed results in deceleration. Therefore, acceleration and deceleration is a rate at a uniform rate until it stops within 4 seconds. What is the speed of For deceleration, the
involving speed and time. negative sign does
the motorcycle? not need to be written
Solution: Example:
Acceleration = –5 m/s2
EXAMPLE 13 (0 – 20)m/s or
Acceleration =
4s Deceleration = 5 m/s2
A racing car accelerates from a stationary state and reaches a speed –20 m/s
of 120 km/h in 6 seconds. Calculate the acceleration. =
4s
= –5 m/s2 DO YOU KNOW
Solution:
ATTENTION When any object falls
Change of speed = 120 km/h – 0 km/h from a high point due
The stationary state Thus, deceleration is 5 m/s .
2
to gravitational pull, the
= 120 km/h is the fixed state of an acceleration is 9.81 ms-2.
120 km = 120 km object.

1h 60 × 60 s 60 x 1 min Speed = 0
= 0.033 km/s 120 km 120 km
= Units commonly Speed unit Time unit Acceleration unit
1 hour 3 600 s
0.033 km/s used to measure km/h hour km/h or kmh-2 or km/h per hour
2
Acceleration =
6s acceleration m/s second m/s2 or ms-2 or m/s per second
= 0.0056 km/s per second or km/s2
EXAMPLE 14 9.2.2 Unit conversion LEARNING

Residential area STANDARD
TIPS EXAMPLE 15 Perform calculations
involving acceleration
Motorcycle Uniform acceleration means Convert 420 m/min per min to km/min per minute. including unit conversion.
the speed increases at a
CHAPTER 9
CHAPTER 9
similar rate. Solution:
Time (s) Speed (m/s) 420 m/min 420 m
= ÷ min
0 0 min min
1 4
A motorcycle moves from a stationary state and accelerates 420 × 1 m
2 8 = ÷ min
uniformly to reach a speed of 20 m/s in 5 seconds. What is the speed min
3 12
of the motorcycle? 1
4 16 420 × km
1 000
Solution: 5 20 = ÷ min
min
(20 – 0)m/s 420
Acceleration = km
5s 1 000
= ÷ min
20 m/s DO YOU KNOW min
=
5s If an object moves at 0.42 km 1
= ×
= 4 m/s2 a uniform speed, the min min
acceleration is zero.
= 0.42 km/min2
180 181

STANDARD
3 EXAMPLE 18 Solve problems
Rani cycles for of an hour from her home to the Cultural Festival held in the city with a speed
4 involving acceleration.
change of 18 km/h. Traveling to the Cultural Festival takes 40% less time compared to the time for Lisnah accelerates her car 4 km/h per second while overtaking a car. If
the return trip at the same speed change. Calculate the difference in acceleration between the trips she has been driving at 100 km/h, calculate her speeds after 5 seconds.
to and from the Cultural Festival. Solution:
Solution: Understanding the problem Planning the strategy
18 km/hour
Acceleration when going = • Acceleration = 4 km/h per second
3 hour Acceleration is the result of increase in speed.
• Began driving at 100 km/h
4 TIPS
• Time = 5 seconds
= 24 km/hour2 • Calculate her speeds after 5 seconds
Unit km/hour2 can be
3 written as kmh-2 or km/h2.
Time reduced = 40 × hour
100 4 Implementing the strategy
3 hour
= 0.3 hour 4 4 km/h Speed after 5 seconds – 100 km/h Speed after 5 seconds = 20 km/h + 100 km/h
=
Time taken for return trip = 0.75 hour – 0.3 hour s 5s = 120 km/h
= 0.45 hour 4 km/h
s × 5 s = Speed after 5 seconds
Acceleration during return trip = 18 km/hour
0.45 hour 20 km/h = Speed after 5 seconds – 100 km/h
= 40 km/hour2
Difference in acceleration = 40 km/hour2 – 24 km/hour2 Conclusion
= 16 km/hour2 Speed after 5 seconds is 120 km/h.
EXAMPLE 19
EXAMPLE 17
A motorcycle that moves at a speed of 40 km/h decreases its speed by 20% of it beginning speed
CHAPTER 9
CHAPTER 9
Samy drove at a speed of 70 km/h. He increased his speed to 100 km/h in 30 minutes. Calculate
within 40 seconds. Calculate the acceleration.
the acceleration in
Solution:
(a) km/h per hour (b) km/h per second
Solution: Understanding the problem Planning a strategy
• Began riding at 40 km/h
(a) Change of speed = 100 km/h – 70 km/h (b) Time = 30 minutes 30 x 1 min • Time = 40 seconds Acceleration is the result of increase in speed.
= 30 km/h = 30 × 60 s • Calculate the acceleration
= 1 800 seconds
30 km/h Implementing the strategy
Acceleration = (32 – 40) km/h
30 min Speed reduction: Acceleration =
30 km/h 100% – 20% = 80% 40 s
Acceleration =
30 km/h 1 800 s
= End speed = 80 × 40 km/h = – 0.2 km/h per second
1 = 0.0167 km/h per second 100
30 minutes = 1 hour
2 h 2 = 32 km/h Deceleration = 0.2 km/h per second
= 60 km/h per hour
Conclusion
The motorcycle acceleration is – 0.2 km/h per second.
182 183
3. Vinod cycled to his aunt's house at a speed of 8 m/s. Within 4 seconds, he increased his speed
EXAMPLE 20 Speed (m/s) to 10 m/s. Calculate the acceleration in ms-2.
The diagram shows a speed-time graph for the movement of
v 4. Based on an experiment, the speed of an object decreases from 145 cm/s to 75 cm/s in 8 seconds.
a toy lorry in 27 seconds. The deceleration of the toy lorry is
Calculate the deceleration.
0.741 m/s2.
(a) Calculate the speed, v, in m/second.
(b) Calculate the distance covered by the toy lorry after Time (second) GENERATING EXCELLENCE
O 27
2.2 seconds.
Solution: 1. Categorise the object in the box whether it has uniform or non-uniform speed.

lift hour waves fan wind mini bus
• Acceleration = – 0.741 m/s2
Distance = Speed × Time
• Duration = 27 seconds
Speed = Deceleration × Time 2. Wafi participated in a kayaking
• Calculate the speed, v.
• Calculate distance after 2.2 seconds competition at Sungai Lembing. He B
started the competition from station A 55 km/h D
Implementing the strategy and proceeded to B, C and D. 43 km/h
0–v (b) Distance = Speed × Time Based on the given information, calculate
(a) – 0.741 m/s =
2
5 min
27 s the kayak acceleration from
= 20 m/s × 2.2s 6 min
– 0.741 m/s2 × 27 s = 0 – v (a) station A to station B. 4 min
= 44 m A
v = 20 m/s (b) station B to station C. 40 km/h
C
(c) station C to station D. 35 km/h
Conclusion
(a) Speed of toy lorry movement is 20 m/s.
(b) Distance covered by the toy lorry is 44 m. 3. Every morning Shu Mei cycles to school from her home via the post office. The distance
from her home to the post office is 4 km, while the distance from the post office to the
school is 5 km. Given the average speed of the bicycle is 18 km/h, calculate
SELF PRACTICE 9.2 (a) the time for the entire trip for Shu Mei to reach school in minutes.
CHAPTER 9
CHAPTER 9
(b) the time Shu Mei reaches her school if she starts riding her bicycle at 6:40 a.m.
1. State whether each of the following statements is True or False.
Situation Acceleration True/False 4. Syahmi drove 354 km from Kuala Lumpur to his hometown in Terengganu. The table
below shows his travel notes.
(a) The speed of a ball rolling on the floor is reduced from 12 cm/s
–2.5 cms-2
to 2 cm/s in 4 seconds.
Distance (km)
3 Time October 21, 2017 / Saturday
(b) A trailer accelerates from 90.5 km/h to 123 km/h in hours. 40 kmh-2
4 354
7:00 a.m. Started the trip.
(c) A coconut fell from a tree at a speed of 7 m/s in 0.71 s. 9.86 ms2 Stopped at Temerloh Rest and Service
9:30 a.m.
Area for breakfast after driving 185 km.
(d) Puan Mages reduced the speed of her car from 80 km/h to 10:05 a.m. Continued journey to Terengganu.
54 km/h2
60 km/h in 0.5 hours
A 1:45 p.m. Arrived at the village.
2. Calculate the acceleration for the following situations.
(a) A car accelerates from 60 km/h to 110 km/h in 30 minutes. Time (min)
O 150 B 405
(b) The speed of a boat decreases from 70 km/h to 40 km/h in 5 minutes.
184 185
(a) State the value of A and B.

SELF REFLECTION
(b) Complete the graph for Syahmi’s whole journey.
(c) Calculate the average speed, in km/h, for the whole trip.
At the end of the chapter, I will be able to:
5. The diagram below shows the speed-time graph for the movement of two marbles from the
opposite directions. The PQR graph represents the movement of the green marbles and the PST
graphs represent the movement of the purple marbles. Both marbles are on the same path. 1. Explain the meaning of speed as a rate involving distance and time.
Speed (m/min)
2. Describe the differences between uniform and non-uniform speed.
1 Q
3. Perform calculation involving speed and average speed including unit
conversion.
0.5 S
4. Solve problems involving speed.
P R T 5. Explain the meaning of acceleration and deceleration as a rate involving

Time (min)
O 2.6 3 5.2 speed and time.
(a) Calculate the acceleration of the green marbles within the first 2.6 minutes. 6. Perform calculations involving acceleration including unit conversions.
(b) When will the purple marble stop moving?
(c) What is the maximum speed of the green marbles? 7. Solve problems involving acceleration.
(d) Calculate the time in which the two marbles collide.
6. The distance between Tanjung Malim and Sungai Petani is x km. A car was driven from
Tanjung Malim to Sungai Petani at an average speed of 90 km/h. The return journey when the
car was driven at an average speed of 105 km/h took 30 minutes. Calculate the value of x. MINI PROJECT
Heading the speed limit is one of the regulations when travelling on the road. Maximum
CHAPTER SUMMARY speed limit is determined according to certain areas. Compliance to the speed limit is very
important to ensure the safety of road users.
CHAPTER 9
CHAPTER 9
Speed and Acceleration You are required to make a report of the speed limit in the
following areas.
(a) School
(b) Hospital / clinic
Speed Acceleration (c) Highway
(d) Hilly areas
Acceleration is the rate of Attach images of speed limit signage taken at relevant
Distance change of speed with time, in a areas to support your report.
Speed =
Time linear motion.
Total distance
Average Speed =
Total time taken
186 187
Chapter 10 Gradient of a Straight Line Chapter 10 Gradient of a Straight Line
WALKING
THROUGH TIME
Edwin Bedwell Wilson (1879-1964) was a

mathematician who applied the concept of
straight line to gradient. He was a vector
G radient is the degree of steepness.
analysis expert who published his famous
book entitled ‘Vector Analysis’ in 1901.
Gradient is normally connected with
The gradient concept is applied in vector
the height of a mountain or hill. The
WHAT WILL YOU LEARN? calculation where the vector’s gradient will
highest mountain in Malaysia is
explain the change.
Mount Kinabalu in Sabah which is
10.1 Gradient 4 015 metres above sea level. Most For more information:
people take two days to hike up the
mountain. There is an overnight stop
at Laban Rata, 3 273 metres above sea
level. From Laban Rata, the gradient
is much steeper. http://rimbunanilmu.my/mat_t2e/ms189
WORD LINK
• Steepness • Kecuraman WHY STUDY THIS CHAPTER?

• Straight line • Garis lurus
Learning about gradient will open doors to
• Intercept • Pintasan
the careers in mathematics and physics. The
CHAPTER 10
CHAPTER 10
• Inclination • Kecondongan formulae used can provide exact calculations
• Ratio • Nisbah to problems in product design.
• Vertical distance • Jarak mencancang
In addition, construction engineers, especially
• Horizontal distance • Jarak mengufuk those involved in land surveying, use gradient
• Gradient • Kecerunan to determine the stability or elevation of a
building area.
188 189
CREATIVE ACTIVITY
TIPS
Aim: Understanding the concept of gradient
Materials: Manila card measuring 20 cm x 9 cm, five to six erasers and The value of an angle
one marble is always measured
from the x-axis.
Steps:
l. Form groups of 3 or 4.
2. Fold the manila card measuring 9 cm as shown in the diagram. Discussion:
3. Stack three erasers on top of each other and place them at one end (i) Does the value of angle D and A affect the gradient value?
under the folded manila card and another eraser under the other end of (ii) What is the relationship between the steepness of the line and the direction of the slant.
the manila card. (iii) Does the negative value of gradient indicates that the slope is decreasing?
4. Place the marble at the higher end of the manila card and let it roll along the route.
The steepness of a straight line is determined by its gradient value. The greater the gradient value,
5. Increase the height of the manila card by adding more erasers to the higher end. Repeat this
the steeper the slope of the straight line. The negative or positive gradient value determines the
at the lower end.
direction of the slope of the straight line.
6. Take note of the movement of the marble moving along the route.
7. Your friends and you can explore the movement of the marble when the height of both ends EXAMPLE 1
of the manila card is of the same level. M
Look at the diagram on the side. Compare the direction K
The activity above shows the movement of the marble at different speeds. The marble’s speed of the tilt and the steepness of the MN line with KL.
depends on the height of its launch site. When the height is increased the speed increases. Draw conclusions from both diagrams. 30˚ 45˚
N P S L
Solution: Stairs Escalator
10.1 Gradient The line KL, has a higher inclination than the line MN. The larger the angle value, the higher the
gradient value. Thus, line KL is steeper than MN.
10.1.1 Steepness and inclination area LEARNING
STANDARD
View the picture. Which area is steeper? Why? Gradient is the ratio of the vertical distance to the horizontal distance
Describe gradient and
D
C direction of inclination The diagram on the right shows children going down a slide at a
E based on real life playground. The length of the straight line which connects point A A
B situations, and then explain and point B is 2 m. The length of the straight line that connects point
the meaning of gradient as C and point B is 3 m. CB is the horizontal distance and AB is the 2m
F
a ratio of vertical distance
A
to horizontal distance.
vertical distance. C B A
CHAPTER 10
CHAPTER 10
3m
EXAMPLE 2
The diagram shows a hilly area travelled by Farid and Afif when they went mountain biking. They
found it difficult to continue their ride when they were going up route C. However, when they were In each of the diagrams below, state the horizontal distance THINK SMART
going down route E, their bicycles moved faster. Why did this situation occur? and the vertical distance between point P and point R.
P Solution:
QR CODE (a)
COGNITIVE STIMULATION 2 m Vertical distance, PQ = 2 m
Scan the QR Code or
Aim: Identifying the area of steepness and inclination visit http://rimbunanilmu.
Horizontal distance, QR = 4 m
Q R
Material: Dynamic geometry software my/mat_t2e/ms190 to 4m
Drivers of heavy lorry will
Steps: watch the animated video step on the accelerator
on gradient.
(b) R Solution: R
1. Open the file MS190. when going up a steep
Vertical distance, 4 units hill. They will also
2. Move the round button j and n to the left and right. RS = 4 units accelerate from the base
P P
3. Observe the value of angle and value of gradient. S S of the hill before the
Horizontal distance, 5 units climb. Why?
PS = 5 units
190 191
y
3. Take note of the changes that occur on each of the straight line.
4. Specify the gradient value for both points.
5. State whether the straight line passes through the origin, parallel to the x-axis or parallel
Change in y = Vertical distance
to the y-axis.
Change in x = Horizontal distance TIPS
m represents gradient
x of a straight line.
Vertical distance
Gradient, m =
Horizontal distance
EXAMPLE 3
From the following diagram, specify the gradient of the straight line PQ and BC. Describe the
steepness of line PQ and BC. Coordinate
Value of gradient Position of straight
(a) P Solution: A B line
Vertical distance is 4 units. Horizontal distance is 3 units. (3,1) (3, 9)
Vertical distance 4 DO YOU KNOW (3, −3) (−2, 2)
=
Horizontal distance 3 Line that has a steeper
Q (−1, 5) (7, 5)
Thus, the gradient of PQ is 4 . gradient has a greater
3 angle. (4, 4) (0, 0)
(b) Solution: y (0, 6) (−2, 0)
B Vertical distance is 2 units. (0, 2) (3, 0)
Horizontal distance is 3 units (x1, y1) (x2, y2)
C Vertical distance 2
Discussion:
= 3 60˚
Horizontal distance 30˚
x (i) Identify the straight line intersecting the x-axis and the y-axis.
Thus, the gradient of BC is 2 .
3 (ii) Prove by using the formula:
y −y y-intercept
10.1.2 Formula of gradient of a straight line on
CHAPTER 10
CHAPTER 10
m = x2 − x1 and m = −
LEARNING 2 1 x-intercept
a Cartesian plane STANDARD
that your gradient value is the same as displayed.
In the Cartesian coordinate system, the gradient of a straight Derive the formulae for
line that passes through two points A (x1, y1) and B (x2, y2) can gradient of a straight line
in the Cartesian plane. The intersection point between the straight line and the x-axis is called x-intercept, while the
be calculated using the ratio between the vertical distance to the
intersection point between the straight line and the y-axis is called y-intercept.
horizontal distance.
QR CODE y y
Scan the QR Code or visit y2 B (x2, y2)
Aim: Identifying straight lines on the Cartesian plane http://rimbunanilmu.my/ (0, y)
mat_t2e/ms192 to watch y-intercept
Material: Worksheets y2− y1 y-intercept
the video on gradient. Gradient, m = Gradient, m = –
Step: y1
A (x1, y1) x2− x1 x-intercept
(x, 0)
2. Change the corresponding coordinate point values as in O x1 x2 x x
O x-intercept
the table given in the coordinate spaces.
192 193
EXAMPLE 4 EXAMPLE 7
y
Determine the gradient of the following coordinate points. Calculate the gradient of a straight line AB and PQ based on
(a) A (3, 1) and B (6, 7) (b) P (4, −1) and Q (3, 5) the diagram on the right. 3 P
2
Solution: Solution: Solution: B
y-intercept 1
x1 y1 x2 y2 x1 y1 x2 y2 A Q
Gradient, m = − x
(a) A (3, 1) and B (6, 7) (b) P (4, −1) and Q ( 3, 5) x-intercept –3 –2 –1O 1 2 3

y −y y −y 2 3
Gradient = x2 − x1 Gradient = x2 − x1 (i) Gradient AB = − (ii) Gradient PQ = −
2 1 2 1 (–3) 3
5 − (−1) 2
=7−1 =
3
= = −1
6−3 3− 4
6 6 Then, gradient AB is 2 . Then, gradient PQ is −1.
= = 3
3 −1
=2 = –6
TIPS 10.1.3 Gradient for a straight line LEARNING
y STANDARD
EXAMPLE 5
COGNITIVE STIMULATION Make generalisation for
3 the gradient of a straight
Determine the gradient of the following points of coordinate.
line.
(a) y (b) y Aim: Identifying slant
x
–4 O Materials: Graph paper and card with coordinates
8 4
y-intercept coordinates P (1, 1) R (−2,−2) W (−4, 1) T (−4, 3)
are (0, 3). Q (3, 5) S (−2, 8) V (−7, 8) U (6, 3)

x-intercept coordinates Steps:
x are (– 4, 0).
−5 O O
x 1. Student A constructs a graph with a scale of 1 cm to 1 unit on the x-axis, and 1 cm to 1 unit
3
on the y-axis.
Solution: Solution: 2. Student B matches the value of the point on the card by plotting the coordinates on the
y-intercept = 8 y-intercept = 4 THINK SMART Cartesian plane.
x-intercept = –5 x-intercept = 3 A straight line is represented
3. Student C draws a straight line and determines the gradient of each pair of coordinate
8 4 points given.
CHAPTER 10
CHAPTER 10
Gradient = – Gradient = – by y = mx + c, m is the
(–5) 3 gradient while c is the 4. Student D will complete the table below. Other friends will discuss and review.
8 y-intercept. State the
= gradient and the y-intercept Straight Direction of inclination Value of gradient
5 of the line below and the Gradient
line right or left positive or negative
relationship between the
two straight lines. PQ
EXAMPLE 6
RS
+3
+1
Determine the gradient of the coordinates given. WV

2x
y
2x
y=
(a) L (4, 0) and M (0, 8) (b) G (−3, 0) and K (0, 9)

y=
TU
Solution: 3
2 Discussion:
(a) y-intercept = 8 (b) y-intercept = 9 1 (i) The relationship between the gradient value and the direction of inclination.
x-intercept = 4 x-intercept = −3 x (ii) Arrange the gradient of the straight line in descending order.
8 9 –3 –2 –1O 1 2 3
Gradient = – = –2 Gradient = – =3
4 (–3)
194 195
TIPS EXAMPLE 9
y y
B Relationship of gradient
Determine the gradient of the four straight line in the diagram y
and straight line. H LN
B on the right. State the line with the highest and lowest gradient.
m=4
m=2 Give reasons. J
x x Solution:
A A
Straight line MN is the straight line that has the highest gradient x
O
and it is more vertically inclined.
The more the straight line AB approaches the y-axis, the greater the gradient value and vice-versa. Straight line OJ is the straight line that has the smallest gradient I K M
Thus, the greater the absolute value of the gradient, the steeper the straight line.
because it is more horizontally inclined.
Any point in a straight line that is parallel to The x–coordinate for any two points in a
the x-axis has the common y-coordinate. Thus, straight line that is parallel to the y–axis is the
10.1.4 Determining gradient LEARNING
the gradient is zero.
STANDARD
same. This will give an undefined gradient.
COGNITIVE STIMULATION Determining the gradient
y y of a straight line.
Aim: Determining gradient
y2 (x1 y2)
Materials: Stairs, ropes, measuring tape
(x1 y1) (x2 y1) Steps:
y1
1. In group, determine the gradient of the stairs in your
Gradient = 0 y1 (x1 y1) Gradient is undefined (∞) school.
x
x1
x 2. Choose any two suitable stairs.
O x1 x2 O
3. Choose two suitable points as shown in the diagram.
4. Use ropes to determine the vertical and horizontal
EXAMPLE 8 length. Make sure the angle where the two strings
Identify the straight line that has the gradient value of positive, THINK SMART meet is at 90°.
negative, zero or undefined in the diagram below. Justify. 5. Repeat steps 3 and 4 for the second stairs.
Based on the graph
below. Observe on which Discussion:
y
year does the inflation (i) State the vertical and the horizontal distance of the stairs.
rate shows a negative
JK A B (ii) Calculate the gradient of the two stairs.
CHAPTER 10
CHAPTER 10
G P gradient? Discuss.
H L (iii) What is the relationship between the ratio of ‘the vertical to the horizontal distance’ of
E Inflation Rate (%) in Malaysia
I N Q the two stairs?
x (2010-2014)
F (iv) The ratio of ‘the horizontal distance to the vertical distance’ is not used to determine
M gradient. Discuss.
Solution: QR CODE
The ratio of ‘the vertical distance to the horizontal distance’ is used
Gradient of straight lines IJ and MN are positive because the lines are Scan the QR Code or visit
to determine the gradient of a straight line. The greater the gradient,
inclined to the right. 2010 2011 2012 2013 2014 http://rimbunanilmu.my/
the steeper the straight line. mat_t2e/ms197 to view
Gradient of straight lines EF, GH and KL are negative because the Source: World Bank the activity on gradient.
lines are inclined to the left. https://www.imoney.my/articles/
realiti-tentang-inflasi
Gradient of line AB is zero because the line is parallel to the x-axis.
Gradient of line PQ is undefined because the line is parallel to the
y-axis.
196 197
forest (b)
EXAMPLE 10
Every day Jamali fetches water from the river bank near his Understanding the Planning the strategy Implementing Conclusion
house and later goes into the forest to search for mushrooms. Jamali's house problem the strategy
Calculate the gradient of Determine the position Using the formula: Substitute the value Thus y-intercept
50 m
(i) his house to the forest of y-intercept.
20 m
y y-intercept = – m × x-intercept and calculate. is –2 with the
(ii) the river bank to his house 1 2 coordinates
(6, 0) y-intercept = – ×6
river bank x 1 3 (0, –2).
Solution: 0 = –2
40 m 10 m 1
m=
3
(a)
Forest (b) House
y-intercept

20 m
50 - 20 m
River bank EXAMPLE 12
40 m
House Calculate the value of v in the diagram on the right. y
10 m
Vertical distance
Vertical distance Gradient =
Gradient = Horizontal distance Solution: 0
x
Horizontal distance v
20 1
= = m=4
40 2
= 30 = 3
10 Thus, the gradient from the river bank to −8
Thus, the gradient from Jamali’s house his house is 1 . Understanding the Planning the strategy Implementing Conclusion
to the forest is 3. 2
problem the strategy
Use the formula:
10.1.5 Solving problems LEARNING Determine the position
(y-intercept) v = −�
−8
�
Thus, x-intercept
STANDARD of v. x-intercept = – 4 is 2.
m
EXAMPLE 11 Solve problems involving v = x-intercept =2
the gradient of a straight
(a) Determine the x-intercept of a straight line that passes through line.
the point P (0, −4) with the gradient −2. EXAMPLE 13
(b) Determine the coordinate of y-intercept of a line that passes through the point Q (6, 0) and
CHAPTER 10
CHAPTER 10
1 Given A (–9, 2), B (–7, 2), C (– 4, 3) and D (– 6, –1) are the vertices
the gradient . of a quadrilateral. Determine the type of the quadrilateral.
3
Solution: Solution:
(a)
Understanding the Planning the strategy Implementing Conclusion Determine the type of the quadrilateral.
problem the strategy
Determine x-intercept. Use the formula: Substitute the value Thus, x-intercept Planning the strategy
y
(y-intercept) and calculate. 2 is –2 with the • Determine the gradient of the straight line AD, BC, AB and DC by using the formula
x-intercept = –
m y −y
0
x
x-intercept = – – 4 coordinates (–2, 0). m = x2 − x1 .
x-intercept y-intercept = – 4 –2
1 2 1
m = −2 • Draw the quadrilateral.
= –2
P (0, −4)
198 199
Implementing the strategy 4. State the vertical distance and horizontal distance of the two pairs of points given.
• Draw the graph. Gradient of the straight Gradient of the straight (b) (1, 1) and (6, 5) (c) (3, 1) and (1, 5)
(a) (3, 0) and (−2, 6)
line AD line DC
y y −y y −y
C (– 4, 3) m1 = x2 − x1 m3 = x2 − x1 (d) (0, 0) and (4, 4) (e) (1, −2) and (2, 4) (f) (3, 6) and (6, −3)
3 2 1 2 1
B (–7, 2)
2 –1 – (–2) 3 – (–1)
= = 5. State the value of the x-intercept and the value of the y-intercept of the straight line AB.
1 – 6 – (– 9) – 4 – (– 6) y y y
x (a) (b) (c) y (d)
1 =2 B
–10 –9 –8 –7 – 6 –5 – 4 –3 –2 –1O 1 = A
–1 3 A B
D (– 6, –1) x 3
–2 Gradient of the straight Gradient of the straight 4 x
A (–9, –2) −6 O 3 −1 O
–3 line BC line AB
–4 y −y y −y –2
m2 = x2 − x1 m4 = x2 − x1 x x
2 1 2 1
O 8B −7 −5 O
B
A
3–2 2 – (–2) A
= =
– 4 – (– 7) – 7 – (– 9) 6. Identify the straight line that has the highest gradient in each of the diagrams below.
1 =2 (a) y (b) y
=
3 A F
Conclusion
D
• Straight line AD is parallel to the straight line BC, m1 = m2. D
C F
• Straight line AB is parallel to the straight line DC, m3 = m4. A
E
• ABCD is a parallelogram. E x x
OB
O
B
C
SELF PRACTICE 10.1
7. Based on the diagram, state whether the gradient y
1. Determine the vertical distance and the horizontal distance of point P and point Q.
is positive or negative.
P P 8
(a) (b) (c) (a) LM N
P (b) MN 6
4m 12 m 16 m
(c) NO L O
6m Q 4
CHAPTER 10
CHAPTER 10
Q 2m (d) OQ
Q
3m 2
M Q
2. Determine the vertical distance and the horizontal distance of line AB, CD and PQ in the
x
following Cartesian plane. y O 2 4 6 8 10
C
B
(a) Q 8. State the gradient of the straight line for each of the following.
(a) (b) (c)
(b) 2 units
A (c)
x 7 units
O
100 cm 12 cm
D P Q
3. Calculate the vertical distance and horizontal distance in metres between

P and Q in the diagram if the distance of each stair is 12 cm. 50 cm
P
3 cm
200 201
9. Calculate the gradient of the straight line for each of the following. 4. Complete the table below.
(a) A (3, 6) (b) (c) C (−6, 5) (d)
B (8, 4) x-intercept y-intercept Gradient
O (a) 4 2
O O O D (7, −4) (b) −2 4 2
(c) −4 −3
(d) −1 4 4
10. Calculate the gradient of a straight line that passes through the following pairs of points. (e) −1 2
(a) A (4, 5) and B (3, 2) (b) E (−1, −2) and F (0, 7) (f) 5 1
(c) C (6, 6) and D (3,1) (d) G (2, 4) and H (6, 1)
5. Given the gradient of the straight line that passes through M (1, k) and N (−2, 3) is −2, determine
the value of k.
11. Calculate the gradient of the following straight line,
(a) x-intercept = 4, y-intercept = 1 (b) x-intercept = 9, y-intercept = 10
6. The gradient of straight line PQ is –1 with point P (2, −1) and the vertical distance of point Q
(c) x-intercept = −3, y-intercept = 8 (d) x-intercept = −5, y-intercept = −5 is 3 units to the left of y-axis. State the coordinate Q.
7. If the gradient of a straight line is 2 and the y-intercept is −18, determine x-intercept of the
straight line.
y
1. Draw the straight line that passes through the given pairs of
5 8. Calculate the gradient of the straight line MN, if the horizontal y
coordinates on the Cartesian plane. Determine whether the
4 M
gradient of the straight line is positive or negative. 3 distance of P from the y-axis is 6 units. P x
2 O
(a) (−1, 0) and (−2, 5) (b) (0, 1) and (3, 5) 1
(c) (1, −3) and (2, 4) (d) (7, −2) and (2, 2) x −8
–2 –1O 1 2 3 4 5 6 7
(e) (0, 1) and (5, 3) (f) (0, 3) and (5, 0) –1 N
(g) (0, 0) and (6, 5) –2
–3
4
2. Determine the gradient of the straight line PQ in the diagram. y 9. If points A and B are on the same straight line with the gradient and point A (0, 8), determine
3
Q (2, 8) the coordinate of B if B is x-intercept.
CHAPTER 10
CHAPTER 10
x
P (−5,−3) O
R
10.
3. Calculate the gradient of all the straight lines in the following diagram. Compare and determine
the line with the steepest gradient.
y
8
(a) (e)
6 21 m 15 m
(c)
4 The diagram above is the roof of a terrace house. If the height of the roof is 5 m, calculate
(b) (d)
2 (a) the gradient of the roof
(b) the length of the slant of the roof
x
O 2 4 6 8 10
202 203
11. The diagram shows the journey of a Speed (ms–1)

SELF REFLECTION
motorcycle in 60 seconds.
v C
(a) State the speed of the motorcycle at
the constant phase. At the end of the chapter, I am able to:
(b) Calculate the value of v if the
motorcycle moves at 0.88m/s when 20 B
1. Describe the steepness and inclination directions based on daily situations,
t = 15 s. and further explaining the meaning of gradient as a ratio for vertical distance
Time, t (seconds) and horizontal distance.
O 15 40 60
2. Derive the formulae for gradient of a straight line in the Cartesian plane.
12. The cross section area of a brick wall that is shaped as
right-angled triangle is 12m2 and the height is 6 metre. 3. Make generalisation for the gradient of a straight line.
Calculate the gradient and the area of the slanted surface
of the stone wall. 4. Determine the gradient of a straight line.
5. Solve problems involving the gradient of a straight line.
2m
CHAPTER SUMMARY
MINI PROJECT
Students are required to search for information on mountains in Malaysia. The information
Straight Line should be on
(i) the height above sea level
(ii) the horizontal distance
Gradient, m You can calculate the gradient of each mountain and arrange the value of gradients from the
highest value to the lowest value. Compare your information with your friends. You can also
research on the mountains of South East Asia.
CHAPTER 10
CHAPTER 10
Vertical distance y2–y1 y-intercept
m= m= m=−
Horizontal distance x2–x1 x-intercept
y y
(x2, y2)
8 y-intercept
P
6
Vertical Gunung Tahan, Pahang Gunung Korbu, Perak Gunung Mulu, Sarawak
4
Q
Horizontal 2 x-intercept
(x1, y1)
x x
O 2 4 6 8 O
204 205
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
WALKING
THROUGH TIME
The mathematicians Felix Klein (1849-1925)

argued that isometry is the balance produced by
the movement of a common form or movement
T uanku Mizan Zainal Abidin Mosque by a group of similar forms. Isometry in a
pattern is a movement of the same shape. There
was built on 5 April 2004. The mosque is
WHAT WILL YOU LEARN? adjacent to the beautiful Putrajaya lakes are four types of isometry; translation, rotation,
and clear water. The image of the picture reflection and glide reflection.
11.1 Transformations below shows a transformation on the lake.
How does this phenomenon occur? For more information:
11.2 Translation
11.3 Reflection
11.4 Rotation http://rimbunanilmu.my/mat_t2e/ms207
11.5 Translation, Reflection and Rotation

as an Isometry
11.6 Rotational Symmetry
WORD LINK
• Object • Objek
• Image • Imej
• Clockwise • Ikut arah jam
• Anticlockwise • Lawan arah jam WHY STUDY THIS CHAPTER?
• Isometry • Isometri
• Congruency • Kekongruenan Knowledge in the field of transformation
CHAPTER 11
CHAPTER 11
• Orientation • Orientasi can be applied in the manufacturing and
• Axis • Paksi fashion design industries. Vehicle designs
• Centre of rotation • Pusat putaran such as motorcycles, cars and planes require
• Reflection • Pantulan the design of symmetrical objects. Meanwhile,
• Transformation • Penjelmaan fashion designers will produce different
• Translation • Translasi patterns in each of their designs.
• Symmetry • Simetri
• Vector • Vektor
• Rotation • Putaran
• Rotational symmetry • Simetri putaran
• Order of rotational • Peringkat simetri
symmetry putaran
206 207
CREATIVE ACTIVITY 3. Repeat step 2 but the second impression THINK SMART
Aim: Identifying characteristics of transformation is in a twist as if the hands are waving as
Material: Extracts of stories shown in Diagram C.
4. Direct the flashlight to the palm of your
Every day before going to school, Akmal brushes his hair in front hand and notice the resulting shade on
of the mirror and keeps it neat. While enjoying breakfast, he will sit the board. Move the flashlight forward
under a ceiling fan to avoid sweating. After completing breakfast, and backwards to see the size of the shadow.
Akmal walks from his home to the bus stop to go to school. Discussion:
Based on the activities above, what is the conclusion from the
Steps: orientation of the movement, when
1. In groups, discuss the actions of: (i) the position of palms are side-by-side. Is the shadow an image?
(i) Akmal in front of the mirror. (ii) one palm is positioned lower than the other.
(ii) the rotating ceiling fan. (iii) the position of the palms are in a waving pose.
(iii) Akmal's walk from his home to a bus stop. (iv) the size of the shadow of your palm varies.
2. Does the actions change the appearance of Akmal and the fan
blades? From these situations, what do you understand about the
meaning of transformation in Akmal's daily life? Before transformation takes place, the original figure is called the object. C'
After the transformation, the shape is called the image. Transformation is D'
a match of a point on a plane. When the object moves in a transformation,
each point of the object follows the same pattern of movement. C A' B'
Transformation is the process of changing the direction, orientation or size of an object's image through D
translation, reflection and rotation. The image produced by isometric transformation is congruent. Transformation is a movement with a certain orientation and match without
changing the shape.
B
The diagram shows is the movement of an object ABCD into the image A' B' C' A
11.1 Transformations LEARNING D' with a movement of three units to the right and three units upwards.
STANDARD
11.1.1 Transformation in the shapes, sizes, Describe the changes of
shapes, sizes, directions EXAMPLE 1
directions and orientations of an object and orientations of
an object under a Which of the following shows a transformation and why?
Transformation involves the transfer of a position on a plane.
transformation, and hence (a) (b)
explain the idea of one- A B
COGNITIVE STIMULATION to-one correspondence
between points in a M
Aim: Identifying the transformation through position, size and transformation.
CHAPTER 11
CHAPTER 11
N
appearance
Material: Manila card, water colour and flashlight
(c) (d)
L K
Steps: Q
P
1. Dip both sides of your palms into the water colour and press the
palms onto the manila card side by side as shown in Diagram A. Diagram A
2. When the right palm is coloured, press your right palm twice side Solution:
by side with one side a little lower as shown in Diagram B.
(a) Transformation because it does not change the shape.
(b) Transformation because it only changes position and does not change shape.
(c) Not a transformation due to a change in appearance.
Diagram B (d) Not a transformation due to a change in appearance.
208 209
Regular tools used to determine congruency are rulers, protractors, compasses and tracing paper.
EXAMPLE 2
You can use these tools to explore the nature of congruency.
The diagram shows ABCDEF as an object, while PQRSTU is an image. A B P Q
Study the 20 sen and 10 sen coins. Can you distinguish them from the shape of the coin? Coins
State the image of that are round are similar. Do you agree with this statement? All 10 sen coins are congruent,
(a) point C (b) the line AB (c) ∠ BCD U T while 20 sen and 10 sen coins are similar but not congruent.
C D
Solution:
(a) The image of point C is T because of the same shape, but the position is F E S R DO YOU KNOW
EXAMPLE 3
different. Orientation is something
Which of these pairs are congruent? State why. to do. For example,
(b) The image of the line AB is RS. This is because the image has the same length. clockwise, counter-
(c) The image for ∠ BCD is ∠ STU because ∠ BCD is of the same size as ∠ STU. (a) (b) clockwise, left and right.
11.1.2 Congruence LEARNING

STANDARD
Solution: TIPS
COGNITIVE STIMULATION Explain the idea of
congruency in (a) Not congruent because the size is not the same.
Aim: Identifying congruency Congruents are the same
transformations. (b) Congruent as they are of the same size, although the position and form and size.
Materials: Blue and red coloured paper, ruler, protractor and orientation are not the same.
scissors
QR CODE
Steps:
SELF PRACTICE 11.1
1. Which of the following diagram does not show a transformation?
mat_t2e/ms210 to view
video on congruency.
(a) (b) (c) (d)
1. In small groups of 4 to 5, students are required to cut out two Q

triangles. B
2. K' is the image of K under a transformation. V
2. Students A and B will form triangles using blue coloured paper Identify H U
with measurements of 5 cm, 8 cm and 11 cm. K K'
THINK SMART (a) the image of vertex N (b) the image of BH (c) the image of ∠ SDB D S
3. Students C and D will cut out triangles of the same size using R
red coloured paper. T
4. Student E will combine both triangles. 3. Identify congruent pairs and state why. N
CHAPTER 11
CHAPTER 11
5. Students will measure angles of the triangle using a protractor.
(a) (b) (c) (d)
Discussion:
Look at the object above.
(i) Provide the properties that can be obtained from both forms Are the two objects
of the triangle. congruent? If the weight 4. The diagram below are two congruent triangles. Complete the table below with matching lines
(ii) If congruence is the similarity of shape and size, do the of the two objects is and equal angles.
equal, does the number
triangles meet the criteria of being congruent? of coins stored in the Q R C
savings box have the Triangle Side Side Angle Angle
same value? Is that what PQR QP ∠PQR
Two objects are congruent if both have the same shape and size, is meant by congruence?
CBA AB ∠CAB
regardless of the orientation of the movement.
P A B
210 211
11.2 Translation LEARNING 11.2.2 Representation of translation in the form LEARNING

STANDARD of vector STANDARD
11.2.1 Translation Recognise translation. Describe translation
Vector of translation is a movement that has direction and magnitude. by using various
This vector is also represented by an arrow. Determining translation is representations including
COGNITIVE STIMULATION based on the value and direction of a vector. vector form.
Aim: Identifying features of translation QR CODE

Material: Dynamic geometry software COGNITIVE STIMULATION
Steps: http://rimbunanilmu.my/
Aim: Exploring vectors of translations TIPS
video on translation. Material: Dynamic geometry software
y
P
→
x
O
OP is known as a
vector.
2. You can explore any coordinates for A, B and C. Steps:
3. Observe the resulting blue image after the point is changed. 1. Open the file MS213. Follow the instruction of the video.
4. Movement of the image depends on the assigned arrow E. You can also move the blue 2. Given Vector 1 and Vector 2, determine the coordinate images
slider to see the movement of the image. of A, B, C, D and E. QR CODE
Discussion: 3. You can select any vector to specify the image for those Scan the QR Code or visit
points. http://rimbunanilmu.my/
(i) What conclusions can be made from the exploration activities above?
4. Complete the table below. mat_t2e/ms213 to view a
(ii) How does the features of the image change when the coordinate value at the point of the demonstration on vector of
object changes? Total unit of Total unit of Form of translation.
movements vector Coordinate
Coordinate movements Upwards/
of Object Left/Right Downwards a of image
Translation is the transfer of all points on a plane in the same direction a � �
b
and through the same distance. b
A( ) A' ( )
B( ) B' ( )
With a translation, objects and images have the same shape, size and orientation. C( ) C' ( )
D( ) D' ( )
CHAPTER 11
CHAPTER 11
E( ) E' ( )
EXAMPLE 4 FLASHBACK
Discussion:
Identify which diagram shows translation. Justify. (i) Is the direction of motion of the object equal to the direction Coordinate (x, y). The
(a) (b) of movement of the arrow? value of x is written first
followed by the value of y.
(ii) How do you write unit of movement for vector of translation
Movement
right/left
Solution: ?
Movement
(a) Translation because the shape, size and orientation are the same. upwards/downwards
(b) Not a translation because the orientation is not the same.
212 213
Translation can be described by specifying the direction and distance of the movement. Translation 7
EXAMPLE
can be described using two methods,
(a) Direction of movement: to the right, left, upwards, downwards. Determine the translation for the diagrams below.
Distance of movement: number of units.
(a) Q' (b)
(c)
(b) Write in vector form a DO YOU KNOW
b P R
Vector translation is written
a
EXAMPLE 5 as .
b Q P' R'
a represents a movement
Determine the position of point P in parallel to the x-axis which Solution:
the given diagram for the translation is positive if the object
description and draw the vector moves to the right and (a) (b) (c)
P is negative if the object
Q' –4
translation. −3 R
moves to the left. –3 −4 0
(a) Point P moves 2 units to the left and 4 P −3 −3
4
3 units downwards. −3
b represents a movement –3 Q R'
(b) Point P moves 5 units to the right and parallel to the y-axis P'
5 units downwards. which is positive if the
(c) Point P moves 6 units downwards. object moves upwards
and is negative if the
11.2.3 Image and object under a translation LEARNING
(d) Point P moves 3 units to the right. object moves downwards. STANDARD
Solution: Therefore, the translation of COGNITIVE STIMULATION Determine the image and
the image generated by the object under a translation.
(a) P (b) object in the diagram below Aim: Identifying the image of an object in a translation
P 3
is . Material: Worksheet
–2 y
Steps: Translation Image
P' +3 5
1. Study the diagram on the 3 4
A
–2 right. Identify the image 2 3
P' of the object L for the 2 L
Object 2
translation provided. −1 C B
(c) P (d) 1
2. Complete the table. 6
x
P P' Image –1 −4 −3 −2 −1 0 D 1 2 3 4 5
2 −1
–3 E
−2
–2
Discussion: –5
P'
CHAPTER 11
CHAPTER 11
(i) Compare the length of the sides and the value of angle for the object as well as the image.
EXAMPLE 6 (ii) Conclusion on features of translation.
Determine the vector translation of OP in the diagram below.

(a) (b) (c) O a The image of an object in a translation will always be the same in terms of shape, size and orientation.
P P
b
b b EXAMPLE 8
a a P
O O Draw the image of object A in the diagram with the translation A
Solution: (a) −2 (b) 3
–4 –1
(a) 3 (b) –3
(c) 3
3 3 –3
214 215
Solution: Defining vector translation when position of image and object is given
(a) (b)
A A EXAMPLE 11
A' Given P' (3, 6) is the image of P (2, 9), determine the translation.
Solution:
A' TIPS
x' − x
Vector translation = y' − y
Determining the coordinates of image when Given object (x, y) and
TIPS the image (x', y'). Vector
coordinates of the object is given
a Alternative methods = 3 − 2 translation is x' − x
To locate the image with translation � �
b , P '(x + a, y + b) 6−9 y' − y
a x a+x
the coordinates of the object P(x, y) will be b + y = b+y
+b a x a−x = −31
mapped to P'(x + a, y + b) = P'(x' y' ) b − y = b−y
P(x, y) +a
EXAMPLE 9 To change from vector 11.2.4 Solving problems LEARNING
form to ordered pairs. STANDARD
Determine the coordinates of the image for point Q (3, 1) with EXAMPLE 12
x Solve problems involving
translation −52 . y
(x, y)
translation.
Agnes moves her checker piece from A to B and then to C. Indicate
Solution: her movement in the form of translation of the checker piece marked
Method 1: Draw on a Cartesian plane Method 2: Calculate (a) A to B. THINK SMART
y A shot putt can be thrown
(b) B to C.
i. Q (3, 1) Q' (3 + (−5), 1 + 2) A in two different styles.
4 Does the force affect the

Q' = (−2, 3) direction of the throw?
ii. 3 −5 −2 B Discuss the relationship
2
Q 1 + 2 = 3 with the concept of
x C translation.
−4 −2 O 2 4 Therefore, image for Q (3, 1) is (−2, 3).
−2
Solution: TIPS
Translation movements
Specifying coordinates of object when coordinates of the image is given always begin from the left
Understanding the Planning the strategy
or the right, then upwards
a –a R '(x', y' ) problem or downwards.
To locate an object with translation � �
b , (a) 4 units to the left, 2 units
Translation movement to
CHAPTER 11
CHAPTER 11
coordinates of object R'(x', y' ) will be downwards.
–b TIPS the left or right, upwards
mapped to R(x' – a, y' – b) = R(x y) Alternative methods (b) 3 units to the right, 2 THINK SMART
R(x' – a, y' – b) or downwards.
(a) x + 3 = –6 units downwards.
y –2 1 Object Translation Image
EXAMPLE 10
x –6 3 Conclusion Implementing the strategy 2
3 y = 1 – –2 A (–3, 4)
–3
Object A undergoes the translation −2 . Determine the coordinates –9
= (a) Therefore, vector a
of object A if the image A' is as follows. 3 Using b –4
–4 B (7, 9)
x
translation A to B is –2 . –5
(a) (−6, 1) (b) (9, 0) (b) 3 9 –4
y + 2 = 0 (b) Therefore, vector (a) –2 –3
P'(–5, 2)
Solution: x 9 3 3 3 2
y = 0 – –2 translation B to C is –2 . (b) –2
(a) Coordinate A = [−6 – 3 , 1 − (−2)] (b) Coordinate A = [9 − 3 , 0 − (−2)] 0
= 6
Q'(4, 1)
5
= (−9 , 3) = (6, 2) 2
216 217
SELF PRACTICE 11.2 COGNITIVE STIMULATION

QR CODE
1. Which of the following pairs is a translation? Aim: Identifying the features of reflection
Material: Dynamic geometry software http://rimbunanilmu.my/
(a) (b) (c) (d) mat_t2e/ms219 to view
a video on features of
reflection.
2. Determine the coordinates of the image for the object (5, −3) under translation
(a) 2 (b) 4 (c) −3 (d) −2
2 6 −1 −5 Steps:
3. Determine the coordinates of the object for the image (−1, −4) under translation
2. Observe the line changes when point G and H change.
(a) 1 (b) −3 (c) −8 (d) 7 3. See the changes that occur to the image.
4 5 0 2
Discussion:
(i) What do you understand about the axis of reflection?
4. State the vector translation for the following points.
(ii) What will happen to the image in yellow when the axis for line GH is moved?
(a) A (1, 2), A' (3, 6) (b) B (5, 7), B' (−1, −1)
(iii) From the activity, what do you understand about characteristic of symmetry?
(c) C (4, 4), C' (8, 0) (d) D (6, 4), D' (3, −3)
Reflections have certain features which are
5. The object L (1, 4) is mapped to a position L' (3, −5) after a translation. Determine the position (i) the object and the image are on the opposite sides of the axis of reflection.
of an image or object with the same translation for the coordinate points below. (ii) the object and its image have the same perpendicular distance from the axis of reflection.
(a) A (3, 1) (b) S' (4, −2) (iii) the shape and size of the image is the same as the object, but the orientation is reversed.
(c) J' (5, −6) (d) D (−7, −8) (iv) the image of a point on the axis of reflection is the point itself.
Symmetry is a type of match in terms of size and shape between one TIPS
6. Using the same orientation with the diagram on the right, determine the side or one part in the direction of an object. The line of symmetry All the points located on
coordinate of the image for the following. A is a line that divides a form into two congruent parts. This line also the axis of reflection do
devides the perpendicular lines that connect all points which join the not change their position
(a) (−1, −4) (b) (5, −5)
object and the image. The line of symmetry is the axis of reflection during a transformation.
A' of the image and object.

CHAPTER 11
CHAPTER 11
The properties of an image of a reflection are
(a) the image is the same shape and the same size as the object.
11.3 Reflection LEARNING
(b) the image has different orientations, inverted sides and forms mirror images with one another.
STANDARD
EXAMPLE 13
11.3.1 Reflection Recognise a reflection.
Which of the following patterns show the orientation of a reflection?
When Preveena looks at the mirror while brushing her hair, she will be able to see her appearance (a) (b) (c)
in the mirror. The image of Preveena in the mirror is the result of reflection. Reflection is a
transformation that occurs when all the points on the plane are reversed in the same plane on a line.
The line is called the axis of reflection. Solution:
(a) Yes (b) No (c) Yes
218 219
Step 3: Determine the distance of each vertex from the axis L

EXAMPLE 14 THINK SMART A B
of reflection and mark an equal distance from the
Complete the sketch below. Object Transformation Image axis to the same line. Do the same for all vertices.
Solution: Reflection in
(3, 4)
x-axis
Reflection in
(–3, –5) C
x-axis
M
Reflection in
(3, 4)
y-axis
Reflection in
(–3, –5)
y-axis
STANDARD
17 y
EXAMPLE Solve problems involving
reflection.
4
11.3.2 Describing reflection In the diagram on the right, M' P 3
is the image of M in an axis 2
M
DO YOU KNOW
EXAMPLE 15 Describe reflection using
of reflection. Determine the 1 y
various representations. coordinates of P' under the same x 5

B (1, 4)
In the following Cartesian diagram, the triangle M' is the image of axis of reflection. −4 −3 −2 −1 O 1 2 3 4 5 6 4
−1 M' 3
the triangle M under a reflection. Describe the reflection. 2
−2 C (3, 2)
(a) y (b) y (–2, 1) A 1
−3 x
–5 −4 −3 −2 −1 O 1 2 3 4 5
4 4 Solution: −4 (–2, –1) A' −1
−2 C' (3, –2)
3 3 −3
M −4
2 2 –5
B' (1, –4)
1 1 Reflection of the point (x, y)

Understanding the Planning the strategy in x-axis is the point (x, –y)
x x
−4 −3 −2 −1 O 1 2 3 4 5 6 −4 −3 −2 −1 O 1 2 3 4 5 6 problem
−1 −1 Determine the pair of vertices for the images and objects.
−2 −2
M' is an image of M.
M' M M' Determine the axis of Draw a perpendicular line for both pairs of vertices.
−3 −3
reflection. Construct or determine the bisectors for the perpendicular line.
−4 −4
Solution: Conclusion Implementing the strategy
(a) The object M is reflected in the x-axis. (b) The object M is reflected in the y-axis. Axis of reflection y = 1, Axis of reflection is at y = 1.
coordinate of P' are (–3, –1).
Use this axis to locate P'.
11.3.3 Image of an object
CHAPTER 11
CHAPTER 11
LEARNING
STANDARD
EXAMPLE 16 Determine the image and y DO YOU KNOW
object under a reflection. y
Draw the image of the triangle ABC with a reflection on 4 5

P (–1, 3) 4 (1, 3)
line LM. L 3
M (–5, 2) A'3 A
(5, 2)
A B B' B
2 2
Solution: 1
1 x
–5 −4 −3 −2 −1 O 1 2 3 4 5
Step 1: Select any vertex and construct a perpendicular line x −1
Axis of reflection −4 −3 −2 −1 O 1 2 3 4 5 6 C'(–4, –1)
−2
C(4, –1)
from the vertex to the line LM and extend beyond the P'
−1 M' −3
axis of reflection. y =1 −2 −4
(–3, –1) –5
Step 2: Draw parallel lines to all other vertices. C −3
M Reflection of the point (x, y)
−4
in y-axis is the point (–x, y)
220 221
y
SELF PRACTICE 11.3 6. Based on the Cartesian plane on the right, describe 8
the mapping of reflection of polygon A to the polygon K
6
1. Which of the following is a reflection? (a) K b) L (c) M (d) N A L
4
(a) (b) (c) (d) 2
M
x
−8 −6 −4 −2 O 2 4 6 8
−2
2. Complete the diagram below. N
−4
(a) (b)
7. Identify the axis of reflection and describe the representation of reflection for these pair of
coordinate points.
(a) A (3, 1) and A' (−3, 1) (b) B (−4, 2) and B' (−4, −2)
(c) C (5, 6) and C' (−5, 6) (d) D (2, 2) and D' (4, 2)
8. If L (4, 1) is mapped to L' (4, 5) under a reflection, determine

(a) coordinate of the image for (−3, −1) in the same axis of reflection.
3. Construct an image for the object below under a reflection in the line PQ. (b) coordinate of the object for (7, 2) under the same reflection.
(a) Q (b) P
11.4 Rotation
11.4.1 Rotation
Take note of the rotating objects around you, such as clocks,
ceiling fans and tyres. The hands of a clock makes a full rotation Recognise a rotation.
every twelve hours. However the tyre depends on the forward or
P Q backward movement. All these movements have a centre of rotation.
4. A' B' C' D' is the image for the object ABCD in an axis of y
reflection. Determine the coordinate of the image for the B' 8 B
S P COGNITIVE STIMULATION
points P, Q, R and S under the same axis of reflection. 6
Aim: Recognising rotation QR CODE
C' 4 A' A C
2 Scan the QR Code or
D' T D Steps:
x visit http://rimbunanilmu.
CHAPTER 11
CHAPTER 11
−8 −6 −4 −2 O 2 4 6 8 1. Open the file MS223. my/mat_t2e/ms223 to
−2 Q view a video on rotation.
2. Drag the green button and take note
R −4
of the rotation.
5. Draw the axis of reflection for the following diagrams. 3. Adjust the button to see the object
being rotated.
(a) (b)
A
Discussion:
M
(i) Can you identify the image of the
triangle that moves when the angle of rotation is adjusted? What conclusions can you make
M' of the triangle image?
A' (ii) What are the properties of the image in the activity above?
222 223
The properties of the image of a rotation:

EXAMPLE 19 DO YOU KNOW
(a) The resulting image has the same shape, size and orientation as the object. y
(b) The centre of rotation is a stationary point. Determine the image of ∆PQR when rotated M
6
C
5 B
(c) The distance of all the points of the image to the centre of the rotation is equal to the distance 90° anticlockwise at point M. C' 4
3 A (1, 1)
of the object to the centre of the rotation. P 2 B (1, 5)
C (4, 5)
B' A'1 A
x
–5 −4 −3 −2 −1 O 1 2 3 4 5
11.4.2 Rotation in various representations A' (–1, 1)
–1
−2
R Q B' (–5, 1)
Solution: C' (–5, 4) −3
When we describe a rotation, we need to state the centre, the −4
Describe a rotation using y
angle and the direction of the rotation that maps the object various representations. Method 1 (Using tracing paper) 5
C
A (0, 1)
to the image. Step 1: Draw the line from point M to 4
B (4, 1)
3
A' (0, –1) C (2, 5)
point P. B' (–4, –1) 2
C' (–2, –5) 1 B
A
M x
–5 −4 −3 −2 −1 O A' 1 2 3 4 5
B' −1
TIPS −2
−3
The image generated P −4
C' –5
by a rotation of 180° y
clockwise is equal to R Q 5
B 4 C
the rotation of 180° A (0, 1)
B (–1, 4) 3
anticlockwise. C (3, 4) 2
clockwise
Step 2: Determine the angle of 90° D (2, 1) 1 D
B'
A A'
anticlockwise. –5 −4 −3 −2 −1 O 1 2 3 4 5
x
A 180° A' (1, 0)

−1
M B' (4, 1) −2
D'
Clockwise Anticlockwise C' (4, –3) −3
A' 90° D' (1, –2) −4
C'
–5
anticlockwise P Rotation
(x, y) → (–y, x)
EXAMPLE 18 of 90°
anticlockwise
R Q anticlockwise
Describe the rotation for the diagram below. at origin
(x, y) → (–x, –y)

(a) A B (b) y
Rotation of
Step 3: Redraw the triangle PQR on 180° at origin
4 tracing paper. Rotation
(x, y) → (y, –x)
D C 3 A' of 270°
M
2 anticlockwise
A 90° tracing at origin
1 paper
D' A' S
x P
CHAPTER 11
CHAPTER 11
T –1 O 1 2 3 4 5 6
–1
R Q THINK SMART
C' B'
Solution: Object Transformation Image
Clockwise
(a) Clockwise rotation of 90° at point T. Step 4: Press the tip of a pencil at the (5, 2) rotation of 90° at
Q'
(b) Anticlockwise rotation of 90° at point S. point M, turn the tracing paper the point (0, 0)
90° anticlockwise. M Anticlockwise
11.4.3 Determining the image and object under 90°
P' R' (–3, 4)
rotation of 90° at
the point
a rotation (2, 1)
P tracing
Determine the image and paper Rotation of 180°
We can use tracing paper, protractor and compasses to determine the object under a rotation. (–4, 7) at the point
R Q (–1, 3 )
image or object under a rotation.
224 225
Method 2 (Using protractor) 20

EXAMPLE Q'
Step 1: Construct the line MP.
Determine the object for the image point Q' when M
rotated 180° clockwise at point M. TIPS
M
If B is the centre of
Object Transformation Image Solution: rotation, then the position
Clockwise Q' of image B will not change.
rotation of 90° at (–3, 1)
Step 1: Draw a line to join the points M and Q' and
P extend it to an equal distance to MQ' in the A
the point (–2, 3) M
Anticlockwise opposite direction.
rotation of 90° at (3, 2)
R Q the point (1, 3 ) C B
C'
Rotation of Step 2: Mark point Q on the extended line with Q'
Step 2: Using a protractor, draw a line MP in an anticlockwise 180° at the point (2, 1) MQ = MQ'.
rotation of 90° with an equal distance to MP'. (–3, 4)
M
A'
Q
M P'
P Solve problems involving

rotation.
R Q TIPS
Step 3: Repeat step 2 with lines MR and MQ. If the question uses a
square grid, then you do
EXAMPLE 21
Q' not have to use protractor B
for rotations of 90°, 180°
and 270°.
A' B' C' is the image for ABC after a rotation. Determine the A A'
M
R' angle, direction and centre under a rotation.
P'
Object
C C' Image B'
P
Solution:
Step 1: Join point A to A'. Construct a perpendicular bisector B
CHAPTER 11
CHAPTER 11
R Q
for the line segment AA'. A A'
Step 4: Join all the points P', R' and Q' to form a triangle similar to PRQ.
C C' B'
Q'
M
R'
P' Step 2: Repeat step 1 for the lines BB' or CC'. B
A A'
P
C C' B'
R Q
226 227
Step 3: The intersection point of two perpendicular lines is the

centre of the rotation. Mark the centre of the rotation
B
SELF PRACTICE 11.4
A'
as D. A
1. Describe the rotations at centre P when A is the object and B is the image.
C' B' (a) y (b) y
C
5
B P
4 4
D A
3 3
Step 4: Measure the angle CDC' using a protractor. B 2 2
A' A B
A 1 1
P x x
Therefore, the image is under rotation of 90° –6 –5 –4 –3 –2 –1 O 1 2 3 4 –2 –1 O 1 2 3 4 5 6 7
–1 –1
clockwise at point D. C C' B'
90°
(c) y
(d) y
D
5 5 P
4 4
EXAMPLE 22 3
B A
3
2 2
Determine the coordinates of the image of point A (−3, 2) under a rotation of 90° clockwise at O origin. B A
1 1
P
Solution: x x
–2 –1 O 1 2 3 4 5 6 7 –2 –1 O 1 2 3 4 5 6 7
–1 –1
Step 1: Step 2:
Join the line OA. Rotate the line OA 90° clockwise at origin O using a protractor.
y From the diagram, the y 2. Describe the rotations that map the object to its image.
coordinates of the image A' are (a) (b)
4 4
(2, 3). A'
3 3 Q R
A A P
2 2
P
1 1
Q' R'
x x
–3 –2 –1 O 1 2 –3 –2 –1 O 1 2
–1 –1
(c) (d) y
CHAPTER 11
CHAPTER 11
4
T
EXAMPLE 23 M' M S 2
S'
y
If K' (−2, −3) is the image of K with a rotation of 90° clockwise at x
point L (1, 0), state coordinates K. –4 –2 O 2 4
1
L –2
Solution: x
–2 –1 O 1 2 3 4
–1
Step 1: Reverse the rotation direction to locate the coordinates of 3. Draw the image for R under a rotation for each of the following.
the object, that is, the point K. –2
Anticlockwise rotation of 90° at centre O. Rotation of 180° at centre O.
Step 2: By using a protractor, rotate the line K'L at point L, at 90° K' –3 K
anticlockwise. R O R O
–4
From the diagram, the coordinates of K are (4,−3).
228 229
4. Determine the coordinates of objects for the following points y 11.5.2 Relationship between isometry and
at the given rotations below. congruence
6 Explain the relationship
S' Look at the purple object. Can you state the image which is between isometry and
5
Rotation congruent under a transformation of reflection? congruency.
Point Coordinate 4
Centre Angle Direction P' Can you determine the axis of reflection for this isometric
3
P (−2, 1) 90° clockwise 2 transformation? FLASHBACK
Q (0, 0) 90° anticlockwise 1 Two objects are congruent
Q'
R (0, −1) 90° anticlockwise x if the shape and size are
–4 –3 –2 –1 O 1 2 the same.
S (0, 4) 90° clockwise –1
B L
–2
R'
A C K M
11.5 Translation, Reflection and Rotation as an Isometry ABC and KLM are
congruent under a
11.5.1 Relationship between translation, translation.
reflection and rotation with isometry COGNITIVE STIMULATION
Investigate the Aim: Identifying the relationship between isometry and congruence
You have learned about relationship between the
Axis of the transformation for effects of translation, Materials: Tracing paper and ruler
Reflection
translation, reflection and reflection and rotation y
rotation for an object. Each and the distance between
two points on an object 5
one has certain properties.
Object and image, and hence 4
Image 1
Study the diagram on the left. explain isometry. A
3
Image Are you able to recognise the Q
3 2
transformation of Image 1, Image 2 and Image 3? What is
Centre of 1
rotation Image 2 the relationship between the distance of the object and the
x
image? If an object is mapped to a congruent image, then it −5 −4 −3 −2 −1O 1 2 3 4 5
−1
is an isometry. Isometry is a transformation that maintains
−2
the distance between any two points on the original object. C B
−3
The isometric transformation will retain the original shape
−4
and size of the object.
EXAMPLE 24 Steps:
CHAPTER 11
CHAPTER 11
1. Study the diagram above. Q is the object of an image.
Which of these diagrams A, B and C are the isometric images of the object under an isometry?
2. Work together with your friends, to identify congruent images.
3. Identify other possible isometry that produces images that are congruent.
Solution: Discussion:
Object A
Figure A: an isometric image as it has the same shape and size. (i) If the images A and C are non-congruent, are the images an isometry?
Figure B: non-isometric image because it is not of the same size. (ii) What is the relationship between isometry and congruence?
Figure C: non-isometric as the shape and size are not the same.
B
C
Under an isometry, objects and images are of equal shape and size. Therefore, objects and
images are congruent. Isometry is a transformation where the image is congruent with
You are able to recognise that translation, reflection and rotation are isometric transformations. the object.
230 231
EXAMPLE 25 SELF PRACTICE 11.5

Objects A, B, C and D are congruent. State the isometry of y
1. Determine whether the following transformation is an isometry.
(a) object A to object B.
8 (a) (b)
(b) object A to object C. 7
(c) object A to object D. A
6
5
Solution: 4
B
3 (c) (d)
(a) Rotation C
2
(b) Translation D
1
(c) Reflection x
–4 –3 –2 –1O 1 2 3 4 5 6
11.5.3 Solving problems

When naming a congruent polygon, the order must be based on 2. Determine whether each of the following transformations is an isometry.
the vertex or the corresponding angle. Solve problems (a) A reflection followed by another reflection.
Q involving isometry and
A B P congruency. (b) A translation.
(c) A repeated rotation.
D C R S FLASHBACK
3. In the diagram, A, B and C are images for the object P.
The rectangles ABCD and SRQP are congruent. Scan the QR Code or State the type of transformation. A
visit http://rimbunanilmu. P
my/mat_t2e/ms232 to
EXAMPLE 26 view an animation on
congruence. B
D C S C
50°
A B Q P 4. The diagram shows several shapes. State the shapes that are
congruent. K
L
CHAPTER 11
CHAPTER 11
ABCD is the image of PQCS. Determine N M
C S
DCS is a straight line. 180°– 50°
2
∠PQC is a part of the 130°
rectangle PQCS. 2 5. In the diagram, ∆ ABC is the image for ∆ BCD, under an isometric B
Q P transformation. Calculate the value x. 15°
Conclusion Implementing the strategy

C 35°
x
A D
232 233
11.6 Rotational Symmetry EXAMPLE 27

11.6.1 Rotational symmetry Identify the objects which has rotational symmetry.
(a) (b) (c)
A shape has rotational symmetry if the shape does not change after
Explain rotational
rotation even though it has less than one rotation. symmetry.
QR CODE Solution:
Aim: Identifying rotational symmetry
(a) No (b) Yes (c) No
Material: Dynamic geometry software Scan the QR Code or
Steps: visit http://rimbunanilmu.
my/mat_t2e/ms234 to 11.6.2 Order of rotational symmetry of an
view an animation on
rotational symmetry. object
Determine the order of
The number of images that can be generated in the same rotational rotational symmetry of an
centre and becomes the original object is called the order of object.
rotational symmetry. The order of rotational symmetry is equal to
the number of axes of symmetry of an object.
Aim: Identifying order of rotational symmetry
Material: Dynamic geometry software QR CODE
Steps: Scan the QR Code or visit
this activity.
2. Move the green button in an anticlockwise rotation at angles120°, The recycle symbol is
240° and 360°. Note the changes in the green triangle. Move the an example of rotational
button back to its original position. symmetry.
3. Move the green button in clockwise rotation at 120°, 240° and
360°. Note the changes in the pink triangle.
CHAPTER 11
CHAPTER 11
Discussion:
(i) Can you identify the rotational symmetry of the hexagon?
2. There are two forms of geometry.
(ii) If D is the centre of the rotation, what do you understand by rotational symmetry.
3. Move the angle buttons to get the original shape.
4. Count the number of rotational movements to get the original shape of the object.
Discussion:
A C (i) Is the number of order of rotational symmetry equals to the number of axis of symmetry?
Symmetry is an exact match in terms of size and shape of (ii) Can you determine the number of order of rotational symmetry?
one part or the side of a direction or object. For rotational
symmetry, when the shape or image is rotated less than 360 °
C B B A at a fixed point, the shape will still look the same. The order of rotational symmetry is the number of times a shape moves to return to its
original shape in a complete rotation. The number of axis of symmetry is equals to the number
of order of rotational symmetry.
234 235
y
EXAMPLE 28
A 4. The symmetrical object lies on the Cartesian plane. State the
Determine the order of rotational symmetry when the position of A 8 P
coordinates of P under the third order of symmetry.
changes to position D in the diagram on the right. 6
E B
Solution: 4
Using tracing paper, draw and determine the rotation order A to D. 2

D C
O x
C 2 4 6 8
A → B → C → D B D
First Second Third
order order order
1. The diagram on the right shows polygon A mapped Q E
A E
to polygon A' under a reflection. Identify the point
P R J
that matches S I F
A A'
(a) the image of point P.
SELF PRACTICE 11.6 (b) the object of point G.
U T H G
1. Which of the following objects has rotational symmetry?

2. Which of the following is a translation and state the reason for your answer.
(a) (b) (c) (d)
(a) (b) (c)

2. Determine the order of rotational symmetry for the following objects.
(a) (b) (c) (d)
3. Draw the image for object A under the given translation.
(a) −7 (b) 6
4 3
CHAPTER 11
CHAPTER 11
A A
3. The symmetrical object is rotated at a point. State the order of rotational
symmetry if A
(i) position A is at position C. (c) 4 (d) −5

F B
–5 A –2 A
(ii) position B is at position D.
(iii) position C is at position B.
E C
236 237
4. If point K (−2, −2) is the object, identify the image under the following vector translation. (c) (d)
(a) 0 (b) 3 (c) −5 (d) −3 (e) −2 (f) 4
2 –1 4 4 0 –3
5. Draw the image P' of the object P under the reflection in the line MN.
(a) M (b) (c) (d) M
P
M
P P y
M N P
9. (i) In the diagram on the right, draw the image of M
N 6
N N under the reflection in the x-axis.
(ii) State the coordinates of the image W' under the same 4
6. Determine the coordinates of the image or object of the following points, under the given axis M
reflection.
of reflection. 2
y
P x
–4 –2 O 2 4 6
8 W
–2
6
4 Point Axis of reflection Coordinate –4
C 2 D C y-axis C' ( )
x D x-axis D' ( )
–10 –8 –6 –4 –2 O 2 4 6 8 10. Given P' is the image of P under rotation, provide a complete description about the rotation.
–2 E' Line PQ E ( )
E' y
F'–4 F' Line PQ F ( ) (a) (b) y
–6 8 8
7 7
–8
6 6
Q
5 5
7. Determine the coordinates of the image or object of the following points, under the given rotation. 4 4
3 3
P P
y 2 2
P' P'
6 1 1
Rotation x x
4 K
Point Coordinate –4 –3 –2 –1O 1 2 3 4 5 6 –4 –3 –2 –1O 1 2 3 4 5 6
Centre Angle Direction
2
M' L K (0, 0) 90° clockwise K' ( )
x y
(c) (d) y
–8 –6 –4 –2 O 2 4 6 L (0, 2) 180° clockwise L' ( )
CHAPTER 11
CHAPTER 11
–2 7 7
M' (0, 0) 90° anticlockwise M( ) 6 6
–4
N' N' (–3, −4) 180° clockwise N( ) 5 5
4 4
3 3
8. Which of the following has rotational symmetry? P
2 2 P'
1 1
(a) (b) x
P
x
–4 –3 –2 –1O 1 2 3 4 5 6 –4 –3 –2 –1O 1 2 3 4 5 6
–1 –1
P'
–2 –2
–3 –3
238 239
11. In the diagram on the right, ABCD is a square. State the image of the A 14. The diagram on the right shows the object R and S. y
triangle OAB under the following rotations.
(a) Draw the image of R under 5
(i) Clockwise rotation of 90° at point O. 4
(i) anticlockwise rotation of 90° at the point of
(ii) Rotation of 180° at point O. R 3 S
D
O
B origin followed by the translation −3 . 2
(iii) Anticlockwise rotation of 270° at point O. 0
(ii) the reflection on the straight line x = 1. 1
x
(b) Draw the image of S under the reflection in the –6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6
–1
y
C
x-axis followed by the translation −4 followed –2
12. The diagram on the right shows triangle ABC which has 1
A A' by the rotation of 180° at the point (0, –1). –3
three transformations, P → Q → R → S. 5
(a) Describe the transformations. 4 Next, name the polygon.
3 P Q
(b) If the point K''' is the image of point K, state
2 B C C' B'
the coordinates of the object K under the same A'' 15. The diagram on the right shows rectangles A and B drawn on a
1
transformation. C''' A''' square grid.
x
–1 O 1 2S3 4 5 6 7 8
–1
B''' R A
–2 The rectangle A is the image of rectangle B under one
Kʼʼʼ C'' B''
transformation. Describe the five possible transformations.
13. The diagram below shows a map of the sea of Kejora. B
y Q

4
3
2 y
1 16. Based on the diagram on the right,
4
x (a) rotate object P at 180° at point (1, 1). Label the
–3 –2 –1 O 1 2 3 4 5 6 7 8 9 10 11 3
–1 A
rotational image as Q.
2
–2 (b) make a translation −2 of Q and label it as R. P
1
–2
–3 (c) describe the other transformations that map the x
–4 –3 –2 –1 O 1 2 3 4 5 6
–4 object P to the image R. –1
–5 –2
–6 –3
P
Point A is the position of Makdis military vessel. Help Makdis soldiers track pirates in the
CHAPTER 11
CHAPTER 11
following order of transformations. 17. Based on the diagram below, Fauzah and Zainun are located in Southeast and Southwest
respectively. If they plan to meet in an area located in the Northeast, state the order of rotational
A (1, –1) symmetry that they need to go through.
NORTH
NORTHWEST
Anticlockwise rotation of 90° Reflection at Translation −1 Reflection in
at centre of rotation at origin line PQ 3
x-axis WEST NORTHEAST
Location of pirates
SOUTHWEST EAST
Reflection in Translation 4 Anticlockwise rotation of 90°

y = –1 0 at centre of rotation (5, 1) SOUTHEAST
SOUTH
240 241
SELF REFLECTION
CHAPTER SUMMARY
At the end of this chapter, I will be able to:
Isometric Transformations
1. Describe translation, reflection and rotation using various representations.
Transfer of points on a plane
2. Determine the image and object under a translation, reflection or rotation.
Translation Reflection Rotation

The transfer of all The transformation that reverses the The process of 3. Solve problems involving translation, rotation and reflection.
points on a plane in points on a plane based on a line transformation that occurs
4. Investigate the relationship between the effects of translation, reflection and
the same direction and known as the axis of reflection. The when each point is rotated rotation and the distance between two points on an object and image, and
magnitude of a vector. properties of reflection are: at a fixed point through hence explain isometry.
The properties of (i) the object and the image are on a certain angle and in a
translation are: the opposite sides of the axis of certain direction. The 5. Explain the relationship between isometry and congruency.
(i) the image does not reflection. properties of rotation are:
change. (ii) the object and its image have (i) rotates at a specific
(ii) the image lies in a the same perpendicular distance centre of rotation. 6. Solve problems involving isometry and congruency.
particular vector of from the axis of reflection. (ii) has a rotational angle.
the object. (iii) the shape and size of the image (iii) the image retains the 7. Explain rotational symmetry.
are the same as the object, but original form but the
the orientation is reversed. position changes. 8. Determine the order of rotational symmetry order of an object.
(iv) the image of a point on the axis
of reflection is the point itself.
y MINI PROJECT
A
A
P 4 You are asked to design a class logo that symbolises cooperation, solidarity, tolerance,
3 respect and determination. These features should be translated in the form of isometric
P' 2
A
transformation pattern that are diversify yet moderate. Then, explain the meaning of each
A' 1 item you have chosen.
B x
O 1 2 3 4
CHAPTER 11
CHAPTER 11
Isometry
The transformation that shows the original object and its image is congruent. In isometry,
the distance between two points on the original object equals the distance between the two
corresponding points in the image. Reflection, rotation and translation are isometric.
Congruence
Object and image has the same size and shape.
Rotational Symmetry
The shape or image is rotated in less than 360° at a fixed point. Its shape
remains the same.
242 243
Chapter 12 Measures of Central Tendencies Chapter 12 Measures of Central Tendencies
WALKING
THROUGH TIME
John Graunt was a well-known statistician.

He used statistical knowledge to make some
S tatistics is a branch of mathematics conclusions and predictions about population
that uses data. and mortality rates in his initial study.
WHAT WILL YOU LEARN? This is because statistics involves the
collection, compilation, description and
analysis of data and conclusions from the For more information:
12.1 Measures of Central Tendencies
results of data analysis.
One example of application of
statistical knowledge is the stock
market. In the stock market, statistics
are applied in various ways by using http://rimbunanilmu.my/mat_t2e/ms245
data representations. In this way they are
able to study various information and
make various inferences from profit data
sets, economic development, business,
inf lation and national finances.
WORD LINK
• Measure • Sukatan
of central kecenderungan Measures of central tendencies is often used
tendency memusat in areas related to data.
• Mode • Mod Career fields that use this knowledge are
• Median • Median economics, statistics, business, entrepreneur
• Mean and education.
• Min
• Extreme value • Nilai ekstrem
• Data • Data
CHAPTER 12
CHAPTER 12
• Table • Jadual
• Data representation • Perwakilan data
• Pie chart • Carta pai
• Bar chart • Carta palang
• Dot plot • Plot titik
• Stem and leaf plot • Plot batang dan daun
• Frequency table • Jadual kekerapan
244 245
CREATIVE ACTIVITY 12.1.1 Mode, mean and median for a set of LEARNING
ungrouped data STANDARD
Aim: Identifying information from data representation FLASHBACK Determine the mode,
Mode mean and median of a
Materials: Booklet and calculator Frequency is the number set of ungrouped data.
Steps: of times an item appears COGNITIVE STIMULATION
1. Survey the number of siblings for each student in your class. in a data.
2. Organize the data by constructing the frequency table below. Aim: Determining the mode
Material: Worksheet
Number of siblings Tally Frequency
Steps: QR CODE
1 FLASHBACK
2 Scan the QR Code or visit
Frequency table is a table 2. Look at the lyrics of Negaraku http://rimbunanilmu.my/
3 that consists of data and as attached. mat_t2e/ms247 to retrieve
4 frequency of the item. the worksheet.
3. Complete the table. Vowel Tally Frequency
5 a
6 Discussion: e
7 Which vowel has the highest i
FLASHBACK frequency? o
3. List the information obtained from the frequency table above. u
(i) The number of siblings with the highest frequency. Data Representation
(ii) The number of siblings with the lowest frequency. • Pie chart
• Bar chart
• Line graph
From the activity above, the most frequent vowel is known as mode.
• Dot plot
• Stem-and-leaf plot The mode of a set of data is the highest value of its frequency.
12.1 Measures of Central Tendencies

Sometimes there are two modes in a set of data where the highest frequency is equal. However,
Measures of central tendencies are measures that show the position of a group of data and describe when the frequency of a set of data is the same then the set of data is to be said as no mode.
the information of that data with only one value.
Mohd Azizulhasni Awang, also known as ‘Pocket Rocket Man’ EXAMPLE 1

is a professional Malaysian Track Cyclist. In 2017, he became
the champion for the men's keirin competition during the Track State the mode for each set of data.
Cycling World Championship in Hong Kong. (a) 4, 5, 2, 3, 4, 4, 5 (b) M, N, L, M, L, P, L, L, P
Based on his outstanding achievements, are we able to predict (c) Coffee, Tea, Coffee, Coffee, Milk, Tea, Milk, Tea (d) 2, 4, 6, 8, 10
that he will improve or maintain his record of achievement in Solution:
the upcoming Olympic Games? This prediction can be made
(a) 4 , 5, 2, 3, 4 , 4 , 5 4 has the highest frequency, which is 3
based on Mohd Azizulhasni's achievement data through certain
CHAPTER 12
CHAPTER 12
justifications. From this justification, analysis and interpretation Mode = 4
can be done. (b) M, N, L , M, L , P, L , L , P L has the highest frequency, which is 4
This process is known as measures of central tendencies. The Mode = L
three types of measures of central tendencies are mean, Coffee and tea have the highest
Source: http://www.astroawani.
(c) Coffee , Tea , Coffee , Coffee , Milk, Tea , Milk, Tea frequency, which is 3
median and mode. com/berita-sukan/fakta- Mode = Coffee and Tea
tentang-jaguh-pelumba-negara-
azizulhasni-awang-139401 (d) 2, 4, 6, 8, 10 None of the numbers is repeated.
No mode.
246 247
Median EXAMPLE 2
QR CODE
COGNITIVE STIMULATION The data below is the pocket money to for five students each day. Determine the median.
Scan the QR Code or
Aim: Exploring the median for a set of data browse http://rimbunanilmu. RM5 RM8 RM3 RM7 RM5
Material: Worksheets Title : Worksheets 12.2
Aim : Explore the median for data set
my/mat_t2e/ms248 to
Solution:
retrieve the worksheet.
Steps: 1. Write down the numbers on the cards you have set up (such as step 4) in the space provided and
note the number in the middle.
3
5 5 7 8 Arrange data in ascending order
1. Open the file MS348 and print
the worksheet.
(a) Number of cards = *(even / odd)
(b) Circle and note the middle number.

*outline the correct answer
3 5 5 7 8 Mark the data in the middle
2. Cut out all the cards one by one.
3. Arrange the number cards in Median = 5
2. Write down the number on the card you are stacking (like step 5) after the card you put in the
space provided. Note the two numbers in the middle and find the average number.
ascending order.
(a) Number of cards =
3 *(even / odd)
4. Identify the card in the middle. *outline the correct answer
Record the number in the 1

(b) What was the 2 number of cards that are in the middle ?
EXAMPLE 3
provided worksheet. 2
The data below shows the total number of goals scored by the Seladang team in 10 games. Determine
5. Now, remove any 3 cards at
Average that 2 number =
+
2
2
the median.
3
=
random.
1
6. Rearrange the cards in ascending 1 5 1 1 4 2 5 1 4 4
3 1 2 1
order. Solution:
4
7. Identify the two numbers in the middle. 2 3 1 2 1 1 1 1 2 4 4 4 5 5 Arrange data in ascending order
Calculate the average of the two numbers.
Record on the worksheet. 1 4 2 1 1 1 1 2 4 4 4 5 5 Circle the data in the middle
THINK SMART

Discussion: Figure A Try to repeat this activity
by organising the card
How can you locate the middle value for a set of data if the number in descending order. 2+4 6
= =3 Calculate the average of the two numbers
of items are Did you get the same 2 2
(i) odd (ii) even results?
Median = 3
Another way to find a median is by deleting left and right data in pairs (ascending or descending).
In the activity above, you have defined the median for odd and even data. Note in Step 3, the
number of all the cards you have arranged is 9 pieces (odd) and in Step 6 the number of cards
arranged is 6 pieces (even). Therefore,
EXAMPLE 4
The median for a set of data with an odd number of items is the value in the middle, while
Determine median for each set of the following data.
the median for a set of data with an even number of items is the average value of two numbers
in the middle arranged in ascending or descending order. (a) 4, 7, 2, 3, 4, 9, 6, 2, 1 (b) 28, 27, 21, 23, 24, 21, 25, 24
Solution:
CHAPTER 12
CHAPTER 12
Median
(a) (a) Arrange data in ascending order. (b) Arrange data in ascending order.
1, 2, 2, 3, 4 , 4, 6, 7, 9 21, 21, 23, 24, 24, 25, 27, 28
Number of Data arranged Number of
Even items items Odd Value in the middle Two values in the middle
in ascending or
descending order
Average of the values Value of data in 24 + 24
Median = 4 Median = = 24
of two numbers in the the middle 2
middle
248 249
Determine the median for even or odd numbers of data in frequency table Solution:
and data representation Number of frequencies = 12
n th n th
Total frequency Total frequency Median = Average data at and +1
Even (n) Median (n) Odd 2 2
th
12 12 + 1 th
= Average data at and
2 2
th
n n + 1 th n+1
th
= Average data at (6th and 7th)
Average data at position and Data at the position
2 2 2
Data at 6th + Data at 7th
=
2
with n as the total frequency.
6th data + 7th data
Time (minutes) 10 20 30 40 Median =
2
EXAMPLE 5 Frequency 2 4 5 1 20 + 30
=
Position of data 2
1. The table shows time taken to build a model of a rocket in a science activity for l l groups of 1 - 2 3 - 6 7 - 11 12 = 25
students. Therefore, median is 25.
Time (minutes) 10 20 30 40 The 3rd till the 6th data is 20 The 7th till the 11th data is 30
Frequency 1 6 3 1
Determine the median using the frequency table EXAMPLE 6
Solution: Calculate the median for the situation on the right.
n+1 1. The dot plot shows the total students at the library in a six days.
Total Frequency = 11 Median = data at
2
11 + 1 1 2 3 4 5 6
= data at Solution:
2
Total frequency, n
12 Number of frequency = 13 is odd
= data at
2 13 + 1 th
= data at 6th Median = data at 2

Time (minutes) 10 20 30 40 = data at 7th
Frequency 1 6 3 1 =3
Position of data 1 2-7 8 - 10 11 6
2. The bar chart shows the number of food coupons sold by 5
Frequency
1st data is 10 2nd data till the 7th data is 20 Form 2S teachers during Co-curricular Day. 4
3
2
The 6th data is 20, therefore the median is 20. Solution: 1
Total frequency, n
CHAPTER 12
CHAPTER 12
Number of frequency = 16 is even 1 2 3 4 5
2. The table shows time taken to solve the number of crossword puzzles in the Malay Language The number of food
th th
Society activity for 12 groups of students. 16 16 + 1 coupons sold
Median = Average data at and
2 2
Time (minutes) 10 20 30 40 = Average data at (8 and 9 )
th th
Frequency 2 4 5 1 Data at 8th + data at 9th

=
2
3+3
Determine the median for the frequency table. =
2
=3
250 251
Mean EXAMPLE 9
Today we have I need to find the average The table shows the hours of Internet usage of Form 2 students in a day.
Collection for jogathon
managed to collect the of the collection to write
jogathon money from reports to Cikgu Amri. Internet usage (hours) 1 2 3 4 5
each class. How can I set this average Number of students 2 6 11 7 9
value?
Calculate the mean for the frequency table above.
RM373.50
RM424.00
RM363.00
RM485.15
RM355.10
Solution:
Number Internet usage

Haikal Christina Internet usage
1 2 3 4 5 of ×
(hours)
Form students Number of students Sum of data (frequency × data)
In the situation above, we can find an average value of the collection of the jogathon money. The 1 2 1×2=2 Mean =
Number of frequency
average value is also called mean.
2 6 2 × 6 = 12 120 hours
=
Mean for a set of data is the value obtained when the sum of the data values is divided by the 35
3 11 3 × 11 = 33
number of data. = 3.43 hours
Total value of data 4 7 4 × 7 = 28
Mean =
Number of data 5 9 5 × 9 = 45 Therefore, mean is 3.43 hours.
EXAMPLE 7 Total 35 120
FLASHBACK
Calculate the average jogathon money that Haikal collected from
The data below is called Number of frequency Sum of data (frequency x data)
each class. ungrouped data: 2,3,1,1,2,
Solution: 2,4,4
RM373.50 + RM424.00 + RM363.00 + RM485.15 + RM355.10 This data can also be

Mean = compiled in the frequency Mean for the data in the frequency table can be calculated by finding the sum of the data from the
5 table as follows. corresponding frequency divided by the number of frequencies.
RM2 000.75
= Number 1 2 3 4
5 Sum (data × frequency)
Frequency 2 3 1 2
= RM400.15 Mean =
Number of frequencies
EXAMPLE 8
Existence of extreme value
This dot plot shows the results of a survey on the consumption
of canned carbonated drinks of 26 students per day. Extreme value is a value that is too small or too large in a set of data. It means the value is too far
from the value of the other data in the set.
Calculate the mean of the number of cans of carbonated drinks
consumed by them in a day. EXAMPLE 10
CHAPTER 12
CHAPTER 12
0 1 2 3 4 5 6
The time in minutes taken by 7 students to complete a three-dimensional polygon model using the
Solution:
toy blocks is
Mean of number of cans (4 × 0) + (3 × 1) + (0 × 2) + (5 × 3) + (7 × 4) + (2 × 5) + (3 × 6) 5, 6, 7, 7, 8, 9, 20
=
of carbonated drinks 4+3+2+5+7+2+3 Which of these data is one of the extreme value? Explain.
78
=
26 Solution:
=3 20 is extreme value because its value is much larger than the other data.
Therefore, the number of cans of carbonated drinks consumed by them in a day is 3 cans.
252 253
EXAMPLE 11 Students Amin Ben Chia Don Eva

Determine the extreme data in the data below. Explain your answer. Score 3 4 4 6 8
–5, 0, 1, 3, 3, 5, 6
1. Copy and complete the following table.
Solution:
−5 is extreme value because its value is much smaller than other data. Students
Score Mean Median Mode
Amin Ben Chia Don Eva
Impact of extreme value
Row 1 n 3
4 4 6 8
EXAMPLE 12 Row 2 n+1
1. A set of data of pocket money of 5 students to the school. Row 3 n ×2
RM3, RM4, RM4, RM6, RM8 Table 1
Calculate the mode, median and mean of the data above. 2. Copy and complete the following table.
2. You are required to replace RM8 to RM32, then calculate new mode, median and mean . Students
Score Mean Median Mode
Solution: Amin Ben Chia Don Eva
RM3, RM4, RM4, RM6, RM8 RM3, RM4, RM4, RM6, RM32 Extreme value Original Score 3 4 4 6 8

Addition to the
1. Mode = RM4 2. Mode = RM4 +1 +2 +3 +4 +5
Score
median = RM4 median = RM4 New Score 4
RM3 + RM4 + RM4 + RM6 + RM8 RM3 + RM4 + RM4 + RM6 + RM32 Table 2
mean = mean =
5 5 Discussion:
RM25 RM49
= = (i) Compare the answers obtained in row 1, row 2, and row 3 in Table 1 when the data is
5 5
= RM5 = RM9.80 uniformly changed?
(ii) Compare the mean, median and mode between the original scores and new scores in Table
When an extreme value exists in a set of data, it will affect the value of mean. As in the example, 2 when each data is changed in a non-uniform manner?
the value of mean shows an increase of RM4.80, while the value of median and mode do not change
with extreme values. From the activity above, when 1 is added to each original data (row 2) or multiplied by 2 (row 3), we
find that the values of mean, median and mode will also be added with 1 or multiplied by 2.
12.1.2 The effect of changing a set of data to the LEARNING This means that a uniform change in data will result in a uniform change in values for mean,
mode, mean and median STANDARD median and mode.
Make conclusion about
Data is changed uniformly the effect of changes in
However, if the data is changed in a non-uniform manner, the values of mean, median and mode will
a set of data to value of also change in a non-uniform manner.
Carry out the given activity to identify the effect on mode, median, mode, mean and median.
and mean when each data is changed uniformly or non-uniformly.
CHAPTER 12
CHAPTER 12
EXAMPLE 13
COGNITIVE STIMULATION Kanang bought 5 types of stationery at the school cooperative which cost RM1, RM2, RM3, RM3
Aim: Investigating the effects of changes in mean, median and mode if any data is changed and RM6 respectively.
in a uniform manner (a) Calculate the mean, median and mode for the data.
Material: Worksheets (b) Calculate the new mean, median and mode if the price of each stationery
Steps: Five students are given Mathematics Quiz questions with a minimum score of 20. The (i) is increase by RM 2 (ii) is multiplied by 3
table below shows their results.
254 255
Solution: COGNITIVE STIMULATION

(a) RM1, RM2, RM3, RM3, RM6 Aim: Organising data by group or class
RM1 + RM2 + RM3 + RM3 + RM6 Materials: Worksheets and weighing scales
Mean = median = RM3 mode = RM3
5 Steps:
RM15
=
5 1. Students in the class are required to weigh themselves and record the weight on the
= RM3 whiteboard. Weight (kg) Tally Frequency
2. Organise the weight in kg, in the table on the right 30 - 39
(b) (i) New data (price increased by RM 2) = RM3, RM4, RM5, RM5, RM8
according to the following classes.
RM3 + RM4 + RM5 + RM5 + RM8 40 - 49
Mean = median = RM5 mode = RM5 30 - 39, 40 - 49, 50 - 59, 60 - 69, 70 - 79
5 50 - 59
RM25 3. Tally and complete the frequency table on the right.
= 60 - 69
5 Value of original median Value of original mode
= RM5 Value of original mean also increases by 2 also added by 2 also added by 2 70 - 79
Discussion:
What is the difference between the grouped data frequency table and the ungrouped data
(ii) New data (price multiplied by 3) = RM3, RM6, RM9, RM9 dan RM18 frequency table that you have learned earlier?
RM3 + RM6 + RM9 + RM9 + RM18 From the activities above, for a table of a grouped data, data is classified with a uniform class
Mean = median = RM9 mode = RM9
5 interval to prevent the data from overlapping.
RM45
=
5 Value of original median Value of original mode
also multiplied by 3 also multiplied by 3
This class can be used to categorise those data into appropriate groups such as grades, passes,
= RM9 Value of original mean also multiplied by 3
failures and achievement levels. The information will help us make a conclusion.
This situation is very important if we want to organise a large set of data.
EXAMPLE 14
EXAMPLE 15 Mathematics Marks
Raju’s scores in a Japanese quiz are 3, 6 and 6. Form 2 Saturn
(a) Calculate the mean, median, and mode for the data. The data on the right shows the Marks Tally Frequency 85 58 75 41 53
mathematics test score for 30
(b) Add the first data by 1, add the second data by 2 and add the third data by 3. Next, determine 0 - 19 12 61 63 45 72
Form Two Saturn students in the
the new values of mean, median and mode. 20 - 39
mid-year examination. Organise 37 55 29 42 95
Solution: the data in the frequency table 40 - 59 31 22 18 25 19
3+6+6 according to classes. 60 - 79
(a) Mean = median = 6 mode = 6 (b) New data are (3 + 1), (6 + 2), (6 + 3), 47 38 50 78 58
3 80 - 99
15 hence, they are 4, 8, 9. 90 57 63 49 88
=
3 4+8+9 Solution:
=5 Min = Marks Tally Frequency
21
3
0 - 19 3
REMEMBER !
In the example above, the data is not =
uniformly changed. Similarly the new 3 20 - 39 6 Tally
values of mean, median and mode do not =7 =5
CHAPTER 12
CHAPTER 12
40 - 59 11
change in a uniform manner. median = 8, No mode 60 - 79 6
80 - 99 4 TIPS
12.1.3 Organise data in frequency tables for LEARNING How to tally the data into
grouped data STANDARD Data in class 80 - 99 are classes:
85, 88, 90 and 95
Collect data, construct and Example: 85 is located
Frequency table for grouped data interpret the frequency table In the example above, the marks have been classified into five between 80-99 class
for grouped data. categories according to the same interval. interval then tally it in the
80-99 row.
256 257
1. Copy and complete the frequency distribution table below.

EXAMPLE 16
Silvia interviewed 20 of her friends about the time they wake Wake-up time (a.m.) Pocket money (RM) Tally Frequency
up in the morning during the school holidays. The findings 6:00 6:35 1 - 10 2
from the interview are shown on the right. 5:01 6:42 11 - 20
Organise the data in a frequency table according to the 6:22 5:40 21 - 30
following classes. 5:30 7:23 31 - 40
6:03 6:15 41 - 50
Time (a.m.) Tally Frequency 6:40 5:41 51 - 60
5:00 - 5:29 5:20 6:45
5:30 - 5:59 6:50 5:35 2. From frequency distribution table, state the class with the highest frequency.
6:00 - 6:29 6:40 6:05 Solution:
6:30 - 6:59 6:50 6:35 1.
Pocket money (RM) Tally Frequency
7:00 - 7:29
1 - 10 2
11 - 20 7
From the frequency table, answer the following questions. Modal class 21 - 30 8 Highest frequency
(a) How many students wake up between 6:00 a.m. to 6:29 a.m.? 31 - 40 5
(b) Describe the highest and lowest frequencies of the time the students wake up.
41 - 50 6
Solution: 51 - 60 2
(a) Five students. Time (a.m.) Tally Frequency
2. The class with the highest frequency is 21-30.
(b) From the frequency table, most of the students wake 5:00 - 5:29 2
up between 6:30 a.m. to 6:59 a.m.. There are eight of When the data is organised, we will know the highest frequency value and its class. In the Example 17,
5:30 - 5:59 4
them. Only one student wakes up between 7:00 a.m. the highest frequency is 8 and the class is 21-30. Thus, class 21-30 are known as modal class.
to 7:29 a.m.. 6:00 - 6:29 5
6:30 - 6:59 8
7:00 - 7:29 1 EXAMPLE 18
The table of frequency below shows marks for an apptitude test for 30 students. Determine the
modal class.
12.1.4 Modal class and mean of a set of LEARNING
grouped data STANDARD Marks 40 - 44 45 - 49 50 - 54 55 - 59 60 - 64 65 - 69
Determine the modal Frequency 7 4 1 4 9 5
class and mean of a set
EXAMPLE 17 of grouped data. Solution: Modal class
CHAPTER 12
CHAPTER 12
Below is a survey finding of the weekly pocket money, in RM
brought by 30 students of SMK Tasek Damai. Marks 40 - 44 45 - 49 50 - 54 55 - 59 60 - 64 65 - 69
Frequency 7 4 1 4 9 5
15 21 18 22 35 40 55 40 45 50
Highest frequency
25 32 45 15 10 20 35 45 15 25
Highest frequency = 9
25 15 60 30 45 50 30 10 12 30
Modal class = 60 - 64
258 259
Mean for grouped data Solution:

For grouped data, we have classified the data to a specific group, so before the mean for this data is 1. Calculate the midpoint of each class. The following steps can be followed.
determined, we must find the midpoint of this class to represent the class.
Height of tree (cm) Midpoint of the class Frequency
EXAMPLE 19 5+9
5-9 =7 4
2
The table below recorded the number of newspapers sold by different stores in a week.
Determine the midpoint for each class. 10 + 14
10 - 14 = 12 5
2
Number of Number of stores DO YOU KNOW 15 + 19
newspaper (Frequency) 15 - 19 = 17 4
Number of Number of stores
2
70 - 74 4 newspaper (frequency)
20 + 24
20 - 24 = 22 8
75 - 79 10 2
Lower Upper
80 - 84 8 limit limit 25 + 29
25 - 29 = 27 7
85 - 89 2 2
30 + 34
Solution: 30 - 34 = 32 2
2
Number of Midpoint of Number of stores
TIPS
2. Multiply each midpoint with the frequency.
newspaper the class (Frequency) Midpoint
Lower limit + upper limit
70 + 74 Height of Frequency, Frequency ×
70 - 74 = 72 4 2
Midpoint, x
2 tree (cm) f midpoint, fx TIPS
75 + 79 5+9
75 - 79 = 77 10 5-9 =7 4 4 × 7 = 28
2 2 Mean for grouped data
80 + 84 can also be written in the
80 - 84 = 82 8 10 + 14 form of a symbol.
2 10 - 14 = 12 5 5 × 12 = 60
2
85 + 89 ∑ is read as fx represents
85 - 89 = 87 2 15 + 19 “sigma”. ∑ is frequency of
2 15 - 19 = 17 4 4 × 17 = 68
2 a notation for multiplication of
sum. midpoint.
After obtaining the midpoint for each class, we calculate the mean with the following formula, 20 + 24
20 - 24 = 22 8 8 × 22 = 176
2
∑ fx
The sum (frequency × midpoint) 25 + 29 x=
Mean = 25 - 29 = 27 7 7 × 27 = 189 ∑f
Number of frequencies 2
Symbol x for mean f represents
30 + 34
EXAMPLE 20 30 - 34 = 32 2 2 × 32 = 64 is read as “x bar ”. frequency.
2
The table below records the height of 30 saplings observed by Umeswary in a science experiment. ∑ f = 30 ∑ f x = 585
Calculate the mean of the height of the tree.
CHAPTER 12
CHAPTER 12
3. Calculate the mean of the height of sapling,
Height of tree (cm) Frequency
sum (frequency × midpoint)
5-9 4 mean =
Number of frequencies
10 - 14 5
∑ fx
15 - 19 4 =
∑f
20 - 24 8
585
25 - 29 7 =
30
30 - 34 2 = 19.5
260 261
Palm oil production

12.1.5 The most appropriate measure for LEARNING 3. The line graph on the right shows the production of palm
Production (thousand tonses)

central of tendencies STANDARD oil in a factory for 5 months. 80
Choose and justify the 70
Solution:
We can choose and justify any measure of central tendency to appropriate measures 60
describe the distribution of a given set of data as seen appropriate. of central tendencies to Mean - because there is no extreme value in the set of data. 50
describe the distribution 40
The type of data is very important if we want to make the selection of a set of data, 30
of the appropriate measure of central tendency. Justification for including those with 20
extreme values. 10
the choice should be clear and precise so that it can represent the
0 Jan
entire data. Feb Mar Apr May
4. The table below shows the number of hours spent browsing the Internet by Form 2 Melor students.
Mean is chosen as a measure of central tendency because it involves the entire data.When Hours spent browsing
there is an extreme value, the mean cannot give an accurate interpretation of the data 1 2 3 4 5 6 7
the Internet
because the extreme value affects the mean.
Number of students 2 5 5 7 6 4 3
Hours spent browsing the Internet by Form 2 Melor students
The median is a more appropriate measure of central tendency to use when there is an Solution:
extreme value because the median is not influenced by extreme values. It is the value at
the midpoint of the set of data. Mean - because there is no extreme value in the set of data.
Driving time taken from Ipoh
to Melaka
5. The dot plot on the right shows the time taken in hours
Mode is a more appropriate measure of central tendency when the set of data involves when 10 drivers made a trip from Ipoh to Melaka by car.
non-numerical values like category data. Additionally, mode is also suitable for favourite
or popular items. Solution:
2 3 4 5 6 7 8 9
Median because there is an extreme value in the set of Time (Hour)
data. Langsat
EXAMPLE 21 10%
6. The pie chart on the right shows the favourite fruits of the Duku
Determine the type of measure of central tendencies that is students of Form 2 Gemilang. 21%
Durian
suitable for the situations below. Banana
24%
1. The stems and leaf plot on the right shows the weight of Solution:
Weight of marbles 16%
marbles in 10 plastic jars. Rambutan
Stem Leaf Mode because this is a category data and it will determine
29%
Solution: the favourite item.
5 0 6 8 The favourite fruits of the students
Mean because there is no extreme value in the set of data 6 1 1 4 7 of Form 2 Gemilang
7 2 6 9 Lesson time
7. The bar chart on the right shows time taken in hours for
Key: 5 | 0 refers to 50 g some students to do revision in a day. 14
Solution: 12
2. The pictograph on the right shows the flavour of ice
CHAPTER 12
CHAPTER 12
Favourite ice cream flavour
cream favoured by kindergarten students. 10
Median because there is an extreme value in the set of
Frequency
Flavour Frequency
data. 8
Solution: Chocolate
6
Mode because this is a category data and it will Pandan
determine the favourite item. 4
Yam
Strawberry 2
represents 5 students 1 2 3 4 5
Number of hours
262 263
12.1.6 Mode, mean and median from data LEARNING EXAMPLE 23

Commissions earned by a group
of workers in a week
representation STANDARD
Determine mode, mean The bar chart on the right shows commissions earned by a 10
The use of measures of central tendencies in statistics or daily and median from data group of workers at a restaurant in a week.
routine. 8
Frequency
representations. (a) Determine the mean, median and mode by the
6
22 employee within a week.
EXAMPLE 4
Resort Island (b) Determine the number of workers who receive
2
Determine the mode in the following data representations. commissions less or equal to RM32 compared to the total
Langkawi Island number of workers, in fraction form. 30 31 32 33 34 35
(a) The bar chart shows the number of tourists to resort Commission (RM)
islands. Pangkor Island Solution:
4(30) + 5(31) + 9(32) + 7(33) + 4(34) + 1(35)
Solution: Perhentian Island (a) Mean = (b) The number of workers
4+5+9+7+4+1 receiving commissions less or
Redang Island 965
Modes are Perhentian Island and Langkawi Island. = equal to RM32
2 4 6 8 10 30
Number of tourists = RM32.17 4+5+9
=
(thousands) th
30 and 30
th 30
Median = Average data at +1 3
(b) The pictograph shows the kind of fruits that are Favoured fruits of Form 2 2 2 =
Bestari students. 5
favoured by Form 2 Bestari students. = Average data at (15 and 16 )
th th
Banana Data at 15 th + data at 16 th

Solution: =
2
No mode. Watermelon = 32 + 32
2
= RM32
Durian
Mode = RM32
Mango
EXAMPLE 24
represents three students
The table shows the number of spelling errors made by Form 2 Amanah students when writing
(c) The pie chart shows how students go to school. essay in Malay.
Solution: Walk Car Number of spelling errors 0 1 2 3 4 5
Mode is bus. 110º Number of students 4 8 x 6 5 4
140º
20º (a) If the mean of the students’ spelling errors is 2.4, calculate the value of x.
Bus Motorbike
(b) If the median for the frequency distribution is 3, calculate the maximum value of x.
Transportation used by students to school (c) If the mode of students’ spelling errors is 2, determine the minimum possible value of x.
Solution:
(d) The table shows the profit of online sales in a year.
CHAPTER 12
CHAPTER 12
Item Profit (%) 4(0) + 8(1) + x(2) + 6(3) + 5(4) + 4(5)
(a) Mean = = 2.4
Solution: Books 87 4+8+x+6+5+4
Mode is women accessories. Computer software 54 2x + 66
= 2.4
Cinema tickets 72 x + 27
2x + 66 = 2.4(x + 27)
Women accessories 130
2x + 66 = 2.4x + 64.8
Travel package 78
2.4x – 2x = 66 – 64.8
Profit of online sales
0.4x = 1.2
x = 3
264 265
(b) 0, 0, 0, 0 1, 1, 1, 1, 1, 1, 1, 1 2,...,2 3 3, 3, 3, 3, 3 4, 4, 4, 4, 4 5, 5, 5, 5 EXAMPLE 26

4 8 x 5 5 4
Encik Johan who is a teacher formed three basketball teams. The table below shows the total
The maximum value for x if the
median is located here number of goals scored by the teams in five competitions.
4 + 8 + x = 5 + 5 + 4
12 + x = 14 Competition
x = 2 Team
Thus, the greatest value for x is 2 1 2 3 4 5
Kijang 65 95 32 96 88
Therefore, the maximum value of x is 2.
Harimau 50 90 65 87 87
(c) The minimum possible value of x is 9. Seladang 90 85 46 44 80

12.1.7 Measures of central tendencies in making LEARNING
(a) You want to join one of these teams.
predictions, forming an argument and STANDARD (i) Given the mean, which team will you join? Justify your answer by showing the workings.
conclusion Apply the understanding (ii) If you consider the median in making a decision, which group would you choose? Explain
of measures of central by showing your workings.
In making comparisons or selecting the most appropriate measure tendencies to make
predictions, form (b) If Encik Johan was asked to submit a report of the achievements by team Harimau to the school
of central tendency, the importance of the range should be taken
convincing arguments and principal, which measures of central tendencies should by Encik Johan choose? Explain.
into consideration. conclusions.
Solution:
EXAMPLE 25 (a) (i) Mean for team Kijang = 65 + 95 + 32 + 96 + 88
= 75.2
5
Encik Rahman would like to choose a school representative for the game of bowling at the zone
level. Ramesh and Khairil are among those who have been shortlisted in this selection. In the last
f ive exercises prior to the selection, Ramesh's score was 116, 118, 200, 207 and 209. Khairil's 50 + 90 + 65 + 87 + 87
Mean for team Harimau =
= 75.8
score was 240, 240, 75, 220 and 75. Which player will be selected as the school representative? 5

Solution:
Mean score 116 + 118 + 200 + 207 + 209 Mean score 240 + 240 + 75 + 220 + 75 90 + 85 + 46 + 44 + 80
Ramesh = =
= 69
for for Khairil Mean for team Seladang =
5 5 5

= 850 = 850
5 5
= 170 = 170 The Harimau team is selected because the mean is the highest; that is 75.8.
Both players have the same mean. Therefore, the mean cannot be used in the decision for the Data set for Kijang is 32, 65, 88, 95, 96. Thus, median is 88.
selection of the school representative.
Score range of Ramesh = 209 – 116 Score range of Khairil = 240 – 75 (ii) Team Kijang = 32, 65, 88 , 95, 96. Median = 88
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CHAPTER 12
= 93 = 165 Team Harimau = 50, 65, 87 , 87, 90. Median = 87
Ramesh's range of scores is lower than that of Khairil's because there is a very low score (extreme Team Seladang = 44, 46, 80 , 85, 90. Median = 80
value) that caused the range to be large. Therefore, selecting Ramesh The Kijang team is selected because the value of the median is the highest; that is 88.
as a school representative is more suitable. FLASHBACK
(b) Mean. This is because mean uses the entire set of data in the table. Therefore, mean is most
Range is the difference appropriate because there is no extreme value in this set.
between the smallest value
and the largest value.
266 267
3. State the mode for the data representation below.

EXAMPLE 27
(a) Volume of oil in the bottle (b) Marks for fitness test
January February
Stem Leaf
140 140 2 6 6 7 8
120 120 0.1 0.2 0.3 0.4 0.5 3 1 1 2 2 2 3 6 7 7 7
100 100 Volume (litre) 4 0 2 5

Frequency
Frequency
80 80 Key: 2 | 6 refers to 26 km
60 60
40 40 The allowance paid to students
(c) (d) Team Helang’s favourite
20 20 to sell bookmarks colour
Type of Type of
Bihun Mi Nasi Nasi Laksa Bihun Mi Nasi Nasi Laksa 10
Goreng Goreng Goreng Lemak food Goreng Goreng Goreng Lemak food Green Red
8
Frequency
100° 75°
The bar chart above shows food selection at school canteens in January and February from a study 6
4 65° 120°
conducted on 400 students. Blue Yellow
(a) Which measures of central tendencies is appropriate for the above situation? 2
Explain. 1 2 3 4
Allowance (RM)
Nasi lemak is the most favoured dish of the students.
4. Determine the median for the following sets of data.
(b) Do you agree with the above statement? Explain your reasons. (a) 7, 5, 7, 8, 3, 12. (b) 37, 38, 27, 28, 48, 47, 58, 68.
(c) You are a canteen committee member of the Consumer Association. You are asked to suggest (c) 3, 200, 4, 10, 50, 7, 90, 3, 50, 11, 3.
a type of food that needs to be reduced. Give your reasons.
5. The table shows the number of ferry passengers at Pulau Pangkor jetty in January. Calculate
Solution: the median.
(a) From the graphs above, mean and median are not suitable because the data provided are category
data. So, mode is more appropriate. Number of passengers 10 20 30 40
(b) Yes because Nasi lemak is the mode for January and February. Frequency 5 8 7 10
(c) Bihun Goreng should be reduced due to its lowest frequency in January and February.
6. Calculate the median for the following representation of
data.
SELF PRACTICE 12.1
(a) Dot plot indicates the number of students visiting the 3 4 5 6 7 8
access centre in a week. Number of students
1. Specify the mode for each of the following sets of data.
(a) 3, 0, 1, 1, 4, 3, 2, 2, 1 (b) RM10, RM8, RM7, RM7, RM8, RM9 Sale of Mandarin oranges
CHAPTER 12
CHAPTER 12
(c) 64, 60, 63, 60, 60, 67 (b) Bar chart shows the size of mandarin oranges sold at
a store during Chinese New Year. 75
2. The table below shows shirt size of 145 participants of the "Jom Sihat" run. 60
Frequency
45
Size SS S M L XL XXL
30
Frequency 20 17 15 37 31 25
15
State the mode for the size of shirts. S M L XL
Size of Mandarin oranges
268 269
7. Calculate the mean for the following set of data. 12. The table below shows the scores of an English spelling test for a group of Form 1 students.
(a) 9, 5, 2, 3, 11, 12 (b) 3.5, 2.4, 1.7, 3.2, 4.5 Score 5 6 7 8 9 10
Number of students 4 16 12 7 6 5
8. (a) Given the value of mean of 4, 7, x, 9, 8 is 6, calculate x.
(b) Given the value of mean of 7 cm, 15 cm, 12 cm, 5 cm, h cm and 13 cm is 10 cm. calculate (a) Calculate the mean, median and mode.
the value h. (b) Which measure of central tendencies is suitable? Explain.
13. Determine the measures of central tendencies suitable in the situation below. Justify
9. The table below shows the trend of absenteeism among 40 students in January.
your answer.
Number of days absent 0 1 2 3 4 5 8 (a) The bar chart shows the number and the price of concert Sale of concert tickets
Frequency 24 3 4 5 2 1 1 tickets sold by the school Theatre Club. 6

5
Frequency
Calculate the mean. Round off your answer to the nearest whole number. 4
3
2
1
10. Complete the of frequency table below.
1 2 3 4 5
(a) (b) Price of ticket (RM)
18 28 18 24 47 34 23 23
18 23 30 24 47 48 54 42 (b) The stem-and-leaf plot shows the Volume of chemical solution
26 35 22 13 42 65 43 15 volume of chemical solution, in ml, Stem Leaf
16 33 19 32 31 32 48 58 for 19 different bottles. 2 0 1 3 5 6
6 16 34 27 35 39 42 31
3 6 7 1 1 0 1 1 2 3 5
4 1 1 1
The data above shows the age for 20 visitors The data above shows the number of table 13 7
at the National Museum. tennis balls contained inside 20 baskets. Key: 2 | 0 refers to 20 ml
Number of table 14. Which measures of central tendency is suitable to describe situation below?
Age (year) Tally Frequency Tally Frequency
tennis balls (a) The number of students for school societies and uniformed bodies.
6 - 10 / 1 10 - 19 / 1 (b) Students’ favourite television programmes in your class.
11 - 15 (c) Number of pets owned by Form 2 Amanah students.
16 - 20
21 - 25
26 - 30 GENERATING EXCELLENCE
31 - 35
1. The table below shows the number of children from 40 families in a motivational programme.
CHAPTER 12
CHAPTER 12
11. 2, 2, 3, 5, 7, 10, 11, 16, 17, 40
Number of children 0 1 2 3 4 5
(a) Calculate the value of mean, median and mode.
(b) Which measure of central tendencies is suitable? Explain.
Determine the mode.
2. The mean for seven numbers is 10. Five of the numbers are 6, 5, 14, 10 and 11. Two other
numbers are represented by k. Calculate
(a) the sum of the seven numbers. (b) the value of k.
270 271
3. In each of the data representation below, calculate the mean. 9. The bar chart shows the number of short messages sent Number of short messages
(a) (b)
Marks for Mathematics test Packets of noodles sold by 30 students a week. 9
(a) Calculate 8
Stem Leaf (i) mean (ii) mod e (iii) median 7
Frequency
7 2 3 6
(b) Calculate the number of students who sent less than 5
8 1 1 4 5 33 messages in a week compared to the total number 4
6 7 8 9 10
9 2 6 of students, in fraction form. 3
2
Key: 7 | 2 refers to 72 marks Number of packets 1
30 31 32 33 34 35
4. The table shows the qualifying marks for a History quiz obtained by a group of students. Number of messages
Calculate the median. 10. Time taken for 40 students to finish crossword puzzles is
recorded in the table below.
Marks 5 10 15 20 25 30
Time (minutes) 2 4 6 8 10
Number of students x 2 y 6 14
5. Given the following numbers: 2, 4, 6, 6, 8 and 12, (a) Show that x + y = 18.
(a) determine the mean, median and mode of the set of data above. (b) If y = 6, calculate the mean.
(b) calculate the new mean, median and mode if (c) Determine: (i) median (ii) mode
(i) 2 is added to each number. (ii) each number is multiplied by 2.
(iii) 2 is substracted from each number. (iv) each number is divided by 2. 11. Malek, Rani and Yip have been selected to the final round in the long jump competition. They
have made their respective jumps and their distance is recorded in metre.
6. The mean of four numbers is 14. If two numbers, x and x + 2 are added to the set of data, the Jump
new mean is 15. Calculate the value of x. Participants
1 2 3
7. The mean of four numbers is 71. Two of the numbers are 56 and 48. The value of the other two Malek 3.2 4.5 6.1
numbers is x respectively. Ravi 6.3 3.4 5.2
(a) Calculate,
Yip 4.5 6.7 4.9
(i) the sum of the four numbers. (ii) the value of x.
(b) Subtract 5 from each of the four numbers. Calculate the new value of mean. From the table above, which measures of central tendencies would you choose to determine the
winners of the gold, silver and bronze medals? Explain your answers.
8. The stem-and-leaf table below represent the distance, in km, by a group of runners during a
cross-country event. Distance 12. Joshua has scored 74, 95, 98, 84 and 74 in his History tests.
Stem Leaf (a) How could Joshua convince his parents that he had worked hard to achieve the best results
in History? Which measures of central tendencies should Joshua use for this purpose?
CHAPTER 12
CHAPTER 12
2 3 4 6 9
Justify your answer.
3 0 1 2 2 2 4 4 5 8
(b) Encik Shamsudin is Joshua's History teacher. He encouraged Joshua to work harder because
4 2 2
his marks for History were still inconsistent. Which of the marks did Encik Shamsudin refer
Key: 2 | 3 refers to 23 km
to when he expressed his concern for Joshua's achievement?
(a) Determine
(i) mean (ii) mod e (iii) median
(b) What is the percentage of participants who ran a distance of 32 km or more?
272 273
SELF REFLECTION
CHAPTER SUMMARY
At the end of the chapter, I will be able to:
Measures of Central Tendencies

1. Determine the mode, mean and median values of set of a non-grouped data.
2. Makes conclusion about the effect of changes in a set of data to the value of
The average value that represents a set of data mode, median and mean.
3. Collect data, construct and interpret the frequency table for grouped data.
Mode Median 4. Determine the modal class and mean of a set of a grouped data.
The most frequent data in The value or data in the
a set of data. middle after the data is 5. Select and justify the appropriate measures of central tendencies to describe
arranged in ascending or the distribution of a set of data, including those with extreme values.
Modal class descending order.
The class with the highest 6. Determine mode, mean and median from data representations.
frequency
7. Apply the understanding of the measures of central tendencies to make

predictions, forming convincing arguments and make conclusions.
Mean MINI PROJECT

Sum of values of data
Mean =
Number of data
You are required to find information and write reports on students’ height and weight from
Sum (frequency x midpoint) three different form 2 classes. Obtain the data through questionnaires containing gender,
Mean = height and weight.
Total number of frequency
∑ fx
x= Then, organise your data using a suitable
∑f
frequency table. You can use a computer
software or do it manually in writing this report.
Selection of measures of central tendencies
For the data from each class, analyse the data
by using measures of central tendencies that is
CHAPTER 12
CHAPTER 12
mode, mean, and median. State the measures
Mean Median Mode
of central tendencies you would choose to
Selected to represent Selected to represent Selected to represent
represent the data. Next, calculate BMI for
data when it data when extreme data when we intend
each student and provide suggestions to stay
involves the whole values exist. to determine the
healthy.
data when extreme item with the highest
value does not exist. frequency.
274 275
Chapter 13 Simple Probability Chapter 13 Simple Probability
WALKING
THROUGH TIME
Richard Carl Jeffrey was an innovative

philosopher in the 20th century. He was also one
of the members in the department of philosophy
at Princeton University between 1974 to 1999.
A pink team and a blue team are playing He contributed much in the field of logic and
against each other in a netball game. Based statistics. The book ‘The Logic of Decision’
WHAT WILL YOU LEARN? on the records, the pink team scored 12 goals written by him, discusses a new theory about
out of 18 attempts. The blue team scored 18 making decisions in a state of uncertainty and
13.1 Experimental Probability goals out of 30 attempts. What is the ratio of the belief in possibilities. His writings are widely
the goals to the attempts for the pink team and used in the field of logic including ‘Formal
13.2 Probability Theory involving Equally blue team? In your opinion, which team will Logic: Its Space and Limits’ and ‘Computability
Likely Outcomes win the game? and Logic’. He also wrote the book ‘Probability
and the Art of Judgement’ and ‘Subjective
13.3 Probability of the Complement of an Probability: The Real Thing’.
Event
13.4 Simple Probability
WORD LINK
• Probability • Kebarangkalian WHY STUDY THIS CHAPTER?

• Sample space • Ruang sampel
Economists use the knowledge of probability
• Event • Peristiwa
in predicting the increase or decrease in stock
• Complement of • Peristiwa pelengkap value depending on the current economic
an event situation and political stability of a country.
• Theoretical probability • Kebarangkalian teori
Meteorologist use the science of probability
• Experimental • Kebarangkalian in predicting weather and wind change for
probability eksperimen the days ahead.
• Tree diagram • Gambar rajah pokok
Businessmen also use knowledge of
probability to review their business profit
statistics and to forecast the future profits
CHAPTER 13
CHAPTER 13
and earnings.
276 277
CREATIVE ACTIVITY Experimental probability is the probability that is obtained from an experiment. Ratio ‘frequency
of appearance towards number of f lips’ that is obtained from f lipping the coin is the experimental
Aim: Identifying probability probability for an event.
Materials: Weather forecast results, blue and red marbles
In general,
Steps:
1. Consider the following situations: Frequency of an event
The experimental probability of an event =
(a) Rain is expected the next day. Number of trials
(b) Choose a female student from the Girl Guides for a netball game.
(c) The possibility of a black marble is taken from a box containing 3 blue marbles and 7
red marbles.
LEARNING
2. Discuss the possibility of each of the above situations and appropriate value to represent 13.1.2 Experimental probability of an event STANDARD
each possibility.
Make conclusions
about the experimental
The situations above indicate that the events may occur, will occur and may not occur. The possibility COGNITIVE STIMULATION probability of an event
of an event occurring is determined by the value between 0 to 1 and is known as probability. Aim: Making a conclusion on experimental probability when the number of trials
are large enough.
Materials: Dynamic geometry software
Probability is the measurement of possible occurrence of an event expressed
Steps:
either in the form of fractions or percentages.
2. Click the New experiment button. QR CODE
13.1 Experimental Probability 3. Click the Start button. Study the parallel marker and the reading
on the graph. Scan the QR Code or visit
In the Creative Activity, you are introduced to the probability concept. Now let’s look at the http://rimbunanilmu.my/
relationship between frequency and the number of trials. 4. Repeat steps 2 and 3 for 4 times. mat_t2e/ms279 to view
flipping coins experiment.
Discussion:
13.1.1 Experimental probability LEARNING
STANDARD (i) Differences in the graph that is formed in all five experiments.
COGNITIVE STIMULATION Perform simple probability (ii) The conclusion that can be obtained regarding experimental
experiments, and hence probability when the number of trials is higher.
Aim: Introducing simple probability
state the ratio
Materials: A coin
frequency of an event
Steps: number of trials
The file shows possible outcomes of obtaining head from flipping a coin. As much as 1 200 trials
of flipping the coin has been done. From the graph that is shown, the experimental probability of
1. Flip the coin 25 times. as the experimental
probability of an event. obtained heads from 1 200 trials moves towards one value, that is 0.5.
2. Note down whether it is head or tail.
3. Then, repeat step one 50 times.
It is observed that all the five graphs show the same shape. The conclusion that can be made is,
4. Next, repeat step one 100 times. experimental probability moves towards a certain value if the experiment is repeated with a higher
5. Write the result obtained in the table. number of trials.
Number of flips frequency of appearance
Ratio number of flips
The frequency SELF PRACTICE 13.1
25 50 100
of appearance 25 50 100
head 1. Perform an experiment by throwing a fair dice. Write the ratio of the number of obtaining even
CHAPTER 13
CHAPTER 13
tail numbers in 16 trials.
Discussion:
The relationship between the ratio obtained and the experimental probability.
278 279
13.2 The Probability Theory Involving Equally COGNITIVE STIMULATION

Likely Outcomes
Aim: Using a tree diagram to denote outcomes.
LEARNING Materials: Two empty boxes labelled A and B, 4 pieces of card labelled 2, 3, 5 and 7
13.2.1 Sample space for an experiment STANDARD
Steps:
Before starting a football game, the referee usually flips the coin to Determine the sample 1. Form a group of 5.
decide the team that will start the game. Why does the referee use a space and events of an
experiment. 2. Place the card labelled 2 into box A.
coin and not dice or other objects? What is the sample space of the
possible outcomes of flipping a coin? 3. Place the card labelled 3, 5, 7 into box B.
4. One student takes one card from box A and one card from box B.
5. Write the pair of numbers in the table below.
THINK SMART
COGNITIVE STIMULATION Member 1 Member 2 Member 3 Member 4 Member 5
A coin has only two
Aim: Writing the possible end result for the fair dice throw faces, that is the head Box A
and tail. What is the
Materials: Fair dice sample space for one flip Box B
Steps: of the coin?
1. Throw a dice and record the number that appears on the fair dice. 6. Place both the cards into the original boxes.
2. Complete the table below: 7. Repeat steps 4 to 6 until all the members have a pair of numbers. Write the results in the
Number on table.
the fair dice 8. List the outcomes using in the notation set, { }.
FLASHBACK
3. Repeat step 1 a few times until you are sure that all the Discussion:
numbers on the fair dice have been obtained. (The number Notation set { } The similarities and differences of the paired number that is obtained by each member.
on the fair dice that has been obtained does not need to be
Set A = {odd number less
recorded again). than 10}
4. List all numbers that appear using notation set { }. A = {1, 3, 5, 7, 9} A tree diagram can help you determine probability.
5. State the relationship of the list in step 4 as sample space.
Discussion: 3 (2, 3)
The possible outcomes of a fair dice throw. 2 5
TIPS
(2, 5)
A tree diagram can be
7 (2, 7) used to show the flow of
When a fair dice is thrown, the number that is shown is either 1, DO YOU KNOW a process. It is used to
Box A Box B pair number obtained organise and calculate
2, 3, 4, 5, 6. Although the number shown is repeated, it is still
1. Experiment is a the probability of an
in the range of 1 to 6. The outcome list for the thrown fair dice procedure to observe event happening.
consists of numbers 1,2,3,4,5,6. The sample space for the thrown possible outcome. When you pick a card randomly, you might get pairs like the ones
fair dice is S = {1,2,3,4,5,6}. 2.The outcome is the shown in the tree diagram above. The possible outcomes of the
possible result of an activity is known as sample space, S = {(2,3), (2,5), (2,7)}.
experiment.
3. Sample space is all the
possible outcomes of
an experiment. Sample space is a set of all possible outcomes of an experiment.
CHAPTER 13
CHAPTER 13
280 281
Event of an experiment EXAMPLE 2
COGNITIVE STIMULATION A number is chosen randomly from the prime numbers between 20 to 40. List the possible
outcomes and write the elements in the sample space for this experiment. State the number of
Aim: Identifying event elements in the sample space.
Materials: Two red balls, two yellow balls and a box
Solution:
Steps:
1. Form groups of 4. Prime numbers are between 20 to 40 are 23, 29, 31, 37.
2. Mark every ball with the symbols M1 and M2 for the red balls. K1 and K2 for the yellow Sample space, S = {23, 29, 31, 37}. Number of elements in sample space, n(S) = 4.
balls.
3. Place all the balls into the box. EXAMPLE 3
4. One member takes two balls from the box, one by one. A school cooperative sells brand P pencil. The erasers that are sold are red, green, blue and yellow.
5. Write the label of the ball that is taken in the table below. Palin wants to buy a pencil and one eraser. With the help of the tree diagram, list the possible
6. Place both the balls back into the box. outcomes and write the elements in the sample space of the items bought by Palin. State the number
7. Repeat steps 4 to 6 for each member. Complete the table below. of pairs.
Member 1 Member 2 Member 3 Member 4 Solution:

First ball Step 1: Draw the tree diagram.
Second ball R (P, R)
Outcome
Discussion:
G (P, G)
The possible outcomes list that fulfils the following conditions.
(i) Two balls are of the same colour.
(ii) At least one ball is red. B (P, B)
P
The discussion in the activity above requires you to list the possible outcomes that fulfils two
conditions. The first condition is that both the balls are of the same colour. The second condition is Y (P, Y)
at least one of the balls is red. The outcomes list that fulfils the conditions is known as event.
Outcomes
Step 2: List of elements in the sample space, S = {(P,R), (P,G), (P,B), (P,Y)}.
Event is a set of possible outcomes that fulfils certain conditions FLASHBACK
for a sample space and is a subset for the sample space. Therefore, number of elements in sample space, n(S) = 4
Set A = {1, 3, 5, 7, 9}
EXAMPLE 4
Set B = {2, 4, 6, 8}
EXAMPLE 1 Number of elements: One card has been chosen from the box containing cards with numbers 1 to 9. Determine whether
Set A, n(A) = 5 the event below may occur.
One letter is randomly chosen from the word SEMPURNA. List the
Set B, n(B) = 4 (i) Number bigger than 5. (ii) Two digits number.
possible outcomes and write the sample space for the experiment.
State the number of elements in the sample space. (iii) Factor of 15.
Solution:
CHAPTER 13
CHAPTER 13
Solution:
The word SEMPURNA is made up of eight different letters. The possible outcomes are S, E, M, Sample space , S = {1, 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9}
P, U, R, N, A. Sample space, S = {S, E, M, P, U, R, N, A}. The number of elements in the sample (i) May occur (ii) May not occur
space, n(S) = 8. (iii) May occur
282 283
The possible outcomes from a throw of a fair dice:

EXAMPLE 5
(i) The number 4 occurs only once. The probability of getting 4 is 1 .
In a telematch, the contestants must take one card that has the letters K, A, S, U, T from a jar. List the 6
elements in the sample space for the event, if (ii) Odd numbers occur three times, that is 2, 3, and 5. The probability of getting an odd number
(a) consonant are chosen (b) vowel are chosen is 3 = 1 .
6 2
Solution:
From the two situations above, the number of possible outcomes from a throw of a fair dice is
Sample space, S = {K, A, S, U, T} represented by n(S) and number of an events is represented by n(A). The probability of the event,
(a) Consonants = {K, S, T} (b) Vowels = {A, U} A is P(A).
6 n(A)
EXAMPLE Then, Probability of an event A is represented by P(A) =
n(S)
Jar A has a card labelled I. Jar B has four cards labelled I, K, A and N. One card from Jar A and
one card from Jar B are picked.
(a) List the the elements in the sample space The table on the right shows the total sum when two fair Dice 1
dice are thrown.
(b) List the elements in the sample space if THINK SMART + 1 2 3 4 5 6
(i) the letters are the same. From the table, when two fair dice are thrown, the sum of 1 2 3 4 5 6 7
A coin is flipped two times
(ii) at least one consonant is picked. 5 appears 4 times. The probability of getting a sum of 5 is 2 3 4 5 6 7 8
consecutively. The tree 4 = 1 .
Dice 2
diagram below shows the 3 4 5 6 7 8 9
Solution: 36 9
possible end result. 4 5 6 7 8 9 10
Step 1: Draw the tree diagram 1. State the sample space
This probability is called theoretical probability. 5 6 7 8 9 10 11
for both flips.
In the experiment of throwing two fair dice thirty-six 6 7 8 9 10 11 12
I (I, I) 2. What is the probability of
obtaining heads in both times, the sum of 2 fair dice with the value 5 appears 12
K (I, K) flips? times. The probability of obtaining sum of 5 is 12 = 1 . This probability is called experimental
I ( ) 36 3
probability.
A (I, A)
( )
N (I, N) ( )
If the number of trials of throwing two fair dice is large enough, the probability of the experimental
Jar A Jar B Outcomes probability, � 1 � converges to the theoretical probability, � 1 � as in the diagram below.
( ) 3 9
first flip
second flip
Step 2: Write the answers.
(a) S = {(I, I), (I, K), (I, A), (I, N)} QR CODE
(b) (i) Event X = {(I, I)} (ii) Event Y = {(I, K), (I, N)} Scan the QR Code or
my/mat_t2e/ms285 to
13.2.2 Probability of an event LEARNING read about theory vs
STANDARD experiment.
Throwing a fair dice has six possible outcomes.They are numbers 1,
Construct probability
2, 3, 4, 5 and 6. Assuming that each number has an equal chance of models for an event,and
appearing in a throw. What is the hence make connection
CHAPTER 13
CHAPTER 13
(i) chances of getting number 4. between theoretical
probability and
(ii) chances of getting an odd number. experimental probability.
284 285
13.2.3 Determining probability LEARNING 2. The Meteorological Department predicted that rain will fall in the eastern states every three
STANDARD days in the months of November and December. Calculate the probability of rain falling in the
Probability of an event A is determined by using,
months of November and December.
Determining the probability
n(A) of an event.
P(A) =
n(S) 3. A supermarket held a lucky draw for a week in conjunction with its 10th anniversary. The
EXAMPLE 7 supermarket has set a condition that every purchase of RM50 is eligible to submit one entry.
The supermarket recorded the distribution of gift coupons on the average of 30 pieces a day for
An apple is picked from a box that contains 25 green apples and 35 red apples. Calculate the probability a week. Danial, a food stall owner, spends RM450 throughout the draw period. Calculate the
of getting a green apple. probability of Danial will win the lucky draw.
Solution:
Number of green apples = 25 TIPS 13.3 Complement of An Event Probability
Number of red apples = 60 Probability can be written 13.3.1 Describing complement of an event
in the form of fraction or
LEARNING
Assume A is an event of getting a green apple.
decimal number.
STANDARD
The probability of getting a green apple. COGNITIVE STIMULATION Describe the complement
of an event in words and by
P(green apple) =
number of green apples using set notations.
total number of apples
Aim: Identifying complement of an event.
TIPS Materials: Nine cards numbered in multiples of three, magnetic board, and magnet bar
n(A)
P(A) = Steps:
n(S) 0 0.5 1
May not May Will 1. Arrange the first nine numbers of multiples of three on the magnetic board
= 25 happen happen
happen 3 6 9 12 15 18 21 24 27
60 (between
5 0 to 1) 2. List the element A. A is an event when an even number is picked .
=
12
EXAMPLE 8 A={ , , , }
Pramjit gets RM5 pocket money every Tuesday, Wednesday and Thursday. Calculate the probability 3. List the element A’. A’is an event of when not an even number is picked
of him getting the amount of RM5 in four weeks?
A' = { , , , , }
Solution: 4. (i) Calculate the probability of picking an even number. P(A).

Assume A is an event of obtaining pocket money. (ii) Calculate the probability of picking not an even number.P(A').
Total of Tuesday, Wednesday, and Thursday in 4 weeks, n(A) = 12 Discussion:
Total days in 4 weeks, n(S) = 28 days (i) Relate P(A) and P(A').
n(A)
Probability of getting RM5 pocket money in 4 weeks, P(A) = (ii) Relationship between sample space, S and universal set ξ.
n(S)
12
=
28 From the activity above, the universal set, ξ is the first nine
ξ • 3 • 15
3 numbers of multiples of three. A is a subset of a universal A
= • 6
7 set. A' is the complement set of A. The relationship between • 9
set A and the universal set is shown in the Venn diagram on • 12
CHAPTER 13
CHAPTER 13
• 24
SELF PRACTICE 13.2 the right. The complement of an event A in a sample space S,
• 21
• 18
consists of all outcomes that is not the outcome of A. • 27
1. A bicycle shop has a stock of 35 bicycles. If the shop sold 15 bicycles in January, calculate the
probability of selling a bicycle in that month.
286 287
In the sample space probability, S is a universal set. If set A represents Method 1: Method 2:
event A, then set A' is complement of an event for event A. TIPS
Complement probability, P(A') Event A' = {1, 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20}
4 If P(A) = 0, event A will not P(A') = 1 – P(A)
Probability of picking an even number, P(A) = . n(A')
9 take place
5 8 P(A') =
Probability of picking not an even number, P(A') = . If P(A) = 1, event A is will =1– n(S)
9 20
to take place 12 12
4 5 = =
P(A) + P(A') = + 20 20
9 9 12
9 Then, P(A') = 3
= 20 =
9 DO YOU KNOW 3 5
1. For the event of getting a =
=1 5
head when flipping a coin,
Thus P(A') = 1 − P(A), where 0 ⩽ P(A) ⩽ 1.

Then P(A) + P(A') = 1. the complement event is ξ
EXAMPLE 11 A
• 90
getting a tail. • 93 B • 92
2. For the event of The Venn diagram on the right shows the elements in a universal • 94 • 91 • 94
selecting a day in a
EXAMPLE 9 set. Calculate the probability P(A'). • 97
week, if {Monday, • 95 • 96
Thursday} is selected,
An employee at a florist shop arranges 15 bouquets according to the Solution: • 98
the complement is
number of f lowers, arranged in odd numbers 1 to 30 in ascending {Sunday, Tuesday, Number of elements in the complement set, n(A') = 5 n(A')
order. A is the event of selling a f lower bouquet that has a perfect Wednesday, Friday and
square number of f lowers. Determine the complement of an event, Number of elements in the universal set is 10 The probability, P(A') =
Saturday}. n(S)
A' in
3. A' A 5
(i) words =
10
(ii) set notations
1
=
Solution: 4. Set A = {2, 4} 2
Set A' = {1, 3, 5, 6}
Sample space, S = {1, 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29} SELF PRACTICE 13.3
2 1
P(A) = =
Event A = {9, 25} 6 3
4 2 1. A container has 5 red bean buns, 8 sambal buns and 4 chocolate buns. One bun is taken randomly
(i) A' = event of a number which is not a perfect square. P(A') = =
6 3 from the container. If A is an event getting a chocolate bun, determine the complement of the
(ii) A' = {1, 3, 5, 7, 11, 13, 15, 17, 19, 21, 23, 27, 29} event A in
(a) words (b) set notations
13.3.2 Probability of the complement of an event LEARNING
STANDARD 2. A container contains a number of red and blue pens. The probability of choosing one blue
EXAMPLE 10 Determine the probability pen from the container is 3 . Calculate the probability of choosing one red pen from the same
of the complement of an container. 5
One number was chosen randomly from a set of integers from 1 event.
to 20. A is an event of choosing prime numbers. Determine the
3. A souvenir shop sells 25 cups, 30 picture frames and 15 other souvenirs within two weeks.
complement of probability A.
Z is the event of selling a cup. Calculate the probability of selling other souvenirs.
Solution:
4. Ali has RM73. A shop selling shoes gives Ali a choice by offering three pairs of shoes priced
Sample space, S = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20}
below RM50 a pair, four pairs of shoes priced between RM50 to RM70 a pair and five pairs
Event A = {2, 3, 5, 7, 11, 13, 17, 19} of shoes priced at RM70 a pair. If B is an event where Ali buys a pair of shoes, express the
n(A) ATTENTION complement of an event B' in
Probability of an event A , P(A) =
n(S) (a) words (b) set notations
CHAPTER 13
CHAPTER 13
P(A) + P(A') = 1
8
= P(A) = 1 – P(A') 5. A sum of 10% of oranges from three boxes of oranges is found to be rotten. C is a non-rotten
20
P(A') = 1 – P(A) orange event. If an orange box contains 30 oranges, calculate the probability of taking one non-
= 2
5 rotten orange at random.
288 289
13.4 Simple Probability SELF PRACTICE 13.4

LEARNING
13.4.1 Solving problems STANDARD 1. In a crossword competition, a contestant sends 15 entry forms. The probability that the contestant
Solve problems involving 3
the probability of an
wins is 25 . Determine the total number of entry forms submitted in the competition?
EXAMPLE 12
event.
A shirt manufacturer manages to produce 80 pieces of shirts in one 2. A set of letters that forms the word MENJUSTIFIKASI is inserted into a box. One letter is
month. He sells 15 pieces of shirts in one week. If the profit from taken from the set randomly. Calculate
selling 15 pieces of shirts is RM135, calculate: (a) the probability of getting a vowel.
(a) the probability of the shirts sold in one month (b) the probability of the complement of choosing a vowel.
(b) the profit obtained in two months
3. A container contains 35 red marbles and a few blue marbles. A marble is randomly taken from
(c) the probability of the shirts not sold in one month. 7
THINK SMART the container. The probability of taking the red marble is . Calculate
15
The table below shows
(a) the probability of choosing a blue marble
Solution: (b) the number of blue marbles
the usage of laptops
and tablets according to (c) the probability of choosing blue marbles if 8 red marbles are added.
Understand the problem gender at a college.
(a) The probability of shirts sold. Gender Laptop Tablet Total
(b) Profit earned within two months. Male 19 71 90 GENERATING EXCELLENCE
(c) The probability of shirts not sold in one month. Female 84 4 88
Total 103 75 178

Planning a strategy 1. A box contains cards with the letters that form the word PEMBELAJARAN. One card is taken
• What is the probability
Sample space, S = Number of shirts produced, that a student chosen is
from the box randomly.
n(S) = 80 a laptop user? (a) List the sample space for the experiment.
Event A = The number of shirts in a month • What is the probability (b) List all the vowels
n(A) = 60 that a female student
(c) Calculate the probability of taking a consonant.
who uses a tablet is
chosen?
Implementing the strategy
2. A basket contains 6 mini blue cones, 10 mini yellow cones and a few mini green cones. One
n(A) 1
(a) P(A) = (b) Number of shirts sold in cone is taken randomly from the basket. The probability of getting a mini blue cone is .
n(S) two months = 3 × 80 × 2 4
4 Calculate
= 60 = 120 pieces (a) the total number of mini cones in the basket.
80
Total profit = 120 × RM135 THINK SMART (b) the probability of choosing a mini yellow cone.
= 3 15
4 = RM1 080 2 1
(c) P(A') = 1 − P(A) 3 8 3. The probability of Aiman shooting an arrow accurately is 85%. In one minute, Aiman is able
4 7 to take 3 shots. Calculate the number of non-accurate shots that is taken by Aiman in one hour.
3 The number of shirts 1 5 6
=1− 4 = × 80
not sold 4
= 1 = 20 pieces
The picture above shows a
4. A box contains 3 balls that are marked with three vowels a, e, i. One ball is taken randomly
4 number wheel. The needle
in the number wheel is from the box and the vowel obtained is written down. The ball is placed back into the box and
Conclusion spun and stops randomly. the second ball is taken randomly from the box. With the help of a tree diagram,
Calculate the probability the (a) list the sample space for the experiment.
(a) The probability of shirts sold within a month is 3 . needle stopping at
4
CHAPTER 13
CHAPTER 13
(b) list all element of the complement of the event of obtaining different vowels.
(b) Total profit is RM1 080. (i) an even number
(ii) an odd number
(c) calculate the probability of the complement of an event for experiment (b).
(c) The number of shirts not sold in a month is 20 pieces.
(iii) a prime number
290 291
5. Box A has a piece of card with the first multiple of 2 and box B has three pieces of cards with SELF REFLECTION
the first three terms of the multiple of 3. A card is drawn randomly from box A and box B. With
the aid of a tree diagram, list the sample space for this experiment and calculate the probability
that a person gets At the end of this chapter, I will be able to:
(a) at least one number of multiple of two.
(b) at least one number of multiple of three. 1. Perform simple probability experiments, and thus determine the ratio
(c) an odd number. frequency of an event
as the experimental probability of an event.
number of trials
6. Hazrin's hobby is collecting stamps. He has a collection of 75 pieces of stamps from 2. Make conclusions about the experimental probability of an event when the
Indonesia, Singapore, Thailand, the Philippines and Malaysia. A stamp is selected at random. number of trials is large.
The probability of getting a stamp from Thailand and the Philippines is 3 . If the number of
5 3. Determine the sample space and events of an experiment.
stamps from Singapore and Indonesia equals the number of stamps from Malaysia, calculate
the probability of selecting stamps from Malaysia.
4. Construct probability model for an event, and thus make a connection between
theoretical probability and experimental probability.
5. Determine the probability of an event.
CHAPTER SUMMARY
6. Describe the complement of an event in words and by using set notations.
7. Determine the probability of a complement of an event.

SIMPLE PROBABILITY
8. Solve problems involving the probability of an event.
Sample space
The sample space is the set of all the possible outcomes of an experiment and
is represented with the letter S.
MINI PROJECT
Event Divide your class into five groups. Each group will create five types of games and set
An event is a result of an experiment up five probability questions for each game.
Group 1 : Model of 2 pieces of fair dice.

The number of ways event A may occur Group 2 : Model of 2 pieces of coins of different values.
P(A) = Group 3 : Rotation Board.
Total number of possible outcomes
Group 4 : A black box containing numbered cards.
Group 5 : Snake and ladder board game.
The probability for the complement of an event, P(A')
Place the games at the corner of your class.
P(A) + P(A') = 1
0 ⩽ P(A) ⩽ 1
P(A') = 1 – P(A)
CHAPTER 13
CHAPTER 13
292 293
Answers
5. (a) x = 2 3 2 5
5. (a) 4p 2 – 12p + 9 (b) y – y+1
(b) (i) The pattern is −7 2 2
(ii) Subtract 7 from the previous number. (c) 10x 2 – 11x – 6 (d) 5w 2 + w
(iii) 9 − 7n , n = 0, 1, 2, 3, ...
6. p 2 − 2p + 2
CHAPTER 1 PATTERN AND SEQUENCES 49 56 , 63 70 77 6. 0, 1, 1, 2 , 3 , 5 , ...
3. (a) 42, , , , , ...
7. (5x 2 – 17x + 6) m 2
SELF PRACTICE 1.1 48 24 12 6 3
(b) 96, , , , , , ... 7.
8. √33y 2 – 34y + 8
1. (a)
SELF PRACTICE 1.3 2 SELF PRACTICE 2.2
3 3
1. (a) Multiply the previous number by 3.
(b) Divide the previous number by 2. 4 6 4 1. (a) 1, 2, 4, 4y (b) 1, b
1 5 10 10 5 1 (c) 1, w (d) 1, 5, m
(b) 2. (a) 2n n = 1, 2, 3, ... (e) 1, c (f) 1, 2, b
(b) 5 + 3n n = 0, 1, 2, 3, ... 8. (a) x = 3
(c) 3 + 3n n = 0, 1, 2, 3, ... 2. (a) 5(e + 2) (b) 2a( b – 4a)
(b) −61 (c) 3ab(c + 2a) (d) 4x(1 – 3x)
(d) 3 − 2n n = 0, 1, 2, 3, ...
9. (a) Add 6 (e) f(e + f + g) (f) 2x(x – 2y + 3w)
2. (a) Pattern: add 7 to the previous number.
(b) Pattern: subtract 3 from the previous number. 3. (a) T7 = 45 (b) T7 = 13 (c) T7 = −7.3 (b) 6, 12, 18, ...
T11 = 77 T11 = 19 T11 = −9.7 (c) 3. (a) (b – 9)(b + 9) (b) (a + b)(a – b)
(c) Pattern: add 4 to the previous number.
(c) (x + 1)(x – 1) (d) (4y – 7)(4y + 7)
(d) Pattern: divide the previous number by 2.
(e) (m + 7)(m – 1) (f) (2x + 1)(2x − 5)
(e) Pattern: subtract 1 from the previous number. 4. (a) 30 minutes (b) 10:00 a.m. (c) 3:00 p.m.
4
(f) Pattern: multiply the previous number by –3. 4. (a) (x + 2)(x + 7) (b) (x – 2)(x + 9)
(d) 36 buttons (c) (x – 8)(x + 3) (d) (m – 2)(m + 13)
(e) (y – 5)(y + 3) (f) (k – 4) 2
3. (i) 37, 55, 73, 91, 109... Pattern: add 18 1.
10. 841.86 m 2

(g) (m – 6)(2m + 1) (h) (3f – 2) 2
+18 (i) (2m − 4)(m + 4) (j) (2x − 7)(x + 1)
(ii) 28, 46, 64, 82, 100... Pattern: add 18 11. Ubat 1 2 3 (k) (6y − 5)(2y + 3) (l) (5p − 4)(p + 2)
Fever 8:30 a.m. 4:30 p.m. 12:30 a.m. (m) (5m − 4)(−m − 2) (n) (− p + 2)(3p − 2)
+18 Antibiotics 8:30 a.m. 8:30 p.m.
(o) (−2 x + 3)(3x + 5)
Flu 8:30 a.m.
4. 1, 1 , 2, 3 , 5 , 8 , 13
5. (a) (p – r)(q – w) (b) (x + y)(x + 6)
(c) (3a + c)(b – 3d ) (d) (h + j)(a − b)
2 6 6 2 2. (a) add 6 (b) subtract 4
5. (c) multiply 3 (d) divide 6 CHAPTER 2 FACTORISATION AND (e) (m − n)( j + y) (f) (3x + 4p)(3y − z)
ALGEBRAIC FRACTIONS
1.2 6. (a) 2y 2 + 3y − 8 (b) 1 section
SELF PRACTICE 3. (a) Number
+2 SELF PRACTICE 2.1
1. (a) Pattern (b) Pattern SELF PRACTICE 2.3
Words
(c) Not a pattern (d) Not a pattern Add 2 to the previous number. 1. (a) (a + 2)(a + 1) (b) (4x – 3)(4x – 3)
(e) Not a pattern (f) Not a pattern 1. (a) (2b – 5)(2b + 1) (b) (m – 1)(m + 7)
Algebraic Expression 2. (a) 3x + 6 (b) 32x − 12 (c) (p – 12)(p + 2) (d) 7x 2 – 7x – 3
2x x = 1, 2, 3, 4, ... (c) 2a + 10 (d) 6p 2 − 8p (e) 4c 2 – 2c + 9
2. (a) 34, 28, 22 , 16, 10 , 4 , ...
(b) Number rs
(e) − + r (f) −2pr + 4pq 6y 2m + 7n r+s
÷2 4 2. (a) (b) (c)
(b) 128 , 64 , 32, 16, 8 , 4, ... 5 m – 2n 2r + 3s
Words (g) 15bc − 18 (h) 14ef + 21e
(i) 16g + 8g 2 h 5p – 2 2s 12 – 3z
(c) 0.07, 0.28 , 1.12, 4.48 , 17.92, ... Divide the previous number by 2. 3. (a)
p2
(b) (c)
4(x + y)
9
Algebraic Expression 3. (a) a 2 + 3a + 2 (b) x 2 − x − 20
(d) 1 1 , 1, 9 , 4 , 7 , ...
100 4. (a)
9u + 20v
(b)
5t – 12s
(c)
6s + 4r – 8
10 10 5 10 (c) 10 + 3m − m 2 (d) 12p2 − 11p + 2 12 30st 3rs – 6s
n n = 0, 1, 2, 3, ...
2 (e) 12r 2 − 11r + 2 (f) 8r 2 − 3s 2 − 2rs
4m + 3n 20 + 3d
(b) 6m + n
2
1 2 5. (a) (c)
(e) 0.2, 2.4, 28.8, 345.6 , 4147.2 , ... 4. (a) 1, 3, 5, 7 , 9, 11 , ... (g) 6 d 2 − 5 db + b (h) r 2 − 6rs + 9s 2 36 6m 2 n 5d 2 g
2 4
(i) 16e 2 − 24e + 9
(f) −400 , −80, −16, −3.2 , −0.64 , ... (b) −80 , −40 , −20, −10, −5 6. (a)
x–1
(b)
2a + 5
(c)
1
y 4 m–n
4. (a) 17b − 4a + 3 (b) −4m − 17mn
(g) 3 , 2 , 7 , 1 , 5 , ... (c) 268, 235 , 202 , 169, 136, 103 , ... (c) −5h 2 + 4hj + j 2 (d) 3x 2 − y 2 + 4xy 1 c–3
4 3 12 2 12 (d) (e)
1 1 2k + 1 2
(d) 1 , 5 , , 1 ,
2 12 3 4 6
(h) −8.1, −6.1 , −4.1, −2.1, −0.1 , ...
294 295
Answers Answers
6 hy CHAPTER 3 ALGEBRAIC FORMULAE 3. (a) (i) w = − 2 (b) (i) b = 2 2. (a) Interior angle: a, g, e, c
7. (a) (b) 9 Exterior angle: b, d, f, h
(a – 3)(3 + a) (k – 2)(h + 3)
SELF PRACTICE 3.1 (ii) x = – 15 (ii) c = 8 (b) Interior angle: a, b, c, d, e
6m 2 n 2rs − 8r 19
(c) (d) Exterior angle: f, g, h, i, j
(m – n)(n – 2m) rs + 5s − 2r − 10 (iii) y = 29 (iii) d = 3
1. (a) m = z + qp (b) u = v – 2
2 5r 3. (a) x = 150° (b) x = 100°
8. (a) (b) (c) x =
7w
(d) b =
4
–5 (c) (i) p = – 1 (d) (i) s = – 1 (c) x = 22° (d) x = 54°
m(x – a) s(1 – 2r) 6 5
3y 3a

x+3
(c) 5x (d)
–2f (e + 2f )
(e) u =
3
(f) v =
5 (ii) q = – 1 (ii) t = −46 4. (a) p = 80° (b) p = 68°
5q + 5 2w + 4 19 q = 55° q = 100°
3e(e – 3f )
(2a – 5)2 (iii) r = 1 1 (iii) u = – 2 r = 125° r = 88°
5a (a + b) (g) b = (h) w = 6t 6 11
9. (a) (b) 3
3 5. (a) a + b + c = 300° (b) a + b + c = 170°
3b(2a + 3) 2a 4. z = 65xy (c) a + b + c = 265° (d) a + b + c = 254°
�4p – 8 4s – 7
y
(c) 2 (d) 1 (i) m=– (j) r = 6. (a) 7 sides (b) 8 sides (c) 9 sides
3x eg 3 3 5. t = 13 1 s minutes
3
7. (a) Decagon (b) y = 144°
xy (x + 1) 2q (p + 1) 2. z = 29.75x + 40.5y 6. x = 4
10. (a) (b) 8. x = 117°
(x + y) 2 2p – 1 y=7

pr t (2t + 1) 3. (a) (i) c = 16 (b) (i) p = 2
(c) (d) 1 GENERATING EXCELLENCE
(r – 1)(q + r) (2t – 1)(s – u) (ii) d = (ii) q = 2
2 CHAPTER 4 POLYGONS
1. (a) Students answer (b) Students answer
(c) (i) m = − 6 (d) (i) n = 13 SELF PRACTICE 4.1
1 2. (a) p = 40° (b) p = 45° (c) p = 75°
(ii) n = 3 (ii) m = 1. (a) Irregular polygon (b) Irregular polygon q = 135° q = 95° q = 140°
1. (a) 3a + 6b (b) n 2 – 3n – 10 16
(c) Regular polygon (d) Regular polygon r = 95° r = 50° r = 105°
(c) a 2 + 4ab + 4b 2 (d) 16x 2 – 8xy + y 2 (e) Irregular polygon (f) Regular polygon
(e) (i) u = 6 (f) (i) p = 0 3. (a) x = 50° (b) x = 42.5° (c) x = 80°
v

(e) 6v 2 + – 2 (f) 13h 2 – 10hk + k 2 9
(g) Regular polygon (h) Regular polygon
3w 9w 2 3 (i) Regular polygon
(ii) r = (ii) q = 4. (a) 360° = 8 sides (b) 360° = 10 sides
2 2
2. (a) 6m(2 – 3m) (b) (y + 9)(y – 9) 2. (a) One axis of simmetry (b) 2 axis of simmetry 45° 36°
(c) 4ab(1 – 2a) (d) (x – 4y)(x + 4y) (iii) s = 4 (iii) r = −4 (c) No axis of simmetry (d) No axis of simmetry
(e) (s – 4)(s – 2) (f) (x + 1)(x + 3) (c) 360° = 9 sides (d) 360° = 12 sides
(g) (x – 3)(x + 5) (h) (x + 2)(x + 4) 1 40° 30°
(g) (i) a = (h) (i) s = 12 3.
(i) (2c – b)(3d – e) 3 Name of Number of Number of Number axis of 5. (a) x + y = 215° (b) x + y = 180°

3a − 2b + 2 12ec − 25abd (ii) b = 2 (ii) t = 50 polygon sides vertices symmetry (c) a + b + c + d = 425°
3. (a) (b)
4v 20abc 7 Hexagon 6 6 6 6. Students answer
(iii) c = 6 (iii) u = �
20 – 3f pn + 2p + nm 4 Heptagon 7 7 7
(c) (d) 7. 17 sides
5f 2 g m 2p Octagon 8 8 8
24p – 7
15x + 2y − 2y
2 2
9rsz + 4 – 2r 4. (a) z = 5.9x + 3.6y (b) b = Nonagon 9 9 9 8. p + q = 276°
(e) (f) q
24xyz 36yz
(c) P = 0.85(35 m + 76n) (d) x = RM0.1st 9. ∠CBM = 58°
4. Students answer
4. (k + 4) cm
5. Students answer 10. (a) h = 20°
(b) Interior angle = 140°
5. 4x + 4x – 6
2
SELF PRACTICE 4.2 Exterior angle = 40°

6. (i) 25 pieces (ii) 21 units 1. (a) A = x 2 (b) p = 5 + 3h (c) Number of sides, n = 360° = 9, nonagon
v2 – v1 1. 40°
Number of triangles in
(c) a = Sum of interior angle
7. (i) 2x 2 + 14x − 10 t a polygon 11. x = 54°
(ii) RM(16x 3 + 112x 2 − 80x) m–p 3 540°
2. (a) q = (b) w = p – x 12. Cannot, because the sum of interior angles is
–3 4 720°
7 + 4x (n − 2) × 180° when n = 3, 4, ...
8. (i) (ii)
2 hour
2 (c) g = 2e – 3h (d) q = m – 8p 5 900°
4
6 1 080° 13. 12 sides
3x 2 + 8x + 4 w 8m
9. cm 2 (e) v = 3 (f) n = 7 1 260°
18 3 14. x = 72°
16
10. (i) xy (ii) (xy − 2x)m (iii) 18xy (g) v = 36w 2 – 1 (h) k = +7 15. x = 12°
f2
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Answers Answers
CHAPTER 5 CIRCLES CHAPTER 6 THREE-DIMENSIONAL 5. 30 tube

SELF PRACTICE 7.3
GEOMETRY SHAPES 6. 81 pieces of sweet
SELF PRACTICE 5.1
1. (a) (−2, 1) (b) (0 , 5)
SELF PRACTICE 6.1 7. 770 cm2
1. (c) (1, 3) (d) 4.47 units
(i) centre of circle
(ii) diameter 1. (a) (i) One circular base. 8. 45 cm
2. (a) 14.4 units (b) (−2, −2) (c) (−2, 4)
(iii) minor sector (ii) One curved surface that meets at the vertex of
(iv) radius the cone. 3. (a) (4, 3) (b) (4 , −3) (c) 6 units
(v) minor arc CHAPTER 7 COORDINATES
(b) (i) 6 square surfaces. 4. (a) K(−4,1) (b) (0, 1)
(vi) chord
(ii) sides and edges. SELF PRACTICE 7.1 L(4, 1)
(vii) minor segment
(c) (i) One vertex. 5. (2, 3), 3.6 units
2. Student answer 1. (a) 4 units (b) 5 units
(ii) sides and edges.
(c) 8 units (d) 14 units
(d) (i) Two circular bases that are congruent and parallel. GENERATING EXCELLENCE
3. (a) Q (b) 2. (a) 4.47 cm (b) 1341.64 cm
O (ii) A curved side surface that lists two sites.
O (c) 12.37 units (d) 11.4 units 1. (a) K (b) A
Q 2. (a) cone (b) pyramid (c) sphere (c) H (d) D
3. (a) 4 units (b) 18 units
4. Student answer
(c) 7 units (d) 1 units 2. (−4, 5)
5. Student answer SELF PRACTICE 6.2
4. (a) a = 3, b = 3 (b) a = 1, b = 4 3. P’(6, 2)
(c) a = −2, b = 2 (d) a = −4, b = 1 Q’(3, −4)
SELF PRACTICE 5.2 1. (a) (b)
5. (a) 5.66 units (b) 5.83 units R’(−3, 0)
(c) 7.07 units (d) 12.53 units Distance P’ Q’ = 6.7 units
1. KL = 24 cm Distance R’ Q’ = 7.2 units

6. 5.39 units
2. KOM = 45 cm (c) (d) 4. 20 units 2
7. 7 units
SELF PRACTICE 5.3 5. 10 units 2
8. 5.83 units
6. 8 units 2
2. (a) Hexagonal prism (b) Pyramid
1. (a) 44.00 cm (b) 352.00 cm 9. a = 2, b = 7
(c) Triangular prism (d) Triangular prism
(c) 28.91 cm (d) 308.00 mm
2. (a) 7.80 cm (b) 3.90 cm 10. (a) (4, 1) (b) (2, −1) CHAPTER 8 GRAPHS OF FUNCTIONS
SELF PRACTICE 6.3
(c) (5, 2) (d) (0, 0)
3. (a) 1 386.00 m 2 (b) 9 856.00 mm 2 SELF PRACTICE 8.1
(c) 154.00 cm 2 (d) 6.16 cm 2 1. (a) 282.86 cm2 (b) 754.29 cm2 11. 15.91 units

(c) 84 cm2
12. 15.71 units 1. (a) (9, 18) (b) Many to many
4. (a) 3.50 cm (b) 22.00 cm
2. (a) 1 257.14 cm2 (b) 66 980.57 mm2
2. b = 7
5. 18.87 cm 2
(c) 15 150 cm 2
SELF PRACTICE 7.2
3. (a) Function (b) Function
6. 102.75 cm 2 3. (a) 455.71 m 2 (b) 361.43 cm 2
(c) Not a function
(c) 1 428.57 cm 2 1. (a) B (b) B
7. (a) 14.00 cm (b) 7.04 cm
4. (a) Function (b) Not a function
(c) 14.70 cm (d) 31.51 cm 2. (a) (4 , 8) (b) (4 , 2) (c) (2 , 5)
SELF PRACTICE 6.4
8. (a) 10.8° (b) 7.2° (c) 25° 3. (a) (3 , 6) (b) (6 , 4) 5. (a) {(10,2), (12, 4), (18, 10), (20, 12)}
1. (a) 576.19 cm3 (b) 618.67 cm3 (c) 142.48 cm3 (c) (4 , 0) (d) (−2, 3) (b)
9. 70 cm S 10 12 18 20

2. (a) 157.14 cm 3
(b) 183.43 cm 3
(c) 146.79 cm 3 4. (a) (−1, 4) (b) (3, −2) R 2 4 10 12
10. 25π − 49
(c) (4, 1) (d) (3, 0)
3. 2 192.67 cm 3 (c) R
5. P(−4, 6)
GENERATING EXCELLENCE 4. 2 block of pyramid
R(−4, − 4) 12
6. (a) a = 4 , (b) 8 units (c) (3 , 4) 10
1. (a) 3 cm (b) 3 cm (c) 4 cm GENERATING EXCELLENCE
b=3 4
2. 51.71 m 2
1. (a) Cube (b) Triangular prism 7. (a) m = 4 , (b) (−2 , 6) (c) (2 , −6) 2
3. 66 cm 2 (c) Hexagonal prism n = 6 S
O 2 12 18 20
4. 122.9 cm 2 2. 8 cm 8. A(3,−1)
(d) R = S − 8
5. 550 cm 2 3. (a) 60 mm (b) 8.5 cm (c) h = 9 cm 9. s = 8 , u = 3
6. 2 827.8 cm 2 10. (a) a = 1 (b) B(7, 1)
4. (a) 4 790.76 cm3 (b) 13 967 marble
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Answers Answers
6. a = 9 b = 15 4. (a) (i) 30 km (ii) 42 km (b) Ordered pairs:

y
(b) RM82.80 {(1, 1), (2, 4), (3, 9), (4, 16), (5, 25)}
7. (a) domain {−5, 2, 4}, (b) domain { −4, 0, 1, 4}, 4
range {0, 8, 15, 16} range {−5, −3, 1, 2, 4} 5. (a) Table:
x –2 –1 0 1 2 3
3 I 1 2 3 4 5
y 33 9 –5 –9 –3 13
SELF PRACTICE 8.2
2 y S 1 4 9 16 25

(b)(c)
1. (a) x 0 1 2 3 4 1 35 Graph:
y 2 5 8 11 14
S
x
(b) x 0 1 2 3 4 –3 –2 –1 O 1 2 3 30
24
y 0 2 8 18 32 –1
25 21
(c) x –2 –1 0 1 2 3 –2
y –6 1 2 3 10 29 18
–3
20
2. (a) 15
x –3 –2 –1 0 1 2 3
–4 15 12
y –8 –6 –4 –2 0 2 4
–5 9
(b) 10
x –1 0 1 2 3
6
y –4 –5 –2 5 16 (c)
5 3
(c) x –3 –2 –1 0 1 2 3
x –2 –1 0 1 2 3 4
y 35 16 9 8 7 0 –19 I
x O 1 2 3 4 5
y –30 –9 –6 –3 18 75 186 y –2 –1 O 1 2 3
40 Equation: f (x) = x 2
3. (a) –5
30 3. (a) (i) L (ii) r
x –3 –2 –1 0 1 2 3 4 (b) L = 4𝜋r 2
–10
y 2 3 4 5 6 7 8 9 20
4. (a) {(1, 1), (2, 8), (3, 27), (4, 64)}

y
10 (d) 2.3, −0.4 (b)
9 T 1 2 3 4

x
8 –3 –2 –1 O 1 2 3 GENERATING EXCELLENCE
U 1 8 27 64
–10
7 1. (a) Yes (b) No pair
(c) U
6 –20 2. (a) Ordered pairs:
{(1, 11), (2, 22), (3, 33), (4, 44), (5, 55)}
5 70
(d) Table: 60
4 50
B 1 2 3 4 5
x – 4 –3 –2 –1 –0.5 0.5 1 2 3 4 40
3
y –1 –1.33 –2 –4 –8 8 4 2 1.33 1 A 11 22 33 44 55 30
20
2
10
y Graph:
1 O T
8 A 1 2 3 4
x
–3 –2 –1 O 1 2 3 4 6
(d) y = x 3 or f(x) = x 3
(b) 55 5. (a) (i) RM96 (ii) RM90 (iii) RM80
4
x –3 –2 –1 0 1 2 3 44 (b)
2
y –5 0 3 4 3 0 –5
33 x 5 10 15 20 25 30 35 40 45 50
x
Free resources from www.mathsphere.co.uk –4 –3 –2 –1 O 1 2 3 4
y 90 80 70 60 50 40 30 20 10 0
–2
22
–4
11
B
–6 1 2 3 4 5
–8 Equation: f (x) = 11x
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Answers Answers
(c) y 9. (a) RM8 Distance (km) 6. (a) AB (b) EF

(b)
100 (b) Company A because it only charges RM4 per hour 354
used whereas company B charges RM5 per hour used. 7. (a) Negative (b) Positive
(c) Negative (d) Positive
90 (c) Company B with RM7, Zarul could use the bicycle
for 3 hours whereas company A allows use for 2 8. (a) 2 (b) 4 (c) 2
80
hours 30 minutes only. 7
A
(d) the first 2 hours.
70
9. (a) 2 (b) 1
(e) RM10 2
60 Time (minute) 5
10. (a) (i) RM 3 (ii) RM2.80 O 150 B 405
(c) − (d) − 4
50 (b) Berjaya Company because it charges RM40 whereas 6 7
(c) 52.44 km/j
Maju company charges RM5.
40
(c) Umai has to choose Berjaya Company because he 10. (a) 3 (b) 9
5. (a) 0.38 m/min2 (b) 5.2 min
can speed longer than with Maju Company. (c) 1 m/min (d) 180 second
30 5 3
(c) (d) −
6. x = 315 km 3 4
20
CHAPTER 9 SPEED AND ACCELERATION
1 10
10 11. (a) − (b) −
SELF PRACTICE 9.1 CHAPTER 10 GRADIENT OF A STRAIGHT LINE 4 9
O 10 20 30 40 50
x 8
SELF PRACTICE 10.1 (c) (d) −1
1. 3
(d) (i) Day to -50 (ii) Day to -28
6. (a) 1. (a) Vertical distance = 4 m GENERATING EXCELLENCE
p 0 1 2 3 4 5 6 Horizontal distance = 6 m
A 0 3 12 27 48 75 108 (b) Vertical distance = 12 m
1. y
(b) Horizontal distance = 3 m
A
(c) Vertical distance = 16 m (a)
5
(b) (g)
110
2. (a) 120 km (b) 1543.5 km Horizontal distance = 2 m 4
(f)
3 (e)
100 (c) 16.5 m (d) 666.67 km 2
2. (a) AB 1
90 3. 8.29 m/s Vertical = 3 unit x
−2 −1 O 1 2 3 4 5 6 7
Horizontal = 3 unit −1
80 4. hour 1154 −2
(b) CD −3 (c) (d)
70 5. (a) 833.33 m/min (b) 2.88 km/h Vertical = 8 unit
(c) 1.83 km/minute (a) Negative (b) Positive
Horizontal = 1 unit
60 (c) Positive (d) Negative
6. 114.29 km/h (c) PQ (e) Positive (f) Negative
50
Vertical = 6 unit (g) Positive
7. 93.24 km/h Horizontal = 4 unit
40
2. 11
30 SELF PRACTICE 9.2 3. Vertical = 36 cm 7
Horizontal = 36 cm
20 3. (c) has the highest gradient
1. Situation Acceleration True / False
4. (a) Vertical = 6 units
(a) True 4. (a) −8 (c) −12
10
Horizontal = 5 units
(b) False (e) 2 (f) −5
P (b) Vertical = 4 units
O 1 2 3 4 5 6 (c) True Horizontal = 5 units 5. −3
Free resources from www.mathsphere.co.uk (d) False (c) Vertical = 4 units
(c) (i) 80 m2 (ii) 75 m2 Horizontal = 2 units 6. Q(−3, 4)
2. (a) 100 km/h (b) –360 km/h
(d) Vertical = 4 units
7. (a) 3. 0.5 ms – 2 7. x− intercept = 9
Number of T-shirts 10 30 50 70 Horizontal = 4 units
Cost (RM) 100 200 300 400 (e) Vertical = 6 units 4
4. 8.75 cms – 2 8.
Horizontal = 1 units 3
(b) RM 50 (f) Vertical = 9 units 9. (−6, 0)
(c) RM 390 GENERATING EXCELLENCE Horizontal = 3 units
(d) 72 pieces 5. (a) y− intercept = 4 10. (a) 0.67 (b) 9.01 m
8. (a) 15 m 1. Constant Speed: lift,clock, fan x− intercept = 8
Irregular Speed: wave, wind, mini bus 11. (a) 20 ms−1 (b) v = 42 m/s
(b) 1.5 second and 6.5 second (b) y − intercept = −7
(c) 8 second 2. (a) 180 km/h2 (b) –200 km/h2 x− intercept = 3 12. Gradient = 3
(d) 16 m (c) 120 km/h2 2
(c) y− intercept = 3 Surface area = 14.42 m2
(e) Ascending and descending
3. (a) 30 minute (b) 7:10 morning x− intercept = −5
4. (a) A = 185 km, B = 185 min (d) y − intercept = –2

x− intercept = −1
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Answers Answers
CHAPTER 11 ISOMETRIC TRANSFORMATIONS 4. P(−1, 7) Q(−4 , −2) 8. (a)  (b)  (c)  (d) 
R(5, −3) S(8, 7)
SELF PRACTICE 11.6
SELF PRACTICE 11.1 9. (i) 6
5. (a) (b) 1. (a)  (b)  (c)  (d) 
A 4
1. (a) Transformation (b) Transformation M 2. (a) No order (b) 2nd order M
(c) Not a transformation (d) Not a transformation (c) 4th order (d) 1st order 2

2. (a) T (b) QR (c) ∠UVQ M’
3. −4 −2 O 2 4 6
A’ Clockwise Anticlockwise W −2
3. (a) No M'
6. (a) Reflection on line y = 6 (i) order 2 order 4
(b) No −4
(b) Reflection on line x = −2 (ii) order 2 order 4
(c) It is congruent because the shape and the size are
(c) Reflection on line y = 3 (iii) order 5 order 1
these same. (ii) W ' = (−3, 1)
(d) It is congruent because the shape and the size are (d) Reflection on line y = 1 4. (2,8)
these same. 10. (a) 90° clockwise rotation, centre (−1, 1).
7. (a) Reflection on the y −axis
(b) 180° anticlockwise rotation, centre (0, 2).
4. (b) Reflection on the x −axis GENERATING EXCELLENCE
Triangle Side Line Angle Angle (c) 180° clockwise rotation, centre (1, 0).
(c) Reflection on the y −axis
(d) 90° clockwise rotation, centre (1, −1 ).
i RQ ∠PRQ (d) Reflection on line x = 3 1. (a) F (b) U
11. (i) OBC (ii) OCD (iii) ODA
ii BC ∠CBA 8. (a) (−3, 7) (b) (7, 4) 2. (a) translation because there is a change in position
(b) not a translation 12. (a) P → Q Reflection on the line x = 4
0
SELF PRACTICE 11.2 SELF PRACTICE 11.4 (c) translation because there is a change in position Q → R Translation
−4
3. (a) (b)
1. (a) Translation (b) No 1. (a) 90° clockwise rotation, centre P. R → S 90° clockwise rotation, centre (5, 1)

(c) Translation (d) No (b) 90° anticlockwise rotation, centre P. A' A'
(b) (0,4)
(c) 90° anticlockwise rotation, centre P.
2. (a) (7, −1) (b) (9, 3) (d) 90° clockwise rotation, centre P. A
13. A (1, –1)
A (1, 1) (7, –5) (6, –2)
(c) (2, −4) (d) (3, − 8 )
2. (a) 90° clockwise rotation, at point P.
3. (a) (−2, −8) (b) (2, −9 ) (b) 180° clockwise rotation / anticlockwise rotation at point P. (c) (d) A
(8, –4) (8, 2) (4, 2) (6, –2)
A
(c) (7, −4) (d) (− 8 , − 6 ) (c) 180° clockwise rotation / anticlockwise rotation at point T. y
A'
(d) 90° rotation, clockwise rotation at the origin. 14. (a) (i)
−6
4. (a) 2 (b) 5
4 −8 3. 90° anticlockwise rotation at the origin O.
A' 4

R 3
(c) 4 (d) −3 R 2
O
−4 −7 4. (a) (−2, 0) (b) (1, −3) 1
(c) (−7, 2) (d) (−5, 2) x
5. (a) (5, −8) (b) (2, 7) –6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6
R' (e) (−4, −2) (f) (2, −5) –1
(c) (3, 3) (d) (− 5 , −17) –2
Rotation 180° at centre O. 5. (a) (b) R'' R'
–3
M
6. (a) (1, −7) (b) (7, −8 ) P
R R’
y
P

O
M N
(ii)
SELF PRACTICE 11.3 5
4
4. Coordinate: N
R 3 R'
P(−4, 0) R(−1, −2)
1. (b) (c) Q(0, 2) S(−1, 6) (c) (d) M
2
M 1
P x
SELF PRACTICE 11.5 P –6 –5 –4 –3 –2 –1 O
–1
1 2 3 4 5 6
2. (a) (b)
N –2
1. (a) Isometric transformation N –3
(b) Not an isometric transformation
(c) Isometric transformation (b) y
6. Coordinate:
(d) Isometric transformation
C’(5, 2) 5
2. (a) Isometric transformation D’(7,−2) 4
E(2, −4) 3 S
3. (a) Q (b) P (b) Isometric transformation
2
(c) Isometric transformation F(3, 1)
1
S"
3. A: Translation 7. Coordinate: –6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6
x
B: Rotation K’(3, −1) –1
C: Reflection L’(1, 3) –2 S'''
–3 S'
P Q M(0, 3)
4. K, L and M N(3, −4)
5. x =100°
R is a pentagon and S is a square
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Answers Answers
−2 17. Zainun will go through a clockwise symmetrical order 3

15. (i) Translation GENERATING EXCELLENCE SELF PRACTICE 13.3
2 or a symmetrical order 1 anticlockwise, Fauziah will go
(ii) Reflection on the line GH as shown in the diagram through a symmetrical order 1 clockwise or a symmetrical
below order 3 anticlockwise. 1. 4 1. (a) A' = event of not setting a chocolate cake
(b) A' = { K1, K2, K3, K4, K5, S1, S2, S3, S4, S5, S6, S7, S8}
2. (a) 70 (b) 12
H 2
CHAPTER 12 MEASURES OF CENTRAL 3. (a) 83 marks (b) 8 packets 2.
A 5
TENDENCIES
B 4. 20 3. 9
14
G SELF PRACTICE 12.1
5. (a) mean = 6.3
4. (a) B' = event of Ali not buying a shoe
median = 6
(iii) 90° clockwise rotation, centre P as shown in the 1. (a) 1 (b) RM7 and RM8 (b) B' = { }
mode = 6
diagram below (c) 60
(b) (i) 8.3, 8, 8 (ii) 12.7, 12, 12 5. 9
2. L size (iii) 4.3, 4, 4 (iv) 3.2, 3, 3 10
A P 3. (a) 0.5 (b) 32 and 37 6. 16

B
(c) RM2 (d) Yellow SELF PRACTICE 13.4
7. (a) (i) 284 (ii) 90
4. (a) 7 (b) 42.5 (c) 10 (b) 66
1. 125 forms
(iv) 90° anticlockwise rotation, centre P as shown in the 5. 30 8. (a) (i) 32.27 (b) 60%
diagram below. (ii) 32 3 4
6. (a) 5 (b) L 2. (a) (b)
(iii) 32 7 7
7. (a) 7 (b) 3.06
9. (a) (i) 32.17 (b) 3
A 8. (a) 2 (b) 8 (ii) 32 5 3. (a) 8 (b) 40 seeds (c) 40
15 83
P B
9. 1 day (iii) 32

10. (a) x + 2 + y + 6 + 14 = 40 GENERATING EXCELLENCE
10. (a) Age (Year) Tally Frequency
x + y + 22 = 40
(v) 180° clockwise/ anticlockwise rotation, centre P as 6 - 10 / 1 x + y = 40 − 22
shown in the diagram below 11 - 15 / 1
1. (a) S = { P, E, M, B, E, L, A, J, A, R, A, N}
x + y = 18
16 - 20 //// / 6 (b) 6.4 (b) { E1 , E2 , A1 , A2 , A3 }
21 - 25 //// 4 (c) (i) 7 (ii) 10
A 26 - 30 //// 4 7
P B 11. Gold - Yip (c)
31 - 35 //// 4 12
Silver - Ravi
(b) Number of ping Bronze - Malek 2. (a) 24 cone (b) 7
Tally Frequency
12
pong balls 12. (a) mean because the mean mark is 85. He has obtained
y 10 - 19 / 1
16. (a) an A in History. 3. 27 aim
4 20 - 29 // 2 (b) 74 because out of that 5 tests Joshua obtained 74
3 30 - 39 //// / 6 marks twice. 4. (a) S = {(a, a), (a, e), (a, i), (e, a), (e, e), (e, i),
2 40 - 49 //// /// 8 (i, a),(i, e), (i, i)}
P
1
Q 50 - 59 // 2

x CHAPTER 13 SIMPLE PROBABILITY (b) S = {(a, a), (e, e), (i, i)}
–4 –3 –2 –1 O 1 2 3 4 5 6 60 - 69 / 1
–1
–2
11. (a) mean = 11.3 (c) 2
–3 SELF PRACTICE 13.1 3
median = 8.5 2
(b) y mode = 2 1. Students answer 5. (a) 1 (b) 1 (c)
3
4
3
(b) median is used because there is an extreme value 40.
SELF PRACTICE 13.2 1
2 12. (a) mean = 7.2 6.
P
1 5
Q median = 7
x 3
–4 –3 –2 –1 O 1 2 3 4 5 6 mode = 6 1.
–1 7
R
–2 (b) mean is used because there are no extreme values.
1
–3 2.
13. (a) mean is used because there are no extreme values in 3
the data. 3
(c) 180° rotation, centre origin 3.
(b) median is used because it is numeric data and there 70
are extreme values in the data.
14. (a) Mean or median (b) Mode
(c) Mean
306 307
Geometrical characteristics (Sifat geometri) Non-uniform speed (Laju tak seragam) Different
Relating to geometry or principles of distance covered in equal intervals of time.
geometry. Number pattern (Pola nombor) A list of numbers
Gradient (Kecerunan) Ratio of the vertical that follow a certain sequence or pattern.
CHAPTER 2
CHAPTER 2
Acceleration (Pecutan) Increase in speed with Congruency (Kekongruenan) The same shape distance to the horizontal distance. Numerator (Pengangka) The number that
time. and size. Graph of function (Graf fungsi) A graph of a appears on the top of a fraction.
Algebraic expression (Sebutan Algebra) A Coordinate (Koordinat) A pair of numbers used to certain function. Object (Objek) Shape, diagram before
mathematical expression that consists of indicate position relative to x-axis and y-axis. Horizontal distance (Jarak mengufuk) The transformation.
variables, numbers and operations. Cross section (Keratan rentas) Intersection of a length parallel to the plane. Odd numbers (Nombor ganjil) Integers not
Algebraic expression (Ungkapan Algebra) solid body in a three-dimensional space with Hypotenuse (Hipotenus) The longest side of a divisible by two.
The combination of constant and variables, a line or plane. right angled triangle, opposite the right angle. Origin (Asalan) The point where the x-axis and
connected by signs and fundamental Deceleration (Nyahpecutan) Negative acceleration Image (Imej) Reflection of an object. y-axis intersect (0,0).
operations. or reduction in speed. Inclination (Kecondongan) Gradient or slope of Perfect square (Kuasa dua sempurna) An integer
Algebraic formula (Rumus algebra) A Denominator (Penyebut) The number that appears a line. that is the square of an integer. Example
mathematical rule or relationship that uses on the bottom of a fraction. 1 2 = 1, 2 2 = 4, 3 3 = 9. Thus, 1, 4 and 9 are
Independent variable (Pemboleh ubah tidak
numbers, letters and algebraic expression in Dependent variable (Pemboleh ubah bersandar) perfect squares.
bersandar) Variable that is not the subject in
the form of an equation. Variable that is the subject in a algebra a algebra formula. Plot (Plot) To mark the coordinates, to draw the
Algebraic fraction (Pecahan Algebra) Fraction formula. graph.
Intercept (Pintasan) The point where a line or
with algebraic expression in the numerator Diameter (Diameter) A straight line going through curve crosses the x-axis or y-axis. Position (Kedudukan) Spatial location.
and denominator. the centre of circle or sphere that connects two Interior angle (Sudut pedalaman) The angle Probability of an event (Kebarangkalian suatu
Anticlockwise (Lawan arah jam) In the opposite points on the circumference. inside a shape. peristiwa) The ratio of the chance that an
direction to the movement of the hands of a Distance (Jarak) How far apart the length or width Isometry (Isometri) Transformation of an object event will occur to total number of outcomes.
clock. of two points. into an image that is congruent. Radius (Jejari) The line segment from the centre
Average speed (Laju purata) Total distance Even numbers (Nombor genap) Integer divisible Linear equation (Persamaan linear) An to its perimeter of a circle or sphere.
divided by total time taken. by two. algebraic equation in which each term has an Ratio (Nisbah) A comparison of two quantities
Axis of symmetry (Paksi simetri) The line that Event (Peristiwa) A set of outcomes of an exponent of one. that can also be in the form of fraction.
divides an object, shape or diagram into two experiment.
congruent forms. Linear function (Fungsi linear) A function that Reflection (Pantulan) Flip over a line.
Expansion (Kembangan tunggal) When a linear has variables with exponents equal to one. Regular polygon (Poligon sekata) Polygon that
Centre (Pusat) Midpoint in a space. algebraic expression is multiplied by an Mean (Min) In a data set, the sum of all the data is equilateral and equiangular.
Centre of rotation (Pusat putaran) In a rotation, algebraic term or a number. points, divided by the number of data points. Relation (Hubungan) Relationship between two
the point that does not move, the rest of the Expansion of two brackets (Kembangan dua
plane rotates around this point. Measure of central tendency (Sukatan or more variables.
kurungan) When two linear algebraic kecenderungan memusat) A single value that
Chord (Perentas) A line segment that connects Sample space (Ruang sampel) The set of all
expression is multiplied. describes a set of data such as mean, median
two points on a circumference. possible outcomes of an experiment.
Exterior angle (Sudut peluaran) Angle formed and the mode.
Circle (Bulatan) A two dimensional shape on a Sector (Sektor) A sector is the part of a circle
by one side of a polygon and a line extended Median (Median) Middle number in a set listed
plane that is always the same distance from enclosed by two radii of a circle and their
from an adjacent side. from the least to the greatest.
the centre. intercepted arc.
Extreme value (Nilai ekstrem) Refers to very Midpoint (Titik tengah) A point on a line segment
Circumference (Lilitan) Perimeter of a circle. Segment (Tembereng) The part of a circle made
extreme deviation of values in a sample. that divides it into two equal parts. by a line and a connecting arc.
Clockwise (Ikut arah jam) Motion that proceeds Factor (Faktor) A number, term or algebraic Mode (Mod) Most frequently occuring number(s) Sequence (Jujukan) A list of numbers in a special
in the same direction as a clock's hand. expression that divides the number, term and in a set. order.
Coefficient (Pekali) A multiplicative factor of a algebraic expression given exactly.
Net (Bentangan) A net is a two-dimensional figure Side (Sisi lurus) A line segment to form a polygon.
term, polynomial or expression. Frequency table (Jadual kekerapan) Tabulated that can be folded into a three-dimensional Speed (Laju) Rate of change of distance with
Common factor (Faktor sepunya) A factor that data. object.
divides two or more number exactly. time.
Function (Fungsi) Relationship between two Non-linear function (Fungsi bukan linear) A
Complementary angle (Sudut pelengkap) Either variables in a equation. Stationary (Keadaan pegun) Not moving.
function that has variables with exponents
of the two angles whose sum is 90°. Steepness (Kecuraman) Gradient or slope of a
greater than one.
line.
308
308 309
Subject of a formula (Perkara rumus) The

single variable to which every variable in the
formula is equal.
CHAPTER 2
CHAPTER 2
Supplementary angle (Sudut penggenap) Two
angles that add up to 180°.
Symmetry (Simetri) The correspondence in Allan, R., Capewell, D., Pated, N., & Mullarkey, P., 2008. Maths Links 7B. UK: Oxford University
size, form and arrangement of parts on the Press.
opposite sides of a plane, line or point.
Barzilai, J. & Borwein, J. M., 1988. Two Point Step Size Gradient Methods. Journal of Numerical
Three-dimensional shape (Bentuk tiga dimensi)
Analysis, 8, 141-148.
Shape that has three dimensions such as
length, width and height. Chapin, S.H., Illingworth, M., & Landau, M., 2001. Middle Grades Maths Tools for Success Course 2.
Transformation (Transformasi) The process of New Jersey: Prentice Hall.
changing position, orientation or size of an
object by translation, ref lection, rotation and Coxeter, H.S.M, 1969, Introduction to Geometry Ed-2, New York: John Wiley & Sons.
dilation.
Translation (Translasi) Every point of the object Edwards, J.T., & John R.B., 2010. Styles and Strategies for Teaching Middle School Mathematics,
must be moved in the same direction and USA: Corwin Press.
same distance.
Howard, E., 1953. An Introduction to the History of Mathematics. USA: Holt, Rinchart and Winston,
Two-dimensional shape (Bentuk dua dimensi) Inc.
Shape that has two dimensions such as length
and width. Istilah Matematik untuk Sekolah-sekolah Malaysia, 2003. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Uniform speed (Laju seragam) Same distance
covered in equal intervals of time. John, M.L., 2013. Axiomatic Geometry, Pure and Applied Undergradute Texts, USA: American
Value of table (Jadual nilai) A table of dependent Mathematical Society.
and independent variables of a function.
Joseph, Y., Teh, K.H., Loh, C.H., Ivy, C., Neo, C.H., Jacinth L., Ong, C.H., & Jeffrey, P., 2014. New
Variable (Pemboleh ubah) Liable to change or Syllabus Mathematics Ed-7, Singapore: Shinglee Publishers Pte. Ltd.
take different values.
Vector (Vektor) A quantity having direction as Kamus Dewan Edisi Keempat, 2005. Kuala Lumpur: Dewan Bahasa dan Pustaka.
well as magnitude.
Vertical distance (Jarak mencancang) The Paul, B., 2010. Mathematics Pupils' Book. USA: Macmillan.
length of the height.
Reviel., N., 2007. The Transformation of Mathematics in the Early Mediterranean World.Kuala
Lumpur: Cambridge University Press.
Smith, D.E., 1958. History of Mathematics. New York: Dover Publications, Inc.
Tay, C.H., Riddington, M., & Grier, M., 2000. New Mathematics Counts for Secondary 1 Normal
Academic. Singapore: Times Media.
Teh, K.S., & Cooi, C.K., 1982. New Syllabus Mathematics. Singapore: Shinglee Publisher Pte Ltd.
310 311
Chapter 2 Factorisation and Algebraic Fractions
CHAPTER 2
acceleration 179 fair dice 279, 280, 284 perimeter 46, 94

algebraic expression 10, 21 Fibonacci Number 7 position 135, 208
algebraic formulae 44 formulae 46 probability theory 280
algebraic fraction 35 frequency table 246 radius 76, 77
algebraic terms 44 function 146 ratio 191
algebra tiles 20 geometrical properties 101 regular polygon 56
anticlockwise 225 gradient 190, 191 relation 230
arc 60, 77 graph of function 146, 147 reflection 218
average speed 173 Highest Common Factor (HCF) sample space 280, 282
axis 222 28 scale 195
axis of symmetry 235 horizontal distance 191 sector 77
bisector 81 hypotenuse 127 segment 132
Cartesian plane 123, 124 image 210 sequences 8
centre 76, 101 intercept 198 set 278
centre of rotation 234 interior angle 62 slant 190, 191
chord 82 inverse 27 speed 170
circle 86 isometric 230, 232 steepness 190, 191
circumference 77 linear function 144 straight line 150
clockwise 227, 228 mean 247 subject of formula 98
coefficent 46 measure of central tendency 262 supplementary angles 54
complementary angles 62 median 247 surface area 118
congruent 210 midpoint 260 symmetry 219
constant speed 172 mode 247 terms 11
coordinate 132 net 103 three dimensional shape 102
data 246, 247 non-uniform speed 172 time 170
deceleration 179 non linear-function 144 transformation 240
diameter 81 number pattern 2 translation 230
distance 272 object 208 variable 44
equation 153 odd number 13 vector 213
even number 13 order of rotational symmetry vertical distance 191
event 282 234 volume 110
expansion 21 ordered pair 147 x-axis 150, 220
experimental probability 278, orientation 210, 212 y-axis 150, 220
279 origami 59
exterior angle 62 Pascals Triangle 5
extreme value 253 pattern 2
factor 27 perpendicular 83
factoring identities 30 perpendicular line 60
factorisation 27 perfect square 29
312

Buku Teks Matematik F2 DLP

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KURIKULUM STANDARD SEKOLAH MENENGAH

Chapter 9 Speed and Acceleration 168 Chapter 13 Simple Probability 276

9.1 Speed 170 13.1 Experimental Probability 278

Knowledge obtained in this chapter and the vocation

11.1 Transformations 208 Helps students to understand basic mathematical

Draws students attention to extra facts, common

QR CODE Quick Response Code that uses URL in application.

Determines whether learning standards have been

WHY STUDY THIS CHAPTER?

The concept of number pattern and sequence

(a) −10, −4, 2, 8, ... (b) 17, 7, −3, −13, ...

Fibonacci Numbers 2. State the pattern for the following sequence.

mat_t2e/ms007 to get the

(a) 7, 13, 19 , 25, 31 , ... (b) 88, 76 , 64, 52, 40 , 28 , ...

1 (e) 0.2, 2.4, 28.8, , , ... (f) , −80, −16, , , ...

(b) Divide the previous number by 2. Tn = nth term

For example, DO YOU KNOW

Automatic fish feeder

(c) 268, , , 169, 136, , ...

1 , (a) State the pattern for the number of buttons.

6. Complete the Fibonacci Numbers shown below. 9m

Fever = 2 tablets 3 times a day

CHAPTER SUMMARY SELF REFLECTION

Words First term, T1 = −9

2.3 Algebraic Expressions and Laws of

CREATIVE ACTIVITY 2.1 Expansion LEARNING

(c) (3r + 4s)(r – 2s)

Factors, Common Factors and Highest Common EXAMPLE 7

2.2.2 Factorisation of algebraic expressions LEARNING

(c) 3y 2 – 147 (d) 5k 2 – 80 HCF of 5 and 80 is 5 EXAMPLE 9

Scan the QR Code or visit EXAMPLE 10

Using common factors involving 4 algebraic terms DO YOU KNOW

5. Simplify each of the following. n+2 n 5x y–1 rs 2–r

CHAPTER SUMMARY SELF REFLECTION

At the end of this chapter, I will be able to:

2. Work out expansion of two algebraic expressions.

3. Simplify algebraic expressions involving combined operations, including

Addition and Subtraction MINI PROJECT

For more information:

As a computer programmer, you are asked

• Algebraic formula • Rumus algebra

WHY STUDY THIS CHAPTER?

The algebraic formulae is applied by engineers,

CREATIVE ACTIVITY Race DO YOU KNOW

3.1.2 Changing the subject of formula LEARNING EXAMPLE 3 TIPS

the equation are

(c) 5 m–n FLASHBACK

(b) Substitute w = 15 and u = 4 into the formula. Solution:

q = 3 – √4(16) Replace m = 16 and p = 3 16 = 1 (3 − q ) 2

CHAPTER SUMMARY MINI PROJECT

Title: Counting board

A variable in the subject of formula can be obtained Solving problem involves

SELF REFLECTION Total

4. Solve problems involving formulae.

For more information:

and interior angles of the same size. properties of a regular

Identifying regular polygon Concave polygon

Determining axis of symmetry 4.1.2 Constructing a regular polygon LEARNING

octagon shaped origami.

Activity 1: SELF PRACTICE 4.1

Total sum of interior angles = (n − 2) × 180°

EXAMPLE 7 ATTENTION SELF PRACTICE 4.2

Number of sides of a regular octagon, n = 8 Total sum of interior angles

360° Number of side Pentagon