Mathematics JSS 1 Second Term

• COMPLETE SCHEME OF WORK

• WEEK TWO AND THREE:- {APPROXIMATION}

• WEEK FOUR AND FIVE:- {NUMBER BASE}

• WEEK SIX:- {BASIC OPERATIONS}

• WEEK SEVEN:- {REVIEW OF FIRST HALF TERM'S WORK AND

PERIODIC TEST}

• WEEK EIGHT:- {BASIC OPERATIONS (CONTINUED)}

• WEEK NINE:- {ALGEBRAIC PROCESSES 1}

• WEEK TEN:- {ALGEBRAIC PROCESSES 2}

COMPLETE SCHEME OF WORK

JSS1 MATHEMATICS SECOND TERM

SCHEME OF WORK

WEEK TOPIC

1 REVISION OF FIRST TERM’S WORK

2 APPROXIMATION

3 APPROXIMATION CONTINUED

4 NUMBER BASE

5 NUMBER BASE II

6 BASIC OPERATIONS

7 REVIEW OF FIRST HALF TERM’S WORK AND PERIODIC TEST

8 BASIC OPERATIONS(CONTINUED)
 9 ALGEBRAIC PROCESS

10 ALGEBRAIC PROCESS II

11 EXAMINATIONS

WEEK TWO AND THREE:- {APPROXIMATION}

Mathematics JSS 1 Second Term

Week 2 & 3

Topic: Approximation

Overview:

• Degree of the accuracy of numbers and how to determine it.

• Rounding up of numbers, significant figures, and decimal places, nearest whole numbers,
tens, hundreds and thousands.
• Rounding up of numbers to the nearest tenth, hundredth and thousandth.
• Approximating values of addition and subtraction.
• Approximating results of multiplication and division.
• Application of approximation in everyday life.
• Quantitative reasoning.

Objective:

Students should be able to:

• Determine how accurate or the degree of accuracy of given numbers.

• Approximate answers to addition and subtraction problems to a given degree of accuracy.
• Approximate answers to multiplication and division problems to a given degree of accuracy.
• Rounding Numbers to the nearest 10, 100, and 1000;
• Apply approximation involving basic operations in everyday life activities.
• Solve problems on quantitative reasoning in the above contents.

Estimation

There are many advantages to being able to estimate quantities and distances. Estimation can
prevent errors. It can show whether the answer to a problem is sensible or not. It also saves time.
Common measures that can be used for estimation are Length, mass etc.
For example, you can use your hand span to estimate the width of your desk. You should know the
actual length (cm) of your hand span (distance between the tip of your thumb and the tip of your
small finger) by using a metre rule.

If you hand-span is 15cm after measuring with the metre rule and your desk measure 3 hand span
then you can estimate the width of your desk to be

3 hand span (15cm)

3 × 15cm

= 45cm

Rounding off numbers

Suppose that on a certain day, the population of Nigeria is exactly 15 786 people. To have an
estimate, we can round off these figures as:

15 786 = 16 000 to the nearest thousand

15 786 = 15 800 to the nearest hundred.

This was done by rounding off numbers from 0,1,2,3,4 to zero (0) and numbers from 5,6,7,8,9 to
one (1). So for example; if we want to round off 62. We look at the last number which is 2, since
we know that 2 belongs to the numbers we would round off to 0, so it means it turns to 0. That
makes our answer to be 60.

Example: Round off the following numbers

1. a) 103 b) 236 c) 305

Solution

1. a) 103 we take the last number which is 3 and we round it up to 0

So our answer now is 100

1. b) 236 we take the last number which is 6 and we round it up to 1;

what you do here is, you add 1 to the next number which is 3
to give you 4

So our answer now is 240

1. c) 305 we take the last number which is 5 and we round it off to 1,

we add 1 to 5 to the next number which is 0 to give 1

So our answer is 310

We can round off to the nearest tens, hundred, thousand etc

A quick run through our place values

To round off to the nearest hundred

Example: Round of 14 505 to the nearest hundred

14 505 = 14 500 to the nearest hundred

(the number with the place value of hundred which is 5 is rounded off by checking the next number
0; as we all know we round off 0 to 0. So it becomes 500. Not forgetting the whole number 14 500)

To round off to the nearest thousand

Example: round off 14 505 to the nearest thousand

14 505 = 15 000 to the nearest thousand

(The number with the place value of thousand which is 4 is rounded off by checking the next number;
as we all know we round off 5 to 1. So we add 1 to 4 to give us 5, Not forgetting the whole number
it becomes15 000)

To round off 14 505 to the nearest tens

14 505 = 14 510 to the nearest tens

(The number with the place value of tens which is 0 is rounded off by checking the next number 5;
as we all know we round off 5 to 1. So we add 1 to 0 which gives us 1. Not forgetting the whole
number 14 510)

Example:

Approximate 89.68 to the nearest a) hundred b) tens c) whole number d) tenth

Note: to approximate means to round off

89. 68 = 100 to the nearest hundred

90. 68 = 90 to the nearest tens
 91. 68 = 90 to the nearest whole number (the nearest whole number is
89, which is rounded up to 90)
92. 68 = 89.7 to the nearest tenth (the tenth value of 89.68 is 6 which
is rounded off to 7

Approximation

This is the process of rounding numbers to estimate the outcome of our calculations as this is very
useful in our daily activities. It is represented by ≈

Consider the following: A farmer is thinking of buying 220 week-old chickens at ₦180
each. ₦180 × 220 ≈ ₦200 × 200 = ₦40 000

₦40 000 is the approximate cost of the chickens. This is not accurate but gives the farmer an idea
of how much they should cost. He can now make the accurate calculation: ₦180 × 200 = ₦36
000

Notice that: ₦36 000 ≈ ₦40 000

One significant figure/nearest whole number

When approximating numbers, we often round them off to either one significant figures or the
nearest whole number. The examples below show how to approximate the answers to addition,
subtraction, division and multiplication

Example: Round off each number to one significant figure, then approximate the answers

1. 38 + 22 b) 382 + 723
2. 38 + 22 ≈ 40 + 20 = 60
3. 382 + 723 ≈ 400 + 700 = 1 100

Example: round off each number to the nearest whole number

1. 620 – 310 b) 24 × 37 c) 171 ÷ 18

2. a) 620 – 310 ≈ 600 – 300 = 300
3. b) 24 × 37 ≈ 20 × 40 = 800
4. c) 171 ÷ 18 ≈ 200 ÷ 20 = 10
5. d) 5.2 + 7 ≈ 5 + 7 = 12

Exercise

• Round off each number to one significant figure

1. 32 + 22 b) 73 – 52 c) 572 ÷ 22
 • Round off each number to the nearest whole number then find the approximate answer

6. 2 + 3.7 b) 14.15 – 7. 3

• Approximate to the nearest hundredth

1. 234 b) 3.022 c) 0.295

• Round off 0.625 to the nearest

1. Whole number b) tenth c) hundredth

WEEK FOUR AND FIVE:- {NUMBER BASE}

JSS 1 Mathematics Second Term

Week 4 & 5

Topic: Number Base

Overview:

• Counting in base two.

• Conversion of base 10 numerals to binary numbers.
• Addition and subtraction of two or three 3 – digits binary numbers.
• Multiplication of two 2- digit binary numbers.
• Problem-solving on quantitative aptitude related to conversion and application to real-life
situations.

Objective:

Students should be able to:

• Count in a group of twos.

• Convert base 10 numerals to binary numbers.
• Add and subtract two or 3 – digit binary numbers.
• Multiply two 2 – digit binary numbers.
 • Solve problems involving quantitative reasoning on a number base.
• Apply base 2 numbers to real-life situations.

Introduction:

Number Base:

The digits 0,1,2,3,4,5,6,7,8,9 are used to represent numbers. The Placing of the digit shows their
value. For example:3 902 means 3 thousand, 9 hundred, 0 tens, 2 units.

3 902 = 3 × 1000 + 9 × 100 + 0 × 10 + 2 × 1

= 3 ×103 + 9 × 102 + 0 × 101 + 2 × 100

Note that 2 × 100 . Anything raise to power 0 is 1. So 100 becomes 1

= 2 × 1

= 3 ×103 + 9 × 102 + 0 × 101 + 2 × 1

The figure above shows the place value of the digits in the number 3 902

Also, note in 3 902

This method is based on the power of ten (e.g. 101). It is called base ten

Let us look at another example of a number system – Base three (3). This means the power of
three

Example: 162four = 1 × 42 + 6 × 41 + 2 × 40

= 1 × 42 + 6 × 41 + 2 × 1

Example: Expand a) 16 903eight b) 1 010three

1. 16 903eight = 1 × 84 + 6 × 83 + 9 × 82 + 0 × 81 + 3 × 80
= 1 × 84 + 6 × 83 + 9 × 82 + 0 × 81 + 3 × 1
2. 1 010two = 1 × 23 + 0 × 22 + 1 × 21 + 0 × 1

Binary Numbers

Notice in the example above that 1 010two is in base two. You should know that a base
two number, or binary number, is made up of only two-digit and that is 0 and 1.
Example: convert 46ten to base two

Divide 46 by 2 = 46÷2 = 23 with remainder of 0

Divide 23 by 2 = 23÷2 = 11 with remainder of 1

Divide 11 by 2 = 11÷2 = 5 with remainder of 1

Divide 5 by 2 = 5÷2 = 2 with remainder of 1

Divide 2 by 2 = 2÷2 = 1 with remainder of 0

Divide 1 by 2 = 1÷2 = 0 with remainder of 1

Take the remainder from the last figure= 1 0 1 1 1 0two

Example: convert 11 011two to base ten

11 011two = 1 × 24 + 1 × 23 + 0 × 22 + 1 × 21 + 1 × 20

= 1 × 24 + 1 × 23 + 0 × 22 + 1 × 21 + 1 × 1

= 16 + 8 + 0 + 2 + 1

= 27ten

Example: Find the value of (101two)2 in base two.

101two = 1 × 22 + 0 × 21 + 1 × 1

=4 + 0 + 1 = 5ten

(101two)2 = (5ten)2

= 25ten

Remember, your answer should be in base two, so you convert 25ten to base two

Divide 25 by 2 = 12 with remainder of 1

Divide 12 by 2 = 6 with remainder of 0

Divide 6 by 2 = 3 with remainder of 0

Divide 3 by 2 = 1 with remainder of 1

Divide 1 by 2 = 0 with remainder of 1

Take the remainder from the last figure

= 1 1 0 0 1two

Operation with Binary Numbers

Addition and Multiplication

Subtraction

Subtraction in base two is similar to subtraction in base ten

Subtraction in base ten

40ten – 23ten

From 0 – 3 is impossible, so you borrowed 1 from 4 which makes 0 to become 10 and 4 becomes 3.

So 10 – 3 gives us 7. The next number is 3 – 2 which gives us 1.

Here are a few easy examples of subtraction in base 2

• 1–0=1
 • 11 – 10 = 1
• 111 – 10 = 101

Let us look at a more difficult but easy example

Subtract a) 1102 – 1012 b) 100112 – 1102

From the right-hand side, 0 – 1 is impossible, so you borrow from the next number which is 1, but
what you borrow here is 2, so 0 turns to 2, so 2 – 1 is 1

Moving to the next number, 0 – 0 is 0

Moving to the next number, 1 – 1 is 0

From the right-hand side, 1-0 =1, move to the next number, 1-1=0, move to the next number, 0-1
is impossible, so you borrow from the next number which is zero, knowing that you can’t borrow
from zero, you move to the last number 1 and borrow from 1. once you borrow, you are borrowing
2, take 2 to the number in front which is 0, now you can borrow from 2 and take to the next
number; 2-1=1, we now move to the next number which was initially 2 but since you’ve borrowed
from it, it turns to 1. Since there is no number under 1, you simply bring it down.

Summary: counting in base two, you count based on the power of two. Conversion of base 10
numerals to binary numbers, addition, subtraction, multiplication of 2 and 3 digit binary numbers
is simply explained in the class note.

Assessment

1. Calculate in base two

2. 101 + 1 b) 1101 × 11 c) 10110 – 101
3. Convert the following binary number to base ten
4. 1 110 b) 1 001 c) 11 011
5. Find the value of the following
6. The square of 1102 b) (1 000two)2
7. Calculate 1102 × (1 0112 + 1 0012 – 1012)

WEEK SIX:- {Basic Operations}

Mathematics JSS 1 Second Term

Week 6

Topic: Basic Operations

Overview:

• Addition and subtraction of numbers. Emphasis on place values using spikes or abacus.
• Addition and subtraction of numbers. Emphasis on the use of number lines.

Objective:

Students should be able to:

• Add and subtract numbers with emphasis on place value using spike or abacus (TH, H, T,
U).
• State the place value of each number in the sum (Addition) or difference (subtraction).
• Add and subtract numbers using the number line.
• Draw and use number lines to illustrate directed numbers.

Addition of Numbers

Understanding our place value, helps us understand how addition works. This is also useful in
other basic operations like subtraction, multiplication etc.

Our place value is explained below

We have the smallest value which is unit e.g. 2

An example is:

TH H T U

TH – Thousand

H– Hundred
T– Tens

U– Unit

When adding or subtracting, we arrange each value accordingly

Exercise: What is the place value of 2 in 8 234.

The answer is Hundred; 2 has the place value of Hundred in 8 234 as shown below:

Exercise: What is the place value of 8 in 8 234

The answer is Thousand; 8 has the place value of Thousand in 8 234

Example: Add

1) 3 094 + 420 2) 1 077 + 93

solution

From the above, state the place value of each answer

1) 3 514 2) 1 170

3 – Thousand 1 – Thousand
5 – Hundred 1 – Hundred

1 – Tens 7 – Tens

4 – Units 0 – Units

Subtraction of Numbers

Example: Subtract the following under place value

1) 635 – 324 2) 1 389 – 1290 3) 2 823 – 201

Solution

Number Line

A number line is a picture of a straight horizontal line that shows the value of real numbers. These
numbers could be negative or positive. Every point of a number line is assumed to correspond to a
real number and every real number to a point
Summary:

We have been able to talk about place values and how to use them to add and subtract. We also
learnt how to make use of the Number lines to Add and Subtract.

Assessment

1. 4 9 2 4. What is the place value of

2. 4 b) 4 c) 9
3. Add the following showing their place value
4. 7 885 + 1 280 b) 403 + 17
5. Subtract the following showing their place value
6. 7 823 – 78 b) 1 098 – 267
7. Solve the following using Number line
8. 2 + 3 b) -2 + 3 c) 8 – 5

WEEK SEVEN:- {REVIEW OF FIRST HALF TERM’S WORK AND PERIODIC

TEST}

JSS 1 Mathematics Second Term

Week 7

REVIEW OF FIRST HALF TERM’S WORK AND PERIODIC TEST

WEEK EIGHT:- {BASIC OPERATIONS (Continued)}

JSS 1 Mathematics Second Term

Week 8

Topic: BASIC OPERATIONS (Continued)

Overview:

• Addition and subtraction of positive and negative integers using number line and collection
of terms.
• Everyday application of positive integers.
• Solving problems on quantitative reasoning in basic operations.

Objective:

Students should be able to:

• Draw and use number lines to illustrate directed numbers.

• Add and subtract positive and negative integers correctly on the number line.
• Add and subtract integers by a collection of like terms.
• Interpret and relate positive and numbers to everyday activities.
• Solve problems on problems on quantitative reasoning with reference to basic operations.

Addition and subtraction of negative and positive integers

INTEGERS

Whole numbers, which are figures that do not have fractions or decimals, are also called integers.
They can have one of two values: positive or negative.

• Positive integers have values greater than zero.

• Negative integers have values less than zero.

• Zero is neither positive nor negative.

The rules of how to work with positive and negative numbers are important because you’ll
encounter them in daily life, such as in balancing a bank account, calculating weight, or preparing
recipes.

• Subtracting two positive numbers:

The operation is subtraction and the result is either a positive or a negative number.
• Subtracting a positive and a negative number:
The operation is an addition and the result is always positive.
• Subtracting a negative and a positive number: The operation is an addition and the result
is always negative.
 • Subtracting two negative numbers:
The operation is subtraction and the result is a positive or negative number.

Examples:

ADDITION

Whether you’re adding positives or negatives, this is the simplest calculation you can do with
integers. In both cases, you’re simply calculating the sum of the numbers. For example, if you’re
adding two positive integers, it looks like this:

• 5+4=9

If you’re calculating the sum of two negative integers, it looks like this:

• (–7) + (–2) = -9

To get the sum of a negative and a positive number, use the sign of the larger number and
subtract. For example:

• (–7) + 4 = –3
 • 6 + (–9) = –3
• (–3) + 7 = 4
• 5 + (–3) = 2

The sign will be that of the larger number. Remember that adding a negative number is the same
as subtracting a positive one.

SUBTRACTION

The rules for subtraction are similar to those for addition. If you’ve got two positive integers, you
would subtract the smaller number from the larger one. The result will always be a positive
integer:

• 5–3=2

Likewise, if you were to subtract a positive integer from a negative one, the calculation becomes
a matter of addition (with the addition of a negative value):

• (–5) – 3 = –5 + (–3) = –8

If you’re subtracting negatives from positives, the two negatives cancel out and it becomes
addition:

• 5 – (–3) = 5 + 3 = 8

If you’re subtracting a negative from another negative integer, use the sign of the larger number
and subtract:

• (–5) – (–3) = (–5) + 3 = –2

• (–3) – (–5) = (–3) + 5 = 2

If you get confused, it often helps to write a positive number in an equation first and then the
negative number. This can make it easier to see whether a significant change occurs.

Summary: we can now understand how to add and subtract positive and negative integers using
number lines and collections of like terms.

Assessment

1. -8 – (-3)
2. 9–2
3. 10 + (-4)
4. 7+2
5. -5 + 1
More Assessment

1. 4 – (–2) =
a. 5 b. 4 c. 2 d 6
2. 3+5=
a 6. b 7 c. 8 d. 10
3. (–4) – (–3) =
a. -1 b. 1 c. -7 d. 2
4. (–3) – (–4) =
a. 1 b. -1 c. 2 d. -2
5. (–6) + (–1)
a. 7 b. -7 c. -5 d 5

WEEK NINE:- {ALGEBRAIC PROCESSES 1}

Mathematics JSS 1 Second Term

Week 9

Topic: Algebraic Process

Overview:

• Use of symbols: i. Open Sentences and authentic Operation.

ii. Word Problems involving the use of symbols.
• Identification of coefficient of terms, basic arithmetic operations applied to algebraic
expressions.
• Collection and simplification of like terms and the use of brackets.

Objective:

Students should be able to:

• Solve problems expressed in open sentences.

• Use letters to represent symbols or shapes in open sentences.
• Solve word problems involving the use of symbols or shapes in open sentences.
• Identify coefficient of the term of algebraic expressions, collect like terms for basic
arithmetic operations.
 • Collect and simplify like terms, use brackets effectively to solve algebraic problems.

Introduction:

Open sentences

14 + □ = 17. What number in the box will make this true? You may have seen problems like this
before. 14 + □ = 17 will be true if 3 goes in the box: 14 + 3 = 17 is true,

We say 14 + □ = 17 is an open sentence. Any value can go in the box, but usually, only one value
can make an open sentence true.

Exercises

1. 3 + 2 = □
2. 8 – 7 = □
3. 7 + 7 = □

Letters for numbers

In mathematics, we use letters of the alphabet to stand for numbers instead of boxes. We write 14
+ x instead of 14 + □. Any letter can be used. For example, 14 + a would be just as good as 14 + x.
Capital letters are not used; only small letters are used.

When using a letter instead of a number, the letter can stand for any number in general. Thus the
value of 14 + x depends on the value of x.

For example,

If x stands for 2, 14 + x has the value 16;

If x stands for 12, 14 + x has the value 26;

If x stands for 5, 14 + x has the value 19.

When letters and numbers are used together in this way, the mathematics is called generalized
arithmetic or algebra. The word algebra comes to us from an important book written around AD830
by Mohammed Musa al Khowarizmi, a noted mathematician from Baghdad. The title of the book was
Al-jabr wa’l Muqabalah.

The statement 14 + x = 17 is called an algebraic sentence. It means 14 plus a number x makes 17,
or 14 plus x equals 17.

In the next exercise, each letter stands for a number. The number that the letter stands for sh0uld
make the sentence true. For example, 14 + x = 17 will be true if x stands for 3.

We write this:

If 14 + x = 17
Then x=3

Exercise

Each sentence is true. Find the number that each letter stands for.

1. x=2+7
2. x = 3 – 10
3. y=9+5
4. z = 18 + 11
5. z = 15 – 8

What is the value of z + 6? The value of x + 6 depends on what x stands for.

If x = 3, then x + 6 = 3 + 6 = 9

If x = 8, then x + 8 + 6 = 14

Examples of algebra word problems are numerous. The goal of this unit is to give you the skills that
you need to solve a variety of these algebra word problems

Example 1:

A football team lost 5 yards and then gained 9. What is the team’s progress?

Solution

For lost, use negative. For gain, use positive.

Progress = -5 + 9 = 4 yards

Example 2:

Use the distributive property to solve the problem below:

Maria bought 10 notebooks and 5 pens costing 2 dollars each. How much did Maria pay?

Solution

2 × (10 + 5) = 2 × 10 + 2 × 5 = 20 + 10 = 30 dollars

Example 3:

A customer pays 50 dollars for a coffee maker after a discount of 20 dollars

What is the original price of the coffee maker?

Solution

Let x be the original price.

x – 20 = 50

x – 20 + 20 = 50 + 20

x + 0 = 70

x = 70

Example 4:

Half a number plus 5 is 11. What is the number?

Solution

Let x be the number. Always replace “is” with an equal sign

(1/2)x + 5 = 11

(1/2)x + 5 – 5 = 11 – 5

(1/2)x = 6

2 × (1/2)x = 6 × 2

x = 12

Example 5:

The sum of two consecutive even integers is 26. What are the two numbers?

Solution

Let 2n be the first even integer and let 2n + 2 be the second integer

2n + 2n + 2 = 26

4n + 2 = 26

4n + 2 – 2 = 26 – 2

4n = 24

n=6
So the first even integer is 2n = 2 × 6 = 12 and the second is 12 + 2 = 14

Below are more complicated algebra word problems

Example 6:

The ratio of two numbers is 5 to 1. The sum is 18. What are the two numbers?

Solution

Let x be the first number. Let y be the second number

x/y=5/1

x + y = 18

Using x / y = 5 / 1, we get x = 5y after doing cross multiplication

Replacing x = 5y into x + y = 18, we get 5y + y = 18

6y = 18

y=3

x = 5y = 5 × 3 = 15

As you can see, 15/3 = 5, so ratio is correct and 3 + 15 = 18, so the sum is correct.

Example 7: Algebra word problems can be as complicated as example #7. Study it carefully!

Peter has six times as many dimes as quarters in her piggy bank. She has 21 coins in her piggy bank
totaling $2.55

How many of each type of coin does she have?

Solution

Let x be the number of quarters. Let 6x be the number of dimes

Since one quarter equals 25 cents, x quarters equals x × 25 cents or 25x cents

Since one dime equals 10 cents, 6x dimes equals 6x × 10 cents or 60x cents

Since one 1 dollar equals 100 cents, 2.55 dollars equals 2.55 × 100 = 255 cents

Putting it all together, 25x cents + 60x cents = 255 cents

85x cents = 255 cents

85x cents / 85 cents = 255 cents / 85 cents

x=3

6x = 6 × 3 = 18

Therefore, Peter has 3 quarters and 18 dimes

Example 8:

The area of a rectangle is x2 + 4x -12. What are the dimensions of the rectangle (length and width)?

Solution

The main idea is to factor x2 + 4x -12

Since -12 = -2 × 6 and -2 + 6 = 4

x2 + 4x -12 = ( x + -2) × ( x + 6)

Since the length is usually longer, length = x + 6 and width = x + -2

Example 9: A must know how when solving algebra word problems

The area of a rectangle is 24 cm2. The width is two less than the length. What is the length and
width of the rectangle?

Solution

Let x be the length and let x – 2 be the width

Area = length × width = x × ( x – 2) = 24

x × ( x – 2) = 24

x2 + -2x = 24

x2 + -2x – 24 = 0

Since -24 = 4 × -6 and 4 + -6 = -2, we get:

(x + 4) × ( x + -6) = 0

This leads to two equations to solve:

x + 4 = 0 and x + -6 = 0

x + 4 = 0 gives x = -4. Reject this value since a dimension cannot be negative

x + -6 = 0 gives x = 6

Therefore, length = 6 and width = x – 2 = 6 – 2 = 4

Example 10:

The sum of the two numbers is 16. The difference is 4. What are the two numbers?

Let x be the first number. Let y be the second number

x + y = 16

x–y=4

Solution

Let x be the first number. Let y be the second number

x + y = 16

x–y=4

Solve the system of equations by elimination

Adding the left sides and the right sides gives:

x + x + y + -y = 16 + 4

2x = 20

x = 10

Since x + y = 16, 10 + y = 16

10 + y = 16

10 – 10 + y = 16 – 10

y=6

The numbers are 10 and 6

The algebra word problems I solved above are typical questions. You will encounter them a lot in
algebra. Hope you had fun solving these algebra word problems?

Summary: an algebraic sentence with an equal sign is called an Equation. For example, x + 8 = 3 is
an equation in x.

The unknown in an equation is shown by a letter. For example, m is the unknown in the equation
2m + 3 = 17.

If a value is substituted for an unknown, the equation may be true or false. For example, 2y = 6 is
true when y = 3 and is false when y = 5.

You can solve an equation using the balance method. When using this method, always do the same
to both sides of the equation.

Assessment

Solve the following equations.

• 4n – 3 = 19
• 5a + 14 = 22
• 9y – 4 = 0
• 6x – 5 = 6
• 7p – 9 = 18
• 3 + 2x = 10
• 10x – 3 = 5
• 5p – 30 = 0
• 4= 4 + 8w
• 6 = 3y – 15

WEEK TEN:- {ALGEBRAIC PROCESSES 2}

Mathematics JSS 1 Second Term

Week 10

Topic: Algebraic Processes 2

Overview:

• Problem-solving on basic arithmetic operations in algebraic processes.

• Solving quantitative aptitude problems on the use of symbols and brackets.
 • Collection and simplification of like and unlike terms in algebraic expressions.
• Quantitative reasoning.

Objective:

The student should be able:

• Solve basic arithmetic operations in algebraic processes.

• Solve quantitative aptitude problems on the use of symbols and brackets.
• Insert/remove brackets and simplify expressions.

Introduction:

Multiplying and Dividing Algebraic Terms

1. Just as 5a is a short for 5 × a, so ab is short for a × b.

2. Just as 5 × 3 = 3 × 5,

so, a × b = b × a.

It is usually to write the letters in alphabetical order, but would be just as correct as ab.

1. Just as 52 is short for 5 × 5, so a2 is short for a × a and x3 is short for x × x × x.

2. 4x + 4x + 4x = 12x

3 × 4x = 12x

and 3x + 3x + 3x + 3x = 12x

4 × 3x = 12x

Thus: 3 × 4x = 4 × 3x = 12x

The term 3, 4 and x can be multiplied in any order.

3 × 4x = 4 × 3x = 3x × 4 = 4x × 3

= 4 × x × 3 = x × 3 × 4 = 12x

It is usual to write the numbers before the letters.

We can multiply two algebraic terms to get a product, which is also an algebraic term.

Example:
Evaluate 3pq3× 4qr

Solution:

3pq3× 4qr
= 3× p × q × q × q ×4× q × r
= 3×4× p × q × q × q × q × r
= 12 × p × q4 × r
= 12pq4r

Example:

Evaluate –2a3b× 3ab2c

Solution:

–2a3b× 3ab2c
= –2 × 3× a3× a × b × b2× c
4 3
= –6× a× b× c
= –6a4b3c

Example

Multiply the following terms.

2x2y • 6x2y

3ab • 5xy2

Answers

First, multiply the numerical coefficients, then use the exponent rules.

2x2y • 6x2y = (2 • 6)(x2y • x2y) = 12x2+2y1+1 = 12x4y2

3ab • 5xy2 = (3 • 5)abxy2 = 15abxy2

Division

In algebra, letters stand for numbers. Just as fractions can be reduced to their lowest terms by an
equal division of the numerator and denominator so a letter can be divided by the same letter.

Example

x ÷ x = 1, just as 3 ÷ 3 = 1.

Example
Simplify Working result

14a/7 = 7 × 2a/7 =1 × 2a/1 = 2a

1/3 of 36x = 36 × x/3 = 3 × 12x/3

= 1 × 12x/1 = 12x

1/5 of y does not simplify =1/5y or y/5

Example

Simplify working result

5ab ÷ a = 5 × a × b/a

= 5 × 1 × b/1 = 5 × b = 5b

6xy/2y = 6 × x × y/2 × y

= 3 × x × 1/1 × 1 = 3 × x = 3x

X2 ÷ x = X × X/X = 1 × x/1 =x

24x2y ÷ 3xy = 24 × x2 × y/3 × x × y

= 3 × 8 × x × 1/3 × 1 × 1 = 8x

=8×x

Order of Operation

What is the value of 17 – 5 × 2? It is possible to get two different answers:

1. (17 – 5) × 2 = 12 × 2 = 24
2. 17 – (5 × 2) = 17 – 10 = 7

The answer depends on whether we do the subtraction first or the multiplication first. To avoid
confusion, remember the following rules.

1. If there are no brackets do multiplication or division before addition or multiplication.

2. If there are brackets do the operations inside the brackets first.

Usually, operations involving multiplication and division are enclosed in brackets and done before
addition and subtraction.

Use the word BODMAS to remember the correct

order: Brackets, Of, Division, Multiplication, Addition, Subtraction.
Example

Find the value of 16 × 2 – 3 + 14 ÷ 7.

16 × 2 – 3 + 14 ÷ 7

= (16 × 2) – 3 + (14 ÷ 7)

= 32 – 2 + 2

= 34 – 3

= 31

Example

Simplify

Simplify 7 × 3a – (3a + 5a) × 2

7 × 3a – (3a + 5a) × 2 = 7 × 3a – 8a × 2

= (7 × 3a) – (8a × 2)

=21a – 16a = 5a

Removing Brackets

Always try to simplify the terms inside brackets first. If they will not simplify, remove the brackets.

Positive sign before a bracket

1. 9 + (5 + 2) = 9 + 7 = 16

also 9 + 5 + 2 = 14 + 2 = 16

thus 9 + (5 + 2) = 9 + 5 + 2

Similarly, with letters,

a + (b + c) = a + b + c

1. 9 + (5 – 2) = 9 + 3 = 12

also 9 + 5 – 2 = 14 -2 = 12

thus 9 + (5 – 2) = 9 + 5 -2
Similarly, with letters,

a + (b – c) = a + b – c

When there is a positive sign before a bracket:

the signs of the terms inside the bracket stay the same when it is removed.

Example

Simplify 7g + (3g + 4h).

7g + (3g + 4h) = 7g + 3g + 4h = 10g + 4h

Example

Simplify 13p + (6p – 3q).

13p + (6p – 3q) = 13p + 6p – 3q = 19p – 3q

Negative sign before a bracket

1. 9 – (5 + 2) = 9 – 7 = 2

The result is the same as first taking away 5, then taking away 2:

i.e. 9 – 5 – 2 = 4 – 2 = 2

thus 9 – (5 + 2) = 9 – 5 – 2 = 2.

Similarly, with letters,

a – (b + c) = a – b – c.

1. 9 – (5 – 2) = 9 – 3 = 6

The result is the same as first taking away 5 and then adding 2:

i.e. 9 – 5 +2 = 4 + 2 = 6

thus 9 – (5 – 2) = 9 – 5 + 2.

Similarly, with letters,

a – (b – c) = a – b + c.

When there is a negative sign before the bracket:

The signs of the terms inside the bracket are changed when the bracket is removed.

Example

Simplify 5a – (2a + 8).

5a – (2a + 8) = 5a – 2a – 8 = 3a – 8

Example

Simplify 10d – (9c – 4d)

10d – (9c – 4d) = 10d – 9c + 4d = 14d – 9c