WHAT SHOULD YOU DO

IF YOU ARE RAPED OR isseeddaanndd

Revvi aalilgignneedd
SEXUALLY ASSAULTED? CAP
SS

MATHEMATICS IN ENGLISH –– Grade

1. Go to a safe place where you can get help
2. Tell someone you trust what happened as ,REMEMBER,
soon as possible IT S NEVER THE
FAULT OF THE P

MATHEMATICS IN ENGLISH
3. Do not throw away your clothes or
ERSON
wash yourself WHO WAS RAP
ED,
4. Put the clothes you were wearing in a
ABUSED, VIOLA
paper bag or wrap them in newspaper TED
5. Go to a hospital as soon as possible
OR HARASSED!
6. It is advisable to report the rape to the police
7. Tell the police if you are threatened by the

Grade 9
perpetrator at any time
8. Get treatment and medication within 72 hours to

9 Book 1
prevent HIV, other sexually transmitted infections
and pregnancy

9
GET HELP AND SUPPORT
If you or someone you know is being sexually harassed or
abused, get help to stop the abuse. Speak to someone you trust,
tell your school, go to your local police station or phone one of
the following national numbers:
Grade
086 0010 111 ACT
NST
SAPS Crime Stop:
SAPS Emergency Number: 10111 AGAI E
ABUS Class:
Childline: 0800 055 555
Name:
ISBN 978-1-4315-0226-4

Lifeline: 011 781 2337/0861 322 322

Department of Basic Education National Hotline: 0800 20 29 33

ISBN 978-1-4315-0226-4 MATHEMATICS IN ENGLISH

The Department GRADE 9 – BOOK
of Basic Education 1 • effort
has made every TERMS 1&2
to trace
THIS BOOK MAY NOT BE SOLD.
copyright holders but if anyISBN 978-1-4315-0226-4
have been inadvertently overlooked, the

9th Edition Department will be pleased to make the necessary arrangements at the
THIS BOOK MAY NOT BE SOLD.
first opportunity.
9 7 8 1 4 3 1 5 0 2 26 4
12th Edition 2
 No. Title Pg. No. Title Pg.
R1 Whole numbers and properties of numbers ii 26a Application of the law of exponents 64
R2a Multiples and factors iv 26b Application of the law of exponents (continued) 66
R2b Multiples and factors (continued) vi 27 Sequences 68
R3a Exponents viii 28 Geometric and numeric patterns 70
R3b Exponents (continued) x 29 Addition & subtraction of like terms 72
R4 Integers and patterns xii 30a The product of a monomial and binomial or trinomial 74
R5 Common fractions xiv 30b The product of a monomial & binomial or trinomial (continued) 76
R6a Percentages and decimal fractions xvi 31a The product of two binomials 78
R6b Percentages and decimal fractions (continued) xviii 31b The product of two binomials (continued) 80
R7a Input and output xx 32 More on the product of two binomials 82
R7b Input and output continued xii 33 Divide monomials and binomials 84
R8a Algebra xiv 34 Substitution 86
R8b Algebra continued xvi 35a Factorise algebraic expressions 88
R9 Graphs xviii 35b Factorise algebraic expressions (continued) 90
R10a Financial mathematics xxx 36 Divide a trinomial and polynomial by a monomial 92
R10b Financial mathematics (continued) xxxii 37a Linear equations that contain fractions 94
Contents

R11a Geometric figures xxxiv 37b Linear equations that contain fractions continued (continued) 96
Mrs Angie Motshekga, Dr Reginah Mhaule
R11b
R12
Whole numbers and properties of numbers continued
Transformations
xxxvi
xxxviii
38
39
Solve equations of the form: a product of factors equals zero
Construct angles and polygons using a protractor
98
100
Minister of Deputy Minister of
R13 Geometric objects xl 40a Using a pair of compasses 102 Basic Education Basic Education
R14 Perimeter and area xlii 40b Using a pair of compasses (continued) 104
R15a Volume and surface area xliv 41a Constructing triangles 106
These workbooks have been developed for the children
R15b Volume and surface area (continued) xlvi 41b Constructing triangles (continued) 108
42a Constructing quadrilaterals 110
of South Africa under the leadership of the Minister of
R16a Data xlviii
R16b Data (continued) l 42b Constructing quadrilaterals (continued) 112 Basic Education, Mrs Angie Motshekga, and the Deputy
1a Real numbers, rational numbers and irrational numbers 2 43 Regular and irregular polygons 114 Minister of Basic Education, Dr Reginah Mhaule.
44 Construct a hexagon 116
1b Real numbers, rational numbers and irrational numbers (continued) 4
45 Constructing a pentagon 118
The Rainbow Workbooks form part of the Department
2 Factorisation 6
3 Ratio, proportion and speed 8 46 Constructing an octagon 120 of Basic Education’s range of interventions aimed at
4 What is direct proportion? 10 47 Interior angles of a triangle 122 improving the performance of South African learners
5 Indirect proportion 12 48a Triangles 124 in the first six grades. As one of the priorities of the
6 Finances – Budget, Loans and Interest 14 48b Triangles (continued) 126
Government’s Plan of Action, this project has been
49 Polygons 128
7 Finances – Hire Purchase 16
50a More on Polygons 130
made possible by the generous funding of the National
8 Finances – Exchange rates 18
9 Finances – Commissions and Rentals 20 50b Polygons (continued) 132 Treasury. This has enabled the Department to make these
10a Properties of numbers 22 51a Similar triangles 134 workbooks, in all the official languages, available at no cost.
51b Similar triangles (continued) 136
10b
11
Properties of numbers (continued)
Addition and subtraction of fractions
24
26 52a Congruent triangles 138
We hope that teachers will find these workbooks useful
12 Addition and subtraction of fractions that include squares, cubes, square 28 52b Congruent triangles (continued) 140 in their everyday teaching and in ensuring that their
roots and cube roots 53 Lines and angles 142 learners cover the curriculum. We have taken care to
13a Multiplication of fractions 30
13b Multiplication of fractions continued 32
54 Complementary and supplementary angles 144 guide the teacher through each of the activities by the
14 Division of fractions 34
55a Transversals 146
inclusion of icons that indicate what it is that the learner
55b Transversals continued (continued) 148
15a Percentages 36
56 Pairs of angles 150
should do.
15b Percentages (continued) 38
16 Common fractions, decimal fractions and percentages 40
57a Application of geometric figures and lines 152 We sincerely hope that children will enjoy working
17 Addition, subtraction and rounding ofdecimal fractions 42
57b Application of geometric figures and lines continued 154
through the book as they grow and learn, and that you, the
58a Pythagorean theorem 156
18 Multiple operations with decimals 44
58b Pythagorean theorem (continued) 158
teacher, will share their pleasure.
19a Calculate squares, square roots, cubes and cube roots 46
19b Calculate squares, square roots, cubes and cube roots (continued) 48
59a More on the theorem of Pythagoras 160 We wish you and your learners every success in using
20a Calculate more squares, square roots, cubes and cube roots (continued) 50
59b
60
More on the theorem of Pythagoras (continued)
Perimeter of a square and rectangle, area of a square and
162
164
these workbooks.
20a Calculate more squares, square roots, cubes and cube roots (continued) 52 rectangle

21 Exponential form 54 61 Area of a triangle 166

62 Area of parallelograms and trapeziums 168
22 Laws of exponents: am × an = am+n 56
63 Area of a Rhombus and a kite 170
Published by the Department of Basic Education
222 Struben Street
ISBN 978-1-4315-0226-4
23 Laws of exponents: am ÷ an = am-n 58
Pretoria This book may not be sold.
2 24 3 Laws of4exponents:5
am ÷ an = 6
am-n if m <7
n 8 9 60
64 Area of a circle 172 South Africa
© Department of Basic Education
The Department of Basic Education has made every effort to trace copyright holders but
25 Laws of exponents: a0 = 1 and (a × t)n = antn 62 if any have been inadvertently overlooked the Department will be pleased to make the
Twelfth edition 2022 necessary arrangements at the first opportunity.
 Grade
9
h em a t i c s
at
M
Book 1

ENGLISH
1 Revision worksheets:R1 to R16
Key concepts from Grade 8
2 Worksheets:1 to 64
Book 2
3 Worksheets:65 to 144
Book
1
The structure of a worksheet
Worksheet number Worksheet title
(Revision R1 to R16,
Ordinary 1 to 144)

31 Adding by filling the tens

Topic introduction
(Text and pictures to help you think about Which sum is easier to add? Why? In one minute, how many combinations
can you find that add up to 50?

and discuss the topic of the worksheet.) 8+7= or 10 + 5 =

10 + 4 = or 7 + 7 =

9+2= or 10 + 1 =

10 + 2 = or 7 + 5 =

1. Fill up the tens.

3+7 = 10 8+2 = 10 Are there more combinations that

Term 2
Term indicator
will add up to ten?
2+8 = 10 9+1 = 10
________________________________
5+5 = 10 4+6 = 10 ________________________________
(There are forty worksheets per term.) 1+9 = 10 7+3 = 10
________________________________
________________________________
________________________________
6+4 = 10 0 + 10 = 10

a. 3 + = b. 5 + = c. 2 + =

Questions d. 6 + = e. 1 + = f. 7 + =

g. 8 + = h. 9 + = i. 4 + =
2. Fill up the tens.
Example:

37 + 3 = 40 25 + 5 = 30 Find another five combinations

that will add up to 100.
14 + 6 = 20 68 + 2 = 70
________________________________

Colour code for content area 79 + 1

56 + 4
= 80

= 60
43 + 7

84 + 6
= 50

= 90
________________________________
________________________________
________________________________

Content Side bar colour

________________________________
92 + 8 = 100 36 + 4 = 40

Revision Purple
a. 32 + = b. 46 + = c. 54 + =

d. 72 + = e. 78 + = f. 68 + =

Number Turquoise 90
g. 15 + = h. 94 + = i. 83 + =

Patterns and
Electric blue
functions (algebra)
Space and shape
Orange Language colour code:
(geometry)
Afrikaans (Red), English (Blue)
Measurement Green
Data handling Red

3. Fill up the hundreds.

Example: 486

486 + 14 = 500
Example frame (in yellow)
a. 368 b. 371 c. 684

d. 519 e. 225 f. 568

g. 274 h. 479 i. 383

4. Calculate the following:

Example:
Calculate 2 486 + 48

2 486 + 48
= (2 486 + 14) – 14 + 48
= 2 500 + (48 – 14)
= 2 500 + 34
= 2 534

a. 3 526 + 97 = b. 6 537 + 84 = c. 4 833 + 95 =

Fun/challenge/problem solving activity

(This is an end of worksheet activity that may include
d. 1 789 + 39 = e. 2 786 + 56 = f. 8 976 + 41 =
fun or challenging activities that can also be shared
with parents or brothers and sisters at home.)
g. 4 324 + 98 = h. 8 159 + 62 = i. 6 847 + 73 =

Sign:
The concert

Teacher assessment rating,

Date:
7 894 people came to see a concert. There were 68 security guards. How many people were in the
stadium?

91
signature and date
 Grade
9
h em a t i c s
at
M

ENGLISH
PART

1 Revision
Key concepts from Grade 7

WORKSHEETS R1 to R16
Book
Name: 1
 Revision
R1 Whole numbers and properties of
numbers
What does ‘arithmetic’ mean? Why is it important? Activities 1–16 are not just
revision activities. They
Arithmetic is the oldest and most elementary branch of mathematics also summarise important
and deals with the properties and handling of numbers. It is used concepts you need in
by almost everyone for everyday tasks of counting and calculating grade 9.
through to complicated science and business calculations. It involves
the study of quantity, especially as the result of combining numbers.
Basic arithmetic uses the four operations of addition, subtraction,
multiplication and division with integers, rational and real numbers
and includes measurement and geometry.

1. Calculate and then round off your answers to the nearest ten, hundred and thousand.

a. 78 438 b. 83 408 c. 37 489 d. 39 87 652

Term 1

+ 19 469 – 46 753 × 128

2. Use a calculator to check your answers.

a a o da a u n th o d natu a nu ho nu and
integers.

ii
on

4. Complete the following:

a. The commutative property of addition and multiplication:

i. a + b = ii. a × b =
b. The associative property of addition and multiplication:

i. (a + b) + c = ii. (a × b) × c =
c. The distributive property of multiplication over addition and subtraction:

i. a(b + c) = ii. a(b – c) =

d. 0 (zero) as the identity element for addition: =

nd.
e. 1 (one) is the identity element of multiplication: =
5. Calculate the following by illustrating the properties of whole numbers:
Example: 44 + 55 = 55 + 44 = 99

a. 51 + (19 + 46) = b. 4 (12 + 9) =

c. (9 × 64) + (9 × 36) = d. If 33 + 99 = 132, then 132 =

e. If 20 × 5 = 100, then 100 =

Sign:
Problem solving

Date:
Create a problem using all four basic operations. This should be an everyday example.

iii
 Revision
R2a Multiples and factors

Multiples The result of multiplying a number

by an integer, e.g. 3 × 4 = 12.
The multiples of 3 are: 3, 6, 9, … LCM
Factors
Lowest common
Factors are the numbers you multiply together multiple
to et a s ecific res t
e.g. 3 and 4 are factors of 12.
All the factors of 12 are 1, 2, 3, 4, 6, 12.
Talk about ...

Prime factors of a number

are prime numbers that Highest
divide that number exactly. HCF common factor
Term 1

1. Identify the LCM.

Example: Multiples of 3: {3, 6, 9, 12, 15, 18, ...}

Multiples of 4: {4, 8, 12, 16, 20, ...}
LCM = 12

a. Multiples of: b. Multiples of:

7: {____________________________} 8: {____________________________}

6: {____________________________} 2: {____________________________}

LCM: ____________________ LCM: ____________________

c. Multiples of: d. Multiples of:

5: {____________________________} 9: {____________________________}

4: {____________________________} 6: {____________________________}

LCM: ____________________ LCM: ____________________

iv
on

2. Calculate the HCF using factorisation or inspection:

Example: Factors of 192 and 216 I know that 192

is divisable by 3
192 2 216 2
Factor trees of 192 because 1 + 9 + 2 = 12,
96 2 108 2 and 12 is divisible by 3.
48 2 54 2 192 192
24 2 27 3
12 2 9 3 2 96 3 64 Factor trees are
6 2 3 3 used to break
3 3 1 2 48 2 32 up a number
1 into its prime
2 24 2 16 factors.
192 = 2 × 2 × 2 × 2 × 2 × 2 × 3
2 12 2 8
216 = 2 × 2 × 2 ×3×3×3
2 6 2 4
Common factors are = 2, 2, 2, 3
2 3 2 2
HCF = 2 × 2 × 2 × 3 = 24
3 1

a. Factors and highest common factor b. Factors and highest common factor
of 204 and 252 of 208 and 234

204 2 252 2
102 2 106 2
51 3 63 3
17 17 21 3
1 7 7
1
204 = 2 × 2 × 3 × 17
252 = 2 × 2 × 3 × 3 × 7
HCF = 2 × 2 × 3 = 12

c. Factors and highest common factor d. Factors and highest common factor
of 72 and 188 of 275 and 350

Sign:

Date:

continued ☛
v
 Revision
R2b Multiples and factors continued

e. Factors and highest common factor f. Factors and highest common factor
of 456 and 572 of 205 and 315
Term 1

3. Calculate the LCM using factorisation or inspection.

Example: Factors of 123 and 141

123 = 3 × 41
123 3 141 3
141 = 3 × 47
41 41 47 47
1 1 LCM = 3 × 41 × 47 = 5 781

a. Factors and lowest common multiple b. Factors and lowest common multiple
of 243 and 729 of 200 and 1 000

vi
on

c. Factors and lowest common d. Factors and lowest common

multiple of 225 and 675 multiple of 128 and 256

e. Factors and lowest common f. Factors and lowest common multiple

multiple of 162 and 486 of 225 and 675

Sign:
Problem solving

Explain calculating HCF using factorisation to a family member. Date:

vii
 Revision
R3a Exponents

Revise the laws of exponents by completing the following:

Why should you
xmxn = x1 = study the laws of
exponents?

xm ÷ xn =

(xm)n = x0 = and x

1. Write these numbers in exponential form.

a. 64 b. 9
Term 1

Example: 144
= 12 × 12
= 122

2. Write these numbers in exponential form.

Example: 81 a. 27 b. 8
=3×3×3×3
= 34

3. Write the following in exponential form.

Example: 64 + 8 a. 125 + 25 = b. 64 + 125 =
= 82 + 23

4. Write the following in exponential form.

Example: 50 × 50 × 50 × 50 × 50 × 50 × 50 = 507

a. 30 × 30 × 30 × 30 × 30 = __________
b. 40 × 40 × 40 × 40 × 40 × 40 × 40 × 40 × 40 × 40 × 40 =

5. Look at the examples and calculate.

Example: 31 = 3, 251 = 25, m1 = m, 91 = 9 a. x1 = b. a1 =

6. Answer positive or negative without calculating.

Example: (–15)² will be positive a. (–9)2 b. (18)2
(15)² will be positive
(–15)3 will be negative

viii
on

7. Simplify.
Example: a×b×a×b b² × c² × c² × b²
= a² × b² = b4 × c4
a. g × g × h × h × h = b. a × a × b × b × a × a =

8. Revision: calculate the square root.

Example: 9 a. 64 = b. 25 =
= 3×3
=3

9. Calculate the square root using the example to guide you.

Example: 256 Remember this is
= 2.2.2.2 × 2.2.2.2 256 2 what we call prime
= 2.2.2.2 128 2 factorisation.

= 16 64 2
How do I know
32 2 to start dividing
by 2?
16 2
8 2
You should always
4 2 first tr the sma est
prime number.
2 2
1
But how will I know the
Test your answer: 16 × 16 = 256 number is divisible by
2 or 3 or 5, etc?

You use the rules

of divisibility.

a. 324 = b. 1296 =

Sign:

Date:

continued ☛
ix
 Revision
R3b Exponents continued

10. Revise: calculate.

Example: 12.12 a. 2.2 = b. 3.3 =
= 12

11. Represent the square root in its simplest form.

Example: 2.2.2 a. 3.3.3 = b. 6.6.6 =
=2 2

12. Represent the square root in its simplest form:

Term 1

Example: 8 a. 12 = b. 45 =
= 2×2×2
=2 2

13. Look at the example and complete the following:

Example: 32 = 9 therefore 9 = 3 a. 52 = b. 92 =

14. Calculate and test your answer.

Example: 23 × 22 Test: 23 × 22 85 × 89 =
= 23+2 =8×4
= 25 = 32
= 32

15. Simplify and test your answer.

Example: x3 × x4 Test your answer: x = 2 p7 × p3 =
= x3+4 23 × 24 23+4
= x7 = 8 × 16 = 27
= 128 = 128

16. Calculate and test your answer.

Example: 35 ÷ 32 Test: 35 ÷ 32 110 ÷ 110 =
= 35–2 = 243 ÷ 9
= 33 = 27
= 27

x
on
You may
17. Simplify and test your answer. use your
Example: Test your answer: x = 2 g20 ÷ g15 = calculator.
x5 ÷ x3 25 ÷ 23 25 ÷ 23 Test if g = 3
= x5 – 3 = 25 – 3 = 32 ÷ 8
= x2 =2 2
=4
=4

18. Simplify and test your answer:

Example: (23)2 Test: (23)2 (79)4 =
= 23x2 = (8)2
= 26 = 64
= 64

19. Simplify and test your answer:

Example: Test your answer: x = 3 (p2)6 = Test if p = 2
(x3)2 (33)2 (33)(33)
= x3X2 = (3) 3x2
= 27 × 27
= x6 = 36 = 729
= 729

20. Simplify: (23s10)2 =

Example: (3x2)3 a. (23s10)2
= 3.x2x3
= 27x6

21. Simplify:
Example: (a × t)n (b × c)y =
= an × tn

22. Solve using both methods.

Example: a4 ÷ a4 = a4 – 4 m3 ÷ m3 =
a4 means
a.a.a.a a×a×a×a
= a.a.a.a = a0
which means
=1 the same as =1
a.a.a.a
If a ≠ 0 If a ≠ 0

Why is exponent 0 = 1? Take the example of 30. Any number

divided by itself is 1. We know that 32 ÷ 32 =1. But 32 ÷ 32 = 32–2 = 30.
Therefore 30 = 1.

Problem solving
Sign:

dd the first s are n mbers

Date:

Represent the square root of any four–digit number using prime factorisation.

xi
 Revision
R4 Integers and patterns

Integers include the Commutative property: What will happen if

counting (natural)
numbers
{1, 2, 3, ...}, zero {0},
and the negative of
the counting numbers
{–1, –2, –3, ...}
I make all the “a”s
a+b=b+a negative?
a×b=b×a
Associative property:
a + (b + c) = (a + b) + c … make all the “a”s
and “b”s negative?
a × (b × c) = (a × b) × c

Distributive property
a × (b + c) … make all the
“a”s, “b”s and “c”s
= a × b + a × c or (a × b) + (a × c)
Term 1

negative?

1. Identify the last term in each pattern. What is the rule?

Example: –8, –7, –6, –5, –4, –3, –2. –2 is the 7th term. The rule is + 1.

–20, –18, –16, –14, –12, –10, – 8 It is the term.

The rule is
2. Write the following in ascending order:
–5, 5, 15, 55, 10, –15, –10, –55

3. Fill in <, >, or =

a. 4 –4 b. –18 –8 c. –2 2

4. Calculate the following:

Example: (–7) + (5) a. (–6) – (8) = b. (–8) + (–4) =
= –7 +5
= –2

5. Calculate the following:

Example: (–5 – 4) × ( 6 – 2 ) a. (–2 – 3) ÷ (–4 – 1) b. (5 – 6) × (8 – 7)
= –9 × 4
= –36

xii
on
6. Calculate the following:
Example: (–3 + 2) + (5 – 3) × ( 8 – 9) (–7 + 5) × (–2 – 7) + (–5 + 3)=
= (–1) + (2) × (–1)
= –1 + (–2)
= –1 – 2
= –3

7. Use the example to guide you to calculate the following:

Example: 8 + (–3) = (–3) + 8 = 5
8 × (–3) = (–3) × 8 = –24 a. 33 + (–14) = =

b. 7 × (–6) = =
8. Use subtraction to check addition or vice versa.
Example: 8 + (–3) = 5 then
5 – 8 = –3 or a. 17 + (–8) = = =
5 – (–3) = 8
b. 9 + (–5 ) = = =

9. Use the example to guide you to calculate the following:

Example: [(–6 ) + 4] + (–1) = (–6) + [4 + (–1)] = (–6) + 3 = –3

a. [(–3) + 2] + (–4) = = =

b. [(–4) + (–10)] + 5 = = =
10. Use division to check or vice versa.
Example: 5 × (–6) = –30 then a. 6 × (–8) = b. 4 × (–2) =
–30 ÷ 5 = –6 and
–30 ÷ (–6) = 5

11. Complete the pattern.

Example: (+5) × (+5) = 25 (+12) × (+12) =
(–5) × (–5) = 25 (–12) × (–12) =
(+5) × (–5) = –25
(–5) × (+5) = –25 (+12) × (–12) =
(–12) × (+12) =

Problem solving Sign:

If the answer is 20 and the calculation has three operations, what could the calculation be? Date:

xiii
 Revision
R5 Common fractions

oo at th a p and fi o a p o ach

Proper fraction Improper fraction Mixed number

3 8 1
4 3
12

Improper fraction to mixed number Mixed number to improper fraction

8 2 1 5
3
= 23 14 =
4
Term 1

1. Add and simplify if necessary.

6 4 a. 6 + 8 = b. 3 + 7 =
Example: 8 + 8
12 12 15 15 When we add
10 fractions the
= 8 denominators
2 should be the
= 18 same.
1
= 14

2. Calculate and simplify the answer if necessary.

a. 1 – 3 = b. 3 + 7 =
2×2 3 4 8 6 18
Example: 3×2 + 6
4 3
= 6 + 6
7
= 6
1
= 16

3. Calculate and simplify the answer if necessary.

a. 6 + 5 = b. 3 + 7 =
2×4 3×3
Example: 3×4 + 4×3
5 6 7 9

8 9
= 12 + 12
17
= 12
5
= 112

xiv
on
4. Calculate and simplify the answer if necessary.
2 3
a. 6 – 5 = b. 12 + 4 =
Example: x x x x2
x + x
2+3
= x
5
= x

5. Calculate and simplify.

a. 5 4 = b. 6 4 =
3 2 6
× 7 12
× 5
Example: 4 × 3
6
= 12
1
= 2

6. Simplify.
a. 3 x = b. x 14 =
3 x x
× 12 21
× x
Example: x × 4
3x
= 4x
3
= 4

7. Calculate and simplify the answer.

3 2 a. 4 ÷ 4 = b. 9 ÷ 3 =
Example: 4 ÷ 3
7 6 12 4

3 3
= 4 × 2
9
= 8
1
=1 8

Problem solving

fractions Can two unit

What is 8 + 5 in
5 8
Name five fractions give
etween its simplest form?
that are b yo u a unit
an d
two tenths fraction if yo u:
hs.
three tent What · add it?
is 3
its si x 12 · multiply it?
mple12 in
If __ st fo4
_ ( r m?
If the answer is x ___ whole nu mb
(fract e Multiply any
, what are the ion) = 32 r) two
33
99 how m impro per fra
a , ctions
two fractions solutio ny possible 40 an d simplify
that have been ns are
Sign:

this s there yo ur answer

multiplied? Is u m? for if
necessar y. Date:

there only one

answer.
xv
 Revision
R6a Percentages and decimal fractions

Look at the following. What does it mean?

147
100 = 1,47 = 147%

When in everyday life

do we use:
ecima ractions
ercenta es
Term 1

1. Write each of the following percentages as a fraction and a decimal fraction:

Example: 18% or
18
or 0,18
a. 42% b. 65,5%
100
9
= 50

2. Calculate.
Example: 25% of R60 a. 30% of R150 b. 65% of R125
25 R60
= 100 × 1
R1 500
=
100
= R15,00

3. Calculate the percentage increase.

Example: R95 to R125
Calculate the percentage increase if the price of a bus
Price increase: _______
ticket of R60 is increased to R72. Then to work out
12 100 the percentage
× e first need to sa
60 1 increase we need to
by how much the
1200 multiply 12 by 100.
= 60
price of the bus 60
ticket was increased.
= 20
20% increase It was
increased by The price is
12
R12 (R72 – increased by 60
R60 = R60). or by 20%.

xvi
on

4. Calculate the percentage decrease.

R52 of R46
Example:
Calculate the percentage decrease if the price of petrol goes Price decrease: _______
down from 25 cents to 17 cents a litre. Amount decreased is
8 cents.
e first need to sa Then to work out
8 100
× by how much the the percentage
25 1
price of petrol was increase we need to
800 8
= 25
decreased by. multiply 25 by 100.

= 32 It was decreased
by 8c because
32% increase 17c + 8c gives
you 25c.

5. Write the following in expanded notation:

Example: 30,405 = 30 + 0,4 + 0,005

a. 39,482 b. 458,917

c. 873,002 d. 903,9301

6. Calculate using both methods. Check your answer.

Example 1: 2,37 + 4,53 Example 2:
= (2 + 4) + (0,3 + 0,5) + (0,07 + 0,03) 2,37
+ 4,53
= 6 + 0,8 + 0,1
6,90
= 6,9

a. 89,879 – 39,999 = b. 802,897 + 78,873 =

Sign:

Date:

continued ☛
xvii
 Revision
R6b Percentages and decimal fractions
continued

7. Calculate the following and check your answers with a calculator.

Example:
0,4 × 0,3 = 0,12 0,04 × 0,3 = 0,012 0,04 × 0,03 = 0,0012

a. 0,4 × 0,5 = b. 0,04 × 0,5 =

c. 0,04 × 0,05 = d. 0,6 × 0,3 =

e. 0,06 × 0,3 = f. 0,06 × 0,03 =

Term 1

g. 0,8 × 0,7 = h. 0,08 × 0,7 =

i. 0,08 × 0,07 =

8. Calculate the following and check your answers with a calculator.

Example 1: 0,3 × 0,5 × 100 Example 2: 0,7 × 0,4 x10

= 0,15 × 100 = 0,28 × 10
= 15 = 2,8

a. 0,9 × 0,4 × 10 = b. 0,7 × 0,06 × 10 =

xviii
on
9. Calculate the following and check your answers with a calculator.
Round off your answers as in the example.
Example: 4,387 × 30
= (4 × 30) + (0,3 × 30) + (0,08 × 30) + (0,007 × 30)
= 120 + 9 + 2,4 + 0,21
= 120 + 9 + 2 + 0,4 + 0,2 + 0,01
= 131,421
Round off your answers to the:
Nearest unit: 131
Nearest tenth: 131,4
Nearest hundredth: 131,42

a. 16,467 × 40 = b. 298,999 × 60 =

10. Calculate the following. Round off your answers to the nearest tenth.
Example: 9,81 ÷ 9 1,09 rounded off to the
= 1,09 nearest tenth is 1,1.

a. 5,25 ÷ 5 = b. 72,08 ÷ 8 =

c. 48,48 ÷ 6 = d. 39,97 ÷ 7 =

Problem solving
My moth
t er bo ug
ip ly t h e n u mber tha You need twelve 77,12 m ht
Mult ,71 of ro pe.
ex ac t ly between 2 equal pieces from has to d
ivi
She
is ber
y the nu m 144,12 m of rope. eight pie de it into
an d 2,72 b
Sign:

ces. How
ten times How long will each w ill eac long
that equals h piece
be?
Date:

piece be?
three.

xix
 Revision
R7a Input and output

What does each statement tell you? Give two more examples of each.
Constant difference Constant ratio Not a constant
e.g. –3; –7; –11; e.g. –2; –4; –8; difference or a
–15 “Add –4 “ or –16; –32 “Multiply ratio.e.g. 1; 2; 4; 7;
“Count in –4s” or the previous term 11; 16 “Increase the
”Add –4 to the by 2.” difference between
previous pattern”. consecutive terms by
1 each time.”
Term 1

1. What is the constant difference between the consecutive terms?

a. 8, 12, 16, 20. b. 7, 14, 21, 28.

2. What is the constant ratio between the consecutive terms?

a. 3, 9, 27, 81 b. 9, –27, 81, –243

3. Does this pattern have a constant difference or ratio or neither?

a. 1, 4, 10, 19 b. 2, 4, 8, 16
4. What is the constant difference or ratio between the consecutive terms?

a. 5, –15, 45, –135 b. 6, 24, 96, 384,

5. Complete the table and then state the rule.

Example: Rule?
Position 1 2 3 4 5 n
The term + 5.
Value of the term 5 10 15 20 25 n+5

a. Complete the table Position 2 4 6 8 n

Value of the term 4 8 16

b. State the rule.

c. What will the value of the 20th term be?

xx
on

6. What are the next patterns? Complete the questions.

Hexagonal number
pattern:

(1 × 6)

a hat i the ne t attern be ra it sin the r e ncrease the en th o each

side by one match.

b. Complete this table by using the same rule.

Hexagon 1 2 3 4 5 6 10 n
Number of matches

7. Complete the following table. Describe it.

Example: 8, 15, 22, 29…

Term 1 2 3 4 18 n
Value of the term 8 15 22 29 127 7(n) + 1

Add 7 to the value of the previous term.

7 × the position of the term + 1.
7(n) + 1, where “n” is the position of the term.
7(n) + 1, where “n” is a natural number.

13, 25, 37, 49, ...

Term 1 2 3 4 17 n Sign:

Value of the term

Date:

continued ☛
xxi
 Revision
R7b Input and output continued

8. Complete the following:

p t
Example:
0 3
2 7
4 t=p×2+3 11
6 15
This is the rule for
t = p × 2 + 3 (rule) this o dia ram
0 × 2 + 3 = 3 (t = 3)
2 × 2 + 3 = 7 (t = 7)
4 × 2 + 3 = 11 (t = 11)
6 × 2 + 3 = 15 (t = 15)

8 19
8 × 2 + 3 = 19 (t = 19)

p t p t
a. 7 b. 3
Term 1

10 7

13 t=p×4–2 11 t=p×3+4

16 15

19 19

9. What is the rule?

Example: p t
31 = 4(8) – 1
8 31
47 = 4(12) – 1
12 47
79 = 4(20) – 1
20 t = 4(p) – 1 79 143 = 4(36) – 1
36 143 271 = 4(68) – 1

68 271
The rule is: t = 4(p) – 1

p t p t
a. 4 7 b. 40 22

13 52 18 11

22 97 –16 –6

31 142 –44 –20

40 187 –72 –34

xxii
on

10. Describe the relationship between the numbers in the top row and the
numbers in the bottom row of the table.

Example:
x 0 1 2 20 50 100 Rule is y = 2x + 5
y 5 7 9 45 105 205

x –2 –1 0 1 2 3

y 10 8 6 4 2 0

11. Describe the relationship between the numbers in the top row and those in the
bottom row of the table. Write down the values of m and n.

Example: m=1
x –2 –1 0 m 2 3
n = 24
y 30 27 n 21 18 15
Rule is y = –3x + 24

x –3 –2 m 0 1 2 m=

y –1 0 1 2 3 n
n=

Rule is y =

Problem solving

a. If the constant ratio is – 7, what could a sequence be?

Sign:
b. If t = g × 4 – 9, where g = –8, what is t?

Date:
c. y = – x + (– 2) is the rule. Show this in a table with x = –3, –2, –1, 0, 1, 2.

xxiii
 Revision
R8a Algebra

Revise the following:

Say whether if the following is an:
variable constants expression, or an
equation,
x + 18 = 52 and why.

operation equal sign a) x + 18 = 52

b) x + 18

1. Calculate the following and also underline the variable in red and the constants in
blue:
Term 1

a. 5a + 3a = b. 6m – 2m =
Example 1: 3a + 4a
= 7a
Note:
3a2 + 4a2
is not 7a4
c. 1a2 + 2a2 = d. 8r2 + 5r2 =
Example 2: 3a2 + 4a2
= 7a2

e. 4x2 + 2x2 = f. 5x2 + 5x =

Example 3: 5x2 + 4x2 = 9x2

Example 4: 5x + 4x2 = 5x + 4x2

Example 5: 3a2 × 4a2 g. 2a × 3a = h. 2c2 × 5c2 =

= (3a2)(4a2)
= 12a4

i. 1a ÷ 7a = j. 3f ÷ 5f =
Example 6: 3a2 ÷ 4a2
3a2
= 4a2
3
= 4

xxiv
on

2. Complete.
a. 5 × ___ = 1 b. 7 × ___ = 1
Example: 4 × ___ = 1
1
4× 4
=1

3. Solve for x:
a. 3x = 27 b. 5x + x = 18
Example 1: 2x = 16
2x 16
2
= 2

x=8

Example 2: x – 2 + 3 = –5 c. x + 3 + 2 = 4 d. x + 8 + 7 = –8
x + 1 = –5
x + 1 – 1 = –5 –1
x = –6

e. 4x = 12 f. x = 15
2x
Example 3: 3
= 12 6 5
2x
3 ×
3 = 12 ×3
2x 36
2
= 2
x = 18

4. Calculate, if x = 2, then:
a. 4x + 8 = b. 6 + 3x =
Example: 2x + 5
= 2(2) + 5
=4+5
=9

c. x2 + 2 = d. x2 + 11 =
Example: x2 + 5
= (2)2 + 5
=4+5
=9

e. x2 – x = f. 3x – x2 =
Sign:

Date:

continued ☛
xxv
 Revision
R8b Algebra continued

5. Solve for x.
a. –2x = 10 b. –6x = –12
Example 1: –5x = 10
–5x 10
–5
= –5
x = –2

Example 2: 2x – 6x = 16 c. 4x – 5x = 8 d. 8x + 4x = 4
–4x = 16
–4x 16
–4
= –4
x = –4
Term 1

6. Calculate: x2 x3

x4
a. x b. x2
Example 1: x2
x.x.x.x This is a
= x.x monomial
– it has only
= x.x one term.

= x2

x6 – x2 x9 – x3
Example 2:
x4 – x2 c. x2
= d. x3
=
x2 This is a
x2(x2 – 1) binomial – it
= x2 has two terms
connected
=x –12
by a plus or
minus sign.

xxvi
on

x4 – 2x2 – 3 x6 – 2x3 – 1
Example 3:
x4 – 6x2 – 1 e. x2
= f. x3
=
x2
x4 6x2 1
= – –
x2
x2 x2
1
= x2 – 6 –
x2

7. Revision: Simplify the following using the distributive law:

Example 1: 2 (3 + 4) a. 2 (3 + 6) = b. 4 (8 + 1) =
2 3 4
=2×3+2×4 6 +8

= (2 × 3) + (2 × 4)
=6+8
= 14

Example 2: 2 (x + 5) c. 2 (x + 4) = d. 4 (x + 7) =
2 x 5
= (2 × x) + (2 × 5) 2x + 10

= 2x + 10

Example 3: 2 (x2 + x + 3)
2 x2 x 3
2 (x2 + x + 3)
= (2 × x2) + (2 × x) + (2 × 3) 2x2 + 2x + 6
= 2x2 + 2x + 6 = 2x2 + 2x + 6

e. 2 (x2 + x + 4) = f. 4 (3 + x + x2) =

Sign:

Problem solving
Date:
Betty has 8n marbles and Peter has 3n. How many do they have altogether? Write a number sentence.

xxvii
 Revision
R9 Graphs

What do the graphs or words tell us about the concept?

Linear and Constant, increasing Maximum or iscrete or
non–linear and decreasing minimum continuous
Term 1

1. Plot the following and write it in words. Example: The point (5,7) is 5 units along, and 7
units up.
10
9
8 a. (3,7) is units along, and units up.
7
6
b. (4,8) is units along, and units up.
5 c. (5,9) is units along, and units up.
4
3 d. (10,2) is units along, and units up.
2
e. (0,6) is units along, and 2 units up.
1
A parabola is a curved line made by a point
0 1 2 3 4 5 6 7 8 9 10
moving so that it is always at the same distance
rom a fi ed oint the oc s as it is rom the
2. Complete the following: er endic ar distance to a fi ed strai ht ine
(the directrix).
a. The left–right
(_____________) c. The y–axis runs vertically
direction is called 10 through the ______________.
9
the x–axis.
8
b. The _____________ 7
6 d. Where the x–axis crosses the y–axis
(vertical) direction
is the “___________” point. You
is called the 5
measure everything from here.
______________. 4
3
x–axis 2
e. The xx–axis runs horizontally
1
through the _____________.
y–axis 0 1 2 3 4 5 6 7 8 9 10

xxviii
 on

3. Complete the ordered pairs for the equations y = x2 + 4 and

y = –x2 + 4 and the plot them on the set of axis on the graph.

x –4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 –1 0 1 2 3 4

y 20 y –12

y = (–4)2 + 4 y = x2 + 4 y = x2 + 4 y = – (–4)2 + 4 y = –x2 + 4 y = –x2 + 4

= 16 + 4 = = = –16 + 4 = =
= 20 = = = –12 = =
y = x2 + 4 y = x2 + 4 y = x2 + 4 y = –x2 + 4 y = –x2 + 4 y = –x2 + 4
= = = = = =
= = = = = =

y = x2 + 4 y = x2 + 4 y = x2 + 4 y = –x2 + 4 y = –x2 + 4 y = –x2 + 4

= = = 16 + 4 = = =
= = = 20 = = =

p. he first arabo a has a

minimum point (___,___)
p. and it opens upwards
(u–shaped).
p.

p.
The second parabola
up. has a maximum point
(___,____) and it opens
downwards (n–shaped).

What happens if
you throw a ball
into the air?

It will arc up into the air

and come down again.
The ball follows the path
of a parabola.

Sign:

Problem solving
lly Date:

__. escribe the ra h y = x2 + 10

xxix
 Revision
R10a Financial mathematics

Can you remember the meaning of the following?

ofit is the surplus remaining after total costs are
deducted from total revenue.
Loss is the excess of expenditure over income.
Discount is the amount deducted from the asking
price before payment.
Interest is the fee charged by a lender to a
borrower for the use of borrowed money,
usually expressed as an annual percentage
of the amount borrowed, (also called the
interest rate).

VAT (Value Added Tax) is the tax payable

Budget is the estimate of cost and revenues over a on all goods and services in South Africa.
s ecified eriod The current VAT rate is 14%. Some essential
foods are exempt – that means they have a
0% VAT rate.
A loan is a sum of money that an individual or a
company lends to an individual or company with the
ob ective o ainin rofits hen the mone is aid An exchange rate is the current market
Term 1

back. price for which one currency can be

exchanged for another.
Hire purchase is a system by which a buyer pays for
an asset in regular installments, while enjoying the use
of it.
rin the re a ment eriod o nershi o the item
does not pass to the buyer. Upon the full payment of
the loan, the ownership passes to the buyer.

o th o o n financ a p o
a. Kabelo receives R120 per week pocket money. He goes ten pin bowling twice
(cost R20,00 per session excluding VAT). He has coffee for R5,00 and buys R30,00
of airtime, both with VAT included. How much pocket money can he carry over
to the next week?

xxx
on

b. Your receive R400 pocket money per month for chores you do
aro nd the ho se ra a b d et in the b d et co mn
You had the following expenses last month: Movie R60,00; Taxi
ce ream e shirt onation to e are
Stationery R45,00; Repairs to your bicycle R150,00. Enter these expenses in the
act a amo nt co mn o have saved id o save an thin or i
you need to use some of your savings?

Budget Actual amount Difference

Income (Pocket money)

Expenses

Taxi

Movies

Sweets

Clothes

onations

Savings

Stationery

Totals
Sign:

Net Income Date:

continued ☛
xxxi
 Revision
R10b Financial mathematics continued

c. A total of R36 000 was invested in two accounts. One account earned 7%
annual interest and the other earned 9%. The total annual interest earned was
R2 920. How much was invested in each account?
Term 1

d avid b s a ne car on hire rchase he car costs e c din

and he trades in his old car (that is fully paid for) for R9 500. The car registration,
documentation and licence fees are R2 000. What will his instalment be if he
pays 7% p.a. in simple interest and repays the money he borrows over a period
of 54 months?

xxxii
on

e ind has he ants to b eans or and a shirt

or ter her rchases ho m ch mone i she have e t in

Use the exchange rates in the table below to help you solve the word problems.
Show your work in the space provided.

ZAR (R ) USD ($) GBP (£) CAD ($) EUR (€) AUD ($)
1,00 6,76 11,06 6,89 9,88 7,17
0,15 1,00 1,60 0,92 1,46 0,87
GBP (£) 0,09 1,09 1,00 0,58 0,91 0,55
0,15 1,09 1,74 1,00 1,59 0,95
EUR (€) 0,10 0,69 1,10 0,63 1,00 0,60
0,14 1,15 1,83 1,05 1,67 1,00

Example: 1 ZAR (R) = 0,15 USD ($)

1 USD ($) = 6,76 ZAR (R)

Problem solving

a e notes o the im ortant financia ti s o have earned and share them ith a ami member

Sign:

Date:

xxxiii
 Revision
R11a Geometric figures

Symbols you need to revise or learn.

Triangle Angle Perpendicular Parallel Degrees Right angles

º

Line segments Line Ray Congruent Similar Therefore

AB AB AB
n to
o t cfi u to
Term 1

cut an an angle that is

less than 90°
o t cfi u
ht an an angle that is 90°
Triangles Quadrilaterals More polygons
Parallelogram tu an an angle that is
Equilateral Pentagon greater than 90° but less than
triangle Rectangle Hexagon 180°
Isosceles triangle Square Heptagon
Scalene triangle Rhombus Octagon t a ht an an angle that is
Trapezium Nonagon exactly 180°
Kite Decagon, etc.
an an angle that is
greater than 180°
These are also polygons
o p nta y an an
angle in a pair of angles which
add together to make 90°

How would you calculate

o on is a eometric fi re ith the total sum of the interior
three or more straight sides. angles of a polygon?

a and con u nt t an

Similar triangles have the same shape but are not the same size. Each pair of corresponding
angles is equal and the ratio of any pair of corresponding sides is the same.

Congruent triangles are triangles that have the same size and shape. This means that the
corresponding sides are equal and the corresponding angles are equal.

xxxiv
on

on t uct u n app op at n tu nt and an th u t on

a. An angle smaller b. A polygon with c. A triangle.
than 90º. more than four
sides.

i. Name the angle. i. Calculate the i. Draw a triangle

interior angles of that is congruent to
the polygon. the triangle above.
Label it.

ii. Construct another

angle such that
this angle and the
angle above, when
added together,
total 90º. What do
you call such a pair
of angles?

ii. Where in everyday ii. Draw a triangle

ie i e find s ch similar to the triangle
a shape? above. Label it.

Sign:

Date:

continued ☛
xxxv
 Revision
R11b Geometric figures continued

c th con t uct on u n th od o

a.
a b
c d

e f
g h

Parallel lines
Term 1

Transversal

t ca oppo t an
a = d; b = c;
e = h; f = g

o pond n an
a = e; b = f;
c = g; d = h

t nat nt o an
c = f; d = e

t nat t o an
a = h; b = g

on cut nt o an
c + e = 180º
d + f = 180º
(also called co-interior
angles)

xxxvi
on
b.

A d a ona is a straight line inside a shape that joins one vertex to another but is not an edge of
that shape.

an you d nt y any d a ona ? not d a a

Sign:
o o n

In which job, other than that of an engineer, will people need to calculate angles. Give an example of Date:

such a person and say why the person is calculating angles.

xxxvii
 Revision
R12 Transformations

Describe these transformations.

e ection
Rotation Turn Flip

Translation Enlargement and reduction

A’ B’

A B
Slide
Term 1

’ C’
D C D

1. Answer the following questions:

a. The coordinates of ABC are:
10
9
8
7
6
5
4
3
2
b. The coordinates of Al Bl Cl are:
1
–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10
–1 A
–2
Al
–3
–4
–5
–6
c. The translation vector is:
–7
–8 B C
–9
–10
(x – 13, y
Bl Cl

d. Explain the translation vector in words.

xxxviii
on
n th o o n u t on
a. The coordinates of ABC are:
10
9
8
7
6
5
b. The coordinates of Al Bl Cl are:
4
3
2
1
–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10

A –1
–2
Al c is re ected over the .
–3
–4
–5 d. Which coordinates remain the same?
–6
–7
–8
B C –9 Bl Cl
–10
e. Which coordinates differ?

n th o o n u t on

10
A a. The coordinates of ABC are:
9
8
7
6
5 b. The coordinates of Al Bl Cl are:
4
C3 B
2
1 Cl Al
–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0
–1
1 2 3 4 5 6 7 8 9 10
c. Compare the corresponding vertices.
–2
–3
–4 Bl
–5
–6 Bl
–7
–8
–9
–10

n th o o n u t on
Al a. A’B’ = × AB

b. B’C’ = × BC

c. A’C’ = × AC

A d. Therefore, we say that this

transformation is an n a nt
with scale factor =
B C Bl Cl

o o n Sign:

Design a house on grid paper (top view).

Date:
Enlarge your plan by a scale factor of 2.
e ect the ho se rotate it b de rees and trans ate it t o nits and three do n

xxxix
 Revision
R13 Geometric objects

hat do a th o t co ct ha n co on?
cube icosahedron dodecahedron octahedron tetrahedron

hat do na th oup o o t co ct ?

t do n th na o th o t co ct that ach o th n t o o
any d tc and ac do ach ha o p t th ta o
Term 1

a. b. c. d.

dodecahedron
c ach
e. f. g. h.
30 edges
20 vertices
12 faces

o p t th o o n
a the sides o a eometric fi re are e a in en th and the interior an es are

e a the eometric fi re is .

If the sides are not equal it is .

b. What do you notice if you look at a platonic solid’s faces?

c. What do we name geometric solids if all the faces are congruent?

d. Name three geometric solids that are irregular.

xl
on
on t uct th n t o a t t ah d on ha n you th
fi tt o t p
t p t p C C
Construct an Construct
equilateral C another
triangle. equilateral
Label it ABC. triangle with A B A B
one base
B A B joined to base
A
o the first D
triangle.

c th d nt o th u d n u n th d a n o

a.

b.

c. d.

5 a a cu u n a 0 o u da n

t p Draw Step 2 Step 3

a square. Draw a 30º line from the bottom right Draw the rest of the cube.
vertex. Remember that the lines
that are parallel in the
real three–dimensional
object remain parallel in
the drawing.

Sign:

o o n
Date:
Make skeletons (outlines) of the platonic solids using recycled materials.

xl i
 Revision
R14 Perimeter and area

th o ua oo at th con on
Perimeter of a rectangle 1 cm = 10 mm
Circumference of a circle
2l +2b 1 cm2 (1 cm × 1 cm)
d or r
Area of a rectangle: l ×b = 100 mm2 (10 mm × 10 mm)
Perimeter of a square: 4 l Area of a circle 1m = 1 000 mm
Area of a square: l ×l r2 1 m2 (1 m × 1 m)
= 1 000 000 mm2 (1 000 mm × 1 000 mm)
The area of a triangle is:
1 1 km = 1 000 m
2 b×h
1 km2 (1 km × 1 km)
= 1 000 000 m2 (1 000 m × 1 000 m)

a cu at th p t and a a o a ua t you an n
a p d 5c
Term 1

Perimeter Area d 5c
P=4×l A=l2
= 4 (4,5 cm) = 4,5 cm × 4,5 cm
= 18 cm = 20,25 cm2

t you an n
= 4 (45 mm) = 45 mm × 45 mm
= 180 mm = 2 025 mm2
If the area is 2 025 mm2 what is the answer in cm2?
1 cm = 10 mm
1 cm2 = 1 cm × 1 cm
1 cm2 = 10 mm × 10 mm
∴ (
2 025 mm2
100
cm2 (
1 cm2 = 100 mm2 = 20,25 cm2

a cu at th a a and p t o a ctan t you an n

a p n th c adth c
Perimeter Area n th c and adth c
P = 2 (l + b) A=l×b
= 2 (3,8 cm + 2,1 cm) = 3,8 cm × 2,1 cm
= 2 ( 5,9 cm) = 7,98 cm2
= 11,8 cm 1 m = 100 cm
1 m2 = 100 cm × 100 cm
1 m2 = 10 000 cm2

t th a a an n 2
and m2.
mm2 1 cm = 10 mm m2
= 7,98 cm
1 cm2 = 1 cm × 1 cm 2
= 7,98 cm2 1 cm2 = 10 mm × 10 mm
= 7,98 cm2 × 100 1 cm2 = 100 mm2 10 000
= 798 mm2 = 0,000798 m2

xl ii
on
a cu at th a a o a t an t you an n
a p
Area a c ht c
1
A= b×h
1 2
2 (5 cm) × 2,3 cm
= 2,5 cm × 2,3 cm
2,3 cm
= 5,75 cm2

5 cm
Write your answer in Write your answer in m2 .

( (
mm2. 5,75 cm2
5,75 cm2 m2
10 000
(5,75 cm2 × 100) mm2
= 575 mm2 = 0,000575 m2

a cu at th a a o th c c

a p Radius is 3 cm.
r2
= (3,14159) (3 cm)2
= 28,27 cm2

a. Radius is 4 cm ad u 5c

Sign:

o o n
Date:
If the area of the circle is 314,159 cm2. What is the radius?

xl iii
 Revision
R15a Volume and surface area

th o o n o ua
Surface area of a prism
The volume of a cube
v = l3 A = the sum of the area of all the
faces

The volume of a Revise the following:

rectangular prism i cm mm then cm3 = 1 000 mm3
v=l×b×h i m cm then m3 = 1 000 000 cm3.
n ob ect ith a vo me o cm3 will
displace exactly 1 ml of water.
The volume of a
n ob ect ith a vo me o m3 will
triangular prism
Term 1

1 displace exactly 1 kl of water.

v = 2 (b × h) × l

a cu at th ou capac ty and u ac a a o a cu
a p
Volume Capacity Surface area
Note: An object with a Net of the cube. How many
volume of 1 cm3 will displace aces at s r aces are
1 ml of water. there?
Therefore an object that is 64
cm3 will displace 64 ml water
or 0,064 ℓ. 4 cm
v = l3 4 cm
v = (4 cm)3
v = 64 cm3

Surface area = sum of the

Cubic mm Cubic cm Cubic m t area of all the faces.
= 6 (area of a face)
1 000 000 000 1 000 000 1 1 000 = 6a2
= 6 (4 cm)2
1 000 000 1 000 0,001 1 = 6 × 16 cm2
= 96 cm2
1 000 1 0,000001 0,001

xl iv
on
The side (length) of the cube is 2,5 cm.

Volume Capacity Surface area

a cu at th ou capac ty and u ac a a o a ctan u a p

a p
Volume Capacity Surface area
4 cm Note: An object with Net of the rectangle. How many
a volume of 1 cm3 will aces at s r aces are there
2 cm displace 1 ml of water.
4 cm
∴ an object that is 12
cm3 will displace 12 ml.
1,5 cm 2 cm
1,5 cm
v =l × b × h
v = 4 cm × 1,5 cm × 2 cm
v = 12 cm3

Surface area
Cubic mm Cubic cm Cubic m t A = 2 lb + 2lh + 2bh
= 2 (4 cm × 1,5 cm) + 2(4 cm × 2 cm)
1 000 000 000 1 000 000 1 1 000 + 2(1,5 cm × 2 cm)
Sign:
= 12 cm2 + 16 cm2 + 6 cm2
1 000 000 1 000 0,001 1
= 34 cm2
Date:

1 000 1 0,000001 0,001

continued ☛
xl v
 Revision
R15b Volume and surface area continued
The rectangular prism’s dimensions are: length = 4,5 cm; breadth = 3,5 cm and
height 4 cm.

Volume Capacity Surface area

Term 1

a cu at th ou capac ty and u ac a a o a t an u a p

a p
Volume Capacity Surface area
Note: An object with Net of the triangular prism. How
a volume of 1 cm3 will man aces at s r aces are
displace 1 ml of water. there?
∴ an object that is Use Pythagoras to
15 cm3 will displace calculate this.
15 ml of water.

1
v= 2
b × h ×l
v = 12 (5 cm) × 3 cm × 2 cm Surface area

v = 2,5 cm × 3 cm × 2 cm A = 2 (area of triangle) + area of 3

rectangles
v = 15 cm3
= 2 ( 12 (5 cm) × 3 cm) + 2(3,9 cm ×
2 cm) +1(5 cm × 2 cm)
= 15 cm2 + 15,6 cm2 + 10 cm2
= 40,6 cm2

xl vi
on

The triangular prism’s dimensions are: base of triangle 4 cm, height of

triangle 2,5 cm, length of prism 5 cm, other two sides of triangle 3,2 cm each.

Volume Capacity Surface area

o o n

a. If the volume of a cube is 10 648 cm3, what are its dimensions in mm and m?
b. Give everyday examples of where we will use the volume, capacity and the surface area of: Sign:

c bes
rectan ar risms Date:
trian ar risms

xl vii
 Revision
R16a Data

oo at th data hand n cyc and d c t Primary

Secondary
data
Start th a data
n
to
u pose
u t on o
c
Population
nd da t th
n ict a t on
e d u
ta Survey
p r
n Questionnaire
ata hand n cyc
nt
p d
th t an
ap
p nt th a n d a ta
Tables an
h data in ord
rec Tallies
a aph Mean
Stem and Median
a aph leaf table
to a cha t Mode
Term 1

cto aph

ypoth ad do tt n ath at c and c nc than ad oy

A hypoth is a statement or prediction for which sound evidence of its truth has
to be found.

Here are some examples of hypotheses:

ver bod in rade o ns a ce hone
rade s i e n ood

o you a ch t a

Names of your research team:

______________________________
______________________________
______________________________
______________________________

hat th a o you a ch?

xl viii
on

hat you hypoth ?

Primary data Population

Secondary
data Survey
u t on that ht h p you to p an Sample Questionnaire

a. What data do you need?

b. Who will you get it from?

c. How will you collect it?

d. How will you record it?

e. How will you make sure the data is reliable?

f. Why? Give reasons for the choices you made. Sign:

Date:

continued ☛
xl ix
 Revision
R16b Data continued

Tables Range
Tallies Mean
Stem and Median
leaf tables Mode
th data you co ct d and co d d to

a. Organise your data in a frequency table.

Term 1

b. Calculate the mean, median and mode.

c. Calculate the data range.

d. Draw a stem–and–leaf display.

l
on

e. Represent your data in a graph. You may use more than one type
of graph.

o o n

Interpret your graphs and tables and write a report, using the following headings:
1. Aim
2. Hypothesis
3. Plan
4. Data collection
5. Analysis Sign:

6. Conclusions
7. Appendices Date:

8. References

li
 Revision
Notes
on

Grade
9
h em a t i c s
at
M

ENGLISH
PART

2
WORKSHEETS
1 to 64 Book
1
 1a Real numbers, rational numbers and
irrational numbers
a nu nn d a a a d a a at c u t at on o th a nu y t

Real R

Real Algebraic e
AR
Rational
Q
Integer
Z
Natural
Term 1

N -1
0 -2
1 Transcendental
2
3
-3 2.25
Irrational

N ⊂ Z ⊂ Q ⊂ AR ⊂ R
(⊂ = subset of)

2
d
tudy th d fin t on o nu

Natural N for Natural

Natural numbers are counting numbers (1, 2, 3, …) (N1) and the positive
integers of the whole numbers (0, 1, 2, 3, …) (N0). Mathematicians use the term
“natural” in both cases.

nt (Z for ah n (‘numbers’ in German))

Integers are the natural or whole numbers and their negatives (… –3, –2, –1, 0,
1, 2, 3, …).

Rational (Q for Quotient)

Rational numbers are numbers that can be expressed as a fraction of an
integer (that is a ratio of an integer). Rational numbers can be added,
subtracted, multiplied and divided. Eg. 12 = 0,5 or 13 = 0,333 … Rational decimal
expansions end or repeat.

a a c (AR for a cReal)

rea a ebraic n mber is defined as a n mber that is the root o a
o nomia ith rationa coe ficients ea a ebraic n mbers ma be rationa
or irrational. The number 2 = 1.41421 … is a real algebraic number that is
irrational.

Real (R for Real)

ea n mbers are a the n mbers a the oints on the contin o s infinite
on n mber ine ith no a s t is a co ection o ever ossib e infinite
decimal expansion. Real numbers may be rational or irrational, and algebraic
or non–algebraic (transcendental) he n mbers and e
2.71828 … are transcendental. A transcendental number can never be written
as an exact fraction of a whole number, it requires an infinite series of terms.

at ona
These numbers cannot be written as fractions of whole numbers. Irrational
decimal expansions neither end nor repeat.

Transcendental
These are irrational numbers that cannot be constituted back as an integer
Sign:
through an arithmetical operation.
Date:

continued ☛
3
 1b Real numbers, rational numbers and
irrational numbers continued
atch th d c pt on th th co ct nu n ta t at nt

ber
A num be All the s an d Rational or
an
that c d as u r a l n umber irrational
se numbers Nat es
expres n of egativ numbers
tio their n
a frac er
g
an in e
t

atu a
Term 1

0 1 2 3

nt

–3 –2 –1 0 1 2 3
These are the Integers.

at ona

3 1 1 1 1 3
–2 –2 – +1 2
4 3 2 2 3 4

–3 –2 –1 0 1 2 3
These are the Integers.

a a ac R

1 1
– 5 – 2 – 2 5
2 2

–3 –2 –1 0 1 2 3
These are the Integers.

a
1 1
–e – 2 – 2 e
2 2

–3 –2 –1 0 1 2 3

4
d
hat do th nt a t n th nt on th nu n on
th p ou pa an?

I. Rational

ii. Real algebraic

iii. Real

o p t th ta y putt n t c n th app op at co u n

ho Natural Rational at ona Real

nt
number number number number number

a 200

b –29

c 0

d 1
12
e
50
f 0,987

g 81

h 5

j 124,54
22
k
7
l 25 + 9

o o n
Sign:

The number e (Euler’s Number) is a famous irrational number. Why?

Date:

5
 2 Factorisation

tudy th thod o acto at on

thod thod thod
Ladder method.
12
What are the prime factors of 12?
12 2
Break 12 into 4 × 3.
6 2
3 3 4 3
The prime factors of 4 are 2 and 2.
1
The prime factor of 3 is 3.
In this example every 2 2
So the prime factors of
factor is a prime
12 are 2, 2, 3.
number. Remember it
is important
We can write it as 2 × 2 × 3 = 12 to know your
We can write it as:
or divisibility rules
2 × 2 × 3 = 12
Term 1

2² × 3 = 12 when working
or 2² × 3=12 with prime
numbers.

1. a. Factorise 15.
thod thod thod

acto
thod thod thod

Before carrying on with questions c and d say which method you like the most and why.

6
 c acto 5
thod thod thod

d acto 00
thod thod thod

acto at on find n h ch p nu u t p y to th to a th
o na nu no n p acto at on h p you a ot a you ca y on
th ath hy? ad th co c t p ach t a cha act ay t ty ty
and do it yourself.
a. The importance of prime numbers Give me an
b. You might want to know how many
is that any integer can be different pairs of numbers can be Let me try.
example.
decomposed into a product of multiplied to get 360. You can start
primes. by trying to write them down.

c. I hope you didn`t miss any. Now write d. You will see that every composite
360 as a product of prime factors. Let me try. factor of 360 is a product of a subset Let me try.
of the prime factors.

Sign:
o o n

Prime numbers are numbers that can be divided only by one and themselves. Show this with all the Date:

numbers between 100 and 200.

7
 3 Ratio, proportion and speed

o a out th d tanc t a d na nt can o du n

formulae.
o find distance o find time o find rate s eed

Distance = Speed × Time Time = Distance Speed = Distance

Speed Time

d=s×t t= d s= d
s t
When we solve problems using these formulae use ratio and proportion.
A ratio is a way of comparing the sizes of two or more quantities. So 4:7 and 8:14
are ratios.
A proportion is a statement that two ratios are equivalent. So 4:7 is proportional to
Term 1

8:14 (meaning that 4 is to 7 as 8 is to 14).

A proportion can be written in two ways:
4 8
as t o e a ractions 7 14 or
i e this or i e this
When two ratios are equal, the cross-products of the ratios are equal. So for the
proportion a:b::c:d you can multiply, a × d = b × c, as in this example:
4 8
7 = 14 so 4 × 14 = 56 and 7 × 8 = 56

a p My family travelled 300

km at a speed of 60 km per hour. The speed (rate) “km
For how long did they travel? per hour” gives distance
travelled per unit of time.

hat do e ant to find o t he time

Use ‘cross’ products.

We can use a formula or work with ratios and proportion.
Form a to find time Working with ratio and proportion.
60 km 300 km
Time = Distance =
Speed (Rate) 1h t
60 × t = 300 × 1
Time = 300 = 5 hours
60
60t = 300
60 t 300
60 = 60
t=5

8
 o p t th ta

Speed (Rate) Time Distance Formula

a. 90 km/h ? 11 700 km

b. 50 km/h 8 hours ?

c. 120 km/h ? 61 200 km

d. 500 km/h 2 hours 30 minutes ?

e. 1 000 km/h ? 20 000 m

ca t a 0 n nut t th a a a p d ho a tta
n hou nut ?

t ant a n at an a a p d o 00 h co a c ta n d tanc n
hou nut t hat a a p d u t th t a n t a to co th a
d tanc n hou 0 nut ?

Sign:

o o n
Date:
Write a problem using a example from you day-to-day life on speed, distance and time. Ask a family
member to help you.

9
 4 What is direct proportion?

Direct proportion While your are busy with this

As one value increases worksheet think about what
inverse proportion could
(or decreases), so does mean. We will deal with it in
the other. How do you the next worksheet.

think this will look on a

graph?
Term 1

n d nt thod to o p opo t on p o
a p 4 books cost R150. How much do 7 books cost?

thod Unitary thod thod u o th

Find the value of 1 unit and Cross–multiply Align terms in correct columns;
m ti to find the va e o the multiply 3rd term by 2nd; then
required number of units divide by 1st.
oo and oo and oo and
4 R150 4 R150 4 R150
1 R150 7 x 7 x
= R37,50
4
7 × R37,50
4 :150 = 7 : x 4 :150 = 7 : x
= R262,50
(1st : 2nd = 3rd : 4th) (1st : 2nd = 3rd : 4th)
4 × x = 7 × R150 x = (7 × R150) ÷ 4
(1st × 4th = 2nd × 3rd) (x = 3rd × 2nd ÷ 1st)
4 R150
= x = 7 × 150
7 x 4
4x R1 050 x = R262,50
=
4 4
x = R262,50

a a aph How does this

graph show direct
proportion?

10
 th thod to o th p o and d a a aph
5 h t co t 0 o uch co t?

thod thod thod

a a aph to ho th

Sign:

o o n
Date:

Where in your day to day life will you use direct proportion. Draw it on a graph?

11
 5 Inverse proportion

Inverse proportion
As one value increases, the other value shows a matching decrease.

10
9
8
7
6
5
4
3
2
1
–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10
–1
–2
–3
Term 1

–4
–5
–6
–7
–8
–9
–10

1. Solve using all the methods and draw a graph.

Example: Ten people take 4 days to dig a hole, how long will it take 8 men?

Method 1: Unitary Method 2: Vedic Method 3: Rule of three

Find the value of 1 unit and Align terms in correct columns; Align terms in correct columns;
m ti to find the va e o the multiply 1st term by 2nd and 3rd multiply 1st term by 2nd term
required number of units. by 4th. then divide by 3rd.

People Days People Days People Days

10 4 10 4
10 take 4

1 takes 10 × 4 = 40 8 x 8 x

40 10 : 8 = 4 : x
8 take 8 =5 10 : 8 = 4 : x (1st : 2nd = 3rd : 4th)
(1st : 2nd = 3rd : 4th)
x = 10 × 4 ÷ 8
8 people will take 5 days 10 × 4 = 8 × x
(x = 1st x 2nd ÷ 3rd)
(1st x 2nd = 3rd x 4th)
Note: Fewer people more 10 × 4
40 = 8x x=
time 8
8x 40
= 8 x=5
8
x=5

12
a. If it takes 3 people to make 21 T–shirts per day, how long will
it take 12 people?
Method 1: Method 2: Method 3:

b. Draw a graph.

c. How does this graph show inverse proportion?

Sign:
Problem solving

Date:
When in your day–to–day life would you use inverse proportion? Draw this on a graph.

13
 6 Finances – Budget, Loans and Interest

Can you still remember what a budget is?

Budget is the estimate o cost and reven es over a s ecified eriod

What are loans and interest?

A loan is sum of money that an individual or a company lends to an individual or company

ith the ob ective o ainin rofits hen the mone is aid bac

Interest is the fee charged by a lender to a borrower for the use of borrowed money. The
rate of interest is usually expressed as an annual percentage of the amount borrowed (the
principal amount).
Term 1

Do you know what the difference is between simple and compound interest?

Interest can be calculated in two ways:

p nt t
The formula for simple interest is:

Principal amount × rate of interest (%) × number of periods

100
o pound nt t
Compound interest means that the interest will include interest calculated on interest.

he orm a or ca c atin the ota t re amo nt o ed is

Principal amount × (1 + Rate of interest (%))Number of periods

100

Example of compound interest

n amo nt o is invested or t o ears ith interest o com o nded
(added) yearly.
he interest at the end o the first ear o d be
n the second ear the interest rate o o da not on to the b t
a so to the interest o the first ear
n the second ear the interest o d be
ota interest earned over the t o ears i be ear ear
ota investment a ter t o ears rinci a amo nt interest
sin the orm a ota t re amo nt 2

= R100 (1,1)2
= R100 (1,21)
= R121

14
t
1. Palesa needs to earn R500 in interest so she will have enough to buy a used
bicycle. She puts R2 000 into an account that earns 5 % per year simple interest.
How long will she need to leave her money in the account to have enough
money for the bicycle?

2. Thabo has R500 that he invests in an account that pays 8 % interest compounded
yearly. How much money does Thabo have at the end of 3 years?

3. Susan has R1 000 that she invests in an account that pays 7.5 % interest
compounded yearly. How much money does Susan have at the end of 5 years?

4. You saved R4 750 during the last year. You decide that it will be the best to invest
the money. At your local bank they have two investment options:
tion ear fi ed de osit ith sim e interest er ear
tion ear fi ed de osit ith com o nd interest er ear hich
year investment will be the best?

Problem solving Sign:

Suppose that you want to have R100 000 in thirty-six months' time when plan to enrol at a university. You
want to invest in a plan yielding 3,5% interest per year, compounded monthly. How much should you Date:

invest?

15
 7 Finances – Hire Purchase

Can you still remember the meaning of hire purchase?

Hire purchase is a system by which a buyer Many organisations enter

pays for an asset in regular installments, while
enjoying the use of it.
During the repayment period, ownership of
the item does not ass to the b er on
the full payment of the loan, the title passes
to the buyer.
Term 1
into hire purchase or leasing
agreements to pay for and use
equipment over a period of time
rather than paythe full cost up
front.
The repayment period is
normally the same as the
production life of the machine.
For example: a farmer buys a

tractor and pays it off over 5

years. After 5 years he typically
has to replace the tractor.

1. The hire purchase price of a refrigerator is R6 500. The deposit of R500 is made and
the remainder is paid in equal monthly payments of R250.

a. Calculate the number of monthly payments that must be made.

b. If the cash price is R4 000, express as a percentage of the cash price, the extra
cost of buying on hire purchase.

c. What is the interest rate (simple interest) charged on this transaction?

16
2. A new TV costs R6 900 cash. It is available on hire purchase with a
deposit of 15% followed by 12 instalments of R558,50. Find the total hire purchase
price and the extra amount that you would pay (on top of the cash price) using
hire purchase.

3. The cash price of a bike is R220. The hire purchase price is R300. If the deposit is
o o ed b e a month insta ments find the amo nt o i a each
month.

Problem solving

A DVD player costs R240 cash. It is available on hire purchase by paying a deposit of 20% followed by 12
instalments of R18,50. Find the extra amount paid by hire purchase. Sign:

If you save R18,50 per month at 12% interest per year compounded Remember interest is
monthly. How long must you save to buy the DVD in cash? compounded monthly.
Date:
How much will you save? Draw a table to help you.

17
 8 Finances – Exchange rates

Do you know what exchange rate means?

The Rand (sign: R; code: ZAR) is the currency
An exchange of South Africa.
rate is the current
market price In modern China, people use Renminbi as
for which one their money. In Chinese, “Renminbi" means
currency can be "people’s money". A unit of this currency is
exchanged for called the Yuan.
another. The symbol for the Yuan looks like this: ¥
(code: CNY)
The anad an o a (sign: $; code: CAD) is
the currency of Canada.
Term 1

Use the exchange rates in the table to help you solve the word problems. Show your
work in the space provided.

ZAR ( R ) USD ($) GBP ( ) EUR (€) AUD ($)

ZAR 1,00 6,76 11,06 6,89 9,88 7,17
0,15 1,00 1,60 0,92 1,46 0,87
GBP 0,09 1,09 1,00 0,58 0,91 0,55
CAD 0,15 1,09 1,74 1,00 1,59 0,95
0,10 0,69 1,10 0,63 1,00 0,60
0,14 1,15 1,83 1,05 1,67 1,00

1. Suzanne wants to order a new CD from Germany. She has R250 in her savings
account. The CD costs €5. Once she has bought the CD, how much money will
she have left in ZAR?

If she can order the same CD from Canada for $7, where must she order it from for
the best price provided the shipment cost is the same.

18
2. Reinette lives in Worcester, South Africa. Her uncle lives in Sydney, Australia. For her
birthday, Reinette received $50 from her uncle. How many South African Rands
(ZAR) can she buy with her birthday money?

3. Reinette takes the money she received from her uncle and orders a new
computer programme from America. After she has bought the programme, she
i sti have e t o m ch does the ro ramme cost in

4. Reinette wants to order another programme from England. The programme costs
£15. Will Reinette have enough money to buy this programme?

Sign:

Problem solving
Date:
Which currency in the table has the highest valued currency unit?

19
 9 Finances – Commissions and Rentals

Do you know what commission means?

What are rentals?
Many employees are paid salaries
based on the number of hours they have
worked over a given period of time plus a
o on is the fee
commission.
charged by a broker or an
agent for his/her service to
facilitate a transaction, such
as the buying or selling of
goods.

Rental is when an item is

eased o t or a s ecific
period of time.
Term 1

1. Andrew lives in Johannesburg. His parents are planning a vacation to Cape Town.
he decide to to a e o n and then rent a car he car renta com an
charge R200 per day (including 200 km free) and R1,80 per km. The insurance will
be 7,5% of the daily rental amount and the GPS an additional R45 per day.

What will the total cost be for the car rental if they spent 6 days in Cape Town and
travelled 1650 km in total?

2. A truck rental agency charges a daily fee plus a kilometre fee. Julie was charged
R460 for two days and 100 kilometres and Christina was charged R 1 050 for three
days and 400 kilometres. What is the agency's daily fee and what is the kilometre
fee?

20
s
3. Hertz has a processing fee of R115,00 and charges R210 per day for car
rental. Avis Car Rental has a processing fee of R255,00 and charges R190 per
day for a car. When will the cost of the rentals be equal?

4. Tara is a sales representative for a cosmetic company. She is paid R5,15 per hour
each week plus a commission of 10% on the amount of sales over R5 000. She
works 40 hours one week, and she sells R7 260 worth of cosmetics during that
week. She has been offered a job at another cosmetic company that pays R5,00
per hour for a 40 hour work week plus a commission of 4% on total sales. Which job
would pay more? Should she change jobs?

5. Two furniture salesmen are comparing their salaries. Gert is paid R25,00 per hour
plus a 15% commission on his total sales. Ben is paid R29,00 per hour plus a 10%
commission on his total sales. Suppose each has sold R5 000 worth of furniture,
com are their income over vario s eriods o time to find o t hen the i earn
the same. What will happen after that point? Who would have earned more
before that point?

Problem solving Sign:

A real estate agent received a 6% commission on the selling price of a house. If his commission was R8 Date:
650, what was the selling price of the house?

21
 10a Properties of numbers

Revise: give an example of each property. Write a rule for each.

Commutative Associative Distributive

Zero as a property of addition One as a property of multiplication

1. Use the commutative property to show that the equations are equal.
Examples:
Term 1

a+b=b+a • a÷b b÷a

a2 + b2 = b2 + a2 But: and
a × b2 = b2 × a • a–b b–a
2a + b = b + 2a
2a × 2b = 2b × 2a

x + y2
a. y2 + x = b. 3x + y2 = c. 3x2 + 5y2 =

d. 2x + y = e. 5y + x2 =

If x = 2 and y = –3, solve each of the equations in a to e.

f. g. h.

y2 + x and x + y2
= (–3)2 + 2 = 2 + (–3)2
= 9+2 =2+9
= 11 = 11

i. j.

22
2. Use the associative property to show that the equations are equal.

Examples:

(a + b) + c = a + (b + c) (a – b) – c a – (b – c)
(a2 + b2) + c2 = a2 + (b2 + c2) But: and
(a × b) × c = a × (b × c) (a ÷ b) ÷ c a ÷ (b ÷ c)
(a2 × b) × c = a2 × (b × c)

a. (3m + n) + p2 = b. (n2 + p3) + 4m2 = c. (m × p) × n3 =

d. (p2 × n3) × m3 = e. (n × p2) × m3 =

Test both sides of your equations in a to e if m = –4 and n = 6.

f. g. h.

i. j.

Sign:

Date:

continued ☛
23
 10b Properties of numbers continued

3. Use the distributive property to show that the equations are equal.

Examples: a(b + c) = a × b + a × c

a(b2 + c2) = a × b2 + a × c2

a(b – c) = a × b – a × c

a(b2 – c2) = a × b2 – a × c2

a. (b2 + c3)d = b. (d2 × b3) + (d2 × c3) = c. d × (c + b2) =

Term 1

d. c (b + d2) = e. (b2 + d2) × c3 =

24
Now test both sides of each equation in a to e if b = 1, c = 3 and d = 4.
f. g. h.

i. j.

4. Use the identity property of addition or multiplication to make the equations true.

Example: a ___ = a
a + 0 = a or a × 1 = a

a. b =b b. c2 = c2 c. p3 = p3
or or or

b =b c2 = c2 p3 = p3
d. e.
mp 3 2
=mp 3 2
xx = x2
or or

m 3p 2 = m3p2 xx = x2

Problem solving Sign:

se va es a, b and c as well as the distributive property to write an equation and then solve it using the
following: a = 2, b = 3, c = –1 Date:

25
 11 Addition and subtraction of fractions

Before starting this worksheet make sure you know what the following mean. Give
an example of each.
Factors HCF Multiples LCM Improper Mixed To simplify
fraction number to a fraction
to mixed improper
number fraction

1. Show why these fractions are equivalent.

Example: 3 1
= HCF stands for highest
9 3
Term 1

common factor.
Factors of 3 = {1; 3}
Factors of 9 = {1; 3 ;9}
HCF = 3
3 3 1
∴ ÷ =
9 3 3

a. 4 1 b. 24 2 c. 25 1
28 = 7 60 = 5 =
125 5

a cu at and p y act on that a utp o ach oth

Example: 1 3
+ Why did we multiply
2 4 1 2
?
2×2
1 2 3
= × +
2 2 4
2 3 2+3
= + or
4 4 4 Can we add fractions Yes, if we make
5 with different the denominators
= denominators? the same.
4
1
= 1
4
a. 2 7 1 b. 9 c. 2 5 + 1
+ – = – 3–2+ 7 = + =
4 8 6 10 5 8 6 12

26
 d. 8 2 9 e. 13 8 1 f. 3 5 – 3
+ – = – + = – + 7 =
10 6 12 15 10 5 4 6 8

a cu at and p y act on that a not utp o ach oth

Example: 1 3
2 +
5 6
= 11 + 3
5 6
Multiples of 5 = {5; 10; 15; 20; 25; 30; 35}
Multiples of 6 = {6: 12; 18; 24; 30; 36}
LCM = 30
11 30 3 30
= +
5 × 30 6 × 30
11 6 3 5
= +
1 × 30 × LCM stands for
1 30 lowest common
66 15 multiple.
= +
30 30
21
= 2
30
7
= 2
10
a. 7 8 b. 2 6 c. 3 5 1
3 –1 = –2 +1 = 8 – 66 + =
10 9 10 7 4 2

d. 4 4 e. 1 3 3 f. 7 3=
5 –8 = 3 + 2 + = 9 – 77
10 5 2 9 8 8

Sign:

Problem solving Date:

3
If the answer to a sum is 4
, what could the sum be? Create some of your own word sums like this.

27
 Addition and subtraction of fractions
12 that include squares, cubes, square
roots and cube roots
Before starting this worksheet make sure you know what the following mean. Give
an example of each.
Calculate a square Calculate a square Calculate a cube Calculate a cube
number root number root

a cu at th o o n act on u n th a p to u d you
Example 1: 22 32 Example 2: 13 23
+ – – 9 3 16 2
23 42 32 42
Term 1

4 9 1 8 3 3 2 2
= + = – – 1 2 2
8 16 9 16
8 9 16 72 2 2
= + = – –
16 16 144 144 3 × 3 × 2 × 2 × 2 × 2 = 144
17 88
= = –
16 144 88 2 144 2
1 11
=1 = – 88 ÷ 8 = 11 44 2 72 2
16 18 144 ÷ 8 = 16 22 2 36 2
11 11 18 2
1 9 3
Look at example 2: 3 3
Why is it important
to understand LCM 1
and HCF when we
calculate fractions?
2×2×2=8

a. 82 102 b. 22 72 c. 42 42
– = + = + =
83 103 23 73 43 43

d. 52 32 e. 12 92 112 f. 42 152
– = – 3 + = + 3 =
53 33 1 3
9 113 4 3
15

28
 a cu at
3
Example: 9 8
+3
16 27
3 2
= +
4 3
9 8 9+8
= + or
12 12 12
17
=
12
5
=1
12
3 3
a. 25 1 331 b. 36 64
+ = 3 – =
100 144 1000 25

3 3
c. 1 8 d. 1 64
+ = 3 – =
9 16 1000 25

3 3
e. 1 331 169 f. 81 27
3 + = 3 – 3 =
8 144 1000 64

Sign:

Problem solving
Date:
Create your own word sums using cubes and cube roots.

29
 13a Multiplication of fractions

What is the reciprocal of a number?

To get the reciprocal of
a number divide 1 by the
number.
If you multiply a number
by its reciprocal you get
1.
Did you know that every
A reciprical is also called
number has a reciprocal
the multiplicative inverse.
except 0?

The reciprocal of 2 is 1 … such as 3 × 1 = 1 beca se 1 is ndefined

2 3 0

a cu at and p y
Term 1

Example: 1
6 ×
2
6 1
= ×
1 2
6
=
2
= 3

a. 1 b. 1 c. 1
8 × = 9 × = 7 × =
2 3 14

d. 2 e. 2 f. 1
5 × = 4 × = 9 × =
15 12 27
2. Simplify. ×

o can sim i b findin the hi hest common actor F i o cannot find the
HCF straight away, keep on simplifying using smaller common factors.

Example: 4 7 How did I know to simplify by dividing by 4?

×
8 6 Factors of 28 = {1; 2; 4; 7; 14; 28}
4×7 28 Factors of 48 = {1; 2; 4; 6; 8; 12; 16; 24; 48} or
=
8×6 48
acto at on
Simplify if needed: Option 1 Option 2
28 4 48 2 28 2
÷ 48 = 2 × 2 × 2 × 2 × 3
48 4 24 2 14 2
7 12 2 7 7 28 = 2 × 2 ×7
=
12 6 2 1
3 3 =2×2=4
1

30
 a. 1 2 b. 3 2 c. 2 1
x = x = x =
6 4 4 5 7 2

3. Simplify.

Example:

8 7 8x7
– x –
9 10 9 x 10
90 2 56 2
8 7 56
= – x or = – 45 5 28 2
9 10 90
9 3 14 2 90 = 2 × 5×3×3
28 56 2
= – = – ÷ 3 3 7 7 56 = 2 × 2 × 2 7
45 90 2 1 1
28
= –
45

a. 2 × 6 b. 2 3 c. 4 2
× 8= × – = × =
10 6 7 8 2

Sign:

Date:

continued ☛
31
 13b Multiplication of fractions continued
im i b findin the hi hest common
4. Simplify. factor (HCF). If you cannot straight away
find the F ee on sim in

Example:

12 7 12 x 7
x
14 8 14 x 8 2x2x2x2x 7
112 2 84 2
12 7 84 ÷ 24 2x2 x 3x7
= x or 56 2 42 2
14 8 112 ÷ 24 28 2 21 7
3x1 3
= 14 2 3 3
2x2 =
4 7 7 1
3 1
=
4
Term 1

a. 3 4 b. 2 3 c. 4 1
x = x = x =
4 7 9 10 8 6

5. Simplify and write your answers as mixed numbers (use a calculator if needed):

Example:
REVISION
5 2 To convert mixed numbers to improper fractions:
4 x 3
6 3 5 29
29 11 4 (multiply 4 by 6 and add 5 = to get the numerator).
= x 6 6
6 3 2 11
3 (multiply 3 by 3 and add 2 to get the numerator = ).
29 x 11 3 3
=
6x3
319 To change an improper fraction to a mixed number:
= 18 319 13
18 (ask how many times 18 goes into 319 (319 ÷ 18 = 17 rem 13) = 17 18 ).
13
= 17 se a ca c ator i necessar
18

32
 a. 1 1 b. 1 c. 4 2
2 3 x 4= 2
x 2 = 3 5 x 4 20 =

6. Simplify.

Example:
REVISION

–5 1 × 4 Do you still remember?

2 10
11 4 (positive number) × (positive number) = positive number
=– x
2 10 (positive number) × (negative number) = negative number
11 × 4
=– (negative number) × (negative number) = positive number
2 ×10
44
= – 20

4
= –2
20
1
Simplyfy = –2
5

a. 8 3 b. 3 1 c. 1 1
×– = –3 8 × 2 = – 4 × –1 4 =
9 4

Problem solving
Sign:

A train has nine passenger wagons. Each passenger wagon has a seating capacity of 30. If these
passenger wagons are replaced with wagons that have half the seating capacity, how many wagons Date:
will the train have to have to accommodate the same number of passengers?

33
 14 Division of fractions

Revision: what does reciprocal mean?

Number Reciprocal
1
8 8
3 1
Compare what happens if you divide and multiply and .
4 4
Multiply Divide
3 1 3 1 What do you notice?
x ÷
4 4 4 4
= =
Term 1

1. Simplify.

Example: How do I divide a

fraction by another
fraction?
7 4
÷
9 12
= 7 12 Turn the second fraction upside–down
x
9 4 (this is its reciprocal)
28 ti the first raction b that
= reciprocal.
12
Simplify the fraction if necessary.
14
= 6

= 2 2
6

= 2 1
3

a. 8
10
÷ 3 =
b. 2
6
+– ( (
8
12
=
c. 1
÷
1
4 1 12
=

34
2. Simplify.

Example:
Is it possible 1 3
1 1
to simplify this –9 ÷8 =
–
9
÷ 3
10
expression?
3 4
1
= – ÷ 31
9 10
1
= – x 10
9 31
10
= –
279

a.
–3
1
16
1
÷1 =
8
b.
–7
2
5
÷5
1
10
=
c.
–9
1
3 ( (3
÷ –8 =
4

3. Simplify.

Example:

1 2
4 ÷
16 4
= 65 x 4
16 2
=
65
8
1
= 8
8

a. 1 b. 3 2 c. 7 1
2 ÷ 2 = 4 ÷ 2 = ÷ =
4 4 3 4 4

Sign:
Problem solving

Ask one of your family members if they know how to divide fractions. If they don’t know or can’t Date:

remember, show them how to do it.

35
 15a Percentages

What does ‘of’ mean in

mathematics?
What is 20% of R140?
20% x R140
20 x R140 What does 20 % mean?
=
100
R140
= 20 x How can I write R140 as a
100 1 fraction?
R2 800
=
100 Why can I also say?
= R28 0,2 x R140 = R28

a cu at th o o n
Term 1

a. What is 10% of R1 000?

b. What is 20% of R250?

c. What is 15% of R600?

36
 o p t th o o n

Example: What percentage is R1,40 of R10,00?

R1,40
of 100%
R10,00 `of` tells me it is
a multiplication
= R1,40 100 % sum.
x
10 1
= 14 %

a. What percentage is R10,00 of R200,00?

b. What percentage is 20c of R1,95?

Sign:

Date:

continued ☛
37
 15b Percentages continued
a cu at th p c nta nc a ound o you an to th n a t
hundredth.

Example: Calculate the percentage increase in the price of petrol if it increases from R9,15
per litre to R9,50 per litre.
R9,50 – R9,15 = R0,35 Before you answer a and
b, explain this example in
0,35 your own words.
x 100 %
9,15
= 35 %
915
= 3,83 %

a. Calculate the percentage increase in the price of a computer game if it

Term 1

increases from R450,00 to R699,00.

b. Calculate the percentage increase in the price of milk if it increases from R8,50
per litre to R9,25 per litre.

38
 a cu at th p c nta d c a ound you an o to th
nearest hundredth.

Example: Calculate the percentage decrease in the price of maize if it decreases from
R1 280 per ton to R1 275 per ton.
R1 280 – R1 275 = R5 Before you answer a and
b, explain this example in
5 100 your own words.
x %
1 280 1
500
= %
1 280

= 0,39 %

a. Calculate the percentage decrease in the price of a laptop computer if it

drops from R4 599 to R4 299.

b. Coffee goes on special at the supermarket. The price drops from R52,99 per tin
to R38,99 per tin. What is the percentage decrease in price?

Sign:
Problem solving

Find out what the last increase or decrease in petrol was. Calculate the percentage increase or decrease. Date:

Why do you think the price of petrol regularly increases or decreases?

39
 16 Common fractions, decimal fractions
and percentages
What do you need to multiply the following numbers by to make them 100? How
fast can you do this?

2 4 5 8 10 20 25 0

x 50 = 100

1. Write these fractions as percentages.

Example 1: Example 2: Note: = 40 = 0,4 = 40 %

2 6 100
Term 1

5 8
2 20 6 125
= x = x
5 20 8 125
40 750
= =
100 1 000
= 0,4 = 0,75
= 40% = 75 %

Note: = 75 = 0,75 = 75 %
We can multiply We can multiply 100
5 by 20 to get 8 by 125 to get 1 000,
100, so you so you multiply the
multiply the top numerator (top) and
(numerator) denominator (bottom)
and bottom by 125. Why did we
(denominator) make the denominator
by 20. 1 000 and not 100?

3 2 6
a. b. c.
4 3 7

1 5 1
d. e. f.
2 7 8

4 0
ns
Example 3:
There is another method for converting a fraction into a percentage. This is useful when
the denominator cannot easily be multiplied by a number to get 100 or 1 000.

5 5
x 100 %
23 23
500 % 5 0 0 ÷ 2 3 se a ca c ator or this
=
23
= 21,74 %
4 5 15
g. h. i.
8 25 15

18 3 4
j. k. l.
20 9 36

2. Write as a percentage and as a common fraction, revision.

a. 0,6 b. 0,25 c. 0,75

d. 0,1 e. 0,530 f. 0,36

3. Write as a percentage and as a common fraction, revision.

a. 0,325 b. 0,205 c. 0,723

d. 0,825 e. 0,125 f. 0,065

Sign:
Problem solving
Date:
Write 35,4% as a common fraction and as a decimal fraction.

4 1
 17 Addition, subtraction and rounding of
decimal fractions
Revise:
What is 4,4 rounded
Round off to the nearest unit. Round off 4,6 to 5. off to the nearest
unit?

4 5
Round off to the nearest tenth. Round of 2,73 to 2,7
What is 2,76
rounded off to the
nearest tenth?

2,7 2,8
Round off to the nearest hundredth. Round of 8,469 to 8,47
What is 8,469
Term 1

rounded off to the

nearest hundredth?

8,46 8,47

1. Round off to the nearest unit, tenth and hundredth.

Example:
Round off 5,9 to the nearest unit: 6
Round off 5,91 to the nearest tenth: 5,9
Round off 5,905 to the nearest hundredth: 5,91

a. 0,75 b. 0,123 c. 0,825

nit nit nit

Tenth: Tenth: Tenth:

Hundredth: Hundredth: Hundredth:

d. 0,795 e. 0,952 f. 0,468

nit nit nit

Tenth: Tenth: Tenth:

Hundredth: Hundredth: Hundredth:

4 2
 a cu at th o o n u n th pand d notat on thod
and th n th co u n thod h n t t you an ound
off your answer to the nearest unit, tenth and hundredth.
(Use your own paper if necessary.)

Example: expanded notation method:

3,765 + 2,143
= 3 + 2 + 0,7 + 0,1 + 0,06 + 0,04 + 0,005 + 0,003
= 5 + 0,8 + 0,1 + 0,008
= 5,908

ou n thod t you an
3,765 rounded off to the nearest
3,765 5,908
nit
+ 2,143 – 2,143
Tenth: 3,8
5,908 3,765
Hundredth: 3,77

a. 2,354 + 7,265 =
Expanded notation Column method Testing Rounded off to the nearest:
nit
Tenth:
Hundredth:

b. 2,686 + 1,325 =
Expanded notation Column method Testing Rounded off to the nearest:
nit
Tenth:
Hundredth:

c. 8,940 – 2,355 =
Expanded notation Column method Testing Rounded off to the nearest:
nit
Tenth:
Hundredth:

d. 6,725 – 4,025 =
Expanded notation Column method Testing Rounded off to the nearest:
nit
Tenth:
Hundredth:

Sign:

Problem solving
Date:
Why do we round off? Find ten examples in real life when we need to round off decimal fractions in daily
life.

4 3
 3. Calculate the following:
18 Multiple operations with decimals
Example:
1,7
8 13,6
8
How fast can you multiply or divide the following? 56
56
2 x 0,3 0,2 x 0,3 0,2 x 0,03 0,02 x 0,03 0,002 x 0,03 0,002 x 0,003 0
= = = = = =
a. 7 12,6 = b. 9 29,7 = c. 6 52,8 =

1 000 ÷ 5 100 ÷ 5 10 ÷ 5 0,1 ÷ 5 0,01 ÷ 5 0,001 ÷ 5

= = = = = =

1. Calculate the following:

Example: (6 + 0,3) × (7 + 0,5) 4. Calculate the following. Check your answer with a calculator.
= (6 + 0,3) × 7 + (6 + 0,3) × 0,5
= 6 × 7 + 0,3 × 7 + 6 × 0,5 + 0,3 × 0,5 Example 1: 2,576 ÷ 0,28 Example 2: 3,150 ÷ 0,24
= 42 + 2,1 + 3,0 + 0,15

Term 1
= 47,25 = 2 576 28 = 3 150 24
÷ ÷
1 000 100 1 000 100 13,125
a. ( 3,5 + 4,3) x (1,2 – 0,9) = b. 1,2 x (1,3 + 8,6) = c. (8,2 – 6,4) x (5,8 – 6,2) = = 24 315
= 2 576 100 = 3 150 100 24
x x
1 000 28 1 000 24 75
2 576 7 3 150 72
= ÷ = 30
280 7 240
24
368 4 1 575
÷ = 60
= 40 120 48
4
92 315 120
= 24
= 10 120
= 13,125 0
= 9,2
2. Calculate the following:
a. 1,715 ÷ 0,35 = b. 2,756 ÷ 0,32 =
Example: 7,3 x 8,4
8,4
x 7,3
2,52
+ 58,80
61,32

a. 6,2 x 3,8 = b. 2,6 x 4,9 = c. 9,5 x 3,9 =

Sign:

Problem solving
Date:
Choose one sum from questions 1, 2, 3, or 4. Write a word sum for each.

44 45
 19a Calculate squares, square roots, cubes
and cube roots 2. Estimate these cubes and then calculate with a calculator.

Example: If 43 = 64 what is 4,53?

5
Can you use a scientific calculator to calculate exponents such as 3 ?
Estimate Calculator Calculate
Press 3 What does ^ mean ^ means “raised
when you write to the power of”. Note that different 43 = 64 Press 4,5 (4,5)(4,5)(4,5)
exponents? makes and models of
Press xˆy calculator may require 53 = 125 = [(4 + 0,5)(4 + 0,5)](4,5)
different steps. so the answer must be Press xˆy = (16 + 2 + 2 + 0,25)(4,5)
Oh so 35 is the same
Press 5 as 3^5.
between 64 and 125 = (20,25)(4,5)
Press 3 = (20 + 0,25)(4 + 0,5)
Press = = 80 + 10 + 1 + 0,125
Press = = 90,125
1. Estimate these squares and then calculate with a calculator.
= 90,125
Example: If 52 = 25 what is 5,52?
Estimate
Remember that different a. If 2³ = 8, what is 2,5³? b. If 8³ = 512, what is 8,5³?
• 52 = 25 then 5,52 should be bigger than 25. Why? makes and models of
• 62 = 36 then 5,52 should be smaller than 36. Why? calculator may use

Term 1
different steps.
Calculator Calculate
5, 52
Press 5,5 = 5, 5 × 5, 5

Press xˆy Use the distributive property of

number.
Press 2
c. If 1³ = 1, what is 1,5³?
(5 + 0,5) (5 + 0,5)
On some calculators
you don’t need to Press = = 25 + 2,5 + 2,5 + 0,25
press the = button. = 30,25
= 30, 25

a. If 3² = 9, what is 3,5²? b. If 4² = 16, what is 4,5²?

d. Do each one again showing all the steps of your calculation.

c. If 9² = 81, what is 9,5²? d. If 62 = 36, what is 6,52?

e. Do each one again showing all the steps of your calculation. (You can do this
Sign:
on a separate piece of paper.)

Date:

continued ☛
46 47
 19b Calculate squares, square roots, cubes 4. Estimate these cube roots and then calculate with
a calculator. Then show all the steps of your calculation.
and cube roots continued
3 3
Example: If √ 27 = 3 what is √ 50
3. Estimate these square roots and then calculate with a calculator. Then show all the Estimate Calculator
steps of your calculation.
3 50 50
√27 = 3 Press Press
Example: If √16 = 4 what is √18 3
√64 = 4 X 3
3
Estimate Calculator Note that different So √50 should be between 3 Press √ Press √x
makes and models of or
calculator may require and 4.
Press 18
√16 = 4 different steps. Press 3 Press =
√25 = 5
So √18 should be between 4 Press √ Press = 3,68
=
and 5.
Press = = 3,68 (3,684031499)
3 3
= 4,24 (4,2426406871193) a. If √ 64 = 4 what is √68?

a. If √ 9 = 3 what is √12?

Term 1
3 3
b. If √27 = 3 what is √ 20?

b. If √ 36 = 6 what is√42?

3 3
c. If √ 216 = 6 what is √222?

c. If √16 = 4 what is √20?

Sign:
Problem solving

Date:
Give the steps you wrote down for question 1 a to c to a friend to go through and check.

48 49
 20a Calculate more squares, square roots,
cubes and cube roots 3. Calculate and round off to the nearest unit, tenth and hundredth.
Example: (√6 ) ( √12) unit tenth hundredth
= (2,449) (3,464) 8 8,5 8,48 Note that
You need to know and revise the following: .
= 8,483 (√ 14 √ 19 is the
How to calculate square How to round off a decimal to the nearest unit, same as
roots using a calculator. tenth or hundredth using the number lines below. a. (√ 13 ) (√7) b. (√5 ) (√ 8) c. ( √14 . √19) (√14 ) ( √ 19)
Give an example of each.

Unit
Tenth
Hundredth
4. Calculate and round off to the nearest unit, tenth and hundredth.
1. Calculate and round off to the nearest unit, tenth and hundredth.
Example: (2,52) (2,53) (2,52) (2,53) unit tenth hundredth
Example: √ 6 + √ 12 unit tenth hundredth = 6,25 × 15,625 or = 2,55 98 97,7 97,66
= 2,449 + 3,464 6 5,9 5,91 = 97,656 = 97,656
= 5,913
3

Term 1
3 3
a. √17 + √24 = b. √65 + √730 = c. √148 + √1430 = a. (3,5)² (3,5) b. (1,9)² (1.9)² c. (11,2)³ (11,2)²

d. (6,7)² (6,7)³ e. (4,8)² (4,8)³

2. Calculate and round off to the nearest unit, tenth and hundredth.
Example: 2,52 + 2,53 unit tenth hundredth
5. Calculate and round off to the nearest unit, tenth and hundredth.
= 6,25 + 15,625 22 21,9 21,88
= 21,875 Example: √6 + (√12 + √20 ) unit tenth hundredth
= 2,449 + 3,464 + 4,472 10 10,4 10,39
= 10,385
a. 2,92 + 1,43 = b. 1,33 + 112 = c. 1,22 + 82 =
3
8 8,0 7,99
√6 + (√12 + √9 )
= 2,449 + 3,464 + 2,08
= 7,993
3 3 3 3 3 3
a. √79 – (√ 13 + √ 59) b.√18 – (√ 500 – √ 210) c. √ 34 – (√ 709 – √200)
Sign:

Date:

continued ☛
50 51
 20b Calculate more squares, square roots,
cubes and cube roots continued 7. Calculate and round off to the nearest unit, tenth and hundredth.
Example: √6 (√12 +√ 20) unit tenth hundredth
= (√6 ×√12) +(√ 6 × √ 20) 19 19,4 19,44
6. Calculate and round off to the nearest unit, tenth and hundredth.
(2,449 × 3,464) + (2,449 × 4,472)
Example: 2,52 (1,52 + 1,22) unit tenth hundredth = 8,483 + 10,952
= (2,52 × 1,52) (2,52 × 1,22) 23 23,3 23,26 = 19,435
= (6,25 × 2,25) + (6,25 × 1,44)
= 14,062 + 9 a. √ 26 (√3 15 + √3 629 )
= 23,162

a. 3,2² (11,6² + 7,8³) b. 4,4³(2,8³ + 3,1²)

Term 1
b. √ 21 (√3 162 + √3164 )

c. 8,1³(3,9³ + 7,4³) d. 11,2² (4,2³ + 5,6²)

c. √325 (√3 1000 + √3 137 )

e. 9,6² (8,2³ +10,3²)

Sign:
Problem solving
Date:
Choose any sum you did in this lesson and make a word sum of it. This will need some careful thinking.

52 53
 21 Exponential form 3. Convert an ordinary number to scientific notation, or scientific
notation to an ordinary number.

Example: 8 740 000 = 8,74 × 106 = 8 740 000

You need to revise the following: Ten to the
power of
Can you remember what
scientific notation is? 7 842,5 = 7,8425 × 103 three a. 256 000 b. 790 000 000 c. 5 × 10–6

7 842,5 = 7,8425 × 1 000 = 7,8425 × 10³

How do we write
4,5 × 100? 4,5 × 1 = 4,5

1. Revision: Compare the two numbers. d. 8,1 × 106 e. 0,0000089 f. 3,12 × 10–5
Example: (–2)² = (–2)(–2) = 4
–(2)² = –(2)(2) = –4

a. –(4)²; (–4)² b. –(6)³; (–6)³ c. (–3)³; –(3)³

Term 1
4. Fill in <, > or =
Example: 4,32 × 104 4,32 × 10-4
4,32 × 104 = 4,32 × 10 000 = 43 200 4,32 × 10–4 = 4,32 × 0,0001 = 0,000432
43 200 0,000433
d. (–8)³; –(8)³ e. (–6)²; –(6)² f. (–4)³; –(4)³
43 200 > 0,000432

a. 2,24 × 104 ____ 0,25 × 10–4 b. 2,5 × 103 ____ 2,5 × 10–3

2. Revision: Fill in <, > or =.

c. 1,75 × 10–6 ____ 1,75 × 106 d. 1,95 × 10–5 ____ 1,95 × 105
Example: (–2)² > –(2)²
(–2)² > –(3)²
(–2)³ = –(2)³

e. 0,75 × 10–5 ____ 0,75 × 10–5 f. 0,5 × 102 ____ 0,5 × 10–2

a. –(10)² (–10)² b. –(6) (–6)³

Sign:

c. (–9)³ –(9)³ d. (–8)³ (8)³ Problem solving

Date:
Calculate: 215 × 2 = Show all your calculations.
e. (–6)² –(6)² f. (–4)³ –(4)³

54 55
 22 Laws of exponents: am × an = am+n
c. 34 × 32 = d. 73 × 71 =

Revise the laws of exponents and give four examples of each using numbers.

am × an = am+n

am e. 82 × 83 = f. 32 × 3 =
= am–n
an

1. Use the laws of exponents to simplify the following:

Example: s2 × s4 = s2+4 = s6

a. a3 × a4 = b. b2 × b5 = 3. Use the laws of exponents to simplify the following:

Example: ya × yb = ya + b

a. am × an = b. de × df =

Term 1
c. 28 × 29 = d. f8 × f3 =

c. vg × vh = d. ej × ek =

e. d2 × d6 = f. y5 × y4 =

e. xr × xs = f. bp × bq =

2. Calculate the following:

Example: 83 × 82 = 83 + 2 = 85 = 32 768

a. 25 × 22 = b. 52 × 53 =
Problem solving Sign:

You need to explain to a friend who was absent from class how to do the following: multiply 59 by 57 Date:
using a calculator. What will you say?

56 57
 23 Laws of exponents: am ÷ an = am–n 45
c. 44 d. 66 ÷ 63 =

Revise the laws of exponents and give four examples of each using variables (letters).
58
am × an = am+n e. 37 ÷ 33 = f.
55

am
= am–n
an
3. Write as a fraction and then use the laws of exponents to simplify the following:
g5 5–3 2
Example: g5 ÷ g3 = = g =g
1. Use the laws of exponents to simplify the following: g3
m5 a. a4 ÷ a3 = b. d6 ÷ d5 =
Example: m5 ÷ m3 = m5–3 or = m5–3
m3
f9
a. a4 ÷ a3 = b. f 8 =

c. g6 ÷ g4 = d. f9 ÷ f6 =

Term 1
b8 e. c8 ÷ c2 = f. j12 ÷ j10 =
c. x5 ÷ x2 = d. b2 =

4. Use the laws of exponents to simplify the following:

a. 62 × 63 = b. 42 × 43 =
6
e. e = f. h7 ÷ h3 =
e4

c. 24 × 25 = d. 103 ÷ 102 =

2. Calculate the following:

e. 43 ÷ 42 = f. 25 ÷ 24 =
Example: 24 ÷ 23 = 24–3 = 41 = 4
3
a. 2
22 b. 44 ÷ 42 =
Problem solving Sign:

You need to explain to your friend who was absent how to do this: 59 ÷ 57 without using a calculator. Date:
How will you explain it?

58 59
 24 Laws of exponents: am ÷ an = am–n if m<n
ek dt
d. fx ÷ fy = e. el = f. du =

Revise: give an example using numbers and and example using variables.
am am 4. Use the following laws of exponents to simplify the following:
am × an = am+n = am–n = am–n if m < n (am)n = amn
an an
Example: (q2)3 = (q2x3) = q6

a. (m3)3 = b. (k5)7 = c. (n4)2 =

1. Use the laws of exponents to calculate the following: f. (s7)8 =

d. (r3)9 = e. (z5)8 =
w4
4 6
wwww 1 using the laws of
Example: w ÷ w = 6 = = = w–2 or w4 ÷ w6 = w4–6 = w–2
w w w w w w w w2
exponents:
e7 f3
a. x2 ÷ x3 = b. e9 = c. 5. Calculate the following:
f7 =
Example: (32)3 = (36) = 729

Term 1
a. (23)3 = b. (83)3 = c. (43)2 =
k4
8 10 6 11
d. a ÷ a = e. k6 = f. a ÷d =

d. (24)7 = e. (34)8 = f. (35)5 =

2. Calculate the following:

24 1 6. Use the laws of exponents to simplify the following:
Example: = 24 ÷ 25 = 24–5 = 2–1 =
25 2
23
a. 24 = b. 510 ÷ 512 = c. 76 ÷ 78 = Example: (am)n = amn

a. (am)n = b. (dd)y = c. (hp)q =

108 86
d. 1010 = e. 119 ÷ 1111 = f. 89 =
d. (ba)b = e. (cr)s = f. (ed)e =

3. Use the laws of exponents to simplify the following:

xm
Example: xm ÷ xn = = xm–n Problem solving Sign:
xn
a
m a. What is the difference between x2 ÷ x3 and x3 ÷ x2?
a. am ÷ an = b. df ÷ d9 = Date:
c. mb =
b. Solve: (124)2

60 61
 Laws of exponents:
25
a0 = 1 and (a × t)n = antn 4. Use the law of exponents to simplify the following:

Example: a0 = 1 and a1 = a
Substitute numbers for the variables and exponents in each of these examples.
a. a0 = b. c0 = c. d0 =
am × an = am+n (xy)n = xn yn

am d. j1 = e. h1 = f. g1 =
= am–n x1 = x
an
am 5. Calculate the following:
= am–n if m < n x0 = 1
an
Example: 120 = 1 and 121 = 12
m n mn –n
1
(a ) = a a = n
a a. 40 = b. 31 = c. 100 =
1. Simplify:
d. 51 = e. 80 = f. 111 =
3 3 3
Example: (a × t) = a t
6. Use the law of exponents to simplify the following:
a. (b × c)5 = b. (r × s)s = c. (c × d)3 =

Term 1
1
Example: 5–3 = 3
5

d. (t × s)9 = e. (f × a)4 = f. (k × n)6 = a. a–2 = b. e–7 = c. d–10 =

d. x–3 = e. b–8 = f. g–7 =

2. Calculate the following: 7. Calculate the following:

2 2 2 2 2 1 1
Example: (2 × 5) = 2 × 5 = 2 5 = 4 × 25 = 100 Example: 5–3 = 3 =
5 125
a. (2 × 3)2 = b. (6 × 7)2 = c. (2 × 10)2 =
a. 3–2 = b. 2–1 = c. 7–2 =

d. (4 × 3)3 = e. (2 × 8)4 = f. (11 × 3)3 = d. 2–4 = e. 4–2 = f. 3–1 =

8. Use the law of exponents to simplify the following:

1
Example: a–n = n
a
3. Use the laws of exponents to simplify the following:
a. a–b = b. d–1 = c. k–c =
a. (a × c)b = b. (y × b)c = c. (m × p)n =
d. n–x = e. b–n = f. r–b =
Sign:

d. (z × t)q = e. (d × f)e = f. (q × t)x = Problem solving

Date:
Form a group of 4 to 6 friends and explain the laws of exponents to each other. Help each other.

62 63
 26a Application of the law of exponents 3. Use the laws of exponents to calculate the following:
a. 3a × 9a4 = b. 14c × 7c5 =

Revise these laws.

1 1
a1 = a ao = 1 a–1 = a–n =
a1 an
c. 2e5 ÷ 4e3 = d. 8z4 ÷ 2z3 =
am
am × an = am+n = am–n (am)n = amn (ab)n = anbn
an
a n an am
()
b
= n
b = am–n if m < n
an
Remember the
sequence of e. 125x3 ÷ 25x5 = f. 32d3 ÷ 422d =
1. Use the laws of exponents to simplify the following: operations
a. (a3 × a4) + (a4 ÷ a3) = b. x3 × x4 ÷ x4 =

4. Revision: simplify.

c. y7 ÷ y5 + y2 = 1 2
=

Term 1
d. c1 × c3 ÷ c2 = Example: 2x–2 = 2 × x–2 = 2 ×
x2 x2
a. 3x–2 = b. 9x–3 = c. 7x–3 =

e. (e3 × e5) = f. (52 × 53) ÷ 55 = d. 4x–3 = e. 5x–2 = f. 8x–5 =

5. Revision: simplify.

Example: 4n = (4)n = (2 × 2)n

2. Use the laws of exponents to calculate the following: = (22)n
a. 32 × 33 = b. 48 ÷ 23 = = 22n

a. 64n = b. 16x = c. 100x =

c. 53 × 53 ÷ 52 = d. 42 ÷ 22 =

d. 121n = e. 4x = f. 144n =

e. (125 × 5–3) = f. 75 ÷ 79 = Sign:

Date:

continued ☛
64 65
 26b Application of the law of exponents 8. Factorise.

continued Example: 12n = (12)n = (2 × 2 × 3)n = (22 × 31)n

= 22n × 3n
6. Revision: simplify. = 22n.3n

Example: 9n 2n–1 a. 20n = b. 24n= c. 54n =

= (32)n 2 n–1
= 32n 2 n–1

a. 16x.3x+1 = b. 36x.3x+2 = c. 121x.2x+1 = d. 45n = e. 18n =

9. Simplify. 16n–1.18n
x x x
d. 9 .4x+2 = e. 25 .5x+1 = f. 100 .3x+4 = 4n+1.36n
Example: 9n–1.12n
4n+1.27n
Try to get exponents with the same base.

(32)n–1.(22.3)n

Term 1
7. Simplify. (22)n+1.(33)n

9n.2n+1 32n–2.22n.3n
Example: =
4n 22n+2.33n
exponent
32n.2n+1 Now we can simplify by multiplying the
=
22n exponents with the same base. Use the laws
32n.2n+1–n power of exponents to do this.
= a
22n–n (32n–2.3n).22n
32n.2 =
= x 22n+2.33n
2n 32n–2+n.22n
2.32n =
= base 33n.22n + 2
2n
33n–2.22n
=
33n.22n + 2
a. 8n.2n+1 b. 16n.3n+1 c. 36n.4n+21 Now let us divide the exponents with the
4n 25n 64n same base.
33n–2–3n.22n–2n
=
33n–3n.22n + 2 – 2n
3–2.20
= 0 2
3 .2
3–2.1
=
1.22
1 1
= 2. 2
3 2
1 1
= .
9 4
1
=
36
Sign:
Problem solving

Write down all the laws of exponents that you used today. Date:

Create your own sum using all these laws and solve it.

66 67
 27 Sequences
4. Complete the table:
Position in sequence 2 4 6 8 10 n
a.
Revision: What does each statement tell you? Give two more examples of each. Term –10 –8 –6 –4

Constant Constant ratio Variable difference

difference e.g. e.g. –2; –4; –8; or ratio Position in sequence 1 3 5 7 10 n
b.
–3; –7; –11; –15; –16; –32; ... e.g. 1; 2; 4; 7; 11; Term –14 –12 –10 –8
… Counting “Multiply the 16; ... “Add the
in “–4s” or previous term difference between Position in sequence 3 6 9 10 12 n
”add –4 to with 2.” the two previous c.
Term –15 –12 –9 –6
the previous terms +1 to the
term”. previous term.”
5. Determine the 10th and nth position of the term using a table and number
1. Describe the pattern by giving the rule and then extend it with three more terms. sentences.
a. 2; 4; 6; 8; 10 b. 1; 5; 9; 13; 17
Position in sequence 1 3 5 7 10 n
Add 2 to the previous term. a.
12; 14; 16 Term 1 9 25 49

Term 1
c. –6; –8; –10; –12 d. –30; –20; –10; 0; 10
Position in sequence 1 2 4 8 10 n
b.
Term 1 4 16 64

e. –1; 5; 11; 17 f. 15; 12; 9; 6; 3

Position in sequence 2 4 6 8 10 n
c.
Term 6 18 38 66

2. Describe the pattern by giving the rule and then extend it by three terms.
Position in sequence 3 4 5 6 10 n
a. 2; 4; 8; 16; 32; 64 b. 5; –20; 80; –320; 1 280 d.
Term 27 64 125 216

1 1 Position in sequence –5 0 5 10 15 n
c. 729; 81; 9; 1; ; d. 25; 5; 1; 0,2; 0,04 e.
9 81 Term – 126 –1 124 3 374

Position in sequence 3 5 7 9 10 n
3. Describe the pattern by giving the rule and then extend it by three terms. f.
Term 26 124 342 728
a. 2; 4; 12; 48; 240 b. 1; 5; 13; 29; 61; 125

Problem solving
Sign:
Create your own sequences as follows:
c. 16; 19; 23; 28; 34 d. 1; –5; 2; –6; 3; –7 • Constant difference between the consecutive terms
Date:
• Constant ratio between the consecutive terms
• Neither a constant difference nor a constant ratio

68 69
 28 Geometric and numeric patterns
2. Use the rule to complete each table.

Example: Rule is 2x + 1
Revision: Talk about this.
1st term 2nd term 3rd term 4th term 5th term x –2 –1 0 1 2 5 10
y –3 –1 1 3 5 11 21
Position 1 2 3 4 5 n
Value of the term 16 24 32 40 a. Rule: y = 3x – 1
1×8 2×8 3×8 4×8 5×8
x –2 –1 0 1 2 10 50
Read the top row.
You need to make sure y
The position: 1st term, 2nd term, 3rd term, 4th term, 5th term, nth term that you know what these
If the 2nd term position is 2 and its value is 16 the rule is 2 × 8 = 16. geometric figures are.
What is the value of the 1st term? 1
b. Rule: y = 2 x + 2
1. Create and complete the following geometric patterns.
• Draw the first four terms in each of the following geometric patterns. x 0 2 3 50 75 100
• Write them in a table determining the 1st, 2nd, 3rd, 4th and nth terms, y
where applicable.
Example: Square c. Rule: y = x – 5

Term 1
x –3 –2 –1 0 1 13 25
Position 1st 2nd 3rd 4th nth
y
Value 1 4 9 16 n2
12 22 32 42 n2
d. Rule: y = 5x – 4
a. Triangle x 1 3 5 7 27 47
y
Position 1st 2nd 3rd 4th nth
Value 10 n(n + 1)
2 3. Use the rule to complete each table.

a. Rule: y = x × –2
b. Pentagon
x –2 –1 0 1 2 5
y
Position 1st 2nd 3rd 4th nth
n(3n – 1)
Value 22 2 b. Rule: y = 10 (x + 2)
x –3 5 13 21 29 37
c. Nonagon y

Sign:

Problem solving
Position 1st 2nd 3rd 4th nth Date:
Make your own rule and give a table to a friend to solve.
Value 24 n(2n – 1)

70 71
 29 Addition & subtraction of like terms 4. Revision: simplify.
Example: 3x2 + 5x + 4 + 5x2 – 2x – 1 a. 5x2 + 3x + 4x2 + 8x + 4 + 5 =
= 8x2 + 3x + 3

Look at and discuss. Examples b. 6a2 + 8a + 5a2 + 2 – 3 + 7a = c. 4b + 9b2 – 7 – 5b + 6 – b2 =

exponents constant variable monomial (1 term) 8x4 (a + b)
2 d. 5x – 4 – 7x – 8x2 – 2 – 3x2 = e. 3 + 6a + 9a2 + 2 + 3a2 + 4a =
binomial (2 terms) 3x + 4 a+b
4 2
2x + x + 6x –1 trinomial (3 terms) 4x2 + x2 + 3
Polynomial: an algebraic Terms are 5. Simplify.
terms
expression containing 1 or more separated by +
terms with non negative integer and – and not Example: 2x3 + 4x + 5x2 + 8 + 6 + 5x3
exponents. 4x2 + 2y2 by  and ×. = 7x3 + 5x2 + 4x + 14
1. Revision: simplify. a. 4x3 + 2x2 + 8 – 5x3 – 4x2 = b. 4x – 2x2 + 2x3 – 7 – 4x2 =
2 2
a. 8w³ + 7w³ =
Example: 3a + 4a
= 7a2
6. Simplify.

Term 1
b. 5b² – 6b + 7b + 2b² = Example: 4x2 + 4x + 2x + 3y2 + 5x2
Example: 3a2 – 2a + 4a2 + 6a
= 9x2 + 3y2 + 6x
= 3a² + 4a² – 2a + 6a
= 7a2 + 4a a. 4x2 + 2y3 + 2y2 + 3x2 + 3y3 = b. 8a3 + 8a2 – a3 – 8b3 + b3 =

c. 4x2 + 5x + 8 + 3x2 + 6x + 4 =
Example: 3a2 + 2a – 5 + 4a2 – 6a + 6
= 3a² + 4a² + 2a – 6a – 5 + 6 7. Simplify.
= 7a2 – 4a +1
Example: 3ab + 4ab2 + 2ab + ab2 + ab
d. 4uv + 3uv² – 5uv + 4uv²= = 5ab2 + 6ab
Example: 4ab2 + 3ab + 3ab2 + 2ab
= 7ab2 + 5ab a. 3xy2 + 5xy + 4xy2 + 8xy + 6xy = b. 5ab4 + 7ab3 – 9ab2 + 6ab4 – 3ab2 =

2. Match column A with column B.

A B 8. Simplify.

Monomial 3xy2 + 2x + 4x – 5 Like terms Example: 5a2b3 + 6ab + 2a2b3 + 2ab + ab

Ex
Two terms with the same variable raised to = 7a2b3 + 9ab
Binomial 3xy2 + 2x the same exponent are called “like terms”,
e.g. 6 x2 and 8 x2 are like terms as there are a. 3x2y3 + 7xy + 4xy2 + 5x2y3 + 5xy2 = b. 4a2b4 + 5a3b2 + 7ab – 3a2b4 + 2a3b2 =
Trinomial 3xy2 two terms with the same variable (x) with
the same exponent (2).
Polynomial 3xy2 + 2x + 5

3. Circle the following in each algebraic expression. Problem solving

2 2 a.
a. A binomial: 8xy + 5xy + 2x + 7xy
Example: A monomial: 3ab2 + 4ab + 6b – 8
b.
2 2
b. A polynomial: 5ab + 6ab + 7a + 6ab c.
Create an algebraic expression with three different like terms and simplify it.
Sign:
Write a polynomial with five terms, where two pairs are like terms. Simplify your answer.
If the answer is 5x2 + 7y2 + 9x and the original sum had seven terms, what could the original sum be? Date:

c. A trinomial: 7cd2 + 8cd + 8cd2 + 8cd d. Write a polynomial with fifteen terms and then simplify it. Note that you should have like terms in your
polynomial.
d. A monomial: 9ef 3 + 4ef 2 + 5ef 2 + 5ef 3
72 73
 30a The product of a monomial and
binomial or trinomial 5. Simplify.

Example: Method 1 Method 2

Revise.
Remember to multiply the 2
2x(3x – 4x + 5)
monomial with every term
of the binomial. 2 2x(3x2 – 4x + 5)
–2x (x + 2) 5x(2x + 3x – 4) = 6x1+2 – 8x1+1 + 10x
= 6x3 – 8x2 + 10x 2x 3x2 –4x 5
–2x x 2 5x 2x2 3x –4 3 2
6x –8x +10x
–2x2 –4x 10x3 15x2 –20x
a. 4x(x2 – 2x +2) = b. 7x(2x2 – 4x +10) =
Remember to multiply the monomial
with every term of the trinomial.

1. Revision: simplify.

Example 2(3 + 4) a. 2(1 + 7) = b. 2(6 + 2) =

c. x(3x2+4x+5) = d. 3x(5x2 – 2x+6) =
= (2 × 3) + (2 × 4)
=6+8

Term 1
= 14

2. Revision: simplify.
e. 5x(x2 – 3x – 2) = f. 6x(2x2 + 4x + 7) =
Example a(b + c) a. x(y + z) = b. x(y – z) =

=a×b+a×c
= ab + ac

6. Simplify using both methods.

3. Revision: simplify.
Example: Method 1 Method 2
Example 3(a + b) a. 2(a + b) = b. 4(–k + l) =
2x(3x2 – 4x + 5) 2x(3x2 – 4x + 5)
= (3 × a) + (3 × b) 3 2
= 6x – 8x + 10x = (2x.3x2) + (2x. –4x) + (2x.5)
= 3a + 3b
= 6x1+2 – 8x1+1 + 10x
= 6x3 – 8x2 + 10x

4. Revision: simplify. a. –x(2x2 + 3x + 2) = b. –4x(–3x2 – 5x – 4) =

Example x(2 + 4) a. a(3 + 4) = b. x(–2x + 3) =

Sign:
= (x × 2) + (x × 4)
= 2x + 4x Date:

= 6x

continued ☛
74 75
 30b The product of a monomial & binomial
or trinomial continued c. –3x2 – 2x + 3 = d. Now try it with a, b and c with x = –3

c. –3x(–x2 + 2x – 6) = d. –2x(3x2 + 7x + 1) =

8. Simplify and then evaluate if x = –2.

e. –5x(2x2 – 4x – 8) = f. –6x(–3x2 – 6x + 3) = a. 2x(6x2 + 3x + 5) = b. –3x(2x2 + 6x + 9) =

Term 1
7. If x = 3, evaluate:
c. 4x(3x2 – 2x – 2) =
a. 4x2 + 3x + 2 = b. 5x2 – 6x + 8 =
Make sure you multiply
the monomial with all the
terms of the trinomial.

Problem solving

The a × (times) can be “distributed” across the 2 + 4 into an a × 2 plus an a × 4. What did the original sum
look like? Sign:

Create your own monomial multiplied by a trinomial and simplify it.

Date:

Using the same monomial multiplied by a trinomial, simplify it through substitution.

76 77
 31a The product of two binomials
2. Simplify.

Example (x – 2)(x – 3) x – 3
Compare the following: Did you know that your knowledge of map work can help you x
to calculate the product of two binomials? Use of the columns
= (x – 2)(x – 3)
x2 –3x
and rows to multiply two binomials. = (x × x) + (x × –3) + (–2 × x) + (–2 × –3)
–
= x1+1 – 3x – 2x + 6
–2x –6
(x + 2)(x + 2) (x – 2)(x – 2) (x + 2)(x – 2) = x2 – 5x + 6 2
2
x – 5x + –6
x + 2 x – 2 x – 2
x x x a. (x – 5)(x – 2) = b. (a – 10)(a – 3) = c. (x – 7)(x – 6) =
x2 2x x2 –2x x2 –2x
+ – +
2x 4 –2x 4 2x –4
2 2 2
x2 + 4x + 4 x2 – 4x + 4 x2 + x – 4

1. Simplify the following:

Example (x + 2)(x + 3) x + 3

Term 1
= (x + 2)(x + 3) x
x2 3x
= (x × x) + (x × 3) + (2 × x) + ( 2 × 3)
+
= x1+1 + 3x + 2x + 6
2x 6
= x2 + 3x + 2x + 6 2 3. Multiply:
= x2 + 5x + 6 x2 + 5x + 6
Example (x + 2)(x – 3) x – 3
a. (x + 1)(x + 2) = b. (a + 2)(a + 7) = c. (x + 5)(x + 4) = = (x + 2)(x – 3) x
x2 –3x
= (x × x) + (x × –3) + (–2 × x) + (2 × –3)
+
= x1+1 – 3x + 2x – 6
2x –6
= x2 – x – 6 2
2
x – x + 6

a. (x + 1)(x – 4) = b. (4a + 3)(a – 8) = c. (2x + 3)(x – 2) =

Sign:

Date:

continued ☛
78 79
 31b The product of two binomials
6. Simplify.
continued
Example 2(x – 3)2 x – 3
= 2[(x – 3)(x – 3)]
4. Multiply. x
= 2[x2 – 3x –3x + 9] x2 –3x
x + 3 –
Example (x – 2)(x + 3) = 2[x2 – 6x + 9] –3x 9
= (x – 2)(x + 3) x = 2x2 – 12x + 18 3
x2 3x
= (x × x) + (x × 3) + (–2 × x) + (–2 × –3)
–
= x1+1 + 3x – 2x + 6
–2x –6 a. 2(x + 2)2 = b. 2(x + 7)2 =
= x2 – x – 6 2
x2 + x – 6

a. (x – 3)(x + 4) = b. (2a – 3)(a + 1) = c. (x – 5)(x + 1) =

Term 1
7. Simplify.
a. 2(x – 3)2 – 3(x + 1)(2x – 5) = b. 3(x + 4)2 – 2(x + 3)(3x – 6) =

5. Multiply.

Example
x + 2 x – 2
(x ± 2)2
x x
= (x + 2)(x + 2) and (x – 2)(x – 2) x2 –2x x2 –2x
= x2 + 2x + 2x + 4 and x2 –2x – 2x + 4 + –
= x2 + 4x + 4 and x2 – 4x + 4 2x 4 –2x 4
2 2
= x2 ± 4x + 4

a. (x ± 1)2 = b. (a ± 6)2 =
Problem solving: be creative
(x + 1)2 (x –1)2 (a + 6)2 (a – 6)2
Create Create and
an solve two
an d Create and
solve tw d
o
Create binomials
t w o solve two
binomia
ls
solve multiplied.
ls Sign:
multipli
bin o m ia binomials ed
Use the +/–
e d. multiplied.
Use the .
+
multipli operation and Date:
operatio /–
Use integers. ns.
coefficients.

80 81
 32 More on the product of two binomials 2. Factorise.
Example x² – 5x + 6
= x² – 5x + 6
x2 x2 –3x
= x² – 5x + 6
Can you remember what a factor is? What are the factors of x2 + 7x + 12 ? 6 –2x 6
= (x – 3)(x – 2)
You should ask which two binomials,
Factors are numbers you The product of the two factors gives me
multiply together to get
when multiplied together, will give you –3 × –2 = 6
6 but when added they give me –5.
another number. this trinomial. –3 + – 2 = – 5

• Write two brackets ( ) ( ).

a. x² + x – 6 = b. x² + 3x – 54 = c. x² + 4x – 60 =
• Factorise x2 = (x)(x).
• Factorise 12 = (3)(4) and make sure
Oh, yes the factors of 12 will that the sum of these two factors
be: 1, 2, 3, 4, 6 and 12 , since
1 × 12 = 2 × 6 = 3 × 4 = 12 gives you 7.
• Fill in your operators (x + 3)(x + 4).
d. x² + 5x – 14 = e. x² – x – 56= f. x² + 7x – 8 =
1. Factorise.
Example x² + 5x + 6

Term 1
= x² + 5x + 6
x2 x2 2x
= (x + 3)(x + 2)
6 3x 6
Test: x² + 2x + 3x + 6
x² + 5x + 6 3. Factorise.
Example x² – 7x + 12
= (x –4)(x – 3)
x2 x2 –4x
The product of the two factors gives me
6 but when added they give me 5. 12 –3x 12

a. x² – 7x +12 = b. x² – 13x + 42 = c. x² – 11x + 30 =

a. x² + 5x + 6 = b. x² + 6x + 8 = c. x² + 9x + 14 =

d. x² – 9x + 20 = e. x² – 15x + 56 = f. x² – 8x + 15 =

d. x² + 11x + 10 = e. x² + 15x + 54 = f. x² + 12x + 27 =

Sign:

Problem solving
Date:

2
Find the factors of x + 11x + 24

82 83
 33 Divide monomials and binomials
2. Simplify.
Example: using laws of exponents Use a different
6x3 8x2
6x3 + 8x2
Revise. How fast can you simplify this? 6x3 + 8x2 method to check
2x + 2x
2x
2x
your answer. 6x3 8x2
Law of exponents 6x3 8x2 2.3.x.x.x 2.4.x.x
16 20 12 21 = 2x + 2x
= 2.x + 2.x
= 2x + 2x
• with variables =2 = = =
8 4 3 7 = 3x2 + 4x = 3x3 – 1 + 4x2 – 1
= 3x3 – 1 + 4x2 – 1
xm 25 30 9 15
= xm – n = = = = = 3x2 + 4x = 3x2 + 4x
xn 5 3 3 5
6x3 + 9x2 16x3 + 8x2
• with constants a. 3x
= b. 4x
=
3
2
= 23 – 2
22

1. Simplify.
Example: using laws of exponents 6x3
6x3 2.x
2x 6.x.x.x
6x3

Term 1
= 2x 2.x
3x3 2.3.x.x.x Use a different 25x3 – 15x2 24x4 – 12x3
= x
= 2.x method to check
c. 5x
= d. 6x
=
= 3x3 – 1 2 your answer.
= 3x
= 3x2

8x3 16x2 12x4

a. 2x
= b. 8x
= c. 3x
=

8x5 + 10x3 30x5 – 9x4

e. 2x
= f. 3x2
=

20x5 18x5 21x5

d. 4x
= e. 9x4
= f. 7x2
=

Problem solving Sign:

Create five of your own examples of binomials divided by a monomial.

Date:

84 85
 34 Substitution 1
3. Evaluate the expression if x = –3, and if x = :
3
Example: –x2 + 3x + 4
If x = –3, then If x = 13 , then:
Do you remember what substitution is? How can you use substitution to evaluate = –(–3)2 + 3(–3) + 4 – ( 13 )2 + 3( 13 ) + 4
the following if x = –5? = –9 – 9 + 4 1
=– 9
+1+4
= –18 + 4 1
=5– 9
x + 0,2 x2 5x 2x2 + x = –14
= 4 89

You see why it

is important to
know your time a. –x2 + 4x + 2 = b. –x2 + 5x +3 =
tables well!

1. Revision: If x = 2, evaluate:
Example: x + 5 a. x + 9 = b. –x × 2 =
=2+5
=7

Term 1
c. 6 + 5x – 4x2 = d. 7 + 2x2 – 5x =
2. If x = 2, evaluate:
Example: x2 + 3x + 4 If x = –2, then:
= (2)2 + 3(2) + 4 x2 + 3x + 4
=4+6+4 = (–2)2 + 3(–2) + 4 Why do these
= 14 =4–6+4 answers differ?

=2

a. x2 + 6x + 5 = b. 2x2 + 9x +1 = c. x2 + 9x + 6 =

e. –2x2 – x + 5 = f. –3 – 5x2 + 5 =

d. 5x2 + 3x + 2 = e. 8x + x2 – 5 = f. 8 – x2 – 5x =

Problem solving Sign:

If your answer is –15, write down a possible trinomial. Date:

If your answer is 15, write down a possible trinomial.

86 87
 35a Factorise algebraic expressions
c. cx + dx = d. mx + nx =
Example ax – bx
= x(a – b)

How fast can you factorise the following?

3 is the
common e. ax + bx + 4a + 4b = f. 2m – 2n + 3m + 3n =
Example: 3 – 27 factor. Example ax – bx + 2a – 2b
= 3(1 – 9) = x(a – b) +2(a – b)
= (a – b)(x + 2)
4 + 16 = 5 – 25 = 6 + 42 =

g. x – 2y = h. 2y – x =
Example 1: a – 4b = 1(a – 4b)

7 + 56 = 9 + 99 = 48 – 6 = Example 2: 4b – a = –1(a – 4b)

i. 2a2 – 18 = j. 5a2 + 30 =
Example 3a2 – 27
1. Factorise. = 3(a2 – 9)
a. (a + b) is the 4x (c + d) + 2(c + d) =
common
ommon factor.

Term 1
Example 2x(a + b) + 3(a + b)
What is the 3. Factorise.
= (a + b)(2x + 3)
common factor?
a. x5 – x3 = b. d8 + d4 =
Example: a4 – a2
4 2

2
= a2 [ aa – aa ]2

b. (a – b) is the 4x (a – b) – 5(a – b) = = a2 [a4–2 – 1]

common
mmon factor.
Example 2x(a – b) + 3(a – b) = a2 [a2 – 1]
= (a – b)(2x + 3) What is the or
common factor?
a4 – a2
= (a.a.a.a) – (a.a)
c. (3a + b) is the = a.a(a. a – 1)
common factor.
((3a + b)(m) + (3a + b)(n) =
= a2(a2 – 1)
Example (3a + b)(x) + (3a + b)(y)
= (3a + b)(x + y) What is the
common factor?

c. 6b4 – 3b2 = d. 8a6 – 6a4 =

2. Factorise. Example: 6a4 – 4a2
= 2a2(3a2 – 2)
Example (3a + b)(p – 2t) – (3a + b)(2p+ 2t) (3a + b) is the or
common factor. 6a4 – 4a2
= (3a + b)[(p – 2t) – (2p + 2t)]
4 2
4a
= (3a + b)(p – 2t – 2p – 2t) = 2a2 ( 6a 2 2
2a – 2a )
2 4–2
= (3a + b)(–p – 4t) = 2a – (3a – 4a2–2)
= –(3a + b)(p + 4t) = 2a2 (3a2 – 2a0)
= 2a(3a2 – 2)
a. (2a + b)(p – 3t) + (2a + b)(p + 3t) = b. (3x + y)(a + b) – (3x + y)(a – b) = Sign:

Date:

continued ☛
88 89
 35b Factorise algebraic expressions
continued Example: 9(a + b)2 – 1
= [3(a + b)]2 – 12
= [3(a + b) + 1][3(a + b) – 1]
4. Factorise.
= (3a + 3b + 1)(3a + 3b – 1)
a. (a + b)3 = b. (x + y)2 =
Example (a + b)2 c. 64(x + y)2 + 1 = d. 25(a + b)2 – 1 =
=(a + b)(a + b)

c. (x + y)2 – 6(x + y) = d. (d + e)2 – 2(d + e) =

Example (a + b)2 – 5(a + b)
= (a + b)(a + b) – 5(a + b)
= (a + b)[(a + b) – 5]
= (a + b)(a + b – 5)
8. Simplify using factorisation.

Example: 3x – 3y
= 3(x – y)

5. Factorise. a. 5x + 5y = b. 7a + 7b =

Term 1
Example: 25a2 a. 16a2 = b. 64a2 =
= (5a)2
Note that:
1 = 12 = 1 × 1
Example: 3x – 3y
c. 9a2 – 1 = d. 49a2 – 1 = 6x – 6y
Example: 25a2 – 1 3(x–y)
= (5a)2 – 1 = 6(x–y)
3
= 6
1
= 2
6. Revision: use the example to guide your factorisation
c. 4x + 4y = d. 5x – 5y =
Example: a2 + b2 a. x2 + y2 = b. c2 + d2 = 16x + 16y 10x + 10y
= (a)² + (b)2

7. Factorise.
Example: a4 – b4 a. x4 – y4 = b. c4 – d4 =
= (a2 – b2)(a2 + b2)
= (a – b)(a + b)(a2 + b2)

Problem solving
Sign:
Create an algebraic expression where the common expression is:

a. b. c. Date:
4a + b (x2 + y2) (x + y)2

90 91
 36 Divide a trinomial and polynomial
by a monomial Example: Simplify: 6x3 – 8x2 + 2x Factorise: 6x3 – 8x2 + 2x
2x 2x
3 2 2
6x 8x 2x – 4x + 1)
= 2x – 2x + 2x = 2x (3x 2x
Give an example of each. Write down a few keywords to help you to
remember how to: = 3x3–1 – 4x2–1 + 1 = 3x2 – 4x + 1
2
trinomial = 3x – 4x + 1
Simplify: Factorise:
monomial 4 2 5 3
c. 9x + 6x + 3x = d. 8x – 4x – 4x =
3x 2x

polynomial
monomial

1. Simplify the fractions using factorisation.

a. 5x + 5y = b. 7a + 7b =
Example: 3x – 3y
= 3(x – y)

Term 1
6x3 – 8x2 + 2x + 10 2x(3x2 – 4x + 10)
3x – 3y c. 4x + 4y = d. 5x – 5y = Example: 2x
Factorise:
Example: 2x
6x – 6y 16x + 16y 10x + 10y
6x3 8x2 2x 10 10
= 2x – 2x + 2x + 2x = 3x2 – 4x + 1 + 2x
= 3(x–y)
6(x–y)
5 5
3 = 3x3–1 – 4x2–1 + 1 + x = 3x2 – 4x + 1 + x
= 6 5
1 = 3x2 – 4x + 1 + x
= 2

6x3 + 4x2 + 2x + 6 9x4 + 6x3 – 3x – 9

e. 2x = f. 3x =

2. Simplify and factorise.

Example: Simplify: 4x4 – 2x3 Factorise: 4x4 – 2x3

2x2 2x2
4 3 2x2(2x2 – x)
4x 2x
= 2x2 – 2x2 = 2x2
4–2 3–2
= 2x –x = 2x2 – x
2
= 2x – x
5
a. 6x –263 = b. 8x12 + 16x6 =
3x 4x3

Problem solving
Sign:

Create a polynomial divided by a monomial. Simplify and factorise the expression.

Date:

92 93
 37a Linear equations that contain
fractions 3. Solve for x.
Example: a. 8 = 4
7 3 x+2 x
=
Look at the three examples. Discuss. x–2 x
7 x–2 3 x–2
4a + 5 = 17 3x = 6 3(x – 2) = x + 1 x–2
× 1 = x × 1
4a = 17 – 5 3x 6 3x – 6 = x + 1 3 x–2
= 7= or
7 = 3(x – 2)
4a = 12 3 3 3x – x – 6 = 1 x × 1 x
x=2 2x = 7 x 3 x x–2 x 3(x – 2) x
4a 12 7× = × × or 7 × = ×
= 1 x 1 1 1 1 1
4 4 2x 7
= 7x = 3(x – 2)
a=3 2 2
1 7x = 3x – 6
x=3 5
2 b. = 2
7x –3x = 3x –3x –6 x–3 x
1. Solve the linear equation. 4x = –6
a. 6a = 3 b. 9b = 10 4x –6
Example: 4x = 2 = 4
4
4x 2 3

Term 1
4 = 4 x=–
2
1
x=
2

4. Solve linear equations containing fractions.

x
2. Solve for x. 4 3 Example: =1
3
a. 8 = b. 9 =
3 x x x 3 3
Example: 7= 3 × 1 =1× 1
x
7 x 3 x
× x=3
1 1 = x × 1
7x = 3
7x 3
x x
=
a. =1 b. =1
7 7 2 5
3
x=
7

A linear equation
is an equation that
makes a straight line
when it is graphed. Sign:
It has only one
unknown and that
is only to the power Date:
of 1.

continued ☛
94 95
 37b Linear equations that contain
fractions continued
x 2x – 1
Example: + =1
3 4
x 4 2x – 1 3
2x – 1 c. 3x + 1 = 1 d. 4x – 2 = 1 × + × =1
Example: =1 3 4 4 3
4 5 6
4x 6x – 3
2x – 1 • 4 = 1 • 4 12 + 12 = 1
4 1 1
4x + 6x – 3 12 12
2x – 1 = 4 × =1×
12 1 1
2x = 4 + 1
4x + 6x – 3 = 12
2x = 5
2x 5 10x – 3 = 12
2 =2
5 10x = 15
x= 2
10x 15
1 ×
x = 22 10 10
3
x=
2
1
x=1
x x 2
Example: + =1

Term 1
3 4
x 4 x 3
× + × =1 g. x + 2x + 1 = 1 h. x + 3x – 2 = 1
3 4 4 3 4 2 5 2
4x 3x
12 + 12 = 1
7x
12 = 1
7x 12
× = 1 × 12
12 1
7x = 12
12
x=
7

e. x + x = 1 f. x + x = 1
2 3 5 3

Problem solving

Create algebraic equations that give you an answer of:

a. 3 b. 1 c. 5 Sign:
x= x= x=
4 2 2
Date:

96 97
 Solve equations of the form: a product of = (x + 5)(x – 5)
= x2 + 5x – 5x – 25
38
= x2 – 25
factors equals zero 5. Factorise.
a. x2 – 36 = b. x2 – 16 =
Example: x2 – 25
Revise the following: = x2 – 52
2×4=8
2+4=6 x + 2
2
x + 6x + 8 x
x2 2x
x2
x 2
2x + 6. Calculate the square root and use the example to show positive and negative
4x 8 numbers.
4
8 4x 8 Example: 25 Why is 25 = 5.5 or –5, –5 ?

5.5 or –5.–5
= 5 or –5 5 × 5 = 25
1. Factorise. and
–5 × –5 = 25
a. x2 – x – 6 = b. x2 + 9x + 14 = a. 36 b. 16
Example: x2 + 5x + 6
= (x + 2)(x + 3)

Term 1
x+1=0 x+3=0
x+1–1=0–1 x + 3 – 3 = 0 –3
x = –1 x = –3 7. Solve for x.
2. Solve x.
Example: x2 – 25 = 0 Test: (5)2 – 25 = 0
a. (x + 2)(x + 3) = 0 b. (x + 4)(x – 1) = 0 x2 = 25 x2 – 25 = 0 25 – 25 = 0
Example (x + 1)(x + 3) = 0
x + 1 = 0 or x + 3 = 0 x2 = 52 (5)2 – 25 = 0 0=0
x = –1 or x = –3 x2 = 52 25 – 25 = 0
x = ±5 0=0
x = +5 or x = –5

3. Factorise. x.x – 3x
x(x – 3x) a. x2 – 49 = b. x2 – 36 =
a. x2 + 2x = b. x2 + 5x =
Example: x2 – 3x
= x(x – 3))

Why is it so important to know

how to factorise a polynomial?
4. Solve for x.
a. x2 + 2x = 0 b. x2 – 6x = 0
Example: x2 – 3x = 0
= x(x – 3) = 0
x = 0 or x – 3 = 0 Problem solving Sign:

x = 0 or x = 3
Create a sum where the product of factors equals zero and solve it. Date:

98 99
 39 Construct angles and polygons using
3. Draw the following angles and polygons. Label them.
a protractor a. A 60º angle. b. A 270º angle.

Revise the following:

Step 1: Draw a line segment.
Label it AB.
Step 2: Place the protractor so Step 3: Using (in this case)
that the origin (small hole) is over the inner scale, find the angle
point A. Rotate the protractor desired
d - here it is 45
45°..
so that the base line is exactly
along the line AB.

A B
Step 4: Make a mark at
this angle, and remove the
protractor.
A B
c. A triangle with one 45º angle and one d. A triangle with an 80º and 35º angle.
Step 5: With a ruler, draw a Step 6: The line drawn makes 65º angle.
line from A to the m
mark you just an angle BAC with a measure of
made. Label this point
poin C. 45°.

Term 2
C

A B A B
1. Construct the following with a protractor as a revision activity. Label the angles. Do
this on separate piece of paper or exercise book. e. A quadrilateral with one 70º angle f. A quadrilateral with two 85º angles.
a. Obtuse angle b. Acute angle c. Refl ex angle and one 121º angle.

d. Straight angle e. Right angle f. Revolution

2. Name all the main kinds of quadrilaterals and triangles. Label their angles.

a. Quadrilaterals b. Triangles

Sign:

Problem solving
Date:

Construct the top view of a very modern house using a protractor.

100 101
 40a Using a pair of compasses
Revision
To draw a circle accurately, use
a pair of compasses.
Term 2
Make sure that the hinge at the
top of the compass is tightened
so that it does not slip.
102
Align the pencil lead with the
compass point.
Set the compass to the radius
of the circle. The radius is the
distance between the centre
and the circumference; it is half
the diameter.
1. Draw a circle. Give an everyday example of a circle this size.
a. with a radius of 1,8 cm. b. with a diameter of 3,2 cm. c. with a radius of 16 mm.
Tighten the hold for the pencil so
that it does not slip.
Everyday example: Everyday example: Everyday example:
Press down the compass point
and turn the knob at the top of
the compass to draw a circle.
2. Revision: Construct a perpendicular line to bisect a given line. Use the guidelines
to help you.
Step 1 Step 2 Step 3 Step 4
Draw a line and mark Leaving the compass With the compasses' Draw a line through
points A and B on it. point on A, draw an width the same, move points C and D
Put the compass point arc with the compass the compass point to bisecting the line AB
on A and open it so approximately two B and draw another at E.
that the pencil touches thirds of the line arc which crosses the
point B. (So you have length. first arc at two points.
“measured” the length Label these points C
of AB with the pair of and D.
compasses.)
C
C
E
A B
A B
A B Sign:
A B
D
D Date:
continued ☛
103
 40b Using a pair of compasses continued
4. Use your knowledge of how to construct a 45º angle to help you
construct these angles.
Draw lines perpendicular to these using a protractor. a. 22,5º angle b. 11,25º angle

Term 2
3. Revision: construct a 45º angle on a separate piece of paper.
Step 1 Step 2 Step 3
Follow the steps Leaving the compass Mark it as E and draw c. 135º angle d. 112,5º angle
for drawing a point on C, draw an the line from D to E
perpendicular line. arc with the compass which creates two 45°
roughly halfway angles.
between C and B.
Place it on B and draw
an arc crossing the first
one.

C C C E

A B A B A D B

Sign:
Problem solving

Show in 4 steps how to draw a 225º angle. Date:

104 105
 41a Constructing triangles
2. Construct CDE in which CD = 2,5 cm, DE = 4,2 cm and CE = 3,6 cm.

Who constructs triangles in everyday life? Use some of the guidance below.

is The right triangle

A triangle is one of the
st ro ng
a very e most important
c tu re . Th
stru d geometrical
u se
triangle is figures and has
tu ra l
in struc been used in
designs to d
an many applications
reinforce for thousands of
w eight.
support years.
3. Construct ABC in which AB = 5,5cm, BC = 4,5 cm and ABC = 60°.
1. Construct ABC in which AB = 5 cm, AC = 3,5 cm and BC = 4 cm. Follow the steps.
How to construct a triangle when two sides and the included angle is given (SAS).
How to construct a triangle when three sides are given (SSS).

Term 2
Step 1: Draw AB = Step 2: At B, Note : You may take
Step 1: Draw AB = Step 2: With A as 5,5 cm. construct an X BC = 4,5 cm as the
base instead of AB.
5 cm. centre and radius angle ABX = 60°.
3,5 cm, draw an C
arc. C
4
4,5

cm
cm Step 3: With B as Step 4: Join AC.
cm

5
Step 3: With B Step 4: Join AC centre and radius Then ABC is the

3,
as centre and and BC 4,5 cm draw an required triangle.
radius 4 cm draw arc cutting BX at
another arc A B C.
5 cm 60º
intersecting the
arc of C. A 5,5 cm B

Practise.
Practise.

Sign:

Date:

continued ☛
106 107
 41b Constructing triangles continued
7. Construct a right triangle ABC, right-angled at B, side BC = 4 cm
and hypotenuse AC = 6 cm.

4. Construct DEF in which DE = 3,7cm, EF = 41 mm and DEF = 55°. How to construct a right triangle when its hypotenuse given.
ypotenuse and a side are g
Step 1: Draw BC = Step 2: At B,
4 cm. construct CBP = Th hypotenuse is
The
90°. the side opposite the
th
right angle in a right-
rig
angled triangle
an

Step 3: With C as Step 4: Join AC.

centre and radius
6 cm draw an arc
cutting BP at A.

Practise.
5. Construct ABC in which A = 60°, B = 45° and AB = 4,5 cm.

Term 2
How to construct a triangle when two angles and the included side are given (ASA).
Step 1: Draw AB = Step 2: At A, Y X
4,5 cm. construct BAX =
60°.
C

Step 3: At B, Then ABC is the

construct ABY required triangle 8. Construct a right triangle XYZ, right-angled at Y, side YZ = 5 cm and hypotenuse
= 45° with BY XZ = 7 cm
60º 45º
crossing AX at C.
A B
4,5 cm

6. Construct a KLM in which K = 48°, L = 48°

Practise.
and side KL = 3,9 cm.

Sign:

Problem solving
Date:

Construct a kite.

108 109
 42a Constructing quadrilaterals
2. Construct a rectangle KLMN in which KL = 3,6 cm and KM = 4,5 cm.

How did the designers of these rooms use quadrilaterals?

1. Construct a rectangle ABCD in which AB = 4 cm and AC = 5 cm.

3. Construct a square ABCD in which AB = 4,5 cm.
How to construct a rectangle when one of its diagonals and a side are given.
How to construct a square when its side is given.
Step 1: Draw AB = 4 Step 2: At B, draw Remember that in
cm.

Term 2
ABQ = 90°. a rectangle each Step 1: Draw AB = Step 2: Construct Q
angle is 90°.
4,5 cm. ABQ = 90° at B.
D C
Q
Step 3: With A as Step 4: With C as
centre and radius centre and radius 4 Step 3: From BQ cut Step 4: From A and
5 cm, draw an arc cm, draw an arc. D C off BC = 4,5 cm. C, draw two arcs of
cutting BQ at C. radii 4,5 cm each to
cut each other at D.
Step 5: With A as Step 6: Join DC and m
centre and radius AD. 5c Step 5: Join AD and
= BC, draw an arc CD.
cutting the arc A 4,5 cm B
drawn in Step 4 at D. A 4 cm B

Practise.
Practise.

Sign:

Date:

continued ☛
110 111
 42b Constructing quadrilaterals continued 6. Construct a parallelogram in which the adjacent sides
are 6 cm and 3 cm and the included angle is 60°.

4. Construct a square GHIJ in which GH = 32 mm.

7. Construct a rhombus with one of its diagonals is 5 cm and the side is 3 cm.
How to construct a rhombus when one diagonal and side are given.
Step 1: Draw AC = 5 Step 2: With A as
cm. centre and radius 3
5. Construct a parallelogram in which the adjacent sides are 5 cm and 3 cm and the cm, draw two arcs -
B
included angle is 60°. one above AC and m
the other below AC. 3c

Term 2
How to construct a parallelogram when two adjacent sides and the included angle
are given. Step 3: With C as Step 4: Join AB, BC,
centre and radius 3 CD and AD. A C
Step 1: Draw AB = 5 Step 2: At A,
5 cm
cm draw two arcs -
cm. construct BAQ = Q one above AC and
60°. the other below AC
Step 3: From AQ cut Step 4: With B and D C intersecting the arcs D
D
off AD = 4 cm. as centres and radii of Step 2 in B and D
equal to 4 cm and respectively.

m
5 cm respectively,

4c
draw two arcs 8. Construct a rhombus, when one of its
Practise.
cutting each other diagonals is 4 cm and the side is 3 cm.
at C. A B
5 cm
Step 5: Join CD and
BC.

Practise.

Sign:

Date:

112 113
 43 Regular and irregular polygons
2. What is this? What polygon (s) can you identify? Describe the polygons.

Draw three examples each of regular and irregular polygons. Remember to name
your polygons.

IfI all the angles are equal and If the angles and sides are not
all sides are equal than it is a
a equal then it is an irregular
rregular polygon. polygon.

3. Look at the giraffe. Identify all the 4. What type of art is this? Identify all

Term 2
regular and irregular polygons. the geometric figures. Describe
The size of the interior angles of Describe them. each.
regular polygons is a given. With
irregular polygons you can
give examples.
1. Complete the table.

Total number
Polygon Angle sizes Total:
of sides
Regular triangle 3 60º + 60º + 60º 180º
Irregular triangle
Regular quadrilateral
Irregular quadrilateral
Regular pentagon
Irregular pentagon
Regular hexagon
Irregular hexagon
Regular heptagon
Irregular octagon
Regular nonagon
Sign:
Irregular nonagon Problem solving
Date:
Regular decagon
Construct an irregular hexadecagon. Measure all the angles.
Irregular decagon

114 115
 44 Construct a hexagon
c. What is the size of the angles? How will you determine it (i) without a
protractor and (ii) with a protractor?
Revise the following:
Step 1: Draw a circle. Keep the Step 2: Make markings the Step 3: Label and join the
pair of compasses at the same same distance apart on the points.
radius. circumference, using the pair of
compasses.
A B d. What is the distance from AD, FC, or BE? What is this of the circle?

C
F

E D e. What is the ratio between AD and AB?

Identify the hexagons and explain how each one is used.

Term 2
2. Construct a regular hexagon with the sides equal to 3,2 cm.

1. Construct a hexagon and label the vertices A to F.

a. Is this a regular or irregular hexagon? Why?

Sign:
b. What is the length of the sides? How will you measure them? Problem solving
Date:
Construct a dodecagon using a similar method to that used in this worksheet.

116 117
 45 Constructing a pentagon 1. Construct a pentagon and label its vertices A, B, H, J and I

Step 1: Draw a circle around A Step 2: Draw a circle around Step 3: Draw a circle around
with radius AB. B with radius AB. Call their D with radius DA. Circle D
intersection points C and D. intersects line CD at E.

A B C

E
A B

C
D

A B A
2. Answer the following:
B
a. Complete the following: JH = ______ = ______ = ______ = ______

D b. Is the pentagon regular or irregular? Why?

Term 2
Step 4: Circle D intersects circle Step 5: Draw a line through FE Step 6: Set your pair of
A at F and intersects circle B at and a line through GE. Line FE compasses to the length of AI.
G. intersects circle B at H. Line GE Place the compass point on I,
intersects circle A at I. and make a small arc above C.
Then place your compass point
on H and make an arc crossing c. Describe AB, DA and DB.
p
the first one. Label the point of
C I C H intersection
ersection J.

E E
A B A B J
3. Draw a regular pentagon with sides equal to 2,3 cm.

F D G F D G

Step 7: All the points A, B, Where will you find this pentagonal-shaped castle?
H, J and I are points of the
pentagon. Join them.

Sign:

Problem solving
Date:

Write down step by step how you would construct a pentagon using a protractor.

118 119
 46 Constructing an octagon 1. Now construct an octagon by yourself.

Step 1: Draw a circle with Step 2: Draw another diameter Step 3: Bisect the right angle
centre O and diameter AOB. COD, perpendicular to AOB. AOC and the right angle BOD.

C C

A B A B A B 2. Complete the following:

O O O
a. OA = ______ = ______ = ______ = ______ = ______ = ______ = ______

F b. What is this of the circle?

D D

Term 2
Step 4: Bisect the right angle Step 5: Join all the intersection points on the circumference of the
COB and AOD. circle with straight lines to make the octagon.
c. AE = ______ = ______ = ______ = ______ = ______ = ______ = ______
C
C
d. What is this of the circle?
G E G
E

A B A B 3. Draw a regular octagon with equal radii of 2,8cm.

O O

H F H F

D D

How are octagons used?

Sign:

Problem solving
Date:

Write down step by step how you will construct an octagon using a protractor.

120 121
 47 Interior angles of a triangle
3. Calculate and construct these triangles. Classify the triangle.
Note that your answers and constructions could be different from those of your fellow classmates.

Revise: There are special names for triangles according to: a. A+ B + 90º = 180° b. A + 45º + C = 180°

Sides Angles
Equilateral Isosceles Scalene Acute: all angles are less than 90º.

Right: has a right angle (90º).

Obtuse: has an angle more than

90º.

_____________________ _____________________

c. 100º + B+ C = 180° d. A + 65º + C = 180°

1. Read the following and label the triangle.

To prove: A+ B+ C = 180°

Term 2
The sum of the
three angles of a
Construction: through A, draw a line DAE parallel to BC.
triangle is 180°.

Proof: Since DE is parallel to BC, and AB is a transversal

∴ B= DAB (pair of alternate angles)

Ask your teacher to
calculate alternate
transversals with
_____________________ _____________________
Similarly C= EAC (pair of alternate angles)
you.

∴ B+ C= DAB + EAC (two pairs of alternate angles) e. A + 60º + C = 180° f. 120º + B+ C = 180°

Now A + DAB + EAC = 180º (straight line)

and because DAB + EAC = B+ C

∴ A + B + C = 180°

2. Prove that the sum of the three angles of a triangle is 1800 for this triangle.

M X N _____________________ _____________________

Sign:
Problem solving

If one angle of a triangle equals 45º, what could the sizes of the other angles be? Give five different Date:

possibilities.
Y Z
122 123
 48a Triangles
4. What do these symbols mean?

Symbols in geometry. Identify the symbols we will use when we work with triangles.
Give a reason for each.
Triangle Angle Perpendicular Parallel Degrees Right angles
º

Line segments Line Ray Congruent Similar Therefore

5. Write the symbols that show what has happened when you change a scalene
triangle to a regular triangle.
AB AB AB

1. Measure the sides of the triangles. Label the triangles and describe them.
a. b.
Think of words

Term 2
such as: types
of triangles,
congruent, 6. a. Construct and label a right angle b. Change the irregular triangle you
transformations,
etc. triangle. drew in 6a into a regular triangle.

2. What do these symbols mean?

7. Look at the diagram and complete the questions.

3. Draw an isosceles triangle and show how you would change it to be an equilateral
triangle. Label your drawings with the appropriate geometric symbols.

Sign:

Date:
a. What is this? ___________________________________________________________________
continued ☛
124 125
 48b Triangles continued
9. Choose the correct answer and put a tick ( ) next to it:

a. Which of the following could be the angles of a triangle?

b. Where will you find an example of this shape in nature? _______________________ i. 65°, 45° and 80°
ii. 90°, 30° and 61°
c. What type of triangles are they? _____________________________________________
iii. 60°, 60° and 59°
d. Are these triangles regular or irregular? _______________________________________ iv. 60°, 60° and 60°

e. Can I divide these triangles into smaller triangles? _____________________________ b. The hypotenuse of a triangle is:
i. The side opposite the right angle in a right-angled triangle.
f. What type of triangles will they form? _________________________________________
ii. The side next to the right angle in a right-angled triangle.
8. Look at the patterns in this stained glass window. iii. The angle of a right-angled triangle.
iv. All three sides of a right-angled triangle.

c. An equilateral triangle has:

Term 2
i. Two sides that are equal.
ii. All the sides are equal but not the angles.
iii. All the sides and the interior angles are equal.
iv. All the angles are equal but not the sides.

d. An isosceles triangle has:

i. All the sides equal.
ii. At least two sides that are equal and its base angles are equal.
iii. At least two sides that are equal but no angles are equal.
iv. Two angles that are equal but no sides are equal.

e. A right-angled triangle has:

i. No angles that are right angles.
Do you see any triangles? Do you see any irregular geometric shapes? ii. All angles that are 60º.
iii. Two angles that are 90º.
iv. One angle that is a right angle.

Sign:
Problem solving

Create your own stained glass pattern. You should use as many irregular triangles as you can. Date:

126 127
 49 Polygons
2. Construct a kite, label it and divide it into two triangles. Are these
triangles regular or irregular?
Talk about this fl ow diagram.

Triangles Quadrilaterals

Regular Irregular Regular Irregular

Equilateral • Scalene triangle • Square • Rectangle
triangle • Isosceles triangle • Rhombus • Parallelogram
• Trapezium

1. Use the symbols and colours to answer the questions. Paste or draw everyday 3. Divide a trapezium into irregular triangles. Label it.
example pictures next to each or on a separate piece of paper.
a. What is a quadrilateral?
_______________________
_______________________
_______________________

Term 2
Quadrilateral
b. Describe a trapezium?
_______________________
f. Describe a kite? _______________________
_______________________ _______________________
_______________________
_______________________ 4. Identify and then name the regular and irregular polygons in this mosaic.
Kite

Trapezium

In the United
Parallelogram States of
America
they call it a
g. Describe a parallelogram
gram trapezoid.
_______________________
_______________________
_______________________
Rhombus Rectangle

c. Describe a rectangle?
_______________________
_______________________
_______________________
Sign:
Problem solving
e. Describe a rhombus? d. Describe a square? Date:
_______________________ _______________________ Make a mosaic (you can use old paper pieces) using different types of polygons.
Square
_______________________ _______________________
_______________________ _______________________
128 129
 50a More on polygons c. Make a parallelogram .

What is a tangram?
The tangram is a dissection puzzle consisting of seven
fl at shapes, called tans, which are put together to form
shapes. The objective of the puzzle is to form a specific
shape using all seven pieces, which may not overlap. It
was originally invented in China.

d. Make a trapezium.

1. Make geometric shapes with all the pieces from the tangram from Cut-out 1. Draw
a sketch of each in the appropriate answer block and say whether it is a regular
or irregular shape. Label the shapes of its component parts. We have done the first
one.
a. Make a large square.

Term 2
Regular shape
Rectangle

Triangle e. Make any other quadrilateral .

Square
parallelogram

b. Make a rectangle.

2. Complete the table:

What fraction Is the shape
A B Geometric Name the
of the square regular or
figure shape
H is it? irregular
a. AOD
E
O b. ADB Sign:

I G
Date:
c. OGFI
D F C

continued ☛
130 131
 50b More on polygons continued
4. Are the following shapes polygons? If they are, are they regular or irregular?
Give reasons for your answers.
3. Look at the shapes below. What are the differences and similarities between the
polygons? i ii. iii.

Term 2
A B A
> A
E B

>
>
iv. v. vi.

> D C C B
C D pentagon
square triangle

B B A
A > A > H B

G C
D
> C D > C
trapezium F D
E
octagon
I A

K F B A > B
J

>
>
>
>

E c
> Sign:
D D C Problem solving
L
kite hexagon rectangle Date:
Create any other polygon using all seven tangram pieces. Draw and describe it.

132 133
 51a Similar triangles
Solution:

Step 1: The triangles are similar because of the _____

__ rule.
A ratio shows the relative
What is similarity? • Each corresponding pair of sizes of two or more
6 9
Similar triangles have the following angles is equal. Step 2: The ratios of the lengths are equal. = values. Example: 2:3
• The ratio of any pair of 2 a
properties:
corresponding sides is the same. Step 3: Make use of cross multiplication to simplify.
• They have the same shape but
These triangles are similar:
not the same size.
Here is an example of cross
multiplication:
2 4
=
3 x
2x = 12
x=6

We can tell whether two
triangles are similar without
testing all the sides and all the
angles of the two triangles.
There are two rules to
check for similar triangles.
They are called the AA rule
and RAR rule.
As long as one of the rules is
true, it is sufficient to prove
that the two triangles are
RAR rule
similar
If the angle of one triangle is the same as the angle of another triangle and the sides containing

Term 2
these angles are in the same ratio, then the triangles are similar.
1. Given the following triangles, find the length of a. b.
AA rule
If two angles of one triangle are equal to two angles of another triangle, then the triangles are
similar. 4 6 a
2
a.
34º 34º
10 5
6 9
Solution:

Step 1: The triangles are similar because of the ________ rule.

34º 29º
Step 2: The ratios of the lengths are equal.

Step 3: The length of a is

2 a
Sign:

34º 29º Date:

continued ☛
134 135
 51b Similar triangles continued
c.
6 8 3 a
2. Find the length of a. State the rule you are using.
35o 35o
a. 

4 8
2 a
d.
29º 40º 29º 40º a 2 12 8

25º 32º 25º 32º

Term 2
b. 3. Are these similar figures? Why or why not?
6 cm

6 4 2 cm

21 cm 12 cm
7 cm 4 cm

4 cm 225º
225º
12 cm
25º
5 cm 25º
15 cm

Sign:

Problem solving
Date:
Find two figures in everyday life that are similar. Construct it.

136 137
 52a Congruent triangles
b. Draw congruent triangles using the SAS rule. Indicate the length
of the sides of the triangles.

Congruent triangles are triangles that have the same size and shape. This means
that the corresponding sides are equal and the corresponding angles are equal.
A D
x r
Symbol for
congruency:

ASA rule (Angle – Side – Angle)

y z s t If two angles and the included side of one triangle are equal to two angles and
B C E F the included side of another triangle, then the triangles are congruent.
• The corresponding sides are: AB and DE, AC and DF and BC and EF
• The corresponding angles are: x and r, y and s, z and t.
• There are five rules to check for congruent triangles.
• These are the rules: SSS, SAS, ASA, AAS and RHS. A A A A
S S
1. Discuss the following and draw examples:

Term 2
c. Draw congruent triangles using the ASA rule. Indicate the length of the sides of
SSS rule (Side – Side – Side)
the triangles.
If three sides of one triangle are equal to three sides of another triangle then the
triangles are congruent.
uent.

S S S S

S S

a. Draw congruent triangles using the SSS rule. Indicate the length of the sides of AAS rule (Angle – Angle – Side)
the triangles. If two angles and a non-included side of one triangle are equal to the
corresponding two angles and a non-included side of another triangle, then the
triangles are congruent..




A A A A

SAS rule (Side – Angle – Side) d. Draw congruent triangles using

i the AAS rule. Indicate
i the length of the sides of
If two sides and the included angle of one triangle are equal to two sides and the the triangles.
included angle of another triangle, then the triangles are congruent.

Sign:
S S

Date:
A A
S S

continued ☛
138 139
 52b Congruent triangles continued
c. c=f, y=t, b=e

RHS rule (Right angle – Hypotenuse – Side)

If in a right angle triangle the hypotenuse and one other side are equal to the hypotenuse
and corresponding side in another triangle, then both triangles are congruent. d. a=e, y=t, z=s

H H

R R
3. State whether the following pairs of triangles are congruent.
S S
If they are, give a reason for your answer using the SSS, ASA, SAS, SAA or RHS rules.
e. Draw congruent triangles using the RHS rule. Indicate the length of the
hypotenuse if the two other sides are 3 cm and 4 cm long. a.
5,8 cm

72 mm
58 mm
7,2 cm

Term 2
b..
70 mm
40º
2. Which of the following conditions would be sufficient for these two triangles to be
congruent? Give an explanation for each. 40º 60º 60º
7 cm
x r

c f
c. 40 mm
a d
6 cm
y z s 50 mm
t 4 cm
b e
d, x=r, b=e
a. a=d,
6 cm 5 cm

b. a=d, y=s, z=t Problem solving Sign:

Date:
Find any congruent shapes in a nature and make a drawing of them.

140 141
 53 Lines and angles
3. Use the graph to answer the questions.
a. Why is line x = 4 is a vertical line?
Look at these pictures and identify all the lines and angles. 7
Words that may help you:
• Line 6
• Line segment b. Show it on the graph.
5
• Ray c. Why is line y = 3 is a horizontal line?
• Perpendicular lines 4
• Parallel lines
• Angle 3
• Acute angle 2 d. Show it on the graph.
• Right angle e. Where will these two lines be perpendicular to
• Obtuse angle 1
What impact does perspective have on the 2nd • Straight line each other?
0
and the 3rd picture? • Refl ex angle 1 2 3 4 5 6 7

1. Name these symbols that you use when you work with angles and lines.
f. Draw a line parallel to the line in a. (x = 4) and then one parallel to the line in c.






(y = 3). Describe it.

Term 2
__________ __________ __________ __________ __________ __________
4. What is another name for a 180º angle?

a. Say why you will use these:

5. Give a description of each of the following words: acute, obtuse, right and refl ex.
Where in everyday life do we find these angles. Which one is most commonly
used?
b. Say why you will not use these:

2. What helped us to draw this line?

Draw the following lines.
7
Give the coordinates for any other point on this line.
6

5
a. (1,1) and (3,3) (2,2)
4 b. (2,7) and (5,5)


3
c. (6,5) and (7,6)
2 Problem solving Sign:

d. (4,1) and (7,3)

1
Date:
e. (1,4) and (3,4) Be creative and write a paragraph on what the world would be without lines and angles.
0 1 2 3 4 5 6 7

142 143
 54 Complementary and supplementary
angles 3. Draw five different pairs of complementary angles and label them.

Tw angles are
Two Two
Tw angles are
complementary if they
c supplementary
su if they
add up to 90 degrees.
a add
a up to 180 degrees.

They do not
have to be
adjacent to
each other.
180

1. Draw the following angles and say if they are complementary or supplementary 4. Draw five different pairs of supplementary angles and label them.
angles. Determine the size of the angle of unknown size.
a. 1 + 30º = 90º b. 48º + 2 = 180º c. 1 + 2 = 90º

Term 2
d. 1 + 100º = 180º e. 36º + 2 = 90º f. 1 + 2 = 180º

5. Find any complementary and supplementary angles in your everyday

environment. Draw and label them.

2. Look at this picture of girders and identify and label the complementary and
supplementary angles.

Sign:

Problem solving
Date:
Can two obtuse angles be complementary? Can they be supplementary? Explain.

144 145
 55a Transversals
d. Find the co-interior angles. Write them down.

Transversals are straight lines that cut across other (usually parallel) straight lines. Why are many
angles the same in this drawing of a transversal crossing two parallel lines?

Parallel lines
These angles can be made Transversal
into pairs of angles which e. Why are angles 2 and 7 equal?
Vertically opposite angles:
120º 60º have special names.
a = d; b = c; e = h; f = g
60º 120º
Corresponding angles:
a = e; b = f; c = g; d = h
a b Alternate interior angles
120º 60º
c d c = f; d = e
60º 120º 2. Identify and mark the vertically opposite angle.
Alternate exterior angles
e f a = h; b = g
g h Consecutive interior angles a. b.
(also known as co-interior
angles)
c + e = 180ºd + f = 180º

Term 2
1. Measure each angle. 1 = ___ 2 = ___ 3 = ___
4 = ___ 5 = ___ 6 = ___
1 2 7 = ___ 8 = ___
4 3 c. d.
1+ 2 = _____ and are called __________ angles.
5 6 That will be the same for _______________________
7 8 ________________________________________________.

a. Find all the vertically opposite angles. Write them down. 3. Identify and mark the corresponding angle.

a. b.
b. Find all the corresponding angles. Write them down.

c. Find all the alternate angles. Write them down.

c. d. Sign:

Date:

continued ☛
146 147
 55b Transversals continued
6. How would you work out each angle, if angle 1 was given?

9
4. Identify and mark the alternate angle.
12 10
11

a. b.
13 14 5 6
16 15 7 8
1 2
4 3

c. d.

Term 2
5. Identify all the angles that will be equal to the one shown.

a. b.

Problem solving

If 1 = 105º, what could the sizes of

s 2 to 8 be? 1 2
c. d. 4 3
Sign:

5 6
Date:
7 8

148 149
 56 Pairs of angles
2. Make a similar ‘roller coaster problem’. Try to use all the concepts
that you have learnt so far. Construct and draw or paste your picture here.
Look at this photograph and discuss it.
Concepts to be used when
creating your problems:

• Parallel lines
• Transversal
• Vertically opposite angles
• Corresponding angles
• Alternate exterior angles
• Consecutive interior angles
B
A

C
E D

Term 2
1. Use the knowledge learnt in previous worksheets to work out angles BCD, CDB,
DBC, ABD, BDE and BAE. You can work out the angles in any order you like.
Triangle BCD is an equiangular triangle. Angle AED is a right angle.

Sign:

Problem solving
Date:

Solve your own created problem (Question 2) with a family member.

150 151
 57a Application of geometric figures and
f. What are the sizes of the angles?
lines
To be able to answer this worksheet you need to know the following concepts.
Revise your knowledge of them by writing a definition for each. g. Are the two figures congruent to each other and why?

Congruency Translation Here you need to think

back what you did in
grade 8.
A line
Rotation
2. Complete the following

To plot Refl ection

10
1. Complete the following 9
8
10 7
9 6

Term 2
8 5
7 4
6 3
5 2
4 1
3
2 0 1 2 3 4 5 6 7 8 9 10
1 a. Plot (1,9), (9,9) and (5,5). Join them up and label the vertices. What geometric
figure does it form?
0 8 9 10
1 2 3 4 5 6 7

a. Plot (2,5), (6,5), (2,9) and (6,9) on the grid.

b. Join these points. What geometric figure does it form?
b. Plot (1,1). Can you form another geometric figure that is congruent to the
shape in Question a, using the existing points?
c. Label its vertices A, B, C, D.
d. Draw a line EF from (1,10) to (7,4).
e. What is your geometric figure now divided into? Sign:

c. Plot (5,1) and (3,3). Use those points to draw a figure similar to the ones in Date:

Questions a and b.

152 153
 57b Application of geometric figures and
b. Look at the photo of the butterfl y. Identify the congruent shapes.
lines continued What do you notice about the shapes if you compare them to the shapes on
the snake?
e. Plot (7,7) and (7,3). Draw lines from (7,7) to (7,3), from (7,3) to (5,1) and from
(7,3) to (5,5). What geometric figures do these form? Are these geometric
figures congruent to any other shapes?

c. Look at what the jewellery designer made. Identify all the congruent shapes.
What type of transformations were made?
f. Plot (9,5). Draw a line from (7,3) to (9,5). How would you create a
parallelogram?

Term 2
4. Draw congruent figures on this graph. Use the colours indicated for each figure:
3. In nature and art we often find congruent geometric figures. Identify such shapes Translation (black), refl ection (blue) and rotation (red).
in the pictures.

10
9
8
7
6
5
a. Write down in your own words what translation means.
4
3
2
1

0 8 9 10
1 2 3 4 5 6 7
Sign:

Problem solving
Date:

Discuss Question 3 with a family member.

154 155
 58a Pythagorean theorem
2. Here are the lengths of the sides of some right angled triangles.
Make drawings to show that the area of the square drawn on the longest
side of each right-angled triangle is equal to the total area of the squares drawn
Revise the Pythagoras’s theorem. About 2 500 years ago, a man named
on the other two sides. This will require some clever thinking. You will need extra
Pythagoras discovered an amazing fact about triangles. Can you still remember it?
paper.
A C What is the size of block A? (42)
Side Side Side
What is the size of block B? (32)
What is the size of block C? (52) a.
6 8 10
What do you notice?
b. 15 25 20

B c. 45 36 27

1. Write an equation for the following and solve it. d. 20 12 16

e. 9 15 12

Term 2
3. Write an equation for the following and calculate each side:

Example 42 + 32 = 52

16 + 9 = 25
4 5
25 = 25

a. b. 104
30
18
78
130
24

Sign:

Date:

continued ☛
156 157
 58b Pythagorean theorem continued
a. b.
a
4. Write an equation for each of the following: 4 cm a 3,5 cm

Example a2 + b2 = c2
6,4 cm
a c 5 cm

a. b.
a

m
n
c. d.
c b
a 15 cm

Term 2
o 7 cm a

c. d.
s 10 cm 12 cm
g r
h
t
i

5. Find the lengths of the unknown sides in the following right-angled triangles. You
may use a calculator. Problem solving

Example a. Give two example of where we can use Pythagoras in everyday life.
x2 = (3 cm)2 + (4 cm)2

x2 = 9 cm2 + 16 cm2 b. Themba walks as shown in the diagram. He moves 145 m north and 50 m west from his starting point.
How far is Themba from his starting point?
x2 = 25cm2 Finish 50 m

3 cm x
x2 = √ 25cm2

x = 5 cm 145 m
Sign:

Date:
4 cm
start

158 159
 48 cm d.
59a More on the theorem of Pythagoras c.

36 cm 81 cm
Read the conversation between these two builders.
Why should I 108 cm
Today I am going to show how know such a rule?
you the 3 ... 4 ....5 builder's
der's
rule.

It is to ensure that the

corners of the house are
square.

1. Find the lengths of the diagonal of the rectangle.

Example 4 cm x2 = (3 cm)2 + (4 cm)2

x2 = 9 cm2 + 16 cm2

Term 2
x2 = 25cm2 2. Find the length of the diagonal of the rectangle.
3 cm
x2 = √ 25cm2 Example 8 cm
x2 = (5 cm)2 + (8 cm)2
x = 5 cm
x2 = 25 cm2 + 64 cm2

5 cm x2 = 89 cm2

a. b. x2 = √ 89cm2
30 cm
28 cm x = 9,40 cm

a. 2 cm b. 9,2 cm

21 cm 50 cm

1,6 cm 12,2 cm

Sign:

Date:

continued ☛
160 161
 59b More on the theorem of Pythagoras
continued c. d.

c. 11 cm d. mm
3,3 cm 248

m
12 cm

96 m
10,1 cm X
1,2 cm
15
5
X m
m

Term 2
3. Find the unknown side on each of these isosceles triangles.

a. b. 10,8 cm

75 mm

5,4 cm
X

Problem solving
6 cm
a. Lindiwe has put her ladder against the wall. How far up the wall does the ladder reach?

5 metre long
ladder

Sign:

0,8 m
Date:
b. A triangular area is being tiled. The sides of the area are 8 cm, 12 cm and 18 cm. Is this a right-angled
triangle? Explain your answer.

162 163
 60 Perimeter of a square and rectangle,
2. Construct and calculate the area and the perimeter of the following:
area of a square and rectangle
a. Rectangle ABCD where AB = 2,4 cm and BC = 1,6 cm.
What do these formulae mean? Link it with the words on the right.
P = 4S perimeter of square
P = 2(l + w) or P = 2l + 2w perimeter of rectangle
A = l2 area of square
A=l×w area of rectangle

W = Width = Breadth = B

1. Complete the table. Give your answers in mm and cm. b. Square ABCD where AB = 3,9 cm.

What formula will you use to calculate the:

Figure
Perimeter Area
Formula: Formula:

Term 2
45 mm
A B

20 mm

C D
P= mm = cm A= mm2 = cm2
Formula: Formula:
A B c. Rectangle ABCD and square BEFC, where the rectangle and square share the
same side BC, and side EF = 2,7 m and side AB = 4,1 m.
20 mm

C D
P= mm = cm A= mm2 = cm2
Formula: Formula:

29 mm
A B
13 mm
26 mm
C D
E Problem solving

F G The perimeter of a rectangular plot of land is Sign:

13 mm If the perimeter of a square is 29,5 m. If the length is increased by 2 m and the
24 cm, what is the length of breadth is reduced by 1 m, the area of the plot
each side? Date:
P= mm = cm A= mm2 = cm2 remains unchanged. Show if this is true or false .

164 165
 61 Area of a triangle c. A scalene triangle.

Revise the formulas :

A = ½ (b × h)
Every triangle has three
bases (or sides), each
with a related height or
altitude. This height of a
triangle is a line segment
drawn from any vertex
perpendicular to the B D
opposite side.
Area of a triangle = ½ (base × perpendicular height)
A A
3. What is the area of a triangle that has a:
a. Base of 4 cm and a b. Base of 2,8 cm and c. Base of 34 mm and
height of 2,3 cm? a height of 3,6 cm? a height of 4,2 cm?
C D B C
Note: AD is the perpendicular height on BC of ABC

1. What is the formula for calculating the area of a triangle?

Term 2
4. What is the length of the base of a triangle that has an area of 40 cm2 and a height
of 4 cm?

2. Construct and then draw the following triangles and calculate the area by
measuring the base and the perpendicular height of each triangle.
a. An isosceles triangle.
5. Calculate the area: AB = 3,0 cm
AG = 1,5 cm
AG = ED
A B CD = 2,0 cm

G
F C
b. A right-angled triangle.

E D
Sign:

Problem solving
Date:
If the area of a triangle is 5,635 cm2 what could the height be?

166 167
 Area of parallelograms and
62 trapeziums b. Area of a trapezium.

Revise:
Area of a rectangle
A=l ×w
Area of a triangle
A = ½ (b × h)

To find the area of a parallelogram, we can use a similar formula to that used for the
area of a rectangle, multiplying the length of the base (length) by the perpendicular
height.
The parallelogram
4,2 cm can be divided into 2. Find the area of a trapezium of which the parallel sides are 10,5 cm and 8,2 cm,
triangles. and the perpendicular distance between the sides is 4 cm.
2,5 cm
height 4,2 cm

2,5 cm
height
A=b×h

Term 2
= 4,2 cm × 2,5 cm
= 10,5 cm2
To find the area of a trapezium of which the length of the parallel sides are a units and b
units, and the perpendicular distance between them is h units, use this formula:
b
1
A = (a+b)h
2
h
3. Find the area of a parallelogram with base 6,4 cm and height 3,8 cm.

1. What is the formula for calculating the:

a. Area of a parallelogram.

Sign:

Problem solving
Date:
If the area of the trapezium is 39 cm2, what could the height be?

168 169
 63 Area of a rhombus and a kite
2. Find the area of a rhombus with diagonals measuring 12,5 cm and 18,5 cm.

Area of a rhombus
A rhombus is a special kind of parallelogram and its area can be found with the
same formula (A = b × h) or with this formula where the area is half the two diagonals
multiplied together.
1 y
A= xy
2 x

3. Find the area of this kite:

C
Area of a kite
A kite has two pairs of adjacent sides that are equal and one pair of opposite angles
that are equal. Diagonals intersect at right angles. One diagonal is bisected by the
other. Consider the area of the following kite.
C D B
Diagonal AC = 22,5 cm

Term 2
Diagonal BD = 16,5 cm

Diagonal AC = x
D B
Diagonal BD = y
A

a. Using the formula.

1
A= xy
2

1. What is the formula for calculating the:

b. Using the formula of a triangle.
a. Area of a rhombus

b. Area of a kite

Sign:

Problem solving
Date:
If the area of the kite is 112 cm2, what could the diagonals be?

170 171
 64 Area of a circle
b. 10,4 cm

Revise the formulae for all polygons learnt so far. Is a circle a polygon or not? Why?

Area of a circle

The area of a circle is given by a formula:

22
Area = r2 where = and r is the radius.
7 r
Note: the value of is a decimal that goes
on for ever but we usually take it to 3 decimal
places: 3,142

1. What is the formula for calculating the area of a circle? Test the formula.

Term 2
c. 78 cm

2. Construct, label and calculate the area of circles with the following diameters:
a. 14 cm

Problem solving Sign:

Date:
If the area of the circle is 154 cm2, what will the radius be?

172 173
Mathematics Grade 9 Cut-out 1