Year 7 Consolidated Notes

YEAR 7 MATHEMATICS
(NEW SYLLABUS 2020)
NAME:
Initiatives of
Sekolah Menengah Sayyidina Hasan
Mathematics Department
Contents
NUMBER PROPERTIES............................................................................................................................1
FACTORS AND MULTIPLES.................................................................................................................1
PRIME NUMBERS and COMPOSITE NUMBERS..................................................................................3
Exercise 1.......................................................................................................................................3
DIVISIBILITY RULE (RULE OF DIVISION)..............................................................................................4
Exercise 2A....................................................................................................................................6
Exercise 2B.....................................................................................................................................7
INDEX NOTATION AND PRIME FACTORIZATION................................................................................8
Exercise 3.......................................................................................................................................8
Exercise 4.......................................................................................................................................9
HCF AND LCM..................................................................................................................................11
Exercise 5.....................................................................................................................................13
WHOLE NUMBERS...............................................................................................................................14
NUMBER BOND...............................................................................................................................15
INDICES AND POWER NOTATION....................................................................................................18
SQUARE NUMBERS , CUBE NUMBERS, SQUARE ROOTS AND CUBE ROOTS.....................................18
SQUARE NUMBERS......................................................................................................................18
CUBE NUMBERS...........................................................................................................................18
Exercise 6....................................................................................................................................20
INTEGERS.............................................................................................................................................21
NUMBER LINE..................................................................................................................................21
ORDERS OF INTEGERS......................................................................................................................21
Arranging integers.......................................................................................................................22
Exercise 7.....................................................................................................................................24
ADDITIONS AND SUBTRACTION OF INTEGERS.................................................................................25
Exercise 8.....................................................................................................................................26
RULES OF BRACKETS........................................................................................................................27
INTEGERS WORD PROBLEM.............................................................................................................28
Transforming word problem into numerical equivalent..............................................................28
SUM AND DIFFERENCE................................................................................................................29
FRACTION............................................................................................................................................31
Basic Fraction...................................................................................................................................31
Basic Multiplication of Fractions......................................................................................................33
Multiplication fractions involving big numbers................................................................................33
Basic Division involving Fraction......................................................................................................33
Addition and Subtraction of Fractions.............................................................................................34
ORDER OF OPERATIONS......................................................................................................................36
APPROXIMATION.................................................................................................................................41
ROUNDING OFF TO MULTIPLE OF 10S.............................................................................................41
ROUNDING OFF TO NEAREST PLACE VALUE....................................................................................42
ESTIMATION (USING ROUNDING OFF METHOD IN CALCULATIONS)...............................................43
DECIMALS............................................................................................................................................47
ESTIMATION....................................................................................................................................47
ROUNDING OFF TO SPECIFIC DECIMAL PLACES...............................................................................48
WORD PROBLEMS...........................................................................................................................49
MIXED PROBLEMS ON INTEGERS, FRACTION AND DECIMALS.........................................................50
RATIO...................................................................................................................................................51
DIRECT PROPORTION...........................................................................................................................54
SCALE...................................................................................................................................................55
RATE....................................................................................................................................................56
PERCENTAGES.....................................................................................................................................57
ALGEBRA..............................................................................................................................................59
DEFINITIONS....................................................................................................................................59
WORD PROBLEMS...........................................................................................................................59
SIMPLIFYING ALGEBRAIC EXPRESSION.............................................................................................61
EXPANSION OF BRACKET.................................................................................................................62
EVALUATE ALGEBRAIC EXPRESSION................................................................................................62
WORD PROBLEMS...........................................................................................................................63
RELATIONSHIPS & GRAPHS..................................................................................................................64
DIAGRAM AND NUMBER SEQUENCE...................................................................................................67
NUMBER SEQUENCE........................................................................................................................67
DIAGRAM PATTERN.........................................................................................................................68
TIME, PERIMETER, AREA, & VOLUME..................................................................................................70
Time.................................................................................................................................................70
Perimeter and Area.........................................................................................................................71
Circumference of a circle.................................................................................................................72
Construction of circle.......................................................................................................................72
Solve problems involving circumference, diameter and radii of circles...........................................73
Nets of cuboids, triangular prisms, regular tetrahedra, square-based............................................73
Volume of cuboids and simple composite solids.............................................................................73
SYMMETRY & TRANSFORMATIONS.....................................................................................................74
Symmetry........................................................................................................................................74
Reflection........................................................................................................................................74
Rotational symmetry.......................................................................................................................75
Rotation...........................................................................................................................................75
Translation.......................................................................................................................................76
PLANE & SOLID SHAPES.......................................................................................................................77
Types of angles................................................................................................................................77
Properties of Angles........................................................................................................................78
Angles at a point..............................................................................................................................78
Complementary and Supplementary angles....................................................................................78
Types of triangles.............................................................................................................................79
Properties of triangles.....................................................................................................................79
TECHNICAL DRAWING.........................................................................................................................81
Part 1. Measuring angles and using protractor................................................................................81
Part 2. Measuring diagrams using compass and protractor............................................................83
Part 3. Drawing angles and using protractor...................................................................................87
Part 4. Construction of triangles......................................................................................................87
NUMBER PROPERTIES
FACTORS AND MULTIPLES.
Lesson objectives:
(a) Able to find factors and multiples of a given number.
(b) Able to list down multiples of a number
(c) Able to list down factors of a number.
Multiples versus Factors.

This is are part of the times table of 2 to 4
×1 ×2 ×3 ×4 ×5 ×6 ×7
2 2 4 6 8 10 12 14
3 3 6 9 12 15 18 21
4 4 8 12 16 20 24 28
Multiples is the answer to the timetable

Factors is the number that is being multiplied
×1 ×2 ×3 ×4 ×5 ×6 ×7
2 2 4 6 8 10 12 14
FACTORS
3 3 6 9 12 15 18 21
4 4 8 12 16 20 24 28
×1 ×2 ×3 ×4 ×5 ×6 ×7
2 2 4 6 8 10 12 14 MULTIPLES
3 3 6 9 12 15 18 21
4 4 8 12 16 20 24 28
Examples :
a) What are the factors of 12?
1 x12 = 12
2 x 6 = 12 Answer: 1, 2, 3, 4, 6 and 12.
3 x 4 = 12
.
b) List down the first three multiples of 6?
Answer:
1×6=6
The first three multiples of 6 are 6, 12
2 × 6 =12
and 18.
3 × 6 = 18
1
c) Write down the factors of
i) 6 ii) 12 iii) 18
1×6 1 × 12 1×18
2×3 2×6 2×9
3×4 3× 6
Answer: 1, 2, 3, 6 Answer: 1, 2, 3, 4, 6, 12 Answer: 1, 2, 3, 6, 9, 18
d) List down the first four multiples of 7.

- First four answer to times-table 7
- LIST means write all numbers with comma.
Answer:
e) What are the common factors of 20 and 30?

- The numbers that are multiplied to obtain 20 and 30
- Common means the same numbers on both lists.
20: 30: Factors of 20: 1, 2, 4, 5, 10, 20

1 × 20 1 × 30 Factors of 30: 1, 2, 3, 5, 6, 10, 15, 30
2 × 10 2 × 15
4×5 3 × 10 COMMON FACTORS:
5×6
.
f) List down the first two common multiples of 2 and 3. (Multiple to times-table 2 and times-
table 3 that are the same)
×1 ×2 ×3 ×4 ×5 ×6 ×7
2 2 4 6 8 10 12 14
3 3 6 9 12 15 18 21
The first TWO common multiples: and
2
PRIME NUMBERS and COMPOSITE NUMBERS
Lesson Objective:
 Able to list down prime numbers between 1 to 100
 Able to identify between prime numbers and composite numbers
 Able to use divisibility rule to identify multiples of 1 to 12.
 Solve problems involving divisibility rule w
Prime numbers: Numbers that cannot be divided by any other number except 1 and itself.
Here are Prime Numbers between 1 to 100
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.
Composite numbers are numbers that can be divided by other numbers than itself.
Example of composite number is 6, because 6 is a multiple of 2 and 3.
Exercise 1
Factors and Multiples
1. Write down the factors of these 2. Write down the common factors
numbers. between
a) 60 a) 32 and 60
b) 32 b) 12 and 60
c) 12
3. Write down the first three multiples of 4. Write down the first common multiple
these numbers. of
a) 7 a) 7 and 3
b) 3 b) 3 and 11
c) 11
Prime Numbers and Composite numbers
5. Is 5 a prime number? Explain your 8. What is the next prime number after
answer. 100?
6. Is 80 a prime or composite? Explain 9. State all the prime numbers between 1
your answer. and 100 that are divisible by 3.State all
7. How many prime numbers are there the primes that are odd and are less
between 1 and 50? than 20.
10. List the factors of 45 that are primes.
3
DIVISIBILITY RULE (RULE OF DIVISION)
“Divisible By” means "when you divide one number by another the result is a
whole number"
Example: 6 is divisible by 2.
6
Because = 3. (and 3 is a whole number)
2
15 is not divisible by 7.
15 1
Because = 2 (the answer is not a whole number)
7 7
DIVISIBLE RULE
1. Divisible by 1. Any integer (not a fraction) is divisible by 1
2. Divisible by 2. The last digit is even (0,2,4,6,8)
3. Divisible by 3 Example: 99996

The sum of the digits is divisible by  9+9+9+9+6 = 42
3. This rule can be repeated when  4+2 = 6
needed until the answer is a two digit  6 is divisible by 3
or single digit answer.  Then 99996 is divisible by 3
4. Divisible by 4. Example
The last 2 digits are divisible by 4  1312 is (12 ÷ 4 = 3) Yes
3
 7019 is not (19 ÷ 4 = 4 4 ) No
5. Divisible by 5. The last digit is 0 or 5
 175 Yes
 809 No
 7428610 Yes
6. Divisible by 6. Is even and is divisible by 3 (it passes both the 2 rule and
3 rule above)
 114 (it is even, and 1+1+4=6 and 6÷3 = 2) Yes
 308 (it is even, but 3+0+8=11 and 11÷3 = 3 2/3) No
7. Divisible by 7. Double the last digit and subtract it from a number made
by the other digits. The result must be divisible by 7. (We can apply this
rule to that answer again)
 672 (Double 2 is 4, 67−4=63, and 63÷7=9) Yes
 105 (Double 5 is 10, 10−10=0, and 0 is divisible by 7) Yes
 905 (Double 5 is 10, 90−10=80, and 80÷7=11 3/7) No
4
8. Divisible by 8. The last three digits are divisible by 8
 109816 (816÷8=102) Yes
 216302 (302÷8=37 3/4) No
9. Divisible by 9. The sum of the digits is divisible by 9. (Note: This rule

can be repeated when needed)
 1629 (1+6+2+9=18, and again, 1+8=9) Yes
 2013 (2+0+1+3=6) No
10. Divisible by 10. The number ends in 0

 220 Yes
 221 No
11. Divisible by 11. Add and subtract digits in an alternating pattern (add
digit, subtract next digit, add next digit, etc). Then check if that answer is
divisible by 11.
 1364 (+1−3+6−4 = 0) Yes
 913 (+9−1+3 = 11) Yes
 3729 (+3−7+2−9 = −11) Yes
 987 (+9−8+7 = 8) No
12. Divisible by 12. The number is divisible by both 3 and 4 (it passes both
the 3 rule and 4 rule above)
 648
(By 3? 6+4+8=18 and 18÷3=6 Yes)
(By 4? 48÷4=12 Yes)
Both pass, so Yes
 524
(By 3? 5+2+4=11, 11÷3= 3 2/3 No)
(Don't need to check by 4) No
5
Exercise 2A
Circle the numbers that are divisible by the number given.
Divisible by 2?
9 10 102 101 51 50 23 22
75 76 91 92 112 113 33 32
47 48 61 62 881 882 85 86
Divisible by 5?
11 22 31 28 84 44 81 45
14 66 93 65 67 80 93 52
23 28 76 24 64 63 49 60
Divisible by 10?
12 43 96 37 40 62 83 70
29 20 49 88 80 71 30 33
40 120 75 50 441 60 121 90
Divisible by 3?
94 95 36 64 22 21 91 48
43 90 23 18 75 60 25 67
101 102 103 427 321 213 519 869
Divisible by 4?
12 44 21 16 61 37 13 66
63 58 53 89 64 85 19 84
925 821 360 720 165 271 516 124
6
Exercise 2B
Write “Yes” or “No” if the number is divisible by the given number.
1) 72 2) 53 3) 180 4) 2115
By 2 ____________ By 3 ____________ By 7 ___________ By 3 ____________
By 3 ____________ By 5 ____________ By 9 ___________ By 5 ____________
5) 1620 6) 42 7) 65 483 8) 1680

By 2 ____________ By 4 ____________ By 2 ____________ By 3 ____________
By 3 ____________ By 5 ____________ By 3 ____________ By 5 ____________
By 6 ____________ By 6 ____________ By 6 ____________ By 6 ____________
By 9 ____________ By 7 ____________ By 8 ____________ By 9 ____________
By 10 ____________ By 9 ____________ By 9 ____________ By 10 ____________
9) 224 10) 55 418 11) 76 12) 65

By 2 ____________ By 2 ____________ By 3 ____________ By 2 ____________
By 4 ____________ By 3 ____________ By 5 ____________ By 5 ____________
By 5 ____________ By 7 ____________ By 6 ____________ By 8 ____________
By 7 ____________ By 8 ____________ By 8 ____________ By 9 ____________
By 9 ____________ By 10 ____________ By 10 ____________ By 10 ____________
13) 9984 14) 68536 15) 519 16) 90014

By 2 ____________ By 2 ____________ By 3 ____________ By 5 ____________
By 3 ____________ By 3 ____________ By 4 ____________ By 7 ____________
By 4 ____________ By 10 ____________ By 6 ____________ By 8 ____________
By 9 ____________ By 11 ____________ By 9 ____________ By 9 ____________
By 11 ____________ By 12 ____________ By 10 ____________ By 10 ____________
7
INDEX NOTATION AND PRIME FACTORIZATION
Lesson Objective:
 Able to read and write index notation for a n where n is a positive integer and for positive integer
powers of 10.
 Write the prime factorisation of a given number in terms of index notation
INDEX FORM = an (expressing in terms of indices or exponents or with power)
a
n index
base
Index (Power)
Consider
31 is 3
32 is 3 × 3 = 9
3
3 is 3 × 3 × 3 = 27
34 is 3 × 3 × 3 × 3 = 81
34 is read as ‘three to the power of four’.
3 is called the base and 4 is the index. This representation is called index notation.
Example 1: Express the following in index form hence find the product.
(1) 2 × 2 × 2 × 2 × 3 (2) 3 × 3 × 5 × 7
Answer: Answer:
24 × 3 = 48 32 × 5 × 7 = 315
Exercise 3
Express the following in index form hence find the product.
Questions Answers
1. 2×2×3×3×3
2. 3×3×3×3×5
3. 2×2×5×5×5
4. 2×2×2×7×7
5. 3×5×5×5×11
6. 3×3×7×11
7. 2×2×2×5×7×7
Prime numbers: Numbers that cannot be divided by any other number except 1 and itself.
Here are Prime Numbers between 1 to 100
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.
8
Example 2: Express numbers in product of prime factors in index form
1) 90 2) 252
Use dividing method:
Only use prime numbers to divide.
2 90
3 45
3 15
5 5
1
Answer: 2 × 32 × 5
Exercise 4
For each number below, express numbers in product of prime factors in index form
1) 40 5) 98 9) 165
2) 100 6) 111 10) 130
3) 90 7) 196 11) 320
4) 99 8) 125 12) 504
9
11. Find the missing base of the following. (Use continuous division method)
a. _____2 = 16
b. _____3 = 8
c. _____3 = 27
d. _____3 = 125
e. _____3 = 216
12. Fill in the missing exponent (power / index).

f. 10 = 10 000
g. 10 = 100 000 000
h. 10 = 100 000 000 000
i. 10 = 0.001
j. 10 = 0.000001
13. Write down the value of the following

k. 10 5 =
l. 107 =
m. 10−4 =
n. 10−7 =
10
HCF AND LCM
Lesson Objectives.
 Find lowest common multiples (LCM) and highest common factors (HCF) of a given set of
numbers.
 Solve word problems involving LCM and HCF.
Steps to success H.C.F (Given two or more Steps to success L.C.M. (Given two or more
numbers, example 36 and 24) numbers, example 36 and 24)
Step 1: Write the given numbers horizontally, in Step 1: Write the given numbers horizontally, in
a sequence, by separating it with commas. a sequence, by separating it with commas.
36, 24 36, 24
Step 2: Choose the smallest prime numbers that Step 2: Choose the smallest prime numbers that
can divide all the given numbers. Write on the can divide all the given numbers. Write on the
left side left side
2 36, 24 2 36, 24
Step 3: Now write down the answer to the Step 3: Now write down the answer to the
division below the numbers. division below the numbers.
2 36, 24 2 36, 24
18, 12 18, 12
Step 4: Repeat the process of division until the Step 4: Repeat the process of division until the
answer cannot be divided together. answer cannot be divided together.
2 36, 24 2 36, 24
2 18, 12 2 18, 12
3 9, 6 3 9, 6
3, 2 3, 2
Step 5: Multiply the factors (left side numbers) Step 5: Divide the number left over. Repeat until
for the final answer. the answer turns 1.
2 36, 24 2 36, 24
2 18, 12 2 18, 12
3 9, 6 3 9, 6
3, 2 3 3, 2
H.C.F = 2 × 2 × 3 2 1, 2
Answer: = 12 . 1, 1
Step 6: Multiply the factors (left side numbers)

for the final answer.
2 36, 24
2 18, 12
3 9, 6
3 3, 2
2 1, 2
1, 1
L.C.M = 2 × 2 × 2 × 3 × 3
Answer: = 72 .
11
Example1: Find the HCF of 36 and 60. Example2: Find the LCM of 27, 54 and 30.
Example3: Given the two numbers 144 and 240. Find the
(i) H.C.F (ii) L.C.M
Highest Common Factor (HCF) Lowest Common Multiples (LCM)

HCF can be used in the following situations: LCM can be used in the following situations:
1. When we want to split things into 1. An event that is repeating over and over
smaller sections. 2. Figure out when something will happen
2. Arrange something in rows and groups again at the same time.
3. Simplify fractions/ratios to their lowest 3. To simplify fractions with different
term denominators.
The HCF of two or more numbers is the largest The LCM of two or more numbers is the
common factor among the common factors of smallest common multiple of the numbers.
the numbers
Example 4: Rafa has 45 cookies. She wants to pack an equal number of cookies into different bags. In
how many ways can she pack the cookies if she must use at least two bags?
12
Exercise 5
1) Find the H.C.F. of the following numbers:
a. 45, 90
b. 60, 80
c. 50, 75, 125
d. 30, 42, 50
2) Find the L.C.M. of the following numbers:

a. 8, 10
b. 30, 32
c. 8, 10, 20
d. 30, 32, 50
e. 12, 36, 54
f. 20, 40, 60
3) Three bus services (A, B and C) leave the bus station together at 9.00 a.m. Service A leaves the
station every 10 minutes, Service B leaves the station every 15 minutes and Service C every 25
minutes. At what time will the 3 services next leave the station together?
4) A choir at your school wants to divide the choir into smaller groups. There are 24 sopranos,
60 altos and 36 tenors. Each group will have the same number of each type of voice.
(a) What is the greatest number of groups that can be formed?
(b) How many sopranos, altos and tenors will be in each group?
5) Three bus services (A, B and C) leave the bus station together at 9.00 a.m. Service A leaves the
station every 10 minutes, Service B leaves the station every 15 minutes and Service C every 25
minutes. At what time will the 3 services next leave the station together?
6) The LCM of two numbers is 60. One of the numbers is 12. Find the other number. Find as
many answers as you can.
13
WHOLE NUMBERS
Lesson Objectives
 Whole numbers are basic counting numbers. Example 0, 1, 2, 3, 4, 5, 6, …
 Recall odd and even numbers
- Odd numbers are not divisible by two. Examples: … −101, … , −5, −3, −1¸ 1, 3, 5, … , 101…
- Even numbers are divisible by two. Examples: … −100, … , −4, −2, 0, 2, 4, 6, … , 100 , …
 Addition and subtraction facts

- Know with rapid recall addition and subtraction facts to 20.
 Complements (number bonds)

- Derive quickly: whole-number complements in 100 and 50,
Example.
 100 = 63 + 37, 50 = -17 + 67
 33 and what number makes 100? Expected answer: 33 + 67 = 100 or 100 – 33 = 67
 What numbers make 100? Expected answer: 20 + 80; 45 + 55.
 Multiplication and division facts

- Know with rapid recall multiplication facts up to 12x12 (and squares to at least 12x12).
- Derive quickly the associated division facts, e.g. 56÷ 7, √ 81.
 Doubles and halves

- Derive quickly: doubles of two digit whole numbers up to 100, and all the corresponding
halves.
Example:
 Double of 25
 25 + 25 = 50 or 2 x 25 = 50
 Correspondingly, half of 50? 50 ÷ 2=25
 Use knowledge of place value to multiply and divide mentally whole numbers by 10, 100 and
1000. E.g. 2 x 10 = 20 , 35 ÷ 100 = 0.35
14
NUMBER BOND
Sheet 1
Activity 1. Fill in the missing number bonds in these bar models so that the total is 100.
1) 100 2) 100
40 60 80
3) 100 4) 100
55 91
5) 100 6) 100
32 42
7) 100 8) 100
76 2
3
9) 100 10) 100

62 11
11) 100 12) 100

66 27
13) 100 14) 100

48 46
15) 100 16) 100

12 1
7
15
Activity 2. Fill in the missing numbers in these bar models and then complete the facts.
p le
Exam
Activity 3. Use number bonds to 100 to complete the missing numbers.
1) 55 + _________ = 100 2) 20 + _________ = 100
3) 90 + _________ = 100 4) 62 + _________ = 100
5) 14 + _________ = 100 6) 51 + _________ = 100
7) 37 + _________ = 100 8) 100 – 28 = __________
9) 100 – 64 = ___________ 10) 100 = 74 + __________
11) 100 = 87 + __________ 12) 100 – ______ = 74
13) 100 – 13 = __________ 14) 82 + _________ = 100
15) 100 = 44 + __________ 16) 100 – 11 = __________
17) 38 = 100 − __________ 18) 100 – ________ = 77
19) 29 + _____ = 100 20) 100 = 12 + __________
16
Sheet 2
Activity 1. Fill in the missing number bonds in these bar models so that the total is 100.
Activity 2. Fill in the missing numbers in these bar models and then complete the facts.
17
INDICES AND POWER NOTATION
When a number is multiplied by itself repeated times, we can re-write with indices notation.
Example
2 × 2 × 2 × 2 × 2 can be written as 25. We read 25 as 2 power 5.
25 = 32
SQUARE NUMBERS , CUBE NUMBERS, SQUARE ROOTS AND CUBE ROOTS

Lesson Objectives
 Review squares and square roots.
 Review cubes and cube roots.
 Evaluate squares and square roots involving fractions.
SQUARE NUMBERS
Numbers with indices power 2 is spoken as “number squared”, example 5 2 is verbally

spoken as five squared. The answer to number squared are square numbers. i.e. 52 = 25. As
such 25 is part of the square number family.
Numbers with power 2

SQUARE
NUMBERS
12 = 1×1= 1
22 = 2×2= 4
32 = 3×3= 9
42 = 4×4= 16
52 = 5×5= 25
62 = 6×6= 36
72 = 7×7= 49
82 = 8×8= 64
92 = 9×9= 81
102 = 10 × 10 = 100
CUBE NUMBERS
Numbers with indices power 3 is spoken as “number cubed”, example 4 3 is verbally spoken
as four cubed. The answer to number cubed are cube numbers. i.e. 43 = 64. As such 64 is
part of the cube number family.
Numbers with power 3

CUBE NUMBERS
13 = 1×1×1= 1
23 = 2×2×2= 8
33 = 3×3×3= 27
43 = 4×4×4= 64
53 = 5×5×5= 125
63 6×6×6= 216
18
Square root and Cube root is the reverse to square and cube root. The symbol for square root is √ ❑
3
and the symbol for cube root is √ ❑.
For big numbers, we can evaluate without For mixed numbers, we must express the
calculators by expressing the numbers in the numbers in improper fraction first before
form of its factors. evaluating its square root or cube root.
Example. Evaluate the square root of 6400. 17

Example. Evaluate the cube root of 4
Solution: √ 64 ×100 27
√
= √ 64 × √ 100 3 17
= 8 × 10 Solution 4
27
√
= 80
3 125
=
27
5
=
3
2
=1
3
Example: Evaluate the following

(1) 72 (2) 43 (3) √ 64
(4) √ 64 .
3
(5) √ 900 (4) √ 8000.
3
Fractions need to be in improper fraction before evaluating squares and square roots
Example: Evaluate the following
( 23 )
(1) 1 2
( 14 )
(2) 2 2
(3)
(√ 1 1125 ) (4)
(√ 7 19 )
19
20
Exercise 6
1) Between 1 and 100, circle the square numbers.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
2) List the cube numbers between 1 to 200. (You may use calculator to evaluate the
values).
……………………………………………………………………………………………………..
3) Evaluate the following. 5) Change the following fractions into

1 52 improper fraction hence evaluate.
( )
2
2 33 3
a. 2
3 √ 144 4
√ 64
( )
2
4 2
b. 1
5 √3 216 5
6 √3 64
c. 3
6
25√
4) Without the use of calculator,
evaluate the following,
a) √ 6400
d. 6
1
4 √
b) √ 8100 6) Evaluate without the use of
c) √3 64000 calculator:
d) √3 27000 a. 4 2 +9
b. 13 +33
c. (4+3)2
d. 22 + 23
e. 52−7
f. √ 9+7 ¿ ¿
g. √( 40−22 )
21
h. √3 9 ×3
INTEGERS
Lesson objective
a) Use the number line to introduce the idea of positive and negative integers.
b) Arrange numbers in ascending or descending order
c) Add and subtract positive and negative numbers
WHAT ARE INTEGERS?

Integers are “whole numbers” that includes negative
numbers, positive numbers and zero.
WHAT ARE NOT INTEGERS?

Decimals and fractions are examples of non-integers.
NUMBER LINENumber line is like a ruler but with positive and negative
numbers.
The numbers to the left of zero The numbers to the right of zero
are called negative integers. are called positive integers.
Examples of negative integers Examples of positive numbers
are 1 and 3. Notice the “” sign are 1 and 3.
in front of each number. 1 is
read as “negative 1”.
Notice. 0 is like a mirror on the number line. Except the numbers

on the left side has a negative sign.
ORDERS OF INTEGERS
The integers on the number line increase towards the right. This means
the value of integers on the left are less than the integer on their right.
getting getting
less more
22
COMPARISON OF VALUES
Symbols are very useful to shorten mathematical statements. For example,
the statement “3 is greater than 2” can be written as 3 > 2 where “>” means
‘is greater than’ or ‘is more than’.
Any number to the

right of −1 is bigger
than −1. Example:
1 > −1
0 > −1
Any number to the

left of −1 is smaller
than −1. Example:
−1 > −3
−1 > −2
Number Lines follow intervals which is also known as scale. Scale should have equal
intervals between numbers. The next number to the following number and so on
should have the same add-on.
Examples
Getting smaller Getting bigger Interval
−8 −6 −4 −2 0 2 4 6 8 10 12 +2
Example 1: Fill in the missing numbers in the boxes
Getting smaller Getting bigger

−15 −10 −5 0 5 15 20 30
Step 1: Look at two numbers next to each other and find the add-ons.
Example 15 and 20 is +5. (15+5 = 20). So the add-ons is +5
Step 2: Fill in the missing numbers by adding (+5) from the number before the box
[or (−5) from after]
Try. Fill in the missing numbers in the boxes
Getting smaller Getting bigger

−15 −60 −40 −20 0 40 60 80 120
23
Arranging integers
Vocabulary: ASCENDING means from small to big

up
Vocabulary: DESCENDING means from big to small. (think D for down)
dow
Step 1: Draw number line
n
Step 2: Circle the numbers onto the number line.
Step 3: Ascending (?):Re-write from small to big
Descending (?): Re-write from big to small
Example 2: Arrange in ascending order: 2, 4, 5, 6, 2, 7, 6.

up
small big
−8 −7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7
Answer:
Example 3: Arrange in descending order: 1, 3, 4, 7, 2, −5, 8
dow
small
n big
−8 −7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7
Answer:
24
Exercise 7
1. Arrange in ascending order:
a) 1, 2, 3, 4, 5 b) 1, 1, 0, 2, 2
Answer:
Answer:
c) 8, 7, 1, 0, 4, 1 d) −5, 2, −7, 4, −3, −6
Answer: Answer:
2. Arrange in descending order:

a) −5, 2, 0, −1, 3, 6 b) −3, 1, 5, −6, 7
Answer: Answer:
c) 1, −1, 2, −3, 4, −6 d) 7, −6, 8, −8, 3, −4
Answer: Answer:
3. Arrange in ascending order:

(i) −8, 0, −5, 5, 4,−1
(ii) 3, −3, 4, −7, 0, −6, 2
(iii) −1, −7, 8, −3, 0, 3, 7
(iv) 10, −10, 20, −30, 40, −50
4. Arrange in descending order:

(i) −5, 2, 8, 5, 0, −2
(ii) −5, 3, −6, 0, 7, 6
(iii) −1, −5, −3, 2, 5, 4
(iv) 50, −30, 60, −20, 40, 0
25
ADDITIONS AND SUBTRACTION OF INTEGERS
Method 1: Using the Number Line
Consider:
1+2=3
Using the number line we can show
Similarly, to find 3  6
Thus, 3  6 = 3
Method 2: Idea of 1+1 = 2 and +1 – 1 =0
Lesson Objective (LO)
 Addition and subtraction of positive and negative numbers via house of integer
method
 Addition and subtraction involving brackets
Steps to Success (S2S)
 Identify which value is more either negative or positive.
 Use number bond to break down the value according to the lesser value.
 Compare signs. Different signs cancel off to zero.
 Leftover is the answer with the sign
When you see combination of +1−1, this cancels of become ZERO. Other
than that, the values becomes bigger or smaller according to the sign.
Let’s look at these combinations of addition and subtraction of integers.

(a) 5 + 2 (b) 5 – 2 (c) −5 − 2 (d) −5 + 2
+1+1 +1+1 +1+1 −1−1 −1−1 −1−1 −1−1 +1+1
+1+1+1 +1+1+1 −1−1−1 −1−1−1
Answer 7 3 −7 −3 -2+2 = 0
Opposite signs cancel out to become zero.

Integers with the same signs become more.
26
Handling bigger numbers.
This is where number bonds will help in the addition and subtraction.
Number Bond.
2
5
? Expected answer
3
Activity: Complete the NUMBER BONDS below
5 3 12
8 12 20
Example: Evaluate the following using number bond for the value that is
more.
(a)15 + 20 (b)15 – 20 −15– 20

(c) −15 + 20
(d)
+15 +15 +15 −15 −15 −15 −15 +15
+5 −5 −5 +5
Answer +35 −5 −35 +5
Exercise 8
1. Evaluate the following,
(a) –6 + 7 = (b) 6–7 =
(c) 6+7 = (d) –6–7 =
(e) 5+8 = (f) – 5 + 15 =
(g) 5–8 = (h) –5 – 8 =
(i) 5  8 = (j) 5 + 8 =
(k) –5 – 10 = (l) –10 + 20 =
(m) 1 + 2  3 = (n) 5  8 + 3 =
(o) 4 + 7  14 = (p) 11 + 15  10 =
2. Find the value of :

(a) 12 + 6 (b) −5 – 11 (c) – 3 − 15
(d) − 28 – 13 (e) 1 + 25 (f) − 27 − 16
(g) − 14 − 25 (h) 23 + 12 (i) 20 + 3
3. Evaluate the following without the use of calculator:

(a) 10 – 7 (b) −10 + 7 (c) 15 – 5
(d) 28 – 13 (e) 1 – 25 (f) 27 − 16
(g) 14 − 25 (h) −23 + 12 (i) −20 + 3
27
RULES OF BRACKETS
+ (+) − (+) − (−)
+ − +
Example 4
1) 18 + (−4+6) 2) 18 + (3 – 7) 3) 18 − (10 – 15)
=18 + (+2) = 18 + (−4) = 18 − (−5)
=18 + 2 = 18 –4 = 18 +5
=20 = 14 = 23
Exercise 8 Evaluate the following

Evaluate the following:
1) 20 + (−4) 2) 21 + (+5) 3) 22 − (+8)
4) −5 + ( −10) 5) −9 + (+15) 6) −9 – ( +12)
7) 15 – ( − 11) 8) −16 − ( −4) 9) −10 + (+7)
Exercise 9 Evaluate the following

1) 20 + (−4+8) 2) 21 + (3 – 8) 3) 22 − (10 – 8)
4) −5 + ( −1 – 9) 5) −9 + (10 + 5) 6) −9 – ( 10 + 2)
7) 15 – ( − 2 – 3) 8) 16 + ( 2 – 10) 9) 10 + (12 – 4)
10) – 12 − (3 − 14) 11) 10 + ( 5 − 20) 12) −7 + (−8 + 12)
13) 9 – (16 − 5) 14) 18 – (2 − 6) 15) 14 + (5 − 25)
16) 18 + (20 − 2) 17) 19 + (1 + 14) 18) 13 – (8 − 10)
19) 6 + (−4 − 12 ) 20) 23 – (−5 + 8 ) 21) 17 – (−11 + 1)
28
INTEGERS WORD PROBLEM
Transforming word problem into numerical equivalent

Lesson objective
d) Use integers in daily life word problems
In real life, positive and negative values are used to measure positions, directions and temperatures
from a specific relative 0.
Example
(1) If the ground floor is 0 then Floor 1 will be above the
ground floor. And Floor −1 will be underground
(basement).
(2) If the sea is 0 meter, then above the sea is

positive height and under water is negative
height.
The position of the bird is 200m and the

submarine is −400m to the sea level.
(3) Temperature when water starts to turn to ice is at 0C. 100C is when water boils is hot. −18C is
the ideal temperature for the freezer is very cold.
Activity 1. Write an integer to describe each situation:

1. A temperature of 10 degrees below zero. _________________
2. 20 feet below sea level. _________________
3. A $100 withdrawal. _________________
4. Lost 10 points. _________________
5. $50 deposit. _________________
6. A loss of $30. _________________
7. $60 price increase. _________________
8. $10 off the original price. _________________
9. 12 centimeters longer. _________________
10. Ascend 100 meters. _________________
11. Descend 200 meters. _________________
12. 7 students move away to a different school. _________________
29
SUM AND DIFFERENCE
Lesson Objective
a) Use the operation addition for “Find the sum of…”
b) Use the operation subtraction for “Find the difference between ….”
Steps to success
(i) Identify the values given. Write down inside bracket.
Bigger value in the first bracket ( Big ) ( Small )
(ii) Insert correct operation between the values
o Insert the operation “+” for SUM ( )+( )
o Insert the operation “−“ for DIFFERENCE ( )−( )
(iii) Evaluate final answer
Activity 2.
1) Find the sum of 10 and 50 ____________________________
2) Find the difference between 10 and 50 ____________________________
3) Find the sum of 20 and −30 ____________________________
4) Find the difference between 20 and – 30 ____________________________
5) Find the sum of −10 and −5. ____________________________
6) Find the difference between −10 and −5. ____________________________
7) Find the sum of 125 and 65 ____________________________
8) Find the difference between 125 and 65 ____________________________
9) Find the sum of 45 and −15 ____________________________
10) Find the difference between 45 and – 15 ____________________________
11) Find the difference between the two temperatures 4C and −6C.
____________________________
12) Mt. Everest, the highest elevation the world, is 8 850 meters above sea level. The
Dead Sea, the lowest elevation, is 413 meters below sea level. What is the
difference between these two elevations?
____________________________
13) A submarine hovers at 340 meters below sea level. If it descends 120 meters and
then ascends 290 meters, what is its new position?
____________________________
14) Chen has overdrawn his checking account by $27. His bank charged him $15 for
an overdraft fee. Then he quickly deposited $100. What is his current balance?
____________________________
30
15) The price of a share of stock started the day at $37. During the day it went down
$3, up $1, down $7, and up $4. What was the price of a share at the end of the
day?
____________________________
16) Arief is planning to go on a holiday. He searched the Internet to find out the
average temperature of different cities in December. The table below shows his
findings.
City Singapore Moscow Paris Melbourne Seoul Taipei
Average
28 −5 6 24 −1
Temperature C
Where can he go if he plans to go to the city where the temperature is
a) Below 0℃ ____________________________
b) Between -10℃ and 0℃ ____________________________
c) Above 20℃ ____________________________
d) What is the difference in average temperature between Singapore and
Moscow? ____________________________
e) Where is it colder, Moscow or Seoul? ____________________________
f) The average temperature in Taipei is exactly midway between the
temperatures in Singapore and Moscow. What is the average temperature
in Taipei?
____________________________
17) The diagram shows the position of a bird

and a submarine from either above or
below sea level. The submarine is at 550
metres below sea level and the bird at 200
metres above the sea level.
a) What is the distance between the bird

and the submarine?
____________________________
b) A radar system can detect submarines down to 250 metres below sea level.
How many metres can the submarine climb if the submarine is to be 50
metres below the level of detection?
____________________________
31
FRACTION
Lesson objectives
 Review basic fractions in changing forms from mixed numbers to improper fraction
 Simplifying fractions to its lowest from
 Express fractions to its equivalent form
 Able to multiply and divide fractions
 Able to add and subtract fractions
Basic Fraction
1 Numerator
2
Denominator
1 1
What do you notice about the size of ½ , ¼ , /6 and /8 ?
Activity: Change the following mix number to improper fraction
3 1
1) 2 5 2) 4 6
2 5
3) 7 5 4) 3 8
Activity: Simply these fractions to its lowest term.

Q1)
21
a. 12
18
 ÷÷ 66 = ❑
❑
b. 15
35
 ÷ 5
÷❑
= ❑
❑
c.
35
 ÷÷ ❑7 = ❑
❑
Q2)
20 18
(a) (b)
30 21
25 360
(c) (d)
60 420
Equivalent fractions: Equivalent means “has the same value”
32
1
Activity: Write down the following equivalent fraction that represents according to the diagram
2
1
2 1 1 1
4 6 1 8
1 8
1 6 1
1 1
4 8
6 8
Simplest form Equivalent form Equivalent form Equivalent form
Converting Fractions to other equivalent form

1) Multiply top number and bottom number to convert to other forms
2 2 ❑
= 25
5
2 5
3 6 8
❑ ❑
2) Fill in the blank to match its equivalent fractions according given values
2 3 ×❑ ❑
a.
3
 ×× ❑
❑
= ❑
18
b.
4
 ×❑
= 12
c. 5
8
 ×❑
×❑
= ❑
24
3) Fill in the blank to match its equivalent fractions according given values
2 14
(a)
5
= ❑ 2 6
(b)
5
= 20
20 10
(c)
50
= ❑ 20 6
(d)
50
= 40
4 2+10
4) In = , what is the missing number?
5 7+?
33
Basic Multiplication of Fractions
2 3 1 4
1)
5
× 7
2)
3
× 5
8 1 7 7
3)
9
× 7
4)
10
× 13
Multiplication fractions involving big numbers
Step 1: Ensure all values are in the form of fraction or improper fraction (not mixed numbers)
Step 2: Cancel common factors comparing the numerator and denominator before multiplication.
Step 3: Multiply Top × Top ; Bottom × Bottom
Step 4: Final check, answers must be in lowest term.
2 15 2 21
1)
5
× 22
2)
3
× 22
14 10 14
3)
15
× 21
4)
15
× 1 241
19 9 13 5
5) 1 21 × 10 6) 1 15 × 21
Basic Division involving Fraction
Step 1: Ensure all values are in the form of fraction or improper fraction (not mixed numbers).
Step 2: Change the division operation into multiplication and change the number after to its
reciprocal
Step 3: Continue steps to success for multiplication of fractions
2 1 4
1)
5
÷ 7 2)
3
÷ 5
8 2 7 7
3)
49
÷ 7
4)
10
÷ 40
1 1 1 3
5) 34 ¸ 43 6) 2 6¸3 4
Addition and Subtraction of Fractions
34
BIMA rule states that addition can only be done inside a bracket if there is any multiplication or
division operation is involved.
1
Remember fraction is the operation for divide. is really 1 ÷ 15
15
OR
M P
I T DENOMINATOR
A N MUST BE THE SAME
T
When denominators are the same, then we can put the numerator numbers inside a bracket.
1 7 ( 1+7 )
15 + 15 = 15
8
= 15
What do we do when denominators are different?

- Use equivalent fraction to change the fractions so that the denominator can be made the
same
2 7 10 7
3
+ 15
= 15
+ 15
Make to
(10+7)
= 15
17
= 15
2 Final answer,
= 1 5 change improper
fraction to mix
number
Activity. Evaluate the following leaving answer in lowest term

1 2 2 2 3 1
a. 10 + 5
b. 15 + 3
c. 4 + 16
35
Word Problem
2
1. At a pie-eating contest, Ayden got through of a pie before time was called.
3
7
Malek finished just of a pie. How much more pie did Ayden eat than
12
Malek?
2. My mother made 6 bowls of pasta. She puts extra cheese on 3 of them. What
fraction of the bowls did not have extra cheese?
3 1
3. Find the fraction which is mid-way between and .
8 2
4. Calculate five-eighths of fourteen dollars.
1
5. Ahmad has 2 pieces of papers. He wants to split them into pieces. How
4
many pieces will he get in total?
6. Aqil has 15 shirts in his closet. If 2 out of every 3 of these shirts are striped,
how many unstriped shirts does he have in his closet?
4. Khairi and Zul sold candies to raise money for their debate team. Zul sold 3
1
times as much candies as Khairi did. If Khairi sold of a box of candies, how
2
many boxes of candies did Zul sell?
1
5. of a number is 4. What is the number?
3
36
ORDER OF OPERATIONS
The Four Operations on Integers
Lesson objective
 Able to evaluate integer operation with combination of Addition, Subtraction, Multiplication and
Division
 Use rule of BIMA to evaluate the integers in correct order
1. Brackets (B)
2. Indices or powers (I)
3. Multiplication & Division (from left to right) (M)
4. Addition & Subtraction (from left to right) (A)
Step to success:
USE THE BIMA RULE
i) Rewrite division to multiplication of fraction
ii) Workout ALL the values inside the brackets
iii) Evaluate all the indices
iv) Do multiplication
v) Do addition and subtraction
MULTIPLICATION AND DIVISION

Consider 10 ÷5.
10 1
This can be written down as which is the same as 10 × .
5 5
When doing mix operations with integer its best that we transform division into multiplication of
fraction.
Example
(a) 8 + 15 ÷ 3 × 12 (b) 22 + [( 4 + 10 ÷ 5) × 3] × 10
Solution: Solution
8 + 15 ÷ 3 × 12 Rewrite division to multiplication of fraction
1
22 + [( 4 + 10 × ) × 3] × 10
Rewrite division to multiplication of fraction 5
1 Use the BIMA rule
8 + 15 × × 12
3 (1) Workout values inside the Brackets
________
= 22 + [(4 + 2)×3] × 10
Use the BIMA rule = 22 + [ 6 ×3] × 10
(1) Multiply = 22 + 18 × 10
Option 1 Option 2 (2) Evaluate all the Indices
= 4 + 18 × 10
1 1
= 8 + 15 × ×12 = 8 + 15 × ×12 (3) Do Multiplication
3 3
_ _ = 4 + 180
= 8 + 5 × 12 = 8 + 15 × 4 (4) Do Addition (or subtraction)
= 8 + 5 × 12 = 8 + 15 × 4 = 184
=8+ 60 = 8 + 60
(2) Add
= 68
37
Exercise
Evaluate:
1) 1 + 2  3 × 4 2) 5 + (8  12)  4
3) 42 − 62 4) 32 − 52 + 82
5) 52 − √ 49 6) √ 81 + 22
7) 8 + 5 ÷ 10 × 6 8) 10 + 20 ÷ 6 × 9
9) [(2 + 4)  (5 2) × 6] + 3 × 7 2400

10) 4 ×2
1800 100−5
2
11) 3×5 12)
3 ×5
13) 5 + 20 ÷ 10 + [(2×3)2 – 26] 14) 288 ÷ 3 + 98 – 7 × 11
15) 10 + 22 × (1+2) ÷ 2 × 5 − 7 16) 98 – (135 + 92) ÷ 12
17) √ 100 + 35 ÷ 7 − ❑√ 36 × 3 18) √ 25 + 24 ÷ 6 − ❑√ 81 × 6
Insert operation signs (i.e. +,−, ×, ÷ ) or brackets i.e. ( ), whenever necessary to make the following
sentence correct.
19) 15 20 5 = 7 20) 3 5 2 = 21
21) 10 12 3 = 6 22) 5 21 3 4 = 8
38
23) 3 + 20 ÷ 4 – 3 2 = 25 24) 3 + 24 ÷ 3 – 1 2 = 9
Multiplying Two Integers with Opposite Signs (Ref: SM 1, Pg.29)
Rules in multiplying two integers with opposite signs:
For any two numbers a and b ,

a×(−b )=−(a×b)
−a×b=−(a×b )
Example 1.2.14
Evaluate: (a) 7×(−3) (b) −6×5

Solution:-
(a) 7×(−3) =−(7×3 ) (b) −6×5 =−(6×5)

=−21 (Ans) =−30 (Ans)
Multiplying Two Negative Integers
Rules in multiplying two negative integers:

−a×(−b )=a×b
Example 1.2.15
Evaluate: (a) −5×(−7) (b) −3×(−3)

Solution:-
(a) −5×(−7) =5×7 (b) −3×(−3) =3×3

=35 (Ans) =9 (Ans)
 The product of two numbers with opposite signs is negative

 The product of two numbers with the same sign is positive
Dividing One Integer by Another
Rules in dividing one integer by another:

a÷(−b )=−(a÷b)
−a÷b=−(a÷b )
−a÷(−b )=a÷b
39
Example 1.2.16
Evaluate: (a) 35÷(−7) (b) −30÷2 (c) −75÷(−3)

Solution:-
(a) 35÷(−7 ) =−(35÷7 ) (b) −30÷2 =−(30÷2 )

=−5 (Ans) =−15 (Ans)
(c) −75÷(−3) =75÷3

=25 (Ans)
Combined Operations
(+)×(+)=(+) or +(+)=+
(+)×(−)=(−) or +(−)=−
(−)×(+)=(−) or −(+)=−
(−)×(−)=(+) or −(−)=+
Example 1.2.17
Evaluate: (a) −2×10+(−3) (b) −16÷4−(−3)÷3

Solution:-
(a) −2×10+(−3) (b) −16÷4−(−3)÷3

=−20+(−3) = −4 − (−1)
=−20−3 = −4 + 1
=−23 (Ans) = −3 (Ans)
Example 1.2.18
Evaluate: (a) 7×(−3)×(−2)÷2+5 (b) {20−[17+(−5 )]÷3}×5

Solution:-
(a) 7×(−3)×(−2)÷2+5 (b) {20−[17+(−5 )]÷3}×5

= 42÷2+5 = {20−[ 17−5]÷3}×5
= 21+5 = {20−12÷3}×5
= 26 (Ans) = {20−4 }×5
= 16×5
= 80 (Ans)
40
b) Number Sense Quizzes (No calculators!)
1. A number N is multiplied by 30 and divided by 5. The result is 6. Find the value of N.

2. True or false?
a) 63 is smaller than 36. (T/F)
b) 122 + 32 = 152. (T/F)
c) 3(52 + 3 x 3) = 3 x 52 + 3 x 3 (T/F)
1. Multiply positive and negative integers by a positive integer. , e.g.,

–3 x 2, 2 x (–6)
c) Write down the missing values.
a) ____ + 3 = −¿ 1
b) 8 −¿ ____ = 6
c) ____ ×−¿ 2 = −¿ 10
d) 4 × ____ = −¿12
a. What are the two integers, when added together, will give −4 as the answer?
Are there any other possible pairs of integers which when added, will give the
same answer?
41
APPROXIMATION
Lesson Objective: Able to re-write values into
 its closest multiple of 10
 its closest required place value (nearest ten, nearest hundred)
ROUNDING OFF TO MULTIPLE OF 10S

Rounding off means a number is made simpler by keeping its value intact but closer to the next
number which is a multiple of 10.
Examples:
54 round off to 50 (ROUND DOWN)
58 round off to 60 (ROUND UP)
Deciding to round up or round down to the nearest multiple of 10.
54 is closer to 50 than 60
50 51 52 53 54 55 56 57 58 59 60
Multiple of 10 Multiple of 10
58 is closer to 60 than 50
50 51 52 53 54 55 56 57 58 59 60
Multiple of 10 Multiple of 10
Rounding off rule. How to Round Numbers?

 Decide which is the last digit to keep
 Leave it the same if the next digit is less than 5 (this is called rounding down)
 But increase it by 1 if the next digit is 5 or more (this is called rounding up)
Example 1: Round 74 to the nearest multiple of 10.

 We want to keep the "7"
 The next digit is "4" which is less than 5, so no change is needed to "7"
Answer: 70 (74 gets "rounded down")
Example 2: Round 86 to the nearest multiple of 10.

 We want to keep the "8"
 The next digit is "6" which is 5 or more, so increase the "8" by 1 to "9"
Answer: 90 (86 gets "rounded up")
TRY: 214 gets rounded off to ____________
TRY: 215 gets rounded off to ____________
42
ROUNDING OFF TO NEAREST PLACE VALUE
RECALL PLACE
VALUE
The following are the names of the place values for integers.
Ten Thousand
Hundreds
Tens Ones
Thousands
s
2 3 8 4 6
Try:
(a) Round off 23846 to the nearest tens _________________

[Round up 23 850 or round down 23 840? ]
(b) Round off 23846 to the nearest hundreds _________________

[Round up 23 900 or round down 23 800?]
(c) Round off 23846 to the nearest thousands _________________

(d) Round off 23846 to the nearest ten thousands ________________

Try
1. Round off
a) 647 to the nearest ten, b) 2 931 to the nearest hundred
2. Write
a) 1 295 correct to the nearest thousand b) 2 999 correct to the nearest ten.
43
ESTIMATION (USING ROUNDING OFF METHOD IN CALCULATIONS)
Lesson Objective: Use rounded off values for calculation.
Estimating are calculations for getting closest value using numbers that are easy for calculations.
Estimation is used in real life example to find out whether there is enough money for shopping in
supermarkets where exact value is not important. Method of estimation depends on the ideal
situation.
Example in shopping : If I have $100 in my pocket, I need to overestimate the price of each item to
make sure the total amount does not exceed my pocket money when I go to the counter to pay.
Item Price Overestimate price
Scarf $4.80 $5
Shirt $17.50 $20
Jeans $22 $25
Dress $36 $40
Total $80.30 $90
Exercise 1
Round these numbers to the nearest 10
1) 47 ________________ 2) 64 ________________ 3) 128 ________________
4) 908 ________________ 5) 209 ________________ 6) 23167 ________________
7) 245 ________________ 8) 373 ________________ 9) 4196 ________________
10) 732 ________________ 11) 569 ________________ 12) 306 ________________
13) 817 ________________ 14) 763 ________________ 15) 284 ________________
16) 4 375 ________________ 17) 956 ________________ 18) 5 347 ________________
19) 1 348 ________________ 20) 5 027 ________________ 21) 1 608 ________________
22) 4 981 ________________ 23) 2 348 ________________ 24) 7 287 ________________
Round off to the accuracy of the underlined digit.

Example: 4 689 = 4 700
1) 56 914 ________________ 2) 77 453 ________________ 3) 63 678 ________________
4) 33 446 ________________ 5) 84 822 ________________ 6) 95 150 ________________
7) 49 332 ________________ 8) 3 655 ________________ 9) 97 742 ________________
44
Exercise 2
1) Round the 2 276 to the 2) Round the 7 451 to the
nearest (a) ___________________ nearest (a) ___________________
(a) tens, (a) tens,
(b) hundreds, and (b) ___________________ (b) hundreds, and (b) ___________________
(c) thousands place. (c) thousands place.
(c) ___________________ (c) ___________________
3) Round the 8 587 to the
4) Round the 26 672 to the
nearest (a) ___________________ (a) ___________________
(a) tens, nearest
(b) hundreds, and (a) tens,
(b) ___________________ (b) ___________________
(c) thousands place. (b) hundreds, and
(c) thousands place.
(c) ___________________ (c) ___________________
5) Round 1,432 to the 6) Round 6,678 to the
nearest hundreds place ______________________ nearest hundreds place. ______________________
7) Round 9,623 to the 8) Round 4,325 to the
nearest hundreds place. ______________________ nearest hundreds place. ______________________
Exercise 3 Estimate
1) Estimate 58 + 61 2) Estimate 93 − 26
______________________ ______________________
3) Estimate 24 × 54 4) Estimate 33 × 12
______________________ ______________________
5) Estimate the price of each item to ensure how cash is needed for your shopping.
Item Actual Price Estimate
Box of pen $4.80
Colour pencil $6.40
Erasers $1.30
School bag $29.00
Total
6) Amal wants to prepare 30 gift bags. Each gift bag must contain 1 Milo drink, 1 bag of Twisties, 2
chocolate bars and 2 sticks of lollipops. Each food item is sold in big packs.
Food item Big Packs content How many of bigger packs of

each snack does the planner
need to buy?
Milo drink 1 pack contains 4 drinks _____________________
Twisties 1 pack contains 10 bag _____________________
Chocolate bars 1 pack contains 20 bars _____________________
Lollipops 1 pack contains 15 sticks ______________________
45
Eg..
23 x 5 = (20 x5) + (3x5)
= 100 + 15
= 115
 What makes a good approximation?
Which is the best approximation for 41 – 28?
a. 40 – 20
b. 40 – 30
c. 4 – 2
d. 4 – 3
Examples:
1. A total of $29 987 was collected from a walkathon. Express this value to the nearest thousand
dollars.
2. An integer number is rounded off to the nearest 1000 and its value is given as 345 000. What
are the possible smallest and largest numbers?
344 449 ≈ 344 000
344 500 ≈ 345 000
345 449 ≈ 345 000
345 500 ≈ 346 000
The possible numbers are from 344 500 to 345 499.

Therefore,
Largest possible number is 345 499 and
The smallest possible number is 344 500.
 Check answers to calculations involving whole numbers by

a) Approximation by rounding to check whether the answer is the right order of magnitude.
Example: A tv costs $798. $798 is estimated to $800. It can’t be $700 or $70 or $80.
b) Check answers by doing inverse operations.
Examples: By using a calculator to check
i. 34 x 32 = 1088 with 1088 ÷ 34
ii. 6 ÷ 7 = 0.85714286 with 0.85714286 x 7
Check answers by doing an equivalent calculation.
Examples:
i. Check 794 x 9 = 7146 with (800 – 6) x 9 = 7200 – 54 = 7146
Or 794 x (10 – 1) = 7940 – 794 = 7146
ii. Check 33 x 99 = 3267 with 33 x (100 – 1) = 3300 – 33 = 3267
Or (30 + 3) x 99 = 2970 + 297 = 3267
c) A different method
Example: Find the approximate answer for 602 + 237
Estimation method 1 600 + 200 = 800
Estimation method 2 600 + 240 = 840
46
Which is the better estimate?
Use a calculator to check which the closer estimate is.
The estimated answer is close to the exact answer, therefore the calculation is likely correct.
 Decide when it is appropriate and when it is not appropriate to use a calculator to carry out
calculations.
 The calculator is a tool to do calculations. The human brain and pencil and paper are also tools.
Students should be taught when to use a calculator and when mental computing (or even paper
& pencil) are more effective or appropriate. Choosing the right 'tool' is part of an effective
problem-solving process.
 It is very important that students learn how to estimate the result before doing the calculation. A
student must not learn to rely on the calculator without checking that the answer is reasonable.
 A calculator should not be used to try out randomly all possible operations and to check which
one produces the right answer. It is crucial that students learn and understand the different
mathematical operations so they know WHEN to use which one — and this is true whether the
actual calculation is done mentally, on paper, or with a calculator.
 Solve one- and two-step word problems involving calculations with whole numbers.
Example: How many books costing $6 each can be bought for $56?
What operation (s) do we use?
Solve mentally, written or use a calculator?
Does the answer need to be rounded off?
47
DECIMALS
 Complements (number bonds)

Derive quickly: decimal complements in 1 (one and two decimal places),
Examples: 1 = 0.8 + 0.2, 1 = 0.41 + 0.59
0.3 and what number makes 1?

0.3 + 0.7 = 1 or 1 – 0.3 = 0.7
 Doubles and halves
Derive quickly: doubles of two digit decimal numbers,
Examples: 3.8 x 2, 0.76 x 2
and all the corresponding halves.
Example: What is double of 2.2? 2.2 + 2.2 = 4.4 or 2x2.2 = 4.4
Correspondingly, half of 4.4? 4 . 4 ÷ 2=2 . 2
 Use knowledge of place value to multiply and divide mentally decimal numbers by 10, 100 and
1000, or by a small multiple of 10,
e.g. 4.3 x 100, 1.6 x 20 = 1.6 x 10 x 2 =16 x 2 = 32,
______ ÷ 100 = 4.7
 Use knowledge of multiplication facts and place value to multiply mentally.

Examples:
a) 0.2 x 8 = 10 x 0.2 x 8 = 2 x 8 = 16 ÷10 = 1.6
b) 0.04 x 9
c) 8 x 0.5
d) 7 x 0.03
e) ____ x 0.2=10
f) 80 x ____ =8
g) The decimal point is missing. Put it in.
i. 15.25 x 4.6 = 7 0 1 5
ii. 234.5 x 0.52 = 1 2 1 9 4
ESTIMATION
Lesson Objectives:
- round off to given no of decimal places
Fractional or Decimal values

A decimal number is a number that consists of a whole number and a fractional part. The decimal
point separates the whole number from the fractional part.
Example: In the number 98765.432, the decimal point separates the whole number 98765 from the
fractional part 432
9 8 7 6 5 . 4 3 2
Whole number part Fractional part

Decimal point
48
 Understand there are many ways to find an approximate answer.
Example: Approximate 192 ÷39
Method 1 Method 2
Estimated answer 190 ÷ 40=4.75 200 ÷ 40=5
Exact answer 192 ÷39=4.92
Which approximation is closer to the exact answer?
 Examples:
1. Find an estimate of:
a) 2.13 x 5.71
b) 6641 ÷ 21.3
c) (42.4 x √51) ÷ 21.3
2.One kilogram of fish was sold for $4.95. Estimate how many kilograms of fish you could buy
with $20.
 Number Sense Quizzes (No calculators!)
h) Without working out the exact answers, tell True or False:
a) (230 x 0.996) > 230
b) 2.6 – ½ > 2
c) ¾ x 62 ÷ 0.89 is less than 45
d) 0.125 x 8200 < 1000

e) √2500 < 15
 Understand that there are situations when there is no need to calculate an exact answer and an
estimate is good enough (underestimate/overestimate).
Example: Safwan wants to make a small doll house using planks of woods. The house requires 2.3
m of wooden planks. Each wooden plank is one meter long. How many pieces of wooden planks
does Safwan need to make the doll house?
ROUNDING OFF TO SPECIFIC DECIMAL PLACES

 Examples:
3. Round off 1.2468 to:
a) the nearest tenth,
b) the nearest hundredth,
c) 3 decimal places.
 Use a calculator appropriately.

 The calculator is a tool to do calculations. The human brain and pencil and paper are also tools.
Students should be taught when to use a calculator and when mental computing (or even paper
& pencil) are more effective or appropriate. Choosing the right 'tool' is part of an effective
problem-solving process.
 It is very important that students learn how to estimate the result before doing the calculation. A
student must not learn to rely on the calculator without checking that the answer is reasonable.
 A calculator should not be used to try out randomly all possible operations and to check which
one produces the right answer. It is crucial that students learn and understand the different
49
mathematical operations so they know WHEN to use which one - and this is true whether the
actual calculation is done mentally, on paper, or with a calculator.
WORD PROBLEMS
 Solve one- and two-step word problems involving calculations with decimals
Example: A pear costs $1.20 each. What is the maximum number of pears I could get if I only
have $10 inside my wallet?
What operation (s) do we use?
Solve mentally, written or use a calculator?
Does the answer need to be rounded off?
Examples:
1. A cook bought 224.5 kilograms of almonds and 1.6 kilograms of pecans. How many kilograms
of nuts did the cook buy in all?
2. A supermarket sells 1 kg of whole chicken for $3.50. Khadijah bought a whole chicken
weighting as shown below. How much did she pay for the chicken?
3. A donut store uses 1.6 kg of sugar each hour. How many kilograms of sugar will the store use
in 17 hours?
4. A drink and a box of chocolate together cost $4. Two drinks and a box of chocolate together
cost $5.50. How much is a box of chocolate?
5. Five friends went to a restaurant for lunch. The total cost for the set menu was $66. Two more
friends came to join the lunch. How much did the set menu cost altogether?
 Check answers by
a) Approximation by rounding to check whether the answer is the right order of magnitude.
Example: A book costing $26.40 is estimated to $27. It can’t be $25 or $2.
b) Check answers by doing inverse operations.
Examples:
i. Check 15.9 x 3.2 = 50.88 with 50.88 ÷ 15.9
ii. Check 99.78 ÷ 5.3 = 18.8264151 with 18.8264151 x 5.3
c) A different method
Example: 25.2 ÷ 4.9
Estimated answer 25 ÷ 5=5 or 25.5 ÷ 5 = 5.1,
Which one is the better estimate?
Exact answer 25.2 ÷ 4.9=5.14
The estimated answer is close to the exact answer, therefore the calculation is likely correct.
50
MIXED PROBLEMS ON INTEGERS, FRACTION AND DECIMALS
 Examples:
1. Without working out the answers, tell True or False:
(a) 0.3 – 0.125 > 1/5 (b) ¾ + ½ > 1
(c) 62 ÷ 0.89 is less than 62. (d) 19/8 – 8/19 < 2
2. Rewrite the following numbers in ascending order:
4 39
6.1 , 5.444 , 6
, - 6.1 , 5.4 , , −2
5 8
5 5
1. A supermarket found that of the customers bought vegetables and of the customers
9 8
bought fruits. Which purchase was made by a greater fraction of customers?
2. Fill in the missing values in decimal form.
3. Which sign makes the statement true?

3.9 ¿¿ 5.90 ×101
¿ ¿ ¿
4. Select ¿ ,>¿=¿ to make the statement true.

1 000 centimeters ______ 10 meters
5. What is the missing fraction in the box?
2.07 = 2 +
6. Circle the fraction that represents the largest amount:
15 16 19 18
, , ,
16 17 20 19
4
7. Julie and Sharil each bought a bag of grapes. The bag of grapes Julie bought weighed kg
10
while Sharil’s bag of grapes was 0.5 kg. Whose bags of grapes weigh more?
51
RATIO
 Ratio is a comparison of two things. Ratios can be written in several different ways: as a fraction,
using the word "to", or with a colon.
Ways to write ratio of squares to triangles:
As a fraction 3
Ratio of squares to triangles is
6
Using “to” Ratio of squares to triangles is 3 to 6
Using a colon Ratio of squares to triangles is 3 : 6
 To find an equivalent or equal ratio, you can either multiply or divide each term in the ratio by the
same number (but not zero).
3 :6=6 :12=30 :60=1:2

 Two equivalent or equal ratios can be written in 2 ways:
As two equal 3 6
=
fractions 6 12
Using a colon 3 :6=6 :12
(Read as three is to six as six is to twelve)
 Proportion is two equivalent/ equal ratios
3 6
The ratios 3 :6=6 :12 (or = ) are equivalent or equal.
6 12
3 6
Therefore, 3 :6=6 :12 (or = ) are in proportion or proportional.
6 12
 Ratio compares part to part whereas proportion compares part to whole.
 Proportion can be expressed in each of the following forms:

Frequency 9 out of 10
Ratio 9 : 10
52
Fraction 9
10
Rate 0.9
Percentage 90%
 Examples:
1) Ingredients to make Milo drink:
1 cup of Milo 5 cups of Milo
2 teaspoons Milo powder 10 teaspoons Milo powder

1 teaspoon creamer 5 teaspoons creamer
1 cup of water 5 cups of water
The ratio of Milo powder The ratio of creamer

1 cup : 5 cups 1 cup : 5 cups
2 teaspoons : 10 teaspoons 1 teaspoons : 5 teaspoons
= 2 : 10
= 1:5 = 1:5
2:10 and 1:5 are equivalent ratios.
We say that the ratio of Milo powder is proportional to the ratio of creamer.
2) Complete the ratio table

3 5
6 10
____ 25
30 _____
_____ 60
3) Are the ratios 1 :2 and 3 : 6 equivalent?

4) Are these ratios equivalent?
a) 4 bags to 8 purses
b) 5 bags to10 purses
5) Are 1 : 2 and 5 : 10 in proportion?
Use cross multiplication,
1 5
=
2 10
1 5
×2 ×10= ×2 ×10
2 10
10=10
Hence 1 : 2 is proportional to 5 : 10 since their cross multiplication is equal.
6) Are 4 : 3 and 16 : 13 in proportion?
53
Use cross multiplication,
4 16
=
3 13
4 16
×3 ×13= ×3 × 13
3 13
52 ≠ 48
Hence 4 : 3 is not proportional to 6 : 13 since their cross multiplication is not equal.
3 9
7) Do the ratios and form a proportion?
2 6
8) 3:5 and 12:20 are equal ratios?
 To simplify a ratio means to reduce it to its smallest, simplest, terms.
 Examples:
1) Simplify the ratio 25 : 40
2) Simplify the ratio 12 : 6 : 60
 Divide a quantity into two or three parts in a given ratio.

Examples:
1) Divide 60 into two parts in the ratio 2 : 3
2) Divide $50 in the ratio 3 : 2
3) Divide 81 m in the ratio 2 : 7
4) Divide 200 sweets into 3 parts in the ratio 3 : 6 : 1
5) Divide $ 120 between Morgan and Jack in the ratio 3 : 5.
6) Salmah gave $100 to her daughter Ain and asked her to spend three parts and save two parts
of the total amount. How much did Ain spend and how much did she save?
7) Divide $260 among Aishah, Buzz and Charlie in the ratio
1/2 : 1/3 : 1/4.
8) Two numbers are in the ratio 5 : 7. If the difference between the numbers is 24, find the
numbers.
54
DIRECT PROPORTION
 Examples:
1) A survey was conducted to find out about students’ favourite colours. In 7J, 10 students said
their favourite colour was blue while 5 students preferred red. Meanwhile, in 7C, 12 students
said their favourite colour was blue while 10 students preferred red. Which class has a higher
ratio of students who preferred blue to students who preferred red?
2) 2 apples cost $2.20. Find the cost of 5 apples.
2 apples --------------------- $2.20

4 apples --------------------- $2.20 x 2 (double) = $4.40
2 apples --------------------- $2.20

1 apple --------------------- $ 2.20 ÷2 (half) = $1.10
Cost of 5 apples = Cost of 4 apples + Cost of 1 apple

= $4.40 + $1.10
= $5.50
3) Is 6 for $0.85 better than 8 for $1.00?

4) Brunei Dollars can be exchanged for Malaysian Ringgit.
B$30 = RM90. How much RM can be exchanged for B$100?
55
SCALE
 A SCALE DRAWING is a diagram/map/model of an object that is too large or too small to draw.
The dimensions are proportional to the actual dimensions (distances) of the real-life example.
*Maps, blue prints, floor models are some examples.
The SCALE on a scale drawing is the ratio of the drawing lengths or model to its
corresponding actual lengths.
“1 cm : 5 m” means that 1 cm in the model represents an

actual distance of 5 m.
“Scale” dimensions in the scale drawing.
 Example: On the blueprint of the pool, each square has a side length of 0.2cm. What is the actual
width of the pool?
Scale 0.2 cm = 2 m
 It is not always possible to draw the actual size of real-life objects such as the real size of a car, an
airplane or a house on paper. That is why we need scale drawings.
In real-life, the length of this house may measure 900 centimeters. The length of an A4 paper is about
30 centimeters.
900
=30, therefore we will need about 30 sheets of A4 papers to draw the length of the actual size of
30
the house.
56
In order to use just 1 sheet of A4 paper, we could use 1 centimeter on our drawing to represent 30
centimeters on the real-life object.
1
We can write this situation as 1 : 30 or or 1 to 30.
30
Note: The first number always refers to the length of the drawing on paper and the second
number refers to the length of the real-life object.
 Example: The length of a car is drawn to scale of 1 : 40. The length of car on paper is 12 cm long.
Calculate the actual length of the car.
1 cm on paper = 40 cm in real life
2 cm on paper = 2 x 40 = 80 cm in real life (double of 1 cm)
12 cm on paper = 6 x 80 cm = 480 cm in real life (6 times 2 cm)
RATE
 Rate is how much of something per 1 unit of something else.
Examples:
a. 1000 cars pass by in 4 hours.
1000 cars = 4 hours
1000
= 1 hour
4
The unit rate is 250 cars per hour.
b. 100 packets of Nasi Katok were eaten by 50 people. The unit rate is 2 packets of Nasi Katok
per person.
c. The car can go 1000 km on 50 liters of fuel. The unit rate is 20 km per liter.
d. There are 120 students and 4 teachers. The unit rate is 30 students per teacher.
e. In the last 4 weeks Sam earned $4000. The unit rate is $1000 per week.
 Examples:
1. The table shows the parking rates at a car park.
Parking rates
First 10 km $1.20
Every additional km or part thereof 80 cents
(a) Calculate the total fare, in dollars, for the journey of

(i) 8 km,
(ii) 24 km.
(b) Find the length of the journey for which the fare was $16.
2. Last week I paid $5.30 for 2 kg of durians.
This week I paid $11.10 for 3 kg of durians.
What was the difference in the price per kg?
3. Hajah Salmah wants to buy a bottle of cooking oil.
Cooking Oil Brand Y
1 kg at $4.35 500 g at $2.60
Which cooking oil is of better value, the 1 kg bottle or 500 g bottle? Explain.
57
58
PERCENTAGES
 Recall percentages, fractions and decimals facts such as:

1 1 3
=25 %∨0.25 =50 %∨0.5 =75 %∨0.75
4 2 4
1=100 %∨1.0 9 37
=90 %∨0.9 0.37=37 %∨
10 100
67
67 %=0.67∨
100
 Find the equivalence of percentages, fractions and decimals
Examples:
1) Express 37% as a fraction and a decimal
37
37 % is equivalent to =0.37
100
2) Express 70% as a fraction in its lowest terms.
70 7
70% is equivalent to =
100 10
2
3) Express as a percentage
5
2 4 40
= = =40 %
5 10 100
1
4) Convert into a decimal
8
1 1
=0.25 so =0.25 ÷ 2=0.125
4 8
5) Fill in the equivalent decimal, fraction & percentage in each of the following
 Find simple equivalent fractions:

4
Example: What are the two fractions equivalent to
5
8 12
,
10 15
 Examples:
1. There are 100 flowers in the basket. 40 of them are yellow.
(i) What fraction of the flowers is yellow?
(ii) What percentage of the flowers is yellow?
59
2. There are 400 students in a school. 240 of them are boys. Express the number of boys as a
percentage of all students in the school?
3. Express 500 g as a percentage of 2.5 kg.
4. A survey was conducted to learn people’s chocolate preferences:
a) What fraction of the respondents preferred dark chocolate?

b) What percentage of the respondents preferred milk chocolate?
5. A serving of ice cream contains 5000 calories. 200 calories come from fat. What percent of the
total calories come from fat?
6. In a box of 8 doughnuts, two have red sprinkles. How many percent of the doughnuts have red
sprinkles?
7. What percent of 1 hour is 15 minutes?
 Examples:
1. Calculate 40% of 35 kg
10% of 35 = 3.5
20% of 35 = 3.5 x 2 = 7
40% of 35 = 3.5 x 4 or 7 x 2 = 14 kg
2. 20% of a number is 40. What is the number?
20% of the number = 40
40% of the number = 40 x 2 = 80
100% of the number = 40 x 5 = 200
3. The monthly budget for the front of the house is $5000. My mother spent 10% of the budget
on fresh flowers. How much did she spend on fresh flowers?
100% of $5000 = $5000
10% of $5000 = $5000÷ 10 = $500
4. Out of 1200 students in a school, only 85% passed. Find how many students failed.
% of students who failed = 100% - 85% = 25%
100% of 1200 students = 1200 students
50% of 1200 students = 1200÷ 2 = 600 students
25% of 1200 students = 600 ÷ 2 = 300 students failed
60
ALGEBRA
DEFINITIONS
Algebra is based on the concept of unknown values called variable.
A variable is a letter representing some unknown; an unknown quantity or expression whose value
can change.
A constant is a value or number that never changes in an expression it’s constantly the same.
A term is a part of an expression separated by + or - signs.
A coefficient is a numerical or constant quantity placed before and multiplying the variable in an
algebraic expression.
An expression is a combination of variables, numbers, and/or operations that represents a
mathematical relationship. It does NOT have an equal sign.
An equation is a mathematical statement that two or more expressions are equal. It must have an
equal sign.
WORD PROBLEMS
 Examples:
1. Fauzan had 15 cookies at first. How many cookies had Fauzan left if he gave Nani
a. 5 cookies?
15−5
Fauzan had 15 cookies left.
b. y cookies?
15− y
Fauzan had (15− y) cookies
left.
61
2. Each shirt has 7 buttons. How many buttons are there on different numbers of shirts?
Number of shirts Number of buttons
1 1 ×7=7
2 2 ×7=14
5 5 ×7=35
p p ×7=7 p
3. A pizza cost $18. A cake costs $ x more than a pizza. How much does the cake cost?
 Examples:
Practical Activity
1. The figure below shows a rectangle. Find its Perimeter & Area.
lengt h breadt h Perimeter Area

7 cm 8 cm
9 cm 6 cm
12 cm 5 cm
l cm b cm
2. Rayyan save $230 from Hari Raya and birthday gifts. She wants to buy some shirts using her
savings. How much money will she have left?
Number of shirt/s Total cost of shirt/s Money left
1
4
9
t
3. Misha had $30. She bought food items which cost $4.50 each. Write an expression which
represents the money she had left.
4. Alex saves the same amount of money every month for 7 months. At the moment, he has $100 in
his savings account. Write down an expression for the total amount of money in his account after
7 months.
62
 Examples:
1. I think of a number, multiply by 2 and then add 3 and I have 11. What is the number?
I can write down this problem as a function machine:
The inverse would be:
The Inverse helps us solve the problem.

___ ×2+3=11
Let the unknown be a
a × 2+ 3=11
2 a+3=11 (Linear equation)
SIMPLIFYING ALGEBRAIC EXPRESSION

 Examples:
1) Group/pair work
Use cubes, algebra discs or draw diagrams to represent the algebraic expressions. Then simplify the
expressions.
a) 3 g+3 g b) 4 g−2 g c) 2 g + g+2
d) 4 g−4 g e) 6 g−3−2 g f) 5 g−3 g+5−2
2) Identify an equivalent expression.

i. 5c ii. p+p+0
a) c + c + c a) 0
b) c + c + c + c b) p
c) c+c+c+c+c c) 2p
d) c + c + c + c + c + c d) 3p
iii. 2t + t iv. 2f + 3z
a) t + t a) f + z
b) t + 2t b) f + f + z + z + z
c) 2t + 2t c) 2 ( f + g)
d) t + t + 2 d) 3 ( f + g)
63
EXPANSION OF BRACKET
 Examples:
1) Identify an equivalent expression of 4( j + 1)
a) j+ 1
b) 4j + 1
c) j+4
d) 4j + 4
2) Expand 4 ( n + 1)
x n 1
4
 Examples:
Factorise:
5a yz −10 g h
1. 2. 3.
5 y 2j
EVALUATE ALGEBRAIC EXPRESSION

 Examples:
1. Given that P=2 l+2 w , where P is the Perimeter of a rectangle, l is its length and w is its width.
Find the Perimeter of a rectangle when l=9 cm and w=5 cm .
2. Given the formula m=v × d , where m is mass, v is volume and d is density. Find the volume in g,
given m = 60 g and d = 2 g/cm 3.
3. Mrs Zariah spent $ C to buy x calculators and y pencils. A calculator costs $ 18 and a book costs
$ 10.
a) Find an algebraic expression for calculating $ C .
b) Find C if x=5 and y=10
 Example:
I think of a number, multiply by 2 and then add 3 and I have 11. What is the number?
I can write down this problem as a function machine:
The inverse would be:
The Inverse helps us solve the problem.

x × 2+3=11
x=(11−3)÷ 2
x=8 ÷ 2
x=4
a) Check solutions to equations by substitution.
When x=4 , x ×2+3=4 ×2+3=8+3=11=¿ RHS
Therefore, the solution x=4 is correct.
64
WORD PROBLEMS
 Solve word problems that involve constructing and solving simple linear algebraic expressions and
equations.
Examples:
1. I think of a number. When I add 3 to that number, the result is 10. What is that number?
2. I think of two numbers. The product of the two numbers is 60. What are my numbers?
3. The perimeter of a rectangle is 24 cm. Its length and width are given in whole units (such as 2 cm,
5 cm, etc.) Draw all the possible rectangles.
4. Ahmad has $x. Abu has $5 more than Ahmad. Razak has twice as much as Abu. Together they
have $175. What is the value of x? YR8?
5. Ahmad had 40 kg of rice. He gave some rice to his uncle. He had 27 kg of rice left. How many
kilograms of rice did he give to his uncle?
6. Sofian has some money. Siti has $20 more than two times Sofian’s money. If Siti has $68, how
much money does Sofian have? YR8?
7. My weight is x kg. Hassan’s weight is 30 kg. If our total weight is 55 kg, what is my weight?
1
8. The cost of a fan is $8t. A lamp costs more than that of a fan. What is the total cost of the fan
2
and the lamp?
 Number Sense Quizzes (No calculators!)
1) Consecutive whole numbers are numbers next to one another. For example, 34 and 35 are
consecutive numbers, and their sum is 69. Using your mental computation methods, find the
two consecutive numbers that have a sum of:
a) 71 (b) 201 (c) 567
2) Using your mental computation methods, find the three consecutive numbers that have a sum
of:
a) 6 (b) 24 (c) 117
65
RELATIONSHIPS & GRAPHS
a) Understand that linear relationships can be expressed in different ways: algebraically; in tables;
graphically
Examples:
1. Draw the next three diagram patterns.
Diagram 1 Diagram 2 Diagram 3 Diagram 4

Describe the diagram pattern in words : The number of rectangle increase by 1 or add 1 more
rectangle.
Complete the table by filling in the blanks.
Diagram 1 2 3 4 5 6 7
no.
No. of
2 3 4 5
rectangle
Diagram No. of rectangle

no.
Term (x) Value (y)
1 2
2 3
3 4
4 5
5
6
7
Plot the next three points in the graph below.
No. of rectangle
Diagram no.
66
This shows how linear relationships can be expressed algebraically; in tables; and graphically.
 Guide students to calculate coordinates of points (coordinate pairs) based on given equations of
straight lines. Provide a table to record the ordered pairs. Guide them to plot and draw the
graphs, using 1 cm scale on both axes.
b) Generate coordinate pairs that satisfy a simple linear rule using function machines, function tables
and algebraic expressions.
 Example:
1) Generate coordinate pairs by completing the following table of values for the equation y = x +
4.
3
x 0 2 5
a) Plot the points in a grid and obtain the straight line graph of y = x + 4.
b) From your graph, find the value of
(i) y if x = 4
(ii) x if y = 5
Guide students to:
 calculate the values of y based on given values of x
 prepare a coordinate plane on graph paper using the scale of 1 cm to represent 1 unit on both
axes (or suitable scales)
 plot the points
 draw the straight line graph
2) Ana is 5 years older than her brother. Her brother is x years old.
Write an expression for Ana’s age.
Let Ana’s brother be x

Algebraically, therefore Ana is (x + 5) years old.
If x = 3, then Ana is (3 + 5) = 8, (by substitution).
If Ana’s brother is 10 years old, then Ana is 15 years old.
67
Graphically,
In tables,
Ana’s x 2 3 10
brother 16
Ana x+5 147 8 15
12
10
8
Ana (x + 6
5)
4
2
0
1 2 3 4 5 6 7 8 9 10
Ana’s brother (x)
Then, introducing the above linear line as having the equation y = x + 5.
 Instruct students to interpret ready graphs and find answers to questions.
2.
 Plot and interpret simple linear functions graphs from real-life situations.
Example:
68
DIAGRAM AND NUMBER SEQUENCE
NUMBER SEQUENCE
LESSON 1 OBJECTIVES
 State the rule of each of the following number patterns
 Write down the next two terms in a given sequence.
 Able to fill in missing numbers in a given sequence.
 Able to calculate values of a specific term in a number patterns example the 10 th term.
Definition
A number sequence is a list of numbers that are linked by a formula and the terms or values can be calculated.
Term refers to the position of the values in the sequence.
Example 1. Given the sequence 4, 7, 10, 13, 16 ….
First term =4 =4
Second term =4+3 =7
Third term =4+3+3 =10
Fourth term =4+3+3+3 =13
Fifth term =4+3+3+3+3 =16
a) State the rule of the sequence. Answer:
b) Find the tenth term. Answer:
 Examples:
1. State the rule of each of the following number patterns and write down the next two terms.
a) 2 , 4 , 6 , ____ , ____
b) 1 , 4 , 9 , 16 , ____ , ____
c) 0 , 1 , 1 , 2 , 3 , 5 , ____ , ____
2. Fill in the missing numbers.
a. 8 , ____ , ____ , -4 , -8 , -12
b. 16 , 48 , 24 , ____ , ____ , 108 , 54
3. Write down the 7th and 10th terms of the number patterns. Use a calculator to check your
answers.
a) 13 , 18 , 23 , 28 , ...
b) 200 , 140 , 80 , 20 , ...
 Examples:
1. Generate a number sequence using the rule “Add 3”. Start at zero.
69
2. The numbers in the sequence 7, 11, 15, 19, 23, … increase by four. The numbers in the
sequence 1, 10, 19, 28, 37, … increase by nine. The number 19 is in both sequences. If the two
sequences are continued, what is the next number that is in BOTH the first and the second
sequences?
LESSON 2
OBJECTIVE
 Recognize the sequence patterns in squares and square roots.
 Recognize the sequence patterns in cube and cube root.
 Relate cubes and cube root with Volume of Cube problems.
 Relate squares and square roots with Area and Perimeter of Square problems.
1) What is the fourth square number?

5) Complete the number sequence:
2) Find the length of the side of a (a) 1 , 8 ,27 ,___ , ___
square with an area of 36 cm 2 (b) 343 ,____ , ____ , 64 ,27
3) The area of a square is 25 m 2. Find its 6) Find the length of the side of a cube
perimeter. with volume of 27 cm3.
4) Complete the number sequence: 7) Find the area of each face of a cube
(a) 1 , 4 , 9 ,___ , ___ whose volume is 125 cm3.
(b) 144 , ____ , ____ , 81 , 64
DIAGRAM PATTERN
Lesson 3
 Recognize the patterns in diagrams by counting specific objects in figures.
 Relate the pattern of a sequence in a diagram with two or more objects.
 A linear growing pattern/sequence is a pattern/a series of numbers that increases or decreases by
a constant difference.
Example 1. Study the sequence of triangle numbers. This sequence comes from a pattern of dots that
form a triangle.
70
Diagram (n) No. of dots Sequence rule (n-1)+n
1 1 1
2 3 1+2
3 6 1+2+3
4 10 1+2+3+4
5 15 1+2+3+4+5
6 21 1+2+3+4+5+6
Examples 2:
1) Look at the growing pattern below:
a) What do you notice about these houses?

b) What do you think the fourth house will look like? Show how it looks like.
c) Describe House 5. Write the rule pattern and the fifth terms for
i. Number of triangles
ii. Number of rectangles
iii. Total number of all the shapes
d) How will House 20 look like?
e) Describe House 100.
f) Which house has 12 triangles and 12 rectangles?
2) Study the pattern below.
a) Draw Pattern 5.
b) Pattern 2 has 9 corners, how many corners will there be in Pattern 8?
c) Pattern X has a total of 36 corners. Find X.
71
TIME, PERIMETER, AREA, & VOLUME
Time
Understand and use 12-hour clock and 24-hour clock notation.
Solve problems involving timetables.
Examples:
1) Convert 1.3 hours to minutes.
2) Convert 150 minutes to hour.
3) Convert 3.30 pm into 24-hour clock notation.
4) A movie starts at 6.45 pm. It lasts 2 hours and 35 minutes. What time will the movie finish?
5) It takes 1 h 5 min for Bob to travel from home to his office. If he wants to reach the office by 8.30
a.m. what time should he leave his house?
6) These are the start and finish times of a DVD recorder:
START 14:45
FINISH 17:25
For how long was the DVD recording?
7) An aeroplane takes off on Tuesday at 22:47. It lands on Wednesday at 07:05. How long in hours
and minutes is the flight?
8) These are the times letters are collected from a post box.
Monday to Saturday Sunday
Friday
8 am 11:30 am No collection
2 pm
6:30 pm
a) What is the latest time letters are collected on Wednesday?
b) Anna posts a letter at 9 am on Monday. How long will it be before it is collected?
c) Shafi posts a letter on Saturday at 3 pm. When is it collected from the post box?
Day: _______
Time: ________
9) Hu Yen is comparing the duration she spends at dance practice each day. She thinks she spends
the greatest duration dancing on Tuesday and the least duration dancing on Wednesday. Do you
agree with Hu Yen’s thinking? Explain.
10) Rahman, Mateen and Hanan run a 50m race.

Mateen’s time is 13 seconds.
Rahman finishes 5 seconds before Mateen.
Hanan finishes 3 seconds after Rahman.
What is Hanan’s time in seconds?
72
11) One of these watches is 3 minutes fast. The other watch is 4 minutes slow. What is the correct
time?
Perimeter and Area

 Examples:
1. The perimeter of a square is 20 cm. Find the length of each of its sides.
2. The perimeter of a rectangle is 36 cm. If each length is 12 cm, what is the size of each of its
width?
3. The figure below is made up of 2 identical squares. The total area of the figure is 50 cm 2. Find
the value of k and m.
4. Do triangles with the same base and height have the same area?
5. What happens to the area of a triangle when its height is increased?
6. The lengths of the sides of triangle ABC are 5 x , ( 15− x ) and (2 x+12).
Given that the perimeter of the triangle is 60 cm .

Calculate the value of x .
7. The figure consists of 5 squares of equal area. The area of the whole figure is 180 cm 2. Find
the perimeter of the figure.
8. In the figure, D and E are squares and F is a right-angled triangle. The areas of D and E are 9
cm2 and 16 cm2 respectively. What is the area of F?
 Examples:
73
1. Find the perimeter and area of the figure:
2. Find the area of the figure:
Circumference of a circle
 Give clear instructions on the use of the compasses, especially with regards to measuring the
radius, and fixing the centre before drawing the circle. Guide students to draw a few circles as
practice.
 Label on the 1st circle: circumference, centre, radius and diameter.
 Label on the 2nd circle: arcs (major arc and minor arc), sectors (major sector and minor sector).
Shade the sectors in different shadings.
 Label on the 3rd circle: chord, angle subtended at the centre by the chord, major segment and
minor segment.
Construction of circle
 Construct a circle using a pair of compasses.
 Examples:
1. Construct a circle with radius 4 cm and center O.
2. Construct a circle with diameter 6 cm and center A.
 Establish the formula for circumference of a circle through an investigative activity. Calculators
should be used.
Step 1: Preparation
 Prepare cardboard cut-outs of circular discs of varying radii, e.g., 4cm, 5cm, 8cm, etc. Mark
centers of discs with small dots.
 Provide thin strings to ‘run around’ the edges of the discs and read off the lengths of
circumference on a ruler.
 Provide a format for recording circumferences (C) and diameters (d) and to guide
investigation into the ratio C/d.
Radius Circumferenc Diameter
(r) e (C) (d) C/r
Circle
Step 2: Investigation by students

74
 Randomly provide 2 – 4 circular discs to each pair of students.
 Give instructions to guide investigation:
- Measure the radius of each circle. Record your measurement.
- Wind the string around the disc and measure the length of string which goes one full
circle around the disc. Record your measurement in the column called circumference.
- Complete the column diameter.
- Use your calculator to compute the ratio C/d and record it in the table.
- What do you observe in the results under the column? How are C and d related?
a) Consolidate all students’ findings and introduce this ratio as π (pi). Guide students to derive
the formula: C = π x d, where d = diameter.
b) Explain that C = 2πr, where r = radius, since d = 2r.
c) Apply the relationship to find the circumferences of two more circles.
Solve problems involving circumference, diameter and radii of circles.
Examples:
1. The diameter of a circle is 14 cm. What is the length of its radius?
2. Calculate the perimeter of a circle with radius 5 cm. Give your answers in terms of π.
3. The circumference of a circle is 44 cm. What is the length of its radius?
Nets of cuboids, triangular prisms, regular tetrahedra, square-based.
 Review nets of cuboids.

 Use concrete models of cuboids, triangular prisms, regular tetrahedra, square-based pyramids and
to help students visualise 3-dimensional figures and draw nets of these solids.
Volume of cuboids and simple composite solids.
 Guide students to identify the length, the breadth and the height of a cuboid in 3-dimensional
figures.
Height
Cross Section
Breadth
Length
 Guide students to derive the formula of volume of a cuboid:
Volume of cuboid = l x b x h
=bxhxl
= area of cross section x length
Examples:
1. Find the volume of a cube whose side is 4 cm.
2. The volume of a cube is 27 cm3. What is the length of each of its sides?
3. The volume of a cube is 8 cm3. What is the area of each of its faces?
4. Find the volume of the solids:
75
SYMMETRY & TRANSFORMATIONS
 Give general ideas about the topic ‘TRANSFORMATION’ by showing examples of reflection,
rotation and translation.
 Discuss the significance of using transformations in designing works (Escher patterns and Islamic
geometrical patterns).
Symmetry
 Review the idea of line symmetry through paper folding of cut-outs of any shapes and using a
plane mirror to show the mirror image of an object.
 Explain line symmetry of figures and introduce the term ‘axis of symmetry’ or ‘line of symmetry’.
 Line symmetry, mirror symmetry, mirror-image symmetry, reflection symmetry, is symmetry with
respect to reflection.
 Guide students to draw the line of symmetry of a given figure and to complete a symmetrical
figure drawing.
Reflection
Examples of practical activity:
 Stand a plane mirror in front of an object to introduce the idea of reflection. Position the mirror
behind a picture lying on a table top and ask students to observe the image of the picture in it.
 Show pictures which illustrate objects and images and their mirror lines.
 Explain the terms ‘object’ and ‘image’ with reference to the pictures and the mirror
demonstrations.
 Emphasise that in any reflection, there is a ‘mirror line’ which separate the object from the
image. Guide students to identify the mirror lines in such pictures and drawings.
 Guide students to recognise that the perpendicular distance of the image point from the
mirror line (or axis of reflection) is equal to the perpendicular distance of the object point
from the mirror line.
 Guide students to perform reflection on given figures in given (i) vertical mirror lines, (ii)
horizontal mirror lines and (iii) diagonal lines (450 to the horizontal).
 Provide practices on drawing the reflection images of given figures on a coordinate grid (all
four quadrants).
 Guide students to note the invariant properties (angles and sides) of an object and its image
under a reflection. Such properties will be used to check accuracy of images and will not be
applied in problems.
Examples:
1) Reflect the figure A in the given mirror line and label the image as figure B. [Discuss the
technique to draw the image.]
76
2) The diagram shows quadrilateral PQRS on a grid. MN is the axis of reflection. Draw its
image P1 Q 1 R1 S 1.
3) The diagram shows quadrilateral PQRS. It is reflected in the line MN. Draw its image
P1 Q1 R1 S 1.
Rotational symmetry
 Introduce the idea of rotational symmetry using different figures.
 Show a cut out figure with a pin and rotate it about the pin.
 Emphasise that there must be a centre of rotation in a figure with rotational symmetry.
Rotation
 Examples:
Rotate the shapes 90° and 180° clockwise/anti-clockwise about the point A.
77
Translation
 Introduce the first idea of translation by shifting
a piece on a chess board in a specified direction.
Examples:
1) Shifting a queen 2 steps to the right
2) Shifting a pawn 1 step forward
3) Shifting a knight 3 steps to the left and 2 steps forward
 Demonstrate the translation of a given figure drawn in a coordinate plane point (object point) by
a specified number of steps horizontally and vertically in the coordinate plane. Label the image
(image point)
Examples:
1) Translate the Figure A by a shift of “5 steps to the left and 2 steps up”. Label the image as
Figure B.
2) Translate triangle PQR 6 units to the left and 4 units up. Draw and label the image P 1 Q1 R1.
3) Translate kite TUVW 5 units down and 8 units to the left. Draw and label the image
T 1 U 1 V 1 W 1.
 Guide students to note the invariant properties (angles and sides) of an object and its image
under a translation. Such properties will be used to check accuracy of images and will not be
applied in problems.
78
PLANE & SOLID SHAPES
 Demonstrate rotation using a hand-held fan and discuss the need to use special units to measure
the amount of turn of the edge of the fan about a fixed center (pivot).
Protractor
Hand-held fan
 Show a protractor to illustrate that a half turn is measured as 180 degrees (denoted as 180 0).
Hence one complete rotation is measured as 360 degrees.
 Discuss the sizes of angles associated with quarter-turn (90 0), half-turn (1800), three quarter-turn
(2700), and complete turn (3600).
quarter-turn half-turn three quarter-turn complete turn

(900) (1800) (2700) (3600).
¿
 Use the proper symbols in naming angles, e.g., ABC, x and ABC and for right angle.
Types of angles
 Review different types of angles: acute (less than 900), right (900), obtuse (more than 900 but less
than 1800) and reflex (more than 1800). Show relationship between an acute angle and its
corresponding reflex angle (see diagram below).
 Emphasise that the naming of a reflex angle must be preceded with the word ‘reflex’ as shown in
the diagram below.
Y XYZ
Reflex XYZ
Z
 Explain the use of inner scale and the outer scale in reading an angle. Show how the protractor
should be positioned so that accurate reading can be obtained.
 Guide students to use the protractor to measure ready angles in degrees and to draw angles of
specified magnitudes. Give sufficient practice to ensure all students are able to read the size of
any angle.
 Use the protractor or a corner of a rectangle (or the set-square) to determine if an angle is acute
or obtuse. Use the straight edge to determine if an angle is a straight angle (180 0), an obtuse or a
reflex angle.
79
Properties of Angles
 Introduce the meaning of two angles being complementary to one another if their sum = 900. Use
this property to find the other complementary angle of a given angle.
 Similarly introduce the meaning of supplementary angles. Use this property to find the
supplementary angle of a given angle.
 Show a line with several angles meeting at a point and with a sum of 180 degrees. Introduce the
term ‘adjacent angles on a straight line’. Emphasise that a few angles which sum up 180 0 will meet
at a point on a straight line. Use this property to find unknown angles on a straight line.
 Guide students to draw two intersecting lines and identify the pairs of vertically opposite angles.
Guide them to discover that vertically opposite angles are equal by measuring these angles with a
protractor.
 Give further practice on problems related to the above properties of angles.
 Investigation:
Provide each group with a set of cut-outs of angles with preset sizes totaling 3600, e.g. (1500, 1200,
900), (1000, 900, 700, 600, 400) [Please see the sample set shown below.]
Sample set: (1000, 900, 700, 600, 400)
1000 900 700 600 400
Angles at a point
Instruct students to:
 measure and label the size of each angle
 paste the angles (with vertices pointing to a fixed point)
 take note that all the given angles meet at one point and,
 conclude that angles at a point sum up to 3600.
 Guide students to mark a point on a plain paper and draw a few lines radiating from this point to
verify this property.
Measure all angles and then add them up to show that sum of angles at a point = 360 0.
Complementary and Supplementary angles
 Examples:
1) In the figure AOD is a straight line and angle AOC is a right angle. Find
3 angle BOC,
80
4 angle AOE.
2) In the figure, BOE and COF are straight lines, and angle AOB = angle BOC. Find a) angle EOF,
b) angle AOF.
Types of triangles
a) Explain the types of triangles: scalene, right-angled, isosceles and equilateral triangles.
Guide students to identify types of triangles:
b) Oral quizzes:
c) ‘I have 3 sides. I have two equal sides. What’s my name?’
d) ‘I have 3 sides. All my 3 angles are equal. What am I?’
e) Review that the sum of interior angles of a triangle and the angle property of exterior
angles through a demonstration as follows:
f) Construct a random triangle PQR on a plain paper. Extend the side along RP at corner P
(Diagram 1).
g) Duplicate the triangle PQR on a colour paper and cut up the three angles.(Diagram 2)
h) Arrange and paste cutout angles Q and R next to the corner P so that the three angles are
adjacent angles on a straight line. (Diagram 3)
This shows that:

i) Sum of interior angles of a triangle = 1800, and
j) Exterior angle = sum of interior opposite angles
Q Q
Q
R
Diagram 1P R
Diagram P
2 P
Diagram R
3
Properties of triangles
k) Apply these properties in finding unknown angles in triangles.
81
l) Examples:
1) In the triangle ABC, X is a point on BC such that AB = AX.
Given that ∠ BAX = ∠ XAC = 40O. Calculate ∠ ACX.
2) In the figure, AB = AC and ABE is a straight line. Find angle n
82
TECHNICAL DRAWING
Part 1. Measuring angles and using protractor.
Ensure that you decide whether the angles are either acute (less than 90) or obtuse (bigger
than 90).
90
Obtuse
Acute
Activity1 : Read the angles on the protractor shown below.
Question 1. Angle =
Is it
(a) 43 ?
(b) 56 ?
(c) 136 ?
(d) 143 ?
Question 2. Angle =
Is it
(a) 43 ?
(b) 56 ?
(c) 136 ?
(d) 143 ?
83
Use a protractor to measure the following angles.
Question 3. Angle =
Question 4. Angle =
Question 5. a = ,b= ,c=
a c
84
Part 2. Measuring diagrams using compass and protractor.
Instructions are given in terms of the letters at the end of lines.

 TWO letters means lines and measuring is using compass and ruler.
Example: PQ means line and so, measuring the length using compass and ruler.
 THREE letters means angle. Look at the middle letter for the angle.
Example. ÐPQR means angle Q  so use protractor to measure at vertex Q.
Activity 2:
R
P
Measure the following dimensions:
 PQ =  ÐQPR =
 QR =  ÐPRQ =
 PR =  ÐPQR =
85
Exercise 1: Use a protractor and ruler to measure the following angles and lines in the triangles below.
1 2
a = a =
b = b =
c= c=
a
a
c
b c
3 4 b
c
b
c a
a
a = a =
b = b =
c= c=
5 b 6
a =
a
b =
a c=
a =
c b =
c=
b c
b
86
Exercise 2 Use a protractor and ruler to measure the following angles and lines in the triangles below.
1 A 2
BAC=
ABC= a
AC =
b
BAC=
B ABC=
AC =
3C 4
a b
a
BAC= BAC=
ABC= ABC=
AC = AC =
5 BAC=
b 6
ABC= a
AC = a
b
BAC=
ABC=
b AC =
87
88
Part 3. Drawing angles and using protractor.
Activity 3: Using protractor and ruler, draw the following angles (on a blank page).
1. 43 
2. 108 
3. 164 
4. 88 
Part 4. Construction of triangles

Lesson Objectives: Able to construct different types of triangles given:
m) Two sides and the included angle (SAS)
n) Two angles and the included side (ASA)
Technical drawing Exercise 1. Construct the following triangles using compass, protractor
and ruler. Use the measurement given to draw exact size of the triangle.
1. 2.
R C
4.5
35 65 45
P 5.5 Q A 7.5 B
3. 4.
F
Y
6.5 5.5
55 125
D 6.5 E W 8.5 X
5. 6.
J M
25 115 45
45
G 5.5 H K 6 L
Technical Drawing Part 2.

89
Example 1: A triangle OMN has the following length OM = 7cm, N
and ÐMON = 48 and ÐOMN = 74 . Draw the triangle and
measure the length ON. 48 74
O M
7
Example 2. A triangle PQR has the following dimensions. PQ = 8cm. R

PQR = 45° and QR = 6.5 cm. Draw the triangle and hence measure the 6.5
angle PRQ.
45
P 8 Q
Technical Drawing Exercise 2
(1) Construct triangle XYZ where XY = 6 cm, YZ = 7.5 cm and ∠ XYZ = 76O
(2) Construct triangle KLM where KL = 5 cm, KLM = 33 and LKM = 127
(3) Construct triangle DEF where DE = 5.5 cm, DF = 6 cm and ∠ D = 107O
(4) Construct triangle DEF where DE = 7 cm, ∠ D = 59O and ∠ E = 35O
(5) (a) Construct the triangle ABC with AB = 7cm, BAC = 80° and AC = 5.5cm.
(b) Measure angle ABC.
(6) (a) Construct the triangle PQR with PQ = 9cm, PR = 8.5 cm and RPQ = 70°.
(b) Measure angle PQR.
(7) (a) Draw triangle ABC in which the base AB =12cm. ABC = 50° and BC = 6.5 cm.
(b) Measure and write down the size of ACB.
(8) (a) Construct the triangle ABC in which AB = 10.5cm, ABC = 108° and BC = 5.8 cm.
(b) Measure and write down the length of AC.
(9) (a) Construct triangle ABC in which AB = 10.8cm, BAC = 50° and AC = 7.5.
(b)Measure the angle ACB.
(10) Construct triangle ABC where AB = 7 cm, AC = 6 cm and ∠ A = 40O

(a) Measure length of BC
(b) Measure ∠ ACB
90

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YEAR 7 MATHEMATICS

(NEW SYLLABUS 2020)

Multiples versus Factors.

Multiples is the answer to the timetable

d) List down the first four multiples of 7.

e) What are the common factors of 20 and 30?

20: 30: Factors of 20: 1, 2, 4, 5, 10, 20

The first TWO common multiples: and

Prime Numbers and Composite numbers

2. Divisible by 2. The last digit is even (0,2,4,6,8)

3. Divisible by 3 Example: 99996

9. Divisible by 9. The sum of the digits is divisible by 9. (Note: This rule

10. Divisible by 10. The number ends in 0

By 3 ____________ By 5 ____________ By 9 ___________ By 5 ____________

5) 1620 6) 42 7) 65 483 8) 1680

By 3 ____________ By 5 ____________ By 3 ____________ By 5 ____________

By 6 ____________ By 6 ____________ By 6 ____________ By 6 ____________

By 9 ____________ By 7 ____________ By 8 ____________ By 9 ____________

By 10 ____________ By 9 ____________ By 9 ____________ By 10 ____________

9) 224 10) 55 418 11) 76 12) 65

By 4 ____________ By 3 ____________ By 5 ____________ By 5 ____________

By 5 ____________ By 7 ____________ By 6 ____________ By 8 ____________

By 7 ____________ By 8 ____________ By 8 ____________ By 9 ____________

By 9 ____________ By 10 ____________ By 10 ____________ By 10 ____________

13) 9984 14) 68536 15) 519 16) 90014

By 3 ____________ By 3 ____________ By 4 ____________ By 7 ____________

By 4 ____________ By 10 ____________ By 6 ____________ By 8 ____________

By 9 ____________ By 11 ____________ By 9 ____________ By 9 ____________

By 11 ____________ By 12 ____________ By 10 ____________ By 10 ____________

INDEX FORM = an (expressing in terms of indices or exponents or with power)

2) 100 6) 111 10) 130

3) 90 7) 196 11) 320

4) 99 8) 125 12) 504

12. Fill in the missing exponent (power / index).

g. 10 = 100 000 000

h. 10 = 100 000 000 000

13. Write down the value of the following

Step 6: Multiply the factors (left side numbers)

Highest Common Factor (HCF) Lowest Common Multiples (LCM)

2) Find the L.C.M. of the following numbers:

 Addition and subtraction facts

 Complements (number bonds)

 Multiplication and division facts

 Doubles and halves

9) 100 10) 100

11) 100 12) 100

13) 100 14) 100

15) 100 16) 100

Activity 3. Use number bonds to 100 to complete the missing numbers.

1) 55 + _________ = 100 2) 20 + _________ = 100

3) 90 + _________ = 100 4) 62 + _________ = 100

5) 14 + _________ = 100 6) 51 + _________ = 100

7) 37 + _________ = 100 8) 100 – 28 = __________

9) 100 – 64 = ___________ 10) 100 = 74 + __________

11) 100 = 87 + __________ 12) 100 – ______ = 74

13) 100 – 13 = __________ 14) 82 + _________ = 100

15) 100 = 44 + __________ 16) 100 – 11 = __________

17) 38 = 100 − __________ 18) 100 – ________ = 77

19) 29 + _____ = 100 20) 100 = 12 + __________

SQUARE NUMBERS , CUBE NUMBERS, SQUARE ROOTS AND CUBE ROOTS

Numbers with indices power 2 is spoken as “number squared”, example 5 2 is verbally

Numbers with power 2

Numbers with power 3

By 3 ______ By 5 By 9 _ By 5 ________

By 3 By 5 By 3 By 5

By 6 By 6 By 6 By 6

By 9 By 7 By 8 By 9

By 10 By 9 By 9 By 10

By 4 By 3 By 5 By 5

By 5 By 7 By 6 By 8

By 7 By 8 By 8 By 9

By 9 By 10 By 10 By 10

By 3 By 3 By 4 By 7

By 4 By 10 By 6 By 8

By 9 By 11 By 9 By 9

By 11 By 12 By 10 By 10

1) 55 + _ = 100 2) 20 + _ = 100

3) 90 + _ = 100 4) 62 + _ = 100

5) 14 + _ = 100 6) 51 + _ = 100

7) 37 + _ = 100 8) 100 – 28 = __

9) 100 – 64 = _ 10) 100 = 74 +

11) 100 = 87 + ____ 12) 100 – = 74

13) 100 – 13 = __ 14) 82 + _ = 100

15) 100 = 44 + 16) 100 – 11 =

17) 38 = 100 − __ 18) 100 – = 77

19) 29 + _ = 100 20) 100 = 12 + ______