Maths Grade 9 Booklets 2020

REPUBLIC OF NAMIBIA
KAVANGO WEST REGIONAL COUNCIL

DIRECTORATE OF EDUCATION, ARTS AND CULTURE
PERFORMANCE
ENHANCING NOTES
MATHEMATICS GRADE 9
PREPARED NOTES FOR GRADE 9 LEARNERS, BASED ON THE SPECIFIC
OBJECTIVES OF THE REVISED SYLLABUS. 2020
Compiled By:
1. MR.SIKUKUMWA E
2. MR. SISINDI L
3. MR. LIRUNGA L
4. MR. KANGUMBE E
5. MS. SOMENO I
6. MRS. SONYEGHO C
7. MR. MUNYANU M
When Excellence Becomes A Tradition, Greatness Will Sky-Rocket

Topic: Numbers
a. Powers and roots

Specific objectives: convert powers with positive, negative and zero indices to numbers and vice
versa.
index / power
53
base
Positive powers: 23 , 33 , 52
Negative powers:2−3 , 5−2
Power zero: 80 , (100)0
1. Convert the following positive indices to numbers:

a. 23 = 2 x 2 x 2 = 8 (multiply the base by itself three times)
3
b. 3 = 3 x 3 x 3 = 27 (multiply the base by itself three times)
2
c. 5 = 5 x 5 = 25 (multiply the base by itself )
d. (4 ) = ((43 x 43 ) = 46 = ( 4 x 4 x 4 ) = 𝟒 𝟎𝟗𝟔
3 2
𝑜𝑟 (4 x 4 x 4)2 = (64)2 = 4 096

or 43x2 = 46 = 4 096 (keep the base and multiply indices together)
e. 2³ x 3² = 8 x 9 = 72
f. (2 x 5)2 = (10)2 = 100 or 22 x 52 = 4 x 25 = 100.
2. Convert the following negative indices to numbers (fraction):

1 𝟏
a. 2−3 = 23 = 𝟖
1 𝟏
b. 5−2 = 52 = 𝟐𝟓
3. Convert to numbers:
a. 80 = 1 (anything to the power zero is 1)
0
b. (100) = 1
c. (23 x 30 ) = 8 x 1 = 8
1 𝟒
d. 22 x 3−2 = 4 x 32 = 𝟗
2
This document is a working draft, it might have errors.
B
1. Convert the following numbers to powers:

a. 27 = 3 x 3 x 3 = 33 ( Express 27 as product of its prime factors in index form)
b. 25 = 5 x 5 = 52
1 1
c. = 32 = 3-2 ( Express 9 as a product of its prime factors in index form)
9
7 25
d. 2 9 = = 52 ÷ 3-2
9
Activity
Specific objective: convert powers with positive, negative and zero indices to numbers and vice
versa.
1. Re-write each of the following and replace the dots with >, < or = to make it true:
a. 32 ………………. 82 (1)
3 2
b. (5x5) ……………. ( 4 )
2
(1)
−2 2
c. 3 …………….. 3 (1)
2. Convert the following powers to numbers :
a. 23
…………………………… (1)
−2
b. 7
……………………………(1)
3 3
c. 2 x 3
………………………… (1)
3
d. (4 )²
……………………………... (1)
2 −2
e. 2 x 3
.…………………………...... (1)
3. Convert each of the following to powers :
a. 441
…………………………… (1)
b. 729
……………………………….(1)
1
c. 9
………………………………...(1)
1
d. 64
………………………………. (1)
7
e. 2 9
………………………………….. (1)
3
4. Convert the following powers to numbers
1
a. 49
……………………………… (1)
1
b. 24
……………………………………. (1)
16
c. 27
…………………………………… (1)
5. Find the value of 𝒙 in each of the following:

a. 𝟐𝒙 = 8.
…………………………… (2)
1
b. 5x 
25
…………………………….. (2)
Total [𝟐𝟎]
4
Specific Objectives: convert powers with fractional indices to numbers
1 1 2 1
Fractional indices: 92 , 252 ( √25 ), 125−3 . √25 can be written in indices as 252 ,
1 1
3
162 = √16, 643 = √64.
1. Express the following fractional powers to numbers:

1
a. 92
1
b. 4−2
1
c. 273
d. √16
Solutions
1
a. = (32 )2 ( 9 is written as 32 as products of its prime factors)
1
(2x )
= 3 2 (multiply indices together)
=3
1
b. = 4−2
1
=(22 )−2 (4 is written as 22 as products of its prime factors)
1
(2 x− )
=2 2
= 2−1 (consider a negative index)
𝟏
=𝟐
1
c. = (33 )3 ( 27 is written as 33 as products of its prime factors)
1
= (3)3x3 ( multiply indices together)
=3
1
d. √16 write in indices form 162
1
= (24 )2 (16 is written as 24 as products of its prime factor)
= 22 (multiply indices together and get 2)
=4 (simplify 22 and get 4)
5
Specific objectives: convert powers with fractional indices to numbers
1. Calculate using indices. Please show your working :

a. √25
3
√8 b.
3
c. √64
2. Write each index notation in the root form
1
a. 83
1
b. 162
1
c. 643
2
d. 64−4
3. Convert each of the following fractional indices to numbers. Please show your working
2
a. 273
1
b. 252
2
−
c. 125 3
3
d. 164
1
e. 646
1
f. 8114
1
2
9
g. 1

2
4
3
h. 81 4
1

 1 2
i. 11 
 9
1
j. 1442
1
k. (325 )2
6
Specific Objectives: apply correct order of operations to numbers with powers and roots
BIDMAS – Brackets, Indices, Division, Multiplication, Addition, Subtraction.
BODMAS – Brackets, Of, Division, Multiplication, Addition, Subtraction.
Examples:
1. Calculate the following:
a. 9 + 8 x 52 - 42 (first work out indices)

= 9 + 8 x 25 -16 (followed by multiplication of 8 x 25)
= 9 + 200 – 16 (followed by addition of 9 + 200)

= 209 – 16 (last subtract: 209 – 16)
= 193
b. 9 + 8 √52 − 42 step 1: simplify indices of 52 and 42

= 9 + 8 x √𝟐𝟓 − 𝟏𝟔 step 2: simplify what is in the root sign, 25 - 16
= 9 + 8 x √𝟗
=9+8x3 step 3: do multiplication of 8 x 3
= 9 + 24 step 4: add 9 +24
= 33
c. (9 + 8 ) x √52 − 42
= 17 x √𝟐𝟓 − 𝟏𝟔
= 17 x √𝟗
= 17 x 3
= 51
7
Specific Objectives: apply correct order of operations to numbers with powers and roots
1. Calculate:
a. 20 + 8 x 52 – 4
b. 4 + 3 x 2
c. 9 + √8 𝑥 52 − 4
d. √9 + 8 x ( 52 − 42 )
e. √43 + 33 + 23 + 13
3 64𝑎9
f. √
125
3
g. √81 - 52 x 8 – (√125 - 33)
h. 5(17 4) + 6
3
i. √81 - 52 x 8 – (√125 – 33)
122 −43
j. 3
√64+ √8
Specific Objectives: use a calculator to find powers, square roots and cube roots of numbers
Calculator skills. Demonstrate how to:
 Obtain powers, by using x key.

 Obtain square numbers by using x2 key.
 Obtain cube numbers by using x3 key.
 Obtain any power using 𝑥 key.
 Obtain square root of any number.
 Obtain cube root of any number.
8
Activities
1. Using a scientific calculator, find the value of the following:
a. 10000
b. 74
c. 9.5 x 103
d. 83
e. (144)2
2. Use a calculator to find the following roots:
a. √1444
3
b. √15 625
11
c. √1 25
3 26
d. √18 27
17−3√3
3. Work out , give your answer correct to 3 decimal place.
√2
9
Ratio
 Distinguish between Ratio and Rate
Rate: Ratio:
A comparison of two or more quantity of A comparison of two or more quantity the same
different kinds. kind.
The units for rate are combined unit such as Ratio can be written in the form of a: b;
metre per second (m/s) whereby “:” is read as “to”
Example: time and distance travel to school. Example: there are 4 boys to every 6 girls in
Mathematics class.
Ratio can be expressed in the form of fraction
Example
1. State whether the comparisons are rate or ratio, support your answer.
(a) The number of chairs to desk in the classroom
Answer: ratio, comparing quantity of the same kind. (They are all furniture)
(b) The cost of 2L cool drink
Answer: rate, comparing quantity of different kind (money and capacity)
(c) The time Emangweni takes to travel from Rundu to Nkurenkuru
Answer: rate, comparing quantity of different kind (distance and time)
10
Activity 1
1. State whether the following comparisons are ratios or rates(2 mark each)
(a) Concentration of water in an apple juice
………………………………(2)
(b) The numbers of bricks laid by a brick layer in an hour
…………………………(2)
(c) The cost of telephone call in a month
…………………………………….(2)
(d) The volume of mass of sugar in a container
……………………………………(2)
(e) The amount of cement and sand used to make concrete.
………………………………………....(2)
11
 Find the unknown quantity if a ratio is given.
Example
1. Tin and copper are mixed in the ratio 8:3.

How much tin is needed to mix with 36g of copper?
Solution
𝑇𝑖𝑛 ∶ 𝑐𝑜𝑝𝑝𝑒𝑟 The mass for Tin
8: 3
𝑥: 36 The mass for copper
Find the mass of the tin
Mass of tin ratio and the The mass of copper

tins’ mass ratio and mass of
8 𝑥
= 36 the copper
3
Make 𝑥 to be the subject of the formula
8 𝑥
= 36
3
8 × 36 = 3 × 𝑥 (Cross multiply)
288 = 3𝑥
3𝑥 = 288(divide both side by 3 to remain with x only)
3𝑥 288
=
3 3
𝑥 = 96
∴ 𝑡ℎ𝑒 𝑚𝑎𝑠𝑠 𝑜𝑓 𝑡𝑖𝑛 𝑛𝑒𝑒𝑑𝑒𝑑 𝑖𝑠 96𝑔
2. The ratio of girls to boys in a school is 2:3

(a) If there are 248 girls in a school how many boys are there?
𝐺𝑖𝑟𝑙𝑠 ∶ 𝐵𝑜𝑦𝑠
2 ∶ 3 Write down the ratio as it appears in the question
248: 𝑥
Girls’ ratio and the number
Boys’ ratio and the
of girls
2 248 number of girls
=
3 𝑥
12
Make x to be the subject of the formula
2 248
=
3 𝑥
2 × 𝑥 = 248 × 3
2𝑥 = 744
2𝑥 744
= (Remove the 2 by dividing it on both sides so that we can remain with 𝑥 only)
2 2
𝑥 = 372
∴ 𝑡ℎ𝑒𝑟𝑒 𝑎𝑟𝑒 372 𝑏𝑜𝑦𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑠𝑐ℎ𝑜𝑜𝑙
Activity 2
1. There are 600 pupils in a school. The ratio of boys to girls in this school is 3:5. How
many girls and how many boys are in this school?
….……………………….(2)
2. There are r red beads, b blue beads and w white beads in a bag. Write the ratio of the
numbers of blue marbles to the total number of marbles terms of r, b and w.
………………………….(3)
3. The perimeter of a rectangle is equal to 280 meters. The ratio of its length to its width is
5:2. Find the area of the rectangle.
..……………………….(3)
13
4. The angles of a triangle are in the ratio 1:3:8. Find the measures of the three angles of this
triangle.
…..……………………….(3)
5. The measures of the two acute angles of a right triangle are in the ratio 2:7. What are the
measures of the two angles?
….……………………….(2)
6. A jar is filled with gold coins and silver coins in the ratio of 5 to 3. There are 30 silver
coins in the jar, how many coins are there?
………………………….(1)
14
Divide a quantity in a given ratio
1. Alex and Thomas share 30 sweets they divide them in the ratio 3:2
How many sweets does Thomas have?
Solution
𝐴𝑙𝑒𝑥: 𝑇ℎ𝑜𝑚𝑎𝑠
3 ∶ 2 (Write the ratio down)
Total sweets = 30
2
Thomas got 𝑜𝑓 30 𝑠𝑤𝑒𝑒𝑡𝑠.(express the ratio as a fraction)
5
Thomas ratio
2
= × 30
5
Total ratio 2 + 3 = 5
60
= 5
= 12 𝑠𝑤𝑒𝑒𝑡𝑠
2. Maria has 60 pencils. The ratio of sharpened pencil to blunt pencils is 4: 1.

How many sharpened pencils does Sophie have?
𝑆ℎ𝑎𝑟𝑝𝑒𝑛𝑒𝑑 ∶ 𝑏𝑙𝑢𝑛𝑡
4: 1
4
𝑆 = 5 × 60
4 × 60 240
= =
5 5
3. Divide 72 in the ratio 2: 3: 4.
Total parts= 2 + 3 + 4
=9
2
× 72 = 16 (First part of the ratio)
9
3
× 72 = 24 (Second part of the ratio)
9
4
× 72 = 32 (Third part of the ratio)
9
16; 24; 32
15
Activity 3
1. Divide
(a) $10 in the ratio 2 : 3
…………:………….(2)
(b) 50 sweets into the ratio 9 : 1
…………:………….(2)
(c) 250ml into the ratio 7 : 3
…………:………….(2)
(d) 56 kg in the ratio 2 : 5 : 1
.………:…..……:……….(3)
(e) 1 hour 20 min into the ratio 1 : 2 : 5
…………:…..……:……….(3)
(f) 100 km into the ratio 5 : 4 : 1
…………:…………:……….(3)
16
3. John has 36 sweets and he shares them in the ratio 2: 7. How many sweets is the
larger share?
..……………………….(1)
4. Marry has a pile of 300 books. In the pile he has 5 fiction books for every non-fiction
book. How many non-fiction books does he have?
………………………….(1)
5. Emma has 1.80m of ribbon and cuts it into 3 pieces in the ratio 1: 2: 3. What is the
length of the longest piece?
………………………….(2)
6. Petrus wins $8000 on the jackpot; he gives 1⁄4 to Charity and shares the rest
between himself, his wife and his children in the ratio 5: 3: 2.
a) If he keeps the largest share, how much does he receive?
………………………….(2)
7. Martha has some sheep; they are white to black in the ratio 3: 4. If she has 21 white
sheep, how many black sheep does she have?
………………………….(1)
17
8. Ben has 20m of wood. He uses half of it to make some shelves and then he tries to cut
the remainder into 2 pieces in the ratio 3: 5. The smallest piece is 1m 35cm. has he
made a mistake? (Show your working).
….……………………….(3)
9. Monica has 88cm of string and cut it in the ratio 5: 6. How much longer is the longest
piece compared to the shortest piece?
….……………………….(2)
18
Apply the concept of ratio as a tool to solve problem.
Example
1. There are 840 learners and 35 teachers in a school.

(a) Write this comparison as ratio and simplify it
𝐿𝑒𝑎𝑟𝑛𝑒𝑟𝑠: 𝑡𝑒𝑎𝑐ℎ𝑒𝑟𝑠
840: 35 (Divide with the highest common factors (HCF) of 840 and 35)
Use decomposition method to find HCF
2 840
2 420 5 35 840 = 23 × 3 × 5 × 7
2 210 7 7
1 35 = 5 × 7
3 105
5 35 𝐻𝐶𝐹 = 5 × 7
7 7 𝐻𝐶𝐹 = 35
1
840 35
: (Divide with the HCF)
35 35
24 ∶ 1
2. John wrote 3 tests, Mathematics, English, and Physical Science. His marks in the test
were in the ratio. Mathematics: English: Physical Science = 3: 4: 5. His total marks was
120 calculate his marks in mathematics.
𝑀𝐴𝑇𝐻𝐸𝑀𝐴𝑇𝐼𝐶𝑆: 𝐸𝑁𝐺𝐿𝐼𝑆𝐻: 𝑃𝐻𝑌𝑆𝐼𝐶𝐴𝐿 𝑆𝐶𝐼𝐸𝑁𝐶𝐸
3: 4: 5
MATHEMATICS ratio
TOTAL RATIO=3+4+5 TOTAL MARKS

3
𝑀𝑎𝑡ℎ𝑠: × 120 = 30
12
19
3. In Kanuni Security Company the ratio of men to women is 7 : 5
(a) There are 210 men in Kanuni Security Company. Calculate the number of women
that are there?
𝑀𝑒𝑛: 𝑤𝑜𝑚𝑒𝑛
7 ∶ 5
210: 𝑥
210
× 5 = 150 𝑤𝑜𝑚𝑒𝑛
7
(b) Find the total number of workers in Kanuni Security Company

Total number= number of men +number of women
210 + 150 = 360 workers
Activity
1. Martha, Anna and Ben contributed N$ 12 600 to start a business in the ratio 5: 4: 3.
Calculate how much Anna contributed?
………………………(3)
2. Mr. Magano has three daughters Merry: Anna: Monica aged 7, 8 and 10 years
respectively he shares N$100 between them in the same ratio as their ages. How much
does Anna receive?
..……………………(1)
20
3. During Entrepreneurship day, Martha sold 28 BBQ flavoured nik-naks. The ratio of the
type of nik-naks was as follow:
BBQ flavoured: cheese flavoured = 4: 5
How many cheese flavoured nik-naks were sold?
..……………………..(1)
4. During 2019 in the presidential election, 220 00 people voted. The votes were shared
among the three parties RED party, BLUE party and YELLOW party in the ratio 5 : 8 : 7
(a) What fraction of votes did BLUE party received?
..……………………….(1)
(b) How many people voted for YELLOW party?
…………………………(2)
5. To make mild steel, Camby’s steel factory mixes 1 176g of iron and 24g of carbon
(a) Write down
(i) The ratio of the amount of iron to the amount of carbon used in its simplest
form
………………………(1)
(ii) The amount of carbon as a fraction of the total mixture.
……………………….(1)
21
6. A mother gives N$4 200 to her two sons in the ratio of their age Peter received N$800,
Robert received N$ 2 700.
(a) Write down the ratio of money received by Peter to the money received by Robert in
its simplest form.
….……………………..(1)
(b) Robert is 15 years old calculate Peter’s age.
………………………..(2)
7. John, Paul and Tim are three brothers aged 14, 16 and 18 respectively. Their parents
gave them N$816 to divide in the ratio of their ages.
(a) Give the ratio of their ages in their simplest form.
Answer:…………………….(1)
(b) Calculate the amount of money that Paul will receive.
Answer:…….………………(2)
(c) Tim received N$306

(i) Write down his share as a common fraction of the total amount. Give the answer
in its simplest form.
Answer:……………………(1)
22
3
(ii) Tim spends of his money. Find the amount he has left.
4
Answer:……………………..(2)
23
Assessment
1. Simplify the following ratio

(a) 25 ∶ 33
Answer: …………………………. (1)
(b) 18 ∶ 45
Answer: …………………………. (1)
(c) 18 ∶ 15 ∶ 3
Answer: ………………………….. (1)
2. Divide $700 in the ratio 5: 3 ∶ 2
Answer: ………………………… (3)
3. Maria has some chocolates

24 are white chocolates
16 are milk chocolates
8 are dark chocolates
(a) Write down the ratio of white chocolate to milk chocolates to dark chocolates. Give
the ratio in its simplest form
Answer: ……………………………. (2)
(b) Maria shares her white chocolate to her little sister Monica and Esther in the ratio of
1: 2. How many chocolate Ester received.
Answer: ……………………………. (1)
24
4. During evening event, the ratio of children to adult is 2 : 3
There are 80 children in the crowd each adult ticket cost N$8 each child ticket cost a
quarter of the adult ticket. Work out the total amount made from this ticket sale.
Answer: ………………………………. (4)
5. The ratio of boys to girls in a class is 2 : 3

(a) What fraction of the class are girls
Answer: ………………………………(1)
(b) What percentage of class are boys.
Answer: ………………………………. (1)
6. The ratio boys to girls in a school is 4: 5. There are 220 boys in a school. How many
students are there?
Answer: ………………………………. (3)
7. The angles in a triangle are in a ratio 1: 2: 9. What is the size of the largest angle
Answer: ……………………………… (1)
25
8. A peace of a rectangular wood is divided into 3 parts in the ratio of 2: 3: 5. The shortest
wood is 50cm. Work out the length of the rectangular wood before it was divided.
Answer: ………………………………. (2)
26
Topic: Algebra
Algebraic manipulation
Specific objective:
 apply the index laws to simplify algebraic expressions, including expressions with
positive, negative and zero
Rules for indices
Rules Worked example

𝑚 𝑛 𝑚+𝑛
1. 𝑎 × 𝑎 = 𝑎 Base variable
To multiply powers of the same number (base) 𝑎2 × 𝑎5 = 𝑎2+5 = 𝑎7
add the indices 3𝑥𝑦 2 × 2𝑥 3 𝑦 = (3 × 2)𝑥1+3 𝑦 2+1
1
[Hint:𝑎 𝑚𝑒𝑎𝑛𝑠 1𝑎 = 6𝑥 4 𝑦 3
1
2 𝑚𝑒𝑎𝑛𝑠 2 ]
2. 𝑎 ÷ 𝑎 = 𝑎𝑚−𝑛
𝑚 𝑛
𝑎5 ÷ 𝑎2 = 𝑎5−3 = 𝑎2
To divide powers of the same number (base) 9𝑥 4 𝑦 5 ÷ 3𝑥 3 𝑦 2 = (9 ÷ 3)𝑥 4−3 𝑦 5−2
subtract the indices = 3𝑥𝑦 3
3. (𝑎𝑚 )𝑛 = 𝑎𝑚×𝑛 (𝑎3 )2 = 𝑎3×2 = 𝑎6

To raise a powers of a number (base) to a (4𝑥 3 𝑦)2 = 41×2 × 𝑥 3×2 × 𝑦1×2
further power multiply the indices = 42 𝑥 6 𝑦 2
[Hint:(𝑎𝑏)𝑚 𝑚𝑒𝑎𝑛𝑠 𝑎𝑚 𝑏 𝑚 = 16𝑥 6 𝑦 2
4. 𝑎0 = 1: [𝑎 ≠ 0] (3𝑏)0 = (31×0 )(𝑏1×0 ) = 30 . 𝑏 0

𝑎0 =1×1= 1
= 1, 𝑚𝑒𝑎𝑛𝑠 𝑎𝑛𝑦 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑎 𝑤ℎ𝑖𝑐ℎ 𝑖𝑠 𝑛𝑜𝑡 𝑧𝑒𝑟𝑜
[Hint:(−2)0 = 1 𝑎𝑛𝑑 −20 = −1
[0 𝑖𝑠 𝑢𝑛𝑑𝑖𝑓𝑖𝑛𝑒𝑑]
5. 𝑎−𝑛 = 𝑎𝑛
1 1
𝑦 −2 =
𝑦2
27
Activity
1. Simplify
(a) 𝑡 3 × 𝑡 6
..
…………………. [1]
(b) 5𝑥 −3 ÷ 2𝑥 −5
……………………. [1]
(c) (72 )5
…………………… [1]
(d) (5𝑥 4 )2
…………………… [1]
0 2
(e) ((2𝑥) )
…………………… [2]
(f) 𝑏 −5
…………………… [1]
(g) 5𝑎(3𝑏)0
…………………… [2]
4 2 2 −1
(h) (8𝑥 𝑦) ÷ 𝑥 𝑦
…………………… [3]
28
Specific objectives
 expand and simplify linear algebraic expressions by;
▪ multiplying a binomial by a binomial e.g. 2a + 3 multiplied by a – 1
▪ multiplying a binomial by a trinomial e.g. 2b +3 multiplied by a – b + 1
Products
2(𝑥 + 5) → 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑏𝑜𝑡ℎ 𝑡𝑒𝑟𝑚𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑏𝑟𝑎𝑐𝑘𝑒𝑡𝑠 𝑏𝑦 2
= (2 × 𝑥) + (2 × 5)
= 2𝑥 + 10
The product of two brackets

A flat sheet card measuring 8 𝑐𝑚 and 10 𝑐𝑚 is made into an open box by cutting out a square
from each corner of the sheet and folding up the edges. The area of the base of the box depends
on the size of the square that are cut out.
We can construct the formula for the base area 𝐴 = 𝑐𝑚2
From the diagram, length of the base = (10 − 2𝑥)𝑐𝑚 and the width = (8 − 2𝑥)𝑐𝑚
𝐴 = 𝑙𝑒𝑛𝑔𝑡ℎ × 𝑤𝑖𝑑𝑡ℎ
= (10 − 2𝑥)(8 − 2𝑥) →
𝑒𝑎𝑐ℎ 𝑡𝑒𝑟𝑚 𝑖𝑛 𝑡ℎ𝑒 𝑠𝑒𝑐𝑜𝑛𝑑 𝑏𝑟𝑎𝑐𝑘𝑒𝑡 𝑖𝑠 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑖𝑒𝑑 𝑏𝑦 𝑒𝑎𝑐ℎ 𝑡𝑒𝑟𝑚 𝑖𝑛 𝑡ℎ𝑒 𝑓𝑖𝑟𝑠𝑡 𝑏𝑟𝑎𝑐𝑘𝑒𝑡
(10 − 2𝑥)(8 − 2𝑥) = 10(8 − 2𝑥) − 2𝑥(8 − 2𝑥)
= 80 − 20𝑥 − 16𝑥 + 4𝑥 2
= 80 − 36𝑥 + 4𝑥 2
29
Squaring a bracket
(𝑥 + 4)2 𝑚𝑒𝑎𝑛𝑠 (𝑥 + 4)(𝑥 + 4) → 𝑒𝑥𝑝𝑎𝑛𝑑 𝑡ℎ𝑒 𝑒𝑥𝑝𝑟𝑒𝑠𝑠𝑖𝑜𝑛
= 𝑥(𝑥 + 4) + 4(𝑥 + 4) → 𝑠𝑖𝑚𝑝𝑙𝑖𝑓𝑦
= 𝑥 2 + 4𝑥 + 4𝑥 + 16
= 𝑥 2 + 8𝑥 + 16
2. Expand and simplify

(a) (𝑥 − 2)2
………………………………..... [2]
(b) (2𝑥 − 3)(3𝑥 + 5)
…………….…………………… [2]
(c) (2𝑎 + 3)(2𝑎 − 3)
……………………………………. [2]
(d) (6𝑥 + 3)(3𝑦 + 1)
……….……………………………. [2]
(e) (2𝑏 + 3)(𝑎 − 𝑏 + 1)
…………………………………….. [2]
30
(f) (𝑥 + 2)(𝑥 2 − 4𝑥 + 6)
……………………………………. [2]
2 2
(g) (𝑎 − 3𝑏)(𝑎 − 4𝑎𝑏 − 7𝑏 )
…………………………………… [2]
Specific objective
 factorise expressions by taking out a common factor and by grouping terms with
simple grouping
Factorising: To express algebraic expression as a product of factors.

Common factor
5𝑎 − 10𝑏 → 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝐻𝐶𝐹 𝑜𝑓 5 𝑎𝑛𝑑 10 = 5
5𝑎 10𝑏
= − → 𝑑𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒 𝑏𝑦 5
5 5
= 𝑎 − 2𝑏
= 5(𝑎 − 2𝑏)
Grouping
𝑎𝑥 + 𝑏𝑥 + 𝑘𝑎𝑦 + 𝑘𝑏𝑦 → 4 𝑜𝑟 𝑚𝑜𝑟𝑒 𝑡𝑒𝑟𝑚𝑠
𝑎𝑥 𝑏𝑥 𝑘𝑎𝑦 𝑘𝑏𝑦
[ + ] → 𝑐𝑜𝑚𝑚𝑜𝑛 𝑓𝑎𝑐𝑡𝑜𝑟 𝑖𝑠 𝑥 [ − ] → 𝑐𝑜𝑚𝑚𝑜𝑛 𝑓𝑎𝑐𝑡𝑜𝑟 𝑖𝑠 𝑘𝑦
𝑥 𝑥 𝑘𝑦 𝑘𝑦
= 𝑥(𝑎 + 𝑏) + 𝑘𝑦(𝑎 + 𝑏) →
𝑡𝑎𝑘𝑒 𝑜𝑢𝑡 𝑡𝑤𝑜 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡 𝑐𝑜𝑚𝑚𝑜𝑛 𝑓𝑎𝑐𝑡𝑜𝑟𝑠
= (𝑎 + 𝑏)(𝑥 + 𝑘𝑦)
3𝑎𝑥 − 6𝑥 − 𝑎𝑦 + 2𝑦
3𝑎𝑥 6𝑥 −𝑎𝑦 2𝑦
[ − ] → 𝑐𝑜𝑚𝑚𝑜𝑛 𝑓𝑎𝑐𝑡𝑜𝑟 𝑖𝑠 3𝑥 [ + ] → 𝑐𝑜𝑚𝑚𝑜𝑛 𝑓𝑎𝑐𝑡𝑜𝑟 𝑖𝑠 − 𝑦
3𝑥 3𝑥 −𝑦 −𝑦
= 3𝑥(𝑎 − 2) − 𝑦(𝑎 − 2) →
𝑡𝑎𝑘𝑒 𝑜𝑢𝑡 𝑡𝑤𝑜 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡 𝑐𝑜𝑚𝑚𝑜𝑛 𝑓𝑎𝑐𝑡𝑜𝑟𝑠
= (𝑎 − 2)(3𝑥 − 𝑦)
31
4𝑦 + 3𝑝𝑞 − 4𝑝 − 3𝑦𝑞
4𝑦 − 3𝑦𝑞 − 4𝑝 + 3𝑝𝑞 → 𝑟𝑒𝑎𝑟𝑎𝑛𝑔𝑒 𝑡ℎ𝑒 𝑡𝑒𝑟𝑚𝑠
4𝑦 3𝑦𝑞 −4𝑝 3𝑝𝑞
[ − ] → 𝑐𝑜𝑚𝑚𝑜𝑛 𝑓𝑎𝑐𝑡𝑜𝑟 𝑖𝑠 𝑦 [ + ] → 𝑐𝑜𝑚𝑚𝑜𝑛 𝑓𝑎𝑐𝑡𝑜𝑟 𝑖𝑠 − 𝑝
𝑦 𝑦 −𝑝 −𝑝
= 𝑦(4 − 3𝑞) − 𝑝(4 − 3𝑞) →
𝑎𝑘𝑒 𝑜𝑢𝑡 𝑡𝑤𝑜 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡 𝑐𝑜𝑚𝑚𝑜𝑛 𝑓𝑎𝑐𝑡𝑜𝑟𝑠
= (4 − 3𝑞)(𝑦 − 𝑝)
3. Factorize
(a) 2𝑎 − 6𝑏
………………………………… [1]
(b) 4𝑎𝑏 + 3𝑎𝑐 − 2𝑎𝑏
…..…………………………….. [2]
2 2 3
(c) 6𝑎 𝑏 + 12𝑎𝑏 − 18𝑎 𝑏
……………………………….. [2]
(d) 𝑥𝑦 + 𝑥𝑚 − 𝑛𝑦 − 𝑛𝑚
………………………………. [2]
(e) 2𝑎𝑥 + 3𝑏𝑦 + 3𝑎𝑦 + 2𝑏𝑥
………………………………. [2]
(f) 4𝑚𝑛 − 8𝑚𝑝 − 𝑛𝑥 + 2𝑥𝑝
……………………………… [2]
(g) 4𝑎 + 4𝑏 − 3𝑎𝑝 − 3𝑏𝑝
………………………………. [2]
32
Algebraic linear equations and inequalities
A linear equation can also be referred as an equation for a straight line
 Solve simple linear equation where the unknown appears on one side of the equation
an equation consist of two equivalent expressions.
𝑥
Example Coefficient is a number in front c) + 6 = −9
3
of a letter
1. Solve for 𝑥 𝑥
+ 6 = −9(Collect the like terms)
3
(a)2𝑥 + 3 = 7 𝑥
3
= −9 − 6
2𝑥 + 3 = 7 (Collect the like terms) 𝑥
= −15
3
Get rid of the denominator
2 x + 3 – 3 = 17-3 𝑥
× 3 = −15 × 3
3
Coefficient 2𝑥 = 7 − 3 (Work out the like terms) 𝑥 = −45
2𝑥 = 4(Divide both side by the

coefficient of x to remain with x only)
2𝑥 14
=
2 2
𝑥=7
(b) 3(𝑥 + 9)
3(𝑥 + 9) = 24 (Work out the brackets first)
3𝑥 + 27 = 24 (Collect the like terms)
3𝑥 = 24 − 27
3𝑥 = −3(Divide both sides by the co-

efficient to remain with x)
3𝑥 −3
=
3 3
𝑥 = −1
33
Activity
1. Solve the following equations
(a) 𝑥 + 2 = 8
𝑥 =………….(1)
(b) 4𝑥 + 7 = 15
𝑥 =……….….(1)
(c) 2𝑎 = 6
𝑎 =…….….….(1)
𝑛
(d) 2 = 15
𝑛 =………..….(1)
3𝑛
(e) − 2 = 13
2
𝑛 =………..….(1)
(f) 8 − 4𝑥 = 24
𝑥 =……….….(2)
34
𝑥+2
(g) =4
3
𝑥 =……….….(2)
(h) 4(𝑥 − 5) = 20
𝑥 =……….….(2)
77
(i) =7
𝑛
𝑛 =……….….(1)
𝑥
(j) = −16
−6
𝑥 =…………….(1)
(k) −6𝑦 = 42
𝑦 =…………….(1)
(l) −7𝑥 + 10 = −60
𝑥 =……………..(2)
𝑥
(m) + 6 = −9
3
𝑥 =…………..….(2)
35
(n) 8(𝑥 + 3) = 64
𝑥 =………..….(2)
(o) 4x – 10 = 14
𝑥 =………..….(1)
(p) 7𝑧 + 1 = −27
𝑧 =……..…….(1)
36
Word problem
Terminology
Addition Subtraction Multiplication Division
Add Take out Multiply Divide
Increase Decrease Times Halve (÷2)
Sum Less Double (x2) Quarter (÷4)
More than Minus Triple (x3) Quotient
Plus Less than Product
Difference
Example
1. A number increased by 8 and equal to 32. Find the number

Solution Write down the equation first
Let the number be x
x + 8 = 32(increased means added)
x + 8 = 32(collect the like terms)
x = 32 – 8 (work out the like terms)
x = 24
2. A number decreased by 2 equals 52 find the number.

Solution
Let the number be a
a – 12 = 52(decrease means subtract)
a – 12 = 52 (collect the like terms)
a = 52 + 12 (work out the like terms)
a = 64
37
Activity
1. A number increased by 8 number is increased by 8 equals 32 find the number
……………………………..(2)
2. A number decreased by 12 equals 52. Find the number
……………………………..(2)
3. Four times a number is 48, find the number
…..………………………..(2)
4. The sum of a number is fourteen.
….………………………..(2)
5. The difference between the square of a number and four is twelve.
……………………………..(2)
6. One quarter of a number is ten
…….………………………..(2)
7. Double a number less one hundred is sixty.
……………………………..(2)
8. The product of seven and a number equal fifty-six.
……………………………..(2)
9. Ten less than half a number equals fourteen
….………………………..(2)
10. A number divided by eight is nine.
……………………………..(2)
38
represent a given simple inequalities on a number line and vice versa
Signs
= equal to
≠ Not equal to
> greater than
< 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛
≥ greater than or equal to
≤ less than or equal to
Notations
𝑥<
𝑥>
𝑥≤
𝑥≥
Meaning the given number is not included in the solution

Meaning the given number is not included in the solution
39
1. Represent the following in equalities on a number line.
(a) x > 3
Means the solution must be greater than 3 and 3 is not included.
List all the number which greater than 3
Solutions: {4; 5; 6; 7; 8; 9;… }
Don’t shade 3, since it is
not part of the solution
b) 𝒙 ≤ 𝟒
Meaning the solution must be less than 4 and 4 is included.
List all the numbers which are less than and equal to 4
Solution: {4; 3; 2; 1; 0; −1; −2}
Shade 4, since it is part
of the solution
Notes
 More than or greater than we move forward our right
 Less than or smaller than we move toward our left.
Activity
Represent the following the following inequality on a number line and for each inequality writes down 5 least
numbers of the solution
A) 𝒃 < 𝟒
(1)
B) −𝟑 ≤ 𝒏
(1)
40
C) 𝟐 < 𝒌
(1)
D) 𝒌 ≤ −𝟓
(1)
E) 𝒙 < −𝟓
(1)
F) −𝟒 ≥ 𝒂
(1)
2. Write an inequality for each graph

a)
(1)
……………………………..
b)
(1)
..………………………….
c)
(1)
……………………………………
d) (1)
………………………………..
41
Sequence
 recognize patterns in sequences and continue common integer sequences, including squares, cubes,
powers and triangular numbers
Common sequence has names, identify them and continue the sequence by
writing the next term. E.g) square, cube, prime, triangular numbers and etc. Some
sequences are formed through addition or subtraction of a specific number, this
number is called Common difference. ( is the difference between the terms).
Example: 7 , 11 , 15 , 19 is a sequence. 𝟏𝟏 − 𝟕 = 𝟒 , 𝟏𝟓 − 𝟏𝟏 = 𝟒 , 𝟏𝟗 − 𝟏𝟓 = 𝟒 ,
To find the common difference, we the common difference is 𝟒, we can now use it to
subtract , term one from term 2 and term2 continue the sequence , by adding 4 for the
from term 3 ( 𝑇2 – 𝑇1 𝑜𝑟 𝑇3 – 𝑇2 ). previous term to find the next term. The next term
of the sequence above will be: 𝟏𝟗 + 𝟒 = 𝟐𝟑
Example: write down the next two terms of the sequence: 3 , 8, 13, 18
The common difference is 5.
18 +5=23 , 23+5= 28 answer: 23 and 28.
Activities
1. Below is a number sequence. Write down the next two terms in the sequence
a) 4, 7, 10, 13. ..
……………………………………………………. [2]
b) 4; −1 ; −6 ; −11 …
………………………………………………………..[2]
1 3
c) 6 ; 3 ; 1 2 ; 4 … ..
……………………………………………………… [2]
d) −8; −5 − 2; 1; …
……………………………………………………………….. [2]
3 1 3
e) ;14 ;14
4
………………………………………………………..[2]
42
2. Give the special name of the sequences and Write down the 13th term of each sequence
a) 1; 3; 6; 10; 15; 21; 28
………………………………………….. [2]
b) 1; 4; 9; 16; 25; 36; 49
…………………………………………. [2]
c) 1; 8; 27; 64; 125; 216; 343
………………………………………….. [2]
3. The diagram below shows a pattern

a) Draw the next pattern
………………………………………………. [1]
b) Find the term at position 10.
…………………………………………………..[2]
Term 1 Term 2 Term 3
43
4. The diagram below shows triangles arraged to form a patten.
a) Draw the next pattern [2]
b) How many triangles are in diagram 10?
……………………………. [2]

a) Draw the next pattern
[2]
b) Find the term at position 7.
…………………………………………… [2]
c) What is the special name given to the sequence below?
…………………………………………….[1]
44
a) Find the term at position 7.
……………………………………………… [2]
b) What is the special name given to the sequence below?
…………………………………………[1]
𝑇𝑒𝑟𝑚 1 𝑇𝑒𝑟𝑚 2 𝑇𝑒𝑟𝑚 3 𝑇𝑒𝑟𝑚 4
7. Study the diagram below

(a) Draw the next diagram for step 4 on the squares below [1]
(b) Complete the table about the number of squares of the diagrams. [2]
Steps 1 2 3 4
Number of squares 1 3
step 1 step 2 step 3 step 4
find the first three terms of a sequence when the nth term is given e.g. 2n +3
n : represents the position of a
nth term formula e,g 3n+3 in order to find
term in a sequence.
terms of a sequence, substitute the
position into the formula, Example: find 𝑛=1 3×1+3=𝟔
the first three terms of the sequence using
the function or nth term formula 3n+3. 𝑛=2 3×2+3=𝟗
𝑛=3 3 × 3 + 3 = 𝟏𝟐
45
Activities
1. For the nth terms below find the first three terms of each sequence
a) 𝑇𝑛 = − 7𝑛 + 1
…………………………………………………[3]
b) 𝑇𝑛 = 7 + 4𝑛
………………………………………………..[3]
c) 𝑇𝑛 = 6𝑛 – 5
…………………………………………………… [3]
d) 𝑇𝑛 = 𝑛 − 19
……………………………………………………. [3]
2. Complete the table using the given nth term. [8]
𝑛 1 2 3 4 5 6 7 8 9
𝑇𝑛 = 7𝑛 − 6
3. The general term has been given for each sequence below. Work out the missing terms.
a. 3; 2; 1; 0; … … … . . . ; −2 −𝑛+4 [1]
b. −11; … … . . . ; −7; … … . . . ; −3 − 13 + 2𝑛 [2]
c. −1 ; 2 ; … … … . ; −8 ; … … … … . −14 − 3𝑛 + 4 [2]
46
4. For the nth terms below find the 20th term of each sequence
a) 𝑇𝑛 = 5𝑛 − 9
……………………………….[1]
1
b) 𝑇𝑛 = 2 𝑛 − 5
….………………………….. [1]
3 1
c) 𝑇𝑛 = − 4 𝑛 + 2
………………………………………. [1]
5. Find the:
i) general formula for the following sequences
ii) find the 50th and 100th term:
a) 2; 5; 8; 11; 14; . ..
………………………………………… [3]
b) 0; 4; 8; 12; 16; . ..
…………………………………….. [3]
c) 2; −1; −4; −7; −10; . ..
…………………………………………….. [3]
47
d) 7; 3 ; −1 ; −5
…………………………………………. [3]
e) 10 ; 17 ; 24 ; 31
……………………………………….. [3]
f) 5 ; 9 ; 13 ; 17
……………………………………………….. [3]
g) 9 ; 7 ; 5 ; 3
………………………………………………[3]
48
 determine the nth term of a given sequence (linear form e.g. 3n + 2)and use it to find the value of any
term in the sequence
Determine nth term
Example : 11 , 7, 15, 19 find the
nth term of the sequence below’ Format to use. 𝑇𝑛= 𝑎 + (𝑛 − 1)𝑑 𝑜𝑟 𝑇𝑛= 𝑑𝑛 + 𝑐
𝑑= 4
𝑎 − Represent first term of the sequence
𝑎= 7
𝑛 −Represent position of a term in a sequence
𝑑 −Represent common difference
𝑐 − Represent constant
Substitute( replace) in: 𝑇𝑛= 𝑎 + (𝑛 − 1)𝑑 or 𝑇𝑛= 𝑑𝑛 + 𝑐
= 7 + (𝑛 − 1)4( 𝑟𝑒𝑚𝑜𝑣𝑒 𝑏𝑟𝑎𝑐𝑘𝑒𝑡𝑠) = 4𝑛 + 𝑐 ( 𝑐 = 𝑎 − 𝑑)
= 7 + 4𝑛 − 4 𝑐= 7 − 4 𝑐=3
= 4𝑛 − 4 + 7( 𝑎𝑑𝑑 𝑙𝑖𝑘𝑒 𝑡𝑒𝑟𝑚𝑠) 𝑇𝑛 = 4𝑛 + 3
𝑇𝑛 = 4𝑛 + 3 Activities
6. Below is a number sequence. Write down a formula for the nth term of each sequence,
a) 5, 9, 13, 17
………………………………………………… [2]
b) 2, 8, 14, 20
…………………………………………. [2]
c) 5, 12, 19, 26
……………………………………. [2]
d) 103, 106 , 109, 112
……………………………………….. [2]
49
e) 21, 29, 37, 45
…………………………………… [2]
f) 0 ; 1 ; 2 ; 3
…………………………………………….[2]
g) 3 ; 5 ; 7; 9
………………………………………. [2]
h) −1 ; −4 ; −7 ; −10
…………………………….. [2]
i) 6.5 ; 6 ; 5.5 ; 5; 4.5
………………………………………… [2]
7. The first four terms of each sequence are given. Find the 1000th term in each sequence?
a) 12, 15, 18, 21
…………………………………….. [2]
b) 3,7,11,15, . ..
……………………………………………………[2]
c) −2; 1; 4; 7
……………………………………… [2]
d) 11; 15; 19; 23;...
……………………………………[2]
50
Graphs of functions
Specific objective: construct tables of values and draw graphs of linear functions ( y  mx  c )
Example: complete the table of

𝑦 = 2𝑥 − 3 and draw the graph.
x -2 -1 0 1 2 3
y -7 -5 -3 -1 1 3
Substitute the value given

(e.g for x into the function y=2x-3)
Workout to find the values of y ,
Put into the table.
𝑥 𝑖𝑠 𝑟𝑒𝑝𝑙𝑎𝑐𝑒𝑑 𝑤𝑖𝑡ℎ − 2 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑡𝑎𝑏𝑙𝑒
𝑦 = 2𝑥 − 3
y = (2 × −2) − 3 = −7
y = (2 × −1) − 3 = −5
𝑦 = 2 × 0 − 3 = −3
𝑦 = 2 × 1 − 3 = −1
𝑦 = 2×2−3=1
𝑦2 × 3 − 3 = 3
Plot the points on Cartesian plan
Draw the graph by joining points with a straight line using a ruler.
51
Activities
1. use = 2𝑥 − 2 , Complete the table of values below and draw the graph. [5]
𝑋 −1 0 1 2
𝑌
52
2. Use y= −𝑥 + 3 to complete the table and draw the graph [5]
𝑥 −3 −2 1 2 3
𝑦 𝑎) 5 2 𝑏) 𝑐)
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3.
x 4 3 2 0 1
y -4 (i)…………. 0 (ii)………….. 6
a) Complete the table below on the grid below, draw the graph for y = 2x + 4 [2]
b) Complete the table. On the grid below , draw the graph of y = 2x  1 [4]
x 3 2 (ii)………… (iii)…………..
y 5 (i)…………… -1 -5
54
4. Write down the y- intercept for each of the graphs drawn
55
a) 𝐴𝐵
…………………………………..(1)
b) 𝐶𝐷
……………………………….(1)
c) 𝐸𝐹
……………………………….(1)
d) 𝐺𝐻
………………………………….(1)
Specific objective
 find the gradient of a straight line graph
𝑦 −𝑦
𝑚 = 𝑥1 −𝑥2
1 2
Formula for gradient of a straight line. (Choose two points on the graph use the co-ordinates of the two points
selected, substitute into the formula and workout.)
(0,4) 𝑎𝑛𝑑 (2,0)
4−0 4
= = −2
0−2 −2
= −2, 𝑡ℎ𝑒 𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 𝑖𝑠 − 2
or
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦( 𝑣𝑒𝑟𝑡𝑖𝑐𝑎𝑙)
m= 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 ( draw a right angle triangle on the graph)
𝑥( ℎ𝑜𝑟𝑖𝑧𝑜𝑡𝑎𝑙)
56
from the right angle count vertical(put on top) and horizontal (put at the bottom), then workout. E,g in the
4 𝑢𝑛𝑖𝑡𝑠
diagram above 2 𝑢𝑛𝑖𝑡𝑠 = 2, 𝑡ℎ𝑒 𝑔𝑟𝑎𝑝ℎ 𝑚𝑜𝑣𝑒𝑠 𝑑𝑜𝑤𝑛 ℎ𝑎𝑠 𝑎 𝑛𝑒𝑔𝑎𝑡𝑖𝑣𝑒 𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡, 𝑡ℎ𝑒𝑓𝑜𝑟𝑒 𝑜𝑢𝑟 𝑎𝑛𝑠𝑤𝑒𝑟 𝑖𝑠 −
2, 𝑚 = −2
Negative (-) gradient

Positive (+) gradient
Activities
5. The diagram shows three graphs AB , CE and QP.
Calculate the gradient of line:
a) 𝐴𝐵
…………..……………….[2]
b) 𝑄𝑃
………...……………….[2]
c) 𝐶𝐸
………………………….[2]
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Specific objective
 find the equation of a straight line graph

Note: The equation must take the form of 𝑦 = 𝑚𝑥 + 𝑐
Example: write down the equation of line R.
step one: calculate the gradient M – is the gradient and C- is the value of y-intercept.
𝑦 −𝑦 0−2 −2
𝑚 = 𝑥1 −𝑥2 =−2−0 = −2 = 1
1 2
𝑚=1
Step two: find the y- intercept
𝐶=2
Step three: Write the equation in the form

𝑦 = 𝑚𝑥 + 𝑐.
Answer: 𝑦 = 1𝑥 + 2
𝑜𝑟 𝑦 = 𝑥 + 2 ( 𝑖𝑓 𝑡ℎ𝑒 𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 𝑖𝑠 1)
58
Activities
1. The diagram shows line CE and QP. Calculate:
a) gradient of line QP
………………………….(2)
b) gradient of line CE
…………………………….(2)
c) Y- intercept of line QP
…………..……………….(1)
d) Y-intercept of line CE
………….……………….(1)
59
e) Write down the equations of lines:
i) 𝑄𝑃
………………….……….(2)
ii) 𝐶𝐸
…………..……………….(2)
2. Write down the equation of lines.
a) 𝑃
…………………………….(2)
b) 𝑅
………………………………..(2)
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3. On the diagram, three linear graphs A, B and C are given
a) Determine the gradient of

i. line B
…………………..……………….(2)
ii. line C
………………..……………….(2)
b) Write down the equation of line A
…………….……………….(2)
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4. Below are four straight line graphs labelled a, b, c and d. For each graph, work out:
a) Which graph has a y- intercept of:

i) 𝐶=5
……………………………. [1]
ii) 𝐶 = −1
…………………………… [1]
b) Write the letter of the graph of the equation 𝑦 = 𝑥 – 2
……………………………… [1]
c) Calculate the gradient of line d)
………………..……………….(2)
62
d) Write down the equation of lines
i) 𝑏)
………………..……………….(2)
𝑐)
…………….……………….(2)
63
Independent and dependent variables
Specific objective
 determine the independent (what you are changing) and dependent (what you are calculating or
finding) variables in a function
In real life we solve situations where one Independent variable- is variable whose value can
quantity relates to another. Mathematics is be selected and not affected by another (input).
called a Function, can be written algebraically.
Each function has two variable called Dependent variable- is a variable whose value
independent and dependent. depends on the other variable ( output).
Example: 1. the cost of buying books and the number of books

Number of books – independent
Cost – dependent
Example: 2.
1
Example 3 write down the dependent and independent variable form the function: E = 2 m v 2
=E is dependent variable
= m and v are independent variables.
Activities
1. Determine the independent and dependent variables in the following descriptions.
a) the diameter of a circle and its circumference.
Indep:.……………………..……..…Dep:……………..…………..….(2)
b) The cost in N$ of a package of maize meal in kg.
Indep:.……………………..……..…Dep:……………..…………..….(2)
c) The mass of a person and the age of the person.
Indep:.……………………..……..…Dep:……………..…………..….(2)
d) The effect of teaching on a learner’s performance
Indep:.……………………..……..…Dep:……………..…………..….(2)
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e) The taste of coffee with the amount of sugar added in the coffee added in coffee.
Indep:.……………………..……..…Dep:……………..…………..….(2)
f) The different types of fertilizers used on a plant and plant growth.
Indep:.……………………..……..…Dep:……………..…………..….(2)
2. Write down the independent and dependent variables in each function.
a) 𝑤 = 𝑚𝑥 + 4𝑏
Indep:.……………………..……..…Dep:……………..…………..….(2)
b) b = ax − x 2
Indep:.……………………..……..…Dep:……………..…………..….(2)
2
c) x = 3 y + 3
Indep:.……………………..……..…Dep:……………..…………..….(2)
PRT
d) I = 100
Indep:.……………………..……..…Dep:……………..…………..….(2)
d
e) s = t
Indep:.……………………..……..…Dep:……………..…………..….(2)
65
Sequence
Specific objective
 recognize patterns in sequences and continue common integer sequences, including squares, cubes,
powers and triangular numbers
Common sequence has names, identify them and continue the sequence by
writing the next term. E.g) square, cube, prime, triangular numbers and etc. Some
sequences are formed through addition or subtraction of a specific number, this
number is called Common difference. ( is the difference between the terms).
Example: 7 , 11 , 15 , 19 is a sequence. 𝟏𝟏 − 𝟕 = 𝟒 , 𝟏𝟓 − 𝟏𝟏 = 𝟒 , 𝟏𝟗 − 𝟏𝟓 = 𝟒 , the

To find the common difference, we common difference is 𝟒, we can now use it to
subtract , term one from term 2 and term2 continue the sequence , by adding 4 for the previous
from term 3 ( 𝑇2 – 𝑇1 𝑜𝑟 𝑇3 – 𝑇2 ). term to find the next term. The next term of the
sequence above will be: 𝟏𝟗 + 𝟒 = 𝟐𝟑
Example: write down the next two terms of the sequence: 3 , 8, 13, 18
The common difference is 5.
18 +5=23 , 23+5= 28 answer: 23 and 28.
Activities
8. Below is a number sequence. Write down the next two terms in the sequence
f) 4, 7, 10, 13
…….………;……….(2)
g) 4; −1 ; −6 ; −11 …
……………;……….(2)
1 3
h) 6 ; 3 ; 1 2 ; 4 … ..
……………;……….(2)
i) −8; −5 − 2; 1; …
…………;……….(2)
3 1 3
j) ;14 ;14
4
….………;……….(2)
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9. Give the special name of the sequences and Write down the 13th term of each sequence
d) 1; 3; 6; 10; 15; 21; 28
name:…………………………………..13th term:………………(2)
e) 1; 4; 9; 16; 25; 36; 49
name:…………………………………..13th term:………………(2)
f) 1; 8; 27; 64; 125; 216; 343
name:…………………………………..13th term:………………(2)

d) Draw the next pattern in the box below. (1)
e) Find the term at position 10.
………………………………[2]
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11. The diagram below shows triangles arraged to form a patten.
c) Draw the next pattern in the box below. (2)
d) How many triangles will be in diagram 10?
…………….………………(2)

c) Find the term at position 7.
……..………………(1)
f) What is the special name given to the sequence below?
….…………………………..…(1)
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Term 1 Term 2 Term 3 Term 4

c) Find the term at position 7.
…………………………(1)
d) What is the special name given to the sequence below?
………………...………(1)
𝑇𝑒𝑟𝑚 1 𝑇𝑒𝑟𝑚 2 𝑇𝑒𝑟𝑚 3 𝑇𝑒𝑟𝑚 4
14. Study the diagram below

(c) Draw the next diagram for step 4 on the squares below (1)
step 1 step 2 step 3 step 4
(d) Complete the table about the number of squares of the diagrams. (2)
Steps 1 2 3 4
Number of 1 3
squares
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Specific objective
 find the first three terms of a sequence when the nth term is given e.g. 2n +3
nth term formula e,g 3n+3 in order to find n : represents the position of a
terms of a sequence, substitute the position term in a sequence.
into the formula, Example: find the first
three terms of the sequence using the 𝑛=1 3×1+3=𝟔
function or nth term formula 3n+3.
𝑛=2 3×2+3=𝟗
𝑛=3 3 × 3 + 3 = 𝟏𝟐
Activities
8. For the nth terms below find the first three terms of each sequence
e) 𝑇𝑛 = − 7𝑛 + 1
..………..; ………...;…………(3)
f) 𝑇𝑛 = 7 + 4𝑛
…..………..; …….…...;…………(3)
g) 𝑇𝑛 = 6𝑛 – 5
…..………..; …………....;…………(3)
h) 𝑇𝑛 = 𝑛 − 19
…………..; ………....;…………(3)
70
9. Complete the table using the given nth term. [4]
𝑛 1 2 3 4 5 6 7 8
𝑇𝑛 = 7𝑛 − 6
10. The general term has been given for each sequence below. Work out the missing terms.
a. 3; 2; 1; 0; . . . ; −2 −𝑛+4
……………………………… (1)
b. −11; . . . ; … … . ; . . . ; −3 − 13 + 2𝑛
……….…;…….……;………… (2)
c. 1 ; −2 ; … . ; −8 ; … . . −14 − 3𝑛 + 4
…………..……;…………… (2)
11. For the nth terms below find the 20th term of each sequence
d) 𝑇𝑛 = 5𝑛 − 9
………………………… (1)
1
e) 𝑇𝑛 = 2 𝑛 − 5
……..…………………… (1)
3 1
f) 𝑇𝑛 = − 4 𝑛 + 2
………………………… (1)
71
12. Find the:
iii) general formula nth term for the following sequences .
iv) find the 100th term:
a) 2; 5; 8; 11; 14; . ..
i) nth term:………………………………………………(2)
ii)100th term;…………………………………..………(1)
b) 0; 4; 8; 12; 16; . .. i) nth term:………………………………(2)
ii)100th term;……………………………………………(1)
c) 2; −1; −4; −7; −10; . ..
i) nth term:………………………………………………(2)
ii) 100th term;……………………………………………(1)
d) 7; 3 ; −1 ; −5
i) nth term:…………………………………….…………(2)
ii)100th term;……………………………….……………(1)
e) 10 ; 17 ; 24 ; 31
i)nth term:……………………………………….………(2)
ii)100th term;…………………………………..…………(1)
72
Specific objective
 determine the nth term of a given sequence (linear form e.g. 3n + 2)and use it to find the value of any
term in the sequence
Determine nth term
Example : 11 , 7, 15, 19 find
the nth term of the sequence Format to use. 𝑇𝑛= 𝑎 + (𝑛 − 1)𝑑 𝑜𝑟 𝑇𝑛= 𝑑𝑛 + 𝑐
below’ 𝑎 − Represent first term of the sequence
𝑑= 4 𝑛 −Represent position of a term in a sequence
𝑎= 7 𝑑 −Represent common difference
𝑐 − Represent constant
Substitute( replace) in: 𝑇𝑛= 𝑎 + (𝑛 − 1)𝑑 or 𝑇𝑛= 𝑑𝑛 + 𝑐
= 7 + (𝑛 − 1)4( 𝑟𝑒𝑚𝑜𝑣𝑒 𝑏𝑟𝑎𝑐𝑘𝑒𝑡𝑠) = 4𝑛 + 𝑐 ( 𝑐 = 𝑎 − 𝑑)
= 7 + 4𝑛 − 4 𝑐= 7 − 4 𝑐=3
= 4𝑛 − 4 + 7( 𝑎𝑑𝑑 𝑙𝑖𝑘𝑒 𝑡𝑒𝑟𝑚𝑠) 𝑇𝑛 = 4𝑛 + 3
𝑇𝑛 = 4𝑛 + 3
Activities
13. Below is a number sequence. Write down a formula for the nth term of each sequence,
j) 5, 9, 13, 17
…..………………………(2)
k) 2, 8, 14, 20
…….………………………(2)
l) 5, 12, 19, 26
…….………………………(2)
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m) 103, 106 , 109, 112
…….………………………(2)
n) 21, 29, 37, 45
……………………………(2)
o) 0 ; 1 ; 2 ; 3
…..…………………………(2)
p) 3 ; 5 ; 7; 9
………….……………………(2)
q) −1 ; −4 ; −7 ; −10
……….………………………(2)
r) 6.5 ; 6 ; 5.5 ; 5; 4.5
…….………………………(2)
14. The first four terms of each sequence are given. Find the 1000th term in each sequence?
e) 12, 15, 18, 21
……..……………………(2)
f) 3,7,11,15, . ..
…….…………………..……(2)
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g) −2; 1; 4; 7
……..………………………(2)
h) 11; 15; 19; 23;...
………………………………(2)
Topic 3: Money and Finance
(a) Earning, saving and spending
Specific Objectives: calculate personal income through wages, salaries, piece-work and commission
__________________________________________________________________________
Definitions:
Salaries: a specific amount of money paid to you at the end of every month.
Wages: a specific amount of money paid to you at the end of every week.
Piece-work: money paid for completing a specific task.
Commission: extra income earned by sales staffs on every order they secure. The commission usually is a
percentage of the value of the order.
A. Salaries ( per year)
1. Ms Kahonzo earns N$12 000 per month. Work out her earning per annum.
N$12 000 x 12 = N$144 000.
2. Mr. Kavhura earns N$45 833.33 per month. He contribute N$3 583.33 to retirement fund .
a. Calculate Mr. Kavhura’s income per annum.
N$45 833.33 x 12 = N$549 999.96
b. Calculate his deduction per annum.
N$3 583.33 x 12 = N$42 999.96
c. Calculate his monthly net salary. (Net salary = Gross salary – Total deduction)
N$45 833.33 - N$3 583.33
N$42 250.00
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B. Wages
Moses works for 10 hours a day, 5 days a week, as a farmer worker and earns N$8.66 per hour.
Calculate his
a. Weekly wage
10 x 5 x N$8.66
N$433
b. Annual wage ( 52 weeks )

N$433 x 52
N$22 516
C. Piece-work
John works at Nkurenkuru washing cars. The rate of payment is N$6.50 for each car up to 25 cars per day,
and N$10 for each car washed above 25 per day. Calculate his income on Tuesday, if he washed 35 cars.
N$6.50 x 25 = N$162.50, N$10 x 10 (35 – 25) = N$100
Tuesday income = N$162.50 + N$100
= N$262.50
D. Commission
A salesperson earns N$3 000 per month plus 12% commission on sales. Calculate her gross income if she
sells goods worth N$60 000 in one month.
12
N$3 000 +100 x N$60 000
N$3 000 + N$7 200 (commission)
N$10 200
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Activity
Specific Objectives: calculate personal income through wages, salaries, piece-work and commission
_________________________________________________________________________
1. Ms. Hausiku earns N$13 500 per month. She pays N$26.25 to social security, N$245 towards her
pension fund, N$240 for her son`s study policy and N$2 400 for income tax. Calculate :
a. Her total deductions
…………………………………………. (2)
b. Her net salary
………………………………………….(2)
2. Ester works in a company as an electrician and makes N$35 per hours.
a. If she works for 9 hours in a day and work for 5 days in a week, work out her weekly wage.
…………………………………….(2)
b. If she works for 6 days in a week. What would be her weekly wage ?
……………………………………….[2]
3. Martha wants to buy a cell phone for N$720.00. She decided to sell pocket files for N$30 per file.
How many pocket files must she sells to generate the N$720.00 ?
…………………………………………..(2)
4. A salesperson earns N$ 3500 per month plus 12% commission on sales. She sells goods worth N$
70 000 in one month.
a. Calculate the commission she will earn.
………………………………………… (2)
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b. Calculate her total gross income for the month.
………………………………... (2)
5. Mr. Kapumburu earns N$2 500 in a 5day week and spends N$21 on transport daily.
a. Calculate the amount of money he earns a day.
……………………………………….(2)
b. Calculate the amount of money he spends on transport per week.
…………………………………………..(2)
c. The employer of Mr. Kapumburu decides to increase his earnings by 15% per week.
Calculate his new weekly earnings.
…………………………………………(2)
6. Laura is a domestic worker who received an allowance of N$80 on week days and N$120 if she
worked on a Saturday. During March 2011 Laura worked 17 weekdays and 3 Saturdays.
a. Calculate the total allowance that she received in March.
……………………………………………………. [2]
b. If Laura worked on a Sunday she received N$30 per hour or part of an hour. On a certain
Sunday Laura worked from 09:24 up to 13:15. Calculate the amount she received.
………………………………………………………[2]
78
Specific Objectives: calculate Value Added Tax (VAT) as a percentage of expenditure on goods and services
__________________________________________________________________________
VAT is always at 15% as fixed by the GRN

VAT is charged on most goods and services such as petrol, Top scorer, fresh milk, cooking oil, etc
1. The price of a cell phone is N$900 + 15%VAT.

a. Calculate the VAT to be added to the price.
15
x N$900 = N$135
100
b. Calculate the total cost of the cell phone
N$900 + N$135 = N$1 035
1. A plumber charges N$395 per hour, plus VAT at 15%.

a. What is the VAT on this amount ?
15
= 100 x N$395 = N$59.25
b. What is the total amount to charged, including the VAT ?
= N$59.25 + N$395
= N$454.25
2. A Samsung flat TV cost N$24 999.99 including 15% VAT. Calculate the amount of VAT that is
included in the price.
15
= 100 x N$24 999.99
= N$ 3 750.10
3. A shop- owner buys a radio for N$379.95. She adds 20% of the cost price to make profit or mark-up.
Then she adds VAT at 15%. Calculate :
a. The amount of VAT to be added on
= 20% of N$379.95
20
= 100 x N4379.95
= N$75.99 + N$379.95
= N$455.94
= 15% (VAT) of N$455.94
𝟏𝟓
= 𝟏𝟎𝟎 x N$455.94
= N$ 68.39
b. The total selling price.
= N$68.39 + N$455.94
= N$524.33
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Activity
Specific Objectives: calculate Value Added Tax (VAT) as a percentage of expenditure on goods and services
_________________________________________________________________________
1. Below is the information about the cost of a cell phone.
N$2500 +15% VAT
a. Calculate the amount of VAT to be added on the cost price.
…………………………………..(2)
b. Calculate the total price of the cell phone including VAT.
…………………………………….(2)
2. The diagram shows the cost of a cell phone.
N$800 + VAT (15%)
Calculate the total cost of the cell phone
…..……………………………….(2)
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3. The cost of a calculator in a stationary shop is N$ 120 plus 15 % VAT.
a) Calculate the VAT.
…..……………………………(2)
b) Find the cost of the calculator.
…………………………………….(2)
Specific Objectives: interpret personal income tax tables and determine the tax payable on an amount earned
(Concept for Grade 10)
________________________________________________________________________
Income tax
Part of their income that citizens or companies give to GRN.
The GRN uses these money to build schools, hospitals, roads, airports, and also pay salaries of civil servants.
The more you earn, the higher the income tax you pay.
Taxable income = Gross income – allowable deductions
All deductions are done per annum ( per year).
Key words : Exceed, plus,
81
Example of a taxable table for the year 2018
Taxable income Tax Rate

Taxable amount does not exceed N$50 000 Not taxable
Exceed N$50 000 but does not exceed 18% of the amount by which the Taxable
N$100 000 amount Exceeds N$50 000
Exceed N$100 000 but does not exceed N$9 000 plus 25% of the amount by which
N$300 000 the Taxable amount Exceeds N$100 000
Exceed N$300 000 but does not exceed N$59 000 + 28% of the amount by which
N$500 000 the Taxable amount Exceeds N$300 000
Exceed N$500 000 but does not exceed N$115 000 plus 30% of the amount by
N$800 000 which the Taxable amount Exceeds N$500
000
Exceed N$800 000 but does not exceed N$1 N$205 000 plus 32% of the amount by
500 000 which the Taxable amount Exceeds N$800
000
Exceed N$1 500 000 N$429 000 plus 37% of the amount by
which the Taxable amount Exceeds N$1
500 000
1. A person with an annual income of N$550 000 contributes N$43 000 to a retirement fund which is tax
deductible.
a. Calculate the taxable income
Taxable income = Gross income – allowable deductions
= N$550 000 - N$43 000
= N$507 000.
b. Calculate the amount of tax a person must pay

= N$115 000 plus 30% of the amount by which the Taxable amount Exceeds N$500 000
30
= N$115 000 plus (100x N$7 000)
= N$115 000 + N$2 100
= N$117 100
82
Specific Objectives: interpret personal income tax tables and determine the tax payable on an amount earned
(Concept for Grade 10)
___________________________________________________________________________
1. Erica earns a total income of N$ 85 000 per year.

She does not pay taxes on the following amounts (Tax deductibles) per year:
N$ 3 000 Medical Aid
N$ 9 600 Pension Fund
N$ 4 200 Annuity.
a. Give the total amount for Erica's Tax deductibles.
……………………………………..(1)
b. Subtract the Tax deductibles from her total income per year and write it down. This answer is her
Taxable amount.
……………………………………….(1)
c. Copy, from the table, the correct rate for the tax (the formula) that she has to pay.
………………………………………………(1)
d. Use the formula to calculate the amount of tax that Erica has to pay.
……………………………………………………(2)
2. Mr Shaanika’s total annual income is N$840 000. He pays 14% of his total income
plus N$50 000 in taxes.
a. Calculate the amount of tax he has to pay.
………………………………………… (2)
b. Find his salary per month after tax has been deducted.
……………………………………………. (1)
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Specific Objectives: calculate the compound interest (compounded yearly) earned on an amount over a period
of 2 or 3 years
__________________________________________________________________________
A. Simple Interest ( Not in the specific objectives)

Interest is earned over a specific period of time.
1. Martin invest N$3 000 for 2 years in a bank at a rate of 8% simple interest.
a. Calculate the interest his money will earn after this period.
𝑃𝑅𝑇 𝑁$3 000 𝑋 8 𝑋 2
I= 100 100
= N$480
b. What is the total amount he will receive from the bank after 2 years ?
= N$3 000 + N$480
= N$ 3 480
B. Compound Interest (Interest is earned yearly)

1. Selma borrowed N$45 000 from a bank to buy a car. She has to pay back the money with 18.5%
compound interest for period of 2 years.
a. Calculate the total amount she has to pay back after 2 years.
𝑃𝑅𝑇
Year 1 I = 100
𝑁$45 000 𝑋 18.5 𝑋 𝟏
= 100
= N$8 325 (Interest at the end of year 1)
= N$45 000 + N$8 325
= N$53 325 (Balance at the end of year 1)
𝑁$53 325 𝑋 18.5𝑋 𝟏

Year 2 I = 100
= N$9 865.13 (interest at the end of year 2)
= N$53 325 + N$9 865.13
= N$63 190.13 (Balance at the end of year 2)
Or
𝑟
A=𝑃(1+ )𝑛 (r = rate (%), n = number of years)
100
18.5
= N$45 000 (1 + )²
100
= N$63 190.13
b. What is the total interest over this period of time ?
= N$63 190.13 – N$45 000
= N$18 190.13
84
Specific Objectives: calculate the compound interest (compounded yearly) earned on an amount over a period
of 2 or 3 years
_________________________________________________________________________
𝟒
1. Eino won N$200 000 in a quiz competition. He used 𝟓 of her money to build his house. He invested
the rest of his money in the bank for 3 years at the rate of 15% compound interest per year. Calculate :
a. The amount Eino used to build his house.
……………………………….. (2)
b. The amount that Eino invested in the bank.
…………………………………………… (2)
c. The total amount that Eino will have in the bank after 3 years.
……………………………………………. (3)
2. Maria invests N$8 500 at 25% simple interest per year. Calculate the interest Maria earned after 3
years.
………………………………………………. (2)
3. Regina invest N$800 in a bank at a rate of 5% compound interest per year. Calculate the total amount
Regina will have after 2 years.
………………………………………………………(3)
85
4. Susan has N$3000 to invest for 6 months. She invests the money in a bank which pays simple interest at
the rate of 7.5% per year. Calculate how much interest she will have at the end of the 6 months.
………………………………………………(3)
5. Karin invests N$20 000 in a fund which pays 5% per year compound interest.
Calculate the amount that Karin will have after two years.
…………………………………………………..(2)
6. Anneli invested N$P for 9 months at 4% simple interest per year. She received N$39 interest. Calculate
the value of P.
………………………………………………………..(4)
86
Specific Objectives: calculate the difference in cost when paying cash for an item and when buying the item on
a hire purchase agreement
________________________________________________________________________
INSTALMENT BUYING OR HIRE PURCHASE
An instalment is a part payment. Most people find it easier to buy expensive items by paying instalment.
HP= Deposit + Instalments
1. The cost of a hi-fi is either N$2 599 in cash or a deposit of N$ N$250 and 24 monthly payments of
N$203.
a) Find the Hire purchase price.
HP= Deposit + Instalments
= N$250 + (N$203 x 24months)
= N$250 + N$4 872
= N$5 122
b) Find the difference between the hire purchase price and the cash price.
= N$5 122 – N$ 2 599
= N$2 523
Activity 1.
1. A bicycle is up for sale in a furniture shop. The cash price is N$5600. Alternatively, a deposit of
N$600 plus N$550 x 12 months.
a. Calculate the total cost on hire purchase.
………………………………………………..(3)
b. How much more than the cash price will pay for the bicycle on hire purchase ?
……………………………………………………(2)
87
2. The hire purchase price of a table and chairs is N$6 999. A 25% is paid as deposit. The rest is
spread over 12 equal monthly instalments.
a) Calculate the amount of deposit.
…………………………………………(3)
b) Calculate the reminder to paid
……………………………………………..(2)
c) Find the amount of each instalment.
…………………………………………..(1)
3. The cash price of a car is N$350 000. The hire purchase payment requires 10% deposit and 52
monthly payment of N$ 7 320.25. Calculate the saving when paying in cash.
…………………………………………………. (3)
4. A refrigerator costs N$6 799. A 5% discount is given for a cash payment. Alternatively, it can be
paid by hire purchase. In this case the price is raised by 11%. Calculate the difference between
paying cash and paying by hire purchase.
………………………………………………..(4)
88
Activity 2
1. Mr Lyambezi bought a car on hire-purchase. He paid a deposit of N$60 000 followed by 54 equal
installments of N$9 627.78.
Calculate the total amount that Mr Lyambezi had to pay for the car. (3)
2. Christa bought a television on high purchase. She paid N$ 500 equal installments for 15 months. She paid
N$8 300 in total.
Calculate the deposit she paid at the beginning.
……………………………………………(3)
3. Mr. Sirume bought a refrigerator. He paid 12 equal installments as well as a deposit

Of N$450. He paid N$1 890 in total.
Calculate the amount he had to pay for each installments.
…………………………………………(2)
4. Jane gave a deposit of N$300 and pays N$125 per month for a hire purchase
transaction of N$2 550 in total.
Calculate the number of monthly installments she must pay.
…………………………………………..(3)
89
5. A shop owner advertises the sale of a computer with two payment options as shown below.
Peter chooses Option 2 to buy the computer.
(a) Calculate the deposit Peter has to pay.
……………………………………………..(2)
(b) Calculate the total amount that Peter will have to pay for the computer.
…………………………………………………….(2)
(c) Calculate the difference between the cash price and hire purchase price.
…………………………………………………. (1)
6. A laptop cost N$ 5 670 cash prize or a deposit of N$ 560 and 14 monthly instalment of N$ 442.
Calculate the total cost of the laptop on hire-purchase.
……………………………………………….. (3)
90
7. Ms Kandingu wants to buy her husband a Lazy Boy chair for his birthday.
The sales information of the chair is shown in the box.
Deposit N$120
24 months x N$299
VAT included
CASH N$4999
a. Calculate the total amount she will pay if she buys the chair on hire purchase.
……………………………………………….. (3)
b. The cash price is N$4 999. How much extra must she pay on hire purchase?
………………………………………………….(2)
c. The delivery fee is 5% of the cash price. She buys the chair cash and it is delivered at her
house. How much does she pay altogether?
………………………………………………… (2)
91
8. The cash price of a car is N$350 000. The hire purchase payment requires 10% deposit and 52 monthly
payment of N$ 7 320.25. Calculate the saving when paying in cash.
…………………………………………………..(3)
9. To buy a suit, a man can either pay N$ 1 112.50 cash or he can pay 12 monthly payment of N$150.
a) Find the cost of a suit when paying by instalments.
……………………………………………… (2)
b) Find the difference between the cash price and the hire purchase price.
....................................................................... (1)
92
Specific Objectives: convert between Namibian and foreign currencies
________________________________________________________________________
EXCHANGE RATES
June 2020
US$ 1 ….................................N$ 17.56 N$ 1....................Malawi Kwacha 43.50
£ 1.......................................N$ 21.56 N$ 1..................................Pula 0.68
1 Euro..................................N$19.24 N$1......................Zambia Kwacha 1.22
1. Convert N$5 000 into £.

£ = 𝑁$
1 = 21.56 21.56x = 5 000 (cross multiplication)
𝑥 5 000
x = £231.91
2. Convert £512 into N$

£ = 𝑁$
1 = 21.56 (cross multiplication)
512 𝑥
x = N$11 038.72
3. Convert N$2 000 into Zambia Kwacha
N$ = 𝑍𝑎𝑚𝑏𝑖𝑎 𝐾𝑤𝑎𝑐ℎ𝑎
1= 1.22 (cross multiplication)
2 000 𝑥
x = 2 440 Zambia Kwacha
4. 1 Chinese Yuan (offshore) equals N$2.38.
a. Convert N$500 into Chinese Yuan.

Chinese Yuan = 𝑁$
1= 2.38 2.38x = 500 (cross multiplication)
𝑥 500
x =N$210.08
b. Convert 350 Chinese Yuan into N$.
Chinese Yuan = 𝑁$
1= 2.38 (cross multiplication)
350 𝑥
x = N$833
93
Specific Objectives: convert between Namibian and foreign currencies
___________________________________________________________________________
1. Given that US$ 1 = 16.93

a. Convert N$5 890 to US$.
…………………………………………….. (2)
b. Convert US$400 into N$
…………………………………………………(2)
2. Regina wins a scholarship of N$80 000 to study in Russia. At the bank, the rate is
1Russian Ruble = N$0.24. Workout the total amount of money she will receive in Russian Ruble.
…………………………………………….(2)
3. Given that £1 = N$21.26. Convert N$2 400 to British pound (£).
………………………………………….. (2)
4. Maria buys a software package over the internet, which cost US$ 200.
Calculate the amount, she has to pay in Namibian dollar if the exchange rate is US$1=N$16.93.
……………………………………………….(2)
94
5. Mr Kaundu recently returned from the United States and brought US$3 000 along.
He exchanged his US$ at the bank for N$. The rate was US$ 1 = N$ 16.93
a. Use the information to work out how much N$ did he received.
…………………………………………………...(2)
b. Mr Kaundu decided to save 50% of his money (N$). After 2 weeks, he went in Angola and
changed his money into Angolan Kwanza
How much Kwanza did he received, if N$ 1 = AK 34.08 .
………………………………………………………… (4)
6. Mr. Sikukumwa travelled to Johannesburg via Botswana from Windhoek.

He needed to change N$1 500 to Botswana pula when the rate was
N$1 = 0.69 pula. Calculate the amount of pula he received.
……………………………………………….. (2)
95
7. Anna is going on tour with a youth group to Botswana. She has N$500 to spend in Botswana. She
exchanges her money when the exchange rate is N$1 = 0.69 pula.
(a) How many pula will she receive if she exchanges the N$500?
………………………………………….(2)
(b) In Botswana the price of a can of fruit juice is 5.60 pula.
How much is that in Namibian dollars? Give your answer to the nearest cent.
……………………………………………………….. (3)
8. In March 2008 one Namibia dollar (N$) worth 0.12 US dollar (US$). Christine changed N$3 250 into
US dollars.
(a) How much did she received in US dollars?
……………………………………………………(2)
(b) In July 2008 one Namibia dollar was worth 0.14 US dollar.
Christine changed her US dollar (from part (a) back to Namibia dollars. How much money did she
lose? Give your answer in Namibia dollars correct to 2 d.p.
………………………………………………… (3)
96
TOPIC 4: MEANSURATION
Area and Perimeter

Specific objective # 1:
calculate the perimeter and area of trapezium and kite
Perimeter: Total distance around a closed figure(shape). Measured in meters, centimetre, millimetres
PERIMETER:
Trapezium (also referred to as ‘Trapezoid’)
A quadrilateral with a pair of parallel sides
Example (1) work out the perimeter of the following trapeziums.
Remember not to include ‘’4cm’’ in your sum.

Because it’s not part of the boundaries
(perimeter) we only add edges (i.e. Trapezium
only has four sides)
Perimeter = AB + BC + CD + DA
= 6 𝑐𝑚 + 12 𝑐𝑚 + 6 𝑐𝑚 + 3 𝑐𝑚 Perimeter = EF + FG + GH + HE
= 27 𝑐𝑚 = 5 𝑚𝑚 + 9 𝑚𝑚 + 8 𝑚𝑚 + 6 𝑚𝑚
= 28 𝑚𝑚
97
Kite
A quadrilateral with two pairs of equal-length sides that are adjacent to each other.
Example (2) work out the perimeter of the following kites

(a)
The shorter side can be 𝒂
and the longer side can be 𝒃
since the sides are in pairs then we have 2𝒂 and 2𝒃
∴ perimeter of a kite = 2𝒂 + 2𝒃
= 2(𝟑𝒎𝒎) + 2(𝟓𝒎𝒎)
= 𝟔𝒎𝒎 + 𝟏𝟎𝒎𝒎
= 𝟐𝟎𝒎𝒎
Remember not to use 4 mm and 7 mm

because they are not part of the
boundaries of a kite (i.e. it’s a
quadrilateral only have four sides)
98
(b) Find the perimeter of the kite whose sides are 18 cm and 26 cm
perimeter of a kite = 2𝒂 + 2𝒃 Sometimes we can calculate the

= 2(𝟏𝟖𝒄𝒎) + 2(𝟐𝟔𝒄𝒎) perimeter of a kite given just the two
different sides (sufficient information)
= 𝟑𝟔𝒄𝒎 + 𝟓𝟐𝒄𝒎
= 𝟖𝟖 𝒄𝒎
(c) Calculate the perimeter. Give your answer to the nearest mm.
In a situation were by the units of the two

given sides are not the same. We need to
convert one of the units to the other (in
this case the instruction says mm)
1𝑐𝑚 = 10 𝑚𝑚
1.3 𝑐𝑚 × 10 = 43 𝑚𝑚
perimeter of a kite = 2𝒂 + 2𝒃
= 2(𝟐𝟒𝒎𝒎) + 2(𝟒𝟑𝒎𝒎)
= 𝟒𝟖𝒎𝒎 + 𝟖𝟔𝒎𝒎
= 𝟏𝟑𝟒𝒎𝒎
(d) In the shape below, all lengths are in centimetres.
When expressions(variables) are used to label the
sides. We need to make use of algebra to find the
solution.
So, if you had to work out the perimeter using the

expressions(variables), we just need to substitute
our expressions into our formulae:
P =𝟐𝒂 + 𝟐𝒃 , 𝒂 = 𝟐𝒙 − 𝟏 𝒂𝒏𝒅 𝒃 = 𝟑𝒙
(i) Find the expression, in terms of 𝑥, for the perimeter of the

shape. Give your answer in its simplest form
P =𝟐𝒂 + 𝟐𝒃
P =𝟐(𝟐𝒙 − 𝟏) + 𝟐(𝟑𝒙)
P =𝟒𝒙 − 𝟐 + 𝟔𝒙
P =𝟏𝟎𝒙 − 𝟐
99
(ii) Given that the perimeter of the shape is 28 cm. work out the length of one of the shorter
sides.
This is a two-step problem
𝟏𝟎𝒙 − 𝟐 = 𝟐𝟖 First:
𝟏𝟎 𝒙 = 𝟐𝟖 + 𝟐 In this question we need to form an
𝟏𝟎𝒙 = 𝟑𝟎 equation were our perimeter 𝟏𝟎𝒙 − 𝟐,
𝟏𝟎𝒙 𝟑𝟎
= should be equal to 28 and solve for x
𝟏𝟎 𝟏𝟎
𝒙 =𝟑
Second
Short side is 𝟐𝒙 − 𝟏 We have to substitute the value of x in
x is 3 the expression of the one of the shorter
∴ 𝟐𝒙 − 𝟏 sides and find its value.
𝟐(𝟑) − 𝟏
𝟔−𝟏
𝟓𝒄𝒎
Activity:
1. Work out the perimeter of the following?
(a)
Answer:____________𝑚𝑚 [1]
(b)
Answer:____________𝑐𝑚 [1]
100
2. The diagram below shows a kite. Work out the perimeter of the kite to the nearest cm.
Answer: ____________𝑐𝑚 [2]
3. The diagram below shows Ms Kandara’s garden. She wants to fence the garden with diamond-mesh.
(a) What is the geometrical name for the shape formed by Ms Kandara’s garden?
Answer: _________________________ [1]
(b) Work out the total length of the diamond-mesh wire Ms Kandara should purchase for garden.
Answer: ___________________𝑐𝑚 [2]
101
4. The diagram below shows a kite. All the units in the are given in cm.
(a) Find the expression, in terms of 𝒚, for the perimeter of the kite. Give your answer in its simplest
form
Answer: __________________ [3]
(b) Given that the perimeter of the kite is 38 cm. work out the value of 𝒚.
Answer: __________________ [2]
(c) Find the length of one of the longer sides.
Answer: ________________𝑐𝑚 [2]

5. In the shape below, all lengths are in metres.
102
(a) Find the expression, in terms of 𝒙, for the perimeter of the shape above. In its simplest form.
Answer: __________________ [3]
(b) If the value of 𝒙 is 5 cm. work out the perimeter of the shape in cm.
Answer: _______________𝑐𝑚 [2]
103
Area of a Trapezium:
Area: The amount of space occupied by a plane shape (two-dimension figure). Measured in square units
(square metres, square centimetres, square millimetres etc.)
Example
1. work out the Area of the following trapeziums.
(a)
Area of a trapezium is calculated using vertical
height and the two parallel sides (remember not to
use the slanting lines)
So, we will let the two parallel sides be a and b,

// means parallel lines
And the vertical height to be h
1
Area of a trapezium = 2 × (𝑠𝑢𝑚 𝑜𝑓// ) ℎ
1
= 2 (𝑎 + 𝑏) × ℎ
1
Half of 15 = (3𝑐𝑚 + 12𝑐𝑚) × 4𝑐𝑚
2
1
= 2 (15 𝑐𝑚) × 4 𝑐𝑚 (b)
Remember the height
= 7.5 𝑐𝑚 × 4 𝑐𝑚 form a right angle when
it meets the parallel lines
= 30 𝑐𝑚2
1
Area of a trapezium = 2 (𝑎 + 𝑏) × ℎ
1
= (5𝑚𝑚 + 9𝑚𝑚) × 6𝑚𝑚
2
1
= (14 𝑐𝑚) × 6 𝑐𝑚
2
= 7 𝑐𝑚 × 6 𝑐𝑚
= 42 𝑐𝑚2
2. The diagram shows a trapezium. All units in the
diagram are in cm.
104
According to question ‘a’ the value of our
variable a is 2cm.
(a) Given that the value of 𝑎 is 2 cm. Work out the
area of the shape above. So, if we want to calculate the area of the shape,
we need the length of the height and that of the
Height = 2𝑎 + 1 = 2(2𝑐𝑚) + 1 4+1 ℎ= pair of parallel sides.
5𝑐𝑚 We can achieve that by substituting in the value of
Side a = 2𝑎 = 2(2𝑐𝑚) 4 𝑎= ‘a’
4𝑐𝑚
Side b =2𝑎 + 3 = 2(2𝑐𝑚) + 3 4+3 𝑏 = 7𝑐𝑚
When we have the values of h, a and b we can calculate the area of the trapezium.
1
Area of a trapezium = 2 (𝑎 + 𝑏) × ℎ
1
= (4𝑐𝑚 + 5𝑐𝑚) × 7𝑐𝑚
2
1
= 2 (9 𝑐𝑚) × 7 𝑐𝑚
= 4.5 𝑐𝑚 × 7 𝑐𝑚
= 31.5 𝑐𝑚2
105
Area of a Kite:
Area of a kite is calculated using the two

lines which intersect each other, also
known diagonals
We will name the short one diagonal 1(d1)
And the longer one diagonal 2 (d2)
For instance, d1 is 12 cm and d2 is 16 cm
The area would be calculated
Half of 12
1
Area of a kite = 2 × 𝑑1 × 𝑑2
1
= 2 × 12 𝑐𝑚 × 16 𝑐𝑚
= 6 𝑐𝑚 × 16 𝑐𝑚
Half of 4
2
= 96𝑐𝑚
Example
1. Work out the area of the following.
1
(a) Area of a kite = 2 × 𝑑1 × 𝑑2
1
= 2 × 4𝑚𝑚 × 7 𝑚𝑚
= 2 𝑚𝑚 × 7 𝑚𝑚
= 14𝑚𝑚2
106
(b)
1
1
= 2 × 13𝑐𝑚 × 24𝑐𝑚
= 6.5𝑐𝑚 × 24𝑐𝑚
= 156𝑐𝑚2
(c) Calculate the area of a kite with diagonals 5.8 cm and 13.5 cm. give your answer to the nearest 1
decimal place.
1
1
= 2 × 5.8 𝑐𝑚 × 13.5𝑐𝑚
= 2.9𝑐𝑚 × 13.5 𝑐𝑚
= 40.3𝑐𝑚2
107
Activity:
1. Calculate the area of the following.

(a)
Answer: ________________𝑐𝑚2 [2]

(b)
Answer: ________________𝑐𝑚2 [2]
(c) A kite with diagonal 15 𝑐𝑚 𝑏𝑦 21 𝑐𝑚
Answer: ________________𝑐𝑚2 [2]

108
2. Calculate the area of the trapezium below. Give your answer to the nearest 1 decimal place.
Answer: ________________𝑐𝑚2 [3]
3. the diagram below shows a side view of a house. Work out the area of the side. Give your answer to
the nearest 1 decimal place.
Answer: ________________𝑚2 [2]
109
Specific objective #2
Calculate the area of a circle using the formula
Diameter: the line which cuts a circle in two equal parts (𝑑 = 2𝑟)
𝑑
Radius: half of a diameter (𝑟 = )
2
110
Formula for area of a circle:
Area of a circle is calculated using the formula
A = 𝜋𝑟 2 [𝑝𝑖 × 𝑟𝑎𝑑𝑖𝑢𝑠 × 𝑟𝑎𝑑𝑖𝑢𝑠]
22
𝑝𝑖(𝜋) = 𝑜𝑟 3.142
7
For example, if the radius is 4cm.calculate the

area.
A= 𝜋𝑟 2
22
A= 7
× 42
22
A= × 4𝑐𝑚 × 4𝑐𝑚
7
A= 50.3 𝑐𝑚2
Example
1. Work out the area of a circle with radius 10 cm
A= 𝜋𝑟 2
22
A= × (10𝑐𝑚)2
7
22
A= × 10𝑐𝑚 × 10𝑐𝑚
7
A= 154 𝑐𝑚2
2. Calculate the area of the circle below.
111
A= 𝑟 2 the value of ‘’14 cm’’ which is given
is not radius but diameter.
So, we need to calculate radius first:

𝑑 14
𝑟= 2
𝑟= 2
𝑟 = 7 𝑐𝑚
A= 𝜋𝑟 2
22
A= 7
× (7𝑐𝑚)2
22
A= × 7𝑐𝑚 × 7𝑐𝑚
7
A= 154 𝑐𝑚2
3. A tin of backed beans as a circular top with a diameter of 6.4 cm. Use 𝜋 = 3.14
6.4 𝑐𝑚
(a) Find the radius of the circular top?

𝑑
𝑟=
2
6.4 𝑐𝑚
𝑟=
2
𝑟 = 3.2 𝑐𝑚
(b) Calculate the area of the circular top? Round your answer to the nearest 1 d.p.
A= 𝜋𝑟 2
22
A= × (3.2𝑐𝑚)2
7
22
A= × 3.2𝑐𝑚 × 3.2𝑐𝑚
7
A= 32.2 𝑐𝑚2
112
4. Calculate the area of the semi-circle below
A= 𝜋𝑟 2
22
A= 7
× (3.2𝑐𝑚)2
22
A= 7
× 3.2𝑐𝑚 × 3.2𝑐𝑚
A= 32.2 𝑐𝑚2
find the diameter or radius of a circle when the area is given
Example
A= 𝜋𝑟 2 1. Find
the radius
So, if we are given Area and asked to find the radius, we have to make radius the subject
of a circle
of the formulae
with area
A= 𝜋𝑟 2 of
𝟔𝟏𝟔𝒄𝒎𝟐
𝐴 𝜋𝑟 2 𝐴
= [divide both sides by 𝜋] 𝑟=√
𝜋 𝜋 𝜋
𝐴
= 𝑟2 [on the right side 𝜋] will cancel each other out] 𝑟=
𝜋
616 𝑐𝑚2
𝐴 √ 22
√ = √𝑟 2 [then to get rid of the square on radius, we take the square root of both sides. 7
𝜋
start
𝐴 working
√ =𝑟 [ the square and square root on the right will cancel each other out] out
𝜋
𝐴
Then we can rewrite it as 𝑟 = √𝜋
22 7 7
[616 𝑐𝑚2 ÷ ] which is the same as[616 𝑐𝑚2 × 22] = [28𝑐𝑚2 × 1] = 196 𝑐𝑚2
7
𝑟 = √196 𝑐𝑚2
𝑟 = 14 𝑐𝑚
113
2. Circle with centre B has an area of 1386 𝑚𝑚2. Calculate the length of its diameter.
We haven’t learnt of a formula which links Area to

diameter, but we have learned of a formula which
links diameter to radius [𝑑 = 2𝑟] and of course that
𝐴
which links radius to area [𝑟 = √ ].
𝜋
∴ To calculate diameter, we have to find radius first
𝐴
𝑟 = √𝜋
1386𝑚𝑚2
𝑟=√ 22 𝑟 = √441𝑚𝑚2
7
𝑟 = 21𝑚𝑚
Activity:
22
1. Use 𝜋 = , to work out the area of the following [without using a calculator]?
7
(a)
Answer: ________________𝑐𝑚2 [3]
114
(b)
Answer: ________________𝑐𝑚2 [3]
2. Calculate the area of the circle below.

(a)
Answer: ________________𝑚2 [3]
(b)
Answer: _______________𝑚𝑚2 [3]

115
3. Here is a tile in form of a semi-circle.
The diameter of the semicircle is 8 cm. Work out the area of the tile. Give your answer correct to 2 decimal
places.
Answer: _______________𝑐𝑚2 [3]

4.
A circle has a radius of 6 cm.

A square has a side of length 12 cm.
Work out the difference between the area of the circle and the area of the square. Give your answer correct to
one decimal place.
Answer: _______________𝑐𝑚2 [3]
116
5.
The diagram shows two small circles inside a large circle.

The large circle has a radius of 8 cm.
Each small circle has a diameter of 4 cm.
(a) Write down the radius of the small circle.
Answer: _______________𝑐𝑚 [1]
(b) Work out the shaded area in the diagram. Give your answer correct to one decimal place.
Answer: _______________𝑐𝑚2 [4]
117
6. A logo is designed that has four grey circles within a white square.
The square has side length 16cm.

Find the area of the logo that is white.
Answer: _______________𝑐𝑚2 [4]

22
5. A circle has an area of 63.6 𝑐𝑚2 . Use 𝜋 = 7 . Use a calculator to work out the radius of the circle.
Correct to 1 decimal place.
Answer: _______________𝑐𝑚 [3]
118
6. The diagram below shows a circle with area of 706.5𝑚𝑚2
Calculate the length of line AB
Answer: _______________𝑚𝑚 [3]
119
calculate the surface area of cubes, cuboids and closed cylinders
Cube
Cube: is a three-dimension solid bounded by six square faces. [also has 12 edges and 8 vertices]
vertices
face
edge
Surface area: the area of all faces of a solid shape. [units are in square units.]
So, if we had to calculate surface area of a cube, we need the area of each face (square) all six of them.
Example
1. calculate the area of a cube with side 4cm
area of a square is 𝑠𝑖𝑑𝑒 × 𝑠𝑖𝑑𝑒 = (𝑠 2 ), we have six squares on a cube, that means (𝑠 2 ) × 6 = 6(𝑠 2 )
∴ 𝐒𝐮𝐫𝐟𝐚𝐜𝐞 𝐚𝐫𝐞𝐚 𝐨𝐟 𝐚 𝐜𝐮𝐛𝐞 = 6(𝑠 2 )
Surface area = 6(𝑠 2 )

= 6((4𝑐𝑚)2 )
= 6(16𝑐𝑚2 )
= 96𝑐𝑚2
2. Calculate the surface area of the cube below.
120
Surface area = 6(𝑠 2 )
= 6((7𝑚𝑚)2 )
= 6(49𝑚𝑚2 )
= 294 𝑚𝑚2
Cuboid: is a three-dimension solid bounded by six rectangular

faces (or even square faces).
Rectangle 1 measures (𝑎 × 𝑏) Rectangle 2 measures (𝑏 × 𝑐)
They are two that means 2𝑎𝑏 They are two that means 2𝑏𝑐
Rectangle 3 measures (𝑎 × 𝑐)
They are two that means 2𝑎𝑐
To calculate surface area of a cuboid. We have

to sum the area of all the rectangles.
Surface area = 2𝑎𝑏 + 2𝑏𝑐 + 2𝑎𝑐
Example
1. Calculate the surface area of a rectangle with dimensions 4𝑐𝑚 , 7 𝑐𝑚 𝑎𝑛𝑑 9𝑐𝑚.
Surface area = 2𝑎𝑏 + 2𝑏𝑐 + 2𝑎𝑐
= 2(4𝑐𝑚 × 7𝑐𝑚) + 2(7𝑐𝑚 × 9𝑐𝑚) + 2(4 𝑐𝑚 × 9𝑐𝑚)
= 2(28𝑐𝑚2 ) + 2(63𝑐𝑚2 ) + 2(36𝑐𝑚2 )
= 56𝑐𝑚2 + 126𝑐𝑚2 + 72𝑐𝑚2
= 254𝑐𝑚2
121
Cylinder: is a three-dimension solid bounded by two circles, which a joined by two parallel lines.
Cylinder is made up of two

identical circles and a curved
surface area.
To calculate surface area of a cylinder. We have to sum

the area of the two circle and the curved surface area.
cy = 𝜋𝑟 2 + 𝜋𝑟 2 = 2𝜋𝑟 2
Two circles
Curved surface area can be calculated by

multiplying the circumference of the circle by the
height.
Curved surface area = 2𝜋𝑟 × ℎ
All together= 2𝜋𝑟 2 +2𝜋𝑟 × ℎ
2𝜋𝑟
Example. 2𝜋𝑟(𝑟 + ℎ)
22
1. Work out the surface area of a cylinder with radius 2 cm and height of 5 cm, 𝜋 = . Round
7
your answer to 1 decimal place
Surface area = 2𝜋𝑟 2 +2𝜋𝑟ℎ
22 22
= 2( 7 × (2𝑐𝑚)2 ) +2 × × (2𝑐𝑚)2 5 𝑐𝑚
7
= 25.1𝑐𝑚2 + 31.1𝑐𝑚2
= 56.2𝑐𝑚2
122
Activity:
1. Calculate the surface area of the following.
(a) A cube with side 9 cm
Answer: _______________𝑐𝑚2 [2]
(b)
12mm
Answer: _______________𝑚𝑚2 [2]
(c) A cuboid which measures 6𝑐𝑚 𝑏𝑦 11𝑐𝑚 𝑏𝑦 4𝑐𝑚.
Answer: _______________𝑐𝑚2 [2]
123
2. Calculate the surface area of a cylinder with radius 6cm and height of 9cm
Answer: _______________𝑐𝑚2 [2]
3. Calculate the surface area of the cylinder below
Answer: _______________𝑐𝑚2 [2]
124
calculate the surface area of the nets of cubes, cuboids and (closed) cylinders
Nets of solids
Net: A pattern that you can cut and fold to make a model of a solid shape.
Cube Cuboid Cylinder
Activity
1. Draw the net of the following solids [4]
(a) (b)
125
2. In the following diagrams all units are in cm.calculate the surface area of each.
(a)
Answer: _______________𝑐𝑚2 [3]

(b)
Answer: _______________𝑐𝑚2 [3]
126
Topic 5: GEOMETRY
(a) Constructions:
Specific objective:
 Use a pair of compasses and straight edge to construct:

- Parallel lines
- The perpendicular from a point to the line
- The perpendicular from a point on the line
- Perpendicular bisector of a line segment
- An angle bisector
 Construct triangles, given three sides; two sides and included angle; a triangle and any two sides; or
two angles and included side.
Construct a parallel line through a point
Compass
Hinge is a nut that tighten the

compass needle with pencil
Hinge holder
Pencil holder: it hold the pencil

Pencil at the adjust position by tighten
the pencil in position.
Pencil holder
Compass needle
127
Point T
STEP 1: Start with a line AB and a point T off
the line
Line AB
STEP 2: Draw a transverse line

through T and across the line AB
at any angle. Label the intersect
point M.
128
STEP 3: with the compasses ‘width set
to about half the distance between M
and T, place the point on
Transverse line
129
STEP 4: Without adjusting the
compass’ width, move the compass to
T and draw a similar arc to the one in
step 3.
130
STEP 5: Set compass’ width to the
distance where the lower arc crosses the
two lines.
STEP 6: Move the compass to where the

upper arc crosses the transverse line and
draw an arc , label the intersection of arcs R.
131
STEP 7: Use a ruler to draw a straight line through
points T and R
Final Step: the line TR is parallel to the line AB
132
Perpendicular lines
a line that intersects another line at an angle of 900
EXAMPLE
Intersect point
900 Perpendicular line: Two

line intersect at an angle
of 900 .
Construct a perpendicular from a point to the line
133
STEP 1: Start with a line and
point M which is not on the
line.
STEP 2: Place the compasses

on the given external point M.
134
STEP 3: Set the compass’ width
to an approximately more than
half the distance to the line. The
exact width does not matter.
Step 4: From point M draw twos

arcs left and right on the line
given. Label the arc A and B.
135
STEP 5: At this point, you can adjust
the compass’ width.
RECOMMENDED: Leave it as it is.
From each point A, B, draw an arc below the line so that the
arcs cross
Two intersect arcs
STEP 6: Place a straight edge (ruler) between M

and the point where the arcs intersect.
136
Draw the perpendicular line from M
to the line, or beyond if you wish.
STEP 7: This line is perpendicular to the first line and passes

through the point M. It also bisects the segment AB {divides it
into two equal parts}.
137
CONSTRUCTING TRIANGLES WITH THREE GIVEN SIDES
Construct ABC with side lengths of 3 cm, 5 cm and 7 cm.
Step 1
Draw one side of the triangle using a ruler. It is often easier to start with longest side (7 cm).
Remember:
138 first line is
This document is a working draft, it might have errors. always drawn on middle.
7 cm
Label AB.
STEP 2
Adjust compass width to 5 cm by measuring it from a ruler. Draw an arc 5 cm away from point A. Make sure
its long enough.
7 cm
139
STEP 3
Set the compass width to 3 cm. Draw an arc from point B. where two arcs intersect label the point C.
NOTE: Where this arc crosses the first arc.

This will be the third vertex of the triangle.
7 cm
140
STEP 4:
Use your ruler to join points A to C and B to C.
7 cm
Constructing triangle given two side and an angle
141
Example
Make an accurate drawing of a triangle with lengths 4 cm and 6 cm with an angle of 400 in between. Label AC.
{it is always better to start with long side}
6 cm
Use a protractor to measure the 400 angle. Put the centre of the protractor on the point A and align line AC on
00/1800 . put a mark on 400 measure from line AC.
A C
Use a ruler to draw a line from A through a marked point, 4 cm long and label the end point B.
400
6 cm
142
Draw a line to joint point B and C.
400
A C
6 cm
Constructing triangle given one side and two angles

Example
Make an accurate drawing of a triangle with the angles 400 and 700 , with a side of length 8 cm in between.
STEP 1
Draw the line (8 cm) using a ruler
Position your ruler at zero (0) and
draw line from 0 to 8. Label the line D
E
143
STEP 2
Use a protractor to measure the 400 angle. Put the centre of the protractor on the D. Put a construction mark at
400
Construction mark
D E
STEP 3
Use a ruler to draw a line from D through the construction mark. Make it long.
D E
144
STEP 4
Use a protractor to measure the 700 angle from E. Put the centre of the protractor on point E. Put a mark at 700 .
D E
STEP 5
Use a ruler to draw a line from E through the marked point of 700 . Make sure it crosses the 400 line. Label the
intersection F.
700 mark
400 700
D E
145
This is a complete construction of
Triangle of two angles and one side.
F
400 700
D E
8 cm
146
Practical exercises
1. Construct the perpendicular line (perpendicular bisector) of the following lines.
(a)
(2)
(b)
(2)
(c)
147
(2)
2. Construct the parallel line of the following lines
(2) (2)
(a)
(b)
(C)
(2)
148
3. (a) Construct triangle CDE with side lengths 4 cm, 6 cm and 8 cm.
(3)
(b) What is the measure angle between 4 cm and 6 cm.
………………………………….(2)
4. Construct triangles given two sides and one angle.
(a) Construct an accurate drawing of a triangle with lengths 5 cm and 7 cm with an angle of 400 in
between.
149
(3)
(b) (i) Construct an accurate drawing of a triangle with lengths 8 cm and 3 cm with angle of 600 in
between.
(3)
(ii) Find the length of the third side of the triangle.
…………………………………………(2)
5. Construct triangle given one side and two angles.
(a) Construct an accurate drawing of a triangle with the angle 600 and 300 , with a side of 10 cm in
between.
150
(3)
(b) Find the other two sides of the triangle {hind: measure with ruler}. (2)
6. Construct an equilateral triangle with sides of lengths 7 cm.
(3)
7. In triangle ACE, EC= 8.5 cm and AE = AC = 8 cm.
(a) Make an accurate drawing of triangle ACE.
151
(3)
(b) Measure angle CAE {angle between C and E}
………………………………………….(2)
8.
(a) Construct triangle ABC with BC = 10 cm, AB = 9 cm and AC = 7 cm.
(3)
(b) Using a straight edge (ruler) and compasses only, construct the perpendicular line (bisectors) of line
BC and line AC. Label the point of intersect 0. (2)
(c) Draw perpendicular lines from A to BC and from B to AC. Label point of intersect H. (2)
(d) Draw the line OH and label it is mid-point N. (2)
(e) M is the mid-point of BC. Mark the point M on your diagram . Draw the line through M and N to
meet AH at U. (2)
(f) What do you notice about the lengths AU, UH and OM?
…………………………………………………………………………….(1)
(g) What can you say about triangles OMN and triangle HUN?
152
……………………………………………………………………………………………………(2)
TOPIC: Geometry
(b)Polygons
Specific objectives:
o identify and name regular and irregular polygons (only polygons with up to ten (10) sides will be
taught)
A polygons is any closed two dimensional shape formed by joining three or more straight sides. Some polygons
are regular while some are irregular. Any curved shape such as a circle, semi-circle or a sector is not a polygon.
Polygons are named according to the number of sides and angles they have. Polygons number of sides is equal
to its number of line of symmetry.
Types of polygon
o regular and irregular polygon
All regular polygons have the following features:
o All sides are equal – equilateral

o All angles are equal – equiangular
o A circle can be drawn through its vertices
153
Example
Identify and name the following regular polygons
Triangle
Equilateral e.g.
square
Pentagon
Hexagon
Heptagon
154
Octagon
Nonagon
Decagon
155
o calculate the sum of interior and exterior angles of polygons

o calculate the sizes of the interior and exterior angles of regular polygons
Polygon Sum of interior angles

Size of each Sum of exterior Size of each
interior angle angles exterior angle
Number Name (𝑛 − 2) × 1800 (𝑛 − 2) × 1800 o for all 3600
of sides → 𝑛: 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑖𝑑𝑒𝑠 𝑛 figures 𝑛
3600
3 Triangle (3 − 2) × 1800 (3 − 2) × 1800 3600 3600
= 1800 = 1200
3 3
= 600
4 Quadrilateral (4 − 2) × 1800 (4 − 2) × 1800 3600 3600
= 3600 = 1200
4 3
= 900
5 Pentagon (5 − 2) × 1800 (5 − 2) × 1800 3600 3600
= 5400 = 1200
5 5
= 1080
6 Hexagon (6 − 2) × 1800 (6 − 2) × 1800 3600 3600
= 7200 = 600
6 6
= 1200
7 Heptagon (7 − 2) × 1800 (7 − 2) × 1800 3600 3600
= 9000 = 51.40
7 7
= 128.60
8 Octagon (8 − 2) × 1800 (8 − 2) × 1800 3600 3600
= 10800 = 450
8 8
= 1350
9 Nonagon (9 − 2) × 1800 (9 − 2) × 1800 3600 3600
= 12600 = 400
9 9
= 1400
10 Decagon (10 − 2) × 1800 (10 − 2) × 1800 3600 3600
= 14400 = 360
10 10
= 1440
156
Example
1. The diagram below shows a regular hexagon with an exterior angle of 𝟔𝟎𝟎 .
(a) Calculate the size of the value of 𝒕.
t  600  1800
t  1800  600
t  120o
(b) Workout the sum of the interior angles of a regular hexagon.

Note: A regular hexagon has 6 sides.
int erior  (n  2) 1800

int erior  (6  2) 1800 t  n  sum
OR
int erior  4 1800 1200    0
int erior  7200
2. The diagram shows a regular polygon.
(a) Give a geometrical name of the polygon.

= Octagon
(b) Calculate the exterior angle, 𝒙, of the polygon.

360 360
x   450
n 8
157
3. The sum, 𝑺, of the angles of an 𝒏 − 𝒔𝒊𝒅𝒆𝒅 polygon is given by the formula
𝑺 = 𝟏𝟖𝟎𝒏  𝟑𝟔𝟎.
(a) Use the formula to find the sum of the angles of a seven-sided polygon.
s  180n  360
s  180(7)  360
s  1260  360
s  9000
(b) If the sum of the angles of a polygon is 1620˚, find the number of its sides.
s  180n  360
1620  180n  360
1620  360  180n
Substitute and simplify to get the
1980 180n
unknown value of 𝒏(sides) 
180 180
11  n
(c) Factorize 180𝑛  360 completely.

Divide each term with the highest common
180n  360 Factorize by common factor
HCF (quotient ) factor to obtain the quotient and
180( n  2)
o calculate the sizes of interior and exterior angles of irregular polygons

Irregular polygons are polygons that have all sides and angles not equal. Exterior angles is 𝟑𝟔𝟎𝟎 but all the
angles are not the same. The sum of the interior angles of irregular polygons remains the same as for regular
polygons, e.g. an irregular pentagon’s sum of the interior angles remain 5400 .
158
Example
1. Find the size of the angle marked 𝒙.
(a)
Note: The sum of the

exterior angles of any
regular polygon is 3600 .
x  41  95  44  42  360
x  222  360
x  360  222
x  1380
(b)
x  90  89  78  360
x  257  360
x  360  257
x  1030
(c)
159
x  2 x  2 x  2 x  2 x  5400
9 x  5400
9 x 5400

9 9
x  60 0
(d)
x  x  108  135  x  x  133  164  10800
4 x  540  10800
4 x  1080  540
4 x  5400
4 x 540

4 4
x  60 0
160
Activity 1
1. Give the geometrical names of these polygons below
(a)
………………………………………..(1)
(b)
………………………………………..(1)
(c)
………………………………………………..(1)
161
2. Diagram ABCDE is an irregular polygon.
(a) Calculate the value of 𝑦 0 .
………………………………………(1)
(b) Calculate the sum of the interior angles of diagram ABCDE.
………………………………………….(2)
(c) Find the value of 𝑥 0 .
………………………………………………….(2)
162
3. The diagram shows a regular Pentagon ABCDE. Line CD is extended to G.
Calculate: (a) The size of the interior angle of the Pentagon(𝑥 0 ).
…………………………………………….(2)
(b) The size of angle 𝑦 0 .
……………………………………..(1)
163
4. The diagram shows three polygons S, T and U.
(a) Find (i) The size of the interior angle of polygon S.
……………………………(1)
(ii) The sum of the interior angles of polygon T.
……………………………………(2)
(b) Calculate (i) The value of 𝒙𝟎 ,

…………………………………………….(1)
(ii) The value of 𝒚𝟎 .
………………………………………………..(2)
(c) State the mathematical name of polygon U.

…………………………………………….(1)
164
Activity 2
1. Find the value of the angles marked with 𝒙.
(a)
…………………………………..(2)
(b)
…………………………………………..(2)
165
Angle properties
o calculate unknown interior and exterior angles using the geometrical properties of the
parallelogram, rectangle, rhombus, kite and square
1. Properties of angles on a straight line and about a point

o Angles on a straight line add up to 1800 .
a  b  c  1800
o Angles at a point add up to 3600
a  b  c  d  3600
o Vertically opposite angles are equal
ac
bd
2. Properties of angles within parallel lines

o Corresponding angles: are always equal in size
166
ab
o Alternate angles: are always equal in size
ab
o Co – interior angles: always add up to 1800
a  b  1800
3. Angle properties of triangles and quadrilaterals

A. The sum of interior angles of any triangle equals 1800 . We distinguish between equiangular triangles
(equilateral), isosceles triangles and right – angled triangles.
167
Properties Explanation Drawing
𝑆𝑢𝑚 𝑜𝑓 𝑎𝑛𝑔𝑙𝑒𝑠 If you add all the angles of
= 1800 any triangle you get 1800
a  b  c  1800
Exterior angle =
sum of interior
opposite angles
ab  c The
exterior
angle of a
triangle
Isosceles triangle For a human being: If the

o Two sides legs are the same, it implies
are equal that the feet will also be the
o Base angles same
equal
o Line of
symmetry
divides the
base in half
Equilateral triangle
o Three sides
are equal
o All the
angles are
equal to 600
168
B. The sum of interior angles of any quadrilateral add up to 3600 .
Below are the 6 special quadrilateral
o Square
o Rectangle
o Rhombus
o Parallelogram
o Kite
o Trapezium
Example
1. The figure below shows a parallelogram ABCD where angle ADC =𝟔𝟔𝟎 . E lies on DC such that
angle DAE = 𝟑𝟗𝟎 . Calculate:
(a) Angle DCB

The focal point should be on the middle DCB  660  1800
letter angle. That is angle C. Angle D and C DCB  1800  660
are co – interior angles which means that  DCB  1140
they add up to 1800
(b) Angle BAE
Note : BAD  1140

BAE  390  1140
BAE  1140  390
 BAE  750
169
2. The diagram shows a parallelogram.
(a) (i) Find the value of x.
x  300
(ii) Calculate the value of y.
y  800  300  1800

y  1100  1800
y  1800  1100
y  700
3. In the diagram AC is parallel to DE. Angle BDE = 89° and angle BAD = 78°
(a) Find the size of m°

𝒎 is alternate to 890
m  89 0
170
(b) Find the size of n°
AngleADB  130
n  89  ADB  1800
n  89  13  1800
n  102  1800
n  1800  1020
n  780
4.
(a) The diagram shows a quadrilateral. Calculate the value of z°.
z  120  80  85  360 Sum of interior angles of quadrilaterals add

z  285  360 up to 3600
z  360  285
z  750
(b) Calculate the value of w°.
w  90  65  180
w  155  180
Angles on a straight line add up to 1800
w  180  155
w  250
171
Activity
1. Use the diagram to answer the questions.
(i) Find the value of 𝒂 𝑎𝑛𝑑 𝒃 state a reason for you answer.
………………………………………………………(2)
(ii) Calculate the value of c.
…………………………………………………(2)
2. In the diagram to the right AB=DA and BC=CD.
(a) What is the name of quadrilateral ABCD?

……………………………………………. [1]
172
(b) Calculate the value of angle x.
………………………………………………..[2]
3.
(a) Calculate the angle x in the diagram.
……………………………………………………………………..(2)
(b) The diagram show triangle ABC. Line AB extends at point B and line AC extends at point C.
Calculate
(i) The value of x.
……………………………………………(2)
(ii) The value of y.
…………………………………………..(1)
173
4. The diagram shows a parallelogram ABCD.
Find the value of:

(a) 𝑥 0
…………………………………………………(2)
(b) 𝑦 0
………………………………………………(1)
174
Statistics and probability
(a) Data presentation
Critically interpret and discuss information appearing in media or elsewhere in everyday life.
The graph below show the number of crashes recorded in day of the week per year from 2010 – 2013 in
Namibia.
1. Which year had the highest number of road accident?

Answer: 2013
2. Which day of the week has the highest number of road accident and what are the factor might lead to
these.
Answer: Saturday
Reason: Most of even are scheduled in weekend this results into high traffic
3. What can be done to reduce the accident?

 Road safety awareness
175
Activity
1. The graph below shows Namibia population during the year 2018
a) Which age group have the highest population
……………………………………..[1]
b) In the age group of 0-4 which gender has the least population
………………………………………………[2]
c) As we move from bottom to top the population is decreasing. Name any factor that leads to the
population decrease
……………………………………….[1]
176
2. The following table shows the statistic of the novel corona virus
a) Which countries in Eastern Mediterranean Region had the least number of COVID-19 cases
…………………………[1]
b) Which country reported highest number of death due to COVID-19
…………………………………[1]
c) Due to the statistic how many COVID-19 active cases in Algeria
…………………………….[2]
177
3. The traffic department of the town of Rundu recorded road accidents for 2020 by the age and gender in
the graph.
(a) Which age group was the highest total number of accident reported?
…………………………[1]
(b) How many accidents were reported for female drivers in age 18 -25 years?
……………………………..[2]
(c) Which gender has the highest total number of accident reported and what do you think the main
factor contributing to the high rate of accident.
………………………………………….[2]
178

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REPUBLIC OF NAMIBIA

KAVANGO WEST REGIONAL COUNCIL

When Excellence Becomes A Tradition, Greatness Will Sky-Rocket

a. Powers and roots

Power zero: 80 , (100)0

1. Convert the following positive indices to numbers:

𝑜𝑟 (4 x 4 x 4)2 = (64)2 = 4 096

2. Convert the following negative indices to numbers (fraction):

1. Convert the following numbers to powers:

5. Find the value of 𝒙 in each of the following:

1. Express the following fractional powers to numbers:

= 2−1 (consider a negative index)

1. Calculate using indices. Please show your working :

BIDMAS – Brackets, Indices, Division, Multiplication, Addition, Subtraction.

BODMAS – Brackets, Of, Division, Multiplication, Addition, Subtraction.

1. Calculate the following:

a. 9 + 8 x 52 - 42 (first work out indices)

= 9 + 200 – 16 (followed by addition of 9 + 200)

b. 9 + 8 √52 − 42 step 1: simplify indices of 52 and 42

=9+8x3 step 3: do multiplication of 8 x 3

= 9 + 24 step 4: add 9 +24

Calculator skills. Demonstrate how to:

 Obtain powers, by using x key.

1. Using a scientific calculator, find the value of the following:

2. Use a calculator to find the following roots:

Ratio can be expressed in the form of fraction

(a) The number of chairs to desk in the classroom

(b) The cost of 2L cool drink

Answer: rate, comparing quantity of different kind (money and capacity)

(c) The time Emangweni takes to travel from Rundu to Nkurenkuru

Answer: rate, comparing quantity of different kind (distance and time)

(b) The numbers of bricks laid by a brick layer in an hour

(c) The cost of telephone call in a month

(d) The volume of mass of sugar in a container

(e) The amount of cement and sand used to make concrete.

1. Tin and copper are mixed in the ratio 8:3.

𝑥: 36 The mass for copper

Find the mass of the tin

Mass of tin ratio and the The mass of copper

2. The ratio of girls to boys in a school is 2:3

∴ 𝑡ℎ𝑒𝑟𝑒 𝑎𝑟𝑒 372 𝑏𝑜𝑦𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑠𝑐ℎ𝑜𝑜𝑙

2. Maria has 60 pencils. The ratio of sharpened pencil to blunt pencils is 4: 1.

(b) 50 sweets into the ratio 9 : 1

(c) 250ml into the ratio 7 : 3

(d) 56 kg in the ratio 2 : 5 : 1

(e) 1 hour 20 min into the ratio 1 : 2 : 5

(f) 100 km into the ratio 5 : 4 : 1

a) If he keeps the largest share, how much does he receive?

1. There are 840 learners and 35 teachers in a school.

TOTAL RATIO=3+4+5 TOTAL MARKS

(b) Find the total number of workers in Kanuni Security Company

(b) How many people voted for YELLOW party?

(ii) The amount of carbon as a fraction of the total mixture.

(b) Robert is 15 years old calculate Peter’s age.

(b) Calculate the amount of money that Paul will receive.

(c) Tim received N$306

1. Simplify the following ratio

2. Divide $700 in the ratio 5: 3 ∶ 2

Answer: ………………………… (3)

3. Maria has some chocolates

Answer: ……………………………. (2)

Answer: ……………………………. (1)

Answer: ………………………………. (4)

5. The ratio of boys to girls in a class is 2 : 3