New General Mathematics 2 A Junior Certificate Course JB Channon AMcLeish Smith HC Head MF Macrae a A A A & A A-*; With AnswersNew General . Mathematics 2 A Junior Certificate Course JB Channon A McLeish Smith HC Head MF Macrae FY LONGMANContents Chapter 1 Number patterns Factors, prime factors Highest common factor Lowest common multiple Number patterns Chapter 2 Sets (2) ets Sets of numbers. Venn diagrams, problem solving Chapter 3 ast che cartesian plane, ,1.2~* Points on a line . Points on a plane Coordinates Chapter 4 Indices, powers, squares and square roots Large numbers Small numbers, Laws of indices — Squares and square roots Chapter 5 Equations (2) Word problems Solving equations — further examples Equations with brackets Equations with fractions Chapter 6 Scale drawing (1) Scale drawing Reading scaie drawings Chapter 7 Straight-line graphs (1) Continuous graphs Discontinuous graphs Information from graphs Direct and inverse proportion Direct proportion Inverse proportion Graphical representation Revision exercises and tests Chapters 1-8 Chapter 9 Inequalities (1) Greater than, less than Not greater than, not less than Graphs of inequalities Solution of inequalities Word problems involving inequalities Chapter 10 Similarity (1) Similarity Similar triangles Chapter 11 Statisties (2) ‘Averages, graphs Averages Arithmetic mean ‘The median The mode Deviation from the mean Statistical graphs Chapter 12 ‘Congruency Congruency CGongruent triangles Isosceles and equilateral triangles Parallelograms . Factorisation (1) ‘Common factors Common factérsChapter 14 Everyday arithmetic (2) Consumer arithmetic Personal arithmetic Commercial arithmetic Bills Chapter 15 Geometrical constructions (2) Ruler and compasses Drawing accurately ‘To hisect a straight line segment » bisect a given angle p construct an angle of 90° ‘To construct an angle of 60° Chapter 16 Scale drawing (2) Angles of elevation and depression Horizontal and vertical Angle of elevation Angle of depression Revision exercises and tests Chapters 9-16 Chapter 17 Everyday arithmetic (3) Money transactions Budgeting Bank statements Forcign exchange Chapter 18 “Further mensuration (1) ‘Trapezium, everyday problems Area of basic shapes Area ofa trapezium Everyday problems with area Circles, rings, sectors Chapter 19 Formulee: substitution, change of subject Formulae Substitution in formulae Change of subject of formulae 106 106 109 12 116 116 N6 1g. ng 120 123 123 it 124 128, 135 135 137 139 141 141 149 143, 144, 146 146 146 150 Chapter 20 Scale drawing (3) - Bearings and distances ‘The magnetic compass Three-figure bearings Compass bearings Surveying Chapter 21 Simultaneous equations (1) Linear ‘The graph of an equation Simultaneous linear equations Word problems ‘Chapter 22 ‘Quadratic expressions (1) Expanding algebraic expressions Factorisation of quadratic expressions Quadratic equations Chapter 23 Everyday arithmetic (4) Ready reckoners, tables Ready reckoners Tables Chapter 24 Calculator skills Know your calculator Addition and subtraction Multiplication and division Mixed operations, brackets r Certificate Practice Examination Mensuration tables and formulae, three-figure tables Index 161 161 162 166 167 167 169 173 189 197 206Preface to 1992 edition Books | and 2 of the New General Mathematics course have been revised to reflect the present content and philosophy of the mathematics syllabus of the Zimbabwe Junior Certificate. Book 2 completes the Junior Certificate course. In Book 2, new material has been written to cover the following topics: Congruency (Chapter 12), Money —_ transactions (Chapter 17), Ready reckoners (Chapter 23) and Celculator skills (Chapter 24). New sections on everyday consumer arithmetic have also been added. In addition, a full-scale Junior Certificate level practice examination is now included as part of the revision exercises and tests. To ensure that Book 2 keeps to the ZJC syllabus, topics. such as trigonometry, jagoras’ theorem, transformation geometry and matrices now appear in Book 3, Users hould note that Chapter 24, Calculator skills, is included partly as a life skill for potential school leavers and partly as preparation for those who may go on to take the calculator option at School Certificate level. Although calculator skills are not necessary for the Junior Certificate, many teachers have indicated that, they would like the topic included in Book 2 for the above reasons. While revising Book 2, the opportunity was taken to make corrections and to update stat- istical information. The authors and publishers are grateful to the Central Statistical Office, Harare, for providing valuable data. Further- more, we are grateful to the many readers who have made helpful suggestions and who have provided so much encouragement. M F Macrae, 1990G = {x;xisan meaning is equal to is not equal to is approximately equal to is identical to is equivalent to is greater than is less than is greater than or equal to is less than or equal to degrees (size of angle) degrees Gelsius (temperature) points the line joining the point A and the point B or the distance between points Aand B triangle ABC the angle ABC lines meeting at right angles pi (3,14...) er cent, Ais the set p; g; r B is the infinite set 1; 2; 3 and so on set builder notation; G is the set of numbers x such that x is an integer number of elements in set A is an element of is not an clement of complement of A the empty set the universal set Alisa subset of B A contains B negations of C and D union of A and B intersection of A and BChapter 1 Number patterns Factors, prime factors (revision) #0 Sand 40 8 and 5 divide into 40 without remainder. 8 and 5 are factors of 40. A prime number has only two factors, itself and | 2 7.11, 18, are prime numbers. | isnot a prime number. Example I (4) Write dovom atl the factors of 24. (b) State which x of these factors are prime numbers. (c) Express 24 as 4 product of its prime factors. (a) Factors of 24: 3; 4; 6; 8: (b) Prime factors of 24: 2 and 3 (ce) 4=2x2K 9x3 Exercise 1a (Revision) Foreach number, (a) write down all its factors, (b) state which factors are pri (ch express the number as numbers, a product of its prime factors. 118 228 33300 4.45 516 622 730 8 ag 9 12 10 36 11 39 12 56 13420 1450 15 6316 72 Example 2 Express 90 as a product of its prime factors in index form, melo * Divide 90 by the prime numbers 2: 3: ++ in turn until it will nat divide further, 3 working: 90 = 2x 3%3%5 9 =2x 2x5 Notice that 3 x 3° in index form. Exercise Ib (Revision) Express each mumber as a factors in index form. product of Rg prime 127 244 3 52 75. 5 98 610 7116 8 117 9200 10 279 11 36412 444 Highest common factor (revision) |4 is the highest common factor (HCF 2B and 42. Iris the gre: divide ) of ‘atest number which will ctly into both 28 and 42. Example 3 Find the HCE of 504 and 588, method: Express each numbe prime factors. working: 3. | oy 9 as a product of Pxgx 7 Find the common prime factors 5 (2X 3x7) x 9% 3Exercise 1c (Revision) Find the HGF of the following 1 28 and 42 2 30 and 45 3 24 and 40 4 18 and 30 5 54 and 105 6 24and 78 7 60 and 108 8 216 and 168 9 36, 54 and 60 10 72, 108 and 54 11 324, 439 and 540 12 252, 567 and 378 Lowest common multiple (revision) Multiples of 6: 6; 12; 18; 24; 30; 36; 42; 48; Multiplies of 14: 14; 28; 42; 56; 70; . Notice that 42 is the lowest number which is a multiple of both 6 and 14. 42 is the lowest common multiple (LCM) of 6 and 14 Example 4 Find the LOM of°22, 30 and 40, method: Express cach number as a product of its prime factors. 29 WPS The prime factors in and 11 ‘The highest power af be in the LCM. These are 2°, 3 Th 2, 30 and 40 are 2, 3,5 ch prime factor must Exercise 1d (Revision) ind the LCM of the following: 1 Sand 12 2 Band 10 3 10 and 15 4 20 and 24 5 15 and 33 6 42 and 56 72, 3and7 84,5 and 6 98, 10and12 10 12, 15 and 18 11 36,45 and 60 12-20, 98 and 35, 2 Number patterns The multiples of 3 can be given in a row, or sequence: 3; 6 9 ‘They can also be shown by shading on a 1-100 number square as in Fig. 1.1 “These are both examples of number patterns, Extending number patterns Example 5 Find the nest four terms in the sequence 13 2437; 16; method: Find the differences between one num ber and the next. sequences: | ; ifferences: i Notice the pattern in the differences. The differences increase by | each time. The next term in the sequence is found by adding 6 to 16. This gives 22. The next term is found by adding 7 to 22, and so on. ‘The next four terms 5 22; 29; 97; 46.Exercise le I Complete the gaps in the following sequences. fa) Multiples of 4:4; 85 195 16: 3 100 (b) Multiples of 6: 18; 24; 5 96 (c) Multiples of 8: 8; 16; 24; 32; ...; 96 id) Multiples of 9: 8; 27; 36; ...: 99 2 Make four 1-100 number squares. On the first number square, shade all the multiples of 4 which you found in question | Repeat on the other number squares for the multiples of 6, 8 and 9. ‘3 Find the next four terms of the following sequences. Table 1.2 index form number rrr Parrery (a) 2555.8; 15 145 Fig. 13 (b) 15 65 1s 16; 21; ( @ ihe % (b) Copy the pattern in Fig. 1.3 on to é squared paper. Extend the pattern by a drawing 5 x 5,6 X 6 and 7 X 7 squares. ( i Isit true that 7° = sum of the first seven & ‘odd numbers? Gi . nee Gor Table 1.3 4 A trader stacks some tins in triangles as [number pattern total | shown in Fig, 1.2 below. i 1 1 2 1+241 3 142434241 9 4 /1+2+34+4434241) 16 5 6 Fig. 1.2 a (a) Copy and complete Table 1.1. Table 1.1 Number of tins 1 4 in bottom row Number of tins i é altogether {b) Extend the table for 8 tins in the bottom row 5 (a) Copy and complete the sequence of square numbers shown in Table 1.2. (c) Copy the pattern in Table 1.3 and com- plete it for the numbers 5, 6and 7. Write down the sequence formed by the total column. What do you notice? Graphs of number patterns A graph is a picture. The pictograms, bar charts and pic charts you drew when working with Book I were all examples of graphs. Graphs are usually drawn on graph paper. ‘There are two common kinds of graph paper as shown in Figs 14 and 1.5 overleaf.Fig. 14 2-man graph paper ~ the smal squares are 2mm by 2mm Fig. 1.5 Iman graph paper — the small ignuares are Limon By Emme The lines on the graph paper are either thick, medium or thin, These make big, medium and small squares. On your graph paper, find out the following: 1 the length of side of the big, medium and small squares; 2 the number of small squares inside a hig square: 3 the width, in big squares, of your graph paper; 4 the length, in big squares, of your graph per. In this book suost graphs will be drawn on 2mm by 2mm graph paper. ‘The Following example shows how to draw a simple graph of a number pattern, 4 Example 6 Draco a graph tw shoce the sequence 1; 24,7: 11; 16. The graph is given in Fig. 1.6. Fig. 1.6 Notice the following in Fig. 1.6, fa) ‘The lines. represent the terms of the sequence, (b) ‘The length of each line represents the size of cach term, For example. the 5th term, 1, is a line 11 units long: (¢) Two lines are labelled with numbers. These are called axes. (A) The axis along the bottom of the graph shows the numbers of the terms. This is called the horizontal axis, (e} The axis at the left-hand side of the graph gives a i the terms, This is called the vertical axis. In this case the scale uses 2 em to represent 5 units,(f) A table showing the data of the graph is siven. (g) The title, or name, of the graph is given at the top. Every graph should show the following: I a title; 2 a table giving the data of the graph: 3 labelled axes with suitable scales; 4 lines or points giving a picture of the data. * Lookat the highest numbers in the data when choosing scales. Further advice on choosing seales is given in Chapter 7. Exercise If In questions 1-6, use the same scales as those in Fig. 1.6, 1 Table 1-4 gives the factors of 18 in numerical order. Table 1.4 pumerical 2nd 3rd bth Sth 6th * 8 | Draw a graph of the factors of 18. Draw # graph of the first five multiples of 4: 45 Br 12; 16; 20. 2 Vhe numbers 1; 3; 6; 10; 15321: ... are known as the triangle numbers (sec Exereise 1¢, question 4). Draw a graph of the first six triangle numbers The numbers 1; 4: 9; 16; 25; ... are known as the square numbers (scr Exercise Le, question 5). Draw a graph of the first five square mumbers. Dray a graph of the first ten odd numbers Draw a graph of the first ten even numbers, The sequence t21; 2:3; 5: 8: ... is known as the Fibonacei sequence. Each term is the sum of the previous two terms fa} Write down the first ten terms of the Fibonacci sequence (b) Draw a graph of the first ten terms of the Fibonacci sequence. Use a scale of 2em to 10 units on the vertical axis Draw a graph of the factors of 30, Draw it graph of the decreasing sequence 16; 8: 42251; 4 Use a scale of tom to J unit on the vertical axis Draw a graph of the sequence 32; 215 12:5; Or 5: 12P 21:Chapter 2 Sets (2). Sets (revision) mga; laze), A= (fsrarm: é) @}, (a) draw a Venn diagram show- (b) list the elements of AO B; (c) Fig. 2.1 (b) 4M Bis the intersection of sets A and B, i.e. the set whose elements are members of both Aand B. ANB={54 (c) AU Bis the union of sets A and B, i.e. the set whose elements are members of A or B or both A and B. era; m; eu; l) Notice that although rand ¢ are elements of both A and B, there is no need to write them down twice. n(A U B) is the -number of elements in the set AUB, n(A UB) =7 Table 2.1 contains some of the symbols and language of sets that appeared earlier in the course, in Chapter 2 of Book 1 6 Pis the seta; by 5d _ means “and so on’ set the universal set is a member of is not a member of | is a subset of is nol a subsct of includes union of P and | intersection of P and Q | pumber of elements in sae gel aaa DUAN 6 Soc Ce Exercise 2a (Revision) 1 Make exch of the following true by writing either € or ¢ in place of the *. 68; 10) 9 2 (11512; 13; c three examples ofan empty set. Give three examples of an infinite set. Write down all the subsets of the following. ta) (3; 45 5} tb) {sy} (c) (0; 2} (@) { Write down the following using symbols. {a) 2and 6 form a sabset of the factors of 18 (b) {trees} isnota subset of {metal objects} (c)_ {vehicles} contains {buses} (a) children are members of the human + racemonths ofthe year}, P= {firsteight months of the year}, ¥ = {months ending in y}, draw a Venn diagram to show the relationship between #, Vand @ Which of the following pairs of sets are dis- joint? Ifthe sets arenot disjoint write down two members of the inters (a) (prime factors of {prime factors af 55) (b) {multiples of 5}, {multiples of 7} {t) {Zaire; Zomba; Zambia}. {countries of Africa} (a) [letters of bull}, {letters of cow} 16 5; 20) = {multiples of 3} 4. = {numbers less than 14) write down the members of the following sets. @) MUL (b) MOL () MUE (d) ENM (ce) ENE (Ff) LUE (a) Drawa Venn diagram to represent the data of question 9, (h) Hence find (i) n(MU L), (ii)n(A0 1} Sets of numbers Here are some sets of numbers that were discussed in Book 1 ‘The numbers that people use for counting are called natural numbers. The set of natural numbers is usually talled NV N= (1; 9 } Ifzero, 0, is included with N, then the set b ‘comes the set of whole numbers, usually W W= {051,23 {f the negative whole numbers arc included with If, then the set becomes the set of integers, usually called Z. Z= hoon 3-2 — 1 0p 4 1 + $3...) . Finally, any number which can be expressed as a fraction with a numerator which is a member of Z and a denominator which is’ member of Nis called a rational number. The sct of rational numbers is usually called Q. 32h; — 1,2; — #0; +3; + 0,933; IH: Notice that all the numbers in Q can be expressed in the form j where a € Zand b €.N. For example, — 1,2 = — 44, 0,933 = #3 and 2-4 f Exercise 2b Given A = {+45 % — 8b + 15:0; — 19: — 0.3; 34; 20; Ys — GI — 9.666; +3))}, refer wo A when answering the questions in this exercise 1 List those clements of A which are members of(a) V(b) W (ce) Z (a) Q 2 List those elements of A which are integers but of natural numbers. 3 List those members of 4 which are integers but not whole numbers 4 List those members of 4 which are rational but nof whole numbers. 5 List those members of A which are both rational and whole numbers. Venn diagrams, problem solving Venn diag; numerical information, In such eases it is also possible 10 use the Venn diagrams to solve problems arising from the data. ns can sometimes he used to store Example 2 Ina cillage everyone speaks either Ndebele or Shona or both, If 65% speak Ndebele and 89% speak Shona, what percentage speak both languages? Let N speakers} the regions represe {Ndebele speakers}, § = (Shona In Fig, 2.2 overleaf, the numbers in the percentages of peoplein those regions. 11 is required to find n(V'18) Let n(V 71.8) Fig. 2.2 In Fig. 2.2 check that n(N) Since n(N US) = 100, (65 — x) + x + (89 —x) = 100 e 00 ° St 54% of the people can speak both languages. Note that this result means that 11% speak Ndebele only and 35% speak Shona only. Example 3 Ese 50 students vwere asked what they did last night. 16 they read a book. $1 said they woatched television said they did neither, howe: many did both? 5 and n(S) = 89. Let € = fall students}, B= {book readers) and T= {television watchers}. It is required to find n(BN 7). Leen(B0 T) = x. Fig. 2.3 is a Venn diagram containing the given information. The numbers in the regions of the Venn diagram represent the numbers of elements in the regions. Fig. In Fig. 2.3 check that n(B) = l6 and n(7) = 41. The totals for the regions must add up tw the number of people in the sal set; xt (16—x) + b—x) +7 = 50 2 6 a ° 4 students read a book ard watched television. Note: In this case, the 16 who read a book includes the 14 who also watched television. In genera 1 Identify the sets, including the universal set. 2 Draw a Venn diagram, 3 Enter the data on the Venn diagram, start- ing with x, the unknown quantity. 4 Form an equation using the fact that the total number of elements in the regions equals ‘the number of elements in the uni- versal set In Exercise 2c the number of subsets will be restricted to two. . Exercise 2c Draw a suitable Venn diagram in each ques: tion 1 In Fig. 2-4 the numbers of elements in cach region of the Venn diagram are as given. Fig. 24 Ifn(G UH) = 59, find x. 2 In Fig. 2.5 the numbers of elements in each region of the Venn diagram are as given. Fig. 25 Ifn(®) = 30 find x. 3 In the Venn diagram in Fig. 2.6 the num- bers of elements are as shown.Fig. 2.6 Given thatn{P U Q) = x, find y and hence find n(), 4A company employs 100 people. 65 of | whom are men. 60 people, including all the women, are paid weekly, How many of the y_ men are paid weekly 5 Ina village all the people speak Tonga or English or both. If 97% speak Tonga and 64% speak English, what percentage speak both languages? we 6 A jobis applied for by 20 people. Everyone cither has a school certificate or a diploma or both, If 14 have school certificates and 11 have diplomas, how many have a school certificate only (ie. a school certificate but not a diploma)? na class of 35 students, everyone does history oreconomies or both, [f19. do history and 27 students do economies, how many do both? 8 In # class of 36 students, everyone docs biology or physics or both. If 9 da both subjects and 12 do physics but not biology. how many do biology but not physics? school of 750 students, $20 are girls. 9 stuctents clo some kind of sport. If 101 udents girls do no sport, how many boys also do no sport? 10 Out of 25 teachers, 16 are married and 15 are women. If 6 of the men are married, how many of the women are not mactied?Chapter 3 The cartesian plane Points on a line ‘The number lin: the positive and m is a graph, or picture, fel ve numbers ( Fig. 31 If we draw points on the number line, we can say exactly where they are on the line. ig. 9.2, A is 3 units to the right of zero andl Bis | unit to the left of zero, We can shorten this to A(3) and B(— 1). In the same way, C is the point G (14) and D is the point D(— 2) A(3) and B(—1) give the positions of A and B. Notice that we are using brackets in a different way from the way we use them in algebra and arithmetic. Exercise 3a 1 In Fig. 3.3 P(2) gives the position of P and Q{— 3) gives the position of Q. Give the positions of R, §, T.U and V in the same away. 3.4, A(0,7) describes the position of | A. Describe the positions of B, C, D, E, F and G in the same way, 10 Fig. 34 3 Draw a number line from —10 to 10. On the line, mark the points A(6), B(3), —4), D(— 8), E(9), F(—9), G(0), (74) and I(= 64). Use graph paper to draw a number fine like that of Fig. 3.4. On the line, mark the points P(0,8), QU1,3), R(0,4), S(—0.4), T(— 0,7), U(1.9) and V(1,0). Points on a plane Exercise 3b (Discussion) 1 Try to describe the positions of points P, Q and R in Fig. 3.5. +P R+ Fig. 35 Hint: one way is to measure the distances of P, Q and R from the edges of the page.2 Fig. 3.6 shows the same points on a cm square grid. Starting at the cross, describe how to get to P, Qand R. Does this make it easier to describe the positions of the points? Cartesian plane The positions of points on a line are found by using a number line. The positions of points on a plane surface are found by using to umber lines, usually at right angles. See Fig. 3.7. In Fig. 3,7, starting from the zero point, P is in position | unit to the right and 4 units up; Q is in position 3 units to the right and 2 units uy; R is in position 1 unit to the deft and 2 units Fig. 3.7 We can shorten this to P(1; 4), Q(3; 2) and R(— 1; ~2). The position of each point is rep- resented by a pair of numbers Fig. 3.7 is a graph, or picture, of the tree points P. Q and R. In a graph like this, the number lines are called axes, They cross at the zero-point of each axis, This point is called the origin. The axis going across from lefi to right origin yaatistnegption) Fig 3.8is called the xaxis. It has‘ posits. scale to the right of O and «1 negative scale to the left of O. The axis going up the page is called the y-axis, [t has a positive scale upwards from © and a negative scale downwards from O. ‘A plane surface with axes drawn on it, such as Fig. 3.7 and Fig. 3.8 on page 11, is called a cartesian plane. It is named sfter the French philosopher and mathematician, Descartes His work made it possible to represent geometry in a numerical way Coordinates 9 shows a cartesian plane with points A, and D drawn on it ordered pair of numbers. These are called the coordinates of the point. The first number is called the x-coordinate. The x-coordinate gives the distance of the point along the x-axis ‘The second number is called the y-coordinate The s-coordinate gives the distance of the point along the j-axis, The coordinates are separated by a semicolon. (1; 4) ARN Fig. 810 The ordér of the pair of numbe ant. For example, the point (1; ame as the point (4 1). This is shown in Fig: 3.11 very ) isnot ‘The position of A is found by moving 2 units to the right 0’ che origin and then 3 units upahe page paeallel to the y-axis, We can shorten this to A(2; 3). Cis found by moving 3 units tw the left of the origin and then 1 unit daien the page. 14s position is C(— 3; ~ 1). In the sare way, B and D sre the points BL: — 2) and Dj ne position’ of each point is given by an Fig. 3.11 Example I Write down the coordinates uf the vertices of triangle ABC aud parclfclayram PQRS in Fig. 3.22, Oebare Al The vertices of B(2; — 1) and C(0; he vertices of paral Ielogram PQRS are PW; 4), QU: 2). R(—2; —2) and S/—3; 0). Notice that C and P are on the y-axis. Their secoordinate is 0) (zero}, Sis on the axis. Its p-eoordinate is 0 Exercise 3¢ 1 What are the coordinates of the points A, By C.D, E, F, GH, Land Jin Fig. 3.13? fallowin, (a) (9: 3.140 ¢ the points which have the ates. - (z) (0: =7) g coordi (b) 8) fe) ( 3; — 10) (a) (—5; 8) (e) (1250) (k) (4-12) (F) (0; 12) Uh (4; 14) Fig, 3.4 3 What ar U,V, W, SX, ¥ and e the coordi4 What are the coordinates of the vertices of Find the coordinates of the ‘elephant’ in Fig. 3.162 Start where (a) the big tree (b) the garage shown and work clockwise round the figure. (ec), the farm (d) the borehole (c) the hospital —_(f)_ the top of the hill (g) the point where the railway line crosses the road (h) the point where the railway line crosses the river () the point where the road crosses the () the point where the road branches to the right Find the coordinates of any + points on the railway line. What do you notice? i 6 Fig. 3.18 is the graph of lines (and m. + {a) Write down the coordinates of the points i marked + on line /. What do you notice? (b) Write down the coordinates of the points Fig. 3.16 marked + on line m, What do you not- ice? sce EE 5. Fig. 3.17 shows part of a map drawn cartesian plane. bi Fig. 3.18 Plotting points 2 ‘To plot a point means to draw its position on a cartesian plane. The easiest way (o plot a point is as follows,1 Start at the origin. 2 Move along the x-axis by an amount and in a direction given by the x-coordinate of the point. 3: Move up or down parallel to the y-axis by an amount and in a direction given by the _y-coordinate. Example 2 Plot the points (— 1; 2) and (2.6; ~ 1,8) on a carte- sian plane. ‘The dotted arrows in Fig. 3.19 show the method of plouing. Example 3 The vertices of quadrilateral PQRS have coordinates P(— 3; 18), Q(15; 14), RCV; — 4) and S(— 7:0). A and B are the points A(— 3; —7) and B(3; 0) (a) Using a scale of 2 em to represent 10 nits on both axes, plot points P,Q, R, 8, A and B. (6) Join the vertices of quadritatera® PQRS. Whai kind of quadritateral is it? (c) Find the coordinates of the point where the diagonals of PQRS cross (d) What do you notice about the points A, B and Q? (a) The scaic is given. The highest x-coordinate is 15 and the lowest is —7. The sax must include these numbers. A scale from = 10 to 20 on the x-axis will be suitable The highest j-coordinate is 18 and the lowest is — 7. A seale for — 10 to 20 on the y-axis will be suitable, the points are plotted in Fig. 3.20. Fig, 3.19 For (— 1; 2): Start at the origin. The s-coordinate is — 1 Move I unit to the left along the x-axis, The F-coordinate is 2. Move 2 units up parallel to the y-axis. Plot the point For (2,6; — 1,8): Start at the origin. The x-coordinate is 2,6. Move 2,6 units to the right on the x-axis. The Fcoordinate is ~ 18. Move 1,8 units down parallel to the y-axis. Plot the point Notes: 1 The dotted arrows in Fig. 3.19 are not nor- mally put on the graph. They are given here to show the method only, 2 Use a small vertical cross (+) to plot points. (b) PQRS is a square. (c) The diagonals of PQRS cross at X (4: 7) (d) B, Aand Q lie on a stiaight line (dotted in Fig. 3.20). When drawing cartesian graphs, aleays 1 draw the axes; 2 label the origin O; 3 label the axes x and ¥; 4 write the scales along each axis.Exercise 3d Work on graph paper in this exercise 1 Draw the origin, O, near the middle of a clean sheet pf graph paper. Use a scale of cm represents 1 unit on both axes. Plot the following points: A(B; 10), B(— E(- 1(— 24: 10,85 Draw’ the origin, O. sheet of graph paper. Use a scale of 2 cm to represent T unit on both axes. Plot the following points then join each point to the next in alphabetical order. A: 1), BCs 2), CUs 1), DE 1), BC; 0), FQ; ~1), GUs — 1), AC: 1(0; = 1), ROR OD, Mem — 1), ), P(=1 1), Q(— the middle of a Draw the origin, O, near the middle of a sheet of graph paper. Use a scale of 2 em to represent 5 units on both axes. Plot the following points. Join each point to the next in the order they are given. svary (~ 10; —5),(— 3; 10), (U: 15), (95 17), 14), (3 12), (15: 6), (145 3), Us . (6; — 6) FiNists What docs your graph show a picture ol? ‘Take O near the middle of your graph paper and let 2 em represent 1 unit on both axes. ), Of: 1), Ri— As 1), XC HY 23-1) init’, Of rectangle PORS, squ: triangle SXY, wiangle PY; As in question 4, but plot the points A(0; 4), Bi-3; —1), Fld; 0) and G(; (a) Draw quadrilateral ABCD. What kind of quadrilateral is it? Let its diagonals cross at 1d the coordinates of X. (b) What do you notice about points B, X, Dand E? Draw quadrilateral DEFG. What kind of quadrilateral is #2 Ler its diagonals cross at Y. Find the epordinates of Y. Complete the ordered pairs in the following pattern: (0:0), (1; 1), (2:4), 3; 9), (4; 16), Ge 25) (6), (7; ), (8; 1,09; 105 Draw the origin, O, at the borin leti- hand corner ofa sheet of graph paper. Draw an eaxis with a scale of lcm to 1 unit. Draw a paxis with a scale of Jem to 3 units, Plot the points in part (a). Join the points you have plotted by drawing as smooth a curve as you can, Use your graph to find (8.4), (6,5), V0, V0.ETE tg Indices, powers, squares and square roots Chapter 4 Large numbers 2 A cubic metre measures [Link] by 100 cm by 100 em, ‘There is no such thing as ‘the biggest number in the world’. It is always possible to count higher. Science and econom use very large numbers, Table 4.1 gives the names and values of some large numbers Table 4.1 name value thousand | 1 000 Fee = tome million | 1 000 thousand = 1 000.000 Fig 43 = 1000" Volume of cubic metre = 100 ¢ cm % 1006 billion | 1 000 million = 1 000,000 000 LoQ ent % Loge 25 100-ehn = 1.000 000 em? Thus | million cubic centimetres, em®, will How big is a million? exactly fill a | cubic metre box. Lom ‘The following examples may give you some idea of the size of a million. Lem 1 Al emby | em square of | mm graph paper contains one hundred small | mm | mm sqquar = 1 000° Fige 41100 small squares Fig. 44 One million of these make 1 cubic metre Al mby | m square of the same graph paper Exercise 4a comtains | million of these small squares 1 What is the correct name for (a) a thousand ane VR thousand, (b) a thousand million? 2 A football field measures 80 m by 30m. (a) Change the dimensions to em and cal- culate the area of the field in cm” } playing card packet measures 8 em by 5 cm. Calculate how many playing cards would be needed to cover the ‘ football field 3 A library has about 4 000 books. Each book has about 250 pages. Approximately how 4000 mm X 1000 mm = 1 000 000 man* inany_ pages are there in the library? ee. we4 How long would it take to count to | million if'it takes an average of | second to say each number? Give your answer to the nearest £ day. 5 Find out which of the following is nearest to the number of seconds in a year, (a) 500 000 (b) 1000 00 (c) 3.000 000 (d) 30 000 000 (e) 2.000.000 000 Writing large numbers Grouping digits Read the number 31556926 out aloud, Was it easy to do? It may have been quite difficult. You had to decide, ‘Is the number bigger than a million or not”, “Does it begin 3 million, 31 million or $15 million?’ It is necessary to write large numbers in a helpful way. It is usual to group the digits of large numbers in threes from the decimal comma. A small gap is left between cach group. 31556926 should be written 31556 926. Now it is easy to see that the number begins with 31 million. Exercise 4b Write the following numbers, grouping digits in threes from the decimal comma. 11 million 2 59244 3 721568397 4 2312400 5 million 6 3 billion 7 9215 8 14682053 9 108412 10 12345 11100000000 12. 987654 Digits and words Editors of newspapers know that large numbers sometimes confuse readers. They often use a mixture of digits and words when writing large numbers. Example 1 What do the nambers in the following headlines stand for (2) FOOD IMPORTS RISE TO $1 BILLION (b) OIL PRODUCTION NOW 2,3 MILLION BARRELS DAILY 18 ee < (2) FLOODS IN INDIA — 0,6 MILLION HOMELESS (d) ROAD TO COST $221 MILLION (a) $1 billion is short for $1 000 000 000 (b) 2,3 million = 2,3 x 1.000.000 300 000 0,6 x 1000 000 = 600 000 $22,25 million $22 250 000 (c} 0,6 million (d) $224 millior Example 2 Express the following ina mixture of digits and words: (a) $3.00 000 (6) 6 800 000 000 (c) 240 000 000 (4) $500 000 (a) $3 000 000 = $3 x 1 000 000 $3 million (b) 6 800 000 000 = 6,8 x 1 000 000 000 = 68 billion (c) 240 000 000 = 240 x1 000 000 240 million or 240 000 000 = 0,24 x 1 000 000 000 = 0,24 billion (a) $500 000 = $0.5 x 1.000 000 = $0,5 million or $4 million Exercise 4e 1 Express the following numbers in digits only. (a) $2 million (b) 150 million km. (c) 3 billion (d) 5 million (e) $2,1 billion (f) 4,2 million litres (g) 0,4 billion (h) $14 million (i) 0,7 million tonnes (j) $4 million (k) 0,45 million (1) $0,58 billion 2 Imagine you are a newspaper editor. Write the following numbers using a mixture of digits and words. (a) 8 000 000 tonnes (b) $6 000 000 <) 2.000 000000 — (d) $3 700 000 000 (e) $7400 000 (9. $1750 000 (g) 200.000 litres (h) 500 000 000 (i) 300000 tonnes j) 250.000 (k) 980.000 barrels (1) 490.000 000Small numbers Decimal fractions Decimal fractions also have names. 8 tenths = 0,8 8 hundredths, = 0,08 8 thousandths 0,008. 8 ten thousandths 0,000 8 8 hundred thousandths 0,000 08 Notice that digits are grouped in threes from the decimal comma as before. Example 3 Write the following as decimal fractions. (a) 28 thousandths (6) za8 800 (e) 350 millionth (d) O00 28 thousandths = 1 thousandth x 28 0,001 x 28 = 0,028 108"ow = 0,008 65 There are 5 zeros in the denominator. The decimal fraction is obtained by moving the digits in the numerator 5 places to the right 380 millionths = 1 millionth x 350 0,000 001 x 350 = 0,000 350 = 0,000 35 In a decimal fraction it is not necessary to write any zeros afier the last non-zero, digit. Titi = 0,040 0 04 Exercise 4d Write the following as decimal fractions. 6 hundredths. 2 4 thousandths ‘9 tenths 4 8 millionths 4 ten thousandths 6 hundred thousandths T 800 8 ron®on0 Tw oH 10 16 hundredths 34 thousandths 12.26 ten thousandths 166"600 14 ris rod ow 16 27 tenths 65 hundredths 18. 402 thousandths 20 hundredths 20.240 thousandths 700 thousandths 22 yai*bne 23. ral Moo 25 90 hundredths 27 300 ten thousandths 28 io 29 ites 24 rhotite 26 900-thousandths $0 rei*8oo Laws of indices 10° is short for 10 X 10 * 10. Similarly, x? is short for x X x X xX x X x x can be any number. Example 4 _ Multiply (a) x° by x2, (b) a? by a2, (c) » by (a) PX P= (eX eX eK EK) X (xX xX x) XXX EX EX AK YX EX x (aX aX a) X (aX a) Xaxaxaxa yX (py XX Xy) yXyX IX PRY Notice that the index in the result is the sum of the given indices: ome 3 axa =a =i yx yay xy gta? In general: x4 x x8 = xtt? Example 5 ; Simplify the following. (a) 10+ X 10? (5) 4c x Te? In filly expanded form: (a) 10* x 107 = (10 X 10 x 10 X 10) x (10 x 10) 10 x 10x 10x 10 x 10x 10 ex exexTXexe TXexcKexexe 19