RAFFLES INSTITUTION

RAFFLES PROGRAMME 2022

YEAR 4 MATHEMATICS
TOPIC 9: VECTORS (MATH 1)
WORKSHEET 2
Name: ( ) Class: 4 ( ) Date:

WORKSHEET 2:
TRIANGLE LAW AND PARALLELOGRAM LAW OF VECTOR ADDITION
NSM 4 Textbook 7th Edition, Chapter 5 p.163-220

PRE-REQUISITES
• Represent vectors as a directed line segment and in a column vector form
• Magnitude of vector
• Similar triangles

LEARNER OUTCOMES
At the end of the lesson, students will be able to
• Add and subtract vectors using the triangle law or the parallelogram law of vector
addition.
• Solve vector problems involving polygons.
• Express a vector in terms of its position vectors.
• Solve coordinate geometry problems using vectors.

(1) TRIANGLE LAW OF ADDITION

Blended Learning Online SDL

(1) HeyMath! Year 4 Mathematics / Vectors
Adding & subtracting vectors
 Triangle Law of Vector Addition

(2) Interactive Vector Addition

The Vector Addition Interactive serves as a great tool for
learning how vectors add together by using the head-to-tail
method. Up to three vectors can be added and the resultant
is drawn.

https://www.physicsclassroom.com/PhysicsClassroom/media/interactiv
e/VectorAddition2/index.html
   −4    −3   −4   −3 
Consider the vectors AB =   and BC =   , find   +  
 2  −5   2   −5 
→ →
In the grid, represent the resultant vector of AB + BC

  −7      −4   −3   −7 

Notice that AC =   , and we can express AB + BC = AC as   +   =  .
 −3   2   −5   −3 

A
 
If two vectors a and b are represented by the sides AB and BC of a triangle, then a + b is

represented by the third side AC .

  

AB + BC = AC

Note:
1. Remember to place vectors “head to tail” to faciliatate the addition of each pair of vectors.
2. Take note of the intermediate letter B.

Page 2 of 24
Example 1
ABCDE is a regular pentagon. Simplify the following: E
  
(a) AB + BE + EC

A D
   
(b) BA + EC + AE + CD

B C
   
(c) CB − AB + AE − DE

   

(d) AB − EC + BC − DE

HOMEWORK 1
LEVEL 1
1. NSM 4 Ex 5B p.191 Q3
2. NSM 4 Ex 5B p.191 Q6
3. NSM 4 Ex 5B p.192 Q10

LEVEL 2 C
1. ABCD is a quadrilateral. Simplify the following.
  D
(a) AD + DC ,
 
(b) AB + BD,
  
(c) AC + CB + BD,
  
(d) AB + BC + CA. A B
  
[Ans: (a) AC (b) AD (c) AD (d) 0 ]

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(2) PARALLELOGRAM LAW OF ADDITION

B
C

A
D
 
If two vectors a and b are represented by the adjacent sides AB and AD of a parallelogram, then

a + b is represented by the diagonal of the parallelogram AC .

Example 2
PQRS is a parallelogram. O is the point of intersection of its diagonals.
(a) Simplify
  S R
(i) QP + QR ,

O
  Q
(ii) OP − SP , P

   

(iii) PS + PQ − SR + SO .

(b) Find v if
    
(i) QS + v =
OS , (ii) QS − OS + v =PO .

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HOMEWORK 2

LEVEL 1
1. NSM 4 Ex 5B p.192 Q12

LEVEL 2
1. NSM 4 Ex 5B p.193 Q17
PQRS is a parallelogram. O is the point of intersection of its diagonals.
 
(a) (i) PQ + PS S R

 
(ii) RO − QO
O

   P Q

(iii) PR − SR + SQ

(b) Find a vector which can replace x in each of the following equations.
   
(i) SO + x =SP (ii) PO + x =PR

  

(iii) x + SQ = RQ (iv) PR + x =0

     

(v) PQ + x + RS = PS (vi) QR + RS + x =PS

 
(c) If PQ = a and PS = b , find in terms of a and/or b,
 
(i) SR , (ii) PR ,


(iii) SQ .

        

[Ans: (a)(i) PR (ii) RQ (iii) PQ (b)(i) OP (ii) OR (iii) RS (iv) RP (v) QR (vi) PQ
(c)(i) a (ii) b + a (iii) a − b ]
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 NAME THAT VECTOR
https://www.physicsclassroom.com/Physics-
Interactives/Vectors-and-Projectiles/Name-That-
Vector/Name-That-Vector-Interactive
The Name That Vector Interactive is a skill
building tool that presents users with 12 vector
addition challenges. Twenty-five vectors are
displayed on a grid; each challenge involves
adding three of the vectors together to
determine the resultant.
(3) VECTOR SUBTRACTION
Blended Learning Online SDL
Students to access HeyMath! Year 4 Mathematics / Vectors
Adding & subtracting vectors
 Vector Subtraction
When we subtract vectors, we can consider them
from the perspective of adding two vectors.
a − b = a + ( −b )
VECTOR GUESSING GAME
https://www.physicsclassroom.com/Physics-
Interactives/Vectors-and-Projectiles/Vector-Guessing-
Game/Vector-Guessing-Game-Interactive
The Vector Guessing Game Interactive is an
engaging game that challenges learners to add
together as many vectors as possible in 20
seconds, 40 seconds, or 60 seconds. Two
random vectors are shown and the learner must
click in the grid area at the location where the
head of the resultant ends.
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Hence,
  
AB
= OB − OA

Example 3
Find the vector represented by v in the following. B
 
(a) AB − AC = v

  A C
(b) AC − AB = v

 
(c) CA − CB = v

Example 4
 
In the diagram, P is a point on BC such that BP : PC = 2 : 3 . Given that AB = a and AC = b ,
express in terms of a and/or b ,
 B
(a) BC ,
P


(b) PB , A C


(c) AP .

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Example 5 (NSM 4 Review Ex 5 p.219 Q18)
 1 
OPQR is a parallelogram and X is the midpoint of QR. OR is produced to S so that OR = RS .
 2

Given that OP = 4a and PQ = 4b , express the following vectors in terms of a and b , giving your
answers in the simplest form.

(a) OQ , S

R X Q

4b
O 4a P

(b) OX ,


(c) QS .

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HOMEWORK 3

LEVEL 1
1. NSM 4 Ex 5D p.212 Q4
2. NSM 4 Ex 5B p.192 Q5

LEVEL 2
1. NSM 4 Ex 5D p.212 Q3
 
In the diagram, if AB = u , AC = v , and M and N A
are the midpoints of AB and AC respectively,
express in terms of u and v,

(i) BC ,
 M N
(ii) AM ,

(iii) AN ,

(iv) MN .
  B C
What can you say about BC and MN ?

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2. NSM 4 Ex 5D p.213 Q9 D
   3
In the diagram, AB = u , AC = v , CD = u ,
2
 2 
and BE = BC . Express in terms of u and v,

5
B
(i) BC , E

(ii) BE , u

(iii) AD ,

(iv) AE , A C
 v
(v) BD .

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3. NSM 4 Ex 5D p.213 Q11
OPA and OQC are straight lines and PC intersects QA at B. A
 2  PB 1  
Given that OQ = QC , = , OP = 8p and OQ = 8q , P
3 BC 3
express the following vectors as simply as possible in terms 8p
of p and
q. B
O
(i) PC ,
 8q
(ii) PB ,
 Q
(iii) OB ,

(iv) QB ,
C

1 1 1 1  
[Ans: 1(i) v − u (ii) u (iii) v (v) v − u ; BC // MN
2 2 2 2
2 3 3 2 1
2(i) v − u (ii) ( v − u) (iii) v + u (iv) u + v (v) u + v
5 2 5 5 2
3(i) 20q − 8p (ii) 5q − 2p (iii) 6p + 5q (iv) 6p − 3q ]

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(4) EXPRESSING A VECTOR IN TERMS OF TWO OTHER VECTORS

Example 6
  
Given that OP = 2a + b , OQ = 3a − 2b and OR = ha + 5b , where a and b are non-parallel and
non-zero vectors, find the following vectors in terms of a , b and h .
 
(i) PQ (ii) PR
If P , Q and R are collinear, find the value of h .

NOTE If ha + kb = ma + nb and a is not parallel to b , then h = m and k = n .

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Example 7
  
On the grid, vectors OA , OB and OC are represented by a , b and 2c respectively.

(a) Mark the point X such that OX= 3b − 2a .

(b) = 3(a − b ) .
Mark the point Z such that BZ

(c) Write down OY in terms of a and b .
 1
(d) Mark the point Q such that YQ
= ( a + 2c ) .
 2 
(e) Mark the point R such that YR = ka and ZR = hb , and state the values of h and k .

Page 13 of 24
Example 8
PQRS is a parallelogram and M is the midpoint of SR. PS is produced to T so that PS = ST .
 
PM is produced to N and RT = 3RN . PQ = 2a and QR = 2b .
(a) Express, as simply as possible, in terms of a and/or b, T
  
(i) ST , (ii) TR, (iii) TN .
 4 N
(b) = ( a + 2b )
Show that PN

3 S R
(c) Express PM as simply as possible, in terms of a and b. M
(d) Calculate the value of 2b
PM the area of ∆MTP
(i) , (ii) .
PN the area of ∆MTN
P 2a Q

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Example 9 (NSM 4 Review Ex 5 p.218 Q16) R
2
In triangle PQR, the point N on PR is such that PN = PR .
3
N
M is the midpoint of PQ, L is the midpoint of MN and PL
K
produced meets RQ at K. L
 7    2a
PL = PK , PN = 2a and PM = 2b .
12
(a) Express, of a and /or b
assimply as possible, in terms
P Q
(i) NM , (ii) NL , 2b M
 
(iii) PK , (iv) PR ,

(v) PQ .

(b) Express RQ as simply as possible, in terms of a and b.
 3
(c) Show that = KR ( 3a − 4b ) .
7
KR
(d) Calculate the value of .
QR
(e) Calculate the value of
the area of ∆PKR the area of ∆PKN
(i) , (ii)
the area of ∆PQR the area of ∆PQR

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HOMEWORK 4

LEVEL 1
1. NSM 4 Ex 5D p.213 Q10
2. NSM 4 Ex 5D p.214 Q15

Level 2
 
1. On the grid in the answer space, OP = 2p and OQ = q . The point B is also shown.

(a) Write down OB in terms of p and q.

(b) Mark clearly on the grid the point D such that BD = 6p − 2q .
 2 2
(c) Mark clearly on the grid the point A such that OA
= p+ q.
3 3
 
(d) A point C is such that QC = hp and BC = kq . Mark and label clearly on the grid
the point C. State the value of h and of k.

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2. OACB is a parallelogram and ABT is a straight line.


(a) Given that OA = a, BO = b and BT = 4 AB , express, as simply as possible, in
a and b,
terms of
(i) OT ,

(ii) ,
TA
(iii) CT .

(b) OB is produced to meet CT at R. Find the numerical value of

BR
(i) ,
OB
area of ∆BRT
(ii) ,
area of ∆ACT
area of ∆BCR
(iii) ,
area of ∆BCT
area of ∆OAB
(iv) .
area of ∆BRT

Page 17 of 24
 [Ans: (a)(i) −4a − 5b (ii) 5 ( a + b ) (iii) −5a − 4b
4 16 1 5
(b)(i) (ii) (iii) (iv) ]
5 25 5 16

(5) POSITION VECTORS

Blended Learning Online SDL

Students to access HeyMath! Year 4 Mathematics / Vectors
Position vectors
 Introduction
 Ratio Problem 1
 Ratio Problem 2

 a
For any point A (a, b), the position vector of A with reference to the origin O, OA , is given by   .
b

For any two points A and B, AB is the position vector of B with reference to A.

A (a, b)
b

x
O a

Page 18 of 24
Example 10
  −4 
It is given that P is the point (0, 2), Q is the point (8, 0) and QR =   . Find
2

(a) PQ ,
(b) the coordinates of the point R,

(c) PR .

Page 19 of 24
Example 11
The coordinates of P, Q and R are (1, 2 ) , ( 7, 3) and ( 4, 7 ) respectively. Use vectors to find the
coordinates of S if PQRS is a parallelogram.

Example 12
The position vectors of two points A and B relative to an origin O are 3p − q and 2q − p
 
respectively. Find, in terms of p and q, the position vector of the point C such that AC = 3BC .

Page 20 of 24
Example 13
 1   2 
In triangle PQR, QA = QR , QB = QP . Given that the position vectors of P, Q, R with respect
4 3  
to an origin O are p, q and r respectively, find AP and AB in terms of p, q and r.

Page 21 of 24
HOMEWORK 5

LEVEL 1
1. NSM 4 Review Ex 5 p.218 Q13
2. NSM 4 Review Ex 5 p.218 Q14

LEVEL 2
1. NSM 4 Ex 5C p.204 Q12
  9   2 
AB =   and CD = AB .
 −15  3

(i) Express CD as a column vector,
(ii) Given that A is the point ( −2, 7 ) , find the coordinates of the point B,
(iii) Given that D is the point ( 8, − 5 ) , find the coordinates of the point C.

Page 22 of 24
2. NSM 4 Ex 5D p.213 Q13
  4    6 
Given that A is the point (1, 2 ) , AB =   , AC =   and that M is the midpoint of BC ,
 −5   3
find

(i) BC ,

(ii) AM ,
(iii) the coordinates of the point D such that ABCD is a parallelogram.

Page 23 of 24
3. NSM 4 Review Ex 5 p.218 Q17
In the diagram, M is the midpoint of OA and BP = 3PM . Given that the position vectors
of A and B relative to O are a and b respectively, find the position vector of P relative
to O .
O

M
P

A B
N

 6   2 5 3 1
[Ans: 1(i)   (ii) ( 7, −8 ) (iii) ( 2, 5 ) 2(i)   (ii)   (iii) ( 3, 10 ) 3. a+ b]
 −10  8  −1 8 4

FOR YOUR INTEREST

Vectors in Real-World Context

When honeybees discovered a new source, they will return to their hive and communicate the
direction and distance of the food source to other honeybees by doing a waggle dance. The
waggle dance is done in the direction of the food source with reference to the direction of the
Sun. What is amazing is that when the Sun changes its position in the sky as time passes, the
honeybees will adjust the angle between the direction of the Sun and the direction of the food
source accordingly. The distance of the food source from the hive is communicated by the
duration of the dance. In general, every second of the dance indicates one kilometre from the
food source. Therefore, we see the importance of vectors in real life.

Check it out in the following video:

https://www.youtube.com/watch?v=bFDGPgXtK-U

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