MOOREFIELD MIDDLE AND HIGH SCHOOL

FIRST TERM; E– LEARNING NOTES

SCHEME OF WORK
SUBJECT: MATHEMATICS CLASS: JS1 (BASIC 7)

WEEK TOPICS

1. Whole numbers: (a) Development of number system (Roman Numerals, counting board,
abacus etc.) (b) Place value: whole numbers and decimal fractions (c) Counting: tens,
hundreds… trillions. (d) Translating numbers written in figures to words and vice versa. (e)
Quantitative reasoning: simple coding etc.
2. Basic Operations on whole numbers (Addition and Subtraction): (a) Order of
operations (PEMDAS/BODMAS) (b) Use of number line. (c) Addition and subtraction with
place value (d) Addition and subtraction of positive and negative numbers.
3. Basic Operations on whole numbers (Multiplication and Division) (a) Multiplication
of positive and negative numbers. (b) Division of integer (c) Word Problems.
4. LCM and HCF of whole numbers: (a) Rules of divisibility. (b) Definitions: Even, odd,
Prime and composite numbers. (c) Factors and Multiples and Index form. (d) LCM and
HCF of given whole numbers. (e) Quantitative reasoning.
5. Counting in base 2: (a) Counting in group of twos. (b) Conversion of base 10 numerals
to binary numbers.
6. Fractions: (a) Definition and types of fractions (b) Conversion of fractions to decimals
and vice versa. (c) Conversion of fractions to percentages and vice versa.
7. Fractions: (a) Equivalent Fractions. (b) Ordering of fractions. (c) Quantitative reasoning.
8. Basic Operations on Fraction: (a) Addition and Subtraction of fractions (b)
Multiplication and Division of fractions.
9. Revision.
10. Examination.
WEEK 1
TOPIC: WHOLE NUMBERS.
CONTENTS:
 Development of number system
 Place values
 Counting: tens; hundreds; thousands; millions; trillions
 Translating numbers written in figures to words.
 Quantitative reasoning.

DEVELOPMENT OF NUMBER SYSTEM

There were many ancient ways of writing numbers part of which are the Hindu Arabic system,
tally system, Roman system, etc. While so many have gone into extinction, the Roman system is
still in use up to date.

ROMAN NUMBER SYSTEM

The Roman number system was developed about 300BC. The Romans used capital letters of the
alphabet for numerals. Table 1.1 shows how to use the letters.

Table 1.1

EXAMPLE 1: Write these numbers in Roman numerals.

a) 25 b) 105 c) 49 d) 2011
Solution
a) 25 = XXV
b) 105 = CV
c) 49 = XLIX
d) 2011 = MMXI
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EXAMPLE 2: What numbers do these Roman numerals represent?
1. XLVI 2. XCIX 3. MMCMLIV 4. MMMDCI
Solution :
1. XLIV = 46
2. XCIX = 99
3. MMCMLIV = 2954
4. MMMDCI = 3601

CLASS ACTIVITY
1. Write these numbers in Roman Numerals
a) 352 b) 1 257 c) 2456
2. Add the following Roman numerals and give your answers in figures
a) XXV and CV b) XXIV and MDCIX.

What are whole numbers?

Whole Numbers are also called Integers. There are positive Integers and negative Integers.
Examples of positive integers are 1, 2, 3, 4, 5, etc., while examples of negative integers are – 1, –
2, – 3, – 4, – 5, etc.
The figure 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are called digits or units which form counting numbers.

PLACE VALUES

The value of the position of a digit within a number is called the place value. When any whole
number is written, the value of each digit depends on its position in the number. In the common
decimal system that we use, the value of a digit increases each time it moves from left to right by
ten times, e.g. 4 = 4 units
40 = 4 tens
400 = 4 hundreds
4 000 = 4 thousands
The number 7483 is represented as
THOUSANDS HUNDREDS TENS UNITS
7 4 8 3

EXAMPLE1: What is the place value of 6 in 8643?

Solution: The place value of 6 in 8643 is six hundred.

EXAMPLE2: What is the place value of 3 in

a) 25.436? Answer: three hundredths
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b) 5.368? Answer: three tenths
c) 346.12? Answer: three hundred.

CLASS ACTIVITY
1. What is the value of 5 in: a) 3572? b) 5372? c) 25347869?
2. State the place value of the quoted digit in each of the following
i) 43’7’68
ii) 56.73’2’4
iii) 4.’5’21096
iv) ‘7’09431.58

COUNTING IN TENS, HUNDREDS, THOUSANDS, TEN THOUSAND, HUNDRED

THOUSAND, MILLIONS AND BILLIONS

i. Numbers written in tens contains 2 digits. Examples: 12, 78, 73 etc.

ii. Numbers written in hundreds are always in 3 digits. Examples: 185, 359, 675, etc.
iii.Numbers written in thousand contains 4 digits. Examples: 1254, 7566, 9081, etc.
iv. Numbers written in ten thousand contains 5 digits.
Examples: 12 000 stands for 12 thousand
78 000 stands for 78 thousand
v. Numbers written in hundred thousand contains 6 digits.
Examples: 460 000 stands for 460 thousand
300 000 stands for 300 thousand
vi. Numbers written in millions must contain at least 7 digits. The seven digits must have two
spaces separating them in “threes” from the right hand side.
Examples: 12 000 000 stands for 12 million.
2 000 000 stands for 2 million.
1 000 000 stands for 1 million.
238 000 000 stands for 238 million.
Counting in billions:
Numbers written in billions must contain at least ten digits with three spaces separating them in
“threes” from the right hand side.
Examples: 12 000 000 000 stands for 12 billion.
4 000 000 000 stands for 4 billion.
7 456 201 456 stands for 7 billion, four hundred and fifty-six million, two hundred
and one thousand, four hundred and fifty-six.
835 000 000 000 stands for 835 billion.

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COUNTING IN TRILLIONS

Numbers written in trillions must contain at least thirteen digits with four spaces separating them
in “threes” from the right hand side.
Examples: 7 000 000 000 000 stands for 7 trillion.
25 000 000 000 000 stands for 25 trillion.
714 000 000 000 000 stands for 714 trillion.
1 000 million is called a trillion.

CLASS ACTIVITY: State what the following numbers stands for

i) 178 000 000 (ii) 234 000 000 000 (iii) 23 000 (iv)500 000 000 000 (v) 67 000 000 000 000

TRANSLATION OF NUMBERS WRITTEN IN FIGURES TO WORDS AND VICE-

VERSA
Example 1
Write the following numbers in words:
(a) 51 807 508 051 754
Solution:
51 807 508 051 754 = 51 807 508 051 754 stands for fifty-one trillion, eight hundred and seven
billion, five hundred and eight million, fifty-one thousand, seven hundred and fifty-four
(b) 6 006 006 006
Solution:
(c) 6006006006 = 6 006 006 006 stands for six billion, six million, six thousand and six

Example 2

Write the following words in numerals

(a) Three hundred and fifty-four thousand, seven hundred and twenty
(b) Seven billion, two hundred and sixty-four million, one hundred and one thousand, two
hundred and two

Solution:

(a) Using expanded form,

300 000 + 50 000 + 4000 + 700 + 20 = 354 720
(b) 7 000 000 000 + 200 000 000 + 60 000 000 + 4 000 000 + 100 000 + 1000 + 200 + 2
= 7 264 101 202
NOTE: We no longer use commas between the groups of digits. Many countries use a
comma as a decimal point; thus, to avoid confusion do not use commas for grouping
the digits.

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CLASS ACTIVITY:

Question 1. Write the following figures in words:

(i). 15284037 (ii). 789030861 (iii). 512278374415
(iv). 734015090700018 (v). 89780260044784 .
Question 2. Express the following in figures:
(i). Seven hundred and ninety-eight million, one hundred and thirty- two thousand five
Hundred and forty- five.
(ii). Twenty-four billion, seventy-eight million, four hundred and thirty-six thousand,
one
Hundred and forty -eight.
(iii). Thirteen trillion, nine hundred and forty-one billion, three hundred and twenty-four
million, forty-seven thousand, one hundred and ninety-eight.
(iv). Four hundred and seventeen trillion, two hundred and eighty billion, five hundred and
six thousand, eight hundred and eighteen.
(v). Eighteen million, twenty-five thousand, six hundred and one.

SIMPLE CODES

A way of sending messages is by using numbers to represent letters of the alphabet. The method is
called coding.

Example: What does (13, 25) (6, 1, 20, 8, 5, 18) mean if 1 – 26 is represented by the letters of the
English alphabet A – Z.

Solution

13 = M; 26 = Y; 6 = F; A = 1; T = 20; H = 8; E = 5; 18 = R.
Thus, (13, 25) (6, 1, 20, 8, 5, 18) mean MY FATHER.

CLASS ACTIVITY

Given that the English alphabets is represented with figures 1 to 26, translate
1. a) (20, 8, 5) (2, 15, 25) (b) (14, 9, 7, 5, 18) (1, 18, 5, 1)
2. Change the following messages to codes:
a) A funny boy
b) I love figures
c) Maths is fun.

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PRACTICE QUESTIONS
1. Write the year you were admitted to DLHS in Roman numerals.
2. What is the place value of 7 in: a) 76500000000; b) 4.752 c) 347108.345?
3. Write 90457623145 in words
4. Write Three trillion, four hundred and fifty-eight billion, five hundred and four in figures.
5. The place value of 5 in 43.576 is ……

ASSIGNMENT

1. Find the sum of MCDV and XCIV leave your answer in Roman numeral.
2. Write 1999 in Roman numeral
3. Express in words only: a) 2.5 billion b) 1.3 trillion
4. Express a) 560 000 b) 3 500 000 in a mixture of digits and words.
5. Write in figures only, three billion, four hundred and fifty thousand, and seven.

KEYWORDS
i) Numbers
ii) Place value
iii) Numeral.

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WEEK TWO
TOPIC: WHOLE NUMBERS
CONTENTS:
 Order of Operations (PEMDAS/ BODMAS)
 Addition and subtraction of numbers with place values
 Use of number line.
 Addition and subtraction of positive and negative numbers.

ORDER OF OPERATIONS (PEMDAS/ BODMAS)

Can you answer this?

7-1x0+3÷3= ?

In arithmetic, there are two types of components: the numbers themselves and the operators (also
called operations) that tell you what to do with those numbers. The basic operators in arithmetic
are addition (sum), subtraction (difference), multiplication (product) and division (quotient).

So, in the sum 7 x 3 + 5 there are three numbers; 7, 3 and 5 and two operators, a multiplication (x)
and an addition (+). The order of operations used throughout mathematics, science, technology
and many computer programming languages is expressed here.

1. exponents (index) and roots

2. multiplication and division
3. addition and subtraction

The definitive order of operations is summed up in the acronym BODMAS, which stands for
Brackets, Order, Divide, Multiply, Add, Subtract. It would be easier if BODMAS was recognised

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worldwide, but unfortunately it isn’t.

In the USA it’s normally called PEMDAS (Parenthesis, Exponent, Multiply, Divide, Add,
Subtract). Canadians sit in the middle with BEMDAS (Brackets, Exponent, Multiply, Divide, Add,
Subtract).

Regardless of the exact terminology, the sequence remains the same:

Step 1: Brackets

The highest level order is defined by anything contained in brackets. These sums are always
calculated first. But what if there is more than one set of brackets? The rule then is to start at the
innermost set and work outwards. Performing each bracketed calculation should leave you with a
single number, allowing that set of brackets to be removed.

Step 2: Order or Exponent

The terms Order or Exponent all relate to operations containing powers or indices such as squaring
or square rooting. These calculations are all performed second.

Steps 3 and 4: Divide and Multiply

The third and fourth steps, division and multiplication, have equal weight and so form a third level
order of operations that are carried out at the same time. Importantly, when two or more operations
of the same order appear one-after-another, the operations should be carried out from left to right.

So, if faced with a sum like:

18 ÷ 6 × 4 ÷ 8

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You just work from left to right. Eighteen over six is three, times four is twelve, divided by eight is
1.5.

Steps 5 and 6: Add and Subtract

Again, these carry equal weight. Therefore the addition and subtractions form the fourth and final
level order of operations The third and fourth steps, division and multiplication, have equal weight
and so form a third level order of operations that are carried out at the same time, again working
from left to right.

Can you answer this NOW?

7 - 1 x 0 + 32 ÷ 3 = ?

Here’s the solution:

7–0+9÷3= 7 – 0 + 3 = 10

CLASS ACTIVITY
Evaluate the values of the following:
A. 7x5+2–7÷1
B. 15 ÷ 3 + 5 x 2
C. 7–5+8÷2x2
D. 12 (2 + 1) ÷ 2 + 2
ADDITION AND SUBTRACTION BY PLACE VALUE
A digit is any symbol used to write a whole number. A digit is one of the symbols 0, 1, 2, 3, 4, 5,
6, 7, 8, or 9. All numbers are made up of one or more digits. A group of three digits is called a
period. A small space separate the periods. At each space, say the name of the period. A place-
value chart shows the value of the digits in a number.

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EXAMPLES
1. T U 2. H T U 3. Th H T U 4. Th H T U
3 4 4 2 3 6 4 2 1 9 6 0 5
9 5 8 - 2 8 9 8 - 4 3 2 6
4 2 + 3 6 1 3 5 2 3 5 2 7 9
8 5 8 4 2

CLASS ACTIVITY
1. T U 2. H T U 3. Th H T U 4. T H T U
7 9 8 6 2 0 4 6 3 4 1 6
8 6 1 2 7 - 1 4 2 - 2 8 3 2
+5 7 + 6 3

USE OF NUMBER LINE

A number line is a graduated straight line which is used to represent numbers which can be
positive or negative. The numbers increase as we progress to the right and decrease as we move to
the left as shown in the figure below.

The arrows at the end of both sides of the straight line show the numbers progress along the
number line. 0 is called the origin because positive and negative numbers ORIGINate from that
point.

ADDITION AND SUBTRACTION ON THE NUMBER LINE

Addition: to add using the number line, we move to the right (forward) of the number line
counting each step till the addition is complete. The number at the end is the result of the addition.
Subtraction: to subtract using the number line, we move to the left (backwards) of the number
line counting each step till the subtraction is complete. The number at the end is the result of the
subtraction.

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Try out the exercises on this worksheet using the first representation as an example:

KEYWORDS:
BODMAS, PEMDAS, Place Value, addition, subtraction, number line
ASSIGNMENT:

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PRACTICE EXERCISE:

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14
WEEK 3

BASIC OPERATIONS ON WHOLE NUMBERS

CONTENTS:

 Multiplication of positive and negative numbers

 Division of integer
 Word problems

Multiplication of whole numbers

The numbers used in multiplication have special names as illustrated below:

141(factor) x 17 (factor) = 2397 (product)

The product is a multiple of each of the factors, i.e.

2397 is a multiple of 141

2397 is a multiple of 17

Multiplication is a short way of writing repeated additions. For example,

3 x 4 = 3 lots of 4

=4+4+4

= 12

With directed numbers,

(+4) + (+4) + (+4) = 3 lots of (+4)

= 3 X (+4)

The multiplier is 3. It is positive. Thus,

(+3) X (+4) = (+4) + (+4) + (+4) = +12

(+3) X (+4)

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 1 X (+4)

0 +4 +8 +12

The illustration above shows 1 x (+4) and (+3) x (+4) as movement on the number line. The
movements are in the same direction from 0.

Similarly,

(-2)+ (-2) + (-2) + (-2) + (-2)

= 5 lots of (-2)

= 5 X (-2)

The multiplier is 5. It is positive.

Thus, (+5) x (-2)

= (-2) + (-2) + (-2) + (-2) + (-2)

= -10

This is illustrated below:

-10 -8 -6 -4 -2 0
In general, (+a) x (+b) = + (a x b)

(+a) x (-b) = - (a x b)

(-a) x (-b) = + (a x b)

Examples 1:

i. (+9) x (+4) = + (9 x 4) = +36

ii. (+17) x (-3) = - (17 x 3) = - 51
iii. (-9) x (-3) = + ( 9 x 3) = + 27
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 Negative multiplier

In general, (-a) x (-b) = - (a x b)

(-a) x (-b) = + (a x b)

Examples 2

Simplify the following:

a. (-7) x (+4) = -(7 x 4) = -28

b. (-5) x (-18) = + (5 x 18) = +90

CLASS ACTIVITY:

1) Simplify the following:

(i) (-9) × (-5) × (-3)
(ii) –(15 + -5) ÷ (-4)
(iii) (- 120) ÷ (-3)
2) Copy and complete the table below

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Division of whole numbers

Division by a number, e.g., 4 is best considered as multiplication by 1/4, and then we can use
the results for the multiplication that we have established. Thus,

+8 ÷ (+2) = + 1/2 x (+8) = + 4

-8 ÷ (+2) = + 1/2 x (-8) = -4

+8 ÷ (-2) = - 1/2 x (+8) = -4

-8 ÷ (-2) = - 1/2 x (-8) = +4

In general: (+a) ÷ (-b) = - (a ÷ b ¿

(-a) ÷(-b) = + (a ÷ b ¿

Examples:

Simplify the following:

i) 5 + 8 ÷ (+4)
ii) (-3 + (-5)) ÷ (-2)
iii) (+6 – (- 8)) ÷ (-4)

Solutions:

i) 5 + 8 ÷ (+4)
Since 2 x (+4) +8,
Then 5 + 8 =13
ii) (-3 + (-5)) ÷ (-2)
First, (-3 + (-5)) = -3-5 = -8
Therefore, (-3 + (-5)) ÷ (-2) = -8 ÷ -2
= + (8 ÷ 2) = 4
iii) (+6 – (-8)) ÷ (-4)
= (6 + 8) ÷ (-4)
= 14 ÷ (-4)
= - (14 ÷ 4)
= -31/2

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CLASS ACIVITY:

Simplify the following:

i) (+5 – (-8)) ÷ (-2)

ii) (+7 – (0)) ÷2
iii) (+6) ÷ (-2)

Word problems

Examples:

1) When 5 is added to a certain number, the result is 6. Find the number.

2) I think of a number and subtract 7 from it. The result is 10. Find the number.
3) Find the number which when multiplied by 4, the result is 36.
4) When a certain number is divided by 15, the result is 6. Find the number.

Solutions:

1) Using diagram,
NUMBER ADD 5
6

1
SUBTRACT 5 6

Therefore, the number = 6-5 = 1

Calculation:

Let number be x, then,

x+5=6

subtract 5 from both sides:

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 x+5–5=6–5

x+0=1

Therefore, x = 1.

2) Using diagram,
NUMBER SUBTRACT 7 10
17 10
ADD 7
Therefore, the number is 10 + 7 = 17.

Calculation:

Let the number be x, then

x – 7 = 10

add 7 from both sides:

x – 7 + 7 = 10 + 7

x – 0 = 17

Therefore, x = 17.

3) Using diagram,

NUMBER MULTIPLY BY 4 36

9 DIVIDE BY 4 36

Therefore, the number is 36 ÷ 4 = 9.

Calculation:

Let the number be X,

X × 4 = 36

Divide both sides by 4:

(X × 4) ÷ 4 = 36 ÷ 4

X×1=9

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Therefore, X = 9.

CLASS ACTIVITY
Simplify the following:
i) Find the number which when 3 is subtracted from, the result is 4.
ii) Kolade was given a certain amount of money as allowance. He spent £405 and he has £395
left. How much did he have left?
iii) Find the number which when multiplied by 5/2, it gives 10
iv) When 4 is multiplied by a certain number and divided by 3, the result is 5. Find the
number?

PRACTICE QUESTIONS

1) Simplify the following

i) (+20) ÷ (-10)
ii) (-14) ÷ (-7)
iii) (+60) ÷ ((-3) x (-5))
iv) ((-2) x (-12)) ÷ (+6)2
v) (-8) x (+5) ÷ (-10)
2) Copy and complete the multiplication table below

X -6 -4 - +2 +4 +6
2
-6
-4
-2
0
+2
+4
+6
ASSIGNMENT

1) Copy and complete the following

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 2) I think of a number, added 12 to it and the result gives 20. What number did I think of?
3) When 4is subtracted from 5 times a certain number, the result is 26. What is the number?
4) Three quarters of a certain number is 18. Find the number.
5) A man borrowed a certain amount from a cooperative society and was to pay back in 12
equal installments. If each payment is £1500, what is the sum of money borrowed?

WEEK: 4
TOPIC: LCM and HCF of whole numbers:
CONTENTS:
 Rules of divisibility
 Definitions: Even, odd, Prime and composite numbers.
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  Factors, Multiples and Index form.
 Expressing Numbers as product of Prime Factors.
 Common factors and the Highest Common Factor (H.C.F) of whole numbers
 Least Common Multiple (L.C.M) of whole numbers.

Rules of Divisibility
There are some simple rules of divisibility which enable us to find out whether a certain number is
divisible by 2, 3, 4, 5, 6, 8, 9, 10 or 11.
Any whole number is exactly divisible by
2 if its last digit is even or zero
3 if the sum of its digits is divisible by 3
4 if its last two digits form a number divisible by 4
5 if its last digits is 5 or 0
6 if its last digit is even and the sum of its digits is divisible by 3
8 if its last three digits form a number divisible by 8
9 if the sum of its digits is divisible by 9
10 if its last digit is 0
11 if the difference between the sum of the digits in the odd places and the sum of the
digits in the even places is divisible by 11, or the difference is zero.

CLASS ACTIVITY

1. Using the rules of divisibility, find out which of the following numbers are divisible by
a) 2 b) 5 c) 4
i) 136 ii) 4 881 iii) 372 iv) 62, 784 v) 1010
2. Which of the following numbers are divisible by a) 3 and 9 b) 4 and 5?
a) 637 245 b) 134 721 c) 10140.

DEFINITIONS

EVEN NUMBERS: Even numbers are numbers that when divided by two has no remainder. All
numbers that end in 0, 2, 4, 6, and 8 are even. Examples include: 34, 86, 26890, etc.
ODD NUMBERS: These set of numbers has a remainder of one when it is divided by 2. All
numbers that end in 1, 3, 5, 7 and 9 are odd numbers. Examples are 81, 1247, 30096, etc.
COMPOSITE NUMBERS: These are numbers that are not prime numbers. They have factors
other than 1 and the number itself. All even numbers except 2 are composite numbers.

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 FACTORS, MULTIPLES & THEIR RELATIONSHIP

FACTORS: When two or more smaller numbers multiply to give a bigger number, these smaller
numbers are called factors of the bigger number. In another sense we can say a factor is a number
which can divide another number exactly without any remainder.
Examples:
 The factors of 24 are 1, 2, 3, 4 , 6 , 8 , 12 , and 24.
 The factors of 60 are 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, and 60.
 The factors of 50 are 1, 2, 5, 10, 25 and 50.

MULTIPLES: This is the product of numbers (factors) that gives other numbers.
Thus, 24 is: a multiple of 1 twenty-four times.
a multiple of 2 twelve times.
a multiple of 3 eight times.
a multiple of 4 six times.
a multiple of 6 four times.
a multiple of 8 three times.
a multiple of 12 two times.
a multiple of 24 (itself) once.
This shows the relationship between Factors and Multiples.

PRIME NUMBERS.
A prime number is a whole number that has only two factors which are 1 and the number itself. In
other words, a whole number that has no other factor(s) except 1 and the number itself is referred
to as a Prime Number. Number 1 or Integer 1 is not considered as a Prime Number.

Examples of Prime Numbers:

2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71,
73, 79, 83, 89, 97 as those prime numbers between 1 and 100.
NOTE: Other higher ones should be listed also.

CLASS ACTIVITY
1: List the factors of (a). 48. (b). 64. (c)105 .
2: 48, 64, 108 are multiples of which numbers?
3: Define a Prime Number; find the sum of all the prime numbers between 1 and 30.

DIFFERENCE BETWEEN FACTORS AND PRIME FACTORS

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  The factors of 24 are 1, 2 , 3, 4 , 6 , 8 , 12 , and 24. However, those factors that
are Prime among all these are only 2 and 3. Hence, the Prime Factors of 24 are 2
and 3 only.
 The factors of 60 are 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, and 60. However, those
factors that are Prime among all these are only 2, 3 and 5. Hence, the Prime
Factors of 60 are 2, 3 and 5 only.
 The factors of 50 are 1, 2, 5, 10, 25 and 50. However, those factors which are
Prime among all these are only 2 and 5. Hence, the Prime Factors of 50 are 2 and
5 only.

EXPRESSING NUMBERS AS PRODUCT OF PRIME FACTORS.

Examples:

1. Express 200 as product of prime factors in index form.

Solution:

200 = 4 ×50=2× 2× 25=2 ×2 ×5 ×5=22 × 52

2. Express 180 as product of prime factors in index form.
Solution:
2 2
2 ×90=2× 2× 45=2× 2× 3 ×15=2× 2× 3× 3 ×5=2 ×3 ×5.
3. Express 510 as product of prime factors in index form.

Solution:
2 ×255=2× 3× 85=2× 3× 5 ×17 .

CLASS ACTIVITY
1: List the factors of 250 and the Prime factors of 250.
2: List the factors and prime factors of 180.
3: Express 252 as product of prime factors in index form.
4: Express 440 as product of prime factors in index form.
5: Express 15288 as product of prime factors in index form.

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COMMON FACTORS AND HIGHEST COMMON FACTOR (H.C.F) OF TWO, THREE
OR MORE NUMBERS.
Worked Examples:

1. Find the Common factors of 42 and 70.

Solution:

The factors of 42 are 1, 2, 3, 6, 7 , 14 , 21, 42.

The factors of 70 are 1, 2, 5, 7, 10, 14, 35, 70.
The factors that are common to both numbers or which are found in the two lists are: 1, 2, 7, 14.
The highest of the common factors here is 14. Hence, the Highest Common Factor (H.C.F ) of 42
and 70 = 14.

2. Find the Common Factors of 18, 27 and 36. What is their Highest Common Factor?

Solution:

The factors of 18 are 1, 2, 3, 6, 9, 18.

The factors of 27 are 1, 3, 7, and 27.
The factors of 36 are 1, 2, 3, 4, 6, 9, 12, 18, 36.
Their Common Factors are: 1, 3. Thus, their Highest Common Factor ( H.C. F ) is 3.

LEAST COMMON MULTIPLE (L.C.M) OF NUMBERS.

Worked Examples:

1. Find the Least Common Multiple (LCM) of 42 and 70.

Solution:

Write 42 as product of prime numbers as follows:

42 = 2 ×21=2 ×3 × 7.
Write 70 as product of prime numbers as follows:
70 = 2 ×35=2× 5× 7.
Notice those numbers common to both set of prime numbers. The common numbers are 2 and 7.
The Product of 2 and 7 gives 14. Thus, in another way and by the way 14 is the Highest Common
Factor
(H.C.F). But the L.C.M (Lowest Common Multiple) = 2 ×7 ×3 ×5=21 ×10=210.
Therefore, the L. C. M of 42 and 70 = 210.
2. Find the Least Common Multiple (LCM) of 18, 27 and 36.

Solution:
26
Write 18 = 2 ×9=2× 3 ×3=2× 32
Write 27 ¿ 3 ×9=3 ×3 ×3=33 .
Write 36 = 2 ×18=2× 2× 9=2 ×2 ×3 × 3=22 ×32 .
In this example, the numbers to be picked for L.C.M are 33 ×22 .
Therefore the Least Common Multiple of 18, 27 and 36 = 33 ×22=27 × 4=108 .

CLASS ACTIVITY
1. Find the Common Factors of 60 and 84. State the Highest Common Factor.
2. What is the Lowest Common Multiple of (L.C.M) of 60 and 84?
3. Find the L.C.M and H.C.F of 42, 90 and 105.

PRACTICE EXERCISE

1. Given the numbers 3510, 7460, 4815, and 5645, state which of the numbers are:
a) Divisible by 3 b) divisible by 5 c) divisible by 15.
2. List the factors of: a) 45 b) 60 c) 120
3. Find the LCM and HCF of a) 20, 30 and 60; b) 32, 48 and 72
4. Express 72 as a product of its prime factors in index form
5. List the first five multiples of 7.

ASSIGNMENT
1. Which of the following numbers are divisible by 6?
a) 2352 b) 8134 c) 7812
2. List the common factors 45 and 60
3. Find the positive difference between the HCF of 24 and 36 and the LCM of 15 and 20.
4. Express 120 as products of its prime factors in index form.
5. Find the prime factors of a) 24 b) 60 c) 35.

27
WEEK 5
TOPIC: Counting in Base Two
CONTENTS:
(a) Counting in group of twos.
(b)Conversion from base 10 numerals to binary numbers.
(c) Conversion from binary to decimal

NUMBER BASES

In Mathematics, a base or radix is the number of different digits or combination of digits and
letters that a system of counting uses to represent numbers. For example, the most common base
used today is the decimal system. Because "dec" means 10, it uses the 10 digits from 0 to 9. Most
people think that we most often use base 10 because we have 10 fingers.

A base can be any whole number bigger than 0 (if it was 0, then there would be no digits). The
base of a number may be written next to the number: for instance, 238 means 23 in base 8 (which
is equal to 19 in base 10).

NUMBER OF DIGITS USED NAMES

BASE
2 0, 1 Binary
3 0, 1, 2 Ternary
4 0, 1, 2, 3 Quaternary
5 0, 1, 2, 3, 4 Quinary
6 0, 1, 2, 3, 4, 5 Senary
7 0, 1, 2, 3, 4, 5, 6 Septenary
8 0, 1, 2, 3, 4, 5, 6, 7 Octal
9 0, 1, 2, 3, 4, 5, 6, 7, 8 Nonary
10 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 Decimal/ denary
11 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Undecimal
12 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B Duodecimal
16 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B, C, D, E, F Hexadecimal
20 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B, C, D, E, F, Vigesimal
G, H, I, J

The popularity of the base 2, 8 and 16 is because of its use in modern technology.

COUNTING IN GROUPS OF TWOS (BINARY)

28
A Binary Number is made up of only 0s and 1s. An example is 110100

There is no 2, 3, 4, 5, 6, 7, 8 or 9 in Binary! A "bit" is a single binary digit. The number above has
6 bits.

Binary numbers have many uses in Mathematics and beyond. In fact the digital world uses binary
digits.

To show that a number is a binary number, follow it with a little 2 like this: 1012. This way people
won't think it is the decimal number "101" (one hundred and one).

How do we Count using Binary?

Binary
0 We start at 0
1 Then 1
??? But then there is no symbol for 2 ... what do we do?
Well how do we count in Decimal?
0 Start at 0
... Count 1,2,3,4,5,6,7,8, and then...
9 This is the last digit in Decimal
10 So we start back at 0 again, but add 1 on the left

The same thing is done in binary.

Binary
0 Start at 0
1 Then 1
10 Now start back at 0 again, but add 1 on the left
11 1 more
??? But NOW what?
 What happens in Decimal?
99 When we run out of digits, we ...
100 ... start back at 0 again, but add 1 on the left

And that is what we do in binary.

Binary
29
 0 Start at 0
1 Then 1
10 Start back at 0 again, but add 1 on the left
11
start back at 0 again, and add one to the number on the left...
100 ... but that number is already at 1 so it also goes back to 0 ...
... and 1 is added to the next position on the left
101
110
111
Start back at 0 again (for all 3 digits),
1000
add 1 on the left
1001

Decimal vs. Binary

Here are some equivalent values:

DECIMAL 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
BINARY 0 1 10 11 100 101 110 111 1000 1001 1010 1011 1100 1101 1110 1111

Binary numbers also have a beautiful and elegant pattern:

BINARY PLACE VALUES (POSITION)

30
In the Decimal System there are Ones, Tens, Hundreds, etc

In Binary there are Ones, Twos, Fours, etc, like this:

CONVERTING NUMBERS IN BASE 10 TO BASE 2

Numbers in base 10 are sometimes referred to as Decimal Numbers or Denary. Decimal numbers
can be converted to binary numbers by dividing the number repeatedly by 2 and the remainders
written on the right column until the last number is zero (0).

Worked Examples: 2. Express 140ten as a binary number.

1. Express 2710 as a binary number. Solution
Solution 2 140
2 27 2 70 remainder 0
2 13 remainder 1 2 35 remainder 0
2 6 remainder 1 2 17 remainder 1
2 3 remainder 0 2 8 remainder 1
2 1 remainder 1 2 4 remainder 0
2 0 remainder 1 2 2 remainder 0
2 1 remainder 0
Therefore, 2710 = 11011 2 0 remainder 1

31
CONVERTING NUMBERS IN BASE 2 TO BASE 10
When binary number are expressed as a sum of multiple of power of two, the sum of the values of
those powers is a number in base ten. Hence, to convert numbers in base two (binary number) to
numbers in base ten, we express the numbers as sums of multiples of two.
Example 1
Convert 1011₂ to a number in base ten Example 2
Solution Convert 1001two to base 10
1011₂ = 1 × 2³ + 0 × 2² + 1× 2¹+ 1×2° Solution:
= 1 × 8 + 0 × 4 +1× 2+1 ×1
10012 = 1×23+0×22+0×21+1×20
= 8 + 0 + 2+ 1
= 1×8+0×4+0×1+1×1
= 1110
= 8+0+0+1
10112= 1110
= 910
10012 = 910

ASSIGNMENT
Convert the following base ten numbers into binary
(a) 62 (b) 23 (c) 93 (d) 74
Convert the following base ten numbers into binary
(a) 1011
(b) 10101
(c) 10010
(d) 1100
What is the last digit of?
(a) an even binary number?
(b) an odd binary number?
1. Covert the following binary to base ten
(a) 25
(b) 60
(c) 56
(d) 71
(e) 32
(f) 19
32
 2. Study the table below. Fill in the answer section from the
Binary 512 = 29 256 = 28 128 = 64 = 26 32 = 16 = 8= 4=22 2=21 1=20
Place 27 25 24 23 ANSWE
Value RS
Questions
0 0 0 0 1 0 1 0 1 0 32 + 8 + 2
A
= 42
B 0 0 1 0 1 1 0 0 1 0
C 0 0 0 1 0 0 1 0 0 1
D 0 0 1 0 1 0 0 1 1 0
E 0 1 0 0 0 1 0 1 0 0
F 0 0 0 1 0 1 0 1 0 1
G 1 0 0 0 0 1 1 0 0 0

33
WEEK 6
TOPIC: FRACTIONS
CONTENTS:
 Definition and types
 Conversion of fraction to decimal and vice versa
 Conversion of fractions to percentages and vice versa.

What are fractions?

Fractions are portion or part of whole number that describes quantities. Examples
Consider the shapes below:
1 ½ 1/4

Whole half

Types of fraction

Fractions are divided into four basic types:

(i). A Proper Fraction – It is a fraction having both numerator and denominator. And
such is
said to be rational. In a proper fraction, its numerator is smaller in quantity than
its
denominator. We can use a funny example to explain. Suppose a 15 years old boy
is made
to carry on his head two small tubers of yam. We can see that he can comfortably
and
conveniently carry them without feeling the heaviness of the weight of the tubers,
on his
neck. If we let the boy be the denominator and the two tubers of yam to be
numerator, we
can reason or compare that the numerator (the yam tubers) and the 15 year-old boy
(the
denominator) are not equal in weight. Obviously in this example the numerator is
lighter
than the denominator. It is a proper thing for anyone to do when placing loads on a
child’s
head. The load on a child’s head should not be heavier than the body mass of that
child. So,
it is proper. That is exactly what a proper fraction looks like.
4 1 12 43 34 122 72
Examples of proper fractions are : 19 , 13 , 13 , 81 , 43 , 123 , 144 , etc.
(ii). An Improper Fraction – It is also a fraction having both numerator and
denominator. But
for an improper fraction its numerator is bigger in quantity than its denominator.
Using our
funny example above, we will believe that it is not proper for a seven-year old boy
to carry
a whole drum of petrol upon his head. It will be improper to do that. So, an
improper
fraction has its numerator larger in quantity than its denominator.
19 21 72 243 53 123 172
Examples of improper fractions are : 9 , 13 , 63 , 81 , 35 , 122 , 144 , etc.
(iii). A mixed Fraction – It is a fraction having two parts merged together. One part is
a whole
number while the other part is purely a proper fraction. Therefore, a mixed fraction
is a
2
joining of both a whole number and a proper fraction. As an example 4 5 is a
mixed
2
fraction, containing 4 as a whole number and 5 as proper fraction. Other
examples of
1 7 9 3 111 7 10
mixed fractions are : 7 7 , 7 8 , 1 13 ,2 5 , 123 121 , 40 9 , 41 11 , etc.
(iv). A decimal Fraction – It is simply another language or another word for a decimal
number.
i.e. a number having a decimal point present in it. A decimal number (decimal
fraction) is
opposed to a vulgar fraction. A vulgar fraction is a fraction having both a numerator
and a
denominator. The word vulgar simply means common or familiar. Both the proper and
the
improper fractions can be called as vulgar fractions, because both types have
numerators and
denominators. Another name for vulgar fraction is common fraction.
Examples of Decimal Fractions are: 9.45 , 9.4558976 , 0.0003287 , 8.91234 ,
9.00674 , 0.1 , 0.01432 , etc.

CLASS ACTIVITY
1. What do you understand by word ‘fractions’?
2. List or mention 4 types of fractions and give 2 examples of each.
3. State the difference between ‘vulgar’ and ‘decimal’ fractions.

CONVERSION OF FRACTION TO DECIMAL

There are two methods of doing this conversion. There is the general method which can
be used any time and on any type of vulgar fraction; and there is another method when
the denominator of the fraction contains power/powers of ten. In this second case the
given fraction can first be converted to an equivalent fraction.

Examples:
1. Convert the following common fractions to decimal fractions (decimal numbers).
2 3 144
, , .
5 4 225
Solutions:
First, we can use the equivalent fractions method, before the general method.
2 2 2× 2 4 2
 Write 5 as = = =0.4
5 5× 2 10 5 = 0.4
3 3 3 ×25 75 3
Write 4 as 4 = 4 × 25 = 100 =0.75 ∴
4
= 0.75
144 144 144 × 4 576 144
 Write 225 as 225 = 225 ×4 = 1000 = 0.576 ∴ = 0.576
225
Second, the general method (for all condition) is used when the
denominator of the given fraction does not contain power(s) of 10. This
is by dividing the numerator by the denominator mentally or through long-
division previously learnt by students in their Primary School days.

Conversion of decimals to fractions.

Examples:
1. Convert 0.65 to a common or a vulgar fraction.

Solution:
To do this we simply multiply the given decimal fraction by 100 and at the same time
divide it by 100.
0.65× 100
Write 0.65 as 0.65 = 100
. If we carefully notice the expression, we will see
that what we are doing
 100
in essence is just multiplying 0.65 by unity (1). Because 100 =¿1.
0.65× 100 65 13
⇒ 100
= 100
= 20
, ( when further reduced to the lowest term ). ∴
13
0.65 = 20 .
2. Convert 0.6 to a common or a vulgar fraction.
Solution:
To do this we simply multiply the given decimal fraction by 10 and at the same time
divide it by 10.
0.6 ×10 6 3 3
Write 0.6 as 0.6 = 10
= 10 = 5 . ⇒ ∴ 0.6 = 5 .
3. Convert 0.125 to a common fraction.
Solution:
To do this we multiply the given decimal fraction by 1000 and at the same time divide
0.125× 1000 125 25 5 1
it by 1000 , to have 0.125 = 1000
= 1000 = 200 = 40 = 8 , ( when fully
simplified to its lowest form ).
CLASS ACTIVITY
1. Change the following common/vulgar fractions to decimal fractions.
9 1 2 17 123
15
, 19
, 23
, 3
, 341
.
2. Change the following decimal fractions to the vulgar or common fractions.
Change the following common/vulgar fractions to decimal fractions.
9 1 2 17 123
15
, 19
, 23
, 3
, 341
.

0.56 , 0.0015 , 5.35 , 0.222 , 1.98

CONVERSION OF FRACTIONS TO PERCENTAGES.

Examples:
2
1. Express 15 as percentage.

Solution:

There are two possible ways to answer the question.

2 2 200 1
METHOD – 1: Write 15 as 15 ×100= 15 =13 3 %.
2 1
13 %
15 = 3 in percentage.
2
2 2 40 1
2 3 ×20 13
METHOD – 2: Write 15 as 15 = 3 = 3 = 3 = 3
5 5 ×20 100 100
3
 2 1
13 %
15 = 3 in percentage also

Conversion of percentages to fractions.

Examples:
1. Express 65% as fraction.

Solution:

65 13 13
Write 65% as 65% = 100 = 20 . 65% = 20 .
2. Express 24% as fraction.
Solution:
24 6 6
Write 24% as 24% = 100 = 25 . ∴ 24% =
25
.
3. Express 0.35% as fraction.
Solution:
0.35 0.35× 100 35 7
Write 0.35% as 0.35% = 100 = 100× 100 = 10000 =¿ 2000 .

CLASS ACTIVITY
1. Express each of the following fractions as percentage.
5 17 9 1
8
, 20 , 25 , 90 .
2. Express each of the following percentages as fraction.
64%, 45 %, 0.125 %, 0.17 %

PRACTICE EXERCISE
1
1. Express the following as improper fraction a)13 3 a) 23⅗
2 17 123
2. Convert the following to decimal fractions, a) 23 , b) 3 , c) 341
19 21 72 243 53 123 172
3. Express as a mixed number: 9 , 13 , 63 , 81 , 35 , 122 , 144
4. Convert the following decimal fractions to common fractions a) 0.56 b) 12.5 c) 1.65
5. Express each of the following percentages as fraction.
a) 75% b) 60 %
ASSIGNMENT
 2 3
1. Express the following fractions in percentages a) 5 , b ¿ 4
2. What fraction of 1 minute is 15 seconds?
3. What fraction of 360 is 30?
4. Express 0.85 as percentages
5. Express the following as terminating decimals a) 5/9 b) 4 7/16.
KEY WORDS:
 Fraction
 Improper fraction
 Decimal
 Percentage
 Denominator and Numerator.

WEEK 8
TOPIC: FRACTIONS
CONTENTS:
 Equivalent fraction
 Ordering of fraction

Equivalent fractions.

When are fractions said to be equivalent?

Two or more fractions are said to be equivalent or exactly the same if they have the
same quantity or have same value. In other words, two or more fractions are equivalent
if they can be reduced to the same lowest terms. Examples:
1 2 3 4 5 7 14
= = = = = = =. .. These entire fractions are same, as they all have same
2 4 6 8 10 14 28
amount, value or quantity.
3 9 12 15 21
The same thing applies to these ones: 7 = 21 = 28 = 35 = 49 =. . . , they are all equal and
are therefore equivalent value.

Test of Equivalent Fractions.

m
∧t
If two fractions n are equivalent then, m× k =n ×t . So to test whether or not two
k
fractions are the same we equate them and then cross multiply. If the two results of
cross multiplying are exactly the same then it shows that the two fractions are
equivalent.
Examples:
3 9
 If 7 = 21 , then 3 x 21 = 7 x 9 = 63.
 5 7
 If = , then 10 x 7 = 5 x 14 = 70.
10 14
9 18
 If 7 = 14 , then 7 x 18 = 9 x 14 = 126.

ALITERNATIVELY: Each of the fractions can be reduced to its lowest term. If the
lowest terms are equal to each other or to one another after the reduction, then it shows
the equivalence. However, if after reduction the results are not the same, it then means
the fractions are not equivalent.

One fraction can be converted to another or to a new one which is still the original
fraction.
a
To explain this again, we mean to change b to an equivalent fraction we can write it
a
a axm a m
either as b = bxm or as b
= b
.
m

Examples:
4 16
 We can convert 9 to 36 by multiplying numerator 4 and denominator 9
each by 4.
4 4x4 16
9 = 9 x 4 = 36 .
28 4
 We can convert 63 to 9 by dividing numerator 28 and denominator 63
each by 7.
28
yields 7 4
= .
→ 63 9
7

Reducing Equivalent Fractions to their lowest forms

The lowest term of a vulgar fraction is obtained when there is no other number (factor)
that can uniformly divide or reduce its numerator and its denominator furthermore. For
4 12 48 96
example, among the equivalent fractions = = =
5 15 60 120
, the lowest term or lowest
4
form is 5 . It is also called the simplest form.

Example:

64 2
To reduce 96 to its lowest term which is 3 , we may go through five steps by dividing
the numerator and denominator (each time) successively by 2 in each step, until we
2
arrive at 3 .
Alternatively, the numerator and the denominator can just be divided through once by
2
32 to arrive at 3 straight away.

CLASS ACTIVITY

7
∧13
1. Show that 21 are equivalent fractions.
39
99
2. Reduce 264 to its simplest / lowest form.
3 ❑ 6 ❑
3. Copy and complete the following: (a). 7 = 56 . (b). 15 = 180 .

USING EQUIVALENT FRACTIONS TO SHARE COMMODITIES (WORD

PROBLEMS).

Worked Examples:
6
1. A woman shares 30 apples between her two daughters. The first child got 10 of
all the apples. How
many apples did she get? and how many did the other daughter get?
Solution :
3
Total number of apples = 30. Fraction of apples to the first child = 5 .

3
Number of apples = 5 ×30=18 apples . The first daughter shares 18
apples.
4
The second child gets 10 of the total number of apples. This is equivalent to
2
.
5
2
The second child gets 5 ×30=12 apples .
The first child gets 18 apples while the second gets 12 apples.
2. Three quarters of the eggs in a basket are good. If the total number of eggs in the
basket is 60,
how many eggs in the basket are bad?

Solution :
Total number of eggs = 60.
 3
Number of good eggs = 4 ×60=45 eggs .
Hence, number of bad eggs = Total number of eggs – Number of good
eggs.
¿ 60 – 45 = 15 eggs.

CLASS ACTIVITY
1
1. There are 420 students in a school. 3 of the population is made up of girls.
(a). How many boys are in the school ?
(b). How many girls are in the school?
(c). Express the number of boys as a fraction of all the students.
(d). Express the number of girls as a fraction of all the students.
2. Three water tanks with volumes 81 liters, 243 liters and 405 liters were filled with 27
liters, 81 liters and 135 liters respectively. Express their water contents as fractions of
their capacity.

ORDERING OF FRACTIONS.

Ordering of fractions simply means arranging the fractions either from the least to the
greatest or greatest to least. In other words, we arrange the fractions in ascending or
descending order. To do this, we find the L.C.M (Least Common Multiple) of the
denominators of the fractions we intend to order. In other words, we find the equivalent
fraction of each of the given fractions so that each equivalent fraction is having its
denominator equal to the common L.C.M.

Examples:
3 2 1 1
1. Arrange the following fractions in ascending order ,
4 3
, 6, 2 .
Solution:
Since the L.C.M = 12 , we write:
3 3 ×3 9
 4 as 4×3
= 12 .

2 2× 4 8
 3 as 3× 4 = 12 .

1 1× 2 2
 6 as 6 ×2 = 12 .

1 1× 6 6
 2 as 2× 6 = 12 .
We now compare the four results and order them accordingly. Ascending order we have
the array as:
 2 6 8 9 1 1 2 3
12
, 12
, 12
, 12
. ∴ the required ordering is :
6
, 2
, 3
, 4
.
3 1 4 7
1. Arrange these fractions in descending order 4 , 2 ,5 and 10 .

ALITERNATIVE METHOD:
The L.C.M of 4, 2, 5 and 10 = 20.
3 1 4 7 5 ( 3 )+ 10 ( 1 ) + 4 ( 4 ) +2(7)
Add the four fractions as follows: 4 + 2 + 5 + 10 = =
20
15+10+16+14
.
20
15 10 16 14 3 15 1 10 4 16
This is same as 20 + 20 + 20 + 20 . This shows that 4 = 20 , =
2 20
, 5 = 20 ,
7 14
and 10 =¿ 20 .
3 1 4 7 16 15 14 10
Hence the ordering of 4 , 2 , 5 and 10 in descending order is 20 , 20 , 20 , 20
; which are
4 3 7 1
5
, 4 , 10 , 2 respectively. +

CLASS ACTIVITY

1. Arrange the following fractions in descending order:

1 2 3 3 2 1 3 7 5 7 5 1 4 1
(i). 4 , 5 , 10 , 5 . (ii). 3 , 4 , 9 , 12 . (iii). 6 , 12 , 18 , 2 . (iv). 5 , 3 ,
7 23
15
, 30
.
2. Arrange the above sets of fractions (I - IV) in ascending order.

PRACTICE EXERCISE
1. Arrange the following fractions in ascending order of magnitude
a) ⅓, ⅚, ⅖ b) 14/3, 3/5, 15/16, 7/2, 7/8
2. Four students are to receive prizes based on their performances in a quiz marked as
follows: 3/7, 4/5, 2/3, and 2/5. Determine the first, second, third and fourth positions.
3. Determine the fraction that is greater between these pairs of fractions.
a) 3/5 and 15/16 b) 14/3 and 7/2
4. Which of the following fractions are equivalent to 3/5? 10/50, 30/50, 12/30, 205/380,
15/25.
5. Find three fractions that are equivalent to each of the following fractions
a) ¾ b) 7/12 c) 8/9.

ASSIGNMENT
1. In each of the following, put the appropriate sign among > (greater than), < (less
than) or = (equals to). a) 3/8 □ 6/15 b) 3/8 □ ½ c) 3/5 □ 12/20.
2. Copy and complete the following
a) 3/7 = x/56 b) 3/11 = y/187
3. Arrange in descending order 4/5, 2/3, ¾
4. Find three fractions that are equivalent to 3/7
5. Arrange in ascending order 1/5, 4/7, 2,7, ¾.

KEYWORDS:
1. Equivalent
2. Ordering
3. Ascending and descending.

WEEK 9
TOPIC: Fractions
CONTENTS
 Addition and subtraction
 Multiplication and division
Addition of fractions.
Examples:
2
∧4
1: Add the fractions 3 .
5
Solution:
2 4 5× 2+3 ×4 10+12 22 7
3
+ 5
= 15
= 15
= 15
= 1 15
.
 3 1
2: Add the fractions 4 11 ,7 3 .
3 1 47 22 47 ( 3 ) +11(22) 141+242 383 20
Solution: 4 11 +7 3 = 11 + 3 = = = = 11 33 ( in mixed
33 33 33
fraction).
(Note: In this method, we first change the mixed fractions to Improper fractions
before adding).
3: What is the sum of 21.52, 42.68, 146.5 and 12.27?

{ }
146.50
021.52 + ¿
Solution: 042.68
The brackets may not be necessary.
012.27
222.97

(ii). Subtraction of fractions.

Example:
3 3
1: Subtract 2 4 from 5 5 .
3 3 28 11 4 ( 28 )−5(11) 112−55 57 17
Solution: 5 5 −2 4 = − = = = = 2 20 .
5 4 20 20 20
2: Find the positive difference between 128 and 69.126
Solution:
{128.000
069.126 }
−¿
58 . 874

CLASS ACTIVITY
2
∧3
1: Add the fractions 13 .
5
1 1
2: Subtract 4 4 from 7 3 .
2 1 1
3: Obtain the sum of 1 5 ∧3 4 , subtract 2 3 .
11 1
4: A man spent 15 of his salary on transport, feeding and health. He then saves 5 of
the salary. What fraction of his salary remains?
Multiplication of fraction
To multiply a fraction by fraction:
(i) Multiply the numerators to make the numerator of the product
(ii) Multiply the denominators to make to make the denominator of the product
(iii) Always change mixed numbers to improper fraction before multiplying.
Example 1:
3 2
Simplify 5 × 3
Solution
 3 2 3× 2
× =
5 3 5× 3
6
= 15
Example 2:
3 4
Simplify 2 4 × 5
Solution
3 4 11 4
2 × = ×
4 5 4 5
11× 4
= 4 ×5
44
= 20
4
= 2 20

Division of fraction

To divide by a fraction, simply multiply by its reciprocal.

The reciprocal of a fraction is the same fraction turned upside down.
Example:
1 3
Simplify 2 4 × 4
Solution:
1
Reduce 2 4 to simply fraction
9 3
÷
4 4
9 3
Multiply 4 by the reciprocal of 4
9 4
×
4 3
9 ×4
¿
4×3
36
¿
12
=3
2 1
2 ×1
3 2
2. Simplify 4
4
5
Solution:
Reduce to simple fraction
8 3
×
3 2
24
5
Simplify the numerator
8 ×3 24
=
3 ×2 6
24
Divide through by 5
4
¿ 4 × 5 20 5
25 = = =
24 24 6
5

CLASS ACTIVITY
1. Simplify the following:
3 4
(i) 2 ×
4 5

2 9
(ii) 9 ÷3
7 10
9 2
2. A farmer uses 16 of a field for growing cassava. He uses 7 of the remainder for
growing corn. What fraction of the field is used for growing corn?
3 1
3. It takes 1 4 m of cloth to make a skirt. How many skirts can be made from 10 2 of
cloth?

PRACTICE EXERCISE
1. Obtain the sum of 0.00914, 72.013 and 681.08
2. Subtract 67.09 from 85.921
2 1
3. What number is 9 5 more than 7 2 ?
12 1
4. 25 of 1 4 ( )
1 4
5 ÷2
4 5
5. 3
3
4

ASSIGNMENT
1. A boy has N1,856.80. He likes and wants to buy a shirt costing N 2,100.00. What
amount does he need before he can buy the shirt of his choice?
2. A trader went to market with N 5680.00. She bought articles worth N 4, 325.78.
How much has she left to buy other things?
3. Simplify 3⅟7 X 4⅟2 X 1⅝
4. Evaluate 1/3 + 5/12 – 1/3 of 1/6
5. 2 X (3⅓ + 1⅙)
END OF FIRST TERM