Grade 8 Maths

Semester 2
ENDTERM

CONTENT
Agenda:
Review Topics For the Endterm Exam

• Percentage Change
• Probability #1 & #2
• Averages #1 & #2
• Equations & Expressions
• Linear Graphs #1 & #2
 Decimal Multiplier
Percentage Percentage
Multiplier Multiplier
Increase Decrease
2.5 % 1.025 2% 0.98
5% 1.05 5% 0.95
20 % 1.2 20 % 0.80
40 % 1.4 40 % 0.6
100 % 2 100 % 0.0

Increase – we always start with 100% Decrease – need to subtract the

Multipliers are always 1 point something, 100% percentage from our starting 100%
increase actually means double. and then turn it into a decimal.
 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒𝑖𝑛 𝑎𝑚𝑜𝑢𝑛𝑡𝑠
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝐶ℎ𝑎𝑛𝑔𝑒= 𝑥 100
𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑎𝑚𝑜𝑢𝑛𝑡
Rate of interest is the
Simple Interest ($) percent charged or
earned (decimal form)

I=P 
r 
t
Time that the money
is borrowed or
invested (years)
Principal is the amount of
money borrowed or invested
Example 1: Finding Interest and Total Payment on a Loan
Probability
 Theoretical Probability

Favorable outcomes are outcomes in a specified event.

Theoretical probability of an event is the ratio of the number of

favorable outcomes to the total number of outcomes.
 Coin Cards
2 sides 52 cards in a pack
Head or tail 4 suits ( hearts, diamonds, spades and clubs)

4 of each number (e.g. 4 of hearts, 4 of diamonds, 4

of spades and 4 of clubs)
Theoretical probability of picking 1 side of the coin Theoretical probability of picking 1 card from the
pack

e.g. What is the theoretical probability of the coin

landing on heads? e.g. What is the theoretical probability of picking
the 2 of clubs?
 You can estimate the probability of an event
by using data, or by experiment.

Each repetition of an experiment is a trial. The sample space of an

experiment is the set of all possible outcomes.

The experimental probability (relative frequency) of an event is

the ratio of the number of times that the event occurs, the
frequency, to the number of trials.
 Mean, Median, Range, Mode
13 25 45 32 9 39 25
Mean Median Range Mode
“Middle number “Largest - “Most data
“Average” when numbers go Smallest value or
from Low to High” number” interval”
(13+29+45+3 9, 13, 25, 25,
2+9+39+25) / 32, 39, 45 45 - 9 = 36 25
7
= 26.9 = 25
 Finding the Mean
• What is a mean? Average

• Find the sum of their ages:

(6 × 11) + (7 × 12) + (5 × 13) + (7 × 14) + (3
× 15) + (2 × 16) = 390

• The total number of children is 6 + 7 + 5 + 7 + 3 + 2 = 30

• So the mean age is 390 ÷ 30 = 13

• This would be the same as….

So the mean age is 390 ÷ 30 = 13

 Grouping Data
• When there are a large number of possible outcomes, you will
usually need to group the data.
• You must decide what class intervals will work best for your
data.
 Estimating Mean
•Estimate the mean using a midpoint value of the interval.
minutes late frequency (f) midpoint (mp) mp x f
Sample mp Calc.
0 < x ≤ 10 27 5 135
10 < x ≤ 20 10 15 150
20 < x ≤ 30 7 25 175
30 < x ≤ 40 5 35 175
40 < x ≤ 50 4 45 180
50 < x ≤ 60 2 55 110

∑ f = 55 ∑ mpf = 925
•Estimated Mean = 925/55 = 16.8 minutes (∑ = sum)
 Estimating Range
•Estimate the range using the largest and smallest values.

minutes late frequency (f) midpoint (mp) mp x f

0 < x ≤ 10 27 5 135
10 < x ≤ 20 10 15 150
20 < x ≤ 30 7 25 175
30 < x ≤ 40 5 35 175
40 < x ≤ 50 4 45 180
50 < x ≤ 60 2 55 110

Estimated Range = 60 - 0 = 60 minutes

 Finding the Median
• What number are we looking for?
“The middle number in the set of data when written in
ascending order (low to high)”
14, 28, 0, 1, 1 → Order from least to greatest.

Cross out values from BOTH ends, if:

0, 1, 1, 14, 28
ODD Number = Median is the 1 value left.
EVEN Number = Median is the average
Total # of Values = 5 between 2 remaining values.
(ODD Number)
 Grouped Data - Median Interval
Median Value = 55 / 2 = 27.5, but NO Minutes Late (x) Frequency (f)
27.5th value exists, thus → 28th
0 < x < 10 27
So we have to find the interval that 10 < x < 20 10
has the 28th value... 20 < x < 30 7
Interval group 0 < x ≤ 10 has the first 27 30 < x < 40 5
values, so... 40 < x < 50 4

28th value must be in 10 < x ≤ 20. 50 < x < 60 2

∑ f = 55
 Median Interval - Cumulative Frequency
Minutes Late (x) Frequency (f) Cumulative Frequency Median Number =
28th Value
0 < x < 10 27 27 (1st – 27th value)

10 < x < 20 + 10 37 (28th – 37th value)

“The interval (0 < x < 10)
20 < x < 30 + 7 44 (38th – 44th value) has the 1st - 27th value.”
30 < x < 40 + 5 49 (45th – 49th value)
Which interval is
40 < x < 50 + 4 53 (50th – 53rd value) the 28th number
50 < x < 60 + 2 55 (54th – 55th value) found?

∑ f = 55 10 < x ≤ 20
 Expressions Equation
A combination of numbers, An equal sign (=) shows that each
operations, symbols and variables side has the same value.
(NO equal sign)
Examples
Examples
x=7
3 (c + 8) x + 7 = 14
2a 7 + 7 = 14
9–x 14 = 14
 Writing Expressions
4 increased by a number 25 less than a number

4+c n – 25

* It does not matter what *Just because we see 25

letter you use, just as long first in the word phrase,
as you include a variable. doesn’t mean that 25 is
written first in the
expression.
 Evaluating an Expression
1) Substitute a given number for the variable
2) Solve for an answer

• Evaluate the expression when a = 12

a+3 17 - a a2 28.3 - a a3
12 + 3 17 - 12 122 28.3 - 12 123
15 5 144 16.3 1,728
 Expanding Brackets
Single Brackets: Double Brackets:

How would you expand How would you expand

the following? AND simplify the following?

x (2 + y) (x + 2)(x + 3)
2x + xy x2 + 3x + 2x + 6
x2 + 5x + 6
 Factorising

Common Factors:

Difference of Two (2)

squares:
Trinomials: ax2 + bx + c
-2 x 2
or
• Find 2 numbers that
can ADD to b and
x2 - 3x - 4 -4 x 1
or
MULTIPLY to c. (x - 4 )(x + 1)
4 x -1
ONLY Factors of -4 and +1 can ADD up to - 3
 y=x+1
(x,y) y
y=x
4
(-3,3) 3 (3,3)

2
(-1,1) 1 (1,1)

x
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1
(2,-2) -2

-3 (-3,-3)

(-4,-3) (0,1)
-4 (2,3)

-5 y = -x
 Equation of a Straight Line

Every straight line can be written

y = mx + c in the form y = mx + c
c is known as the y-intercept

y = mx + c
m is known as the slope / gradient
 Plotting a Line from an Equation
• Examine the linear equation (y = mx+c), and substitute values for “x”
and find the corresponding “y” value.

• You might have to rearrange equation, to make it easier to substitute.

Ex. Plot the line (2x + y = 4) on a graph

y = -2x + 4 Points: (-3,10);
x -3 -2 -1 0 1 2 3 (-2,8); (-1,6);
(0,4); (1,2);
y 10 8 6 4 2 0 -2 (2,0); (3,-2)
 Plotting a Line from an Equation
Plot the line (2x + y = 4) on a graph
Step 1: Rearrange the formula
2x + y = 4 → y = -2x + 4
to look like y = mx + c

Step 2: Find x and y - intercept y = -2x + 4

y-intercept (x = 0) x-intercept (y = 0)
y = -2x + 4 y = -2x + 4
y = -2(0) + 4 0 = -2x + 4
y=4 x=2
Point #1 → (0, 4) Point #2 → (2, 0)
 Finding the Equation from a Line
y
Find the y-intercept (c)
8 +2
7 The point at which the line
6 +1 crosses the y-axis.
+4 5
+2 4 c=3
3
y-intercept
2 Find the Gradient (m)
1
x Every point on the line rises 2
7 –6 5 –4 –3 2 –1 1 2 3 4 5 6 7 8
places and runs 1 place to the
– – –
-
1

y = mx
2x ++c
3
-
2 RIGHT
-
3
-
4 m = +2 / +1 = 2 or +4 / +2 = 2
-
5
 Finding the Equation from a Line
y
8
Finding the y-intercept (c)
7 The point at which the line
6 crosses the y-axis.
5
-14 c=2
3
+1

y-intercept
2
Finding the Gradient (m)
1
x Every point on the line rises 1 place
7 6
– –
5 4 3
– – – –
2 1
– 1 2 3 4 5 6 7 8
-
1 and runs 1 place to the LEFT
-
2
-
3
-
4 yy == mx
-x ++c
2 m = +1 / -1 = -1
-
5
 y y=x+1

3
4 y=x-1
3
y=-x-2
2

1
x
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1
-2
y = -x + 2
-3

-4
1 4
2 -5