Mathematics A Complete Course With CXC Questions Volume 1

MATHEMATICS A COMPLETE COURSE WITH C.X.C. QUESTIONS VOLUME 1 CHAGUANAS SENIOR COMPREHENSIVE SCHOOL Raymond Toolsie BSc, MACP Mathematics Department Couva Government Secondary School. Formerly Head of Mathematics Department Holy Faith Convent Penal. Caribbean Educational Publishers Lid.‘Text © Raymond Toolsie First Published in 1996 1 | | MATHEMATICS: A COMPLETE COURSE WITH C:X.C. QUESTIONS | Second Edition November 2004 ISBN: 976-8014-16-43, Reprinted in 1999 by Eniath’s Printing Company Limited 6 Gaston Street, Lange Park, Chaguanas, ‘Trinidad, West Indies. | MY | SON | YURI ALBERT RAMAN | AND MY DAUGHTER, CHRISTINE ANNA MARIA All rights reserved. No par of this publication may be reproduced in ‘any form by photostat, microfilm, xerography, or any other means, 6 incorporated into an information retrieval system, electronic of mechanical, without the written permission of the copyright owner. CARIBBEAN EDUCATIONAL PUBLISHERS LTD., ‘Teddy's Shopping Centre Gulf View Luk Road Gulf View, La Revenue ‘The Trinidad, West Indies email: mbscep@ jstt.net.tc. ‘Telephone: 868 657 9613 Fax: 8686525620INTRODUCTION ‘This book is written not only for use by students in schools writing the C.X.C. Examination in Math- cematics, but also by G.C.E/G.C.S.E. students, repeaters and adults who can use it as a teach yourself course. ‘One of the aims is to teach the student to understand basic mathematical concepts and principles, and to comprehend what they are learning or trying to learn. It places great emphasis on problem solving and tries to develop and nurture these skills. ‘Teachers will find this book very helpful, in that they can use it to supplement or highlight their strate- ies in teaching this subject. This textbook endeavours to assist students to overcome any basic ot inherent weaknesses they may ‘have to bridge, or narrow any gaps in their knowledge and to develop their self confidence. Examples used are from everyday life situations so students can see and appreciate the value and the place of Mathematics in our world. Ree i fin sk vey sain lor Me Tone memento S.C.Ramkeerat BSc, Dip Ed Head-Mathematics Department Titchfleld High School Jamaica. Formerly Deputy Headmaster Head Mathematics Department Richard Ishmael Secondary School Guyana. Examiner - Mathematics C.X.C. aPREFACE ‘Mathematics: A Complete Course with C.X.C. Questions was written specifically for students sitting the C.X.C, Mathematics Examinations - at both the Basic and General Proficiency levels, ‘Numerous exercises with graded questions are included in each chapterin order to give students enough practice to master the topics taught. At the end of each topic isan exercise with many graded questions- starting from the simplest type and proceeding to the more challenging problems. The questions in the exercises were tested at the Holy Faith Convent, Penal and the Couva Government Secondary School, over a twelve-year period. Many different types of examples are worked out so that students can acquire the necessary skills in order to solve the problems in the given exercises In the solution to examples, diagrams are utilized where appropriate so that students can have a visual feeling and understanding of the problems and their solutions. Sometimes, alternative methods are used to solve a problem in order to satisfy students at different levels of mathematical abilities and maturity. At the end of each chapter, from chapter 3 to chapter 24, different types of C.X.C. Past Papers Ques- tions were given so that students can get a feel, appreciation and understanding of the language and solution, to such problems as expected of them in the actual examination. A total of 155 C.X.C. Ques- tions are included. The author would like to thank the Caribbean Examinations Council for its kind permission to use the C.X.C. Past Paper Questions This work is divided into two volumes which is further subdivided into three parts: ‘Volume 1 Part 1 - consists of the C.X.C. Basic Proficiency Syllabus (Core Syllabus) which is the Foundation Course. The first 11 chapters give students the necessary grounding to move forward to the more challenging aspects of the syllabus. At the end of this Basic Course there are six C.X.C. Model Examinations-both Paper | (Multiple Choice Questions) and Paper 2 (Essay Type Ques- tions). ‘Volume 2 Part 2 - consists of the C.X.C. General Proficiency syllabus (Compulsory Objectives). Chapters 12 10 20 take students through the process of preparing for the ever more challenging-questions that are set in Paper 2 Section I of the C.X.C. General Proficiency Mathematics Examination which are all compulsory questions, Volume 2 Part 3 - consists of the C.X.C. General Proficiency syllabus (Optional Objectives). Chap- ters 21 to 24 groom students for the most challenging of all questions, that are set in Paper 2 Section 2 of the C.X.C. General Proficiency Mathematics Examination. At the end of this General Course there are six C.X.C. Model Examinations - both Paper 1 (Multiple Choice Questions) and Paper 2 (Essay Type Questions). ; The calculation of standard deviation and the use of an assumed mean have been included in chapters dealing with statistics, although that knowledge is not presently required by the C.X.C. Mathematics syllabus. The topics have been included in the text because knowledge of them are required for more advanced studies in mathematics. tis hoped that with a strong foundation, C.X.C. Mathematics students will be able to move on to ‘more advanced work, which they can also master and hence achieve success in their examination. If students are able to achieve such standards, then my labour, and the labour of your teachers would not be in vain. Raymond Toolsie.CONTENT PART ONE THE C.X.C. BASIC PROFICIENCY SYLLABUS (CORE SYLLABUS) 1 Sets 3 Set of Rectangular Numbers 2 Defining a Set 3 Set of Prime Numbers 3 Element—Number of Elements ina Set 4 Set of Composite Numbers 2 Finite and Infinite Sets 4 Set of Either Prime or Composite Numbers. 23 Nall Set (or Empty Set) 5 Prime Factors of a Number 2 Universal Set 5 Multiples of a Number ey Subset 5 Set of Even Numbers 25 Number of Subsets 6 Set of Odd Numbers 5 Equal Sets 7 Set of Either Odd or Even Numbers 25 Equivalent Sets—One-to-One Highest Common Factor (HCE) 26 Correspondence 7 Lowest Common Multiple (L.C.M.) 7 Veon Diagrams 7 Sequence of Numbers 28 Complement 7 Number Bases » Intersection of Two Sets 8 Decimal System 29 Union of Two Sets 8 Binary System 30 Subset 9 Converting from Decimal to Bicimal 32 Disjoint Sets 9 Converting from Bicimal to Decimal 33, ‘Number of Elements in Two Sets vs ‘Adding Binary Numbers 4 Subtracting Binary Numbers 34 Multiplying Binary Numbers 34 2. Number Theory “4 Numbers to Base Five 36 Aneel iu Converting from Decimal to Base Five 36 Boos aise Minas i Converting from Base Five to Decimal 37 rors in Adding Base Five Numbers 37 let et ic Subtracting Base Five Numbers 38 ee paea anes a Multiplying Base Five Numbers 38 Set of Real Nambers 15 jabetondd 2 Bens Althnedls Operatic ie Converting from Decimal to Octal 39 ia Mea ore i Converting from Octal to Decimal 40 entity for Addition "7 Peeundronaareetain a Identity for Multiplication 7 Subtracting Octal Numbers 41 Inverse for Numbers Under Addition 17 seas Oe ae 41 Inverse for Numbers Under Multiplication 17 aes a Multiplication by Zero 7 Division by Zero "7 : Law of Closure 7 ‘Computation a4 Commutative Law 18 Order of Arithmetic Operations 44 Associative Law 18, Operations with Whole Numbers 44 Distributive Law 18 ‘Word Problems—Whole Numbers 45 Powers of Numbers 18 Operations with Common Fractions 48 Defined Arithmetic Operations 2 Word Problems—Fraetions si Factors of a Number a Operations with Mixed Numbers 33 Set of Square Numbers 2 Jixed Operations—Fractions 34‘Operations with Decimals 37 Decimal Numbers 9 Word Problems—Decimals 61 Mixed Operations—Decimals 683 Approximation: Nearest Whole Number 65 Approximation: Nearest Power of Ten 65 Approximation: Decimal Places o7 Recurring Decimals 68 Approximation: Significant Figures 9 ‘Standard Form (or Scientific Notation) 70 Constructing the Range in Which the Exact, ‘Value of a Computation must Lie n Short Cuts in Computation 18 Ratio 8 Proportional Parts 7” Direct Proportion 82 Ready Reckoner 83 Inverse Proportion 86 Percentage of a Quantity 87 Expressing One Quantity as a Percentage of Another 88 Arithmetic Mean (or Average) 90 Square of a Number 2 Square Root of a Number 96 Reciprocal of a Number 101 C.X.C. Past Paper Questions 103 4, Meesurement 105 Metric System 105 Metric System Unit of Length 106 Metric System Unit for Area 107 Metric System Unit for Volume 109 Metric System Unit of Capacity 110 Metric System Unit of Mass an Systtme International d” Unités 12 ‘Areas and Perimeters of Simple Plane Figures 15 le 27 ‘Area and Perimeter of a Complex ‘Compound Figure 132 ‘Volume, Density and Surface Area of a Simple Right Solid 136 Volume and Surface Area of a Sphere 151 Time 154 Average Speed 136 Converting Units of Speed 159 Estimated Margin of Error for a Given Measurement 160 Calculations involving Numbers Derived from a set of Measurements 160 ‘Measurement on Maps and Scale Drawings 161 C.X.C, Past Paper Questions 165 a Salary Basic Wage Overtime Wage—Gross Wage Commission—Gross Wage Income Tax Percentage Profit and Percentage Loss Percentage Change Discount Sales Tax—VAT Hire Purchase Mortgage Rates—Land and Building Taxes Water Rates Gas Rates Posting a Parcel Electricity Bills Telephone Bills Foreign Exchange ‘Simple Interest ‘Simple Interest Table ‘Compound Interest, Depreciation CX.C. Past Paper Questions Algebra 1 Introduction Using a Symbol to Represent a Number Substituting a Numeral for a Symbol in an Algebraic Expression Addition and Subtraction of Algebraic ‘Terms Multiplication and Division of Algebraic ‘Terms Distributive Law Binary Operation Factorization Factorizing Using the Distributive Law Highest Common Factor (H.C.F.) Factorizing Using the Highest Common Factor Factorizing by Grouping ‘Addition and Subtraction of Algebraic Fractions Multiplication and Division of Algebraic Fractions Equations Solution of a Linear Equation with One ‘Unknown Inequations Solution of a Linear Inequation with One ‘Unknown 169 169 i Im 174 176 180 182 184 186 187 191 192 194 195 196 198 203, 206 210 212 216 221 228 29 229 229 23 233, 235 238, 241 242 243 244 245 246 248, 251 252 252 257 258‘Simultaneous Equations Solution of Simultancous Linear Equations Word Problem—Linear Equation Word Problem—Linear Inequation Word Problem—Simultancous Linear Equations Positive Integral Index Multiplication Division Power to a Power Zero Index "Negative Index Fractional (Rational) Index Laws of Indices Solution of an Equation Where the ‘Unknown Quantity is in the Index Standard Form (or Scientific Notation) Logarithm Antilogarithm Logarithm Theory Solution of an Equation Using Logarithms C.X.C. Past Paper Questions Relations, Functions and Graphs 1 ‘The Cartesian Plane Seale Drawing a Diagram Simple Linear Graphs TInequations (or Inequalities) Representing an Inequality on a Number Line Representing an Inequality on a Graph Relation Functions ‘A Relation but not a Function Image of x Graph of the Funetion fx ax Graph of the Function f:x> ax? Direct Variation Inverse Variation General Form of the Linear Function Graph of the Linear Function Length ofa Straight Line Mid-Point of a Straight Line Gradient of a Straight Line Equation ofa Straight Line Parallel Lines Perpendicular Lines Point of Intersection 262 262 266 270 m 276 276 276 m 217 28 278 280 283 284 287 288, 289 292 293, 295 295 296 297 299 301 307 309 310 31 313, 314 315 318, 320 320 324 324 324 327 330 331 333 Solution of a Simple Equation by the Method of Intersecting Graphs 333, ‘Solution of Simultaneous Linear Equations by the Method of Intersecting Graphs 335, Graphs of Linear Inequalities 338 Solution of Simultaneous Linear Inequations 341 General Form of the Quadratic Function 342 Graph of the Quadratic Function 343 Solutions of a Quadratic Equation by the Method of Intersecting Graphs 346 Experimental Data 349 CX.C. Past Paper Questions 353 Statisties 1 356 Introduction 356 Proportionate Bar Chart (or Composite Bar Chart) 357 Bar Chart (or Column Graph) 359 Chronological Bar Chart 361 Pie Chart 363 Line Graph 366 Variables 369 Frequency Table with Ungrouped Data 370 Histogram for Ungrouped Data 372 Frequency Polygon for Ungrouped Data 375 Frequency Table with Grouped Data 378 ‘Width of a Class Interval (or Class Size) 379 Histogram for Grouped Data 383 Frequency Polygon for Grouped Data 385 Measures of Central Tendency 388 Mean 388 Median . 301 Mode 304 Frequency Curves 398 ‘Types of Frequency Curves 398 Comparing the Three Measures of Central Tendency 399 Choosing a Measure of Central Tendency 400 Measures of Dispersion 400 Range 401 Interquartile Range and Semi-Interquartle Range 402 Probability 407 Sample Space, Outcomes and Events 407 Equally Likely Events 407 ‘The Impossible Event 407 ‘The Certain Event 407 Probability Dealing with One Event and its ‘Complement 407‘Theoretical Probability C.X.C. Past Paper Questions au 9 Geometry 1 415 Introduction 415 Point 415 Line Segment 415 Line 416 Ray 416 Angles 416 Revolution 4u7 Clockwise or Anti-clockwise 418 Degrees 419 ‘Types of Angles 421 Properties of Angles Formed by Intersecting Lines 422 Measuring Angles 432 Drawing Angles 433 Parallel Lines 433 Perpendicular Lines 434 Constructing a Line Segment 434 Bisecting a Line Segment 435 Bisecting an Angle 435 Constructing Angles of 90°, 45° and 22.5° 438 Constructing Angles of 60%, 30° and 15° 439 Bisecting an Angle Continuously 440 Plane and Polygon 4a Triangle 442 Elements of « Triangle 442 Types of Triangle 442 Angle Properties of a Triangle 43 Proof of Theorems 445 Constructing a Unique Triangle 448 Properties of Congruent Triangles 433 Properties of Isosceles and Equilateral ‘Triangles 455 Similar Triangles 458 Properties of Similar Triangles 459 Pythagoras’ Theorem 462 Quadrilateral 466 Elements of a Quadrilateral 466 ‘Types of Quadrilateral 467 Angle Properties of a Quadrilateral 468 Constructing a Unique Quadrilateral 472 Polygon 478 ‘Types of Polygon 478 ‘Angle Properties of a Polygon 479 Areas: Triangle, Trapezium, Parallelogram. and Rectangle 482 ‘Areas: Triangle, Rhombus and Square 483 Circle 485 Properties of a Circle 485 Angle Properties of a Cirele 487 y eee Not: Two Dimensional Representation of a Solid lan and Elevations Plan CXC. Past Paper Questions 10 Geometry: Symmetry and ‘Transformations 1 Symmetry ‘Translational Symmetry Line Symmetry (or Reflective Symmetry) Bee 499 502 507 509 S10 510 510 513, Rotational Symmetry 516 Transformations 519 ‘Translation 520 Properties ofa Translation 520 Column Vector 522 Image Under a Translation 523 Inverse Translation 525 Reflection 528 Properties of a Reflection 529 Image Under a Reflection 530 Inverse Reflection 536 Rotations 539 Properties of Rotation 540 Image ofa Point Under a Rotation 5a Image Under a Rotation about the Origin 543 Inverse Rotations 545 Finding the Centre of Rotation and the Angle of Rotation 546 Enlargement 549 ‘Types of Enlargements 550 Properties of Enlargements 552 Image Under an Enlargement 557 Enlargement on the Cartesian Plane 558 Inverse Enlargements 560 CX. Past Paper Questions 564 11, Geometry: Trigonometry 367 Introduction 567 Notation for a Triangle 367 Sine of an Angle 568 Sino 568 Sin“1x or Aresin x 569 Calculating an Unknown Side sm Calculating an Unknown Angle S71 Cosine of an Angle 515 Cos 6 375 Cos-x or Arceos x 576 Calculating an Unknown Side 578a Pee eeee een Pee Hee prea C.A.C, Model Examinatie ‘Tangent of an Angle 582 Paper 1 - Basic Proficienc} 4 Tan 8 583 m . . Tan-lx or Arctan x 384 Sees ee _ CX.C. Model Examinations 1 to 6 Calculating an Unknown Angle 586 pera aa Prana Mixed Problems 590 Pare ee erence: nee Complementary Angles 591 Angles of Elevation and Depression 592 Bearings 596 Three Figure Tables 643 CX.C. Past Paper Questions 600 Answers 659 C.X.C Model Examinations Basie Proficiency Index PREREQUISITES FOR CHAPTER 1 ‘The set of natural numbers, N= {1, 2,3, ...} ‘The set of whole numbers, W = {0,1,2,3, ‘The set of integers, Z = fe “3,21, 0,1,2,3, 4} ‘The set of square numbers (perfect squares) = (1, 4,9, 16, 25, 36, 49, 64, 81, 100, 121, 144, ...) ‘The set of prime numbers, = (2,3,5,7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, . ‘The set of even numbers, = (2,4, 6,8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, ...} ‘The set of odd numbers, = {1, 3,5, 7, 9, 1, 13, 15,17, 19, 21, 23,25, 27,29, ..) ‘The factors of a number are those numbers, including 1 and itself, which can divide exactly into the number. The factors of 12 are 1,2, 3, 4, 6and 12. ‘The multiples of a number is k times the number, where k is a natural number (or a counting number), The multiples of 3 are 3, 6,9, 12, 15, 18, 21, .., 3kPART 1 The CXC Basic Proficiency Syllabus (Core Syllabus)>CHAPTER ) List the members in each of the following sets: 1. A= {even numbers less than 13) 2. B= {prime numbers between 15 and 30}. 3. C= {multiples of 5 between 12 and 47), 4. X= {whole numbers greater than 10 but less than 20). SY letters used in the word ‘mathematics’ ). 6. Z= {prime numbers less than 21). 2 7. D= (odd numbers less than 21) 8, = (even numbers from 4 10 16 inclusive} &aoe OE LISA = (the first five letters in the English alphabet). 10. Describe in words, each ofthe following sets: M1. P= (2,3.5,7,11, 13,17} 12, Q= (25,30, 35, 40,45}. 13, R= (w.%,942). 14, S= (1,4, 9, 16,25, 36, 49}. 15, T= (15, 17,19, 21, 23,25). Re-write each of the following word statements using set notation: 1. Turtle is a member of the set of living things. 2. Brazil is not an Asian country. 3. Orange is a member of the set of fruits. 4. Electricity is not a member of the set of living things. ‘5. Mathematics is a member of the set of school subjects. DD cos sus Perri pERreeE pe ree eee ae eee eee nee eee eer eee 7. Acarte isa fish 8. Three members who belong to (calypso singers) 9. Grape is not a member of the set of animals. 10, Zero is not a natural number. State the meaning of each of the following state ‘ments written in set notation: AL. Physics {science subjects}. 12, French € {science subjects) 13, Cricket € (team games). 14, Albert & (gins' names). 18. 1 € (odd numbers), 3 € (odd numbers} and 5 € {odd numbers}. 16. 2 & {odd numbers}, 4 € {odd numbers} and 6 € (odd numbers}, ‘State the number of elements in each of the following sets using the notation n(?) = ?: 17, A= (even numbers less than 15). 18. B= {even numbers less than 16 inclusive}. 19, C= {even numbers less than 14 exclusive}. 20, P = {odd numbers less than 14). 2A, Q = {odd numbers less than 15 inclusive). 22, R= {odd numbers less than 13 exclusive}. 23. X= {prime numbers less than 12} 24, Y= (prime numbers less than 13 inclusive}. 28, Z = {prime numbers less than 17 exclusive). Sn eae Example 3September, October, November, December). ‘The mull set (or empty set) contains no elements and it is denoted by the symbols {} or 3. Exampleieg ncaa ica @ ) State whether or not each of the following sets is finite, infinite or null: 1. X= (even numbers less than 100) 2. Y= {even numbers}, 3. Z= (people with six legs). 4. P= (2,3,5,7,1, 13, 17,0} 5. O* {ux25,xER), 6. R= (x 075,y € Rh. 10. M=(r-r>Oandr<8,r EN}. Universal Set Example 5 a @ ) Suggest a suitable universal set for each of the following subsets: 1. A= (12, 16,20,21,23}. 2. B= (protractor, ruler, set square, compass, "U7 divider) 3. X= (-3,-2,-1,0,1,2,3,4). AY (2,3,5,7,11, 13, 19,23). 16 5. P=(0,1.2.345) QIN 6, Give examples of a few empty sets. at = Matte A Conde CouneSRreSEEreere Ee eee eee EE ceeeeEEE @cg¢a( }¢{ }. vet @cg¢D={ IEC }. ® BED=( Jet} 2. A= (2,4), B= (2,4,6,8} and = (2,4, 6,8, 10, 12, 14), state whether the statement A CBC Cis tre of false. 3. IfA = (3,5), B= (3,7,9) and (3, 7, 11, 13, 15}, state whether the statement A CBC Cistue orfalse. 4, IEA = {p, 4.1, }; list all the subsets of A. Indicate the proper subsets of A. 5, Given the set {1, 2, 4,5, 7, 8, 10, 11, 19, 22, 35, 39, 41, 54}, state the set of numbers which is (are (@) prime () odd (©) even (@) multiples of 2 oh, (©) multiples of 3 (f) factors of 39. 6. (a) List the perfect squares in the set {2,4,8, 10, 16, 20, 25). (b) List the cubes in the set {8, 9, 27, 54, 64, 96} 7. Given thatthe set P = (2, 4,6, 8}, calculate the number of possible subsets of P. ven thatthe set T= (5, 7, 8, 10, 15}, caleulate ‘number of possible subsets of T. . If P = (2,3, 5,7, 11, 13, 17, 19, 23}, how ‘many subsets can be formed from P? ‘State whether each of the following statements is true or false: 10, {squares} C {rectangles}. 11, {thombuses} C {parallelograms} 12. {squares} C {thombuses} 13, {rectangles} C {parallelograms}. 14, {kites} C {thombuses}. 1S. {kites} © {parallelograms). 16, {trapeziums) C (parallelograms). 3, 6,9, 12, 15, 18, 21},B = {36,9}, 17. {kites} C {trapeziums}, {9, 12} and D = (3, 12, 21}, then eee complete each of the following statements: oe ee eee @BCAw( ICC} 19. {kites} C {squares} ) CCA>( JC), 20, {trapeziums} C {rectangles}Determine whether or not each of the following pairs of sets are equal: (6,8, 10, 12, 14, 16} and leven numbers from 6 to 16 inclusive}. 5,7, 11, 13, 15} and [odd numbers less than 16}. 3. E= {even numbers from 6 to 14 inclusive) and F = (6,8, 10, 12, 14). 4. C= {vowels} and D = {a,e,i,0,u,f). (1,3,5,7, 11, 13) and [prime numbers less than 14). 5. P Q lace the correct symbol(s) (=, # or) connectine each of the following pairs of sets: 6 (2,4,6,8) 16,8,2,4) 7. (2,4,6,8)~ (Pian) B (2,4,6,8)-) (2.4). 9. (2,4,6,8116,2,4). 10. (a, ¢,i,0,u}= {e, i, 0, u, AL. {a,e,i,0,u} © (2,3, 5,7, 11}. /0,3,5.2.10. u}723.5,7). Moma A Con Cee| ana’ Gonly) only) » Lane (either aa Annor B) and B) Fig, 1.3 Venn diagram Fig. 12 Venn diagram rmaausy }- (neither AUB en (ora) Fig, 15 Venn diagram ‘The shaded region represents A union B, A UB. @ Example 77 Fig. 1.7 Venn diagrams Emule 2 3 7 w) 3) ANB=A Fig. 1.8 Venn diagrams Mdete ACeCom dlsAUB (Aor) Fig. 1.9 Venn diagram 3. Describe using set notation, the shaded area in. each of the following Venn diagrams: cre n 30 “ 32 28 ca Fig. 110 Venn diagram 1. Given X = {1,2,3,4,5, 6,7, 8,9} and ¥= (2,4,6,8, 10, 12, 14, 16, 18}, then the elements in: @XUY=112 wy xXO¥=(}? Draw a suitable Venn diagram to show the union of the two sets. (3.6,9,12, 15, 18, 21) and 9, U1, 13, 15,17, 19,21), ” 2. Given A b= 3, then the elements in A.B Draw a suitable Venn digram (o show the intersection of the two sets. : . © pe pu © Oe Fig. 1.11 Venn diagrams prime numbers less than 20} and (odd numbers less than 16). (@) Draw a suitable Venn diagram to represent the information given above. State the elements in each of the following: xaY (@ xuY @xor YnX. Determine the elements in the union andintersee- tion ofthe two given sets ineach ofthe following: (@) A= {3,6,9, 12, 15} and B= (6,8, 10, 12, 14). () X= (1,3,5,7, 11, 13) and ¥ + (1,5, 11}. raw suitable Venn diagrams to show the information given above. 6. If P = (3,6,9, 12, 15} and Q = (2,4, 6,8, 10), state the elements in P M1 Q. Draw a suitable Venn diagram to represent the information. Shade the region P MQ. 7. Determine the elements in the union of the two given sets in each of the following: (a) X= {3.6,9, 12, 15) and ¥ = {6, 12, 18,24} () P= (2,3,5,7,11) and Q = (2,5,11}. Draw suitable Venn diagrams to show the ‘union of the sets above.‘8. Determine the elements in the intersection of | the two given sets in each of the following: (@) R= (odd numbers less than 15) and = {prime numbers less than 12}. (b) £ = {even numbers between 6 and 16 inclusive} and M= (10, 12, 14) Draw suitable Venn diagrams to show the intersection of the sets above. OO] 1,6, 11, 13, 15,16 Fig. 112 Venn diagram The Venn diagram above shows two sets A and B, which are subsets ofthe universal set, U. Determine the elements in each of the following: 9.U=() 10.A=(} 1 B=(}. 2 ANB=1). 13, AUB={ }. 14. (AUBY’ 18. AnB’=(). 46, Consider the following three statements: (U) Some students play cricket. (@) Short students are less than 2 meters in height. {G) All cricket players are short students. (a) Represent the statements in a suitable Venn diagram, showing and stating an appropriate universal set. (©) Show on your Venn diagram that @) Viv is2.1 mall (Gi) Frank, who is 1.5 m tall, does not play cricket. 17. Consider the following three statements: (2) Some students play basketball (2) ‘Tall students are more than 2 meters in height. (3) All basketball players are tall students, (a) Represent the statements ina suitable Venn diagram, showing and stating an appropriate universal se. () Show on your Venn diagram that: @) Samuel is 1.7 m tall. (i) Abert, who is 2.2:m tall, does not play basketball. State whether the following statements are empty or not: 18. (thombuses} 1 (rectangles) 19, {parallelograms} 1 {squares}. 20, {squares} A {rectangles} 21, {shombuses} 1 {parallelograms) 22, {kites} 0 (trapeziums). 23, {trapeziumns} 9 {parallelograms). 24, ICP = (whole numbers that divide exactly into 15) and Q = (whole numbers that divide exactly into 18}, then PA O={ }. Draw a Venn diagram to show the intersection of the two sets. 28, IFA = {factors of 12) and B= then A UB=[ }. Draw a Venn diagram to show the union of the two sets 26, If X = {whole numbers less than 18) and Y= {prime numbers less than 18}, state the elements in XU ¥. Draw a suitable ‘Venn diagram to represent the information. Shade the region X'U ¥. 27. AEP = {muiples of 3 les than 19) and {factors of 16}, Q = (multiples of 2 less than 13), state the elements in P.O Q. Draw a suitable ‘Venn diagram to represent the information. Shade the region P11 Q.n(M 0 P') = (21 ~ 2) students. And the number of students who like Physics only, 2(P0.M') = (12 ~ 2) students. Fig. 1.14 Venn diagram «9 eee STEEE oe na z an And n(U) = 30 students ) Example © WPM’) = (12 ~ BD oes sus1. pu- aye ar = 18 4 8 Fig. 1.15 Venn diagram In the Venn diagram above, n(A) = 17, n(B) = 18 and n(A. 9 B) = 5. Calculate (@) MANB) — b) MBNA, mP)= 30 P iQ) = 24 Fig. 1.16 Venn diagram In the Venn diagram above, n(P) = 30, n(Q) = 24 and n(P 1 Q) = 9. Evaluate (@) PN’) ) MQM P?). 3, In aclass of 35 students, 29 play draughts, 16 play chess and 10 play both draughts and chess. Each student plays either draughts or chess. Find the number of students who play’ (a) draughts only (6) chess only. 4, Of 26 students, 13 play the viotin and 21 play the guitar. Each student plays the vioin ot ‘guitar. If8 students play both the violin and ‘uitar, find how many students play: (@) the violin only (b) the guitar only. (Of 45 students, 30 play badminton and 26 play tennis. Each student plays badminton or tennis. If 11 students play both badminton and tennis, determine how many students play: (@) badminton only —(b) tennis only 5. 6 pe Fig. 1.17 Venn diagram Fig. 10. In the previous Venn diagram n(U) n(A) = 20, n(B) = 18, n(A U BY n(A.0 B) = x. Caleulate: @x mans’ © BNA"). 0: 1.18 Venn diagram In the Venn diagram above, n(U) = 50, n(P) = 27,n(Q) = 31, n(P U Oy" n(PNQ) Evaluate: @x () MPN) — ©) MQNP?. In a group of 60 students, 31 speak French, 23 speak Spanish and 14 speak neither French nor Spanish, Determine the number of students ‘who speak: (@) both French and Spanish (b) French only (©) Spanish only. (OF 60 martial arts experts, 26 are Karatekas, 23 are Judokas and 16 are neither Karatekas nor Judokas. Calculate the number of martial arts experts who are: (2) both Karatekas and Judokas (b) only Karatekas (©) only Judokas. (OF 100 athletes, 31 like to run, 65 like to walk, and 22 neither like to walk nor run, Determine the number of athletes who like: (@) both to ran and walk () tomnonly (©) to walk only Matt: A Conde ConeCHAPTER ‘This chapter will teach you how to define natural numbers, whole numbers, integers, rational and irrational numbers, and real numbers. add, subtract, multiply and divide. use the identity and inverse for addition and multiplication; and multiply and divide by zero. define and use the law of closure, commutative law, associative law and distributive law. solve problems dealing with the powers of numbers; and use a defined arithmetic operation. 4 obtain the factors, prime factors and multiples of a number; and determine the L.CM. and H.C. of a set of numbers. « define the sets of square numbers, rectangular numbers, prime numbers, composite numbers, even numbers and odd numbers. 4 define a sequence and determine a term in the sequence. understand and use the binary system, quinary system, octal system and denary system.eee eal eee perience seers om ceeeseeeet ae a ‘The ser of integers, Z = (... 1,0,1,2, ‘The ser of rational numbers is really the set of numbers that can be written as fractions. Its the set of negative and positive fractions, including zero. 8 A rational number can always be written as a deci- ‘mal, whether terminating or recurring. For example: 0.8, 0.65, 0.3 and 0.6. It should be obvious from the statements above that the set of rational numbers contains the set of integers, since all whole numbers can be written with 1 ‘as their denominator. 4 andg = 2 T T T The set of rational numbers is represented by the symbol Q. ‘The set of rational numbers, O= [Bin€Z4€ 2.4 0,and.nanddhaveno For example: 0, xe W). 27, What is the set of multiples of 2 less than 26? Obviously then, zero is neither odd nor even. — stn anane dl6. State the members of the set of odd numbers from 15 to 33 inclusive. 7. List the members of the set of odd numbers between 21 and 45 exclusive 8, Determine the members of the set of odd numbers less than 18. 9. Write the set of even numbers greater than 18 but less than 36. 10, State the set of even numbers greater than 21 but less than 45. 11, List the set of odd numbers greater than 31 but Jess than 4. rv 12. Determine the set of odd numbers greater than Solution 52 but less than 74. (2) (even numbers less than 14} = (2.4.6.8, 10,12) (©) (odd numbers less than 15} = (1,3,5,7,9, I, 13). (©) {even numbers from 8 to 20 inclusive} = (8,10, 12, 14, 16, 18, 20}. (d) {odd numbers from 9 to 21 inclusive} = (9, LL, 13, 15, 17, 19, 21), (©) {even numbers between 36 and 48 exclusive) = (38, 40, 42, 44, 46}, (9 odd numbers beoween 39 and 49 exclusive) = (41,43,45, 47}. () (even numbers less than 13) = (2.4.6.8, 10, 12) (hy {odd numbers less than 12) = (1,3,5,7,9, 11), Example Exercise 2e = Solution 1. Write the members of the set of even numbers Jess than 18. 2. State the members of the set of even numbers. from 12 to 34 inclusive. 3. List the members of the set of even numbers between 28 and 46 exclusive. = (1,2,3,6,9, } 118) 21} 4. Determine the members of the set of even num- . bers less than 21. Alternative Method 1 5. Write the members of the set of odd numbers Jess than 19. BD e002 roiren‘50 the Aignest common Jactor (H.C.1.) oF the numbers 15, 18 and 21 is 3. Alternative Method 2 Now 3 | 15, 18,21 5,6 7 3 is the greatest factor that can divide exactly into 15, 18 and 21 at the same time. Gi) ‘The multiple of 3, 9 Solution of 6) 24, 30, 36, 42, 48, 54, 60, 66, 72, 1,96, 102, 108, 114, 120, 126, 132, 38, 14, 150, 156, 162, 168, 174, 180, 186,...J, {muitiptes of 9} = (9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 135, 14, 153, 162, 171, 10, 105, 120, 135, 150, Alternative Method 1 malt X 3, is not common to each of the numbers 6,9 and 15. Hence the lowest common multiple (L.C.M.) of the numbers 6,9 and 15 = 2X 3X 3X5 = 90. 1. Find the H.C. of 24, 60 and 96. 2. State the H.C.F. of 12, 18 and 24, 3. Determine the H.C.F. of 20, 25, 35 and 45. 4, Find the H.C. of 12, 48 and 60. 5, State the highest number which isa factor of both 25 and 30. 6. A.room measures 450 em by 250 em. Deter- mine the length ofthe largest square tile that can be used (o tile the floor without cutting. «7, A bathroom measures 250 cm by 175 cm, Cal- culate the side of the largest square tile that can 4, ‘be used to tile the floor without cutting =6. 8. A living room measures 450 em by 330 cm. Find the dimension of the largest square tile that can be used to tle the floor without cutting, 9. Determine the largest number which is a factor of the numbers 130, 169 and 195. 10, Find the LCM. of 24, 60 and 96. AL, State the L.CM. of 2, 6 and 9. 12, Determine the L.C.M. of 20, 25, 35 and 45. 13. Find the L.CM. of 12, 48 and 60. 14, State the lowest number that is @ multiple of ; 4and 5. Solution 15, What isthe least sum of money that can be (@ Now the first term, T= ‘made up of an exact number of 5 ¢ pieces or 25¢ pieces? 16. What is the least sum of money that can be And the third term, Ts = 7 = 1.25 ‘made up of an exact number of 10¢ pieces or 25¢ pieces? 17. Ina schoo, its possible to divide the pupils into equal sized classes of either 24 or 30 or 36 pupils and have no pupils left over. Determine the least number of pupils that can make this possible. How many classes will there be if each class is to have 30 pupils? 48, What is the smallest number of sweets that can be shared exactly among 5, 10 or 15 students? 1, Write down the next two terms in the sequence a 3,15, 75... & 2, List the next two terms in the sequence 1, 3,2, 43, 3: State the next two terms in the series 7, 6,8, ‘The second term, 4. Find the next two terms in the sequence: 9, 8, 10,9, 11, '5. Write the next two terms in the sequence: 81, 2 6. List the next two terms in the sequence of numbers: 1,3, 5,7. 7. State the next two terms in the sequence of numbers: 3, 12, 48,... the 8. Determine the next two terms in the sequence ‘of numbers: 162, 54, 18, ... a.RPE Eee ere ese numbers: 6, 5, 7, 6, 8, 10, Find the next two terms in the series: 1, 8, a 11. Determine the next two terms in the sequence: 1,4,9, 16, 25, 36,.. 12, State the next two terms in the sequence: 1, 9, 25,49, 13, State the next two terms in the sequence: 4, 16, 36, 64, 14, List the next wo terms in the series: 6,9, 8, 11, 10,13, 12, 15, Determine the next two terms in the sequence of numbers: ~9, ~6, ~3,0,3,... 16. State the next two terms in the sequence of numbers: ~8, ~4, -2, 1, = r 2 Number Bases a... In counting the number of things we always use an The base of a number isthe size of the group used. Human beings normally have ten fingers and. ten toes, so it is natural for us to count in groups of ten, Our normal counting system uses a base of ten, because the group size used is ten, and its called the denary system or the decimal system, In the denary system we use the ten digits 0, 1, 2,3, 4, 5,6, 7, 8 and 9, along with the principle of place value to write all of our numbers. Each digit of a number in base 10/is linked to a place value which is a power of 10, ‘Thus: ‘The number 9734;9 = The number 9734 = (9X 108) + (7.x 108) + (3.x 10") + (4 x 109 = (9X 1000) + (7 100) + (3 x 10) + (4x 1) We can also count in other bases. Digital comput- cers store and process data using base two, Because the group size used is two, this system is called the binary system ot the bicimal system. In the binary system we use the two digits 0 and 1 Each digit of a number in base 2 is linked to a place value which is a power of 2 iis: ‘The number 11013 1x29) + (1X 2) + 0X2) +x 29, 1X2) +(x 2) + (1x2 1x8) +0x4) +01) ‘The suffix 2 in the number 1 1012 indicates the base being used. A suffix is used normally, in order to indicate the base of a number, except when the base is 10. Inthe quinary system, the group size used is five, and therefore we use te five digits O, 1, 2,3 and 4 Each digit of a number in base 5 value which isa power of 5 Thus ‘The number 3142s 3 x 5) (LX 5) + 4X5) + 2X59) 3 125) + (1K 25) 44 X 5) + (21) is linked to a place In the octal system, the group size used is eight, and therefore we use the eight digits 0, 1, 2, 3, 4, 5, 6 and7. Each digit of a number in base 8 is linked to a place value which is a power of 8. Thus: ‘The number 6713, 6 X 83) + (7X 83) + (1X81) + BX 89) = (6X 512) + (7X 6) 1X8) FBX) These are just a few of the number bases possible. ‘There are computers that use base 16 which is called the hexadecimal system. Decimal System oe In the decimal system or denary system, we count in ‘base 10 and use the fen digits 0 t0 9, Since the mum- bber base or scale is 10 each digit of a number has place value in terms of powers of 10. ‘Thus: ‘The number 98327540 can be represented as: Table 2.1 feme towards duende Place 100000 10000 iai 10 he aI D = | = = 10-10 = 1 pee 9. * 3 ie 5 = 9X 105+ 8X 108 +3 x 10° +2 10 +7 10145 x 100 vita: ACtacom As‘Henge the number 111.001.1101 can be represented as: IXB+1XBFUXBHOX PO I+ TXB 1X 241X272 40X24 1X4 “Fe owandis | 2x18 + Exercise 2h 1. Represent each of the following binary numbers using place values which are powers of 2: (@) 101 (b) 10113 (© M01, (@) 1011012 2. Represent each of the following binary numbers using place values which are powers of 2: (@) O12 (b) 0.1013 © Olly @ 0.11015 3. Represent each of the following binary rhumbers using place values which are powers of 2: (@ Ua, (b) 101.01, (© 110.112 (@) 10111-1013 4. Write cach of the following ternary (base 3) ‘numbers using place values which are powers of 3: (@) 2s (b) 1215 (©) 20125 (@) 210125 5. Write each of the following ternary (base 3) ‘numbers using place values which are powers of 3: (@ 0213 (b) 0.2125 (©) 0.1201; (@) 0.121025 5. Write each ofthe following temary (base 3) ‘numbers using place values which are powers ‘And the number 0.110 12 ean be represented as: - (a) 21.015 @) 121115 omc © 212105, @ 21201.10% = 7. State each of the following quaternary (base 4) ‘numbers with place values which are powers of: @ 3k. (b) 213, =1X2141X27240K2541K24 (©) 1032 (@) 31203, SIXDUSIX 221K IA a.‘8. State each of the following quaternary (base 4) numbers with place values which are powers of 4: (@) 031, (b) 0.132, (©) 03123, @) 0.021.314 9. State each ofthe following quatemary (base 4) ‘numbers with place values which are powers of: (@) 21.3. () 132.12 (©) 2031312, (@) 31021.213. Express each of the following quinary (base 5) ‘numbers with place values which are powers ofS: (@) 41s () 3145 (©) 20345, @ 134215 11, Express each ofthe following quinary (base 5) ‘numbers with place values which are powers of 5 (@) 0.435 () 0.4125 (©) 03041; (@) 0.413025 Express each of the following quinary (base 5) ‘numbers with place values which are powers ofS: (@) 42.015 () 104.325 (©) 2413.03 (@) 13402.1045 13, Write each of the following senary (base 6) ‘numbers using place values which are powers of 6: () 545 ) 451 (©) 3504 (@) 205136 14, Write each of the following senary (base 6) numbers using place values which are powers of 6: (@) 0516 (©) 00143, Write each of the following senary (base 6) numbers using place values which are powers of 6: (a) 53.26 (6) 3.450.014, State each of the following septenary (base 7) ‘numbers with place values which are powers off: (@) 65, (© 4613, 10, 12, (b) 04156 (@) 0.34105. 15, (b) 451.32. (a) 40513-2055 16, (b) 506 (@) 63045, 17. State each of the following septenary (base 7) ‘numbers with place values which are powers of 7: (a) 065; (b) 0.145, (©) 04605; (@) 0.51604, 18, State each of the following septenary (base 7) ‘umbers with place values which are powers of 7: (a) 6.14, (b) 50.603, (©) 462.3015; (d) 6504.013; 19. Represent each of the following octonary (octal or base 8) numbers using place values which are powers of 8: @) 14s (b) 607 (©) 76505 (@) 576325 20, Represent each of the following octonary (octal ‘or base 8) numbers using place values which are multiples of 8: (@) 071g (©) 0.5072. 21, Represent each of the following octonary (octal ‘or base 8) numbers using place values which ate powers of 8: (a) 761s (©) 570.62 (b) 0.6735 (@) 0.071 S4y (b) 65.7015 (@) 4673.71045, Express each of the following nonary (base 9) ‘numbers with place values which are powers of 8 (a) 84 (b) 7685 (©) 5438) (@) 76805 23. Express each of the following nonary (base 9) ‘numbers with place values which are powers of 9: (a) 0.48, (©) 0.840115 24, Express each of the following nonary (base 9) ‘numbers with place values which are powers of 9: (a) 768 (b) 5048.05) (©) 8160.134 —() 76800.451 3, 25, State each of the following denary numbers with place values which are powers of 10: (a) 9810 () 9870 (©) 86950 @ 7890310 (b) 0.763, (@) 0.70458, Matos A Conpl Con26. State each of the following denary num- () Now 2 |147 bers with place values which are powers 2 | et of 10: 2 [Gert (2) 0.960 (b) 0.895; 2 [80 (©) 07689 (4) 0.90763 2 [7 970. 2( art 27. State each of the following denary num- ea ‘bers with place values which are powers 3H of 10: a CoN (2) 9.050 () 95.1310 (©) 894043; (@) 7640.9813:0 Vool00il ‘Thus 1479 = 10010011; Alternative Method Tn this method, we start by di number by the highest (@) Now petrisixe And FHOriox m+ 1x2 So XBEOXB+IXD 012 25 _ 25 (@ Now 2/9 ) Now =H = 11921 x2 2 [ae a 2 [aro And 2 =2etrisixy 2 [Tro ae ; \\ ii Ort Ceres 0 Gro Ao Spa pr Orisox asx So 5p=1X2+1X2B+0X2 +12 = 110012 (b) Now 2 2 (©) Now 2 2 And 2 Also = Arls1x2+1x2 So XI+IX2+1XI+TXD Thus 25,0 = 11001, Mii, coscs rotten ore.‘power Example 1 2 (a) Convert 1001; to a decimal number. (b) Convert 11 001; t0 a decimal number. (c) Convert 10010011310 a decimal number. (4) Convert 0.0013 10 a decimal number. (e) Convert 0.011 13 t0 a decimal number. (f) Convert 0.11001; t0 a decimal number. (g) Convert 11.01, 10 a decimal number. (h) Convert 101.11; 10 a decimal number, (1) Convert 1010.101310 a decimal number. Wo Sol (a) Now 10012 =1XB+OxXR+0x2 +1x2 =1X840X440X241X1 8+0+041 = 90 110013 FLX BHIXBHOKD +0X2+1x20 = 1X 16+1X840X4 40X241X1 16+8+0+0+1 2510 100100113, = 1x 2+ 0x 24025 41X24 OX B+ 0X2 +1X241x20 = 1X 128 +0 64 +0. 32 +1X16+0X8+0X4 41X241%1 =128+0+0+16 +040 4241 = M7 (b) Now (© Now (d) Now (e) Now () Now (g) Now (h) Now (i) Now 0.0012 =OX21HOXD2FIXIS 00+ 0.125 = 0.125 00111 SOX21HTX 2741 X29 41x24 0+ 0.25 + 0.125 + 0.0625 = 04375, 0.110012, 1X21$1K2240K29 FOX 24H I XI 05 +025 +0+0+0.03125 0.781 253 11.012 = 1X 2+1x 24027 +1x22 axa iio 1 ok 2+ 10+ 02s 32 101-12 =1X2+0Xx 241% 20 HIXDVETX 22 =1X440x2+41X1 1 1 tixdeixt 2 4 44041405 +025 = 5.75 1010.1013 FIX B+ OX 2+ 12! FOX 24H 1X21 FOX I? 1X23 =1X8+0X441%2 1 1 soxirtixteoxt 2 4 1 tixd 1 8 8+0+2+0+05+0+0105 10,625, Mattes: A Conk CouseExample Z. 5 (©) 10001 ~ 1011 Solution (@) Now 11101 _ ()Now 11111 _ Example 1Z. 101 1011 Add the following binary numbers: coo 10 100, ort | Now 19901 _ rou z iz i ‘The multiplication table for binary numbers is as follows: Table 2.5 a. CU‘Thus And Example! (Qian Find the product ofthe following binary numbers: | (a) 111 10 | (b) 1011 101 | (c) 11101 x 1011 Solution (a) Now. dit 10 * 110; (b) Now lol 101 1b1 100 x tou* Doin, 11101 ou 11161000 111010 + 11101 Torti (©) Now . 1, Convert each of the following denary numbers toa binary number: @) Si (©) 1010 (b) 810 @) 1940 2. Convert each of the following denary numbers toa binary number: (a) 670 (&) 7810 (©) 185;0 (@) 3410 3. Convert each of the following decimal numbers to a bicimal number: (@) 435: (©) 50% () 4870 (@) 510%0 4. Convert each of the following binary numbers to a denary number: (@ 101, (© 1011, (b) 1110) @ M1011, 5S. Convert each of the following bicimal numbers to a decimal number: (@) 0.1L © 0.11101, (by 0.1110; (@) 011111 6. Convert each of the following bicimal numbers to a decimal number: (@ 11.01, © 111101 (6) 101.113 (@ ULI 7. Add the following binary numbers as indicated: (@) 1011+ 1012 (b) 1111, + 110; © 1002+ 111; @) 10011; + 110, 8. Sum the following binary numbers as indicated: (@) 11101, + 11s (b) 111112 + 101, (©) 11101: +1011: @) 111 + 11 9. Add the following binary numbers as indicated: (@) 11101, + 1101, (b) 1011s + 11143 (© Mh + 101, @) 11001 + 1111 Sum the following binary numbers as indicated: (@) 10101, + 110111, () LILLE + 101101, (©) 1011 101; + 101101 @ Millon; + 110111 10, IL, Subtract the following binary numbers as indicated: @ 111, ~ 101, () 1111) ~ 1101, (© 1110; 1011, @) 1010; - 111g 12, Subtract the following binary numbers as indicated: (@) 1101; — 1011, (© 10111, = 1011 (b) 1011, ~ 1001, (@) 1111; ~ 101, Find the difference between each pair of the following binary numbers: (@) 110101; ~ 10011, (b) NoMt, = 101115 (©) 100101; ~ 11011 @ M111; = 101; 1B. 14, Multiply each pair ofthe following binary numbers: @) 11x 10, (© Mk xX Te () 1011; x 1015 @ Wit; x 1h Matnsts: A Canghde Cae15. Find the product of the following binary numbers as indicated: (@) 1012 x Mz (© 101: x le 16. Find the product of each of the following pairs of binary numbers: (b) 111 x 1013 @ 1101; x 11, (b) 10011, x 1013, @ 10111; x 101; (@ M1; x 1, (©) 11101; x 1, Place value Digit 3 1 S3XSTHIXSRHIX SS Hence the number 10324.312s can be represented as: 1X54 OX S+3XSF2XSN+4X SH BXSTHINS 24253 5 Sina BF ‘The denary number equivalent in base five is obtained from the remainders under division by 5, taken in a specific order defined by the arrows in each problem worked below. AB ci rete xample 77 (a) Convert 8949 10 a number in base 5. (b) Convert 3481010 a number in base 5. | Solution one sl : aA CaN (b) Now 5 [348 spa, 5 [| 34r4 oN eee Alternative Method In this method, we start by dividing the denary ‘umber by the highest power of 5 that can divide exactly into the number. The remainder is then exactly divided by the highest possible power of 5. We keep dividing in this manner until the remainder is less than 5. ‘The denary number is then written in terms of powers of 5, from which the denary number equivalent in base 5 can be obtained, as seen in the problems ‘worked below. (@) Now % = Ba3rige3x 52 3 25 And. =2rdee2xsi+4xso a5 So By =3XS+IKSN+4XS0= 3s 348 _ 348 (b) Now 2 = 95 = 2498-0259 ee And Fo 9g a 312035 2323 - Ako Ba Baaraoaxsts3xs So 348g=2X 9 +3XH+4KS1+3X59 = 2343,Converting from Base In converting from numbers written in base 5 to den- ‘ary numbers, we use the fact that each place value is apower of 5 Example 7 (a) Convert 3415 0 a decimal number. (0) Convert 40312s 10 a decimal number. (6) Convert 0.3245 10 a decimal number. (a) Convert 0.43025 to a decimal number. (e) Convert 41.235 0 a decimal number. (9 Convert 124.03; 0 a decimal number. Solution (@) Now 341s XSt+4XS1+1x 50 (b) Now 403125 SAX SN+OXS+3KS 1X S142 50 = 4X 625 +0 125 +3 x 25 41X542X1 =2500+0+75+5+2 82.0 0.3245 =3XS'142K57+4K59 a 1 ae max Prax taxa 6 + 0.08 + 0.032 0.712, (©) Now (@) Now 0.43025 =4XS143X52+0X59 +254 =4xi ele — Ax Z +3X 76 40% De 1 taxes = 08 +0.12 + 0 + 0.0032 = 09232) (e) Now 41.235 XSF 1X S9+2KS4 43x52 =4xSHI142x4 : 3 eaxk as =20+1+04+0.2 (f) Now 124.035 S1XS42x 544% 50 FOX S143 XS? X25+2x544%1 1 1 FOX E +3X 55 =25+10+4+0+012 = 39.12, Adding Base Five a Ene “Treg ‘The addition table for base 5 numbers can be seen below. Table 2.8 aoe onsen a Oe) foe ete liars Ee eee 2[2/)3 [4/10/11 3/3 (4/10 "2 4i4 ii 2 13 Example 7 G ‘Add the following quinary numbers: (a) 432sand 104s (b) 301s and 21445 Solution @ Now abe, Now "SL, 104 * 2144 Tosi; 000, Maton: A Coop Cone: Subtvacting Base Five 4 Vumbers In subtracting base 5 numbers, we use similar rules as those for the addition of base 5 numbers. Example 20 Find the difference between each pair of the {following quinary numbers: (a) 34125 ~ 203s (b) 42105 — 24015 You Solution 4 44 (@) Now 3412 @) Now 4210 _ 203 2401 3204; 1304, ‘The multiplication table for base S numbers is as follows: Table 2.9 xoeprrey se oO; 0; 0; 01010 or 23 4 2.0.2. 4 Ns ao 3s al fae a0) 4 te at Example 2 7 Find the product ofthe following quinary numbers: (a) 431 x 205 (b) 3412s X 1035 Solution (a) Now Chl Manor Tory () Now hai 103 i 3a 200 aia + 244 = Exereise 2) = 1. Converteach of te following denary numbers to its base 5 equivalent: (a) 45.0 () 6710 (©) 8% (d) 103:9 2. Conver each ofthe following decimal numbers t0 ts base 5 equivalent (a) 24710 (b) 26810 (c) 349% (d) 847,10 3 Converteach ofthe following base 5 numbers 10 its denary equivalent (a) 345 (c) 1345 () Als (@) 4315 4. Convert each ofthe following base 5 numbers toits decimal equivalent: (a) 0.1435 (©) 0.4125 (@) 0342; (@) 0.21435 5. Convert each of the following quinary numbers to a decimal number: (@) 43.215, (©) 124.1025 (b) 34.125 (@) 324.2415, (6. Add the following quinary numbers asi cated: (@) 435 + 345 (b) 3435 + 1325 (©) 24ls + 344, (@) 1435 + 2345 7. Sum the following quinary numbers as indicate: (a) 10345 + 23315 (©) 43215 + 34125 (b) 21345 + 10325 (@) 34125 + 41135 8, Subtract the following quinary numbers as indicated: (a) 3215 = 425 (b) 4235 — 2345 (©) 2015 ~ 124s (@) 1045 — 345 9. Find the difference between each pair of the following quinary numbers: (a) 10345 ~ 4325 (b) 2341s ~ 13425 (©) 30445-24315 () 4132s ~ 3432510, Multiply each pair of the following quinary numbers: (a) 435 X 205 (b) 1245 315, (©) 2345 X 145 @ 3125 x 135, 11, Find the product of each of the following pairs of quinary numbers: (@) 1235 X 215 (©) 3025 132s Gctat Wumbers oe fest i Octal numbers are numbers to base 8. We therefore use the digits 0 10 7. Since the number base or scale is 8, each digit of a number has a place value in terms of powers of 8. Octal numbers are used by computers as a shorthand for binary numbers. ‘Thus: ‘The number 76401s can be represented as: Table 2.10 (b) 2435 425, (@) 412s x 1035 Place) | # w value= 4096 = 512. = 64 1 Digt [7 6 | 4 i = TXB FOXS FAK SHOX STIX XBOX B+AXR HL EY ‘And the number 0.43s can be represented as: Table 2.11 a s Place 7 value == 0.125 = p= 0.015625 Digt 4 3 Sax 8143x832 Hence the number 76401.43, can be represented as TREFOX BEAK BHO SELBY + 4XB143 x82 as or to Octal ‘The denary number equivalent in base 8 is obtained from the remainders under division by 8, taken in a specific order defined by the arrows in each problem worked below. Example 22 (a) Convert 98,9 t0.a number in base 8. (b) Convert 985; 10 a number in base 8. (@) Now 8 se Ye we) Thus 989 = 142, (b) Now 8 | 985, 8 [12301 8 iss 8 (17 TIN rT ‘Thus 98549 = 1731s Alternative Method Inthismethod, we startby dividing the denary number by the highest power of 8 that can divide exactly into the number. The remainder is then exactly divided by the highest possible power of 8. We keep dividing in this manner until the remainder is less than 8. The denary number is then written in terms of powers of 8, from which the denary number equivalent in base 8, can be obtained as seen in the problems ‘worked below. 9% 98 : (a) Now. ee 134-1 X 8 Mou . og a Ba grasaxerease se Dx axe eae ia (b) Now = 11473 = 1K 8 a : ant (BAB gyaser xs avo B-Baspresxateree Tay S859 1 8 THB 3x8! vixe aia»__ Converting from Octat pene In converting from octal numbers to denary numbers, we use the fact that eack place value is a power of. Example 2 3 (a) Convert 743, 0 a decimal number (6) Convert 2405¢ 0 a decimal number, (6) Convert 0.74510 a decimal number. (d) Convert 0.214510 a decimal number. | (6) Convert 74.310 a decimal number. (Convert 641.045 10a decimal number. Vv jon Solution (a) Now 835 = TXB 44x 8143 X80 TXO4+AXB+3XT aus +3243 = 4835 () Now 2405, = 2x8 4x8 40x81 +5xe =2X51D+4x64+0%8 +5x1 024 +256 +045 = 12854, (Now 0745 21X81 44x82 1 1 =7xl sax Learner 875 + 0.0625 19375, 94 (correct 2p) (@ Now 0.214 =I 8141x8244 KES 1 1 1 moxteixt sax d Be eos 25 + 0.015625 + 0,0078125 2734375 27349 (correct to 3 dp.) (Chyler Tar en aes: eee = TXB 44x 8043X84 HTxX844x143xE = 6040 (correct to 1 dp.) 641.045 =6X 844X814 1X 80 FOXB 14 4x 82 =6XO4+4X841X1 1 oe FOX tax gy 84 + 324+ 1 +0 + 0.0625 17.062519 = 417.06 (correct to 2d.p.) ae et Ione ‘The addition table for octal numbers can be seen below: Table 2.12 (®) Now 3.14 Ws Example 2 Add the following octal numbers: (a) 675 and 204, (b) 47635.and 2155 ala ueiew ele + Solution (@) Now 675 () Now 4763 a) Now low . us * Toi; 3200;In subtracting octal numbers, we use similar rules as those for the addition of octal numbers. Find the difference between each pair of the {following octal numbers: | (a) 76325 ~ 475s (b) 6701s ~ 50435 Solution 1 Ea 9 (@ Now 7632 _ (@) Now 6701 _ 415 3 3: 16365 ‘The multiplication table for octal numbers is as follows: Table 2.13 xe ooo Lord 2 ole t spolsleln 4041014 Sop stata Tat se Ta! 60 6 4) 2] 507 36 aa 82 707 6 95 | 34 a3 52 | ot Example Find the product of the following octal numbers: (a) 7615 30 (b) 6017s X 4725 Solution @ ) 3.007400 521510 + 14036 3345 146, = Exer 1. Convert each of the following denary numbers to an octal number: (@) Bo (©) 1049 2. Convert each of the following decimal numbers to its base 8 equivalent: (a) 24710 (©) 840 Convert each of the following octal numbers to ‘adenary number: (@) 47 (b) 1355 (©) 4365 @) 6475 4, Convert each of the following numbers in base 8 to a decimal number: (a) 0.74 (b) 0.325 (©) 0543 (@) 0.765 5. Convert each of the following numbers in base 8 to its decimal equivalent: (©) 9310 @ 13% (b) 3840 (@) 96810 (a) 34.315 (b) 47.625 (©) 105.425 (@) 237.165 6. Add the following octal numbers as indicated (a) 475 + 365 (b) 645 + 325 (©) 575 + 3465, (€) 1245 + 4315 7. Sum the following octal numbers as indicated: (@) 12045 +347 (0) 24764 + 14634 (©) 34715 + 436, (d) 6741 + 34715 8. Subtract the following octal numbers as indicated: (@) 475 — 355 (©) 104s ~ 765 (b) 654 ~ 434 (@) 2435 — 1065 Matos: A Congle Cone9. Find the difference between each pair of the following octal numbers: (@) 1045, ~ 247 (©) 54365 — 47165 10, Multiply each pair of the following octal numbers: (a) 35: % 405 (©) 1075 X 24 11, Find the product of each of the following pairs of octal numbers: (2) 64315 % 1055 (©) 61343 X 3245 ———S Having fully understood the methods explained for the addition, subtraction and multiplication of number bases 2, 5 and 8, students should now be able to extend their knowledge and add, subtract and multiply numbers in any given number base. (b) 43415 — 7455 (@) 64715 ~ 54325 (b) 63, X 34g (@) 245, X 63s (b) 47325 2155 (@) 53425 x 4075 1, Carry out each of the following additions in base 3: @s, OM, © 212%, 105 2015 1202, 2. Camry out each of the following subtractions in base 3: @%s_— 2_— 122 us 1125 12125 ~ 3. Camry out each of the following multiplications inbase 3: @ 2s (©) 212 2211 se 213 * 2013 * 4. Perform cach of the following aditions in base 4 (@) 3s ) Bu © 213% at 123, 1313. 5, Perform each of the following subtractions in base 4: @ 3) 31% 2a aes ad Go ea (© 2312 123, 6. Perform each of the following multiplications in base 4: @) 2 HII © 231%, 204 2B 132 7. Evaluate: 3s) 1325 | (©) 31325 Rs 113s 13015 Evaluate: (31s) 213s (©) 3.203 21s 1325 31125 9, Evaluate: (@) 325 ©) 21s © 2325 305 * Soe 1025 * 10, Add the following base 6 numbers: G@ 53) 45 (©) 45324 126 124, 2354, 11. Subtract the following base 6 numbers: () 456 (B) S1dg (©) 43516 136 24le 31425 12, Mulply the following base 6 numbers: 536) SMe ©) 315% 306 236 124, 13, Calculate: @ Gly, 456), ©) 1645, 34; 134, 2643, * 14, Caleulate: @ 6h) 455 Os, 32, 341 364, 15, Calculate: @ 55 62 ©) 562, 40; 43, 124, * 16, Express the solution to each of the following pairs of numbers in base 8: (@) 756, (b) 573 Bs 432) (©) 3457 2341s 17. Express the solution to each of the following pairs of numbers in base 8: (@) 75s (b) 6735 _ Be, 5325 (©) 45735 32615 ~18. Express the solution to each of the following pairs of numbers in base 8: G@) Be 0) 36% (@) 7432 50s 42 1345, 19. Simplify each ofthe following operations, leav- ing your answers in base 9: (a) 845 ©) 7485 | © 641% Ty * 3825 53425 20. Simplify each of the following operations, leav- ing your answers in base 9: () 85) 4B _ Ms 4855 21. Simplify each ofthe following operations, leav- ing your answers in base 9: @ ©) 507 (©) 7680, 30, 45,“ 312 * (©) 87635 _ 5371s Manas A Cong ConeCHAPTER Computation This chapter will teach you how to cary out arithmetic operations in order. add, subtract, divide, multiply and simplify whole numbers, fractions, mixed numbers and decimals. solve word problems using a logical sequence. approximate a decimal number to its nearest whole number, to the nearest power of ten, to @ number of decimal places and to a number of significant figures. pee ‘write @ number in standard form (or scientific notation). construct the range in which the exact value of a computation must lie. define and use ratio, proportional parts, direct proportion, ready reckoner and inverse proportion. calculate percentages and the arithmetic mean (or average) find the square, square root and reciprocal of a number using a calculator and using three figure-mathematical tables bore Example 7 _ (a) Add the numbers 475 and 329. (b) Subtract 381 from 745. fe) Divide 8350 by 25, (d) Multiply 431 by 247. (e) Simplify 8 2X 6 + (10 ~ 3). Solution1. Evaluate 583 x 97. 2, Calculate 10325 + 413. 3. Determine the value of 15 +5 + 20+ (3 + 2), 4, Simplify 3 X 2-1) + 44+ 11 +3), 5. Evaluate 147 X 230. 6. Calculate 1704 + 24 7. Determine the value of IS = 5 +7 X 2 8 Simplify @ + 3) x 2+ 10+ 6 ~ D. ‘9. Find the value for each of the following expres sions: (@ 1 -1244436-2) wy o+2 40, Determine the value for each of the following expressions: (@ 17-25-3) () 762 +0 U1. Calculate: (@) 3x4x5 () 543x2 12, Evaluate: (a) 4x546 () 16+ 442 13, Simplify ae a) 9-12 +e 36200 <4 "862 || 1724 || 3017 iu : ee +17240 « =F 14, Evaluate (5 ~ 3) + 4 of $500. 3017 ~~ 15. Calculate: (7-4) + 90f (8 +23). So the product is 106457. spera- 4 Alternatively, Mateates A Coop Coaneise 3b = 1. A girl bought a comic book costing 625 ¢, a pen costing 570 ¢ and a chocolate bar costing 375 ¢. She paid her bill with a $20 note. How ‘much change, in cents, did she receive? 2. Thad a piece of string 300 em in length, Tcut off three pieces, one of length 97 em, one of Jength 53 cm and one of length 112.em, What is the length of the piece of string that I had left? 3. On Friday 2000 patties were cooked in a school cafeteria. At the first meal 347 patties ‘were served. At the second meal 652 patties were served. At the third meal 432 patties were served. How many patties were left after the three meals? 4, A light bulb was being tested so it was left on continuously. It failed after 29 days exactly. How many hours did it work altogether? 5. A girl saves the same amount each week. After 12 weeks she had $288. How many dollars did she save per week? AD es Cotte 6, A car travelling from Town A to Town B at ‘50km/h took 4 bh How far is Town A from Town B. 7. A girl can walk up a flight of stairs at the rate of 36 steps per minute. If it takes her 3minutes (o reach the top, determine how many steps there are, 8, A farmer has to pack 6000 oranges in new ‘boxes. Each box can hold 75 oranges. How ‘many boxes are needed to hold the 6000 oranges? 9. A girl bought a book costing $95 and a folder costing $17. She paid her bill with six 20-dollar notes. How many dollars change did she receive? 10. A piggy bank has fifteen 10 ¢ pieces and six 25 ¢ pieces init. Another piggy bank has twenty 5 ¢ pieces and eight 50 ¢ pieces in it. ‘What is the total sam of money, in cents, in the piggy banks? 11, tthe newspaper stand I bought three comics costing 625 ¢ each, a magazine costing 3540 ¢ and two newspapers costing 300 ¢ each. How ‘much change, in cents, did I received froma $100 note? 12. A grocer bought 57 cases of sweet drinks. Each cease contains 24 cans. How many cans were ‘bought altogether? 13, A school day is 8 hours. How many minutes are there ina school day’ 14, If 12 sweets cost 204 ¢, determine the cost of cone sweet. 15. A woman saves the same amount each month, ‘After 9 months she had $1575. What amount of ‘money did she save each month? 16. A girl's total marks in her end of term test was 480, She got 62 in Mathematics, 81 in English, 75 in Science, 76 in Spanish, 89 in Social Stud- ies and the remainder was her Music marks, ‘How many marks did she make in Music? 17. A boy had 50 marbles when he went to school on Tuesday moming. At break time he lost 18 marbles and at lunch time he won 11 marbles. After school he lost an additional 13 marbles. How many marbles did he go home with?”43. An escalator can move up at the rate of 25 steps per minute. It takes 4 minutes to reach the top from the bottom. How many steps are there? 44, A man is paid $525 for working a 5-day week. ‘What amount does he get paid per day’? 48, A girl bought a comic book costing 368 ¢ and a pencil costing 125 ¢. She paid with a $10 note ‘What amount of change did she receive? 46. The contents of atin of sweets had a mass of 5000 grams. The sweets are divided into packets each of mass 250 g. How many packets of sweets can be made?” 47, One money box has six 5 ¢ pieces and seven 10¢ pieces in it. Another money box has twelve 25 ¢ pieces and nine 50 ¢ pieces in it, What isthe total sum of money in the two boxes? 48. On Monday 1500 hamburgers were cooked in a school canteen. AC the first sitting 357 hamburgers were served. At the second sitting 655 hamburgers were served. AC the third sitting 421 hamburgers were served. How many ham- ‘burgers were left after the three sittings? 49. A boy had 60 marbles when he arrived at school on Friday morning. At break time he I 17 marbles, At lunch time he won 9 marbles. fier school he lost 21 marbles. How many marbles did he take home that afternoon? Anisa received 950 ¢ pocket money on Sun- day. On Monday she spent 542 ¢ in school. On ‘Tuesday her mom gave her 325 ¢ for doing a special chore at home. On Thursday she spent 152 ¢, On Friday she spent 403 ¢. How much, ‘money has she got left to spend at her church ‘bazaar on Saturday’? 51, bought 9 oranges costing 75¢ each and 6 apples costing 290¢ each. What amount ‘of money did I spend? 52, A car travelling 70 kilometres an hour took 3 hours to travel from Town A to Town B. How ‘many kilometes did the car travel altogether, if itreturned to Town A? 53. A boy can walk up a flight of stairs at acon- stant rate of 23 steps per minute. It takes him 4 minutes to reach the top. How many steps are there altogether? ms, Chole 3 Compare 54. A total of 9000 oranges were packed into boxes, each holding 75 oranges. How many boxes were filled with oranges? 85. A man is paid $520 fora S-day week. What amount does he get paid per working day? 56, A vase has seven 5 ¢ pieces and twenty 10¢ pieces in it Another vase has eleven 25 ¢ pieces and eight 50 ¢ pieces in it. What isthe {otal sum of money in the two vases? ‘87. Three friends, Sonia, Anu and Kelly went to shop. Sonia bought 7 sweets costing 12 ¢ each, ‘Anu bought 9 sweets costing 8 ¢ each and Kelly ought 11 sweets costing 14 ¢ each, How much money, in cents, did they spend altogether in the shop? Fig. 3.1 Proper fractions18, Multiply five thousand, seven hundred and one by twenty-three. 19. On a school outing 6 maxi taxis were used, each taking 31 students. How many students went on the outing? 20. A fuse was tested by being left on continuously, Ic failed after 45 days exactly. For how many hours was it working? 21. How many mangoes costing 50 ¢ each can I buy with $8. 22, If a maxi taxi holds 30 children, how many maxi taxis are needed to take 480 children? 23. A money box has nine 5 ¢ pieces and five 10 ¢ Pieces in it. Another money box has seven 10¢ pieces and ten 25 ¢ pieces in it, What is the total sum of money, in cents, in the two money boxes? 24, An elevator can move up atthe rate of 60 steps ‘a minute. It takes 4 minutes to reach the top from the bottom. How many steps are there altogether? 25. [bought 7 mangoes costing 125 ¢ each and 5 apples costing 225 ¢ each. What amount of money did I spend? 26, Calculate the total cost ofa tin of baked beans at 458 ¢, acake at 75 ¢ and a soft drink at 150 ¢. 27. Determine the total cost of a washing machine at $2341, a fridge at $3642 and a gas cooker at $1975. 28, In.a school there are 597 children. There are 321 boys. How many girls are there? 29, The Middle Peak of the Blue Mountains in Jamaica is 2270 m in height and Kaieteur Falls in Guyana is 256 m in height. How much higher than Kaieteur Falls is the Middle Peak of the Blue Mountains? 30, A mini mart had 39 kg of carrots when it ‘opened on Monday morning. During the day the shop received a delivery of 63 kg of carrots and sold 27 kg of carrots, How many kilograms of carrots were left when it closed on Monday evening? 31. Nicole received 59 ¢ pocket money on Satur- ‘day. On Monday she spent 4 ¢. On Tuesday she was given 20 ¢ for doing a special job at home. On Thursday she spent 25 ¢. What amount of money was Nicole left with? 32. The office I work in has 83 computers. The office my friend works in has 37 computers. How many more computers are there in my office than in my friend's office? 33. When Judy went to school on Monday morning it took het 7 minutes to walk to the bus stop. She waited 11 minutes for a bus and the bus Jjoumey lasted 23 minutes. She then had an 8 minutes walk to school. How long, in minutes, did it take Judy to reach her school? 34, Sian received 940 ¢ pocket money on Sunday. (On Monday she spent 341 ¢. On Tuesday her dad gave her 225 ¢ for doing a special chore at home. On Thursday she spent 142 ¢. On Friday she spent 402 ¢. What amount of money did she have left to spend during the weekend? 35. [have three pieces of rope. One piece is 24 em in length, another piece is 47 cm in length and the third piece is 35 em in length. What is the total length, in cm, of rope that I have? 36. On Monday morning Renee took 6 minutes to walk to the bus stop. She had to wait 9 minutes for the bus. The bus joumey took 45 minutes. ‘She then had a 3 minutes walk to her school How long, in minutes, did it take Renee to reach her school? 37. Cindy’s club dues for last week was 255 Cindy paid witha $5 note. How much change did she receive? 38. The arcade that I go to has 82 video games. ‘The arcade that my friend goes to has 63 video games, How many more video games are there in my arcade than in my friend’ arcade? Kelly bought a notebook costing 255 ¢ and a pen costing 625 ¢. She paid with a $10 note. What amount of change did she receive? 40, Calculate the difference between three thousand, five hundred and forty-eight; and eight hundred and twenty-five. Add two hundred and three to the difference. What is the sum? 4. Thave a piece of wire 300 em in length. 1 cut off three pieces, one of length 53 em, the second of length 24 em and the third of length 85 em, How long, in em, isthe piece of wire leh? 42. A car travelling at 40 km/h took 3 hours to arrive at Toco, How many kilometres did the car travel? Maton: A Compl Coane1 Now Log e) 3089 aa) axe i: -lx z os _b3a ieee =3 So} of 9is3. 4 or9is3, 1. Evaluate: es a © j00 * 00+ T0035 * 15 2. Caleulate: 4 a 9 ES @ ta OT ‘8 Determine the value of: @ Sof t32metes —() 3 of 40 mens 6. Calculate: (a 3 ofa se tyr nsveria days) ©) <5 oF I day, (state your answer in hours, 7. Calculate: 39 13 @ +30 (©) $of 1 month September (sate your answer in days). 8. State the fraction that is shaded in each of the following sketches: aE Caster Compton 9. Write the fraction that is shaded in each of the following diagrams: @) Fig. 34 Proper fractions 410, ‘State the fraction that is shaded in each of the following diagrams: Fig. 3.5 Proper fractions AL. Evaluate: 5 (@) FoF 14 litres (6 Sot aay, ayo nserin oa) 12, Calculate: 8 223 oi ® 28° 14 13, Calculate: 544 Tis Onts o> a? 14, Simplify each ofthe following expressions: @ 3415 Ay So Ones 8 OOXE* a 15, Calculate the value ofeach of the following expressions 2 2.543 3,142 w 2-543 @ atts OF ce 16, Evaluate each of the following expressions: expressions: (b) . f (©) Now So the products 2. ‘When we are dividing by a fraction, we invert (ie. upturn) the fraction which isthe divisor and ‘multiply instead. (@ Now dnvering te fraction > > hich isthe avisor and ‘muliplyng instead) x = spose 4 9 4 “9 ai “fg x cate a x| Sorts guns? ‘The operation “of” means that we multiply. dente ACorttore de© So the 3 (@ {por Lem 2. How may snes dos 2 gp into 122 4, How many {are therein 9? 5. Agia pet other pocket money on see and 2 on ty. What faction oer pocket ‘money did she spend? What fraction of her pocket money did she have remaining? 6. Write the first quantity as a fraction of the second quantity (@) 5 days; 1 non-leap year (b) 42 minutes; 2 hours. 7. In.aclass of 35 students, 10 take Spanish and 9 take Geography. What fraction of the children in the class take: (a) Spanish AD chen cope (b) Geography. ‘8, What fraction of an hour is 25 minutes? 9. In.a class of 28 children, 12 take Spanish, 24 take Mathematics and 20 take English. What fraction of the children in the class take Spanish? 10. A boy spent of his money on sweets and $ on records. (a) What fraction of his money did he spend? (b) What fraction of his money did he have remaining? 1, In a class of 32 children, 28 like football and 20 like cricket. What fraction of the children: (2) like football (b) do not like football (©) like cricket (@) do not like cricket? 12. My school bag contain 9 books, each of mass 2 7 “5 keand 5 folders, each of mass 3 ke. ‘What isthe total mass of the books and folders in my bag? What fraction of the total mass is ‘books? 18. ow many Hs arth? 14, How any ines dot 2 go imo? 7 15, How many cents is 75 of $1. 16, How many 3 sare there in 27? 17 ow many tins does gino 102 18, What fraction of an hour is 35 minutes? 19, Write the first quantity as a fraction of the second quantity 53 days; I leap year. 20, In.a class of 42 children, 10 take Spanish, 8 take French and 22 take Mathematics. What fraction of the children in the class take: (a) Spanish (b) French (c) Mathematics. 21. taste ies pntin Mathematics clases, ofthe time in English18. Simplify each of the following expressions: (a) (i) The fraction spent on chocolates @ bated + ‘The fraction spent on 19, Evaluate each ofthe following expressions: eae @ 2x(3+ wy yr ded - Jute fraction spent 20, Simplify each ofthe following expressions: ee 23,5 Oazecas area 21. Evaluate: a So Anu spent 11 of her allowance. as (i) The fraction of her allowance left “is So Amu has + of her allowance lef i (b) The mass of sweets bought ‘The number of children itis w divided amongst y | ‘Then the mass of sweets co) each child receives (b) inverting the fraction which is the divisor) iG @)3 ‘The LCM. of the S denominators 3 and 8 is24 (b) Now 5. 1.3 -2+5-3 1X 8=3%3 4 LX8=3 x3 34 829 =345F =3 23 So the difference is 25. Alternative Method Tie LOM oft (&) Now 5-23 denominators and om es aay 3x3 . |24 3 (©) Now as 3x2 eet 6 5 So the product is 5, . 6 BES x4e3 i645 453 so te quien is 1 rz 0f 6 nvering he fraction ‘which isthe divisor and mulpying instead) x6 «{2x3t1=6t1=7] 1 S025 of 6is 14 ef 1DMAS. Example 6 _ (a) Simplify each of the following expressions a 6 watee ffi 8 5h 9S ge, Signs ealclasses and 16" Sports. What fraction of the time is spent on: (a) English and Mathematics together (b) Mathematics and Sports (©) Alllessons except sports 22. Abviskloyertales 12 mines olay on isk How many minutes will it take him to lay 300 bricks? 23. Express the ratio of 35 ¢ t0 225 ¢ as a fraction im its lowest terms. 24, Express the rato $630 ¢ as a fraction in its Fosiest ters. 28, Write the fraction > inequivalent form with denominator 45 26, How many lengths of 1 m may be cut from a length of 36 m? 27, How many thirds are there is 5? 28 What is three-fifths of 6? 29, Write the first quantity as a fraction of the second quantity: (a) Thours:1 day (b) 9 months:1 year. J (Mixed number) Mibenatn A Cong Cane5. Calculate each of the following: aed teal 1 2 (@) B+ 4g + Saye OW IGE X39 XG 10 6. Simplify each of the following expressions: oe @ 3g * Wg % 23g (b) 3m * Wag * ay 7. Braluate each ofthe following expressions: 3 yh f@) 2B X Ig 9, Evaluate: 2 ti (a) 5 t a5 + 1Z () 35 x by X25 10. Calculate: a io @stest+at 7-28-40 AL, Determine: @ax(t+d) — @2bx1px? ae 2, 4 eee 12. Simplify the following: 1 a ob s4-32 2 9% Oaiget Gee? 97-55 aptly 13. Find the exact value of: 3 @ 45+ wage rato) 15. Evaluate the following: oa 16. Determine the exact value 34h @ 55-35 AA cones cst 17. Calculate the exact value of: oF So (s8- 5-34 18. Calculate the exact value of: 213), 2 @ (2-13) & 19, Find the exact value of: oaxG-4) 3,1 41 ©) 6-25-35 20, Simplify: Suse eels @ 85435425 37-241 21, Evaluate: 2 as @ spay +1} 2B +355 22, Determine the exact value of each of the following expressions © (9345)-() 23, Calculate the exact value of each of the following expressions: age ge oe Oss 21030 25, Simplify each ofthe following expressions: ee 3 (@) 25 x25 © 25 26, Calculate the exact value of:iti) sx & (b) Arrange the fractions: | S421 e ae (i) ascending order (ii) descending order. | Solution 1,45 _ 44 TELCM. of the (@@Now gl +25 denominators 3, 6308 oe oui . ooo ee =842-3+3+3-4 1X645%3 18 =10-3+ 5 Tel CMofthe 257 denominators 7.18 nd21 2, 13 4-2 Xx3-5X2 a | 2 a3 x lee ' athe x ers of x mela w]e eles 9X 1X2 nverting the fraction TTX TI hich isthe divisor and ‘maliptyng instead) a8 Tr [5x16 + 2x443 80+1=81 8+3=11 T The LOM. ofthe 342 denominators 2,3, 5 and 2 sist2o 3X 15,4% 24,2 40, 1X60 120 (b) Now 45, 96, 80, 60 [120 120 8 120, 3 96, 80, 60 45 (i) Since te he i Then order is 1, Simplify: 3 @ 8-55 2. Evaluate: 1 (@ 85 3. Caleulate: slit i @ 73-49¢ ©) 45 4, Simplify each ofthe following: tf z w a8 +(t 123 ©) 255 Sy a -indicate that the values to its right is a decimal fraction, For example: po SoS -sx10 ss-05:= 8 = Bessx107 ssi osst= Sh = Shes x10 s17=03317= $8, = 88— ssinxa0- s:179= 021179 = 318 = B18 =si79 x10 From the above examples it can be seen that: (i) Zero is placed to the left of the decimal point in order to indicate that the whole number is zero. (i) For a given number of decimal places, the ‘numerator is divided by 10", where m € Nand nis equal to the number of decimal places. ii) For a given number of decimal places, the ‘numerator is multiplied by 10-*, where n © N and n is equal to the number of decimal places. (iv) The digits are grouped in threes from the decimal point, with a space left between each ‘group of three digits (9) We can convert from a decimal fraction to a common fraction and vice versa (ie. convert from a common fraction to a decimal fraction also). Example Z (a) Simplify the following. | (i) 045 10 (ii) 0334100 — | (ii) 00479 X 1000 (iv) 0.13047 x 10000 (v)-0871 x 100000 | (b) Simplify the following: (i) 07+ 10 (ii) 0.81 + 100 (iti) 0.9857 + 1000 (iv) 0.147635 + 10000 (0) 04893 = 100000 | Solution A Clayle3 Compton @ @ Now > ii) Now 0.354 x 100 = 35.4 Gil) Now 0.0479 x 1000 = 47.9 iv) Now 0.13047 x 10000 = 1304.7 (v) Now 0.871 x 100000 = 87 100 From the above examples it can be seen that: (i) For each zero in the power of 10, we shift the decimal point one place tothe right when we are multiplying (i) We sometimes have to add zeros to a number, ‘in order to keep the place values of digits in the number. This fact canbe seen illustrated in part (v) above, iS 7 ©) G)Now0.7 = 10= 7 = 0.7 x 1071 = 0.07 -e109=08L 2 Gi) Now 0.81 + 100 = 981 = a1 x 10 = 0,008 0.9857 Gi) Now 0.9857 + 1000 = 95557 = 09857 x 10-9 Biinws8s7 0.147635 Gy) Now 0.147635 + 10000 = SITES. 1147635 X 10-4 9000147635 0.893 100000, = 0.893 x 10-5 0.000083 (¥) Now 0.893 + 100000 From the previous examples it can be seen that: (9) For each zero in the power of 10, we shift the decimal point one place to the left, when we are dividing. Gi) If the whole number part of the decimal number is zero, then we need to add zeros, in order to keep the place values of digits in the number, when we are dividing. 1. Simplify: (a) 0.56396 x 10000 (b) 0.61345 = 10000 2. Determine the value of: (a) 37.58 x 1000 (b) 54.2 + 10027. Given the fractions 30 (a) Write the fractions in ascending order. (b) Write the fractions in descending order. 28, Arrange the following fractions in ascending order: 7113 27 eee aera! 29, Arrange the following fractions in ascending order: (a) in ascending order (b) in descending order. 3, Wiite the following factions in ascending onder: 35. as 2 16° 1 32. Divide 83 by ees 33. Divide 65 by 25. 12 by 18, Divide 225 by 15. 35, Ifyou read 81 pages ofa book in 1 hours, how many minutes does i take to read one page? 2 36, Divide 75 by 55. 21. Abagfsner hans 4 ke. Whi thems 30a 38. Anna read 60 pages of book in 15-hour. How ‘many minutes did it take her to read one page? 39, Write the first quantity as a fraction of the second quantity S hours:1 day 40, Write the first quantity as a fraction ofthe second quantity 10 months:1 year 41, kc 13 mintesso mp apa ana mito, How nny mines docs it take to wrap and address a dozen similar paces? 42, Asteeafpywoottas atin of om How many sheets of plywood are there in a heap of thickness 105 cm? 43, Amen ote conn 0 iss ac of tse of gam. Te empy ttle a mass of 1254. grams, What is the total mass? 444, A pharmacist counts 45 capsules and puts them in abot Each capsletasa mas ot ora gramand hems of te pty be 152 grams, Whats he tl ss 45. Put either > or < between the fractions: 31 59 Ape mS 2 © 70 4 in 10 46, Put ether < or > between the factions: ct is 3 41, Ao conan 70 vain les each of isso pam. Taempty bot is mass of 4 ‘grams. What is the total mass? 48. A girl spent} of her pocket money on CDs and Zon clothes. What fraction of her money did She spend? What fraction of her money has she left? 49. Write either > or < between the following pairs of fractions: as 2 Oa s OF = Operations with as Decimals ‘A decimal fraction is a way of expressing a proper fraction as a number in base 10, using the place value system. It is a fraction whose unwritten denominator is ower of 10, and itis indicated by a decimal point Defore the numerator. The decimal point i used 10 ooSo the quotient is 41.32. ‘The example below shows how to perform long ‘multiplication. (@) Now From the above examples it can be seen that: (0) In adding decimal numbers, each digit with the same place value must be placed in the same column. Gi) In subrracting decimal numbers, each digit with the same place value must be placed in the same column. A zero is used to indicate the absence of a natural number in a particular place value, for the ‘purpose of subracting (iii) Before we divide, we must always make the divisor a whole number. ‘The decimal point in the dividend (ie. the number being divided) gives the decimal point in the quotient. Be cs Cotte (iv) In multiplying decimal numbers, the number of decimal places in the product is the sum of the decimal places of the two numbers being ‘multiplied. Thus: $73.12 (2 decimal places), 463 (2 decimal places) and 26535456 (4 decimal places). So, 2 decimal + 2 decimal = 4 decimal places places. places E; 1. Write down the value of: (a) 3634 + 2.71 + 0.041 (b) 4.317 — 0015 . Divide 1.45 by 5 ercise 3g 2 3. Complete 9.2 ~ 1.82 4. Multiply 3.2 by 1.5 5, Determine the sum of 9.2, 5.6 and 1.3, 6 Add 0.58 103.5 7. Evaluate 9.5 + 0.86 + 3.7 8, Take 18.3 from 75.6 Evaluate 8.62 — 0.51 10, Subtract 1.8 from 10.3 1, Determine the value of: (a) 568 +04 (b) 0.2556 + 15 12, Share 15.3 kg equally between two people. 13. Divide 97.8 into 8 equal pars. 14, Determine the value of each of the following expressions: (a) 27.418 + 0.967 + 25 + 1.467 (b) 5.48 ~ 0.0691 15. Calculate the exact value of: (a) 3.45 x43 (b) 62+ 1.24 16. Evaluate the exact value of: (a) 2.35 x 6.7 (b) 69+ 1.15 17, Determine the exact value of: (a) 805 + 523-638 — (b) 821 x 0.05 18, Find the exact value of 6.04 3.43. Divide 8.24 by 1000 4, Multiply 0.034 by (a) 10 (b) 100. (e) 1000 5. Divide 15.31 by (a) 10 () 100 (@) 1000 6. Complete the operation: (@) 75x 108 (b) 5.071 x 102 (©) 473 x 10! (@) 687 x 108 7. Complete the operation: (a) 3971 X 108 (b) 4.36 X 10 8. Complete the operation: (@) 4971 x 108 9. Simplify: (a) 627.428 + 10000 (b) 0.943 + 10000 10. Simplify: (a) 0.0847 x 100000 (b) 0.4531 + 100000 3 (b) 1.032 x 10-2 AL. Express 3 as a decimal. 12, Express 0.0085 as a common fraction in its Towest terms, 13, Express 3 as a decimal, 14, Express 0.07 as a common fraction. 15, Multiply 0.029 by 10000. 16, Evaluate 3.15 +3 17, Express 0.08 as a common fraction in its lowest terms. 418, Whatis the difference between 0.48162 and 35 19. Work out 0.09 x 0.05 20. Divide 0.0432 by 0.6 4 21, Express as a decimal. 22. Determine the value of 0.0085 ~ 0.0003 28, Bayes Ze dsl 24, State 2 as a decimal. 00 25, Write 0.8 as a common fraction in its lowest terms. 26, Express 0.95 as a common fraction in its lowest terms. 27, canes So din 28, Change 0.85 to a vulgar fraction and simplify. oa : 2 29, Write in ascending order: ¢. 0.95, 75, 30. Write in ascending order: 0.6, 31. Complete the operation: 5.43 109. 32, Complete the operation: 1.754 x 10-8. 33. Write each of the following decimals as fractions in their lowest terms. State each of your answers as a mixed number where appropriate: (@) 0.0807 (b) 9.07 ©1775 @ 1525 34. State each of the following decimals as a common fraction in its lowest terms: @ 0375 (b) 0.72 (© 00315 @) 0.00016, a Decimal Pumbers A decimal number consists of a whole number and decimal fraction. Decimal numbers are similar to ‘mixed numbers. Thus: For example, 9+08 8440.56 127 +03 sitee ACmtetom ds(c) The perimeter of the regular hexagon, P= 67.5em So the length of one side, 675m 6 11.25 em Hence the length of one side of the regular hexagon is 11.25 em, (@) The cost of I m of cloth = $8.95 cvthe cost of 7.5 mof cloth = $8.95 7.5 367.125 $67.13 (correct to the nearest cent) Hence the cost of the cloth is $67.13. 1, Ina hardware store [ bought 5 screws costing 20 ¢ each and 3 light bulbs costing $3.99 each. If paid with two $10.00 notes, how much ‘change did I receive? 2. On Sunday Anna received her $25.00 weekly allowance. She spent $3.75 in school on Monday. (On Wednesday she collected $6.95 as payment for a special chore from her dad. On Friday she pays $5.87 fora chocolate bar. How much money does she have left to spend on Saturday? 3. A boy bought a comic book costing $5.25 and a pencil costing $1.55. He paid with a $10 note. ‘What amount of change he receive? 4, Sonia gets $6.50 pocket money on Saturday. On Monday she spends $2.71. On Tuesday she is given $3.20 for a special chore at home. On ‘Thursday she spends $1.54, How much money has she got left? Renald gets $8.75 pocket money on Saturday. (On Monday he spends $5.65. On Tuesday he is given $4.30 for a special chore at home. On ‘Thursday he spends $6.10. How much money hhas he got left? 6 135 em 5, 16cm 83cm ‘9 em Fig. 3.10 Quadrilateral Determine the perimeter of the quadrilateral a. Segara rege aera see erent eee reer ee $23.47. Whats the cost of the other book? & Sacm 36cm 45m Fig. 3.11 Quadrilateral The perimeter of the quadrilateral is 20 em. ‘What is the length of the fourth side? 9. Tentered a shop with $18.95 and bought two amtiles. One article costs $6.37 and the other auticle costs $9.47. What amount of money did Thave lef? 10. 152.em bem 85cm T34em Fig. 3.12 Quadrilateral Calculate the perimeter of the quadriateral shown above, 11, The perimeter of an equilateral triangle is 174 cm, Determine the length of one side of the triangle. 12, What is the cost of 25 articles at $2.35 each. 13. The perimeter of a regular nonagon (ie. a poly- ‘gon with 9 equal sides) is 31.23 em. State the length of one of its sides? 14, Beef is sold for $14.32 a kilogram. What is the cost of 0.36 kg of beef? 15. A book has a mass 0.65 kg. What is the mass of each page, if there are 125 pages and the book cover has a mass of 400 2? 16, Evaluate the cost of 4.5 m of ribbon at 97 ¢ a metre, 17. Add the following sums of money together: $2.25, $3.27, $4.68, $0.47 18, Subtract: (@) $5.95 from $11.68 (b) 57 ¢ from $2.35

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