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Mathematics Form 2
Mathematics Form 2
MATHEMATICS
FORM 2
Authors
Bahariah binti Hj. Baharam
Baharizah binti Hj. Baharam
Nurul Jannah binti Ahmad
Nurazreen binti Mohd Tahir
Mohd Nazri bin Mohd Hanafiah
Translator
Leela Chakrabarty a/p P N Chakrabarty
Chai Chee Peng
Editors
Mohan a/l Nanu
Muhammad Nur Syafiq bin Jamaluddin
Designers
Mohamad Zairul bin Mohamad Kassim
Wan Nora Ashikin binti Abd Razak
Illustrator
Ahmad Fitri bin Tajudin
2017
KEMENTERIAN
PENDIDIKAN
MALAYSIA
Introduction v
Chapter 5 Circles 74
Symbols and Formulae vii
BOOK SERIES NO: 0077 ACKNOWLEDGEMENTS
5.1 Properties of Circles 76
KPM 2017 ISBN 978-967-2031-06-2 5.2 Symmetry and Chords 81
Rimbunan Ilmu Sdn. Bhd. wishes to express Chapter 1 Patterns and Sequences 1
First Published 2017 5.3 Circumference and Area
our appreciation to the following:
© Ministry of Education Malaysia
1.1 Patterns 2 of a Circle 86
• Committee members of
All rights reserved. No parts of this book may be Penambahbaikan Pruf Muka Surat, 1.2 Sequences 7
reproduced, stored in a retrieval system, or Textbook Division, Ministry of
Education Malaysia. 1.3 Patterns and Sequences 10
transmitted in any form or by any means, electronic, Chapter 6 Three-Dimensional
mechanical, photocopying, recording or otherwise,
• Committee members of Penyemakan Geometrical Shapes 98
without the prior permission of Director General
of Education Malaysia, Ministry of Education Pembetulan Pruf Muka Surat, Textbook
Malaysia. Negotiations are subject to an estimation Division, Ministry of Education Chapter 2 Factorisation and 6.1 Geometric Properties of
of royalty or an honorarium. Malaysia. Algebraic Fractions 18
Three-Dimensional Shapes 100
• Committee members of Penyemakan 6.2 Nets of Three-Dimensional Shapes 102
Published for the Ministry of Education Malaysia by: Naskhah Sedia Kamera, Textbook 2.1 Expansion 21
RIMBUNAN ILMU SDN. BHD. Division, Ministry of Education 6.3 Surface Area of Three-Dimensional
2.2 Factorisation 27
No. 92-G, 92-1 & 92-2, Blok 2, Wisma Salleh Malaysia. Shapes 104
Saidin, Jalan Dwi Tasik, Dataran Dwi Tasik, 2.3 Algebraic Expressions and Laws
• Officers of the Textbook Division and of Basic Arithmetic Operations 34 6.4 Volume of Three-Dimensional
Bandar Sri Permaisuri, 56000 Kuala Lumpur
the Curriculum Development Division, Shapes 110
Tel: 03-91722888 Fax: 03-91734888
Ministry of Education Malaysia.
E-mail: rimbunanilmu@gmail.com
• Officers of the English Language
Teaching Centre (ELTC), Teacher Chapter 3 Algebraic Formulae 42
Layout and typesetting:
Education Division, Ministry of Chapter 7 Coordinates 120
RIMBUNAN ILMU SDN. BHD. (676602-W)
Education Malaysia. 3.1 Algebraic Formulae 44
Font type: Times
Font size: 11 points
7.1 Distance in a Cartesian
• Chairperson and members of the
Quality Control Panel. Coordinate System 122
Printed by: 7.2 Midpoint in The Cartesian
• Editorial Team and Production Team, Chapter 4 Polygon 54
BHS BOOK PRINTING SDN. BHD. (95134-K) Coordinate System 132
especially the illustrator and designers.
Lot 4, Lorong CJ/1B, Kawasan Perindustrian
Cheras, 43200 Cheras, 4.1 Regular Polygon 56 7.3 The Cartesian Coordinate System 140
• Everyone who has been directly or
Selangor Darul Ehsan, indirectly involved in the successful 4.2 Interior Angles and Exterior
Malaysia publication of this book.
Angles of Polygons 62
iii
Chapter 1 Patterns and Sequences Chapter 1 Patterns and Sequences
CHAPTER 1
CHAPTER 1
The Form 2 Mathematics textbook consists of 13 chapters that are formulated and designed based
on The Framework of Secondary School Standard-based Curriculum for Mathematics Form 2.
Chapter 8 Graphs of Functions 144 Chapter 12 Measures of Central
Tendencies 244 Each chapter contains creative activities which aim to stimulate students' thinking. Learning
objectives and word links are also provided to highlight the content of the chapter.
8.1 Functions 146
8.2 Graphs of Functions 151 12.1 Measures of Central Tendencies 246
The special features of this textbook are:
iv v
Chapter 1 Patterns and Sequences
CHAPTER 1
SYMBOLS
Questions that encourage mental stimulation, square root ∠ angle
THINK SMART creativity and critical thinking. T nth term
=
cube root
⩾
sum of total
≠
is equal to ∑
⩽
Questions at the end of the chapter that test the is not equal to is greater than or equal to
SELF PRACTICE
students' understanding about the chapter. triangle is less than or equal to
n (A) number of elements of set A
π pi
n number of term
Area of circle πr 2
Circumference 2πr Vertical distance
Gradient, m
Horizontal distance
DO YOU KNOW Relevant general knowledge related to the chapter. y2 – y1
πr 2
Area of sector θ m
360° x2 – x1
Arc length θ y-intercept
Summative exercises that enhance and enrich = m –
GENERATING EXCELLENCE
2πr 360° x-intercept
students at the end of the chapter. Surface area of cylinder 2πr 2 + 2πrh
Surface area of cone πr 2 + πrs
Total value of data
Mean
Number of data
Higher Order Thinking Skills (HOTS) that test the Surface area of sphere 4πr 2 Probability of The number of ways event can occur
students' ability. an event =
Volume of cylinder πr 2h
Volume of prism area of cross section × height The total number of possible outcome
Volume of cone 1 πr 2h
n (A)
P(A)
Summary of the chapter. n (S )
Volume of sphere 4 πr 3
3
Complement of an event, P(A' ) = 1 – P(A)
3
vi vii
Chapter 1 Patterns and Sequences Chapter 1 Patterns and Sequences
CHAPTER 1
CHAPTER 1
WALKING
THROUGH TIME
The sunflower is a unique flower in terms
of the arrangements of its seeds. The
WHAT WILL YOU LEARN? seeds are arranged in a spiral pattern and The Fibonacci Numbers began with a question
follow a particular direction. The number posed by the Italian mathematician, Leonardo
of seeds in the spirals can be arranged of Pisa or Fibonacci in his book, ‘Liber Abaci’
1.1 Patterns in a number pattern known as Fibonacci about the population of rabbits.
Numbers. The seeds are usually arranged The question posed was that if a pair of female
1.2 Sequences into 2 types of spiral patterns. For example, and male rabbits were placed in an enclosed
21 spirals follow the clockwise pattern and space, how many pairs of rabbits will be
1.3 Patterns and Sequences 34 spirals follow the anti-clockwise pattern. reproduced in a year? If every pair of rabbits
The numbers 21 and 34 are found in the reproduce a new pair every month, then the
Fibonacci sequence. increase in the population of the rabbits will
produce a number sequence as follows 0, 1,
1, 2, 3, 5, 8, ... . These numbers are known as
Fibonacci Numbers. The Fibonacci Numbers
are arranged by adding the number before it.
For example, the pairs of rabbits are 1 + 1,
then the population of the rabbits becomes 2.
Consequently, by adding the preceding number
WORD LINK 1 and 2, the population of the rabbits becomes
3 and so forth.
• Number pattern • Pola nombor
• Odd number • Nombor ganjil For more information
• Even number • Nombor genap
• Fibonacci Number • Nombor Fibonacci
• Pascal's Triangle • Segi Tiga Pascal
• Sequence • Jujukan http://rimbunanilmu.my/mat_t2e/ms001
• Algebraic expression • Ungkapan algebra
• Term • Sebutan
viii 1
Chapter 1 Patterns and Sequences Chapter 1 Patterns and Sequences
CREATIVE ACTIVITY
CHAPTER 1
CHAPTER 1
COGNITIVE STIMULATION
Aim: Recognising patterns
Materials: Potato, onion, mustard stem, drawing paper and water colour Aim: Recognising patterns
Steps: Materials: Colour pencil, ruler, pencil and grid paper
1. Take a piece of drawing paper. Steps:
2. Cut the potato, onion and mustard stem as shown in the pictures below. 1. Work in groups.
QR CODE
2. Open the file MS003 file for the grid paper.
3. Draw and colour the patterns as shown below. Scan the QR Code or visit
4. Then continue to draw and colour the 4th, 5th and 6th patterns. http://rimbunanilmu.my/
mat_t2e/ms003 to get grid
5. Fill up the table below.
paper.
3. Use the materials and do stamping on the drawing paper.
4. Dry the printout.
Pattern Number 1 2 3 4 5 6 7 8
Number of squares 1 4 7
6. Present your answers.
5. State the pattern produced.
Discussion:
From the activity above, students will be able to recognise the different type of patterns in our (i) State the pattern that you can observe.
natural surroundings. These patterns become attractive formations. (ii) Calculate the number of squares for pattern number 7 and 8.
From the activity above, the number of squares in the pattern 1, 4, 7, ... is determined by adding 3 to
the number before it. Addition of 3 is the pattern for this sequence.
1.1 Patterns
Patterns are list of numbers or objects arranged based on a rule or design.
1.1.1 Recognising number patterns LEARNING
STANDARD
COGNITIVE STIMULATION Recognise and describe
patterns of various number EXAMPLE 1
Aim: Recognising patterns sets and objects based
on real life situations, and Draw the next object. State its pattern.
Materials: Batik cloth hence make generalisation
Steps: on patterns.
(a) (b)
1. Look at the picture, that shows the patterns on
some traditional Malaysian fabric.
Solution:
Discussion: (a) (b)
(i) What patterns do you see?
(ii) What are the arrangements of the patterns like?
Pattern: Add two dots to the Pattern: Add a triangle to the previous
previous object. object.
From the activity above, the patterns seen are repetitions of a polygon.
2 3
Chapter 1 Patterns and Sequences Chapter 1 Patterns and Sequences
Pascal's Triangle
EXAMPLE 2
CHAPTER 1
CHAPTER 1
The diagram below shows a Pascal's Triangle. Based on the triangle, the numbers in the row can be
Determine the patterns for the following. determined by adding the numbers in the previous row.
(a) −10, −4, 2, 8, ... (b) 17, 7, −3, −13, ... 1 DO YOU KNOW
(c) 2, 6, 18, 54, ... (d) 81, 27, 9, 3, ... 1 1
3
(e) 1, , 2, 5 , ... (f) −2.3, −2.6, −2.9, −3.2, ... 1 + 2+ 1
2 2 1 + 3+ 3+ 1
Solution: 1 + 4 + 6 + 4 + 1
4 5
Chapter 1 Patterns and Sequences Chapter 1 Patterns and Sequences
CHAPTER 1
Fibonacci Numbers are a pattern of numbers in a sequence. THINK SMART (a) 5, 12, 19, 26, ... (b) −1, −4 , −7, −10, ...
How will you form more (c) − 4 , 0, 4, 8, ... (d) 144, 72, 36, 18, ...
0, 1, 1, 2, 3, 5, 8, ... Fibonacci squares? 1 1 1
(e) , , 0 , − , ... (f) 11.2, −33.6, 100.8, −302.4, ...
0+1 1+1 1+2 2+3 3+5 3 2 2 4 4
11
This sequence starts with 0, 1, 1 and the next term is obtained by 3. For the number sequence 28, 37, 46, 55, … , 145, state the number pattern for
8 (a) odd numbers (b) even numbers
adding the previous two terms. 5
Example:
4. Complete the following Fibonacci Numbers sequence.
0, 1, 1, 2, 3, 5, 8, ...
1, , 2, , , , , ...
0+1 1+1 1+2 2+3 3+5
5. Fill in the missing number in the boxes below.
EXAMPLE 5
QR CODE 16
Complete the number sequence below . 8 8
Scan the QR Code or visit
http://rimbunanilmu.my/ 4 4 4 4
mat_t2e/ms006 on one of
(a) 0, 1, 1, , , , 8, 13, , ... the Fibonacci series.
8
(b) 1, 3, , , 11, ...
Solution:
2 3 5 1.2 Sequences
(a) 0, 1, 1, , , , 8, 13, 21 , ...
1.2.1 Sequences LEARNING
(b) 1, 3, 4 , 7 , 11, ... STANDARD
COGNITIVE STIMULATION Explain the meaning of
sequence.
Patterns are list of numbers or objects arranged following a rule or design. A pattern in a list of Aim: Recognising the pattern in a number sequence
numbers is obtained from addition, subtraction, multiplication or division of the previous numbers. Material: Worksheet
Whereas pattern in objects is obtained by observing the arrangements of the previous objects.
Steps:
1. Open the file MS007 for the grid paper. QR CODE
SELF PRACTICE 1.1 2. Complete the table by drawing the next patterns.
Scan the QR Code or visit
http://rimbunanilmu.my/
1. Draw the following patterns for the diagrams below.
Name :
Form :
(a)
Use the patterns accordingly to complete the table.
worksheet.
Activity 1
Number 1 3 5
Pattern
Activity 2
Number 18 15 12
Pattern
Activity 3
Number 1 7
Pattern
(b) Discussion:
(i) State the pattern that you found from activity 1, 2 and 3.
(ii) List down the number sequence from activity 1, 2, and 3.
6 7
Chapter 1 Patterns and Sequences Chapter 1 Patterns and Sequences
Based on the activities, the pattern can be determined by following the previous arrangement. An DO YOU KNOW
EXAMPLE 8
CHAPTER 1
CHAPTER 1
arrangement of numbers or objects following this pattern is known as sequence.
Triangular numbers are
Complete the number sequences below based on the given pattern. numbers represented by
Sequence is a set of numbers or objects arranged according to a certain pattern. (a) Subtract 4 from the previous number. dots to make an equilateral
triangle.
96, , , , , , ... 1, 3, 6, 10, 15, 21, 28, 36, ...
1
1.2.2 Patterns of a sequence LEARNING (b) Multiply the previous number by 3.
STANDARD
7, , , , , , ... 3
6 Identify and describe the
EXAMPLE
pattern of a sequence,
and hence complete and (c) Subtract 8 from the previous number.
Determine whether each set of numbers is a sequence
extend the sequence.
(a) –10, –6, –2, 2, 6, ... (b) 4, 5, –7, 10, –14, ... 21.3, , , , , , ...
6
Solution:
(d) Divide the previous number by 5.
(a) –10, –6, –2, 2, 6, ... (b) 4, 5, –7, 10, –14, ... DO YOU KNOW
400, , , , , , ...
+4 +4 +4 +4 +1 –12 +17 –24
Pattern: Add 4 Pattern: None Solution: 10
Therefore, the set of Therefore, the set of numbers
numbers is a sequence. is not a sequence. (a) 92, 88, 84, 80, 76, ...
(b) 21, 63, 189, 567, 1 701, ...
(c) 13.3, 5.3, −2.7, −10.7, −18.7, ...
Astronomers use (d) 80, 16, 3.2, 0.64, 0.128, ...
Number sequence patterns to predict the 15
path of a comet.
SELF PRACTICE 1.2
EXAMPLE 7
1. Determine whether each set of the numbers is a sequence.
Complete the number sequences below. (a) 3, 18, 33, 48, ... (b) 100, 116, 132, 148, ...
(c) 1.0, − 1 .7, −2 .4, 3.1, ... (d) −15, 30, 60, −120, ...
(a) 7, 13, , 25, , , ... (b) 88, , 64, 52, , , ... 1 , 1 , 1 , 1 , ...
(e) 1 2 3 (f) − 0 .32, −0 .16, − 0 .8, − 0 .4, ...
4 2 2 3
(c) , 0.3, , 0.027, 0.0081, , ... (d) , , 1 , 4 , , ... 2. Complete the number sequences below.
3 6
Solution:
(a) 34, 28, , 16, , , ... (b) , , 32, 16, , 4, ...
8 9
Chapter 1 Patterns and Sequences Chapter 1 Patterns and Sequences
3. Complete the number sequences below based on the given pattern. 1.3.2 Terms of a sequence LEARNING
CHAPTER 1
CHAPTER 1
(a) Add 7 to the previous number. STANDARD
The nth term in a number sequence and is written as Tn whereby T is the
Determine specific
42, , , , , , ... term and n is the position of the term. terms of a sequence.
+8 +8 +8 +8 Given the number sequence 65, 60, 55, 50, ... . Determine which
term in the number sequence is 40.
THINK SMART
Solution:
1(1) 3(2) 5(5) A C E
Step 1: Step 2:
65, 60, 55, 50, ... T1 = 65 T4 = 50
2(1) 4(3) 6(8) B D
–5 –5 –5 T2 = 60 T5 = 45
State the suitable pairs of
T3 = 55 T6 = 40 numbers for A, B, C, D, E.
Pattern: Subtract 5 from the
previous number. Hence, 40 is the 6th term.
10 11
Chapter 1 Patterns and Sequences Chapter 1 Patterns and Sequences
1.3.3 Solving problems LEARNING 4. The table below shows the timetable for buses travelling from Kuala Lumpur to Pulau Pinang.
CHAPTER 1
CHAPTER 1
STANDARD
Bus Departure time
Solve problems involving
EXAMPLE 12 sequences.
A 8:00 a.m.
B 8:30 a.m.
Specifications C 9:00 a.m.
D
• Container size: Moderate
• Dried Food and pellet maybe used E
• A timer is used to arrange feeding time
Based on the table above, answer the following questions.
• Use the latest technology to prevent food from
getting moist or stuck in the container (a) Calculate the interval between departure time of one bus and the next bus.
• Can be operated manually or automatically (b) What time does Bus E leave?
• Digital screen display (c) What time will Bus E reach Pulau Pinang if the journey takes 5 hours?
The picture shows an automatic fish feeder and its specifications. If Eng Wei decides to feed the GENERATING EXCELLENCE
fishes 4 times a day with the first feeding time at 7:35 a.m., at what time should he feed the fish for
the third feeding?
1. Match the term with the suitable statement.
Understanding Planning the strategy Implementing the strategy Conclusion Numbers that cannot be divided by 2
the problem Pascal's Triangle exactly.
Time for third 1 day = 24 hours Pattern: 6 hours Hence, fishes are
T1 = 7:35 a.m. fed for the third This sequence starts with 0, 1, 1
feeding for the 24
each feed = time at 7:35 p.m. and the following terms can be
fishes. 4 T2 = 7:35 a.m. + 6 hours Odd numbers
determined by adding the previous
= 6 hours = 1:35 p.m. two terms.
T3 = 1:35 p.m. + 6 hours Fibonacci Numbers Numbers that can be divided by 2
= 7:35 p.m.
exactly.
Even numbers Geometrical arrangements on the
SELF PRACTICE 1.3 binomial coefficients of a triangle.
1. State the pattern for the number sequences below in words. 2. Determine the pattern for the given number sequences.
(a) 4, 12, 36, 108, 324, ... (b) 256, 128, 64, 32, 16, ... (a) 7, 13, 19, 25, ... (b) 54, 50, 46, 42, ...
(c) –13, –39, –117, –351, ... (d) 1 296, 216, 36, 6, ...
2. Determine the pattern for the number sequences below using algebraic expressions.
(a) 2, 4, 8, 16, ... (b) 5, 8, 11, 14, ... 3. Complete the table below.
(c) 3, 6, 9, 12, ... (d) 3, 1, –1, –3, ... Sequence Number Words Algebraic expressions
3. Determine the seventh and the eleventh terms for the number sequences below. (a) 2, 4, 6, 8, ...
(a) –3, 5, 13, ... (b) 4, 5 1 , 7, ... (c) –3.7, – 4 .3, – 4 .9, ...
2 (b) 100, 50, 25, 12.5, ...
12 13
Chapter 1 Patterns and Sequences Chapter 1 Patterns and Sequences
4. Complete the following number sequence. 9. Nina arranged some buttons as shown below.
CHAPTER 1
CHAPTER 1
(a) 1, 3, 5, , 9, , ...
(b) , , −20, −10, −5, ...
0, 1, 1, , , , ...
7. The diagram below shows the first five rows of the Pascal's Triangle. Complete the Pascal's
Triangle. Explain how the Pascal's Triangle is formed.
If Encik Hamid planted 18 oil palm plants, what is the area of his land?
1
11. Raiyan went to see a doctor because he had been unwell for more than three days. The doctor
1 1 prescribed three types of medicines which are fever medication, antibiotics and flu medication.
Help Raiyan to plot a time table for taking his medication if he starts at 8:30 a.m.
1 1 Medicine 1 2 3
1 1 Fever
Antibiotics
1 1
Flu
14 15
Chapter 1 Patterns and Sequences Chapter 1 Patterns and Sequences
CHAPTER 1
Patterns Sequences At the end of this chapter, I will be able to:
1. Recognise and describe the patterns of various set of numbers and objects in
everday life.
Patterns are list of numbers or objects arranged
Sequence is a set of numbers or
based on a rule or design. 2. Explain the meaning of sequence.
objects which follows a certain
pattern.
Patterns of various set of numbers 3. Recognise and describe the pattern of a sequence.
(i) Even numbers and odd numbers
4, 9, 14, 19, ...
4. Complete and extend a sequence using numbers.
+5 +5 +5
even numbers: 4, 14, 24, ...
Patterns and Sequences
+10 +10 5. Express pattern of a sequence using numbers, words and algebraic expressions.
odd numbers: 9, 19, 29, ...
+10 +10
6. Determine specific terms of a sequence.
(ii) Pascal's Triangle
1
The pattern of a sequence is the rule or
1 1 design of the sequence. 7. Solve problems involving sequences.
1 2 1
1 3 3 1
1 4 6 4 1
MINI PROJECT
(iii) Fibonacci Numbers
Patterns of a sequences
0, 1, 1, 2, 3, 5, 8, ...
Title: Futuristic building
Materials: Paper cups, mineral water bottle, glue, ruler and scissors
Terms of a sequence Each group is to make building which has futuristic features using the materials.
Numbers Algebraic expressions
3, 6, 9, 12, 15, ... 3, 6, 9, 12, 15, ... Colour the building and name it.
+3 +3 +3 +3 Is written as 3n where
In group present the product.
Pattern: + 3 n = 1, 2, 3, ... − 9 , −11, −13, −15, −17, ...
T1 T2 T3 T4 T5
16 17
Chapter 2 Factorisation and Algebraic Fractions Chapter 2 Factorisation and Algebraic Fractions
CHAPTER 2
CHAPTER 2
WALKING
THROUGH TIME
Algebra is a branch of mathematics used
to explain the relationship between various
units of quantity, for example distance with According to the book ‘al-Jabr w'al-Muqabalah’
WHAT WILL YOU LEARN? written by the Persian Arabian mathematician,
speed, weight and height etc. Students will
be able to learn problem solving skills under Muhammad Ibn Musa al-Khwarizmi, the word
2.1 Expansion different situations through these types of algebra originated from ‘al-Jabr’. He was
relationships. also known as the ‘Father of Algebra’ for his
2.2 Factorisation contribution in the field of Algebra.
http://rimbunanilmu.my/mat_t2e/ms019
WORD LINK
• Expansion • Kembangan
• Algebraic expression • Ungkapan algebra
• Factor • Faktor
• Highest Common • Faktor Sepunya
Factor (HCF) Terbesar (FSTB)
• Algebraic fraction • Pecahan algebra
• Perfect squares • Kuasa dua sempurna
WHY STUDY THIS CHAPTER?
• Cross multiplication • Pendaraban silang
• Numerator • Pengangka Algebra is mostly used in price comparison,
• Denominator • Penyebut buying and selling process, measurement, etc.
• Lowest term • Sebutan terendah Algebra is also used in certain fields of study
• Lowest Common • Gandaan Sepunya like Chemistry, Physics and Forensics.
Multiple (LCM) Terkecil (GSTK)
18 19
Chapter 2 Factorisation and Algebraic Fractions Chapter 2 Factorisation and Algebraic Fractions
CHAPTER 2
1. Cut the blue paper into a square measuring 6 cm by 6 cm. of one or two expressions in brackets.
2. Cut the green paper into a rectangle measuring 6 cm by 2 cm. FLASHBACK
3. Calculate the area of the blue square and green rectangle using method 1 and 2.
Algebraic expressions are
Method 1: Area of blue square + area of green rectangle. expressions that combine
numbers, variables or
6 cm 2 cm
2.1.2 Expansion on two algebraic expressions mathematical entities using
mathematical operations.
Example, 2a + 5.
COGNITIVE STIMULATION
LEARNING
6 cm + Aim: Determining the area of rectangle ABEF STANDARD
6 cm
Material: Worksheet Expand two algebraic
Steps: expressions.
1. Calculate area ABEF using the two methods shown below.
5x cm
Method 2: Length × (width of the blue square + width of the green rectangle) A B C
DO YOU KNOW The length EF can be
(6 cm + 2 cm) obtained by using the
3 cm
Algebra tiles are expression EF = (5x − 3) cm
rectangular and square
tiles used to represent F E D
algebraic principles. 3 cm
6 cm
Method 1 : Method 2:
Area ABEF Area ABEF
= Area ACDF – Area BCDE = length × width
= – = EF × AF
4. Do the two methods give similar answers? Discuss.
= cm2 = ×
5. Based on the diagram below, calculate the area of the rectangle, ABCD.
= cm2
Discussion:
A x cm 3 cm B Is the answer for method 2 the same as the answer for method 1? Explain.
QR CODE
Scan the QR Code or visit When doing expansion of algebraic expressions, every term within the bracket needs to be
http://rimbunanilmu.my/
mat_t2e/ms020 to learn multiplied with the term outside the bracket.
x cm more on algebra tiles. FLASHBACK
EXAMPLE 1
(+) × (+) +
Expand the following expressions.
(+) × (–) –
(a) 6(3 + 4w) (b) 3r(r – 2s)
D C (–) × (+) –
2y
(c) −5b(a + 3) (d) − (9y – 3z + 6x) (–) × (–) +
3
20 21
Chapter 2 Factorisation and Algebraic Fractions Chapter 2 Factorisation and Algebraic Fractions
Solution:
Method 2
Separate the square into two parts as follow. a b
(a) 6(3 + 4w) (b) 3r(r – 2s)
= (6 × 3) + (6 × 4w) Area of square RSTU = Area A and B + Area C and D
= (3r × r) + �3r × (−2s)�
CHAPTER 2
CHAPTER 2
= 18 + 24w = 3r 2 − 6rs = ( )(a + b) + ( )(a + b) a A B
2y = + + +
(c) −5b(a + 3) (d) − (9y – 3z + 6x)
3 = + +
= (−5b × a) + (−5b × 3) 1
2y 3 2y 2y 2 a b
= −5ab − 15b =�−1 × 9y� + �−1 × (– 3z)� + �−1 × 6x�
3 3 3
= −6y + 2yz – 4xy
2 b C D
Discussion:
Are your answers for both methods similar? Explain.
COGNITIVE STIMULATION
Aim: Expanding two algebraic expressions When doing expansion on two algebraic expressions in two brackets, every term in the first bracket
Material: Worksheet must be multiplied with every term in the second bracket. For example,
Steps:
1. Work in pairs.
2. Student A calculates the area of square RSTU using method 1. (a + 2)(a + 1)
TIPS
3. Student B calculates the area of square RSTU using method 2.
a b = a(a + 1) + 2(a + 1) (a + b)(a + b) = (a + b) 2
R S = a 2 + a + 2a + 2 (a – b)(a – b) = (a – b) 2
Like terms can (a + b)(a – b) = (a × a) + �a ×(–b)� + (b × a) + �b × (–b)�
be solved = a 2 – ab + ba – b 2
a = a 2 + 3a + 2
A B = a2 – b2
ATTENTION
b C D
EXAMPLE 2 (a + b)(a – b) = a 2 – b 2
U T (a + b)(a + b) ≠ a 2 + b 2
Expand each of the following expressions. (a – b)(a – b) ≠ a 2 – b 2
a b (a) (y + 1)(y – 3) (b) (4 + 3r)(2 + r)
Method 1
aa b (c) (3r + 4s)(r – 2s) (d) (3p + 2) 2 DO YOU KNOW
a b b
Alternative methods
+ Solution: (i) Cross multiplication
a A B b b C D b D
a +2 2a
a A a B (×) (×) (+)
(a) (y + 1)(y – 3) (b) (4 + 3r)(2 + r) a +1 a
a2 +2 3a
= y(y – 3) + 1(y – 3) = 8 + 4r + 6r + 3r 2
Hence, a 2 + 3a + 2
Area for the square RSTU = Area A + Area B + Area C + Area D = y 2 – 3y + y – 3 = 8 + 10r + 3r 2
(ii) Standard form
= ( × ) + ( × ) + ( × ) + ( × ) = y 2 – 2y – 3 = 3r 2 + 10r + 8 a +2
× a +1
= + + + a +2
(+) a 2 + 2a
= + + a 2 + 3a + 2
22 23
Chapter 2 Factorisation and Algebraic Fractions Chapter 2 Factorisation and Algebraic Fractions
CHAPTER 2
solved (c) (x + y)(x – y) + x(x – 2y) D = Division
= 3r 2 – 2rs – 8s 2 1 (a + b) 0
M = Multiplication
Like terms 1a + 1b (a + b) 1 Solution:
A = Addition
(d) (3p + 2) 2 sr = rs 1a 2 + 2 ab + 1b 2 (a + b) 2
S = Subtraction
= (3p + 2)(3p + 2) 1 a 3 + 3 a 2 b + 3ab 2 + 1b 3 (a + b) 3 (a) (3w – 2)(4w – 1) – 10w = 3w (4w – 1) – 2 (4w – 1) – 10w
1a 4 + 4 a 3 b + 6 a 2 b 2 + 4 ab 3 + 1b 4 (a + b) 4 For further information:
= 9p 2 + 6p + 6p + 4 = 12w 2 – 3w – 8w + 2 – 10w
Like terms can be State the next two terms. Scan the QR Code or visit
= 12w 2 – 3w – 8w – 10w + 2 http://rimbunanilmu.my/
solved
= 9p 2 + 12p + 4 = 12w 2 – 21w + 2 mat_t2e/ms025
QR CODE
TIPS Scan the QR Code or visit
(b) (r – 3t) 2 + 4rt = (r – 3t)(r – 3t) + 4rt
Algebraic terms are
http://rimbunanilmu.my/mat_ = r 2 – 3rt – 3rt + 9t 2 + 4rt
t2e/ms024a to view a video
arranged from the highest = r 2 + 9t 2 – 3rt – 3rt + 4rt
on cross multiplication
power to the lowest power.
method. = r 2 + 9t 2 – 2rt
FLASHBACK
(c) (x + y)(x – y) + x(x – 2y) = x 2 – xy + xy – y 2 + x 2 – 2xy Distributive law is used
= x 2 + x 2 – y 2 – xy + xy – 2xy when expanding bracket.
2.1.3 Combined operations including expansion
= 2x 2 – y 2 – 2xy a × (b + c) = a × b + a × c
Combined operations for algebraic terms must be solved a × (b − c) = a × b − a × c
by following the 'BODMAS' rule.
LEARNING 2.1.4 Solving problems
COGNITIVE STIMULATION STANDARD LEARNING
STANDARD
Aim: Writing algebraic expression using algebra tiles Simplify algebraic
expressions involving
EXAMPLE 4 Solve problems involving
Material: Dynamic geometry software expansion of two algebraic
combined operations,
Steps: including expansion. Puan Maria has a piece of carpet, (3r − 2) metre in length and expressions.
(r + 1) metre in width. Calculate the area of her carpet.
Solution: (3r – 2) m
QR CODE
Area = length × width
Scan the QR Code or = (3r – 2)(r + 1)
visit http://rimbunanilmu. = 3r 2 + 3r – 2r – 2
my/mat_t2e/ms024b to (r + 1) m
= 3r 2 + r – 2
construct polygon.
1. Open the file MS024B to display a yellow hexagon and Hence, the size of the carpet is (3r2 + r – 2) square meters.
other coloured shapes of red, blue and green.
2. Choose a combination of coloured shapes of red, blue or
green to fit into the yellow hexagon.
3. Write out the algebraic relationship. EXAMPLE 5
4. Choose other combinations of shapes to fit into the green trapezium.
Ramesh received RM50 pocket money for (y – 8) days. Everyday he spends RM(x − 3) for a cup of
Discussion: coffee and RM(x + 4) for a bowl of mee rebus. How much pocket money is he left with?
Compare your findings with other groups.
24 25
Chapter 2 Factorisation and Algebraic Fractions Chapter 2 Factorisation and Algebraic Fractions
Solution: 5. Determine the area for the diagrams below using algebraic expressions.
(a) (b)
Understanding Planning the strategy Implementing the Conclusion
the problem strategy
y–1
CHAPTER 2
CHAPTER 2
Determine the Determine the total Calculate the remainder Remainder of
total price of spending for (y − 8) money using the pocket money
the coffee and days using the expansion process. 2p – 3 3y – 2
mee rebus. expansion method.
Pocket money − spending
(x − 3) + (x + 4) (y − 8)(2x + 1) = 50 − (2xy + y − 16x − 8) RM(58 − 2xy − y + 16x) (c) (d) w+3
= 2x + 1 = 2xy + y − 16x − 8 = 50 − 2xy − y + 16x + 8 �
2x – 3
= 58 −2xy − y + 16x
2w
5x + 2
�
SELF PRACTICE 2.1 4w – 2
1. Based on the following algebra tiles, write out the area of the shaded region in the form of 6. Hadila is 2 years younger than Kai Yee. Kai Yee’s father's age is the square of Hadila’s age. If
multiplication of two algebraic expressions. Kai Yee is p years old, calculate the total age of the three of them. Express your answer in the
(a) a 1 1 (b) 4x form of algebraic expression.
7. The table top is a rectangular shape with length (5x − 2) metre and width (x + 2) metre. Mr. Phillip
a wants to put a piece of glass over the table top. The section of the table top not covered with the
4x glass has a width of (x − 3) metre. Determine the area of the table top that is not covered in the form
of algebraic expressions.
1 3 3
8. Determine the length of LM in terms of y.
K
2. Expand the following algebraic expressions.
(a) 3(x + 2) (b) 4(8x − 3) (c) 2(a + 5)
r 4y – 1 7y – 3
(d) p(6p − 8) (e) − (2s − 8) (f) −2(pr − 2pq)
8
(g) 3(5bc − 6) (h) 7(2ef + 3e) (i) 8g(2 + gh)
M L
3. Expand the following algebraic expressions.
2.2 Factorisation
(a) (a + 1)(a + 2) (b) (x − 5)(x + 4) (c) (2 + m)(5 − m)
2.2.1 Factors and factorisation concept LEARNING
(d) (3p − 2)(4p − 1) (e) (3r − 2)(4r − 1) (f) (2r + s)(4r − 3s)
STANDARD
Factorisation is the process of determining the factors of an
1 1 Relate the multiplication
(g) (2d − b)(3d − b) (h) (r − 3s) 2 (i) (4e − 3) 2 algebraic expression or algebraic terms and when multiplied
2 2 of algebraic expression to
together will form the original expression. Factorisation is the the concept of factors and
4. Simplify each of the following expressions. reverse process of an expansion. factorisation, and hence list
(a) (5b + 3) + 4(3b − a) (b) 3(4m − 5mn) − 2(8m + mn) out the factors of the product
Example, the factors of 3p of the algebraic expressions.
(c) (h − j) − 2h(3h − 3j)
2
(d) (x + y)(x − y) + 2x(x + 2y) 1 × 3p 3×p
Therefore, factors of 3p are 1, 3, p and 3p.
26 27
Chapter 2 Factorisation and Algebraic Fractions Chapter 2 Factorisation and Algebraic Fractions
CHAPTER 2
Expansion
more other terms exactly. Highest Common Factor (HCF) is the
largest of those common factors. 2. Factorise the expressions below. HCF = 4x
a(a + b) = a 2 + ab
(a) 3x + 15 (b) 7m + 21m 2 HCF can be determined
Examine the expression, by using long division.
4x + 2 = 2(2x + 1) Factorisation
Solution:
Check your answers using
2 is the common factor for the expression 4x and 2. 1. (a) 2 6h , 4gh (b) 3 9c 2 d , 3d 2 e , 6def the expansion method.
h 3h , 2gh HCF = 2h d 3c 2 d , d 2 e , 2def
EXAMPLE 6 3 , 2g 3c 2 , de , 2ef = 4x (2 + 3x)
HCF = 3d = 8x + 12x 2
List out all the common factors for each of the following terms.
(a) 6h, 4gh (b) 9c 2 d, 3d 2 e, 6def Solution:
Solution: 2. (a) 3 3x + 15 (b) 7 7m + 21m 2
HCF = 3
(a) 6h = 1 × 6h (b) 9c 2 d, 3d 2 e and 6def x+5
Hence, 3(x + 5)
m m + 3m 2
2 × 3h 9c 2 d = 1 × 3 × 3 × c × c × d 1 + 3m FLASHBACK
3 × 2h 3d 2 e = 1 × 3 × d × d × e
HCF = 7m Perfect squares:
6def = 1 × 2 × 3 × d × e × f
h ×6 Hence, 7m(1 + 3m) 1, 4, 9, 16, 25, 36, 49, 64,
81, 100, 121, 144, ...
4gh = 1 × 4gh
4 × gh Common factors for 9c 2 d, 3d 2 e and 6 d ef Using difference of squares of two terms
2 × 2gh are 1, 3, d and 3d. 3d is a common factor
as it can divide all the above terms exactly. x 2 – y 2 is the difference of squares. x 2 – y 2 can be factorised by
2g × 2h TIPS
using difference of perfect squares. This method can only be
g × 4h used if the two algebraic terms are perfect squares. Check your answers using
h × 4g ATTENTION the expansion method.
'1' is a factor for all (x + 2)(x −2)
Therefore, common factors for 6h Examine this expressions,
algebraic terms. = x(x − 2) + 2(x − 2)
and 4gh are 1, 2, h and 2h. x2 – 4 = x2 – 22 = x 2 − 2x + 2x − 4
= (x + 2)(x – 2) = x2 − 4
12x 2 Factors of 16 5 32 − 22
Solution:
16 ÷ 1 = 16 16 ÷ 8 = 2 7 42 − 32
Therefore, the algebraic expressions, 8x + 12x can be written as a
2
16 ÷ 2 = 8 16 ÷ 16 = 1 (a) b – 1
2
(b) 9m – 100
2
9 52 − 42
product of two factors as in, 16 ÷ 4 = 4 = b 2 – 12 = (3m) 2 – 10 2 11 62 − 52
Hence, factors of 16 are 1,
= (b + 1)(b – 1) = (3m + 10)(3m − 10)
4x(2 + 3x) 13 72 − 62
2, 4, 8 and 16.
This is known as factorisation.
28 29
Chapter 2 Factorisation and Algebraic Fractions Chapter 2 Factorisation and Algebraic Fractions
CHAPTER 2
Solution:
An algebraic expression as in x 2 + 2xy + y 2 can be factorised as TIPS
(a) x 2 − 6x + 9 Multiplication (b) m2 − 2m − 8
(x + y)(x + y). Factoring Identities
of factors of 9:
(a) (x + y)2 Multiplication
(−1) × (−9)
Using cross multiplication = (x + y)(x + y) (−3) × (−3) −3 + (−3) = −6 of factors of 8:
= x 2 + 2xy + y 2 1 × (−8)
2 + (−4) = −2
−2 × 4
Algebraic expressions of ax2 + bx + c, where by a ≠ 0 and a, b, c are (b) (x – y) 2 2 × (−4)
integers that can be factorised. x −3 −3x
= (x – y)(x – y)
= x 2 – 2xy + y 2 (×) (×) (+) m 2 2m
Examine the example below with its explanation for the factorisation x −3 −3x (×) (×) (+)
of the algebraic expression x 2 + 6x + 8. (c) x 2 – y 2
= (x + y)(x − y) x
2
+9 −6x m −4 −4 m
m 2
−8 −2m
Step 1: Compare the coefficients Hence, x2 – 6x + 9 = (x – 3)(x – 3).
1x2 + 6x + 8 QR CODE Hence, m − 2m − 8 = (m + 2)(m − 4).
2
Step 3: 2 and 4 are chosen because they conform to b , i.e. 2 + 4 = 6. (×) (×) (+) (×) (×) (+)
m 6 12m m 2 4m
Step 4: Do cross multiplication as shown below. TIPS 2m
2
+6 13m 2m
2
+6 7m
Sum of Product of
x +2 2x Check your answer with
b c Hence, 2m2 + 7m + 6 = (2m + 3)(m + 2). the expansion method
(×) (×) (+) 1 + 8 =9 1× 8 =8
−1 + (−8) = −9 −1 × (−8) = 8
x +4 4x 2 + 4 =46 = 6 22 × 4 =
4 8= 8 EXAMPLE 11 THINK SMART
x2 +8 6x −2 + (−4) = −6 −2 × (−4) = 8 Solution to −2y 2 − 9y + 5
Factorise the following expressions. can be written as
(a) –2y 2 – 9y + 5 (b) –3x 2 – 8x – 5 (−2y + 1 )(y + 5). Discuss.
c b
DO YOU KNOW Solution:
Step 5: Factors for x2 + 6x + 8 are (x + 2)(x + 4). Factorisation and division (a) 2y −1 +y
(b) 3x 5 −5x
x+4 (×) (×) (+) (×) (×) (+)
x + 2 x 2 + 6x + 8
(−) x 2 + 2x −y −5 −10y −x −1 −3x
4x + 8 −2y
2
+5 −9y −3x
2
−5 −8x
(−) 4x + 8
0 Hence, –2y 2 – 9y + 5 = (2y – 1)(–y – 5). Hence, –3x2 – 8x – 5 = (3x + 5)(–x – 1).
30 31
Chapter 2 Factorisation and Algebraic Fractions Chapter 2 Factorisation and Algebraic Fractions
CHAPTER 2
= 2x(x + 3) + (x + 3)
EXAMPLE 12 = 2x(x + 3) + 1(x + 3) (d) 10m 2, 15mk (e) 5bc, 2c 2, 3cd (f) 4a 2 b, 8b 2 c, 6bcd
= (2x + 1)(x + 3)
Factorise each of the following terms.
(a) pq + qr + ps + rs (b) 2px + 6qy – 4py – 3qx 2. Factorise the following algebraic expressions.
Solution: (a) 5e + 10 (b) 2ab − 8a 2 (c) 3abc + 6a 2 b
Group terms with
(a) pq + qr + ps + rs common factors in (b) 2px – 4py – 3qx + 6qy (d) 4x – 12x 2 (e) ef + f 2 + fg (f) 2x 2 – 4xy + 6wx
= (pq + qr) + (ps + rs) a bracket = (2px – 4py) – (3qx – 6qy)
= q(p + r) + s(p + r) = 2p(x – 2y) – 3q(x – 2y)
Common factors 3. Factorise the following algebraic expressions.
= (q + s)(p + r) = (x – 2y)(2p – 3q)
(a) b 2 – 81 (b) a2 – b 2 (c) x 2 – 1
2.2.3 Solving problems LEARNING
STANDARD (d) 16y 2 – 49 (e) (m + 3) 2 – 16 (f) 4(x – 1) 2 – 9
Solve problems involving
EXAMPLE 13 factorisation.
4. Factorise the following algebraic expressions.
The area of a rectangular shaped football field is (4x2 + 16x) square metres. The field was flooded (a) x 2 + 9x + 14 (b) x 2 + 7x – 18 (c) x 2 – 5x – 24
as shown in the diagram below. If the width of the field is 4x metre and the two flooded regions
(d) m 2 + 11m – 26 (e) y 2 – 2y – 15 (f) k 2 – 8k + 16
are right-angled triangles which are congruent, what is the area of the region that is not flooded?
(g) 2m 2 – 11m – 6 (h) 9f 2 – 12f + 4 (i) 2m2 + 4m – 16
(j) 2x 2 – 5x – 7 (k) 12y 2 + 8y – 15 (l) 5p2 + 6p – 8
Flooded areas
(m) –5m 2 – 6m + 8 (n) –3p 2 + 8p − 4 (o) – 6 x 2 – x + 15
Solution: 4x
5. Factorise the following algebraic expressions.
Understanding the problem Planning the strategy
(a) pq – qr – pw + rw (b) x 2 + xy + 6x + 6y
Determine the length Determine the base Area of two right-angled triangles
of the field of the right-angled 1 (c) 3ab – 9ad + bc – 3cd (d) ah + aj – bh – bj
area triangle Area = 2 × � × base × height� (e)
jm – jn + ym – yn (f) 9xy – 3xz + 12py – 4pz
Length = 2
width
Base of the
4x 2 + 16x right-angled triangle 1 6.
= =2×� × 2x × (x + 4)�
4x = 4x ÷ 2 2
1 = 2x (y + 2) m 2m
4x(x + 4) = 2x 2 + 8x
= 1
4x 3m
= (x + 4) Implementing the strategy
(2y − 1) m
Area of the region that is not flooded
= Area of the field – area of two right-angled A rectangular carpet measuring 3 metre by 2 metre is laid on the rectangular floor of a room.
Conclusion triangles. (a) Calculate the floor area that is not covered by the carpet.
Area of the region that is not flooded = 4x 2 +16x – (2x 2 + 8x) (b) Felisa wants to cover the whole floor area with the carpet of that size. Determine how
= (2x 2 + 8x) m2 = 4x 2 – 2x 2 + 16x – 8x many pieces of carpets would she need if the value of y = 2.
= 2x 2 + 8x
32 33
Chapter 2 Factorisation and Algebraic Fractions Chapter 2 Factorisation and Algebraic Fractions
2.3 Algebraic Expressions and Basic Arithmetic Operations Addition or subtraction of algebraic fractions with different denominators
You have learned expansion, factorisation and problem solving. Now try solving the following One of the denominators is a multiple of the other denominators
combined operations with expansion and factorisation.
EXAMPLE 16
CHAPTER 2
CHAPTER 2
2.3.1 Addition and subtraction of algebraic LEARNING Simplify the following expressions.
STANDARD 3 1 4 2r
expressions (a) −
4y 2y
(b)
rs
–
s
Perform addition and FLASHBACK
subtraction of algebraic
EXAMPLE 14 expressions involving Solution:
1 ×2 – 1 = 2–1
expansion and factorisation. 4 2r × r
Simplify. 3 1 ×2 3–2 (b) – 2 ×2 4 4
(a)
– = rs s ×r
(a) 2x2 – 2(4x + 5) (b) 4w (w – 2) – 5 4y 2y × 2 4y 1
Equating the =
4 − 2r2 4
Solution: 1 denominators =
= rs
4y
(a) 2x2 – 2(4x + 5) = 2x2 – 8x – 10 (b) 4w (w – 2) – 5 = 4w2 – 8w – 5
= 2(x2 − 4x − 5) Denominators of fractions with denominators that are not common factors
= (2w – 5)(2w + 1)
= 2(x – 5)(x + 1)
EXAMPLE 17 FLASHBACK
Simplify each of the following expressions.
Addition and subtraction of algebraic fractions with the same denominators 3 – 1 = 3 × 3 – 1 × 4
5x 3x 4 3 4 ×3 3 ×4
(a) − 2a b
3 2 (b) +
3 2c = 9 – 4
EXAMPLE 15 FLASHBACK Solution:
12 12
5
=
Simplify each of the following. Before solving fractions, 5x × 2 3x × 3 2a b
12
(a) − (b) +
4a 3a y 3y x+2 x−5 the first step is to make 3 ×2 2 ×3 3 2c
(a) + (b) − (c) − sure the denominators
5 5 2x 2x 5w 5w
are of the same value. = 10x – 9x 2a × 2c b ×3
6 = +
Solution: (a)
3 2 5 3 × 2c 2c × 3
7
+
7
=
7 x
= 4ac + 3b
3y 8y 11y 6 =
4a 3a y 3y x+2 x−5 (b) + = 6c
(a) + (b) − (c) − 5 5 5
5 5 2x 2x 5w 5w 7x x
7a (c) − Denominators of fractions that are of common factors. FLASHBACK
= y − 3y x + 2 − (x − 5) 5 10
= =
5 2x 5w ×2 x
= 7x − EXAMPLE 18 LCM or Lowest Common
1 2y x+2−x+5 5 ×2 10 Multiple
y −y = − =
−x = x 2x 5w = 14x − x Simplify each of the following expressions.
1 10 10
y 7 1 4 m 5m
Negative sign is usually =– x =
13x (a) + (b) –
not attached to the 5w
=
10 4p 6p 4r 14rs
denominator 4 x
(d) − Solution:
(−) × (−) = + xy2 y
1 4 1 ×3 4 ×2 m m × 7s
– 5m = – 5m
×2
= 42 −
x × xy (a) + = + (b)
xy y × xy 4p 6p 4p × 3 6p × 2 4r 14rs 4r × 7s 14rs × 2
4
= 2 − x y2
2
3 8 7ms – 10m
xy xy = + 2p 4p , 6p
2r 4r , 14rs =
12p 12p 28rs
4 − x2y 2 ,3 2 , 7s
=
xy2
11
= 12p LCM = 2p × 2 × 3 LCM = 2r × 2 × 7s
= 12p = 28rs
34 35
Chapter 2 Factorisation and Algebraic Fractions Chapter 2 Factorisation and Algebraic Fractions
2.3.2 Multiplication and division of algebraic LEARNING 2.3.3 Combined operations of algebraic LEARNING
expressions STANDARD expressions STANDARD
Perform multiplication Perform combined
To multiply and divide algebraic expressions, you need to factorise and division of algebraic EXAMPLE 20 operations of algebraic
the expression and simplify similar expressions of the numerators expressions involving expressions involving
CHAPTER 2
CHAPTER 2
expansion and factorisation.
Solve the following using combined operations. expansion and factorisation.
and denominators.
Example, 2 a 9k 2 – 12k + 4
(a) (15a + 25b) + (b) (3k + 2)(3k – 2)
5b b
2p + 4 ATTENTION
(2p + 4) ÷ (p2 − 4) can be written as . FLASHBACK 12m – 18m2 n a–b (a – b)2 Factoring two, three or four
p2 – 4 (c) × (d) ÷
1m 4n – 16n
2
m 3a + b 6a + 2b terms:
2p + 4 2(p + 2) 1
= 2 Factorise the numerator 1 mn = n Solution: Two terms
p2 – 4 p – 22
1
1 2s2 2(s)(s) 2 a 9k 2 – 12k + 4 a 2 − b 2 = (a + b)(a − b)
2(p + 2) = (a) (15a + 25b) + (b)
= Simplify similar expressions 8sp 8(s)(p) 5b b (3k + 2)(3k – 2) Example:
(p + 2)(p – 2) or terms 1 1 x 2 − 16
2 1
1 s =1 × 5(3a + 5) + a (3k – 2)(3k – 2) = (x + 4)(x − 4)
=
4p 5b b =
2 (3k + 2)(3k – 2) 1
= 2(3a + 5b) a
p–2 = + Three terms
b b 3k – 2
=
This process of simplification requires factorisation skills that you FLASHBACK 3k + 2 Factor in two brackets
6a + 10b a
have learned. = + ( )( )
a 2 + 2ab + b 2 = (a + b) 2 b b
Example:
a 2 − 2ab + b 2 = (a − b) 2 7a + 10b x 2 − 4x − 21
a2 − b2 = (a + b)(a − b) =
b = (x − 7)(x + 3)
EXAMPLE 19
12m – 18m2 × n a–b (a – b)2 Four terms
Simplify. (c) (d) ÷
4n2 – 16n m 3a + b 6a + 2b
TIPS 6xy + 2y + 9x +3
a2 – 1 b2 (h + k) 2 6k – 3h 1
3 6m(2 a–b
(a) × (b) × 2 a+1=1+a – 3m) n1 = × 6a + 2b Example:
2ab 1+a 2k – h h – k2 = 2 4n(n – 4) × 3a + b (a – b)2
a − b = −(b − a) m1 (6xy + 2y) + (9x + 3)
1 1 1
5a 2ab a2 – b (a – b)2 (p − q)2 = (q − p)2 3(2 – 3m) (a – b) 2(3a + b) = 2y(3x + 1) + 3(3x + 1)
(c) ÷ (d) ÷ = 2(n – 4) = ×
a + 2b 3a + 6b 10a – 5b 8a – 4b 1 (3a + b) (a – b)(a – b) = (2y + 3)(3x + 1)
1
2
Solution: FLASHBACK =
a–b
a –1
2
b 2
(b)
(h + k)2 6k – 3h
× 2 Factorise SELF PRACTICE 2.3
(a) × 1 1 1
2ab (1 + a) 2k – h h – k2 Mutual
x ÷ x x 1. Simplify each of the following.
1 1 1 1 is x ÷ 1 and
(a + 1)(a – 1) b(b) (h + k)(h + k) 3(2k – h) 1 x1 change the (a) 4(b − 1)2 − 9 (b) (m + 3)2 − 16 (c) (p − 5)2 − 49
= × =1 ×
= × x 1 operation ÷ (d) 7x(x − 1) − 3 (e) (2c − 1)2 + 2(4 + c)
2ab 1 (1 + a)1 2k – h 1 (h + k)(h – k)
1 =1 to ×
b(a – 1) 3(h + k) 2. Simplify each of the following.
= Simplify similar = Simplify similar
2a expressions h–k expressions
3y 3y 3m + 2n m – 5n 4r – 3s 3r – 4s
(a) + (b) – (c) –
TIPS 5 5 m – 2n m – 2n 2r + 3s 2r + 3s
5a 2ab a2 – b2 (a – b)2
(c) ÷ (d) ÷ 3 5 3. Simplify each of the following.
a + 2b 3a + 6b 10a – 5b 8a – 4b ÷
4 4 5 2 2s 3 3z
1 (a) p – 2 (b) – 4s (c) –
5a 1 3(a + 2b) (a + b)(a – b) 1 4(2a – b) 1 41 p 3 9 x + y 4(x + y)
= × = × 3
= ×
(a + 2b) 1 2ab 5(2a – b) 1 1 (a – b)(a – b) 41 5 4. Simplify each of the following.
1
15 Simplify similar 4(a + b) Simplify similar 3 3u 5v 1 2 2 4
= = = (a) + (b) – (c) + 3s
2b expressions 5 4 3 6s 5t r – 2
5(a – b) expressions
36 37
Chapter 2 Factorisation and Algebraic Fractions Chapter 2 Factorisation and Algebraic Fractions
CHAPTER 2
x2 – x m+n
6a + 15 (c) c2 – 9 receive?
(a) (b) (d) 2 (e)
xy 12 m –n
2 2
4k – 1 2c + 6
7. Simplify. 5. Gurdip and Jumrang are part-time workers in a grocery shop. Gurdip is paid RM3 per hour
2 3 h y less than twice Jumrang’s pay. If Jumrang is paid RMx per hour, how much is Gurdip’s pay
(a) × (b) ×
a–3 3+a k–2 h+3 if he works (x + 2) hours and Jumrang’s pay if he works (2x + 3) hours. State your answers in
2r algebraic form.
(c) 3m × 2mn (d) ×s–4
(m – n) (n – 2m) s–2 r+5
6. The ground area of a piece of land of a supermarket used for parking cars is 25(x2 – 8x + 16)
8. Simplify. square metres.
m 2(x + 2) 2r 2 5r – 5s
(a) × m2(x – a) (b) × (i) If the area of a parking lot for a vehicle is (x – 4)2 square metres, how many cars can be
x+2 rs – s2 2r – 4r 2
parked there?
x x2 + 5x + 6 e + 2f 4 f 2 – 10ef (ii) If 4 units of the parking lot have been booked by the supermarket, how many parking lots
(c) × (d) ×
x+2 5x2 5e – 2f 3e 2 – 9ef are left?
9. Simplify.
5a 3b 4 7. Khairul wants to cover a wall measuring (x + 5) metres long and (3x − 2) metres wide with
8a
(a) ÷ (b) n – 3 ÷ 3n – 9 decorative papers.
2a + 3 a + b
(i) What is the area of the wall that will be covered with decorative paper if there is a door
6y 2 18xy f–1 fg – g measuring (x – 1) metres long by x metres wide.
(c) 2 ÷ x + y (d)
eg + 2e ÷
x + xy g+2 (ii) If the cost of the decorative papers is RM 8x per square metres, how much will Khairul have
10. Solve the following combined operations. to spend?
x2 + x xy – y 2 4p 2 – 1 pq + q
(a) 2 × x+y (b) p –1
2 × 4p – 2 8. Swee Lee should have finished (28 + 16x) Mathematics questions in 4 hours.
x – y2
(i) How many questions would have been done in 30 minutes?
pq – pr q 2 – r 2 st + tu s2 – u2
(c) 2 ÷ 2 (d) ÷ (ii) If Swee Lee could only finish (14 + 8x) questions, how much time did she spend?
r –1 r +r 4t 2 – 1 4t 2 + 4t + 1
9. Azimah bakes a square layered cake measuring (3x + 2) cm long and (x + 2) cm wide.
GENERATING EXCELLENCE She cuts the cake into 6 equal parts along the length and 3 equal parts along the width.
Determine the area of each piece of cake in the form of algebraic expressions.
1. Expand each of the following expressions. 10. Encik Hanapi intends to build a single storey bungalow on a piece of land measuring x metres
1 wide and y metres long. He needs to reserve part of the land which is 2 metres wide for a road
(a) 2 (6a + 12b) (b) (n + 2)(n – 5) (c) (a + 2b)2
for his neighbour.
1 2 (i) What is the total area of his piece of land?
(d) (4x – y) 2 (e) �2v – ��3v + � (f) (h – k) 2 – 4h(2k – 3h)
3w 3w (ii) What is the remaining size of the land after reserving Neighbour's
some parts for the road? house
2. Factorise the following expressions.
(a) 12m – 18m 2 (b) y 2 – 81 (c) 4ab – 8a 2 b (iii) If the cost of land is RM18 per square metres, what
is the total cost of the remaining land? x
(d) x 2 – 16y 2 (e) (s – 3) 2 – 1 (f) x 2 + 4x + 3
(g) x + 2x – 15
2
(h) x + 6x + 8
2
(i) 6cd – 2ce – 3bd + be
3. Simplify each of the following expressions. 2
y
a+2 a–b 3e 5d 4 3
(a) + (b) – (c) –
4v 2v 5ab 4c f 2g 5fg
38 39
Chapter 2 Factorisation and Algebraic Fractions Chapter 2 Factorisation and Algebraic Fractions
CHAPTER 2
Factorisation and Algebraic Factors
1. Explain the meaning of expansion of two algebraic expressions.
Multiplication of an algebraic expression Factorisation is the method of writing 4. Solve problems involving expansion of two algebraic expressions.
with a term or an algebraic expression an algebraic expression as a product of
two or more algebraic terms or algebraic 5. Relate the multiplications of algebraic expressions to the concept of factors
• a(x + y) = ax + ay expressions. and factorisation, and hence list out the factors of the product of the algebraic
Factorisation is the reverse process of an expressions.
• (a + b)(x + y) = ax + ay + bx + by
• b(c + d) = bc + bd expansion.
6. Factorise algebraic expressions using various methods.
• (b + c)(d + e) = bd + be + cd + ce • 2a – a 2 = a(2 – a)
• (b + c) 2 = b 2 + 2bc + c 2 • a 2 + 4a + 3 = (a + 1)(a + 3) 7. Solve problems involving factorisation.
• (b − c) 2 = b 2 − 2bc + c 2 • a 2 – 7a + 10 = (a – 5)(a – 2)
• (b + c)(b − c) = b 2 − c 2 • a 2 – 36 = (a2 – 6 2 ) = (a – 6)(a + 6) 8. Perform addition and subtraction of algebraic expressions involving
expansion and factorisation.
• ab + ac + bd + cd = (b + c)(a + d)
• a 2 − 2ab + b 2 = (a − b) 2 9. Perform multiplication and division of algebraic expression involving
expansion and factorisation.
10. Perform combined operations of algebraic expression involving expansion
and factorisation.
40 41
Chapter 3 Algebraic Formulae Chapter 3 Algebraic Formulae
WALKING
CHAPTER 3
CHAPTER 3
THROUGH TIME
A wholesale store sells clothes for
RMy. During the festive season, the store
discounted the price of the clothes as Al-Khwarizmi introduced negative and decimal
WHAT WILL YOU LEARN?
shown below. numbers. He also founded a mathematical
programme using a set of instructions to
3.1 Algebraic Formulae
complete a complex calculation.
WORD LINK
42 43
Chapter 3 Algebraic Formulae Chapter 3 Algebraic Formulae
CHAPTER 3
2. Calculate the amount of money that can be saved from the following situations (assume Tadau Kaamatan festival
The alphabet a, b and c are known as variables.
that the calculation starts from first to the last day of each month). and is celebrated every
2. Write a formula for each of the following subject. year in May.
Situation 1 (a) s, number of Chinese dancers.
Badrul is a form 2 student who likes to save. On each school day, he receives RM5 as his (b) d, number of Kuda Kepang dancers.
pocket money and spends RM4.50. What is the amount of Badrul’s savings in January? (c) w, number of Indian and Malay dancers.
Discussion:
Situation 2 (i) Difference in formula between the groups in your class. http://www.jkkn.gov.my/
Sedthu saves RM15 per month. If he receives RM10 as pocket money, calculate Sedthu’s (ii) Conclusion from the activity above. pemetaanbudaya/
expenditure for one day in April.
The formula is expressed as s = 2c + b + 3a, d = 8b, w = 3a + 7b + 3c.
3. State the method of calculating the savings.
From the activity above, the formula is formed by the relationship TIPS
among a few variables.
From the situations above, write an equation for the total savings in relation to pocket money, In the activity on the left,
money spent and to the number of days using basic mathematical operations to get the total amount s, d and w are subjects
of savings. Pocket money, money spent and number of days are variables. You can determine the EXAMPLE 1 of formula. They can
be written on the left or
amount saved by changing the value of the variables. Suzi sold two types of cakes of different prices. The chocolate cake right side.
sold at RM3 a slice. The cheese cake was sold at twice the price of the
chocolate cake. In conjunction with the opening of a new branch, she
gave 10% discount for all cakes. Determine a formula to calculate the
3.1 Algebraic Formulae selling price of the cake, if m slices of chocolate cake and n slices of TIPS
Algebraic expression is a combination of two or more algebraic terms. The algebraic formulae cheese cake were sold.
A variable in a formula can
combines an algebraic expression using addition, subtraction, multiplication or division and is Solution: be represented by letters a
written in the form of an equation. to z (in example 1, m and
Price of cheese cake = twice the price of the chocolate cake
n represents variables). z,
= 2 × RM3 written on the left is known
3.1.1 Forming formula LEARNING = RM6 as subject of formula.
STANDARD Selling price, z = �(number of chocolate cake × price) +
COGNITIVE STIMULATION Write a formula based on
(number of cheese cake × price)� × discount
a situation. = �(m × RM3) + (n × RM6)� × (100% − 10%)
Aim: Forming algebraic formulae = (RM3m + RM6n) × 90%
Material: Worksheets = (3m + 6n) × 0.9
Steps: Let, z = Selling price THINK SMART!
1. Students carry out this activity in groups. m = number of chocolate cake Is this equation called a
n = number of cheese cake formula?
A cultural club will perform at a school-level cultural night. The table shows the number
of dancers according to the types of dance and race represented by an alphabet. (i) a × (b + c) = (a × b) + (a × c)
The algebraic formula is z = 0.9 (3m + 6n) p q b
(ii)
= 2.7m + 5.4n a + a =a
Discuss.
44 45
Chapter 3 Algebraic Formulae Chapter 3 Algebraic Formulae
CHAPTER 3
TIPS 3 p2
b b ATTENTION
Coefficient for the subject Solution: 1
�x = x 2
of formula must be 1.
a (a) p = q Both sides of (b) p2 = s 1
CHAPTER 3
t = 5 Price of bun = RM x
Constant Price of chicken = RM2 x
Constant is a quantity where the
value is fixed. (b) The total price of bun + The total price of chicken + RM1 = Total expenditure
EXAMPLE 5
2(RM x ) + RM2x + RM1 = RM5
Algebraic formulae
1 Algebraic formulae involve equations
2x + 2x + 1 = RM5
Given m = (p – q)2, calculate the value q if m = 16 and p = 3. 4x + 1 = 5
4 that connect a few variables.
Solution: x = 5 − 1
Subject of formula 4
1 Subject of formula is a dependant =1
m × 4 = (p – q)2 × 4 variable expressed in terms of an
4 independent variable of a formula. Thus, the price of a bun is RM1 and the price of a piece of chicken is RM2.
4m = (p – q)2 The subject of formula always
has coefficient 1. The algebraic
Square root both sides of the equation formulae involves
Conclusion Implementing the strategy
�4m = √(p – q)2
(a) One of the basic mathematical (a) Represent the number of fried chicken with y.
operations.
Azman gets to buy 5 pieces
p – q = �4m (b) Squares and square root of fried chicken. (b) Total price of bun + Total price of chicken = RM12
(c) A combination of basic and
– q = �4m – p square operations or square root. (RM1 × 2) + (RM2 × y) = RM12
1 1 Multiply both sides of 2 + 2y = 12
(– q) × = �√4m – p� ×
–1 –1 1
the equation by TIPS y = 12 – 2
q = − √4m + p –1 2
Alternative method =5
q = p – √4m Substitute m = 16 and p = 3
The price of a fried chicken at a school canteen is twice the price of a bun. With RM5, Azman 2. The price of a shirt is RM35, while the cost of a pair of trousers is RM45. A discount of 15% is
bought two buns and a piece of chicken. The balance of RM1 is saved. If Azman has RM12 and given on the price of a shirt, while a discount of 10% is given on the price of a pair of trousers.
decides to buy the same number of buns, how many pieces of fried chickens will he be able to buy? Write the formula for the total expenditure, z, if Syamsul wants to buy x shirts and y trousers.
48 49
Chapter 3 Algebraic Formulae Chapter 3 Algebraic Formulae
3. Solve the following. (b) The rental fee of a sepak takraw court is RM5 for the first hour. Payment for the next hour
(a) Given c = 4d + 8, calculate (b) Given 4p = 18 − 5q, calculate is RM3. Write the formula that relates the amount of payment p, and the hours used, h.
(i) value c when d = 2 (i) value p when q = 2
(ii) value d when c = 10 (ii) value q when p = 2 (c) Acceleration, a is defined as the difference between the final velocity, v2 and initial velocity
v1 divided by time, t. Write the relationship between a, v2, v1 and t.
(c) Given 1 m = 2 n + 8, calculate (d) Given √4m = n − 5 , calculate
2
3 3 2
2. Express the letters in the brackets as a subject of formula.
CHAPTER 3
CHAPTER 3
(i) value m when n = −15 (i) value n when m = 4 (a) m = – 3 q + p [q] (b) x = – p – w [w]
(ii) value n when m = 30 (ii) value m when n = 2
3 3
(c) 2e = 4 g + 3h [g] (d) 4 m – 6p = 4 q [q]
(e) Given 3u = 4r + s, calculate (f) Given 3 p = 2 q − 1 r , calculate 3
5 3 4 (e) w = 3v 2 [v] (f) 2m = 4 n2
[n]
1
(i) value u when r = 5 and s = −2 (i) value p when q = 3 and r = 8 (v + 1) 2
(g) 3w = [v] (h) 5f = 5 [k]
(ii) value r when u = 3 and s = 3 (ii) value q when r = −12 and p = 10 2 4
k−7
(iii) value s when u = 2 and r = 1 (iii) value r when p = −15 and q = −15
2 3. Calculate the following value.
1 3 1 x+y c − d 2 , calculate the
(g) Given √3a = 9b − 4 c, calculate (h) Given 1 2 s = 5 t 2 + 3 u 2 , calculate (a) Given w = , calculate the value (b) Given 6 b =
1+x 9
1 value
(i) value a when b = 1 and c = 2 (i) value s when t = −5 and u = 3
3 (i) w, when x = 2 and y = − 8
(ii) value b when c = 3 and a = 12 (ii) value t when u = −6 and s = 28 (i) b, when c = 20 and d = 2
(ii) x, when w = 20 and y = 5
(ii) c, when b = 1 and d = 2
(iii) value c when a = 3 and b = 3 (iii) value u when s = 4 and t = 5 (iii) y, when w = 5 and x = 6 9
6 6
(iii) d, when b = 1 and c = 90
4. Write the algebraic formula based on the following situations. 2
(a) The total price RMz that needs to be paid by a buyer who bought x workbook and y geometry (q + 1) 3t – 4u 2
(c) Given −2p = , calculate the value (d) Given 4s 2 = � � , calculate
set. The workbook and the geometry set each costs RM5.90 and RM3.60 respectively. (r + q) 5
the value
(i) p, when q = 3 and r = 3q
(b) In a class party, a teacher buys p carton of canned drinks to be distributed to the q (ii) q, when p = 3 and r = 2q (i) s, when t = s − 1 and u = 2 s
students. From the total number of canned drinks, seven cans were distributed to the
(iii) r, when p = − 1 and q = 2p (ii) t, when s = −5 u and u = 3
subject teachers. If a carton contains 24 cans of drinks, calculate the number of cans 3
received by each student, b in terms of p and q. (iii) u, when s = 1 t and t = 2 − u
3
4. The salary of fast food store branch manager is 3 times more than a part time employee salary,
(c) Shoe A is sold at RM35 a pair, while shoe B costs RM76 a pair. Beautiful Shoe Shop offers RMx per day. Working hours for part time employees are half of the manager’s working time, y
a 15% discount on purchases of two pairs of shoes. Mei Ling buys m pairs of shoe A and n within a month. If they work 26 days in a month, write the formula for the difference in salary,
pairs of shoe B. Calculate the price payable, P in terms of m and n. RMz between the two workers in terms of x and y.
(d) A car is able to travel as far as 10 km with a litre of petrol. Express the cost, RMx of the 5. Julia takes 40 seconds to walk as far as 50 metres. Write a formula to help Julia calculate the
petrol that needs to be filled for s km if a litre of petrol costs RMt. duration of the trip, t in minutes from her home to the school that is s kilometre away.
6. The area of the trapezium below is 36 cm2. If x + y = 11 cm, calculate the value of x and y.
GENERATING EXCELLENCE x cm
4 cm
1. Write the algebraic formula from the following situation.
(a) A represents area, x represents the length of a square. Write the formula that relates A to x.
2y cm
50 51
Chapter 3 Algebraic Formulae Chapter 3 Algebraic Formulae
CHAPTER 3
Algebraic formulae connect the Subject of formula is represented by a letter. 1. Create a counting board to calculate the price that needs to be paid by the student to
algebraic expressions through addition, purchase three items.
subtraction, multiplication and division Subject of formula can be changed 2. Example of the things that needs to be purchased are pen, mineral water, and note book.
in an equation form. according to the value of the variable. 3. Price of the pen, mineral water and note book is determined by the students according to
the current price.
1. y = 3x – 5 w = – 6 – 8t
6 – 7v
2. w =
v –6–w
t =
1 8
3. L = th
2 Items
4. A = πr 2
+ +
1. Write a formula based on a situation. Overall total
(i) (ii) (iii)
2. Change the subject of formula for an algebraic equation.
3. Determine the value of a variable when the value of another variable Example of a counting board
is given.
52 53
Chapter 4 Polygon Chapter 4 Polygon
WALKING
THROUGH TIME
In our daily life, there is a combination of
polygons around us especially in the designs
WHAT WILL YOU LEARN? of buildings. The combinations of polygons Polygon refers to the words ‘poly’ which means
produce interesting and diverse forms of
CHAPTER 4
5
CHAPTER 4
5
many and ‘gon’ which means angle. Polygon
BAB
BAB
art. This geometric pattern can be seen at is named by the number of sides. For larger
4.1 Regular Polygons Tanjung Bungah Floating Mosque, Penang
4 polygons, mathematicians name the polygon 4
whereby it has a unique combination of according to the number of sides for example
4.2 Interior Angles and Exterior Angles local and Western Asian architecture. 17-gon.
of Polygons
http://rimbunanilmu.my/mat_t2e/ms055
WORD LINK
• Polygon • Poligon
WHY STUDY THIS CHAPTER?
• Regular polygon • Poligon sekata
• Irregular polygon • Poligon tak sekata Creating logos, murals on school walls and
• Axis of symmetry • Paksi simetri creating symmetry on drawing.
• Side • Sisi In the field of technology, knowledge of
• Interior angle • Sudut pedalaman polygon is used in building architecture,
• Exterior angle • Sudut peluaran roofing, interior designing, fabric design and
more.
• Supplementary angle • Sudut penggenap
Careers involved in this field are surveyors,
• Origami • Origami
technicians, engineers, architects, graphic
designers and many others.
54 55
BAB 4
Chapter 4 Polygon Chapter 4 Polygon
Steps:
CREATIVE ACTIVITY 1. Measure the length of the side and interior angle for all the polygons.
Q R
Aim: Producing a pentagon using paper folding technique 2. Complete the table below.
(origami) Triangle ABC Square DEFG Pentagon HIJKL
P S
Materials: Square paper and scissors Length of Measurement Length of Measurement Length of Measurement
Steps: side of angle side of angle side of angle
1. Fold the square paper into two sections. Diagram A AB ∠CAB DE ∠GDE HI ∠HIJ
2. Label each vertex with PQRS. T BC ∠ABC EF ∠DEF IJ ∠IJK
Q R
3. Fold P towards line QR. Press the fold down. Open the fold. CA ∠BCA FG ∠EFG JK ∠JKL
4. Fold Q towards line PS. Press the fold down. Open the fold. GD ∠FGD KL ∠KLH
P S
CHAPTER 4
5
CHAPTER 4
5
5. There should be fold marks shaped X in the middle. Label it U
Diagram B LH ∠LHI
as X.
Q T Conclusion: Conclusion: Conclusion:
6. Bring S to the centre marked X. Press the fold down. R
7. Bring the vertex that touches X and fold it back so that this
side rests on the furthest side. Discussion:
P U S Your findings from the activity above.
8. Take P and fold it to line TU. Fold this shape back to get Diagram C
Diagram D. QR CODE DO YOU KNOW
Regular polygons are polygons for which all sides are equal and all
9. Now, cut off the top as shown in Diagram D. interior angles are of the same size. Regular polygons have congruent
Determining types of polygon.
10. Open the folds. State the shape of the origami. Scan the QR Code or visit A polygon can have 3 or more sides.
http://rimbunanilmu.my/ interior angles. Irregular polygons are polygons with irregular sides. Regular polygon
mat_t2e/ms056 to view the All sides are equal. All interior
angle are of the same size.
tutorial video of the pentagon
shape origami.
Diagram D 3 sides 4 sides 5 sides
triangle square pentagon
EXAMPLE 1
Based on the diagram, which one is a regular polygon and which is 6 sides
hexagon
7 sides
heptagon
8 sides
octagon
4.1 Regular Polygon an irregular polygon? Irregular polygon
(a) (b) (c) Not all sides are equal in length.
4.1.1 Geometric properties of regular polygon LEARNING
STANDARD
3 sides 4 sides 5 sides
A regular polygon is a polygon that has sides with equal length Describe the geometric triangle quadrilateral pentagon
I K Non polygon
A polygon is a closed form
on a plane that is bounded
Circle Shape that Shape Three-
by three or more straight has a curved that dimensional
A C D G H L object
lines as the sides. line is not
closed
56 57
Chapter 4 Polygon Chapter 4 Polygon
CHAPTER 4
5
my/mat_t2e/ms059a for
4. By folding the polygon, determine the axis of symmetry for 4. Click any second point. cognitive stimulation.
all the regular polygons and irregular polygons. 5. On the window of the regular polygon, at the vertices enter the
number of edges that has to be built. For example, pentagon has
5. Complete the table below.
five vertices.
Number of sides Number of axis of symmetry 6. Repeat the same steps for regular hexagon, regular heptagon,
Regular polygons regular octagon and regular nonagon.
7. Print out the shapes.
8. Paste your work in your book.
Discussion:
Your findings from the activity above.
COGNITIVE STIMULATION
Q R
Aim: Producing a regular octagon using origami
Materials: Dynamic geometry software, printer, square shaped
coloured paper and scissors
Steps: P S
Irregular polygons Diagram A
1. Open the file MS059B to watch the tutorial on making an Q R
58 59
Chapter 4 Polygon Chapter 4 Polygon
A 5 cm B A B A B A B
(a) Construct a line (b) Construct a curve with (c) Construct a curve with (d) Draw a line from A (d) (e) (f)
segment AB with the radius 5 cm from radius 5 cm from point to C and B to C. An
length 5 cm. point A. B so that it intersects equilateral triangle
with the first curve. is created.
The intersection point
CHAPTER 4
5
CHAPTER 4
5
is labelled C.
(g) (h) (i)
Activity 2:
Construct a square with sides 4 cm
D
D C
2. Trace the following diagrams. Determine the number of axis of symmetry for each diagram.
(a) (b) (c) (d)
A 4 cm B A B A B A B
(a) Construct a line (b) Construct a (c) Construct a curve with a (d) Construct two curves
segment AB with the perpendicular line with distance 4 cm from point with a distance of 3. Complete the table below with the characteristics of the polygons.
length 4 cm. AB through point A. A so that it intersects 4 cm from B and
with the perpendicular D so that both the Number of Number of Number of axis
line. The intersection curves intersect. The Regular polygon Polygon name
sides vertices of symmetry
point is labelled D. intersection point is
Activity 3: labelled C.
Construct a regular hexagon with sides 3.5 cm
B B C B C
A A A D A D
E F E
4 cm F
(a) Construct a circle with (b) Construct a curve with (c) Construct a curve with (d) Draw line AB, BC, CD,
the radius of 3.5 cm. radius 3.5 cm from A the distance 3.5 cm from DE, EF and FA to form
Mark one point at the and label it B. B and label it C. Repeat a regular hexagon.
circumference and the steps until F.
label it A.
QR CODE
Discussion:
Your findings from the activity above. TIPS Scan the QR Code or 4. Construct the following regular polygons by using a ruler and compasses.
visit http://rimbunanilmu.
Regular polygons can my/mat_t2e/ms060 to (a) Equilateral triangle with side length 3.4 cm.
also be constructed by construct regular polygon (b) Square with sides 3.6 cm.
From all the activities that have been dividing the angles at using geometry tools.
done, the most accurate method in the centre of a circle (c) Regular hexagon with sides 4 cm.
constructing regular polygons is by according to the number (d) Regular heptagon with sides 4.2 cm.
using dynamic geometry software. of sides.
(e) Regular octagon with sides 4.5 cm
60 61
Chapter 4 Polygon Chapter 4 Polygon
5. Draw the following regular polygon by dividing the vertices at the centre equally.
3. Connect the edges of each polygon to form a triangle in the polygon as shown below.
(a) Regular pentagon (b) Regular hexagon
1
1 3 2
1
1
2 2 3
4
4. Complete the table below.
Number of
Polygon Number of sides (n) Total sum of interior angles
4.2 Interior Angles and Exterior Angles of triangles
Polygons DO YOU KNOW Triangle 3 1 1 × 180° = 180°
CHAPTER 4
5
CHAPTER 4
5
Exterior angle + Square 4 2 2 × 180° = 360°
Interior angle = 180°.
x Pentagon
Exterior angle
a 115° Hexagon
y b Interior 180° Heptagon
c
angle Octagon
z
65°
Nonagon
Decagon
Exterior angle is an angle
Interior angle is an angle that is formed when one side Discussion:
that is shaped by two of the polygon is extended. (i) What is the relationship between the number of sides, n with the number of triangles?
adjacent sides of a polygon. It is the supplementary FLASHBACK (ii) What is the relationship between the number of sides in a
angle to the interior angle of Total sum of interior angles triangle with the total sum of interior angles? THINK SMART
the adjacent side. of a triangle is 180°. 5. Total sum of interior angles of a polygon Pentagon can be divided
into 3 triangles. State the
a = number of triangles × 180° number of interior angles of
a + b + c = 180°
b c = × 180° a pentagon.
Angle a, b, and c are Angle x, y, and z are
interior angles. exterior angles.
the nth term
LEARNING
4.2.1 Total sum of an interior angle STANDARD
Derive the formula for the Total sum of interior angles of a polygon = (n – 2) × 180°.
There is a relationship between the number of vertices of a polygon sum of interior angles of a DO YOU KNOW
with the sum of the interior angle. Explore the activity below: polygon.
EXAMPLE 2 Number
Polygon Name
of sides
COGNITIVE STIMULATION QR CODE State the number of triangles formed for each of the following 12 dodecagon
polygon. 13 tridecagon
Aim: Exploring the number of triangle in a polygon Scan the QR Code or visit
http://rimbunanilmu.my/ (a) 13 sided polygon (b) 18 sided polygon 14 tetradecagon
Materials: Paper and protractor
mat_t2e/ms062 to obtain 15 pentadecagon
Steps: Solution:
the worksheets on polygon 16 hexadecagon
1. Open the file MS062 to obtain information about polygon shapes. (a) Number of triangles = 13 − 2 17 heptadecagon
shapes. = 11 18 octadecagon
2. Print the riangle, square, pentagon, hexagon, heptagon, 19 enneadecagon
octagon and nonagon. (b) Number of triangles = 18 − 2
20 icosagon
= 16
62 63
Chapter 4 Polygon Chapter 4 Polygon
EXAMPLE 3 EXAMPLE 4
Calculate the value x for the following. (a) Calculate the value x for the (b) In the diagram below, ABCDE is a regular pentagon.
(a) (b) diagram below. BCF and EDF are straight lines. Calculate the value x.
60°
100° A
130° x
x
130° E B
60° x D C
120°
160°
Solution: x
(a) Total sum of interior angles, (b) Total sum of interior angles, Solution:
F
= (n − 2) × 180° = (n − 2) × 180° 360°
(a) Total sum of exterior angles = 360° (b) ∠ FCD =
CHAPTER 4
5
CHAPTER 4
5
= (4 − 2) × 180° x + 160° + 120° = 360°
5 TIPS
= (5 − 2) × 180°
x + 280° = 360° = 72° Exterior angle of a
= 540° = 360° 360°
x = 180° − 72° − 72° regular polygon =
x + 100° + 130° + 60° + 90° = 540° x + 130° + 60° + 90° = 360° x = 360° − 280° n
x = 80° = 36°
x + 380° = 540° x + 280° = 360° Interior angle
= 180° − exterior angle
x = 540° − 380° x = 360° − 280°
x = 160° x = 80° 4.2.3 Total sum of exterior angles of polygons
LEARNING
4.2.2 Total sum of exterior angles of polygons LEARNING STANDARD
STANDARD EXAMPLE 5 Determine the values of
Make and verify conjectures interior angles, exterior
COGNITIVE STIMULATION angles and the number of
about the sum of exterior Calculate the value of the interior angle for a regular hexagon.
angles of a polygon. sides of a polygon.
Aim: Exploring the total sum of exterior angle Solution:
Material: Dynamic geometry software
QR CODE Number of sides of regular hexagon, n = 6 TIPS
The output angle enhancement
15
For example, if we add 2
°
The sum of exterior angles of polygon. positive numbers then the 360° = 230° + 2b
result is always greater than 2b = 360° − 230° b
the number. 2b = 130° 45°
The total sum of exterior angles of a polygon is 360°. 50°
b = 65°
64 65
Chapter 4 Polygon Chapter 4 Polygon
CHAPTER 4
5
or
Calculate the number of sides of the following regular polygon 180° − exterior angle
Exterior angle
Octagon
when given the value of interior angle.
360°
(a) 108° (b) 144° Number of sides Nonagon
or
Solution: 180° − interior angle
(a) Exterior angle = 180° − 108° (b) Exterior angle = 180° − 144°
= 72° = 36° 2. Name all the interior angles and exterior angles for each of the following polygons.
360° 360°
Number of sides, n = exterior angle Number of sides, n = exterior angle (a) (b)
h g i h
e
360° f d c
360°
n = n = 36° e
72° a g
j b
n = 10 b c a
n = 5
d f
4.2.4 Solving problems LEARNING
STANDARD
Interior angles: Interior angles:
EXAMPLE 9 Solve problems involving
polygons.
The diagram on the right is a regular hexagon that is Exterior angles: Exterior angles:
Q
enlarged from the design of a football.
(a) Calculate angle y. P R
x 3. Calculate the value x for each of the following diagrams.
(b) Calculate the difference between y and (x + z). z
y
U (a) (b)
Solution: S 80° 75°
T
x 85°
Understanding the problem Planning the strategy Implementing the
strategy 130° 100°
Calculating angle y using formula (6 − 2) × 180°
(a) y = x
(n − 2) × 180° 6 (b) Difference between
n y and (x + z)
y = 120° x
= 120° − (30° + 30°)
(c) (d) 50°
Angle x is in the equilateral triangle 180° − 120° = 60° x
70° 76°
∠UPQ = ∠TSR = y (b) x =
2 Conclusion 50°
180° − UPQ x = 30° (a) y = 120°
112° 60°
2 z = 30°(alternate angle) (b) y − (x + z) = 60°
66 67
Chapter 4 Polygon Chapter 4 Polygon
4. For each of the diagram below, calculate the value p, q and r. 2. Calculate the value p,q and r in the following.
(a) (b) r (a) (b) r (c) 105° p
100°
p q p 140°
60° 45° q q
r p r 75°
q 112° 40°
45° 80° p 85°
r 135°
q
3. Calculate the value x for the following.
5. Calculate the value a + b + c. (a) (b) (c) 60°
x 85°
(a) c (b) x
a x 100°
120°
CHAPTER 4
5
CHAPTER 4
5
60° b 110° 130°
c 80° 2x
80° b
a 4. Calculate the number of sides for the following.
c (a) 45° (b) 36°
(c) (d) c
a
98° b
b
85° b 65°
a
6. Determine the number of sides for a polygon if the total sum of exterior angles is (c) (d)
140° 140° 150° 150°
(a) 900° (b) 1 080° (c) 1 260°
7. Zaidi has a vegetable garden that is shaped like a regular polygon. The dotted lines is the axis
of symmetry of his garden.
(a) What is the actual shape of Zaidi’s garden? 5. (a) Calculate the value x + y in the (b) The diagram shows a logo in the shape
(b) Calculate the value y. diagram below. of a regular pentagon. FED is a straight
y line. Calculate the value x + y.
65°
B
x
150° A C
y
8. The diagram shows two swimming pools at a sports centre in the shape of a regular octagon
and pentagon. What is the value of angle x? y x
x F E D
b
GENERATING EXCELLENCE L I
a c
68 69
Chapter 4 Polygon Chapter 4 Polygon
6. Azreen wants to draw a logo for the Peers Counselling Club at her school. She chooses 12. Bahar wants to construct a polygon that has an interior angle of 300°. Can Bahar construct the
to draw a regular hexagon with the radius 4 cm. Help Azreen draw her logo using a ruler, polygon? Justify your answer.
protractor and compasses.
7. Total sum of all interior angles of a regular polygon is 2 700°. State the number of sides of
13. The diagram below shows a partial design that has been formed from combining two tiles.
this polygon.
There are two types of tiles. They are tile A and tile B that are regular polygons. Calculate the
number of sides of tile A.
8. In the diagram below, calculate the value p + q.
60° p
Tiles A
98°
CHAPTER 4
5
CHAPTER 4
5
q
92° Tiles
B
70° 80°
Tiles A Tiles A
9. In the diagram below, ABCDEFGH is a regular octagon and EFKLM is a regular pentagon.
Calculate ∠CBM.
A B Tiles
B
H L C Tiles A
67°
K M
G D 14. Devaa is a graphic design student at a local university. Help Devaa calculate the value of x to
construct a photo frame that has the characteristics of combined polygons.
F E
10. The exterior angle of a regular polygon is 2h and the interior angle of the same polygon is 7h.
x
(a) Calculate the value of h.
(b) Calculate the value of the interior angle and exterior angle.
(c) Calculate the number of sides of the polygon and name the polygon.
15. Calculate the value of x.
11. The diagram below shows 4 regular pentagons and a square. Calculate the value x.
70 71
Chapter 4 Polygon Chapter 4 Polygon
SELF REFLECTION
CHAPTER SUMMARY
The number of axis of symmetry At the end of this chapter, I will be able to:
in a regular polygon with n side
and n axis of symmetry. 1. Describe the geometric properties of regular polygons using various
representations.
2. Construct regular polygons using various methods and explain the rationales
for the steps of construction.
Regular polygon Irregular polygon 3. Derive the formula for the sum of interior angles of a polygon.
CHAPTER 4
5
CHAPTER 4
5
4. Make and verify a conjecture about the sum of exterior angles of a
polygon.
5. Determine the values of interior angles, exterior angles and the
number of sides of a polygon.
• Interior angle Exterior angle of a polygon is a
(n − 2) × 180° complement to an interior angle of the
= Total sum of interior 6. Solve problems involving polygons.
n polygon.
angles
• Exterior angle = (n − 2) × 180°
360° Exterior angle + Interior angle = 180°
= MINI PROJECT
n
Total sum of exterior angle = 360° You are a food stall owner. Create your business logo using the combination of two or three
polygons. You can use the dynamic geometry software, geometry tools or origami to design
your logo. Present the rationale for the choice of your logo in the class.
Total sum of exterior angles
= 360°
Regular polygon is a polygon where all its Irregular polygon is a polygon where
sides have the same length and all interior not all sides are of the same length.
angles are equal. Examples
Exterior
Interior angle
angle
= 360° =
(3 − 2) × 180°
3 3
= 360° =
(4 − 2) × 180°
4 4
360° (5 − 2) × 180°
= =
5 5
Examples of logo
72 73
Chapter 5 Circles Chapter 5 Circles
WALKING
THROUGH TIME
T he clockwise movement of the hand of a
clock forms a circle as it completes a 360°
rotation. This is called ‘kirkos’ in Greek, A circle is a curved pathway locus of a point
WHAT WILL
ANDA AKAN YOU LEARN?
MEMPELAJARI
which means to rotate and to become a curve. that is equidistant from a fixed point. This
fixed point is known as the centre and the
5.1 Properties of Circles
distance from this fixed point to the pathway
is called the radius. A circle is also a curve that
CHAPTER 5
CHAPTER 5
5.2 Symmetrical Properties of Chords
is joined which is known as circumference.
A mathematician named Euclid was the first
5.3 Circumference and Area of a Circle
person to study circles. He is also known as the
‘Father of Geometry’ due to his research.
• Circle • Bulatan
• Circumference • Lilitan
http://rimbunanilmu.my/mat_t2e/ms075
• Radius • Jejari
• Centre • Pusat
• Diameter • Diameter
• Chord • Perentas
• Segment • Tembereng
• Sector • Sektor
• Minor sector • Sektor minor
• Major sector • Sektor major
• Minor segment • Tembereng minor
• Major segment • Tembereng major WHY STUDY THIS CHAPTER?
• Symmetry • Simetri The application of this chapter is in the field of
architecture, astronomy, design and astrology.
74
74 75
75
Chapter 5 Circles Chapter 5 Circles
CREATIVE ACTIVITY
Aim: Getting to know circles
Materials: Coloured paper, glue, scissors, string and punch Centre
Steps: Radius A fixed point where
1. Students form groups. A straight line from Circumference all points on the
2. Each group is required to draw circles of various sizes. the centre of the circle Perimeter of circumference are
to any point on the a circle. equidistance from it.
Examples are like the ones in the diagram on the right.
circumference.
3. The circles will be used to decorate the class.
4. Write down the mathematical formulae of area of a rectangle, area of triangle, volume of
cube, volume of cuboid, Pythagoras theorem and so on in the circles.
Minor Major
Segment Segment
5.1 Properties of Circles
CHAPTER 5
CHAPTER 5
Diameter
Parts of a Segment
A straight line
The region enclosed
5.1.1 Getting to know the parts of the circle LEARNING that touches the Circle
by a chord
STANDARD circumference
and an arc.
COGNITIVE STIMULATION Recognise parts of a circle through the centre of
and explain the properties the circle.
Aim: Knowing parts of a circle of a circle.
Material: Dynamic geometry software
Steps: Major
Minor Sector
1. Open the file MS076.
Sector
2. The perimeter of a circle is called . Sector
3. Drag point A in the all directions. Chord The region enclosed
(i) Point A is called the of the circle. Major by two radii
A straight line that joins
4. Drag point B around the circle. Arc and an arc.
any two points on the Minor Arc
(i) The line from the centre of the circle to any point on the circumference of the circumference.
Arc
circle is called . Part of the TIPS
5. Drag point C around the circle. circumference. Diameter is the longest
(i) The CC’ line that goes through the centre and touches the circumference is called . chord in a circle.
6. Drag point D and the point E around the circle.
(i) The line that connects two points on the circumference QR CODE
is called . TIPS
Scan the QR Code or visit EXAMPLE 1
(ii) The region is called . http://rimbunanilmu.my/ A circle is a curved
mat_t2e/ms076 to explore pathway of a point that is
7. Drag points C and D. Identify the following parts of a circle. d e equidistant from a fixed
parts of the circle.
(i) Name two lines generated. Lines AC and . point.
Solution:
(ii) The region bounded by these two radius is called .
a, Chord b, Diameter a b
O c THINK SMART
Discussion: c, Radius d, Circumference
Make a conclusion on your explorations. Why are balls, globes
e, Sector f, Arc and marbles not
f considered as circles?
From the activity above, several parts of the circle have been identified as in the diagrams on the next page.
76 77
Chapter 5 Circles Chapter 5 Circles
3 cm
conditions given
Materials: Compasses, protractor, ruler and pencil
Steps: A
(d) Construct a sector 1. Draw a circle with the radius Step 1
Conditions Steps Solution with an angle of 60° OA 2 cm.
at the centre of a 2. Measure 60° with a protractor
(a) Construct a circle 1. Mark point O. A 2 cm
circle with a radius as shown.
with a radius of 3 cm 2. Using compasses measure 3 of 2 cm. 3. Draw the radius OB. AOB is O
from the centre O. cm on a ruler.
3 cm the sector of the circle.
CHAPTER 5
CHAPTER 5
3. Place the sharp point of the O Step 2
compasses on point O and
draw a circle with the radius
of 3 cm.
diameter
Discussion:
O From the activity above, what parts of the circle has been TIPS
Q constructed? C
78 79
Chapter 5 Circles Chapter 5 Circles
CHAPTER 5
(ii) Observe the value of angle at the centre when the (v) chords that are
(a) 3 cm (b) 4.5 cm equal in length are
diameter QQ’ is moved. Does it produce the same value? equidistant from the
(c) 2.5 cm (d) 6 cm Are the resulting shapes similar? centre of the circle and
(iii) If you fold the circle on the line QQ'‚ do the shapes vice versa.
3. Construct a diameter that passes through point Q for each of the circles with the centre O. overlap each other perfectly?
(a) (b) (iv) The diameter of a circle is known as .
DO YOU KNOW
Q
4. Click the Activity box for the next activity. The circle has an infinite
O O 5. Drag the slider Drag Me until the end. number of axes of symmetry
because any straight
(i) Radius that bisects a chord is to the chord.
line that passes through
Q
(ii) Radius that is perpendicular to the chord the centre is the axes of
the chord. symmetry of the circle.
4. Construct the chord of a circle with radius and length given below.
(iii) Equal chords produce arc.
Radius Length of Chord
(a) 3 cm 4 cm
QR CODE
Scan the QR Code below
(b) 4.5 cm 6.7 cm or visit http://rimbunanilmu.
my/mat_t2e/ms081 for the
properties of symmetric
Discussion:
chord 1.
5. Using a protractor, construct the sector AOB with O as the centre of the circle. The radius and State the conclusions for all the activities above.
∠AOB as given below.
80 81
Chapter 5 Circles Chapter 5 Circles
CHAPTER 5
(c) Name the angle that is equal to ∠ONK.
a c
Solution:
(a) AOB and POQ K 3 cm B b C
O
Discussion: 4 cm AB 2 + BC 2 = AC 2
or
(i) Where do lines OP and OQ meet?
N
a + b2 = c2
2
(ii) Is the length of arc AGB and CID the same?
(iii) If the length of AB = CD, the distance of OP = the distance of .
(iv) Is the distance of OP and OQ the same? �(16 + 9) THINK SMART
�25 ON = OM P
QR CODE
O
Perpendicular bisectors of two chords meet at the centre of the circle.
Scan the QR Code or visit M Q
http://rimbunanilmu.my/ (c) ∠OMK
O mat_t2e/ms082 for the O is the centre of the circle.
properties of symmetric What is the relationship
chord 2.
EXAMPLE 3 between OP, OQ and OM?
The diagram on the right shows a circle with the radius OP that is perpendicular to the chord MN.
Equal chords or chords of the same length produce arc of the same length.
(a) Is the length MS equal to length of SN? Explain.
(b) If the radius of the circle is 10 cm and OS = 8 cm, calculate the length
O
of the chord MN. O
Solution: 10 cm 8 cm
82 83
Chapter 5 Circles Chapter 5 Circles
CHAPTER 5
equal in length
= �122 + 52
Understanding the problem Planning the strategy Implementing the strategy
= �144 + 25 OR, OS, OT and OU are radii of a circle
Diameter of window = 50 cm Radius =
diameter �252 − 242
= �169 Angle at the circumference 2
of a semicircle is 90°. QT = 31 cm �625 − 576
= 13 cm 50
US = 48 cm = �49
2
Calculate length PR.
= 25 cm
5.2.2 Centre and radius of a circle LEARNING OT = �OU 2 − UT 2
STANDARD OQ = QT − OT
COGNITIVE STIMULATION Determine the centre PQ = �OP 2 − OQ 2 �252 − 242
and radius of a circle by
Aim: Determining the centre and radius of the circle geometrical construction. PR = PQ × 2 �625 − 576
Materials: Compasses, rulers, pencils and rounded material �49
Steps:
Conclusion
1. Trace a circle on a piece of paper.
2. Construct two chords, PQ and PR from point P. Therefore, PR is 14 cm.
3. Construct a perpendicular line for the chords PQ and PR.
P Q
4. The intersection point of two perpendicular lines is indicated by O.
5. Draw a line from O to the circumference and label it as OT.
SELF PRACTICE 5.2 M
Discussion: O K N L
(i) Properties of point O. 1. In the diagram on the right, O is the centre of the circle. N P
O
(ii) Properties of line OT. R T MNOP and KNL are straight lines. O
5.3 Circumference and Area of a Circle The circumference of a circle is π multiplied by the diameter.
Circumference = π × diameter
5.3.1 Relationship between circumference and LEARNING = πd
diameter STANDARD
Circumference is the measurement around a circle. The diagram Determine the relationship The circumference of a circle can also be expressed as follows.
between circumference
shows a round table that needs to be lined with skirting for a
and diameter of a circle, Circumference = π × 2 × radius
wedding. What is the length of the skirting needed? and hence define π and = 2πr
The length for the skirting can be derive the circumference
formula.
calculated using the formula that
involves π(pi).
5.3.2 Formula for area of a circle LEARNING
STANDARD
COGNITIVE STIMULATION Derive the formula for
the area of a circle.
Aim: Expressing formula of a circle
COGNITIVE STIMULATION
CHAPTER 5
CHAPTER 5
Material: Dynamic geometry software
Aim: Determining the relationship between circumference and diameter Steps:
Materials: Stopwatch, pail, bicycle tyre, measuring tape, pencil or any circular material. 1. Open the file MS087.
Steps: 2. Drag the radius up to value 3, and drag the n until it reaches the value of 6. Take note of
1. Measure the circumference of the stopwatch, pail and bicycle tyre with the measuring the changes.
tape. Record the results in the table below. 3. Repeat step 2 by changing the value of radius and n. Take note of the changes.
2. Measure the diameter of the three items and record them in the table.
3. Complete the table below.
Circumference
Material Circumference (cm) Diameter (cm)
Diameter
1. Stopwatch
2. Pail
Discussion:
3. Bicycle tyre
(i) The the sector of the circle is divided into the clearer is the rectangular shape
produced.
(ii) Height of rectangles = of the circle.
(iii) Rectangular base = of the circle. QR CODE
86 87
Chapter 5 Circles Chapter 5 Circles
CHAPTER 5
r = �196 (b) Calculate the area of
r = 14 cm the semi circle if the
EXAMPLE 7 radius is 7 cm.
(a) Given the circumference of a circle is 88 cm, calculate the diameter of the circle in cm.
22 EXAMPLE 10
(Use π = )
7
Given the circumference is 66 cm, calculate the area of the circle.
(b) Given the circumference of a circle is 36.8 cm, calculate the radius of the circle in cm and 22
O
round off the answer to two decimal places. (Use π = 3.142) (Use π = )
7
Solution: Solution: (c) Calculate the area of
Area = πr 2 the three quadrant if
Circumference = 66 cm
(a) Circumference = πd (b) Circumference = 2πr the radius is 7 cm.
2πr = 66 22
22 2πr = 36.8 = × 10.52
88 = ×d 22 7
7 2 × 3.142 × r = 36.8 2× × r = 66
7 = 346.5 cm2
7 36.8 7
d = 88 × r = r = 66 ×
22 6.284 44
d = 28 cm r = 10.5 cm
r = 5.86 cm
EXAMPLE 11
To determine area of a circle THINK SMART
Given area of circle is 75.46 cm2. Calculate the circumference.
22
EXAMPLE 8 (Use π = )
7
REMEMBER ! Solution: 4 cm
88 89
Chapter 5 Circles Chapter 5 Circles
CHAPTER 5
encloses 60° at the centre. Write your answer to two decimal places. 27 720 are arcs of the circles
r = wheras AB, AC, BD and
FLASHBACK 1 980
Solution: Q CD are the diameter of the
r = 14 cm circles. Calculate the area
Length of arc
= P 60°
Acute angle of the shaded region.
2πr 360° 0° < < 90°
O
× 2πr Obtuse angle To determine area of a sector
Length of arc =
360° 90° < < 180°
The area of a sector is a region bounded by an arc and two radii. The area of the sector is proportional
22 to the area of the circle.
Length of arc = 60° × 2 ×
Reflex angle
× 14
360° 7
180° < < 360° A
Area of sector Angle at centre
= 14.67 cm =
Right angle 90° Area of circle 360°
O
Therefore,
EXAMPLE 13 B
Area of AOB =
The diagram below shows a circle with a radius of 21 cm and centered at O. πr 2 360°
∠ROS is 72°. Calculate the length of major arc RS.
Solution: EXAMPLE 15
DO YOU KNOW
Angle at centre = 360° − 72°
= 288° The diagram below shows a circle with centre O and radius 21 mm. Calculate the area of the minor
O 1Radian Length of sector MON.
Length of arc 72° arc
= r Solution:
2πr 360° R S M
Area of sector
=
Length of arc = × 2πr Angles can be measured πr 2
360° 100° O
360° using radians. 1 radian
100° 22
288° 22 (1 rad) is the angle at the Area of sector MON = × × 212 21 mm
Length of arc = ×2× × 21 centre of the circle when 360° 7
360° 7
the length of the arc is = 385 mm2 N
= 105.6 cm equal to the radius.
90 91
Chapter 5 Circles Chapter 5 Circles
CHAPTER 5
LEARNING 2
5.3.4 Solving problems STANDARD (c) 7 cm (d) 1
5
cm
Solve problems involving
EXAMPLE 17 22
circles. Give answers correct to two decimal places. (Use π = )
7
Majlis Bandaraya Melaka Bersejarah intends to build a rectangular
recreational park with a length of 63 m and a width of 58 m. At every 4. The area of a circle is 38.5 cm2. Calculate.
corner of the park, a quadrant with radius of 7 m will be planted with (a) the radius (b) the circumference of the circle
flowers. A circular shaped fish pond with a diameter of 28 m will be 22
58 m
built in the middle of the park.The remaining areas will be planted Give answers correct to two decimal places. (Use π = )
7
22
with grass. Calculate the area covered with grass.(Use π = 7 ) 5. Calculate the area of a circle, if the circumference is 15.4 cm.
63 m
Solution: 22
Give answers correct to two decimal places. (Use π = )
7
Understanding the problem Planning the strategy 6. The diagram below shows a circle with centre O. Given OF = 6.5 cm and EG = 5 cm calculate
Radius of quadrant = 7 m the area of the shaded region, in cm2. Give answers correct to two decimal places.
Recreational park area = length × width
(Use π = 3.142)
Garden is rectangular. 1
Length = 63 m Flower area = 4 × πr 2 F
4
O
Width = 58 m The fish pond area = πr 2
Area covered with grass E
Diameter of fish pond = 28 m
= Recreational area − flower area − fish pond area
Calculate the area covered with G
grass. Implementing the strategy 7. Calculate the radius when the length of the arc and angles at the centre of the circle are given.
(i) Recreational park area = 58 × 63 (iii) Fish pond area State the answer correct to two decimal places.
Conclusion = 3 654 m2 = πr 2 Length of arc(cm) Angle at centre
Thus, the area covered with 1 22
(ii) Flower area = 4 × × πr 2 = × 142 (a) 11 45°
grass is 4 7
3 654 m2 − 154 m2 − 616 m2 22 = 616 m2 (b) 4.3 35°
= × 72 (c) 30.8 120°
= 2 884 m2 7
= 154 m2 (d) 110 200°
92 93
Chapter 5 Circles Chapter 5 Circles
8. Given the radius and area of the circle, calculate the angle at the centre of the circle. 2. The diagram shows a dining hall measuring 10 m long and 8 m
wide. It is laid with nine circular carpets, each has a diameter of
Radius Area of sector 200 cm. Calculate the area that is not covered by the carpet in
square metres. 10 m
(a) 14 cm 18.48 cm2
(b) 21 m 27.72 m2
(c) 8.4 cm 15.4 cm2 8m
3. The diagram shows a right-angled triangle, PRT. R is the centre
9. The diagram below shows a plan for a park. ABCD is a rectangle. APB and DQC are semicircles for the quadrant. Given RS = 14 cm, ST = 10 cm and PQ = 4 cm. P
centred at X and Y. Given AB = 7 cm and AC = 25 cm. Calculate the perimeter of the park in cm. Calculate the perimeter of the shaded area in cm.
22
(Use π = ) Q
7
A D
CHAPTER 5
CHAPTER 5
P X Y Q
R S T
B C
4. The diagram shows a rectangular piece of land owned by Encik J K L
10. The diagram below shows the quadrant OPQ centred at O. ORST is a square. Given OP = 10 cm Rashid. Encik Rashid divided his land into 3 parts. The first part is
and OR = 7 cm. Calculate the area of the shaded region, in cm2. State the answer in π. a triangle KLM. K is the midpoint of JL and M is the midpoint of
LN. The second part is a semicircle. Encik Rashid intends to plant 16 cm M
vegetables in the first and second part. Calculate the area that is
P
not planted with vegetables. (Use π = 3.142)
R P O N
20 cm
S
O
5. Kevin wants to build a dartboard. The dartboard consists of two A
circles centred at O and three shaded regions as in the diagram.
The diameters BOD and AOC are perpendicular to each other.
T Given OE = ED = 10 cm. Calculate the area of the shaded regions
22 B D
Q in cm2. (Use π = ) O E
7
GENERATING EXCELLENCE
C
1. The diagram shows a circle with centre O. PQR and STU are straight lines. 6. In a museum there is a round window decorated with circular
Given PQR = STU = 6 cm, calculate the length. R rings of the same size as in the diagram. The radius of the
Q
(a) PQ window is 45 cm. Calculate the area that is not covered by the
(b) ST P 5 cm decoration. (Use π = 3.142)
(c) OT O
S
T
U
94 95
Chapter 5 Circles Chapter 5 Circles
SELF REFLECTION
CHAPTER SUMMARY
At the end of the chapter, I am able to:
2. Construct a circle and parts of the circle based on the conditions given.
Parts of a Circle
3. Verify and explain that:
Circumference Minor Arc Minor Segment (a) Diameter of a circle is an axis of symmetry of the circle.
rd Minor (b) A radius that is perpendicular to the chord bisects the chord and
Cho Sector vice versa.
Diameter
CHAPTER 5
CHAPTER 5
O
O O Major Segment (c) Perpendicular bisectors of two chords intersect at the centre.
Major Sector
Radius Major Arc
(d) Chords that are equal in length produce arcs of the same length
and vice versa.
(e) Chords that are equal in length are equidistant from the centre of
A
the circle and vice versa.
E
The radius perpendicular to the chord bisects the two chords and vice O 4. Determine the centre and radius of a circle by using geometrical
versa AE = BE. B
construction.
5. Solve problems involving symmetrical properties of chords.
A
Chords, which are equidistant from a centre of a circle are equal in B E
lengths and vice versa. O 6. Determine the relationship between circumference and diameter of a
circle, and hence define the π and derive the circumference formula.
C F D
7. Derive the formula for the area of a circle.
B
Equal chords form arcs with equal lengths and vice versa A 8. Determine the circumference, area of a circle, length of arc, area of a
AB = CD. O sector and other related measurements.
C
D
9. Solve problems involving circles.
MINI PROJECT
Title: Number board game
Formulae for a circle You are required to build a number board like the one on the right. The 5 20 1
number board consists of four circles with the radius of 5 cm, 15 cm, 20 cm 9
12 18
4
and 25 cm respectively. All four circles share the same centre. The circles 14 13
Circumference = πd Length of Arc should be divided into 20 sectors. Each sector should be labelled with 11 6
= 2πr 2πr 360° scores/points. This number board can be built using manila card, poster 8 10
paper or polystyrene board. Arrows can be made from small sticks that are 16 15
Area of sector attached to adhesive tape. You can start the games by throwing the arrows 7
19 3 17
2
96 97
Chapter 6 Three-Dimensional Geometrical Shapes Chapter 6 Three-Dimensional Geometrical Shapes
WALKING
THROUGH TIME
The cylindrical shaped Tun Mustapha
Tower is the pride of Sabah. Can you
WHAT WILL YOU LEARN? guess the surface area and the volume The word geometry originated from two
of the tower? Greek words ‘geo’ meaning earth and
Cylinder is one of the three-dimensional ‘metria’ that means measurement. Euclid
6.1 Geometric Properties of geometrical shapes that exist around who revolutionised the geometrical research is
Three-Dimensional Shapes us. Look around you and name a few often referred to as the ‘Father of Geometry’.
three-dimensional geometrical shapes that His book entitled ‘Elements’ is used as the
6.2 Nets of Three-Dimensional Shapes you can find. Compare the geometrical main reference in the field of Mathematics,
shapes with your friends. especially geometry in the early 20th Century.
6.3 Surface Area of Three-Dimensional
CHAPTER 6
CHAPTER 6
Shapes
6.4 Volume of Three-Dimensional Shapes
For more information:
http://rimbunanilmu.my/mat_t2e/ms099
WORD LINK
98 99
Chapter 6 Three-Dimensional Geometrical Shapes Chapter 6 Three-Dimensional Geometrical Shapes
CREATIVE ACTIVITY The table below shows three-dimensional shapes and their characteristics.
CHAPTER 6
width, length and height. However, in a circle, radius is used. We will be discussing, on the • One curved surface.
geometrical characteristics of three-dimensional shapes in this topic.
100 101
Chapter 6 Three-Dimensional Geometrical Shapes Chapter 6 Three-Dimensional Geometrical Shapes
2. List the three-dimensional shape that has geometrical characteristics as stated below.
(a) One vertex with one curved surface. Discussion: THINK SMART
(b) One vertex with polygonal base. (i) Can the net of a three-dimensional object be customised?
What is the net of a sphere?
(c) Every point on the surface has the same length from the centre of the object. (ii) Sketch the various nets of a cube.
6.2 Nets of Three-Dimensional Shapes From the activity it can be concluded that the net of three-dimensional
object can be vary. The table below shows three-dimensional
6.2.1 Nets LEARNING geometrical shapes and net.
STANDARD
Net of a three-dimensional shape is obtained by opening and laying out
Analyse various nets Geometrical shape Net
each surface of a three-dimensional object to become two-dimensional. THINK SMART
including pyramids,
prisms, cylinders and Cylinder
How many nets are there
COGNITIVE STIMULATION cones, and hence draw
for a cube?
nets and build models.
Aim: Analysing nets of cone, cylinder, prism and pyramid h h
Materials: Dynamic geometry software, scissors and adhesive tape
Steps:
QR CODE Cone
length of
CHAPTER 6
CHAPTER 6
Scan the QR Code or visit slant, s
s
http://rimbunanilmu.my/
mat_t2e/ms102a to view
the nets. THINK SMART
What are the nets of these
Square based
Nets of cone Nets of a cylinder pyramid length of prisms?
slant, s s
h
DO YOU KNOW
A cube can be filled up with Solution:
six pyramids with the same
square base.
(a) (b) (c)
102 103
Chapter 6 Three-Dimensional Geometrical Shapes Chapter 6 Three-Dimensional Geometrical Shapes
8 cm
4 cm
6 cm × area of a triangle +
7 cm 5 cm 6 cm
6 cm
h × area of a rectangle
2. State the three-dimensional shapes that can be built with the following net.
Build an actual model. Cylinder
(a) (b) (c) (d) × area of a circle +
7 cm
cm
8
× area of a rectangle
7 cm
Cone
6 cm
CHAPTER 6
CHAPTER 6
5 cm × area of a circle +
5 cm s
7 cm
5 cm
× area of a curved surface
6.3 Surface Area Three-Dimensional Shapes
6.3.1 Surface area of cube, cuboid, pyramid, LEARNING
Discussion:
prism, cylinder and cone STANDARD Determine the surface area for each of the three-dimensional shapes above.
Derive the formulae of the
The surface area of the three-dimensional geometrical shapes can be calculated by adding all the
COGNITIVE STIMULATION surface areas of cubes,
cuboids, pyramids, prisms, surface area of the net.
cylinders and cones, and
Aim: Deriving the surface area of three-dimensional hence determine the surface
The surface area of a closed cylinder
geometrical shapes areas of the shapes.
Material: Worksheet
Steps: r DO YOU KNOW
r
Fill in the box with the number of surfaces for each of the three-dimensional shapes below. Cube is also known as
Shape Net Surface area h h hexahedron because a
cube has six surfaces.
Cube
2πr
× area of a square r
From the net of a cylinder, the length of the rectangle is the circumference of circle and the width
Cuboid of the rectangle is the height of the cylinder.
× area of a rectangle + FLASHBACK
Surface area of a closed cylinder = (2 × area of circle) + area of rectangle
= (2 × πr ) + (2πr × h)
2
104 105
Chapter 6 Three-Dimensional Geometrical Shapes Chapter 6 Three-Dimensional Geometrical Shapes
Surface area of a cone is calculated from the cone’s net EXAMPLE 2 DO YOU KNOW
2πr THINK SMART Calculate the surface area of the geometrical shapes below. The Autocad software
slant height, s can be used to calculate
What are the differences (a) (b) the surface area of a
between the nets below? 4 cm geometrical shape.
s
s s
r r
7 cm 4 cm
4 cm
r
Cut the curved surface into 88 equal sectors. Then arrange them r 4 cm 4 cm TIPS
accordingly as in the diagram below.
A two-dimensional shape
4 cm
44 sectors (c) (d) has two measurements,
5 cm
B 6 cm length and width which will
A
give the surface area.
Two-dimensional shapes
s do not have volume.
8 cm 8 cm 7 cm
6 cm
D C A three-dimensional
44 sectors shape has the
Solution: measurements length,
A rectangle ABCD is formed. The circumference of the base of the TIPS width and height.
CHAPTER 6
CHAPTER 6
cone is, (a) Surface area of a cube Three-dimensional shapes
Cut the curved surfaces = 6 × area of square have volume.
AB + CD = circumference of circular base into 88 equal sectors:
= 2πr = 6 × (4 cm × 4 cm)
= 6 × 16 cm2
Therefore, length AB = Length CD = 96 cm2
1
= × 2πr
2
= πr (b) Surface area of a cuboid
= (4 × area of rectangle) + (2 × area of square)
Curved surface area = Area of rectangle ABCD s = (4 × 4 cm × 7 cm) + (2 × 4 cm × 4 cm) DO YOU KNOW
= length × width = (4 × 28 cm2) + (2 × 16 cm2) There are two types of
44 sectors
= AB × BC = 144 cm2 solid, polyhedron and
The more sectors are cut, non-polyhedron. A solid
= πr × s
the greater the pieces will polyhedron has flat
= πrs resemble a rectangle. (c) Surface area of a pyramid surface with every side
= (4 × area of triangle) + (area of square) being a polygon.
Area of the circular base = πr 2 Non-polyhedron is a
Cone surface area = area of circular base + curved surface area 1 solid object with a curved
= 4 � × 8 cm × 5 cm� + (8 cm × 8 cm) surface like sphere,
= πr 2 + πrs 2
cylinder and cone.
= 80 cm2 + 64 cm2
= 144 cm2
FLASHBACK
Area of rectangle
= Length × width
106 107
Chapter 6 Three-Dimensional Geometrical Shapes Chapter 6 Three-Dimensional Geometrical Shapes
EXAMPLE 3 v = abh
CHAPTER 6
three-dimensional shapes.
= 308 + 396 height of the object is 11 cm. Calculate the surface area of the object.
= 704 cm2 State your answer in m2 .
7 cm
EXAMPLE 4 TIPS
The diagram below shows a cone. The circle radius is 3 cm. Calculate the surface area of the cone. 1m = 100 cm
22 1m2 = 1 × (100 × 100) cm2
Use (π = )
= 10 000 cm2
7
Solution: 5 cm
Solution:
5 cm
Surface area of a cone = πr 2 + πrs 4 cm Understanding the problem Implementing the strategy
22 22 Calculating the surface area of a combined
= � × 32� + � × 3 × 5� The shapes are pyramid and cube.
7 7 three-dimensional shape. Surface area
= 28.29 + 47.14 = 5 × (surface area of cube) + 4 × (surface
= 75.43 cm2 Planning the strategy area of triangle)
(i) Identifying the shapes. 1
6.3.2 Surface area of a sphere LEARNING = 5(5 × 5) + 4 � 2 × 5 × 6.5�
STANDARD (ii) Identifying the surface area formula for
The surface area of a sphere with radius r cm can be determined by each shape. = 125 + 65 s
using the formula: Determine the surface area
of spheres using formula. = 190 cm2
Conclusion
Surface area of a sphere = 4πr 2
r THINK SMART 1 m2 = 10 000 cm2 s = length of slant
∴ 190 cm 2 × 1 m2 = 0.019 m2
2
Many spherical shapes s of the pyramid
exist in our environment, 10 000 cm 6 cm
= �6 2 + 2.5 2
for example, bubbles and = 6.5 cm
Combined surface area is 0.019 m . 2
water droplets. Can you
2.5 cm
think of another example?
108 109
Chapter 6 Three-Dimensional Geometrical Shapes Chapter 6 Three-Dimensional Geometrical Shapes
Volume of prism
SELF PRACTICE 6.3 DO YOU KNOW
Analyse the cuboid below.
Volume of a cuboid = length × width × height Cuboid is a type of prism.
1. Calculate the surface area of the three-dimensional objects below.
(a) (b) (c) = area of base × height
The cuboid is divided into two equal parts. Two triangular prisms are formed. The relationship
12 cm between the volume of cuboid and the volume of prism is
14 cm 4 cm 1
Volume of a prism = × cuboid volume
2
6 cm 1 area of triangle
= × area of base × height
5 cm 6 cm 3 cm 2
= 1 × length × width × height
2. Calculate the surface area of the following objects. 2
(a) (b) (c) Therefore, Volume of triangular prism = area of cross section × height
20 cm
260 mm
Volume of cylinder
45 cm
CHAPTER 6
CHAPTER 6
72 mm 30 cm
83 cm
3. Calculate the combined surface area of the following three-dimensional objects.
(a) (b) (c) Diameter of The diagram above shows a coin in the shape of circle. If 10 coins are arranged upright it will
hemisphere = 10 cm produce a cylinder.
r = 5 cm
Therefore, volume of cylinder = area of base × height
12 cm = πr 2 × h
15 cm
12 cm Volume of a cylinder = πr 2 h
Volume of pyramid
10 cm
Analyse a cube that has length (l), width (w) and height (h). Six pyramids of equal size can be fitted
into the cube with the same base area as the pyramid, just like the base area of a cube and the height
6.4 Volume of Three-Dimensional Shapes of the pyramid is half of the height of cuboid.
Area of base of THINK SMART
6.4.1 Deriving the formulae the pyramid =l×w
Can the same activity
Volume of prisms and cylinders LEARNING h
Height of pyramid = be carried out using the
STANDARD 2 rectangular-based pyramid
h
The volume of a three-dimensional shape is the measures of the Height of cube, h = 2 × height of pyramid and cuboid?
Derive the formulae of the
amount of space it occupies. The shape is measured in cubic unit volumes of prisms and
such as cubic millimetre (mm3), cubic centimetre (cm3) or cubic Volume of pyramid = Volume of pyramid
cylinders, and hence derive
the formulae of pyramids
6 l
metre (m3). Analyse the three-dimensional shapes below. What is w
and cones. l×w×h
the relationship between the cross-section and the base? = Therefore,
6
1
l × w × (2 × height of pyramid) Volume of pyramid,
Cross section =
63 1
Cross section = × base area × height
Base l × w × height of pyramid 3
=
3
Base
area of base of pyramid × height of pyramid
=
3
110 111
Chapter 6 Three-Dimensional Geometrical Shapes Chapter 6 Three-Dimensional Geometrical Shapes
4 cm EXAMPLE 9
4 cm h = height of cone
22 B = area of base
3 cm Calculate the volume of the cone on the right. (Use π = )
7 V = 1 Bh
2. Place the sago into the cone till it is full. Solution: 3
3. Pour the sago from the cone into the cylinder. Volume of cone = 1 × Area of base × Height V = 1 πr 2 h
4. Repeat steps 2 and 3 until the cylinder is full. How many cones of sago are needed 3 3
12 cm
to fill the cyclinder? = 1 πr 2 h
3
CHAPTER 6
CHAPTER 6
Discussion: 1 22 h h
= × ( × 7 cm × 7 cm) × 12 cm 7 cm
(i) Compare your results with your friends. 3 7
(ii) The relationship between the volume of cone and cylinder. = 616 cm3
Volume = 1 Bh
3
From the activity above, you would need 3 cones of sago to fill the cylinder. EXAMPLE 10
Therefore, 3 × volume of cone = 1 × volume of cyclinder
1 Calculate the volume of the pyramid. V
Volume of cone = × volume of cyclinder
3 Solution:
Therefore, 1
Volume of cone = πr 2 h Volume of pyramid = 1 × Area of base × Height 3 cm
3 3
= 1 × (4 cm × 4 cm) × 3 cm B
3
6.4.2 Calculation of volume LEARNING
STANDARD = 16 cm3 A
C
Determine the volume of 4 cm
EXAMPLE 7
prisms, cylinders, cones, D
Calculate the volume of the prism shown. pyramids and spheres Volume of sphere
5 cm using formulae.
Solution: Sphere is a three-dimensional geometrical shape that has one point known as centre of the sphere.
12 cm
Volume of prism = Cross section area × Height All the points are equidistant from the centre. Volume of the sphere with radius, r is
8 cm
= Area of triangle × Height
FLASHBACK
= ( 1 × 8 × 3 ) × 12 cm
2
SI unit for: 4 3
= 144 cm3 Volume of sphere = πr
Using Pythagoras theorem: (i) Area is cm2 3
5 3 (square centimetre)
Height of triangle = �52 − 42 r
= 3 cm (ii) Volume is cm3
4 (cubic centimetre)
112 113
Chapter 6 Three-Dimensional Geometrical Shapes Chapter 6 Three-Dimensional Geometrical Shapes
11 Solution:
EXAMPLE DO YOU KNOW
22 The solar system consists Understanding the problem Implementing the strategy
Calculate the volume of the sphere with the radius 7 cm. (Use π = )
7 of the sun and other planets
that are spherical. This To calculate the volume of ice cream Volume of cylinder = πr 2 h
Solution:
includes the planet Earth. needed to produce 10 000 containers of ice 22
Volume of
4 Take note of the Earth’s cream to the nearest litre. = × 2.5 × 2.5 × 6
sphere = 3 πr 3 position in the solar system. 7
r = 7 cm
= 117.86 cm3
4 22 Planning the strategy
= 3 × × 7 cm × 7 cm × 7 cm
7 (i) To determine the volume of the container Volume of cone = 1 × πr 2 h
3
= 1437.33 cm3 22
(ii) To determine the volume of 10 000 = 1 × × 2.5 × 2.5 × 4
3 7
containers
EXAMPLE 12 Radius of each planet,
= 26.19 cm3
22 Mercury = 2 423 km
Conclusion Therefore, volume of container = 117.86 + 26.19
Calculate the volume of hemisphere on the right. (Use: π = ) Venus = 6 059 km
7 Earth = 6 378 km = 144.05 cm3
Solution: 1 litre = 1 000 cm3
Pluto = 1 180 km
1 Mars = 3 394 km Total volume of 10 000 containers
Volume of hemisphere = × Sphere volume
2 1 440 500 cm3
1 440 500 cm =
3
× 1 litre = 10 000 × 144.05
1 000 cm3
CHAPTER 6
CHAPTER 6
1 4 = 1 440 500 cm3
= × πr 3 THINK SMART
2 3 = 1 440.5 litre
r = 5 cm
2 3 A metal ball used in a Then, 1 440.5 litres of ice cream is needed.
= πr competition has a radius of
3
4.9 cm. The density of the
2 22 metal that is used to make
= 3 ×
7
× 5 cm × 5 cm × 5 cm ball is 7.8 g/cm3. Calculate SELF PRACTICE 6.4
the mass of the metal ball.
1. Calculate the volume of the following.
= 261.90 cm3
(a) (b) (c)
5 cm
6.4.3 Solving problems LEARNING 13 cm 4 cm
STANDARD
EXAMPLE 13 Solve problems involving 10 cm 4 cm
the volume of 12 cm
Salim is an ice cream entrepreneur. He sells his ice creams in a three-dimensional shapes. 8 cm
container as shown in the diagram below. If he aims to sell 10 000
containers a month, how many litres of ice cream does he need in a DO YOU KNOW
22 The Malaysian Health Ministry 2. Calculate the volume of the shaded region.
month? Round off the answer to the nearest liters . (Use π = ) has organised a healthy eating
7 (a) (b) 2 cm (c)
campaign among Malaysians
to consume the right amount
of calorie according to the
4 cm 5 cm 5 cm
age and the daily needs of
an individual. The calorie
intake needed by a male aged 15 cm
12 cm 5 cm
3 cm
13-15 is 2 200 calories a day. 8 cm
6 cm
Whereas, a female aged
13-15 needs 1 800 calories of
food a day. 10 cm
7 cm
5 cm
114 115
Chapter 6 Three-Dimensional Geometrical Shapes Chapter 6 Three-Dimensional Geometrical Shapes
3. Ali poured water into a cylindrical container that has a radius of 7 cm and height of 15 cm until 4. Study the diagram. The diameter of the hemisphere is 22 cm. Calculate
it is full. A solid shaped cone is inserted fully into the cylinder as shown in the diagram below. (a) the volume of the combined shapes.
After a while, the solid cone is taken out from the cylinder. Calculate the volume of water that is (b) the total number of marbles with a volume of 343 mm3 which can be filled into the container.
left in the cylinder.
4 cm 13 cm
7 cm
14 cm
5. An artist wants to do a full painting on the surface of a pottery. The pottery in the shape of a
4. A block of metal pyramid with a square base, with side 15 cm and height 10 cm is melted down cylinder has the height of 10 cm and a radius of 3.5 cm. If one tube of colour can paint 100 cm2
to form a few balls of spheres with a radius of 5 mm. How many pyramid blocks are needed to of drawing, how many tubes are needed to paint 10 potteries of the same type?
form 2 850 balls of spheres?
CHAPTER 6
CHAPTER 6
14 cm
GENERATING EXCELLENCE 6. The diagram shows a solid made by combining a cylinder and a
1
cone. 2 kg of sugar can produce 1 litre of syrup to make candies
1. State the three-dimensional shape of the nets. shaped like the solid. If the height of the cylinder is twice the radius
(a) (b) (c) of the cylinder, how many candies can be produced using 100 kg of
sugar? 20 cm
7. A cylinder open at the top with a height twice the radius of the base, is filled with water three
2. A cylindrical water bottle with a height of 20 cm and diameter of 5.5 cm is filled with water quarter full. 539 ml water is needed to fill up the cylinder. Calculate the surface area of the
until it is full. Vincent wants to transfer the water in the bottle into a cubic container. State the 22
cylinder, in cm2. (Use π = )
minimum length of a side of the cube. 7
3. Given the volume of the block, calculate the value of h. 8. The diagram shows a block of cone and pyramid. If the volume of the pyramid is three times
(a) (b) (c) the volume of the cone, and the surface area of the pyramid is twice the surface of the cone,
h calculate the height of the cone and the pyramid, if the height of the cone is 18 cm.
4.5 cm
(Use π = 22 )
h 7
2h
h
116 117
Chapter 6 Three-Dimensional Geometrical Shapes Chapter 6 Three-Dimensional Geometrical Shapes
SELF REFLECTION
CHAPTER SUMMARY
(2 × area of triangle) + 2. Analyse various nets including pyramids, prisms, cylinders and cones, and
Area of cross section ×
hence draw nets and build models.
(3 × area of rectangle) height
3. Derive the formulae of the surface area of cubes, cuboids, pyramids, prisms,
cylinders and cones, and hence determine the surface areas of the shapes.
Area of base + 5. Solve problems involving the surface area of three-dimensional shapes.
(4 × area of triangle) 1
3 × area of base
CHAPTER 6
CHAPTER 6
= (length × width) + 6. Derive the formulae of the volumes of a prisms and cylinders, and hence
× height
derive the formulae of pyramids and cones.
4( 1 × base × height)
2
7. Determine the volume of prisms, cylinders, cones, pyramids and spheres
using formulae.
Cylinder
8. Solve problems involving the volume of three-dimensional shapes.
h 2πr 2 + 2πrh πr 2 h
r
MINI PROJECT
Design a robot with the combination of shapes such as cube, cuboid, prism, pyramid, cylinder,
Cone cone and sphere. Students should create the shapes by themselves. You may combine the
three-dimensional shapes.
s
h πr 2 + πrs 1
πr 2 h
3
r
Sphere
4πr 2 4
r πr 3
3 Example of robots
118 119
Chapter 7 Coordinates Chapter 7 Coordinates
WALKING
THROUGH TIME
Cartesian Coordinate System is a method to
determine the position of a point or object on
WHAT WILL YOU LEARN? a plane, or into two or three dimensions. The Cartesian Coordinate System was introduced
The position on a plane is determined by by René Descartes from France or better known
the position of the point on a straight line as Cartesius. He introduced a coordinate plane
7.1 Distance in the Cartesian Coordinate which is formed by two perpendicular lines
or number. The position of a point in two
System called ‘axis’. Coordinates are a set of numbers
dimensions is determined by the coordinate
system on a Cartesian plane. The position that locate a point or a line.
7.2 Midpoint in the Cartesian Coordinate
in three dimensions is determined by three
System
numbers.
For more information:
7.3 The Cartesian Coordinate System
CHAPTER 7
CHAPTER 7
http://rimbunanilmu.my/mat_t2e/ms121
WORD LINK
120 121
Chapter 7 Coordinates Chapter 7 Coordinates
CHAPTER 7
LEARNING To determine distance between two points on a Cartesian plane, the
DO YOU KNOW
STANDARD right angled triangle representation method is used. The Cartesian plane has two
COGNITIVE STIMULATION axes as in the diagram.
Explain the meaning of In this method you have to identify the horizontal distance and the
The horizontal line is the
distance between two vertical distance of two points on a Cartesian plane. This distance can
Aim: Identifying the distance between two points on a Cartesian x-axis and the vertical line
points on the Cartesian is y-axis. Both lines will
plane be determined from the scale on the x-axis and the y-axis.
plane. intersect perpendicularly.
Material: Worksheet AB is the shortest distance, taken without going through C The intersection point is the
Step: origin which is the starting
y Diagram shows the plan of y point for both x-axis and
Futsal locations often passed by QR CODE y-axis. The value of the
B numbers will increase when
Court Mosque Azri. 7
Scan the QR Code or visit it moves to the right and
Vertical distance
6 upwards. However, the value
http://rimbunanilmu.my/
x of a number will decrease
mat_t2e/ms122b to get the 5 when it moves to the left
House Shop worksheet. 4 and downwards.
School 3
y
A (a, b)
2 b
C
1 km
1 Horizontal distance
1 km x
x a
1. Open the file MS122B and print out the worksheet. O 1 2 3 4 5 Origin (0, 0)
2. In pairs, identify Azri’s movements to the destinations as in the table. The Pythagoras theorem is used to calculate the distance AB, that is
3. Azri’s movement must be drawn in the form of a right angled triangle.
AB 2 = AC 2 + CB 2 TIPS
4. Measure the horizontal and vertical distances based on 1 grid box equal to 1 km and f ill
in the table as show in the example. In coordinates (x, y), the
AB = �AC 2 + CB 2 value of x is written first
5. Add the total distance by completing the table. followed by the value of y.
122 123
Chapter 7 Coordinates Chapter 7 Coordinates
CHAPTER 7
4 8
F situations.
(i) the same x-coordinate?
3 6 y
(ii) the same y-coordinate?
2 4
6
1 2 4
Distance can be determined if,
G 2
x x x (i) Two points have the same y-coordinate
−20 −10 O 10 20 30 40 −8 −4 O 4 8 12 16 −6 −4 −2 O 2 4 6
−1 −2 −2
y
−4
D
−2 −4 −6 FLASHBACK
E
−3 −6
Scale on x-axis is 2 units Look at the triangle on the
Scale on y-axis is 2 units A B Cartesian plane below.
(x1, y1) (x2, y1)
y
A
Solution: THINK SMART x 5
O 4
y 3
(a) The scale on x-axis and y-axis (b) The scale on x-axis is 5 units Distance for AB = (x2 − x1) unit 2
124 125
Chapter 7 Coordinates Chapter 7 Coordinates
EXAMPLE 2 QR CODE 2. Move the coordinates A and B on the Cartesian plane based on the table below.
Calculate the distance between the points. 3. Identify the horizontal distance and the vertical distance for the line AB.
Scan the QR Code or visit
(a) (2, –3) and (4, –3) 4. Compare the displayed answers with the answers using the formula.
http://rimbunanilmu.my/
(b) (0, 1) and (0, –2) mat_t2e/ms126a for the 5. Complete the table below with the answers by choosing Hint.
Submarine Target game.
Solution: Points Difference in Distance Distance AB
EXAMPLE 3 A (1, y)
(d) (6, 7) (2, 4)
The diagram shows the distance between two points A and B. Discussion:
Complete the coordinates of A and B. (i) What do you understand about the distance of AB?
Solution: 5 units
(ii) What is the relevance of Pythagoras theorem?
CHAPTER 7
CHAPTER 7
y – 3 = 5 units x – 1 = 4 units
y = 5 + 3 x = 4 + 1 The distance AB is the hypotenuse. The Pythagoras theorem is used to determine the distance
= 8 units = 5 units between two points on a Cartesian plane.
C (1, 3) 4 units B (x, 3)
Therefore, coordinate A is (1,8). Therefore, coordinate B is (5, 3).
The distance between two points on a Cartesian plane = �(x2 − x1)2 + (y2 − y1)2
7.1.3 Distance between two points on a plane LEARNING
If the straight line that joins two points on a Cartesian plane is not STANDARD
parallel to the x-axis or y-axis, then the distance between the two Determine the distance
EXAMPLE 4
can be determined using the Pythagoras theorem. between two points on a
Cartesian plane.
Calculate the distance between point A and point B on the FLASHBACK
COGNITIVE STIMULATION Cartesian plane in the diagram below.
c
Aim: Identifying the distance between two points QR CODE y a
Material: Dynamic geometry software
Scan the QR Code or visit 8
Steps: A b
http://rimbunanilmu.my/ 7
1. Open the file MS126B. mat_t2e/ms126b to identify c = �a 2 + b 2
6
the distance between two 5 What is this formula?
points.
4
The theorem shows that for
3 a right-angled triangle, the
2 square of its hypotenuse
B
1 is equal to the sum of the
x squares of the other two
−1 O 1 2 3 4 5 6 7 8 sides.
−1
−2
−3
126 127
Chapter 7 Coordinates Chapter 7 Coordinates
= �42 + (−6)2
Implementing the strategy Conclusion
CHAPTER 7
CHAPTER 7
= �16 + 36 y2 − y1
Therefore, the perimeter of the triangle
= �52 Distance AB = �32 + 22
ABC is 3.6 + 3.6 + 4 = 11.2 units.
x2 , y2
= 7.21 units B (5, 1) = �9 + 4
Therefore, the distance of AB is 7.21 units. x2 − x1 = �13 TIPS
x
O = 3.6 units The distance between two points
EXAMPLE 5 AB = BC Distance = �(x2 − x1)2 + (y2 − y1)2
Distance is the measurement of
Calculate the distance between point P and point Q. length between two points.
EXAMPLE 7
(a) (b) y
P Given that the distance of AB = 10 units. Calculate the value of v.
P 6 y
(–2, 6) B (6, 9)
3 cm 5 Solution:
s
4
unit
Q 3 Understanding the Implementing the strategy 10
5 cm 2
Q problem
1 AB = �(6 − v) 2 + (9 − 3) 2
(4, 1)
x Calculate the value of v. C
Solution: −2 −1O 1 2 3 4 10 = �(6 − v) 2 + 6 2 A (v, 3)
128 129
Chapter 7 Coordinates Chapter 7 Coordinates
4. Given that the horizontal distance is 4 units and the vertical distance is 3 units for the points
SELF PRACTICE 7.1 A and B, calculate the values of a and b.
1. Determine the distance between two points on the following Cartesian plane. (a) y (b) y
y
E A B (−1, b) B (5, b)
6
5 A (a, 1)
C (b) D x
4 (a) O
x
3 O A (a, 0)
(c) 2
B
1 (c) y (d) y
x A (a, 4)
−6 −4 −2 O 2 4 6 8 10 12
−1
B (2, b)
−2
F
−3 B (0, b)
G (d) H x x
−4 O O
−5 A (a, –1)
CHAPTER 7
8
Calculate the distance between the points. L
2 cm
7
(a) KM
6
B 1200 cm (b) ML
5
4 cm (c) PN M
4
(d) KQ
3
2
A N
600 cm 1
x
−4 −3 −2 −1−1O 1 2 3 4 5 6
(c) (d) y
y −2
A 4 Q
−3
4 B 3 P −4
3 2
2 1
A 1 x
−5 −4 −3 −2 −1 O 1 2 3 4 5
x −1 6. Determine the distance of the points KL given K (2, 2) and L is on the x-axis with a distance of
− 4 −2 O 2 4 6 8 10 12
−1 −2 7 units to the right from the y-axis.
−3
B
7. Determine the distance of AB if each of them is located on the y-axis with a distance of 5 units
upwards and 2 units downwards from the x-axis.
3. State the distance between each set of points below.
(a) (1, 3) and (1, 7) 8. Calculate the distance between the points KL if L is located on the origin and K is 3 units to the
(b) (0, −9) and (0, 9) left of y-axis and 5 units upwards from the x-axis.
(c) (5, −2) and (−2, −2)
(d) (7, 4) and (8, 4)
130 131
Chapter 7 Coordinates Chapter 7 Coordinates
9. Determine the values of a and b based on the information in the diagram below.
COGNITIVE STIMULATION
y TIPS
Aim: Identifying the midpoint on a line
(x2, y2)
Materials: Grid paper, compasses and ruler
3 units Steps:
b
1. Student A constructs a Cartesian plane on grid paper.
2. Student B chooses two coordinate points and draws a line that (x1, y1)
5 units
joins the points.
(5, 2) 3. Student C contructs a perpendicular bisector on the line.
Discussion: QR CODE
x
O a What do you understand when you construct the perpendicular Scan the QR Code or visit
10. The vertical distance of point V is 4 units to the north of point W. Determine the coordinates of bisector on the line? http://rimbunanilmu.my/
W if the coordinates of V are mat_t2e/ms133 to watch
an animated video on
(a) (4, –3) (b) (2, −5) Midpoint is a point that divide a line segment equally. determining midpoints.
(c) (5, –2) (d) (0, – 4 )
CHAPTER 7
Determine the midpoint of the straight line AB.
8
B (a) (b) A D B C
7 A M P Q B
6
5
4 Solution:
A C
3 (a) Midpoint of the straight line (b) Midpoint of the straight line AB is D.
2 AB is P.
1 D A D B
4 units 4 units
x
A M P Q B
−4 −3 −2 −1 O 1 2 3 4 5 6
−1
THINK SMART
State the coordinates of
12. The triangle ABC has vertices A (-2, −1), B (−2, 5) and C (1, −1). Calculate the perimeter for the EXAMPLE 9 the centre of the circle for
the diagram below. What
triangle. P is the midpoint of the straight line is the connection between
y
the centre of a circle and
AB. Determine coordinates P. the midpoint?
8
7 A y
STANDARD 2
2
You have learned how to determine a radius for a certain diameter Explain the meaning of 1 C B x
−8 −6 −4 −2 O 2 4
in a circle. Do you understand the concept of midpoint? midpoint between two points x −2
on the Cartesian plane. O 1 2 3 4 5 6
Discuss this concept with your friends.
132 133
Chapter 7 Coordinates Chapter 7 Coordinates
Solution:
Step 1: Determine the midpoint of AC and BC. Point Midpoint of: Midpoint
x1 + x2 y1 + y2
Step 2: Construct a perpendicular bisector of AC and BC. � ‚ �
Horizontal Vertical 2 2
A B
Step 3: Intersection between the perpendicular bisector of AC and BC is the midpoint of the line AB. distance distance
Step 4: Therefore, point P is (3, 4). (4, 5) (2, 1)
y
A (–1, 5) (3, 1)
7
Midpoint
6
(3, 4) (1, 3) (7, 1)
5
4 P
3 (3, 4) (–5, −1)
2
C B
1
O
x (1, 2) (–5, 2)
−6 −5 −4 −3 −2 −1
−1 1 2 3 4 5 6
−2 Discussion:
−3 (i) Is the midpoint of the straight line AB the result of the
−4
intersection for the midpoint of horizontal distance and QR CODE
−5
−6 vertical distance? Scan the QR Code or visit
CHAPTER 7
CHAPTER 7
(ii) Derive the formula for midpoint. http://rimbunanilmu.my/
mat_t2e/ms135 to get the
Midpoint for a slanting line can be determined by identifying the worksheet.
7.2.2 The midpoint formula LEARNING horizontal distance and vertical distance which are both divided
STANDARD by two.
COGNITIVE STIMULATION Derive the formula of the
midpoint between two x1 + x2 y1 + y2
Aim: Deriving the midpoint formula points on the Cartesian Midpoint = � , �
2 2
Material: Dynamic geometry software plane.
Steps:
1. Open the file MS134. 7.2.3 Midpoint coordinates between two points LEARNING
QR CODE STANDARD
Scan the QR Code or visit The location of a midpoint can be shown by constructing a Determine the coordinates of
http://rimbunanilmu.my/ perpendicular bisector. The intersection between the perpendicular midpoint between two points
mat_t2e/ms134 to identify on the Cartesian plane.
bisector with the line segment will determine the coordinates of the
the midpoint. midpoint on a Cartesian plane.
y
5
B(6, 4)
4 6+2 4+0
M=� , �
2. Identify point A and point B.
3 M 2 2
2 (4, 2)
3. Change the location of the points as in the table provided. M = (4 , 2)
1 A(2, 0)
4. Identify horizontal distance and vertical distance. x
−2 −1 O 1 2 3 4 5 6
5. Open file MS135 and complete the table given. −1
−2
6. Calculate the midpoint M.
134 135
Chapter 7 Coordinates Chapter 7 Coordinates
2 units
Midpoint, A (0, 2)
A (0 , 2)
CHAPTER 7
CHAPTER 7
EXAMPLE 11 2 units P(x , y) x+ 2 = 0 , y+ 0 = 2
Q(2 , 0) 2 2
2 units
Calculate the coordinate of the midpoint on the straight line MN. Q (2 , 0) x + 2 = 0 , y = 4
y 2 units x = −2
7 M
EXAMPLE 13
N Point P is the midpoint on the straight line KL. Given coordinates of K (−3, 12) and coordinates
1 of P (2, 9), calculate coordinates of L.
x
O 10
4
THINK SMART Solution: THINK SMART
Solution: Midpoint is a point on a line K (–3, 12) is (x1 , y1) and L (x2 , y2)
M (10, 7) is (x1 , y1) and N (4, 1) is (x2 , y2) segment that divides it into
two equal parts.
−3 + x2 12 + y2
y Midpoint, P = � , �
x1+ x2 , y1+ y2 2 2
Midpoint MN = � � K(4, 5)
2 2
−3 + x2 12 + y2
10 + 4 , 7 + 1 (2, 9) = � , �
= � � x 2 2
2 2 O
−3 + x2 12 + y2 The KLCC Tower has
=2, =9
14 , 8 2 2 88 floors. The distance
= � � L which is the most suitable
2 2 −3 + x2 = 4 , 12 + y2 = 18
If the origin is the midpoint to build a skybridge is
= (7, 4) for the line KL, can you at the 42nd and the 43rd
x2 = 7y,2 = 6 floors. Why?
determine the coordinates
Therefore, the midpoint of MN is (7, 4). of L? Therefore, coordinates of L are (7, 6).
136 137
Chapter 7 Coordinates Chapter 7 Coordinates
5. Referring to the diagram, A is the midpoint of PQ and B is the midpoint of RQ. Determine the
SELF PRACTICE 7.2 coordinates of P and R.
1. In each of the diagrams below, determine the midpoint of the straight line PQ. y
P
(a) (b) B 2.5 m C 2.5 m Q
P A B C Q D P A
2m 3 A
5m
5m
Q
2. Based on the diagram below, state the coordinates of the midpoint of x
O 4
(a) AB
–2 B
(b) CD y
(c) AD A B R
8
7
6
5 6. Midpoint for the square in the diagram below is at the origin. Determine
4
3 (a) the values of a and b. y
A (–3, a) B
2 D C (b) the distance of line BC.
1 (c) the coordinates of B.
CHAPTER 7
CHAPTER 7
x
−1 O 1 2 3 4 5 6
−1
x
O
x
O
4. Determine the midpoint for the following coordinates
(a) P (–1, 7) and Q (–1, 1).
(b) R (3, –6) and S (3, 2).
(c) A (3, 1) and B (5, 1). S R (m, – 6)
(d) C (5, 0) and D (1, 0).
138 139
Chapter 7 Coordinates Chapter 7 Coordinates
8. Given the straight line AB = BD with D (−1, 3) and B (1, 1), calculate the coordinates of point A.
SELF PRACTICE 7.3 y
CHAPTER 7
Calculate (a) the coordinates of P. (b) the coordinates of Q. (c) the distance of PQ.
(a) the coordinates of A.
(b) the midpoint of the straight line AC. D 4. The distance AB = KL, that is 8 units and each is parallel with the y-axis. If midpoint AB is (0, 3)
2
C and the distance from midpoint of AB to midpoint of KL is 2 units downwards, calculate
Solution:
x (a) the coordinates of K and L.
(a) O 1
(b) the coordinates of the midpoint of KL.
Understanding the problem
(b)
Determine point A where AB is Understanding the problem 5. Given that P(4, 0) and Q is located on the y-axis with 6 units upwards from the x-axis, calculate
parallel to DC. The line AC is parallel to the y-axis, with a (a) the midpoint of PQ.
common x-coordinate, which is 6. (b) the distance between the point P and midpoint of PQ.
Planning the strategy
Planning the strategy
Straight line AB is parallel to the GENERATING EXCELLENCE
x-axis. y-coordinate for point A is 6. x1 + x2 y1 + y2
Formula for midpoint � , �.
2 2
1. Which of the following points represent y
(b) (0, 5) 7
Distance of AB = 5 units. A (6 , 6) C (6 , 2) 6 C E
x1 , y1 x2 , y2 (c) (4, –2) 5 A
x-coordinate = 11 − 5 (d) (6, 8) 4
=6 6+6 , 6+2
� � = (6, 4) 3
2 2 K I F
2
Conclusion 1
Conclusion x
Therefore, coordinates of A are (6, 6). −3 −2 −1 O 1 2 3 4 5 6
−1
Therefore, midpoint of AC is (6, 4). −2
J H G
140 141
Chapter 7 Coordinates Chapter 7 Coordinates
2. If point K is located on the x-axis and 4 units to the left of the y-axis, determine coordinates of
L which is 5 units upwards from point K. SELF REFLECTION
3. If points P, Q and R each move 2 units to the south and 1 unit to the left respectively, state the At the end of this chapter, I am able to:
new locations for the points. Calculate the distance for each new location from PQ to RQ.
y 1. Explain the meaning of distance between two points on the Cartesian plane.
4 P
2. Derive the formula of the distance between two points on a Cartesian plane.
R 2
3. Determine the distance between two points on the Cartesian plane.
x
−4 O 2 5 4. Solve problems involving the distance between two points in the Cartesian
coordinate system.
−2
Q
5. Explain the meaning of midpoint between two points on the Cartesian plane.
4. ABCD is a square with A as the origin and B (−5, 0). Calculate the perimeter of the square. 6. Derive the formula of the midpoint between two points on the Cartesian
plane.
7. Determine the coordinates for midpoint between two points on the Cartesian
plane.
5. KLM is a right angled triangle with points K (1, 0) and L (5, 0) as the base and ML is the height
for the triangle. If the distance from M to L is 5 units, calculate the area of the triangle. 8. Solve problems involving midpoint in the Cartesian coordinate system.
CHAPTER 7
CHAPTER 7
9. Solve problems involving the Cartesian coordinate system.
6. The midpoint of the diagonal of a square is 2 units from the vertex of the square. Calculate the
area of the square.
Coordinates Draw a plan of your classroom seating position on a grid paper with a scale of 1 cm to 2 metres
on the horizontal axis and 1 cm to 2 metres on the vertical axis. You may change the scale.
Determine the coordinates of your friends' seats. Paste the plan in front of your class for
x-axis y-axis Origin Cartesian Plane reference.
Axis which is horizontal Axis which is vertical Point of intersection Cartesian plane
and perpendicular to the and perpendicular to the between horizontal comprises one
and vertical axes. horizontal line and
y-axis in the Cartesian x-axis in the Cartesian
Coordinates of the one vertical line
coordinate system. coordinate system. origin are (0, 0). that intersect at a
right angle.
Distance between two y
points Midpoint
Measurement of distance or Point that bisects a line
Vertical axis
142 143
Chapter 8 Graphs of Functions Chapter 8 Graphs of Functions
WALKING
THROUGH TIME
Body mass index (BMI) is a measurement
of body fat based on height and weight. A René Descartes (1596-1650), stated that
WHAT WILL YOU LEARN? higher measurement of BMI indicates a function is a mathematical relationship
lot of fat content. between two variables. The term ‘function’
was introduced by Gottfried Wilhelm Leibniz
8.1 Functions
(1646- 1716) in his book. The concept of
function was further studied by Leonhard Euler
8.2 Graphs of Functions
(1707-1783) and he introduced the notation of
function, that is y = f (x).
http://rimbunanilmu.my/mat_t2e/ms145
CHAPTER 8
CHAPTER 8
WORD LINK
144 145
Chapter 8 Graphs of Functions Chapter 8 Graphs of Functions
CREATIVE ACTIVITY
Input Output Input x3 Output
Aim: Knowing relationship between two quantities 64 64 4 2 23 8
Material: Worksheet 27 27 3 3 33 27
Steps:
0 5
1. The advertisement below shows the entry rates to a water theme park according to categories. 1 7
Based on the advertisement, complete the table. 8
10
1
125
Category
Family Table A Table B
Ticket Price Adults Children Elderly/Disabled
1 Discussion:
Adult : RM30.00
Children : RM20.00 2 If the input is a domain while the output is a range, specify the range for
Elderly/Disabled : RM10.00 3 1 1
set A = {64, 27, 0, , } and set B = {2, 3, 5, 7, 10}.
Children 90 cm above or
3 -12 years old Total 8 125
All prices include GST : 6%
From the activity above, function is a relation where each input has only one output.
2. Category Number Cost Total
Identifying functions
Adults 2 2 × 30 60
Children Relations that are functions
Elderly/ (a) One-to-one relation (b) Many-to-one relation
Disabled
Total Eating habit
unit of animal
Distance • • km Rabbit •
3. From the table above, what is the relationship between the total cost of the tickets for each
CHAPTER 8
CHAPTER 8
Volume • • ml Cow • • Herbivore
family with the category of family members?
Cost • • RM Horse •
From the table above, we know that the total cost of the tickets depends on the number and category
of family members. Relations that are not functions
(a) One-to-many relation (b) Many-to-many relation
8.1 Functions Mode of transport
Favourite subjects
to school
8.1.1 Definition of functions LEARNING • Science Fairuz •
Rania •
STANDARD • Mathematics Ijah • • Car
Jannah • • English Afiq • • Motorcycle
COGNITIVE STIMULATION Explain the meaning of
• Bus
functions. Ravi •
Aim: Identifying functions Siah Meng •
Materials: Worksheets and calculator
Steps:
1. Use the symbol (cube root) on your calculator to determine the output number of some Relation is the matching of items from set A to set B. Relations can be represented by using the
input numbers and complete Table A. (a) arrow diagram
2. Use x 3 (power of cube) on your calculator to determine the output number of some input (b) graph
numbers and complete Table B. (c) ordered pair
146 147
Chapter 8 Graphs of Functions Chapter 8 Graphs of Functions
O Set A divided by 8
1 2 3 4 5 24 • •4 6
(c) Ordered pair 18 • •6 4
P = {(0, 1), (1, 2), (2, 3), (3, 4), (5, 6)} 16 • •8 2
O P
2 4 6 8 10 12 14 16 18 20 22 24
EXAMPLE 2
(iii) Ordered pair, S = {(24, 4), (24, 6), (24, 8), (18, 6), (16, 4), (16, 8)}
(a) One-to-one functions
Relation where the object in the domain has only one image.
CHAPTER 8
CHAPTER 8
(i) (ii)
P Q
FLASHBACK
Q
f : multiply by 2 Provide justification based on the observation of the relation A straight line graph is
1• •2 8
represented by a graph in the example above. obtained when all ordered
2• •4 6
4 pairs for linear equations
3• •6
are plotted and connected.
4• •8 2
O P
1 2 3 4
(iii) Ordered pair, A ={(1, 2), (2, 4), (3, 6), (4, 8)}
8.1.2 Function representation LEARNING
STANDARD
The diagram below shows the function f that maps x to which is
Identify functions and
(b) Many-to-one functions represented by f (x) = . provide justifications
Relation where more than one object is matched to the same image. Set P Set Q based on function
f representations in the
(i) (ii)
P f : is the multiple of Q Q •1 form of ordered pairs,
9•
5 •3 tables, graphs and
6• 16 •
4 •4 equations.
9• •3 25 •
3 •5
21 • 2 36 •
•6
1
Domain Codomain
O P
3 6 9 12 15 18 21
Set P = {9, 16, 25, 36} is the domain and the element is the object. Set Q = {1, 3, 4, 5, 6} is the
(iii) Ordered pair, B = {(6, 3), (9, 3), (21, 3) } codomain. The elements in set Q that is matched to the object in set P is the image. Set {3, 4, 5, 6}
is the range of the function.
148 149
Chapter 8 Graphs of Functions Chapter 8 Graphs of Functions
5. Given set S = {10, 12, 18, 20} and set R = {2, 4, 10, 12}, set S is mapped to set R by subtracting 8.
EXAMPLE 3
Represent the function using
Given set P = {1, 2, 3} and set Q = {4, 5, 6}, the function f maps P to Q by adding 3. Represent this (a) ordered pair (b) table (c) graph (d) equation
function using
domain 1 ⩽ x ⩽ 5.
(a) ordered pair (b) table (c) graph (d) equation 6. The following diagram shows the function f (x) = 3x for the x f (x)
1• •3
Solution: 2• •6
Determine the values a and b.
(a) {(1, 4), (2, 5), (3, 6)} (b) 3• •a
P 1 2 3
4• • 12
y Q 4 5 6 5• •b
6 7. State the domain and range the following relation.
(c) (d)
5 4=1+3 (a) (b) y
•0
4 5=2+3 –5 • 5
3 •8 4
6=3+3 2•
2 • 15 3
4• 2
1 y = x + 3 or f(x) = x + 3 • 16
x 1
O 1 2 3 x
–5 – 4 –3 –2 –1O 1 2 3 4 5
–1
The function that maps x to y can be written using f(x). Therefore, this function can be written as –2
f(x) = x + 3. –3
–4
–5
SELF PRACTICE 8.1
8.2 Graphs of Functions
1. The diagram shows the relation between set P and set Q. P Q
We have learned that the representation of a
State 3• •9
function can be done in the form of a graph.
(a) the type of relation. 6• • 18
A graph of function is the representation of
CHAPTER 8
CHAPTER 8
(b) the range of the relation. 9• • 20
a function on a Cartesian plane. By drawing
a graph, we can explain the relationship
2. The diagram shows a function. x p(x) between variables in the function. This graph
also helps us identify information to solve
State the value b. 0• •0
3• •9
problems.
5• • 15
b• • 21 The diagram shows a player kicking a ball, making it bounce into
the goalmouth. The bouncing action forms a curve. DO YOU KNOW
3. Determine whether the set of ordered pair is a function.
If the curve represents the function s = 25t – 2.5t , t is the time in
2
Malaysian football star
(a) P = {(1, 2), (2, 3), (3, 4), (4, 5)} seconds and s is the height in metre. The relationship between s and from Penang Mohd Faiz
(b) Q = {(1, 3), (0, 3), (2, 1), (4, 2)} t can be represented in the form of a graph. Some information can be Subri received the FIFA
Puskas Award for the
(c) R = {(1, 6), (2, 5), (1, 9), (4, 3)} obtained from the graph, such as the maximum height of the ball, the best goal in 2016.
time the ball takes to hit the ground again and the distance from where
4. Determine whether the relation in the following graph is a function or not a function.
it was kicked.
(a) (b)
y
y
30 8.2.1 Constructing a table of values LEARNING
25 20 STANDARD
20 16 From the given function, a table of values can be constructed Construct tables of values
15 12 to determine the corresponding value of the ordered pair (x, y) for linear and non-linear
10 8 functions, and hence draw
before the graph is drawn.
5 4 the graphs using the scale
x O x given.
O 1 2 3 1 2 3 4 5
150 151
Chapter 8 Graphs of Functions Chapter 8 Graphs of Functions
EXAMPLE 4 EXAMPLE 5
(a) Construct a table of values for the function y = 5 – x, given (a) Complete the table of values below for the function y = 2x + 4.
x = –2, –1, 0, 1.
TIPS x –2 –1 0 1 2 3
(b) Construct a table of values for the function y = 2x2 – 1, given
x = –1, 0, 1, 2. Use a calculator to calculate y 0 6 10
the values of = 2 2 – 1
Solution: Press (b) Using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 2 units on the y-axis, draw a graph of
(a) When x = –2 When x = –1 When x = 0 When x = 1 2 ALPHA ) ^ 2 - 1 the function for values of x from – 2 to 3.
CHAPTER 8
Therefore, the table of values for the function y = 2x 2 – 1 is Scale for y-axis : 2 cm to 2 units. the gradient and c is the
y-intercept.
x –1 0 1 2 Plot the points according to ordered pairs from the table of
values, (–2, 0), (–1, 2), (0, 4), (1, 6), (2, 8) and (3, 10).
y 1 –1 1 7
Join the points with a straight line.
FLASHBACK TIPS
Drawing a graph y
Use a ruler to draw a
• (0,0) is also known (3, 10)
The ordered pairs (x, y) can be plotted on a Cartesian plane using the 10 straight line graph.
as origin. y = 2x + 4
scale given. Next, the points are joined to form a graph. To make it • x-axis is known as
easier in constructing the graph, we can use the following steps. horizontal axis 8
(2, 8)
Scale for -axis:
• y-axis is known as THINK SMART
Steps to draw a graph: 2 cm to 2 units
vertical axis. 6 (1, 6) Ordered pairs
What type of graph is
y
1. Construct a table of values for the given function. shown below? State the
vertical axis 4 (0, 4) function.
2. Draw and label each axis with the given scale or any suitable scale.
horizontal axis 2
(–1, 2)
3. Plot the point (x, y) for the ordered pairs from the table. x (–2, 0)
x
–2 –1 O 1 2 3
4. Join the points to form a straight line or a smooth curve. origin
152 153
Chapter 8 Graphs of Functions Chapter 8 Graphs of Functions
EXAMPLE 6 EXAMPLE 7
(a) Complete the table of values below for the function y = x2 – 2x – 3. (a) Complete the table of values below for the function y = 12 – x3.
TIPS
x –2 –1 0 1 2 3 4 x –3 –2 –1 0 1 2 3
y 5 –3 0 5 Quadratic function y 39 13 12 –15
f (x) = ax 2 + bx + c,
–2 ⩽ x ⩽ 4.
on the y-axis, draw a graph of the function for values of x from
TIPS
Solution:
For the cubic function
Solution: (a) y = 12 – x3 ax3 + c, the highest
When x = –2 When x = 1 When = 2 power for the variable
(a) y = x 2 – 2x – 3.
is 3.
When x = –1 When x = 1 When x = 2 y = 12 – (–2)3 y = 12 – (1)3 y = 12 – (2)3
y = (–1)2 – 2(–1) – 3 y = 12 – 2(1) – 3 y = 22 – 2(2) – 3 = 12 + 8 = 12 – 1 = 12 – 8
=1+2–3 =1–2–3 =4–4–3 = 20 = 11 =4
THINK SMART
TIPS
=0 = –4 = –3 Determine the type of
• A sharp pencil can help Therefore, the table is graph. State the function.
Therefore, the table is a student draw a line or
curve smoothly.
x –3 –2 –1 0 1 2 3
x –2 –1 0 1 2 3 4 • Students are allowed y 39 20 13 12 11 4 –15
y 5 0 –3 – 4 –3 0 5 to use a flexible ruler to
draw a curve. (b) Draw the axes using the scale given. Plot the points using the
(b) Draw axes using the scale given. Plot the points using the above table of values and join the points
table of values and join the points. Scale for x-axis : y
CHAPTER 8
CHAPTER 8
Scale for x-axis : 2 cm to 1 unit. DO YOU KNOW 2 cm to 1 unit. (–3, 39) 40
35
y called parabola. 2 cm to 5 units.
(–2, 5) (4, 5)
5 30
y = x – 2x – 3
2
4 25
–1 x
–3 –2 –1 O 1 2 3
Scale for -axis:
–2 2 cm to 1 unit –5
Scale for -axis: 2 cm to 1 unit
Point of
–3 (0, –3) (2, –3) Ordered pairs –10 intersection is the
solution for both
the functions
–4 –15
(1, –4) (3, –15)
154 155
Free resources from www.mathsphere.co.uk
EXAMPLE 8 EXAMPLE 9
24
(a) Complete the table of values for the function y = x . (a) Complete the table of values for the function y = x –2
x –4 –3 –2 –1 1 2 3 4 x –4 –3 –2 –1 – 0.5 0.5 1 2 3 4
y –6 –12 –24 12 8 y 0.06 0.25 4 1 0.25 0.11 0.06
Solution:
DO YOU KNOW Solution:
TIPS
24
(a) y = x The reciprocal function (a) y = x –2
a y = ax n when n = –1, –2 is a
y = x is undefined if
When x = –3 When x = 1 When x = 4 When x = –3 When x = –1 When x = 0.5 reciprocal function.
x = 0. The reciprocal
24 24 24 function can also be y = (–3)–2 y = (–1)
–2
y = (0.5)–2
y = y = y =
–3 1 4 written as y = ax –1. This = 0.11 =1 =4
= –8 = 24 =6 shape of graph is called
hyperbola. Therefore, the table is
Therefore, the table is
x –4 –3 –2 –1 –0.5 0.5 1 2 3 4
x –4 –3 –2 –1 1 2 3 4 y 0.06 0.11 0.25 1 4 4 1 0.25 0.11 0.06
y –6 –8 –12 –24 24 12 8 6
(b) Draw the axes using the scale given. Plot the points using the above table of values and join the
(b) Draw the axes using the scale given. Plot the points using the above table of values and join points.
the points. Scale for x-axis: 2 cm to 1 unit
Scale for x-axis : 2 cm to 1 unit. Scale for y-axis: 2 cm to 0.5 unit
CHAPTER 8
CHAPTER 8
y
Scale for y-axis : 2 cm to 5 units.
(–0.5, 4) 4 (0.5, 4) Ordered pairs
y
25 (1, 24) THINK SMART y = x –2
3.5
20 y = 24x
Determine the type of
graph. State the function.
3
15 Scale for y-axis:
Scale for -axis:
(2, 12) 2 cm to 0.5 unit
2 cm to 5 units 2.5
10
(3, 8)
Ordered
(4, 6)
5 pairs 2
x
–4 –3 –2 –1 O 1 2 3 4 O
1.5
–5 Scale for x-axis: 2 cm to 1 unit
(– 4, –6)
(–3, –8) Scale for -axis: 2 cm to 1 unit (–1, 1) 1 (1, 1)
–10
(–2, –12)
–15 0.5
Free resources from www.mathsphere.co.uk
156 157
Chapter 8 Graphs of Functions Chapter 8 Graphs of Functions
y (a) the distance of the ball from the ground at the first minute. 4
EXAMPLE 10 (b) time the ball touches the ground. 3
6
The diagram shows a graph of the function for y = 2 x + 2. Solution: 2
From the graph, determine 5
From the graph: 1
(a) value of y when x = 2 4
(a) when x = 1, y = 2
y = 2x + 2 Time (minute)
(b) value of x when y = 4 3 Therefore, the distance of the ball from the ground is
O 1 2 3 4
Solution: 2 2 metres.
From the graph: y (b) when the ball touches the ground, the height is zero.
1
When y = 0, x = 2
(a) when x = 2, then y = 6 y=6 6 x
y = 2x + 2 –2 –1 O 1 2 3 Therefore, ball touches the ground at the second minute.
(b) when y = 4, then x = 1 5 –1
y=4 4 EXAMPLE 13
Profit (RM)
When y = 4, draw a 3 When x = 2, draw a During the entrepreneurial expo, Anis sold fried rice at the
horizontal line to the right vertical line upwards Consumer Club's stall. The graph shows the number of 25
until it meets the function 2 until it meets the function
y = 2x + 2. Then, construct y = 2x + 2. Then, construct
fried rice packets sold with the prof it that Anis gained.
20
a vertical line downwards 1 a horizontal line to the left From the graph,
until it meets x-axis. State x until it meets y-axis. State (a) what is the prof it earned by Anis if she sold 20 packets
CHAPTER 8
CHAPTER 8
15
value x. –2 –1 O 1 2 3 value y.
–1 x=2
of fried rice?
10
(b) if Anis earned a prof it of RM20, how many packets of
x=1
fried rice did she sell? 5
(c) state the prof it made by Anis if she sold 26 packets of
EXAMPLE 11 fried rice. O 10 20 30 40 50 60
(d) state a suitable inference. Number of fried rice packets (units)
The diagram shows a graph of the function for y = x – 2. Based on the graph, determine
2
(a) value of y when x = 2 (e) predict the prof it Anis would have made if 60 packets Profit (RM)
Construct a horizontal of fried rice were sold.
(b) value of x when y = 7 y
line y = 7, until it meets 30
both sides of the Solution:
Solution: 12
function y = x 2 – 2. 25
(a) RM10
From the graph: 10 Then, construct a
vertical line downwards (b) 40 packets 20
(a) when x = 2, then y = 2 8 towards x-axis.
y=7
(c) Prof it = RM13
(b) when y = 7, then x = 3 or –3 15
6 (d) The more number of fried rice packets sold, the higher 13
4
the prof it gained. 10
(e) RM30
y=2 2 5
x
–6 –4 –2 O 2 4 6 O 10 20 30 40 50 60
–2 26
x = –3 x=3
Number of fried rice packets (units)
158 159
Chapter 8 Graphs of Functions Chapter 8 Graphs of Functions
CHAPTER 8
(a) Determine how much money is saved at the end of the 20th day by Johan and Erika. The function y = 2x represents the movement of the pebble.
(b) Determine when the amount of money saved by Johan and Erika become equal. • Identify the maximum height of Jibam’s jump, the time the pebble touches Jibam and the
(c) Calculate when the amount of money between Johan and Erika will differ by RM30. time Jibam touches the ground.
(d) Determine the person who would saves the most at the end of one month and justify it.
Planning the strategy
(a) Determine maximum height from the graph y = 6 + x – x2
Planning the strategy
(b) Determine the value of x at the intersection of both graphs.
(a) State the value of y when x = 20 for Johan and Erika’s graph.
(c) Determine the value of x when y = 0
(b) State the value of x at the point of intersection of the two lines.
(c) Calculate the difference of RM30 of the two lines. Implementing the strategy
(d) State the value of y when the number of days is 30. From the graph,
(a) the highest point is (0.5, 6.25), therefore the maximum height is 6.25 m.
Implementing the strategy (b) the intersection point of both graphs is (2, 4), the value of x is 2. Therefore, the pebble
(a) From the graph, on the 20th day touches Jibam at the 2nd second.
(i) Johan’s savings = RM80 (ii) Erika’s savings = RM60 (c) when y = 0, x = 3. Therefore, Jibam touches the ground at the 3rd second.
(b) Value of x at the point of intersection in Johan and Erika’s graph. Point of intersection
(10, 40). Therefore on the 10th day the total savings for Johan and Erika is the same, Conclusion
which is RM40. Therefore,
(c) RM100 – RM70 = RM30, on the 25th day. (a) the maximum height of Jibam’s jump is 6.25 metres.
(d) When x = 30; in Erika’s graph, y = RM80; in Johan’s graph, y = RM120. Hence Johan (b) the pebble touches Jibam at the 2nd second.
has more savings. Therefore, Johan will receive the present from his father. (c) Jibam touches the ground at the 3rd second.
160 161
Chapter 8 Graphs of Functions Chapter 8 Graphs of Functions
Distance, J (km)
SELF PRACTICE 8.2 4 . The graph shows petrol P (litre) used by a taxi for
50
a distance of J km.
1. Copy and complete the following table of values for the functions given. From the graph, 40
(a) y = 3x + 2 (b) y = 2x2 (a) calculate how far will the taxi travel if its tank
x 0 1 2 3 4 x 0 1 2 3 4 is f illed with 30
y 5 14 y 8 18 (i) 30 litres of petrol
(ii) 42 litres of petrol 20
(c) y = x3 + 2
(b) calculate the cost of petrol for the taxi to travel
10
x –2 –1 0 1 2 3 36 km if 1 litre of petrol costs RM 2.30.
y –6 2
O 10 20 30 40 50 60
(a) Complete the table of values for the function above for –2 ⩽ x ⩽ 3.
5. Given a function y = 5x2 – 9x – 5. Petrol, P (litre)
(a) y = 2x – 2 for – 3 ⩽ x ⩽ 3.
2. Construct a table of values for each of the following using the given value of x.
function y= 5 + x for –3 ⩽ x ⩽ 4.
CHAPTER 8
CHAPTER 8
Using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 1 unit on the y-axis, draw the graph of GENERATING EXCELLENCE
function y = 4 – x2 for –3 ⩽ x ⩽ 3.
Using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 1 unit on the y-axis, draw the graph of (a) Set for integers, B = {1, 2, 3, 4, 5}
Set for multiples 11, A = {11, 22, 33, 44, 55}
(c) y = 8 – x3 (b) Set for integers, I = {1, 2, 3, 4, 5}
x –3 –2 –1 0 1 2 3 Set for perfect squares, S = {1, 4, 9, 16, 25}
y 35 9 8 –19 3. The surface area of a ball L in the shape of a sphere is the product of 4π with the square of its
function y = 8 – x3 for –3 ⩽ x ⩽ 3.
Using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 10 units on the y-axis, draw the graph of radius, r.
(a) State
(i) the dependent variable.
(d) y = (ii) the independent variable.
x –4 –3 –2 –1 – 0.5 0.5 1 2 3 4 (b) Write the relation between L and r.
y –1 –1.33 –4 –8 4 1.33 4. Given T = {1, 2, 3 ,4} and U = {1, 8, 27, 64}. The relation from set T to set U is to the power of
function y = for – 4 ⩽ x ⩽ 4.
Using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 2 units on the y-axis, draw the graph of three. Represent the following functions in the form of
(a) ordered pair (b) table (c) graph (d) equation
162 163
Chapter 8 Graphs of Functions Chapter 8 Graphs of Functions
5. Amira’s father gave her RM100 as her spending money. Height (metre)
8. Nizam hits a golf ball. The height of the ball, y metre
(a) If she spends RM2 every day, calculate the balance after
from the surface of the ground after x seconds is 20
(i) 2 days (ii) 5 days (iii) 10 days y = 8x – x 2. The graph shows the movement of the
(b) Given RMy represents the balance after x days, complete the table of values below. y = 8x – x2
golf ball after being hit.
15
x 5 10 15 20 25 30 35 40 45 50 From the graph,
y 70 60 40 20 10 (a) what is the height of the ball at the third second?
(c) Draw the graph for the function y = 100 – 2x for 5 ⩽ x ⩽ 50. Use the scale 2 cm to 10 units
10
(b) calculate the time when the ball is at the height of
10 m.
on the x-axis and 2 cm to 10 units on the y-axis. (c) at which second will the ball fall on the ground? 5
(d) From the graph, calculate (d) what is the maximum height achieved by the ball?
(i) when Amira will spend all her money. (e) what is the trend in the movement of the ball?
O 1 2 3 4 5 6 7 8
(ii) when Amira will have a balance of RM44. Time (s)
(b) Draw the graph of the function A for 0 ⩽ p ⩽ 6. Use the scale 2 cm to 1 unit on the
(b) If Zarul wants to rent a bicycle for only one hour,
which company offers a cheaper rate? Explain. 3
x-axis and 2 cm to 10 units on the y-axis. (c) Zarul has RM7. From which company should Company A
(c) Based on the graph, calculate he rent the bicycle? Explain. 2
CHAPTER 8
CHAPTER 8
(i) the area of the rabbit cage when the width is 5.2 metres. (d) After which hour the payment charged at both
(ii) the area of the rabbit cage if Wilson has 40 metres of wire mesh. bicycle companies will be the same. 1
164 165
Chapter 8 Graphs of Functions Chapter 8 Graphs of Functions
SELF REFLECTION
CHAPTER SUMMARY
At the end of the chapter, I am able to:
CHAPTER 8
each region with your favourite colours. Then, cut
out the graph paper according to your chosen size and
Graphs of functions make sure that the coloured design covers the whole
surface area. Paste it on a manila card and decorate it
creatively into a greeting card.
Representation of a function with a straight Example of design from several
graphs of functions
line or curve on a Cartesian plane.
x
Number Function (y)
–3 –2 –1 0 1 2 3
Table of values is a table that shows values for
independent and dependent variables and it is 1 y=x
constructed before a graph is drawn. 2 y = –x + 9
3 y = 2x + 8
4 y = –2x + 4
Steps to draw a graph. 5 y = x2 – 3
1. Construct a table of values for the selected range. 6 y = –x 2 + 13
2. Draw and label axes with the scale given. 7 y = –x 3 + 5
3. Plot points from the table of values. 8 y = 2x –2
4. Join the points to construct the graph.
166 167
Chapter 9 Speed and Acceleration Chapter 9 Speed and Acceleration
WALKING
THROUGH TIME
9.2 Acceleration
http://rimbunanilmu.my/mat_t2e/ms169
WORD LINK
CHAPTER 9
CHAPTER 9
• Speed • Laju
• Distance • Jarak
• Time • Masa WHY STUDY THIS CHAPTER?
• Unit • Unit
• Acceleration • Pecutan The knowledge in this chapter can be applied
• Deceleration • Nyahpecutan in the field of careers such as automotive
engineering, astronauts, physics studies, sports
• Average speed • Laju purata
and astronomy.
• Uniform speed • Laju seragam
• Non-uniform speed • Laju tak seragam
• Stationary • Pegun
168 169
Chapter 9 Speed and Acceleration Chapter 9 Speed and Acceleration
CHAPTER 9
Aim: Explaining the meaning of speed as a rate involving distance and time.
Materials: Stop watch, manila card (50 m sprint results sheet) D : Distance
D
S : Speed
Steps: S M M : Time
EXAMPLE 2
1. Students form groups of four.
Khairul Hafiz and Badrul Hisham are young state sprinters. During D
2. Select three students as runners from each group. S=
a 100 m event, Khairul Hafiz finished in 10.18 seconds while Badrul M
3. The students will run 50 m on the track provided.
Hisham finished in 10.25 seconds. Calculate their speed respectively. D
4. Records the time taken by each student. M=
Solution: S
5. Complete the table in the manila card.
Next, calculate the value of distance divided by time taken for each runner. Speed of Distance Speed of Distance D=SxM
= =
Khairul Hafiz Time Badrul Hisyam Time
Distance (m)
Name of runner Distance (m) Time (s) 100 m 100 m
Time (s) = =
50 10.18 s 10.25 s
50 = 9.82 m/s = 9.76 m/s
50
6. Display your group’s result.
170 171
Chapter 9 Speed and Acceleration Chapter 9 Speed and Acceleration
9.1.2 Uniform and non-uniform speed LEARNING Speed for next 4 hours =
190 km
STANDARD 4h TIPS
Look at the movement of the marbles in the diagram below. Marble A
and marble B are rolled on the table. The movement of the marbles is Describe the differences = 47.5 km/h km/h can also be written
between uniform and
described as follows. non-uniform speed. Therefore, the speed of the trailer is non-uniform. as km or kmh-1.
h
0 2 cm 4 cm 6 cm 8 cm 0 2 cm 3 cm 5 cm 8 cm 40 m 70 m 60 m S Time (s) 0 1 2 3 4
Q
2s 3.5 s 3s Distance
0 10 20 30 40
Compare the distance travelled by marbles A and B within 4 seconds. Which marble (m)
has a uniform speed and which marble has a non-uniform speed? Explain.
P Time (s) 0 1 2 3 4
CHAPTER 9
moves at a uniform speed. moves at a non-uniform speed.
EXAMPLE 3
Farid drove a trailer for 170 km within the first 2 hours and 190 km within the next 4 hours. Did
Farid drive the trailer at a uniform speed? Explain.
Total distance
Solution: Average speed =
Total time
170 km
Speed for the first 2 hours =
2h
= 85 km/h
172 173
Chapter 9 Speed and Acceleration Chapter 9 Speed and Acceleration
EXAMPLE 5 EXAMPLE 7
The speed limit on Jalan Persekutuan is 90 km/h. Convert this speed to
Amir's house Town A (a) m/s (b) km/min
9:00 a.m. Pizzeria 12:15 p.m.
Solution:
90 km 90 km
(a) 90 km/h = (b) 90 km/h =
1h 1h
90 × 1 000 m 90 km
= =
1 × 3 600 s 1 × 60 min
10 km 25 km FLASHBACK
90 000 m 90 km
= =
Amir started cycling from his house to town A at 9:00 a.m.. Along the way, he stopped at a pizzeria 3 600 s 60 min 1 km = 1 000 m
1 m = 100 cm
to rest and eat before he resumed his journey. He arrived in town A at 12:15 p.m.. Calculate the = 25 m/s = 1.5 km/min
average speed of the journey in km/h. ×1 000 ×100
Distance (m)
50
35 km 40 120 ÷ 1 000 km ×60 ×60
Average speed = 3 h 15 min =
3.25 h 30 Change in y 1 ÷ 60 min
15 20 hour minute second
=3h+ h Change in x 0.12 km
60 10
=
= 10.77 km/h = 3 h + 0.25 h O 0.017 min ÷60 ÷60
1 2 3 4 5 6
= 3.25 h Time (s)
= 7.06 km/min
Change in y
Gradient =
Change in x
EXAMPLE 9
CHAPTER 9
CHAPTER 9
20 m
=
2s
Speed = 10 m/s
Karmila has won a gold medal in the women's triathlon event. She began the event with a 10 km
run, followed by a 1 500 m swim and ended with a 40 km cycling. She completed the event in
1 hour 56 minutes. Calculate the average speed in km/h for the entire event.
EXAMPLE 6
Solution:
A bus departs from Puchong at 0825 and arrives in Perai at 1345. If the total distance travelled is Total distance
Average Speed = DO YOU KNOW
354 km, calculate the average speed in km/h. Total time taken
10 km + 1 500 m + 40 km The area under the graph
Solution: = is equal to distance.
1 hour 56 min 1 500
Total distance m
Total distance = 354 km Average speed = 1 000
Total time taken = 1.5 km 120
Total time taken = 1345 – 0825 10 km + 1.5 km + 40 km
20 =
100
Speed (km/h)
354 km 5h+ h
= 5 hours 20 min = 60 1.93 h 1 h + 56 min
80
5.33 h 60
= 5 h + 0.33 h 51.5 km 56
= =1h+ h 40
= 5.33 h 60
= 66.42 km/h 1.93 h 20
= 1 h + 0.93 h
O
= 26.68 km/h = 1.93 h
9 a.m. 10 a.m.
Time (h)
11 a.m.
174 175
Chapter 9 Speed and Acceleration Chapter 9 Speed and Acceleration
CHAPTER 9
winner's speed if the latter speed was 0.85 km/min. (b) The time difference between the second place winner and Khairul is 22 seconds.
Solution:
EXAMPLE 12
Understanding the problem
• Race distance = 40.38 km. Mr Tan took 3 hours 7 minutes to drive from Kuala Lumpur to Skudai at an average speed of 103 km/h.
• Race time taken = 47 minutes 8 seconds. 3
However he took of an hour longer on his return trip from Skudai to Kuala Lumpur. Calculate
• Calculate the speed of Khairul's motorcycle and difference in time with the second 4
the average speed of Mr Tan's return journey in km/h.
place winner.
Solution:
Planning the strategy
Distance Understanding the problem
• Time = • Average speed = 103 km/h.
Speed
• Time difference = Second place winner – Winner's time • Duration of the trip = 3 hours 7 minutes.
3
• Return period = of an hour more than the trip to Skudai.
4
• Calculate the average speed of Mr Tan’s return journey.
176 177
Chapter 9 Speed and Acceleration Chapter 9 Speed and Acceleration
3. Malaysia's Paralympic athlete, Mohamad Ridzuan Mohamad Puzi clocked the fastest time of
Planning the strategy
12.07 seconds in the 100 metre event at the 2016 Paralympic Games in Rio de Janeiro, Brazil.
• Distance = Speed × Time Calculate the speed in the m/s.
Total distance
• Average speed = 4. The distance from Tanjung Malim to Muar is 272 km. A bus departs from Tanjung Malim at
Total time 0830. The average speed of the bus is 80 km/h. At what time will the bus arrive in Muar? State
your answer in the 24-hour system.
Implementing the strategy
5. Convert the following speed unit to the specified unit.
Distance from Kuala Lumpur to Skudai Average speed of Mr Tan’s return journey
(a) 50 km/h to m/min. (b) 0.8 m/s to km/h. (c) 110 km/h to km/min.
7 321.36 km
= 103 km/h × 3 + h = 3
60 7 + 45 h = 45 minutes 6. Umar drove his taxi from Ipoh to Kuala Lumpur via the highway. He stopped at Tapah to
3h+ h 4
Change unit from 60 pick up some goods before proceeding to Kuala Lumpur. He drove from Ipoh to Tapah at an
minute to hour
= 103 km/h × 3.12 h Change unit from average speed of 100 km/h over a distance of 60 km. If the average speed of his taxi from Ipoh
321.36 km minute to hour to Kuala Lumpur is 110 km/h over a distance of 220 km, calculate the average speed of Umar’s
= 321.36 km =
3 h + 0.87 h taxi from Tapah to Kuala Lumpur.
321.36 km
= 7. A leopard can reach a speed of 25.9 m/s, especially when chasing its prey. State the speed in km/h.
3.87 h
= 83.04 km/h
9.2 Acceleration
Conclusion 9.2.1 Acceleration and deceleration LEARNING
The average speed of Mr Tan's return journey is 83.04 km/h. STANDARD
Sprinters begin a race at the starting
line. Once the race begins, their speed Explain the meaning
of acceleration and
will increase as they sprint towards
SELF PRACTICE 9.1 the finishing line. The increase in
deceleration as a rate
involving speed and time.
speed results in acceleration.
1. Match the correct time for the given distance and speed.
After they have passed the finishing
Speed = 44.1 km/h Speed = 120 km/h Speed = 125 m/s line, they will slow down. The
CHAPTER 9
CHAPTER 9
Distance = 150 km Distance = 90 km Distance = 500 m decrease in speed results in deceleration.
DO YOU KNOW
COGNITIVE STIMULATION The speed of a vehicle
is usually expressed in
Aim: Explaining the meaning of rotation per minute (rpm).
4 seconds 3 hour 24 minutes 45 minutes
acceleration and deceleration
Time Initial reading Final reading
Material: Worksheets
2. Based on the following diagram, calculate the distance travelled for each given situation. Steps:
1 20 minutes
QR CODE
(a) (b) 2 5 minutes
3
4
5
Speed = 3 m/min, Time = 5.5 minutes Speed = 250 km/h, Time = 2 hours 40 minutes
178 179
Chapter 9 Speed and Acceleration Chapter 9 Speed and Acceleration
The change of speed can be calculated by finding the difference between the final speed and the
initial speed of a linear moving object. From the activity, the increase in speed results in acceleration After the motorcyclist applies the brake, the motorcycle moves slower ATTENTION
and the decrease in speed results in deceleration. Therefore, acceleration and deceleration is a rate at a uniform rate until it stops within 4 seconds. What is the speed of For deceleration, the
involving speed and time. negative sign does
the motorcycle? not need to be written
Solution: Example:
Acceleration = –5 m/s2
EXAMPLE 13 (0 – 20)m/s or
Acceleration =
4s Deceleration = 5 m/s2
A racing car accelerates from a stationary state and reaches a speed –20 m/s
of 120 km/h in 6 seconds. Calculate the acceleration. =
4s
= –5 m/s2 DO YOU KNOW
Solution:
ATTENTION When any object falls
Change of speed = 120 km/h – 0 km/h from a high point due
The stationary state Thus, deceleration is 5 m/s .
2
to gravitational pull, the
= 120 km/h is the fixed state of an acceleration is 9.81 ms-2.
120 km = 120 km object.
1h 60 × 60 s 60 x 1 min Speed = 0
= 0.033 km/s 120 km 120 km
= Units commonly Speed unit Time unit Acceleration unit
1 hour 3 600 s
0.033 km/s used to measure km/h hour km/h or kmh-2 or km/h per hour
2
Acceleration =
6s acceleration m/s second m/s2 or ms-2 or m/s per second
= 0.0056 km/s per second or km/s2
CHAPTER 9
similar rate. Solution:
Time (s) Speed (m/s) 420 m/min 420 m
= ÷ min
0 0 min min
1 4
A motorcycle moves from a stationary state and accelerates 420 × 1 m
2 8 = ÷ min
uniformly to reach a speed of 20 m/s in 5 seconds. What is the speed min
3 12
of the motorcycle? 1
4 16 420 × km
1 000
Solution: 5 20 = ÷ min
min
(20 – 0)m/s 420
Acceleration = km
5s 1 000
= ÷ min
20 m/s DO YOU KNOW min
=
5s If an object moves at 0.42 km 1
= ×
= 4 m/s2 a uniform speed, the min min
acceleration is zero.
= 0.42 km/min2
180 181
Chapter 9 Speed and Acceleration Chapter 9 Speed and Acceleration
EXAMPLE 19
EXAMPLE 17
A motorcycle that moves at a speed of 40 km/h decreases its speed by 20% of it beginning speed
CHAPTER 9
CHAPTER 9
Samy drove at a speed of 70 km/h. He increased his speed to 100 km/h in 30 minutes. Calculate
within 40 seconds. Calculate the acceleration.
the acceleration in
Solution:
(a) km/h per hour (b) km/h per second
Solution: Understanding the problem Planning a strategy
• Began riding at 40 km/h
(a) Change of speed = 100 km/h – 70 km/h (b) Time = 30 minutes 30 x 1 min • Time = 40 seconds Acceleration is the result of increase in speed.
= 30 km/h = 30 × 60 s • Calculate the acceleration
= 1 800 seconds
30 km/h Implementing the strategy
Acceleration = (32 – 40) km/h
30 min Speed reduction: Acceleration =
30 km/h 100% – 20% = 80% 40 s
Acceleration =
30 km/h 1 800 s
= End speed = 80 × 40 km/h = – 0.2 km/h per second
1 = 0.0167 km/h per second 100
30 minutes = 1 hour
2 h 2 = 32 km/h Deceleration = 0.2 km/h per second
= 60 km/h per hour
Conclusion
The motorcycle acceleration is – 0.2 km/h per second.
182 183
Chapter 9 Speed and Acceleration Chapter 9 Speed and Acceleration
3. Vinod cycled to his aunt's house at a speed of 8 m/s. Within 4 seconds, he increased his speed
EXAMPLE 20 Speed (m/s) to 10 m/s. Calculate the acceleration in ms-2.
The diagram shows a speed-time graph for the movement of
v 4. Based on an experiment, the speed of an object decreases from 145 cm/s to 75 cm/s in 8 seconds.
a toy lorry in 27 seconds. The deceleration of the toy lorry is
Calculate the deceleration.
0.741 m/s2.
(a) Calculate the speed, v, in m/second.
(b) Calculate the distance covered by the toy lorry after Time (second) GENERATING EXCELLENCE
O 27
2.2 seconds.
Solution: 1. Categorise the object in the box whether it has uniform or non-uniform speed.
CHAPTER 9
(b) the time Shu Mei reaches her school if she starts riding her bicycle at 6:40 a.m.
1. State whether each of the following statements is True or False.
Situation Acceleration True/False 4. Syahmi drove 354 km from Kuala Lumpur to his hometown in Terengganu. The table
below shows his travel notes.
(a) The speed of a ball rolling on the floor is reduced from 12 cm/s
–2.5 cms-2
to 2 cm/s in 4 seconds.
Distance (km)
3 Time October 21, 2017 / Saturday
(b) A trailer accelerates from 90.5 km/h to 123 km/h in hours. 40 kmh-2
4 354
7:00 a.m. Started the trip.
(c) A coconut fell from a tree at a speed of 7 m/s in 0.71 s. 9.86 ms2 Stopped at Temerloh Rest and Service
9:30 a.m.
Area for breakfast after driving 185 km.
(d) Puan Mages reduced the speed of her car from 80 km/h to 10:05 a.m. Continued journey to Terengganu.
54 km/h2
60 km/h in 0.5 hours
A 1:45 p.m. Arrived at the village.
2. Calculate the acceleration for the following situations.
(a) A car accelerates from 60 km/h to 110 km/h in 30 minutes. Time (min)
O 150 B 405
(b) The speed of a boat decreases from 70 km/h to 40 km/h in 5 minutes.
184 185
Chapter 9 Speed and Acceleration Chapter 9 Speed and Acceleration
(a) Calculate the acceleration of the green marbles within the first 2.6 minutes. 6. Perform calculations involving acceleration including unit conversions.
(b) When will the purple marble stop moving?
(c) What is the maximum speed of the green marbles? 7. Solve problems involving acceleration.
(d) Calculate the time in which the two marbles collide.
6. The distance between Tanjung Malim and Sungai Petani is x km. A car was driven from
Tanjung Malim to Sungai Petani at an average speed of 90 km/h. The return journey when the
car was driven at an average speed of 105 km/h took 30 minutes. Calculate the value of x. MINI PROJECT
Heading the speed limit is one of the regulations when travelling on the road. Maximum
CHAPTER SUMMARY speed limit is determined according to certain areas. Compliance to the speed limit is very
important to ensure the safety of road users.
CHAPTER 9
CHAPTER 9
Speed and Acceleration You are required to make a report of the speed limit in the
following areas.
(a) School
(b) Hospital / clinic
Speed Acceleration (c) Highway
(d) Hilly areas
Acceleration is the rate of Attach images of speed limit signage taken at relevant
Distance change of speed with time, in a areas to support your report.
Speed =
Time linear motion.
Total distance
Average Speed =
Total time taken
186 187
Chapter 10 Gradient of a Straight Line Chapter 10 Gradient of a Straight Line
WALKING
THROUGH TIME
WORD LINK
CHAPTER 10
• Inclination • Kecondongan formulae used can provide exact calculations
• Ratio • Nisbah to problems in product design.
• Vertical distance • Jarak mencancang
In addition, construction engineers, especially
• Horizontal distance • Jarak mengufuk those involved in land surveying, use gradient
• Gradient • Kecerunan to determine the stability or elevation of a
building area.
188 189
Chapter 10 Gradient of a Straight Line Chapter 10 Gradient of a Straight Line
CREATIVE ACTIVITY
TIPS
Aim: Understanding the concept of gradient
Materials: Manila card measuring 20 cm x 9 cm, five to six erasers and The value of an angle
one marble is always measured
from the x-axis.
Steps:
l. Form groups of 3 or 4.
2. Fold the manila card measuring 9 cm as shown in the diagram. Discussion:
3. Stack three erasers on top of each other and place them at one end (i) Does the value of angle D and A affect the gradient value?
under the folded manila card and another eraser under the other end of (ii) What is the relationship between the steepness of the line and the direction of the slant.
the manila card. (iii) Does the negative value of gradient indicates that the slope is decreasing?
4. Place the marble at the higher end of the manila card and let it roll along the route.
The steepness of a straight line is determined by its gradient value. The greater the gradient value,
5. Increase the height of the manila card by adding more erasers to the higher end. Repeat this
the steeper the slope of the straight line. The negative or positive gradient value determines the
at the lower end.
direction of the slope of the straight line.
6. Take note of the movement of the marble moving along the route.
7. Your friends and you can explore the movement of the marble when the height of both ends EXAMPLE 1
of the manila card is of the same level. M
Look at the diagram on the side. Compare the direction K
The activity above shows the movement of the marble at different speeds. The marble’s speed of the tilt and the steepness of the MN line with KL.
depends on the height of its launch site. When the height is increased the speed increases. Draw conclusions from both diagrams. 30˚ 45˚
N P S L
Solution: Stairs Escalator
10.1 Gradient The line KL, has a higher inclination than the line MN. The larger the angle value, the higher the
gradient value. Thus, line KL is steeper than MN.
10.1.1 Steepness and inclination area LEARNING
STANDARD
View the picture. Which area is steeper? Why? Gradient is the ratio of the vertical distance to the horizontal distance
Describe gradient and
D
C direction of inclination The diagram on the right shows children going down a slide at a
E based on real life playground. The length of the straight line which connects point A A
B situations, and then explain and point B is 2 m. The length of the straight line that connects point
the meaning of gradient as C and point B is 3 m. CB is the horizontal distance and AB is the 2m
F
a ratio of vertical distance
A
to horizontal distance.
vertical distance. C B A
CHAPTER 10
CHAPTER 10
3m
EXAMPLE 2
The diagram shows a hilly area travelled by Farid and Afif when they went mountain biking. They
found it difficult to continue their ride when they were going up route C. However, when they were In each of the diagrams below, state the horizontal distance THINK SMART
going down route E, their bicycles moved faster. Why did this situation occur? and the vertical distance between point P and point R.
P Solution:
QR CODE (a)
COGNITIVE STIMULATION 2 m Vertical distance, PQ = 2 m
Scan the QR Code or
Aim: Identifying the area of steepness and inclination visit http://rimbunanilmu.
Horizontal distance, QR = 4 m
Q R
Material: Dynamic geometry software my/mat_t2e/ms190 to 4m
Drivers of heavy lorry will
Steps: watch the animated video step on the accelerator
on gradient.
(b) R Solution: R
1. Open the file MS190. when going up a steep
Vertical distance, 4 units hill. They will also
2. Move the round button j and n to the left and right. RS = 4 units accelerate from the base
P P
3. Observe the value of angle and value of gradient. S S of the hill before the
Horizontal distance, 5 units climb. Why?
PS = 5 units
190 191
Chapter 10 Gradient of a Straight Line Chapter 10 Gradient of a Straight Line
y
3. Take note of the changes that occur on each of the straight line.
4. Specify the gradient value for both points.
5. State whether the straight line passes through the origin, parallel to the x-axis or parallel
Change in y = Vertical distance
to the y-axis.
Change in x = Horizontal distance TIPS
m represents gradient
x of a straight line.
Vertical distance
Gradient, m =
Horizontal distance
EXAMPLE 3
From the following diagram, specify the gradient of the straight line PQ and BC. Describe the
steepness of line PQ and BC. Coordinate
Value of gradient Position of straight
(a) P Solution: A B line
Vertical distance is 4 units. Horizontal distance is 3 units. (3,1) (3, 9)
Vertical distance 4 DO YOU KNOW (3, −3) (−2, 2)
=
Horizontal distance 3 Line that has a steeper
Q (−1, 5) (7, 5)
Thus, the gradient of PQ is 4 . gradient has a greater
3 angle. (4, 4) (0, 0)
(b) Solution: y (0, 6) (−2, 0)
B Vertical distance is 2 units. (0, 2) (3, 0)
Horizontal distance is 3 units (x1, y1) (x2, y2)
C Vertical distance 2
Discussion:
= 3 60˚
Horizontal distance 30˚
x (i) Identify the straight line intersecting the x-axis and the y-axis.
Thus, the gradient of BC is 2 .
3 (ii) Prove by using the formula:
y −y y-intercept
10.1.2 Formula of gradient of a straight line on
CHAPTER 10
CHAPTER 10
m = x2 − x1 and m = −
LEARNING 2 1 x-intercept
a Cartesian plane STANDARD
that your gradient value is the same as displayed.
In the Cartesian coordinate system, the gradient of a straight Derive the formulae for
line that passes through two points A (x1, y1) and B (x2, y2) can gradient of a straight line
in the Cartesian plane. The intersection point between the straight line and the x-axis is called x-intercept, while the
be calculated using the ratio between the vertical distance to the
intersection point between the straight line and the y-axis is called y-intercept.
horizontal distance.
QR CODE y y
COGNITIVE STIMULATION
Scan the QR Code or visit y2 B (x2, y2)
Aim: Identifying straight lines on the Cartesian plane http://rimbunanilmu.my/ (0, y)
mat_t2e/ms192 to watch y-intercept
Material: Worksheets y2− y1 y-intercept
the video on gradient. Gradient, m = Gradient, m = –
Step: y1
A (x1, y1) x2− x1 x-intercept
1. Open the file MS192.
(x, 0)
2. Change the corresponding coordinate point values as in O x1 x2 x x
O x-intercept
the table given in the coordinate spaces.
192 193
Chapter 10 Gradient of a Straight Line Chapter 10 Gradient of a Straight Line
EXAMPLE 4 EXAMPLE 7
y
Determine the gradient of the following coordinate points. Calculate the gradient of a straight line AB and PQ based on
(a) A (3, 1) and B (6, 7) (b) P (4, −1) and Q (3, 5) the diagram on the right. 3 P
2
Solution: Solution: Solution: B
y-intercept 1
x1 y1 x2 y2 x1 y1 x2 y2 A Q
Gradient, m = − x
(a) A (3, 1) and B (6, 7) (b) P (4, −1) and Q ( 3, 5) x-intercept –3 –2 –1O 1 2 3
y −y y −y 2 3
Gradient = x2 − x1 Gradient = x2 − x1 (i) Gradient AB = − (ii) Gradient PQ = −
2 1 2 1 (–3) 3
5 − (−1) 2
=7−1 =
3
= = −1
6−3 3− 4
6 6 Then, gradient AB is 2 . Then, gradient PQ is −1.
= = 3
3 −1
=2 = –6
TIPS 10.1.3 Gradient for a straight line LEARNING
y STANDARD
EXAMPLE 5
COGNITIVE STIMULATION Make generalisation for
3 the gradient of a straight
Determine the gradient of the following points of coordinate.
line.
(a) y (b) y Aim: Identifying slant
x
–4 O Materials: Graph paper and card with coordinates
8 4
y-intercept coordinates P (1, 1) R (−2,−2) W (−4, 1) T (−4, 3)
are (0, 3). Q (3, 5) S (−2, 8) V (−7, 8) U (6, 3)
x-intercept coordinates Steps:
x are (– 4, 0).
−5 O O
x 1. Student A constructs a graph with a scale of 1 cm to 1 unit on the x-axis, and 1 cm to 1 unit
3
on the y-axis.
Solution: Solution: 2. Student B matches the value of the point on the card by plotting the coordinates on the
y-intercept = 8 y-intercept = 4 THINK SMART Cartesian plane.
x-intercept = –5 x-intercept = 3 A straight line is represented
3. Student C draws a straight line and determines the gradient of each pair of coordinate
8 4 points given.
CHAPTER 10
CHAPTER 10
Gradient = – Gradient = – by y = mx + c, m is the
(–5) 3 gradient while c is the 4. Student D will complete the table below. Other friends will discuss and review.
8 y-intercept. State the
= gradient and the y-intercept Straight Direction of inclination Value of gradient
5 of the line below and the Gradient
line right or left positive or negative
relationship between the
two straight lines. PQ
EXAMPLE 6
RS
+3
+1
y
2x
y=
TU
Solution: 3
2 Discussion:
(a) y-intercept = 8 (b) y-intercept = 9 1 (i) The relationship between the gradient value and the direction of inclination.
x-intercept = 4 x-intercept = −3 x (ii) Arrange the gradient of the straight line in descending order.
8 9 –3 –2 –1O 1 2 3
Gradient = – = –2 Gradient = – =3
4 (–3)
194 195
Chapter 10 Gradient of a Straight Line Chapter 10 Gradient of a Straight Line
TIPS EXAMPLE 9
y y
B Relationship of gradient
Determine the gradient of the four straight line in the diagram y
and straight line. H LN
B on the right. State the line with the highest and lowest gradient.
m=4
m=2 Give reasons. J
x x Solution:
A A
Straight line MN is the straight line that has the highest gradient x
O
and it is more vertically inclined.
The more the straight line AB approaches the y-axis, the greater the gradient value and vice-versa. Straight line OJ is the straight line that has the smallest gradient I K M
Thus, the greater the absolute value of the gradient, the steeper the straight line.
because it is more horizontally inclined.
Any point in a straight line that is parallel to The x–coordinate for any two points in a
the x-axis has the common y-coordinate. Thus, straight line that is parallel to the y–axis is the
10.1.4 Determining gradient LEARNING
the gradient is zero.
STANDARD
same. This will give an undefined gradient.
COGNITIVE STIMULATION Determining the gradient
y y of a straight line.
Aim: Determining gradient
y2 (x1 y2)
Materials: Stairs, ropes, measuring tape
(x1 y1) (x2 y1) Steps:
y1
1. In group, determine the gradient of the stairs in your
Gradient = 0 y1 (x1 y1) Gradient is undefined (∞) school.
x
x1
x 2. Choose any two suitable stairs.
O x1 x2 O
3. Choose two suitable points as shown in the diagram.
4. Use ropes to determine the vertical and horizontal
EXAMPLE 8 length. Make sure the angle where the two strings
Identify the straight line that has the gradient value of positive, THINK SMART meet is at 90°.
negative, zero or undefined in the diagram below. Justify. 5. Repeat steps 3 and 4 for the second stairs.
Based on the graph
below. Observe on which Discussion:
y
year does the inflation (i) State the vertical and the horizontal distance of the stairs.
rate shows a negative
JK A B (ii) Calculate the gradient of the two stairs.
CHAPTER 10
CHAPTER 10
G P gradient? Discuss.
H L (iii) What is the relationship between the ratio of ‘the vertical to the horizontal distance’ of
E Inflation Rate (%) in Malaysia
I N Q the two stairs?
x (2010-2014)
F (iv) The ratio of ‘the horizontal distance to the vertical distance’ is not used to determine
M gradient. Discuss.
Solution: QR CODE
The ratio of ‘the vertical distance to the horizontal distance’ is used
Gradient of straight lines IJ and MN are positive because the lines are Scan the QR Code or visit
to determine the gradient of a straight line. The greater the gradient,
inclined to the right. 2010 2011 2012 2013 2014 http://rimbunanilmu.my/
the steeper the straight line. mat_t2e/ms197 to view
Gradient of straight lines EF, GH and KL are negative because the Source: World Bank the activity on gradient.
lines are inclined to the left. https://www.imoney.my/articles/
realiti-tentang-inflasi
Gradient of line AB is zero because the line is parallel to the x-axis.
Gradient of line PQ is undefined because the line is parallel to the
y-axis.
196 197
Chapter 10 Gradient of a Straight Line Chapter 10 Gradient of a Straight Line
forest (b)
EXAMPLE 10
Every day Jamali fetches water from the river bank near his Understanding the Planning the strategy Implementing Conclusion
house and later goes into the forest to search for mushrooms. Jamali's house problem the strategy
Calculate the gradient of Determine the position Using the formula: Substitute the value Thus y-intercept
50 m
(i) his house to the forest of y-intercept.
20 m
y y-intercept = – m × x-intercept and calculate. is –2 with the
(ii) the river bank to his house 1 2 coordinates
(6, 0) y-intercept = – ×6
river bank x 1 3 (0, –2).
Solution: 0 = –2
40 m 10 m 1
m=
3
(a)
Forest (b) House
y-intercept
20 m
50 - 20 m
River bank EXAMPLE 12
40 m
House Calculate the value of v in the diagram on the right. y
10 m
Vertical distance
Vertical distance Gradient =
Gradient = Horizontal distance Solution: 0
x
Horizontal distance v
20 1
= = m=4
40 2
= 30 = 3
10 Thus, the gradient from the river bank to −8
Thus, the gradient from Jamali’s house his house is 1 . Understanding the Planning the strategy Implementing Conclusion
to the forest is 3. 2
problem the strategy
Use the formula:
10.1.5 Solving problems LEARNING Determine the position
(y-intercept) v = −�
−8
�
Thus, x-intercept
STANDARD of v. x-intercept = – 4 is 2.
m
EXAMPLE 11 Solve problems involving v = x-intercept =2
the gradient of a straight
(a) Determine the x-intercept of a straight line that passes through line.
the point P (0, −4) with the gradient −2. EXAMPLE 13
(b) Determine the coordinate of y-intercept of a line that passes through the point Q (6, 0) and
CHAPTER 10
CHAPTER 10
1 Given A (–9, 2), B (–7, 2), C (– 4, 3) and D (– 6, –1) are the vertices
the gradient . of a quadrilateral. Determine the type of the quadrilateral.
3
Solution: Solution:
(a)
Understanding the problem
Understanding the Planning the strategy Implementing Conclusion Determine the type of the quadrilateral.
problem the strategy
Determine x-intercept. Use the formula: Substitute the value Thus, x-intercept Planning the strategy
y
(y-intercept) and calculate. 2 is –2 with the • Determine the gradient of the straight line AD, BC, AB and DC by using the formula
x-intercept = –
m y −y
0
x
x-intercept = – – 4 coordinates (–2, 0). m = x2 − x1 .
x-intercept y-intercept = – 4 –2
1 2 1
m = −2 • Draw the quadrilateral.
= –2
P (0, −4)
198 199
Chapter 10 Gradient of a Straight Line Chapter 10 Gradient of a Straight Line
Implementing the strategy 4. State the vertical distance and horizontal distance of the two pairs of points given.
• Draw the graph. Gradient of the straight Gradient of the straight (b) (1, 1) and (6, 5) (c) (3, 1) and (1, 5)
(a) (3, 0) and (−2, 6)
line AD line DC
y y −y y −y
C (– 4, 3) m1 = x2 − x1 m3 = x2 − x1 (d) (0, 0) and (4, 4) (e) (1, −2) and (2, 4) (f) (3, 6) and (6, −3)
3 2 1 2 1
B (–7, 2)
2 –1 – (–2) 3 – (–1)
= = 5. State the value of the x-intercept and the value of the y-intercept of the straight line AB.
1 – 6 – (– 9) – 4 – (– 6) y y y
x (a) (b) (c) y (d)
1 =2 B
–10 –9 –8 –7 – 6 –5 – 4 –3 –2 –1O 1 = A
–1 3 A B
D (– 6, –1) x 3
–2 Gradient of the straight Gradient of the straight 4 x
A (–9, –2) −6 O 3 −1 O
–3 line BC line AB
–4 y −y y −y –2
m2 = x2 − x1 m4 = x2 − x1 x x
2 1 2 1
O 8B −7 −5 O
B
A
3–2 2 – (–2) A
= =
– 4 – (– 7) – 7 – (– 9) 6. Identify the straight line that has the highest gradient in each of the diagrams below.
1 =2 (a) y (b) y
=
3 A F
Conclusion
D
• Straight line AD is parallel to the straight line BC, m1 = m2. D
C F
• Straight line AB is parallel to the straight line DC, m3 = m4. A
E
• ABCD is a parallelogram. E x x
OB
O
B
C
SELF PRACTICE 10.1
7. Based on the diagram, state whether the gradient y
1. Determine the vertical distance and the horizontal distance of point P and point Q.
is positive or negative.
P P 8
(a) (b) (c) (a) LM N
P (b) MN 6
4m 12 m 16 m
(c) NO L O
6m Q 4
CHAPTER 10
CHAPTER 10
Q 2m (d) OQ
Q
3m 2
M Q
2. Determine the vertical distance and the horizontal distance of line AB, CD and PQ in the
x
following Cartesian plane. y O 2 4 6 8 10
C
B
(a) Q 8. State the gradient of the straight line for each of the following.
(a) (b) (c)
(b) 2 units
A (c)
x 7 units
O
100 cm 12 cm
D P Q
200 201
Chapter 10 Gradient of a Straight Line Chapter 10 Gradient of a Straight Line
9. Calculate the gradient of the straight line for each of the following. 4. Complete the table below.
(a) A (3, 6) (b) (c) C (−6, 5) (d)
B (8, 4) x-intercept y-intercept Gradient
O (a) 4 2
O O O D (7, −4) (b) −2 4 2
(c) −4 −3
(d) −1 4 4
10. Calculate the gradient of a straight line that passes through the following pairs of points. (e) −1 2
(a) A (4, 5) and B (3, 2) (b) E (−1, −2) and F (0, 7) (f) 5 1
(c) C (6, 6) and D (3,1) (d) G (2, 4) and H (6, 1)
5. Given the gradient of the straight line that passes through M (1, k) and N (−2, 3) is −2, determine
the value of k.
11. Calculate the gradient of the following straight line,
(a) x-intercept = 4, y-intercept = 1 (b) x-intercept = 9, y-intercept = 10
6. The gradient of straight line PQ is –1 with point P (2, −1) and the vertical distance of point Q
(c) x-intercept = −3, y-intercept = 8 (d) x-intercept = −5, y-intercept = −5 is 3 units to the left of y-axis. State the coordinate Q.
7. If the gradient of a straight line is 2 and the y-intercept is −18, determine x-intercept of the
GENERATING EXCELLENCE
straight line.
y
1. Draw the straight line that passes through the given pairs of
5 8. Calculate the gradient of the straight line MN, if the horizontal y
coordinates on the Cartesian plane. Determine whether the
4 M
gradient of the straight line is positive or negative. 3 distance of P from the y-axis is 6 units. P x
2 O
(a) (−1, 0) and (−2, 5) (b) (0, 1) and (3, 5) 1
(c) (1, −3) and (2, 4) (d) (7, −2) and (2, 2) x −8
–2 –1O 1 2 3 4 5 6 7
(e) (0, 1) and (5, 3) (f) (0, 3) and (5, 0) –1 N
(g) (0, 0) and (6, 5) –2
–3
4
2. Determine the gradient of the straight line PQ in the diagram. y 9. If points A and B are on the same straight line with the gradient and point A (0, 8), determine
3
Q (2, 8) the coordinate of B if B is x-intercept.
CHAPTER 10
CHAPTER 10
x
P (−5,−3) O
R
10.
3. Calculate the gradient of all the straight lines in the following diagram. Compare and determine
the line with the steepest gradient.
y
8
(a) (e)
6 21 m 15 m
(c)
4 The diagram above is the roof of a terrace house. If the height of the roof is 5 m, calculate
(b) (d)
2 (a) the gradient of the roof
(b) the length of the slant of the roof
x
O 2 4 6 8 10
202 203
Chapter 10 Gradient of a Straight Line Chapter 10 Gradient of a Straight Line
2m
CHAPTER SUMMARY
MINI PROJECT
Students are required to search for information on mountains in Malaysia. The information
Straight Line should be on
(i) the height above sea level
(ii) the horizontal distance
Gradient, m You can calculate the gradient of each mountain and arrange the value of gradients from the
highest value to the lowest value. Compare your information with your friends. You can also
research on the mountains of South East Asia.
CHAPTER 10
CHAPTER 10
Vertical distance y2–y1 y-intercept
m= m= m=−
Horizontal distance x2–x1 x-intercept
y y
(x2, y2)
8 y-intercept
P
6
Vertical Gunung Tahan, Pahang Gunung Korbu, Perak Gunung Mulu, Sarawak
4
Q
Horizontal 2 x-intercept
(x1, y1)
x x
O 2 4 6 8 O
204 205
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
WALKING
THROUGH TIME
11.3 Reflection
WORD LINK
• Object • Objek
• Image • Imej
• Clockwise • Ikut arah jam
• Anticlockwise • Lawan arah jam WHY STUDY THIS CHAPTER?
• Isometry • Isometri
• Congruency • Kekongruenan Knowledge in the field of transformation
CHAPTER 11
CHAPTER 11
• Orientation • Orientasi can be applied in the manufacturing and
• Axis • Paksi fashion design industries. Vehicle designs
• Centre of rotation • Pusat putaran such as motorcycles, cars and planes require
• Reflection • Pantulan the design of symmetrical objects. Meanwhile,
• Transformation • Penjelmaan fashion designers will produce different
• Translation • Translasi patterns in each of their designs.
• Symmetry • Simetri
• Vector • Vektor
• Rotation • Putaran
• Rotational symmetry • Simetri putaran
• Order of rotational • Peringkat simetri
symmetry putaran
206 207
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
CREATIVE ACTIVITY 3. Repeat step 2 but the second impression THINK SMART
Aim: Identifying characteristics of transformation is in a twist as if the hands are waving as
Material: Extracts of stories shown in Diagram C.
4. Direct the flashlight to the palm of your
Every day before going to school, Akmal brushes his hair in front hand and notice the resulting shade on
of the mirror and keeps it neat. While enjoying breakfast, he will sit the board. Move the flashlight forward
under a ceiling fan to avoid sweating. After completing breakfast, and backwards to see the size of the shadow.
Akmal walks from his home to the bus stop to go to school. Discussion:
Based on the activities above, what is the conclusion from the
Steps: orientation of the movement, when
1. In groups, discuss the actions of: (i) the position of palms are side-by-side. Is the shadow an image?
(i) Akmal in front of the mirror. (ii) one palm is positioned lower than the other.
(ii) the rotating ceiling fan. (iii) the position of the palms are in a waving pose.
(iii) Akmal's walk from his home to a bus stop. (iv) the size of the shadow of your palm varies.
2. Does the actions change the appearance of Akmal and the fan
blades? From these situations, what do you understand about the
meaning of transformation in Akmal's daily life? Before transformation takes place, the original figure is called the object. C'
After the transformation, the shape is called the image. Transformation is D'
a match of a point on a plane. When the object moves in a transformation,
each point of the object follows the same pattern of movement. C A' B'
Transformation is the process of changing the direction, orientation or size of an object's image through D
translation, reflection and rotation. The image produced by isometric transformation is congruent. Transformation is a movement with a certain orientation and match without
changing the shape.
B
The diagram shows is the movement of an object ABCD into the image A' B' C' A
11.1 Transformations LEARNING D' with a movement of three units to the right and three units upwards.
STANDARD
11.1.1 Transformation in the shapes, sizes, Describe the changes of
shapes, sizes, directions EXAMPLE 1
directions and orientations of an object and orientations of
an object under a Which of the following shows a transformation and why?
Transformation involves the transfer of a position on a plane.
transformation, and hence (a) (b)
explain the idea of one- A B
COGNITIVE STIMULATION to-one correspondence
between points in a M
Aim: Identifying the transformation through position, size and transformation.
CHAPTER 11
CHAPTER 11
N
appearance
Material: Manila card, water colour and flashlight
(c) (d)
L K
Steps: Q
P
1. Dip both sides of your palms into the water colour and press the
palms onto the manila card side by side as shown in Diagram A. Diagram A
2. When the right palm is coloured, press your right palm twice side Solution:
by side with one side a little lower as shown in Diagram B.
(a) Transformation because it does not change the shape.
(b) Transformation because it only changes position and does not change shape.
(c) Not a transformation due to a change in appearance.
Diagram B (d) Not a transformation due to a change in appearance.
208 209
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
Regular tools used to determine congruency are rulers, protractors, compasses and tracing paper.
EXAMPLE 2
You can use these tools to explore the nature of congruency.
The diagram shows ABCDEF as an object, while PQRSTU is an image. A B P Q
Study the 20 sen and 10 sen coins. Can you distinguish them from the shape of the coin? Coins
State the image of that are round are similar. Do you agree with this statement? All 10 sen coins are congruent,
(a) point C (b) the line AB (c) ∠ BCD U T while 20 sen and 10 sen coins are similar but not congruent.
C D
Solution:
(a) The image of point C is T because of the same shape, but the position is F E S R DO YOU KNOW
EXAMPLE 3
different. Orientation is something
Which of these pairs are congruent? State why. to do. For example,
(b) The image of the line AB is RS. This is because the image has the same length. clockwise, counter-
(c) The image for ∠ BCD is ∠ STU because ∠ BCD is of the same size as ∠ STU. (a) (b) clockwise, left and right.
CHAPTER 11
5. Students will measure angles of the triangle using a protractor.
(a) (b) (c) (d)
Discussion:
Look at the object above.
(i) Provide the properties that can be obtained from both forms Are the two objects
of the triangle. congruent? If the weight 4. The diagram below are two congruent triangles. Complete the table below with matching lines
(ii) If congruence is the similarity of shape and size, do the of the two objects is and equal angles.
equal, does the number
triangles meet the criteria of being congruent? of coins stored in the Q R C
savings box have the Triangle Side Side Angle Angle
same value? Is that what PQR QP ∠PQR
Two objects are congruent if both have the same shape and size, is meant by congruence?
CBA AB ∠CAB
regardless of the orientation of the movement.
P A B
210 211
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
→
x
O
OP is known as a
vector.
1. Open the file MS212.
2. You can explore any coordinates for A, B and C. Steps:
3. Observe the resulting blue image after the point is changed. 1. Open the file MS213. Follow the instruction of the video.
4. Movement of the image depends on the assigned arrow E. You can also move the blue 2. Given Vector 1 and Vector 2, determine the coordinate images
slider to see the movement of the image. of A, B, C, D and E. QR CODE
Discussion: 3. You can select any vector to specify the image for those Scan the QR Code or visit
points. http://rimbunanilmu.my/
(i) What conclusions can be made from the exploration activities above?
4. Complete the table below. mat_t2e/ms213 to view a
(ii) How does the features of the image change when the coordinate value at the point of the demonstration on vector of
object changes? Total unit of Total unit of Form of translation.
movements vector Coordinate
Coordinate movements Upwards/
of Object Left/Right Downwards a of image
Translation is the transfer of all points on a plane in the same direction a � �
b
and through the same distance. b
A( ) A' ( )
B( ) B' ( )
With a translation, objects and images have the same shape, size and orientation. C( ) C' ( )
D( ) D' ( )
CHAPTER 11
CHAPTER 11
E( ) E' ( )
EXAMPLE 4 FLASHBACK
Discussion:
Identify which diagram shows translation. Justify. (i) Is the direction of motion of the object equal to the direction Coordinate (x, y). The
(a) (b) of movement of the arrow? value of x is written first
followed by the value of y.
(ii) How do you write unit of movement for vector of translation
Movement
right/left
Solution: ?
Movement
(a) Translation because the shape, size and orientation are the same. upwards/downwards
(b) Not a translation because the orientation is not the same.
212 213
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
Translation can be described by specifying the direction and distance of the movement. Translation 7
EXAMPLE
can be described using two methods,
(a) Direction of movement: to the right, left, upwards, downwards. Determine the translation for the diagrams below.
Distance of movement: number of units.
(a) Q' (b)
(c)
(b) Write in vector form a DO YOU KNOW
b P R
Vector translation is written
a
EXAMPLE 5 as .
b Q P' R'
a represents a movement
Determine the position of point P in parallel to the x-axis which Solution:
the given diagram for the translation is positive if the object
description and draw the vector moves to the right and (a) (b) (c)
P is negative if the object
Q' –4
translation. −3 R
moves to the left. –3 −4 0
(a) Point P moves 2 units to the left and 4 P −3 −3
4
3 units downwards. −3
b represents a movement –3 Q R'
(b) Point P moves 5 units to the right and parallel to the y-axis P'
5 units downwards. which is positive if the
(c) Point P moves 6 units downwards. object moves upwards
and is negative if the
11.2.3 Image and object under a translation LEARNING
(d) Point P moves 3 units to the right. object moves downwards. STANDARD
Solution: Therefore, the translation of COGNITIVE STIMULATION Determine the image and
the image generated by the object under a translation.
(a) P (b) object in the diagram below Aim: Identifying the image of an object in a translation
P 3
is . Material: Worksheet
–2 y
Steps: Translation Image
P' +3 5
1. Study the diagram on the 3 4
A
–2 right. Identify the image 2 3
P' of the object L for the 2 L
Object 2
translation provided. −1 C B
(c) P (d) 1
2. Complete the table. 6
x
P P' Image –1 −4 −3 −2 −1 0 D 1 2 3 4 5
2 −1
–3 E
−2
–2
Discussion: –5
P'
CHAPTER 11
CHAPTER 11
(i) Compare the length of the sides and the value of angle for the object as well as the image.
EXAMPLE 6 (ii) Conclusion on features of translation.
214 215
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
Solution: Defining vector translation when position of image and object is given
(a) (b)
A A EXAMPLE 11
A' Given P' (3, 6) is the image of P (2, 9), determine the translation.
Solution:
A' TIPS
x' − x
Vector translation = y' − y
Determining the coordinates of image when Given object (x, y) and
TIPS the image (x', y'). Vector
coordinates of the object is given
a Alternative methods = 3 − 2 translation is x' − x
To locate the image with translation � �
b , P '(x + a, y + b) 6−9 y' − y
a x a+x
the coordinates of the object P(x, y) will be b + y = b+y
+b a x a−x = −31
mapped to P'(x + a, y + b) = P'(x' y' ) b − y = b−y
P(x, y) +a
EXAMPLE 9 To change from vector 11.2.4 Solving problems LEARNING
form to ordered pairs. STANDARD
Determine the coordinates of the image for point Q (3, 1) with EXAMPLE 12
x Solve problems involving
translation −52 . y
(x, y)
translation.
Agnes moves her checker piece from A to B and then to C. Indicate
Solution: her movement in the form of translation of the checker piece marked
Method 1: Draw on a Cartesian plane Method 2: Calculate (a) A to B. THINK SMART
y A shot putt can be thrown
(b) B to C.
i. Q (3, 1) Q' (3 + (−5), 1 + 2) A in two different styles.
4 Does the force affect the
Q' = (−2, 3) direction of the throw?
ii. 3 −5 −2 B Discuss the relationship
2
Q 1 + 2 = 3 with the concept of
x C translation.
−4 −2 O 2 4 Therefore, image for Q (3, 1) is (−2, 3).
−2
Solution: TIPS
Translation movements
Specifying coordinates of object when coordinates of the image is given always begin from the left
Understanding the Planning the strategy
or the right, then upwards
a –a R '(x', y' ) problem or downwards.
To locate an object with translation � �
b , (a) 4 units to the left, 2 units
Translation movement to
CHAPTER 11
CHAPTER 11
coordinates of object R'(x', y' ) will be downwards.
–b TIPS the left or right, upwards
mapped to R(x' – a, y' – b) = R(x y) Alternative methods (b) 3 units to the right, 2 THINK SMART
R(x' – a, y' – b) or downwards.
(a) x + 3 = –6 units downwards.
y –2 1 Object Translation Image
EXAMPLE 10
x –6 3 Conclusion Implementing the strategy 2
3 y = 1 – –2 A (–3, 4)
–3
Object A undergoes the translation −2 . Determine the coordinates –9
= (a) Therefore, vector a
of object A if the image A' is as follows. 3 Using b –4
–4 B (7, 9)
x
translation A to B is –2 . –5
(a) (−6, 1) (b) (9, 0) (b) 3 9 –4
y + 2 = 0 (b) Therefore, vector (a) –2 –3
P'(–5, 2)
Solution: x 9 3 3 3 2
y = 0 – –2 translation B to C is –2 . (b) –2
(a) Coordinate A = [−6 – 3 , 1 − (−2)] (b) Coordinate A = [9 − 3 , 0 − (−2)] 0
= 6
Q'(4, 1)
5
= (−9 , 3) = (6, 2) 2
216 217
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
2. Determine the coordinates of the image for the object (5, −3) under translation
(a) 2 (b) 4 (c) −3 (d) −2
2 6 −1 −5 Steps:
1. Open the file MS219.
3. Determine the coordinates of the object for the image (−1, −4) under translation
2. Observe the line changes when point G and H change.
(a) 1 (b) −3 (c) −8 (d) 7 3. See the changes that occur to the image.
4 5 0 2
Discussion:
(i) What do you understand about the axis of reflection?
4. State the vector translation for the following points.
(ii) What will happen to the image in yellow when the axis for line GH is moved?
(a) A (1, 2), A' (3, 6) (b) B (5, 7), B' (−1, −1)
(iii) From the activity, what do you understand about characteristic of symmetry?
(c) C (4, 4), C' (8, 0) (d) D (6, 4), D' (3, −3)
Reflections have certain features which are
5. The object L (1, 4) is mapped to a position L' (3, −5) after a translation. Determine the position (i) the object and the image are on the opposite sides of the axis of reflection.
of an image or object with the same translation for the coordinate points below. (ii) the object and its image have the same perpendicular distance from the axis of reflection.
(a) A (3, 1) (b) S' (4, −2) (iii) the shape and size of the image is the same as the object, but the orientation is reversed.
(c) J' (5, −6) (d) D (−7, −8) (iv) the image of a point on the axis of reflection is the point itself.
Symmetry is a type of match in terms of size and shape between one TIPS
6. Using the same orientation with the diagram on the right, determine the side or one part in the direction of an object. The line of symmetry All the points located on
coordinate of the image for the following. A is a line that divides a form into two congruent parts. This line also the axis of reflection do
devides the perpendicular lines that connect all points which join the not change their position
(a) (−1, −4) (b) (5, −5)
object and the image. The line of symmetry is the axis of reflection during a transformation.
CHAPTER 11
The properties of an image of a reflection are
(a) the image is the same shape and the same size as the object.
11.3 Reflection LEARNING
(b) the image has different orientations, inverted sides and forms mirror images with one another.
STANDARD
EXAMPLE 13
11.3.1 Reflection Recognise a reflection.
Which of the following patterns show the orientation of a reflection?
When Preveena looks at the mirror while brushing her hair, she will be able to see her appearance (a) (b) (c)
in the mirror. The image of Preveena in the mirror is the result of reflection. Reflection is a
transformation that occurs when all the points on the plane are reversed in the same plane on a line.
The line is called the axis of reflection. Solution:
(a) Yes (b) No (c) Yes
218 219
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
Solution: Reflection in
(3, 4)
x-axis
Reflection in
(–3, –5) C
x-axis
M
Reflection in
(3, 4)
y-axis
11.3.4 Solving problems LEARNING
Reflection in
(–3, –5)
y-axis
STANDARD
17 y
EXAMPLE Solve problems involving
reflection.
4
11.3.2 Describing reflection In the diagram on the right, M' P 3
is the image of M in an axis 2
M
DO YOU KNOW
EXAMPLE 15 Describe reflection using
of reflection. Determine the 1 y
3 3 −3
M −4
2 2 –5
B' (1, –4)
(a) The object M is reflected in the x-axis. (b) The object M is reflected in the y-axis. Axis of reflection y = 1, Axis of reflection is at y = 1.
coordinate of P' are (–3, –1).
Use this axis to locate P'.
11.3.3 Image of an object
CHAPTER 11
CHAPTER 11
LEARNING
STANDARD
EXAMPLE 16 Determine the image and y DO YOU KNOW
object under a reflection. y
220 221
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
y
SELF PRACTICE 11.3 6. Based on the Cartesian plane on the right, describe 8
the mapping of reflection of polygon A to the polygon K
6
1. Which of the following is a reflection? (a) K b) L (c) M (d) N A L
4
(a) (b) (c) (d) 2
M
x
−8 −6 −4 −2 O 2 4 6 8
−2
2. Complete the diagram below. N
−4
(a) (b)
7. Identify the axis of reflection and describe the representation of reflection for these pair of
coordinate points.
(a) A (3, 1) and A' (−3, 1) (b) B (−4, 2) and B' (−4, −2)
(c) C (5, 6) and C' (−5, 6) (d) D (2, 2) and D' (4, 2)
CHAPTER 11
−8 −6 −4 −2 O 2 4 6 8 1. Open the file MS223. my/mat_t2e/ms223 to
−2 Q view a video on rotation.
2. Drag the green button and take note
R −4
of the rotation.
5. Draw the axis of reflection for the following diagrams. 3. Adjust the button to see the object
being rotated.
(a) (b)
A
Discussion:
M
(i) Can you identify the image of the
triangle that moves when the angle of rotation is adjusted? What conclusions can you make
M' of the triangle image?
A' (ii) What are the properties of the image in the activity above?
222 223
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
(b) The centre of rotation is a stationary point. Determine the image of ∆PQR when rotated M
6
C
5 B
(c) The distance of all the points of the image to the centre of the rotation is equal to the distance 90° anticlockwise at point M. C' 4
3 A (1, 1)
of the object to the centre of the rotation. P 2 B (1, 5)
C (4, 5)
B' A'1 A
x
–5 −4 −3 −2 −1 O 1 2 3 4 5
11.4.2 Rotation in various representations A' (–1, 1)
–1
−2
R Q B' (–5, 1)
Solution: C' (–5, 4) −3
When we describe a rotation, we need to state the centre, the −4
Describe a rotation using y
angle and the direction of the rotation that maps the object various representations. Method 1 (Using tracing paper) 5
C
A (0, 1)
to the image. Step 1: Draw the line from point M to 4
B (4, 1)
3
A' (0, –1) C (2, 5)
point P. B' (–4, –1) 2
C' (–2, –5) 1 B
A
M x
–5 −4 −3 −2 −1 O A' 1 2 3 4 5
B' −1
TIPS −2
−3
The image generated P −4
C' –5
by a rotation of 180° y
clockwise is equal to R Q 5
B 4 C
the rotation of 180° A (0, 1)
B (–1, 4) 3
anticlockwise. C (3, 4) 2
clockwise
Step 2: Determine the angle of 90° D (2, 1) 1 D
B'
A A'
anticlockwise. –5 −4 −3 −2 −1 O 1 2 3 4 5
x
–5
anticlockwise P Rotation
(x, y) → (–y, x)
EXAMPLE 18 of 90°
anticlockwise
R Q anticlockwise
Describe the rotation for the diagram below. at origin
CHAPTER 11
T –1 O 1 2 3 4 5 6
–1
R Q THINK SMART
C' B'
Solution: Object Transformation Image
Clockwise
(a) Clockwise rotation of 90° at point T. Step 4: Press the tip of a pencil at the (5, 2) rotation of 90° at
Q'
(b) Anticlockwise rotation of 90° at point S. point M, turn the tracing paper the point (0, 0)
90° anticlockwise. M Anticlockwise
11.4.3 Determining the image and object under 90°
P' R' (–3, 4)
rotation of 90° at
the point
a rotation (2, 1)
P tracing
Determine the image and paper Rotation of 180°
We can use tracing paper, protractor and compasses to determine the object under a rotation. (–4, 7) at the point
R Q (–1, 3 )
image or object under a rotation.
224 225
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
Q
M P'
R Q TIPS
Step 3: Repeat step 2 with lines MR and MQ. If the question uses a
square grid, then you do
EXAMPLE 21
Q' not have to use protractor B
for rotations of 90°, 180°
and 270°.
A' B' C' is the image for ABC after a rotation. Determine the A A'
M
R' angle, direction and centre under a rotation.
P'
Object
C C' Image B'
P
Solution:
Step 1: Join point A to A'. Construct a perpendicular bisector B
CHAPTER 11
CHAPTER 11
R Q
for the line segment AA'. A A'
Step 4: Join all the points P', R' and Q' to form a triangle similar to PRQ.
C C' B'
Q'
M
R'
P' Step 2: Repeat step 1 for the lines BB' or CC'. B
A A'
P
C C' B'
R Q
226 227
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
(c) (d) y
CHAPTER 11
CHAPTER 11
4
T
EXAMPLE 23 M' M S 2
S'
y
If K' (−2, −3) is the image of K with a rotation of 90° clockwise at x
point L (1, 0), state coordinates K. –4 –2 O 2 4
1
L –2
Solution: x
–2 –1 O 1 2 3 4
–1
Step 1: Reverse the rotation direction to locate the coordinates of 3. Draw the image for R under a rotation for each of the following.
the object, that is, the point K. –2
Anticlockwise rotation of 90° at centre O. Rotation of 180° at centre O.
Step 2: By using a protractor, rotate the line K'L at point L, at 90° K' –3 K
anticlockwise. R O R O
–4
From the diagram, the coordinates of K are (4,−3).
228 229
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
4. Determine the coordinates of objects for the following points y 11.5.2 Relationship between isometry and
at the given rotations below. congruence
6 Explain the relationship
S' Look at the purple object. Can you state the image which is between isometry and
5
Rotation congruent under a transformation of reflection? congruency.
Point Coordinate 4
Centre Angle Direction P' Can you determine the axis of reflection for this isometric
3
P (−2, 1) 90° clockwise 2 transformation? FLASHBACK
Q (0, 0) 90° anticlockwise 1 Two objects are congruent
Q'
R (0, −1) 90° anticlockwise x if the shape and size are
–4 –3 –2 –1 O 1 2 the same.
S (0, 4) 90° clockwise –1
B L
–2
R'
A C K M
11.5 Translation, Reflection and Rotation as an Isometry ABC and KLM are
congruent under a
11.5.1 Relationship between translation, translation.
reflection and rotation with isometry COGNITIVE STIMULATION
Investigate the Aim: Identifying the relationship between isometry and congruence
You have learned about relationship between the
Axis of the transformation for effects of translation, Materials: Tracing paper and ruler
Reflection
translation, reflection and reflection and rotation y
rotation for an object. Each and the distance between
two points on an object 5
one has certain properties.
Object and image, and hence 4
Image 1
Study the diagram on the left. explain isometry. A
3
Image Are you able to recognise the Q
3 2
transformation of Image 1, Image 2 and Image 3? What is
Centre of 1
rotation Image 2 the relationship between the distance of the object and the
x
image? If an object is mapped to a congruent image, then it −5 −4 −3 −2 −1O 1 2 3 4 5
−1
is an isometry. Isometry is a transformation that maintains
−2
the distance between any two points on the original object. C B
−3
The isometric transformation will retain the original shape
−4
and size of the object.
EXAMPLE 24 Steps:
CHAPTER 11
CHAPTER 11
1. Study the diagram above. Q is the object of an image.
Which of these diagrams A, B and C are the isometric images of the object under an isometry?
2. Work together with your friends, to identify congruent images.
3. Identify other possible isometry that produces images that are congruent.
Solution: Discussion:
Object A
Figure A: an isometric image as it has the same shape and size. (i) If the images A and C are non-congruent, are the images an isometry?
Figure B: non-isometric image because it is not of the same size. (ii) What is the relationship between isometry and congruence?
Figure C: non-isometric as the shape and size are not the same.
B
C
Under an isometry, objects and images are of equal shape and size. Therefore, objects and
images are congruent. Isometry is a transformation where the image is congruent with
You are able to recognise that translation, reflection and rotation are isometric transformations. the object.
230 231
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
50°
A B Q P 4. The diagram shows several shapes. State the shapes that are
congruent. K
L
Understanding the problem Planning the strategy
CHAPTER 11
CHAPTER 11
ABCD is the image of PQCS. Determine N M
C S
DCS is a straight line. 180°– 50°
2
∠PQC is a part of the 130°
rectangle PQCS. 2 5. In the diagram, ∆ ABC is the image for ∆ BCD, under an isometric B
Q P transformation. Calculate the value x. 15°
232 233
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
COGNITIVE STIMULATION
QR CODE Solution:
Aim: Identifying rotational symmetry
(a) No (b) Yes (c) No
Material: Dynamic geometry software Scan the QR Code or
Steps: visit http://rimbunanilmu.
my/mat_t2e/ms234 to 11.6.2 Order of rotational symmetry of an
view an animation on
rotational symmetry. object
Determine the order of
The number of images that can be generated in the same rotational rotational symmetry of an
centre and becomes the original object is called the order of object.
rotational symmetry. The order of rotational symmetry is equal to
the number of axes of symmetry of an object.
COGNITIVE STIMULATION
Aim: Identifying order of rotational symmetry
Material: Dynamic geometry software QR CODE
Steps: Scan the QR Code or visit
http://rimbunanilmu.my/
mat_t2e/ms235 to view
this activity.
1. Open the file MS234.
2. Move the green button in an anticlockwise rotation at angles120°, The recycle symbol is
240° and 360°. Note the changes in the green triangle. Move the an example of rotational
button back to its original position. symmetry.
3. Move the green button in clockwise rotation at 120°, 240° and
360°. Note the changes in the pink triangle.
CHAPTER 11
CHAPTER 11
Discussion:
1. Open the file MS235.
(i) Can you identify the rotational symmetry of the hexagon?
2. There are two forms of geometry.
(ii) If D is the centre of the rotation, what do you understand by rotational symmetry.
3. Move the angle buttons to get the original shape.
4. Count the number of rotational movements to get the original shape of the object.
Discussion:
A C (i) Is the number of order of rotational symmetry equals to the number of axis of symmetry?
Symmetry is an exact match in terms of size and shape of (ii) Can you determine the number of order of rotational symmetry?
one part or the side of a direction or object. For rotational
symmetry, when the shape or image is rotated less than 360 °
C B B A at a fixed point, the shape will still look the same. The order of rotational symmetry is the number of times a shape moves to return to its
original shape in a complete rotation. The number of axis of symmetry is equals to the number
of order of rotational symmetry.
234 235
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
y
EXAMPLE 28
A 4. The symmetrical object lies on the Cartesian plane. State the
Determine the order of rotational symmetry when the position of A 8 P
coordinates of P under the third order of symmetry.
changes to position D in the diagram on the right. 6
E B
Solution: 4
A → B → C → D B D
GENERATING EXCELLENCE
First Second Third
order order order
1. The diagram on the right shows polygon A mapped Q E
A E
to polygon A' under a reflection. Identify the point
P R J
that matches S I F
A A'
(a) the image of point P.
SELF PRACTICE 11.6 (b) the object of point G.
U T H G
2. Determine the order of rotational symmetry for the following objects.
(a) (b) (c) (d)
3. Draw the image for object A under the given translation.
(a) −7 (b) 6
4 3
CHAPTER 11
CHAPTER 11
A A
3. The symmetrical object is rotated at a point. State the order of rotational
symmetry if A
236 237
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
4. If point K (−2, −2) is the object, identify the image under the following vector translation. (c) (d)
(a) 0 (b) 3 (c) −5 (d) −3 (e) −2 (f) 4
2 –1 4 4 0 –3
5. Draw the image P' of the object P under the reflection in the line MN.
(a) M (b) (c) (d) M
P
M
P P y
M N P
9. (i) In the diagram on the right, draw the image of M
N 6
N N under the reflection in the x-axis.
(ii) State the coordinates of the image W' under the same 4
6. Determine the coordinates of the image or object of the following points, under the given axis M
reflection.
of reflection. 2
y
P x
–4 –2 O 2 4 6
8 W
–2
6
4 Point Axis of reflection Coordinate –4
C 2 D C y-axis C' ( )
x D x-axis D' ( )
–10 –8 –6 –4 –2 O 2 4 6 8 10. Given P' is the image of P under rotation, provide a complete description about the rotation.
–2 E' Line PQ E ( )
E' y
F'–4 F' Line PQ F ( ) (a) (b) y
–6 8 8
7 7
–8
6 6
Q
5 5
7. Determine the coordinates of the image or object of the following points, under the given rotation. 4 4
3 3
P P
y 2 2
P' P'
6 1 1
Rotation x x
4 K
Point Coordinate –4 –3 –2 –1O 1 2 3 4 5 6 –4 –3 –2 –1O 1 2 3 4 5 6
Centre Angle Direction
2
M' L K (0, 0) 90° clockwise K' ( )
x y
(c) (d) y
–8 –6 –4 –2 O 2 4 6 L (0, 2) 180° clockwise L' ( )
CHAPTER 11
CHAPTER 11
–2 7 7
M' (0, 0) 90° anticlockwise M( ) 6 6
–4
N' N' (–3, −4) 180° clockwise N( ) 5 5
4 4
3 3
8. Which of the following has rotational symmetry? P
2 2 P'
1 1
(a) (b) x
P
x
–4 –3 –2 –1O 1 2 3 4 5 6 –4 –3 –2 –1O 1 2 3 4 5 6
–1 –1
P'
–2 –2
–3 –3
238 239
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
11. In the diagram on the right, ABCD is a square. State the image of the A 14. The diagram on the right shows the object R and S. y
triangle OAB under the following rotations.
(a) Draw the image of R under 5
(i) Clockwise rotation of 90° at point O. 4
(i) anticlockwise rotation of 90° at the point of
(ii) Rotation of 180° at point O. R 3 S
D
O
B origin followed by the translation −3 . 2
(iii) Anticlockwise rotation of 270° at point O. 0
(ii) the reflection on the straight line x = 1. 1
x
(b) Draw the image of S under the reflection in the –6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6
–1
y
C
x-axis followed by the translation −4 followed –2
12. The diagram on the right shows triangle ABC which has 1
A A' by the rotation of 180° at the point (0, –1). –3
three transformations, P → Q → R → S. 5
(a) Describe the transformations. 4 Next, name the polygon.
3 P Q
(b) If the point K''' is the image of point K, state
2 B C C' B'
the coordinates of the object K under the same A'' 15. The diagram on the right shows rectangles A and B drawn on a
1
transformation. C''' A''' square grid.
x
–1 O 1 2S3 4 5 6 7 8
–1
B''' R A
–2 The rectangle A is the image of rectangle B under one
Kʼʼʼ C'' B''
transformation. Describe the five possible transformations.
13. The diagram below shows a map of the sea of Kejora. B
y Q
4
3
2 y
1 16. Based on the diagram on the right,
4
x (a) rotate object P at 180° at point (1, 1). Label the
–3 –2 –1 O 1 2 3 4 5 6 7 8 9 10 11 3
–1 A
rotational image as Q.
2
–2 (b) make a translation −2 of Q and label it as R. P
1
–2
–3 (c) describe the other transformations that map the x
–4 –3 –2 –1 O 1 2 3 4 5 6
–4 object P to the image R. –1
–5 –2
–6 –3
P
Point A is the position of Makdis military vessel. Help Makdis soldiers track pirates in the
CHAPTER 11
CHAPTER 11
following order of transformations. 17. Based on the diagram below, Fauzah and Zainun are located in Southeast and Southwest
respectively. If they plan to meet in an area located in the Northeast, state the order of rotational
A (1, –1) symmetry that they need to go through.
NORTH
NORTHWEST
Anticlockwise rotation of 90° Reflection at Translation −1 Reflection in
at centre of rotation at origin line PQ 3
x-axis WEST NORTHEAST
Location of pirates
SOUTHWEST EAST
240 241
Chapter 11 Isometric Transformations Chapter 11 Isometric Transformations
SELF REFLECTION
CHAPTER SUMMARY
At the end of this chapter, I will be able to:
Isometric Transformations
1. Describe translation, reflection and rotation using various representations.
Transfer of points on a plane
2. Determine the image and object under a translation, reflection or rotation.
y MINI PROJECT
A
A
P 4 You are asked to design a class logo that symbolises cooperation, solidarity, tolerance,
3 respect and determination. These features should be translated in the form of isometric
P' 2
A
transformation pattern that are diversify yet moderate. Then, explain the meaning of each
A' 1 item you have chosen.
B x
O 1 2 3 4
CHAPTER 11
CHAPTER 11
Isometry
The transformation that shows the original object and its image is congruent. In isometry,
the distance between two points on the original object equals the distance between the two
corresponding points in the image. Reflection, rotation and translation are isometric.
Congruence
Object and image has the same size and shape.
Rotational Symmetry
The shape or image is rotated in less than 360° at a fixed point. Its shape
remains the same.
242 243
Chapter 12 Measures of Central Tendencies Chapter 12 Measures of Central Tendencies
WALKING
THROUGH TIME
WORD LINK
WHY STUDY THIS CHAPTER?
• Measure • Sukatan
of central kecenderungan Measures of central tendencies is often used
tendency memusat in areas related to data.
• Mode • Mod Career fields that use this knowledge are
• Median • Median economics, statistics, business, entrepreneur
• Mean and education.
• Min
• Extreme value • Nilai ekstrem
• Data • Data
CHAPTER 12
CHAPTER 12
• Table • Jadual
• Data representation • Perwakilan data
• Pie chart • Carta pai
• Bar chart • Carta palang
• Dot plot • Plot titik
• Stem and leaf plot • Plot batang dan daun
• Frequency table • Jadual kekerapan
244 245
Chapter 12 Measures of Central Tendencies Chapter 12 Measures of Central Tendencies
CREATIVE ACTIVITY 12.1.1 Mode, mean and median for a set of LEARNING
ungrouped data STANDARD
Aim: Identifying information from data representation FLASHBACK Determine the mode,
Mode mean and median of a
Materials: Booklet and calculator Frequency is the number set of ungrouped data.
Steps: of times an item appears COGNITIVE STIMULATION
1. Survey the number of siblings for each student in your class. in a data.
2. Organize the data by constructing the frequency table below. Aim: Determining the mode
Material: Worksheet
Number of siblings Tally Frequency
Steps: QR CODE
1 FLASHBACK
1. Open the file MS247.
2 Scan the QR Code or visit
Frequency table is a table 2. Look at the lyrics of Negaraku http://rimbunanilmu.my/
3 that consists of data and as attached. mat_t2e/ms247 to retrieve
4 frequency of the item. the worksheet.
3. Complete the table. Vowel Tally Frequency
5 a
6 Discussion: e
FLASHBACK frequency? o
(i) The number of siblings with the highest frequency. Data Representation
(ii) The number of siblings with the lowest frequency. • Pie chart
• Bar chart
• Line graph
From the activity above, the most frequent vowel is known as mode.
• Dot plot
• Stem-and-leaf plot The mode of a set of data is the highest value of its frequency.
CHAPTER 12
justifications. From this justification, analysis and interpretation Mode = 4
can be done. (b) M, N, L , M, L , P, L , L , P L has the highest frequency, which is 4
This process is known as measures of central tendencies. The Mode = L
three types of measures of central tendencies are mean, Coffee and tea have the highest
Source: http://www.astroawani.
(c) Coffee , Tea , Coffee , Coffee , Milk, Tea , Milk, Tea frequency, which is 3
median and mode. com/berita-sukan/fakta- Mode = Coffee and Tea
tentang-jaguh-pelumba-negara-
azizulhasni-awang-139401 (d) 2, 4, 6, 8, 10 None of the numbers is repeated.
No mode.
246 247
Chapter 12 Measures of Central Tendencies Chapter 12 Measures of Central Tendencies
Median EXAMPLE 2
QR CODE
COGNITIVE STIMULATION The data below is the pocket money to for five students each day. Determine the median.
Scan the QR Code or
Aim: Exploring the median for a set of data browse http://rimbunanilmu. RM5 RM8 RM3 RM7 RM5
Material: Worksheets Title : Worksheets 12.2
Aim : Explore the median for data set
my/mat_t2e/ms248 to
Solution:
retrieve the worksheet.
Steps: 1. Write down the numbers on the cards you have set up (such as step 4) in the space provided and
note the number in the middle.
3
5 5 7 8 Arrange data in ascending order
1. Open the file MS348 and print
the worksheet.
(a) Number of cards = *(even / odd)
ascending order.
(a) Number of cards =
3 *(even / odd)
random.
1
6. Rearrange the cards in ascending 1 5 1 1 4 2 5 1 4 4
3 1 2 1
order. Solution:
4
7. Identify the two numbers in the middle. 2 3 1 2 1 1 1 1 2 4 4 4 5 5 Arrange data in ascending order
Calculate the average of the two numbers.
Record on the worksheet. 1 4 2 1 1 1 1 2 4 4 4 5 5 Circle the data in the middle
THINK SMART
Discussion: Figure A Try to repeat this activity
by organising the card
How can you locate the middle value for a set of data if the number in descending order. 2+4 6
= =3 Calculate the average of the two numbers
of items are Did you get the same 2 2
(i) odd (ii) even results?
Median = 3
Another way to find a median is by deleting left and right data in pairs (ascending or descending).
In the activity above, you have defined the median for odd and even data. Note in Step 3, the
number of all the cards you have arranged is 9 pieces (odd) and in Step 6 the number of cards
arranged is 6 pieces (even). Therefore,
EXAMPLE 4
The median for a set of data with an odd number of items is the value in the middle, while
Determine median for each set of the following data.
the median for a set of data with an even number of items is the average value of two numbers
in the middle arranged in ascending or descending order. (a) 4, 7, 2, 3, 4, 9, 6, 2, 1 (b) 28, 27, 21, 23, 24, 21, 25, 24
Solution:
CHAPTER 12
CHAPTER 12
Median
(a) (a) Arrange data in ascending order. (b) Arrange data in ascending order.
1, 2, 2, 3, 4 , 4, 6, 7, 9 21, 21, 23, 24, 24, 25, 27, 28
Number of Data arranged Number of
Even items items Odd Value in the middle Two values in the middle
in ascending or
descending order
Average of the values Value of data in 24 + 24
Median = 4 Median = = 24
of two numbers in the the middle 2
middle
248 249
Chapter 12 Measures of Central Tendencies Chapter 12 Measures of Central Tendencies
Determine the median for even or odd numbers of data in frequency table Solution:
and data representation Number of frequencies = 12
n th n th
Total frequency Total frequency Median = Average data at and +1
Even (n) Median (n) Odd 2 2
th
12 12 + 1 th
= Average data at and
2 2
th
n n + 1 th n+1
th
= Average data at (6th and 7th)
Average data at position and Data at the position
2 2 2
Data at 6th + Data at 7th
=
2
with n as the total frequency.
6th data + 7th data
Time (minutes) 10 20 30 40 Median =
2
EXAMPLE 5 Frequency 2 4 5 1 20 + 30
=
Position of data 2
1. The table shows time taken to build a model of a rocket in a science activity for l l groups of 1 - 2 3 - 6 7 - 11 12 = 25
students. Therefore, median is 25.
Time (minutes) 10 20 30 40 The 3rd till the 6th data is 20 The 7th till the 11th data is 30
Frequency 1 6 3 1
Determine the median using the frequency table EXAMPLE 6
Solution: Calculate the median for the situation on the right.
n+1 1. The dot plot shows the total students at the library in a six days.
Total Frequency = 11 Median = data at
2
11 + 1 1 2 3 4 5 6
= data at Solution:
2
Total frequency, n
12 Number of frequency = 13 is odd
= data at
2 13 + 1 th
Frequency
1st data is 10 2nd data till the 7th data is 20 Form 2S teachers during Co-curricular Day. 4
3
2
The 6th data is 20, therefore the median is 20. Solution: 1
Total frequency, n
CHAPTER 12
CHAPTER 12
Number of frequency = 16 is even 1 2 3 4 5
2. The table shows time taken to solve the number of crossword puzzles in the Malay Language The number of food
th th
Society activity for 12 groups of students. 16 16 + 1 coupons sold
Median = Average data at and
2 2
Time (minutes) 10 20 30 40 = Average data at (8 and 9 )
th th
Mean EXAMPLE 9
Today we have I need to find the average The table shows the hours of Internet usage of Form 2 students in a day.
Collection for jogathon
managed to collect the of the collection to write
jogathon money from reports to Cikgu Amri. Internet usage (hours) 1 2 3 4 5
each class. How can I set this average Number of students 2 6 11 7 9
value?
Calculate the mean for the frequency table above.
RM373.50
RM424.00
RM363.00
RM485.15
RM355.10
Solution:
EXAMPLE 8
Existence of extreme value
This dot plot shows the results of a survey on the consumption
of canned carbonated drinks of 26 students per day. Extreme value is a value that is too small or too large in a set of data. It means the value is too far
from the value of the other data in the set.
Calculate the mean of the number of cans of carbonated drinks
consumed by them in a day. EXAMPLE 10
CHAPTER 12
CHAPTER 12
0 1 2 3 4 5 6
The time in minutes taken by 7 students to complete a three-dimensional polygon model using the
Solution:
toy blocks is
Mean of number of cans (4 × 0) + (3 × 1) + (0 × 2) + (5 × 3) + (7 × 4) + (2 × 5) + (3 × 6) 5, 6, 7, 7, 8, 9, 20
=
of carbonated drinks 4+3+2+5+7+2+3 Which of these data is one of the extreme value? Explain.
78
=
26 Solution:
=3 20 is extreme value because its value is much larger than the other data.
Therefore, the number of cans of carbonated drinks consumed by them in a day is 3 cans.
252 253
Chapter 12 Measures of Central Tendencies Chapter 12 Measures of Central Tendencies
CHAPTER 12
EXAMPLE 13
COGNITIVE STIMULATION Kanang bought 5 types of stationery at the school cooperative which cost RM1, RM2, RM3, RM3
Aim: Investigating the effects of changes in mean, median and mode if any data is changed and RM6 respectively.
in a uniform manner (a) Calculate the mean, median and mode for the data.
Material: Worksheets (b) Calculate the new mean, median and mode if the price of each stationery
Steps: Five students are given Mathematics Quiz questions with a minimum score of 20. The (i) is increase by RM 2 (ii) is multiplied by 3
table below shows their results.
254 255
Chapter 12 Measures of Central Tendencies Chapter 12 Measures of Central Tendencies
CHAPTER 12
40 - 59 11
change in a uniform manner. median = 8, No mode 60 - 79 6
80 - 99 4 TIPS
12.1.3 Organise data in frequency tables for LEARNING How to tally the data into
grouped data STANDARD Data in class 80 - 99 are classes:
85, 88, 90 and 95
Collect data, construct and Example: 85 is located
Frequency table for grouped data interpret the frequency table In the example above, the marks have been classified into five between 80-99 class
for grouped data. categories according to the same interval. interval then tally it in the
80-99 row.
256 257
Chapter 12 Measures of Central Tendencies Chapter 12 Measures of Central Tendencies
CHAPTER 12
Below is a survey finding of the weekly pocket money, in RM
brought by 30 students of SMK Tasek Damai. Marks 40 - 44 45 - 49 50 - 54 55 - 59 60 - 64 65 - 69
Frequency 7 4 1 4 9 5
15 21 18 22 35 40 55 40 45 50
Highest frequency
25 32 45 15 10 20 35 45 15 25
Highest frequency = 9
25 15 60 30 45 50 30 10 12 30
Modal class = 60 - 64
258 259
Chapter 12 Measures of Central Tendencies Chapter 12 Measures of Central Tendencies
CHAPTER 12
3. Calculate the mean of the height of sapling,
Height of tree (cm) Frequency
sum (frequency × midpoint)
5-9 4 mean =
Number of frequencies
10 - 14 5
∑ fx
15 - 19 4 =
∑f
20 - 24 8
585
25 - 29 7 =
30
30 - 34 2 = 19.5
260 261
Chapter 12 Measures of Central Tendencies Chapter 12 Measures of Central Tendencies
Solution: 12
2. The pictograph on the right shows the flavour of ice
CHAPTER 12
CHAPTER 12
Favourite ice cream flavour
cream favoured by kindergarten students. 10
Median because there is an extreme value in the set of
Frequency
Flavour Frequency
data. 8
Solution: Chocolate
6
Mode because this is a category data and it will Pandan
determine the favourite item. 4
Yam
Strawberry 2
represents 5 students 1 2 3 4 5
Number of hours
262 263
Chapter 12 Measures of Central Tendencies Chapter 12 Measures of Central Tendencies
Frequency
representations. (a) Determine the mean, median and mode by the
6
22 employee within a week.
EXAMPLE 4
Resort Island (b) Determine the number of workers who receive
2
Determine the mode in the following data representations. commissions less or equal to RM32 compared to the total
Langkawi Island number of workers, in fraction form. 30 31 32 33 34 35
(a) The bar chart shows the number of tourists to resort Commission (RM)
islands. Pangkor Island Solution:
4(30) + 5(31) + 9(32) + 7(33) + 4(34) + 1(35)
Solution: Perhentian Island (a) Mean = (b) The number of workers
4+5+9+7+4+1 receiving commissions less or
Redang Island 965
Modes are Perhentian Island and Langkawi Island. = equal to RM32
2 4 6 8 10 30
Number of tourists = RM32.17 4+5+9
=
(thousands) th
30 and 30
th 30
Median = Average data at +1 3
(b) The pictograph shows the kind of fruits that are Favoured fruits of Form 2 2 2 =
Bestari students. 5
favoured by Form 2 Bestari students. = Average data at (15 and 16 )
th th
CHAPTER 12
Item Profit (%) 4(0) + 8(1) + x(2) + 6(3) + 5(4) + 4(5)
(a) Mean = = 2.4
Solution: Books 87 4+8+x+6+5+4
Mode is women accessories. Computer software 54 2x + 66
= 2.4
Cinema tickets 72 x + 27
2x + 66 = 2.4(x + 27)
Women accessories 130
2x + 66 = 2.4x + 64.8
Travel package 78
2.4x – 2x = 66 – 64.8
Profit of online sales
0.4x = 1.2
x = 3
264 265
Chapter 12 Measures of Central Tendencies Chapter 12 Measures of Central Tendencies
Both players have the same mean. Therefore, the mean cannot be used in the decision for the Data set for Kijang is 32, 65, 88, 95, 96. Thus, median is 88.
selection of the school representative.
Score range of Ramesh = 209 – 116 Score range of Khairil = 240 – 75 (ii) Team Kijang = 32, 65, 88 , 95, 96. Median = 88
CHAPTER 12
CHAPTER 12
= 93 = 165 Team Harimau = 50, 65, 87 , 87, 90. Median = 87
Ramesh's range of scores is lower than that of Khairil's because there is a very low score (extreme Team Seladang = 44, 46, 80 , 85, 90. Median = 80
value) that caused the range to be large. Therefore, selecting Ramesh The Kijang team is selected because the value of the median is the highest; that is 88.
as a school representative is more suitable. FLASHBACK
(b) Mean. This is because mean uses the entire set of data in the table. Therefore, mean is most
Range is the difference appropriate because there is no extreme value in this set.
between the smallest value
and the largest value.
266 267
Chapter 12 Measures of Central Tendencies Chapter 12 Measures of Central Tendencies
140 140 2 6 6 7 8
Frequency
80 80 Key: 2 | 6 refers to 26 km
60 60
40 40 The allowance paid to students
(c) (d) Team Helang’s favourite
20 20 to sell bookmarks colour
Type of Type of
Bihun Mi Nasi Nasi Laksa Bihun Mi Nasi Nasi Laksa 10
Goreng Goreng Goreng Lemak food Goreng Goreng Goreng Lemak food Green Red
8
Frequency
100° 75°
The bar chart above shows food selection at school canteens in January and February from a study 6
4 65° 120°
conducted on 400 students. Blue Yellow
(a) Which measures of central tendencies is appropriate for the above situation? 2
Explain. 1 2 3 4
Allowance (RM)
Nasi lemak is the most favoured dish of the students.
4. Determine the median for the following sets of data.
(b) Do you agree with the above statement? Explain your reasons. (a) 7, 5, 7, 8, 3, 12. (b) 37, 38, 27, 28, 48, 47, 58, 68.
(c) You are a canteen committee member of the Consumer Association. You are asked to suggest (c) 3, 200, 4, 10, 50, 7, 90, 3, 50, 11, 3.
a type of food that needs to be reduced. Give your reasons.
5. The table shows the number of ferry passengers at Pulau Pangkor jetty in January. Calculate
Solution: the median.
(a) From the graphs above, mean and median are not suitable because the data provided are category
data. So, mode is more appropriate. Number of passengers 10 20 30 40
(b) Yes because Nasi lemak is the mode for January and February. Frequency 5 8 7 10
(c) Bihun Goreng should be reduced due to its lowest frequency in January and February.
6. Calculate the median for the following representation of
data.
SELF PRACTICE 12.1
(a) Dot plot indicates the number of students visiting the 3 4 5 6 7 8
access centre in a week. Number of students
1. Specify the mode for each of the following sets of data.
(a) 3, 0, 1, 1, 4, 3, 2, 2, 1 (b) RM10, RM8, RM7, RM7, RM8, RM9 Sale of Mandarin oranges
CHAPTER 12
CHAPTER 12
(c) 64, 60, 63, 60, 60, 67 (b) Bar chart shows the size of mandarin oranges sold at
a store during Chinese New Year. 75
2. The table below shows shirt size of 145 participants of the "Jom Sihat" run. 60
Frequency
45
Size SS S M L XL XXL
30
Frequency 20 17 15 37 31 25
15
State the mode for the size of shirts. S M L XL
Size of Mandarin oranges
268 269
Chapter 12 Measures of Central Tendencies Chapter 12 Measures of Central Tendencies
7. Calculate the mean for the following set of data. 12. The table below shows the scores of an English spelling test for a group of Form 1 students.
(a) 9, 5, 2, 3, 11, 12 (b) 3.5, 2.4, 1.7, 3.2, 4.5 Score 5 6 7 8 9 10
Number of students 4 16 12 7 6 5
8. (a) Given the value of mean of 4, 7, x, 9, 8 is 6, calculate x.
(b) Given the value of mean of 7 cm, 15 cm, 12 cm, 5 cm, h cm and 13 cm is 10 cm. calculate (a) Calculate the mean, median and mode.
the value h. (b) Which measure of central tendencies is suitable? Explain.
13. Determine the measures of central tendencies suitable in the situation below. Justify
9. The table below shows the trend of absenteeism among 40 students in January.
your answer.
Number of days absent 0 1 2 3 4 5 8 (a) The bar chart shows the number and the price of concert Sale of concert tickets
Frequency
Calculate the mean. Round off your answer to the nearest whole number. 4
3
2
1
10. Complete the of frequency table below.
1 2 3 4 5
(a) (b) Price of ticket (RM)
18 28 18 24 47 34 23 23
18 23 30 24 47 48 54 42 (b) The stem-and-leaf plot shows the Volume of chemical solution
26 35 22 13 42 65 43 15 volume of chemical solution, in ml, Stem Leaf
16 33 19 32 31 32 48 58 for 19 different bottles. 2 0 1 3 5 6
6 16 34 27 35 39 42 31
3 6 7 1 1 0 1 1 2 3 5
4 1 1 1
The data above shows the age for 20 visitors The data above shows the number of table 13 7
at the National Museum. tennis balls contained inside 20 baskets. Key: 2 | 0 refers to 20 ml
Number of table 14. Which measures of central tendency is suitable to describe situation below?
Age (year) Tally Frequency Tally Frequency
tennis balls (a) The number of students for school societies and uniformed bodies.
6 - 10 / 1 10 - 19 / 1 (b) Students’ favourite television programmes in your class.
11 - 15 (c) Number of pets owned by Form 2 Amanah students.
16 - 20
21 - 25
26 - 30 GENERATING EXCELLENCE
31 - 35
1. The table below shows the number of children from 40 families in a motivational programme.
CHAPTER 12
CHAPTER 12
11. 2, 2, 3, 5, 7, 10, 11, 16, 17, 40
Number of children 0 1 2 3 4 5
(a) Calculate the value of mean, median and mode.
Frequency 3 2 8 5 17 5
(b) Which measure of central tendencies is suitable? Explain.
Determine the mode.
2. The mean for seven numbers is 10. Five of the numbers are 6, 5, 14, 10 and 11. Two other
numbers are represented by k. Calculate
(a) the sum of the seven numbers. (b) the value of k.
270 271
Chapter 12 Measures of Central Tendencies Chapter 12 Measures of Central Tendencies
3. In each of the data representation below, calculate the mean. 9. The bar chart shows the number of short messages sent Number of short messages
(a) (b)
Marks for Mathematics test Packets of noodles sold by 30 students a week. 9
(a) Calculate 8
Stem Leaf (i) mean (ii) mod e (iii) median 7
Frequency
7 2 3 6
(b) Calculate the number of students who sent less than 5
8 1 1 4 5 33 messages in a week compared to the total number 4
6 7 8 9 10
9 2 6 of students, in fraction form. 3
2
Key: 7 | 2 refers to 72 marks Number of packets 1
30 31 32 33 34 35
4. The table shows the qualifying marks for a History quiz obtained by a group of students. Number of messages
Calculate the median. 10. Time taken for 40 students to finish crossword puzzles is
recorded in the table below.
Marks 5 10 15 20 25 30
Time (minutes) 2 4 6 8 10
Frequency 2 7 5 11 9 7
Number of students x 2 y 6 14
5. Given the following numbers: 2, 4, 6, 6, 8 and 12, (a) Show that x + y = 18.
(a) determine the mean, median and mode of the set of data above. (b) If y = 6, calculate the mean.
(b) calculate the new mean, median and mode if (c) Determine: (i) median (ii) mode
(i) 2 is added to each number. (ii) each number is multiplied by 2.
(iii) 2 is substracted from each number. (iv) each number is divided by 2. 11. Malek, Rani and Yip have been selected to the final round in the long jump competition. They
have made their respective jumps and their distance is recorded in metre.
6. The mean of four numbers is 14. If two numbers, x and x + 2 are added to the set of data, the Jump
new mean is 15. Calculate the value of x. Participants
1 2 3
7. The mean of four numbers is 71. Two of the numbers are 56 and 48. The value of the other two Malek 3.2 4.5 6.1
numbers is x respectively. Ravi 6.3 3.4 5.2
(a) Calculate,
Yip 4.5 6.7 4.9
(i) the sum of the four numbers. (ii) the value of x.
(b) Subtract 5 from each of the four numbers. Calculate the new value of mean. From the table above, which measures of central tendencies would you choose to determine the
winners of the gold, silver and bronze medals? Explain your answers.
8. The stem-and-leaf table below represent the distance, in km, by a group of runners during a
cross-country event. Distance 12. Joshua has scored 74, 95, 98, 84 and 74 in his History tests.
Stem Leaf (a) How could Joshua convince his parents that he had worked hard to achieve the best results
in History? Which measures of central tendencies should Joshua use for this purpose?
CHAPTER 12
CHAPTER 12
2 3 4 6 9
Justify your answer.
3 0 1 2 2 2 4 4 5 8
(b) Encik Shamsudin is Joshua's History teacher. He encouraged Joshua to work harder because
4 2 2
his marks for History were still inconsistent. Which of the marks did Encik Shamsudin refer
Key: 2 | 3 refers to 23 km
to when he expressed his concern for Joshua's achievement?
(a) Determine
(i) mean (ii) mod e (iii) median
(b) What is the percentage of participants who ran a distance of 32 km or more?
272 273
Chapter 12 Measures of Central Tendencies Chapter 12 Measures of Central Tendencies
SELF REFLECTION
CHAPTER SUMMARY
2. Makes conclusion about the effect of changes in a set of data to the value of
The average value that represents a set of data mode, median and mean.
3. Collect data, construct and interpret the frequency table for grouped data.
Mode Median 4. Determine the modal class and mean of a set of a grouped data.
The most frequent data in The value or data in the
a set of data. middle after the data is 5. Select and justify the appropriate measures of central tendencies to describe
arranged in ascending or the distribution of a set of data, including those with extreme values.
Modal class descending order.
The class with the highest 6. Determine mode, mean and median from data representations.
frequency
CHAPTER 12
mode, mean, and median. State the measures
Mean Median Mode
of central tendencies you would choose to
Selected to represent Selected to represent Selected to represent
represent the data. Next, calculate BMI for
data when it data when extreme data when we intend
each student and provide suggestions to stay
involves the whole values exist. to determine the
healthy.
data when extreme item with the highest
value does not exist. frequency.
274 275
Chapter 13 Simple Probability Chapter 13 Simple Probability
WALKING
THROUGH TIME
http://rimbunanilmu.my/mat_t2e/ms277
WORD LINK
CHAPTER 13
and earnings.
276 277
Chapter 13 Simple Probability Chapter 13 Simple Probability
CREATIVE ACTIVITY Experimental probability is the probability that is obtained from an experiment. Ratio ‘frequency
of appearance towards number of f lips’ that is obtained from f lipping the coin is the experimental
Aim: Identifying probability probability for an event.
Materials: Weather forecast results, blue and red marbles
In general,
Steps:
1. Consider the following situations: Frequency of an event
The experimental probability of an event =
(a) Rain is expected the next day. Number of trials
(b) Choose a female student from the Girl Guides for a netball game.
(c) The possibility of a black marble is taken from a box containing 3 blue marbles and 7
red marbles.
LEARNING
2. Discuss the possibility of each of the above situations and appropriate value to represent 13.1.2 Experimental probability of an event STANDARD
each possibility.
Make conclusions
about the experimental
The situations above indicate that the events may occur, will occur and may not occur. The possibility COGNITIVE STIMULATION probability of an event
of an event occurring is determined by the value between 0 to 1 and is known as probability. Aim: Making a conclusion on experimental probability when the number of trials
are large enough.
Materials: Dynamic geometry software
Probability is the measurement of possible occurrence of an event expressed
Steps:
either in the form of fractions or percentages.
1. Open the file MS279.
2. Click the New experiment button. QR CODE
13.1 Experimental Probability 3. Click the Start button. Study the parallel marker and the reading
on the graph. Scan the QR Code or visit
In the Creative Activity, you are introduced to the probability concept. Now let’s look at the http://rimbunanilmu.my/
relationship between frequency and the number of trials. 4. Repeat steps 2 and 3 for 4 times. mat_t2e/ms279 to view
flipping coins experiment.
Discussion:
13.1.1 Experimental probability LEARNING
STANDARD (i) Differences in the graph that is formed in all five experiments.
COGNITIVE STIMULATION Perform simple probability (ii) The conclusion that can be obtained regarding experimental
experiments, and hence probability when the number of trials is higher.
Aim: Introducing simple probability
state the ratio
Materials: A coin
frequency of an event
Steps: number of trials
The file shows possible outcomes of obtaining head from flipping a coin. As much as 1 200 trials
of flipping the coin has been done. From the graph that is shown, the experimental probability of
1. Flip the coin 25 times. as the experimental
probability of an event. obtained heads from 1 200 trials moves towards one value, that is 0.5.
2. Note down whether it is head or tail.
3. Then, repeat step one 50 times.
It is observed that all the five graphs show the same shape. The conclusion that can be made is,
4. Next, repeat step one 100 times. experimental probability moves towards a certain value if the experiment is repeated with a higher
5. Write the result obtained in the table. number of trials.
Number of flips frequency of appearance
Ratio number of flips
The frequency SELF PRACTICE 13.1
25 50 100
of appearance 25 50 100
head 1. Perform an experiment by throwing a fair dice. Write the ratio of the number of obtaining even
CHAPTER 13
CHAPTER 13
tail numbers in 16 trials.
Discussion:
The relationship between the ratio obtained and the experimental probability.
278 279
Chapter 13 Simple Probability Chapter 13 Simple Probability
Discussion: 3 (2, 3)
The possible outcomes of a fair dice throw. 2 5
TIPS
(2, 5)
A tree diagram can be
7 (2, 7) used to show the flow of
When a fair dice is thrown, the number that is shown is either 1, DO YOU KNOW a process. It is used to
Box A Box B pair number obtained organise and calculate
2, 3, 4, 5, 6. Although the number shown is repeated, it is still
1. Experiment is a the probability of an
in the range of 1 to 6. The outcome list for the thrown fair dice procedure to observe event happening.
consists of numbers 1,2,3,4,5,6. The sample space for the thrown possible outcome. When you pick a card randomly, you might get pairs like the ones
fair dice is S = {1,2,3,4,5,6}. 2.The outcome is the shown in the tree diagram above. The possible outcomes of the
possible result of an activity is known as sample space, S = {(2,3), (2,5), (2,7)}.
experiment.
3. Sample space is all the
possible outcomes of
an experiment. Sample space is a set of all possible outcomes of an experiment.
CHAPTER 13
CHAPTER 13
280 281
Chapter 13 Simple Probability Chapter 13 Simple Probability
COGNITIVE STIMULATION A number is chosen randomly from the prime numbers between 20 to 40. List the possible
outcomes and write the elements in the sample space for this experiment. State the number of
Aim: Identifying event elements in the sample space.
Materials: Two red balls, two yellow balls and a box
Solution:
Steps:
1. Form groups of 4. Prime numbers are between 20 to 40 are 23, 29, 31, 37.
2. Mark every ball with the symbols M1 and M2 for the red balls. K1 and K2 for the yellow Sample space, S = {23, 29, 31, 37}. Number of elements in sample space, n(S) = 4.
balls.
3. Place all the balls into the box. EXAMPLE 3
4. One member takes two balls from the box, one by one. A school cooperative sells brand P pencil. The erasers that are sold are red, green, blue and yellow.
5. Write the label of the ball that is taken in the table below. Palin wants to buy a pencil and one eraser. With the help of the tree diagram, list the possible
6. Place both the balls back into the box. outcomes and write the elements in the sample space of the items bought by Palin. State the number
7. Repeat steps 4 to 6 for each member. Complete the table below. of pairs.
CHAPTER 13
Solution:
The word SEMPURNA is made up of eight different letters. The possible outcomes are S, E, M, Sample space , S = {1, 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9}
P, U, R, N, A. Sample space, S = {S, E, M, P, U, R, N, A}. The number of elements in the sample (i) May occur (ii) May not occur
space, n(S) = 8. (iii) May occur
282 283
Chapter 13 Simple Probability Chapter 13 Simple Probability
6 n(A)
EXAMPLE Then, Probability of an event A is represented by P(A) =
n(S)
Jar A has a card labelled I. Jar B has four cards labelled I, K, A and N. One card from Jar A and
one card from Jar B are picked.
(a) List the the elements in the sample space The table on the right shows the total sum when two fair Dice 1
dice are thrown.
(b) List the elements in the sample space if THINK SMART + 1 2 3 4 5 6
(i) the letters are the same. From the table, when two fair dice are thrown, the sum of 1 2 3 4 5 6 7
A coin is flipped two times
(ii) at least one consonant is picked. 5 appears 4 times. The probability of getting a sum of 5 is 2 3 4 5 6 7 8
consecutively. The tree 4 = 1 .
Dice 2
diagram below shows the 3 4 5 6 7 8 9
Solution: 36 9
possible end result. 4 5 6 7 8 9 10
Step 1: Draw the tree diagram 1. State the sample space
This probability is called theoretical probability. 5 6 7 8 9 10 11
for both flips.
In the experiment of throwing two fair dice thirty-six 6 7 8 9 10 11 12
I (I, I) 2. What is the probability of
obtaining heads in both times, the sum of 2 fair dice with the value 5 appears 12
K (I, K) flips? times. The probability of obtaining sum of 5 is 12 = 1 . This probability is called experimental
I ( ) 36 3
probability.
A (I, A)
( )
N (I, N) ( )
If the number of trials of throwing two fair dice is large enough, the probability of the experimental
Jar A Jar B Outcomes probability, � 1 � converges to the theoretical probability, � 1 � as in the diagram below.
( ) 3 9
first flip
second flip
Step 2: Write the answers.
(a) S = {(I, I), (I, K), (I, A), (I, N)} QR CODE
(b) (i) Event X = {(I, I)} (ii) Event Y = {(I, K), (I, N)} Scan the QR Code or
visit http://rimbunanilmu.
my/mat_t2e/ms285 to
13.2.2 Probability of an event LEARNING read about theory vs
STANDARD experiment.
Throwing a fair dice has six possible outcomes.They are numbers 1,
Construct probability
2, 3, 4, 5 and 6. Assuming that each number has an equal chance of models for an event,and
appearing in a throw. What is the hence make connection
CHAPTER 13
CHAPTER 13
(i) chances of getting number 4. between theoretical
probability and
(ii) chances of getting an odd number. experimental probability.
284 285
Chapter 13 Simple Probability Chapter 13 Simple Probability
13.2.3 Determining probability LEARNING 2. The Meteorological Department predicted that rain will fall in the eastern states every three
STANDARD days in the months of November and December. Calculate the probability of rain falling in the
Probability of an event A is determined by using,
months of November and December.
Determining the probability
n(A) of an event.
P(A) =
n(S) 3. A supermarket held a lucky draw for a week in conjunction with its 10th anniversary. The
EXAMPLE 7 supermarket has set a condition that every purchase of RM50 is eligible to submit one entry.
The supermarket recorded the distribution of gift coupons on the average of 30 pieces a day for
An apple is picked from a box that contains 25 green apples and 35 red apples. Calculate the probability a week. Danial, a food stall owner, spends RM450 throughout the draw period. Calculate the
of getting a green apple. probability of Danial will win the lucky draw.
Solution:
Number of green apples = 25 TIPS 13.3 Complement of An Event Probability
Number of red apples = 60 Probability can be written 13.3.1 Describing complement of an event
in the form of fraction or
LEARNING
Assume A is an event of getting a green apple.
decimal number.
STANDARD
The probability of getting a green apple. COGNITIVE STIMULATION Describe the complement
of an event in words and by
P(green apple) =
number of green apples using set notations.
total number of apples
Aim: Identifying complement of an event.
TIPS Materials: Nine cards numbered in multiples of three, magnetic board, and magnet bar
n(A)
P(A) = Steps:
n(S) 0 0.5 1
May not May Will 1. Arrange the first nine numbers of multiples of three on the magnetic board
= 25 happen happen
happen 3 6 9 12 15 18 21 24 27
60 (between
5 0 to 1) 2. List the element A. A is an event when an even number is picked .
=
12
EXAMPLE 8 A={ , , , }
Pramjit gets RM5 pocket money every Tuesday, Wednesday and Thursday. Calculate the probability 3. List the element A’. A’is an event of when not an even number is picked
of him getting the amount of RM5 in four weeks?
A' = { , , , , }
CHAPTER 13
• 24
SELF PRACTICE 13.2 the right. The complement of an event A in a sample space S,
• 21
• 18
consists of all outcomes that is not the outcome of A. • 27
1. A bicycle shop has a stock of 35 bicycles. If the shop sold 15 bicycles in January, calculate the
probability of selling a bicycle in that month.
286 287
Chapter 13 Simple Probability Chapter 13 Simple Probability
In the sample space probability, S is a universal set. If set A represents Method 1: Method 2:
event A, then set A' is complement of an event for event A. TIPS
Complement probability, P(A') Event A' = {1, 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20}
4 If P(A) = 0, event A will not P(A') = 1 – P(A)
Probability of picking an even number, P(A) = . n(A')
9 take place
5 8 P(A') =
Probability of picking not an even number, P(A') = . If P(A) = 1, event A is will =1– n(S)
9 20
to take place 12 12
4 5 = =
P(A) + P(A') = + 20 20
9 9 12
9 Then, P(A') = 3
= 20 =
9 DO YOU KNOW 3 5
1. For the event of getting a =
=1 5
head when flipping a coin,
CHAPTER 13
P(A) + P(A') = 1
8
= P(A) = 1 – P(A') 5. A sum of 10% of oranges from three boxes of oranges is found to be rotten. C is a non-rotten
20
P(A') = 1 – P(A) orange event. If an orange box contains 30 oranges, calculate the probability of taking one non-
= 2
5 rotten orange at random.
288 289
Chapter 13 Simple Probability Chapter 13 Simple Probability
CHAPTER 13
(b) list all element of the complement of the event of obtaining different vowels.
(b) Total profit is RM1 080. (i) an even number
(ii) an odd number
(c) calculate the probability of the complement of an event for experiment (b).
(c) The number of shirts not sold in a month is 20 pieces.
(iii) a prime number
290 291
Chapter 13 Simple Probability Chapter 13 Simple Probability
5. Box A has a piece of card with the first multiple of 2 and box B has three pieces of cards with SELF REFLECTION
the first three terms of the multiple of 3. A card is drawn randomly from box A and box B. With
the aid of a tree diagram, list the sample space for this experiment and calculate the probability
that a person gets At the end of this chapter, I will be able to:
(a) at least one number of multiple of two.
(b) at least one number of multiple of three. 1. Perform simple probability experiments, and thus determine the ratio
(c) an odd number. frequency of an event
as the experimental probability of an event.
number of trials
6. Hazrin's hobby is collecting stamps. He has a collection of 75 pieces of stamps from 2. Make conclusions about the experimental probability of an event when the
Indonesia, Singapore, Thailand, the Philippines and Malaysia. A stamp is selected at random. number of trials is large.
The probability of getting a stamp from Thailand and the Philippines is 3 . If the number of
5 3. Determine the sample space and events of an experiment.
stamps from Singapore and Indonesia equals the number of stamps from Malaysia, calculate
the probability of selecting stamps from Malaysia.
4. Construct probability model for an event, and thus make a connection between
theoretical probability and experimental probability.
CHAPTER SUMMARY
6. Describe the complement of an event in words and by using set notations.
Sample space
The sample space is the set of all the possible outcomes of an experiment and
is represented with the letter S.
MINI PROJECT
Event Divide your class into five groups. Each group will create five types of games and set
An event is a result of an experiment up five probability questions for each game.
0 ⩽ P(A) ⩽ 1
P(A') = 1 – P(A)
CHAPTER 13
CHAPTER 13
292 293
Answers
5. (a) x = 2 3 2 5
5. (a) 4p 2 – 12p + 9 (b) y – y+1
(b) (i) The pattern is −7 2 2
(ii) Subtract 7 from the previous number. (c) 10x 2 – 11x – 6 (d) 5w 2 + w
(iii) 9 − 7n , n = 0, 1, 2, 3, ...
6. p 2 − 2p + 2
CHAPTER 1 PATTERN AND SEQUENCES 49 56 , 63 70 77 6. 0, 1, 1, 2 , 3 , 5 , ...
3. (a) 42, , , , , ...
7. (5x 2 – 17x + 6) m 2
SELF PRACTICE 1.1 48 24 12 6 3
(b) 96, , , , , , ... 7.
8. √33y 2 – 34y + 8
1. (a)
SELF PRACTICE 1.3 2 SELF PRACTICE 2.2
3 3
1. (a) Multiply the previous number by 3.
(b) Divide the previous number by 2. 4 6 4 1. (a) 1, 2, 4, 4y (b) 1, b
1 5 10 10 5 1 (c) 1, w (d) 1, 5, m
(b) 2. (a) 2n n = 1, 2, 3, ... (e) 1, c (f) 1, 2, b
(b) 5 + 3n n = 0, 1, 2, 3, ... 8. (a) x = 3
(c) 3 + 3n n = 0, 1, 2, 3, ... 2. (a) 5(e + 2) (b) 2a( b – 4a)
(b) −61 (c) 3ab(c + 2a) (d) 4x(1 – 3x)
(d) 3 − 2n n = 0, 1, 2, 3, ...
9. (a) Add 6 (e) f(e + f + g) (f) 2x(x – 2y + 3w)
2. (a) Pattern: add 7 to the previous number.
(b) Pattern: subtract 3 from the previous number. 3. (a) T7 = 45 (b) T7 = 13 (c) T7 = −7.3 (b) 6, 12, 18, ...
T11 = 77 T11 = 19 T11 = −9.7 (c) 3. (a) (b – 9)(b + 9) (b) (a + b)(a – b)
(c) Pattern: add 4 to the previous number.
(c) (x + 1)(x – 1) (d) (4y – 7)(4y + 7)
(d) Pattern: divide the previous number by 2.
(e) (m + 7)(m – 1) (f) (2x + 1)(2x − 5)
(e) Pattern: subtract 1 from the previous number. 4. (a) 30 minutes (b) 10:00 a.m. (c) 3:00 p.m.
4
(f) Pattern: multiply the previous number by –3. 4. (a) (x + 2)(x + 7) (b) (x – 2)(x + 9)
GENERATING EXCELLENCE
(d) 36 buttons (c) (x – 8)(x + 3) (d) (m – 2)(m + 13)
(e) (y – 5)(y + 3) (f) (k – 4) 2
3. (i) 37, 55, 73, 91, 109... Pattern: add 18 1.
10. 841.86 m 2
(g) (m – 6)(2m + 1) (h) (3f – 2) 2
+18 (i) (2m − 4)(m + 4) (j) (2x − 7)(x + 1)
(ii) 28, 46, 64, 82, 100... Pattern: add 18 11. Ubat 1 2 3 (k) (6y − 5)(2y + 3) (l) (5p − 4)(p + 2)
Fever 8:30 a.m. 4:30 p.m. 12:30 a.m. (m) (5m − 4)(−m − 2) (n) (− p + 2)(3p − 2)
+18 Antibiotics 8:30 a.m. 8:30 p.m.
(o) (−2 x + 3)(3x + 5)
Flu 8:30 a.m.
4. 1, 1 , 2, 3 , 5 , 8 , 13
5. (a) (p – r)(q – w) (b) (x + y)(x + 6)
(c) (3a + c)(b – 3d ) (d) (h + j)(a − b)
2 6 6 2 2. (a) add 6 (b) subtract 4
5. (c) multiply 3 (d) divide 6 CHAPTER 2 FACTORISATION AND (e) (m − n)( j + y) (f) (3x + 4p)(3y − z)
ALGEBRAIC FRACTIONS
1.2 6. (a) 2y 2 + 3y − 8 (b) 1 section
SELF PRACTICE 3. (a) Number
+2 SELF PRACTICE 2.1
1. (a) Pattern (b) Pattern SELF PRACTICE 2.3
Words
(c) Not a pattern (d) Not a pattern Add 2 to the previous number. 1. (a) (a + 2)(a + 1) (b) (4x – 3)(4x – 3)
(e) Not a pattern (f) Not a pattern 1. (a) (2b – 5)(2b + 1) (b) (m – 1)(m + 7)
Algebraic Expression 2. (a) 3x + 6 (b) 32x − 12 (c) (p – 12)(p + 2) (d) 7x 2 – 7x – 3
2x x = 1, 2, 3, 4, ... (c) 2a + 10 (d) 6p 2 − 8p (e) 4c 2 – 2c + 9
2. (a) 34, 28, 22 , 16, 10 , 4 , ...
(b) Number rs
(e) − + r (f) −2pr + 4pq 6y 2m + 7n r+s
÷2 4 2. (a) (b) (c)
(b) 128 , 64 , 32, 16, 8 , 4, ... 5 m – 2n 2r + 3s
Words (g) 15bc − 18 (h) 14ef + 21e
(i) 16g + 8g 2 h 5p – 2 2s 12 – 3z
(c) 0.07, 0.28 , 1.12, 4.48 , 17.92, ... Divide the previous number by 2. 3. (a)
p2
(b) (c)
4(x + y)
9
Algebraic Expression 3. (a) a 2 + 3a + 2 (b) x 2 − x − 20
(d) 1 1 , 1, 9 , 4 , 7 , ...
100 4. (a)
9u + 20v
(b)
5t – 12s
(c)
6s + 4r – 8
10 10 5 10 (c) 10 + 3m − m 2 (d) 12p2 − 11p + 2 12 30st 3rs – 6s
n n = 0, 1, 2, 3, ...
2 (e) 12r 2 − 11r + 2 (f) 8r 2 − 3s 2 − 2rs
4m + 3n 20 + 3d
(b) 6m + n
2
1 2 5. (a) (c)
(e) 0.2, 2.4, 28.8, 345.6 , 4147.2 , ... 4. (a) 1, 3, 5, 7 , 9, 11 , ... (g) 6 d 2 − 5 db + b (h) r 2 − 6rs + 9s 2 36 6m 2 n 5d 2 g
2 4
(i) 16e 2 − 24e + 9
(f) −400 , −80, −16, −3.2 , −0.64 , ... (b) −80 , −40 , −20, −10, −5 6. (a)
x–1
(b)
2a + 5
(c)
1
y 4 m–n
4. (a) 17b − 4a + 3 (b) −4m − 17mn
(g) 3 , 2 , 7 , 1 , 5 , ... (c) 268, 235 , 202 , 169, 136, 103 , ... (c) −5h 2 + 4hj + j 2 (d) 3x 2 − y 2 + 4xy 1 c–3
4 3 12 2 12 (d) (e)
1 1 2k + 1 2
(d) 1 , 5 , , 1 ,
2 12 3 4 6
(h) −8.1, −6.1 , −4.1, −2.1, −0.1 , ...
294 295
Answers Answers
6 hy CHAPTER 3 ALGEBRAIC FORMULAE 3. (a) (i) w = − 2 (b) (i) b = 2 2. (a) Interior angle: a, g, e, c
7. (a) (b) 9 Exterior angle: b, d, f, h
(a – 3)(3 + a) (k – 2)(h + 3)
SELF PRACTICE 3.1 (ii) x = – 15 (ii) c = 8 (b) Interior angle: a, b, c, d, e
6m 2 n 2rs − 8r 19
(c) (d) Exterior angle: f, g, h, i, j
(m – n)(n – 2m) rs + 5s − 2r − 10 (iii) y = 29 (iii) d = 3
1. (a) m = z + qp (b) u = v – 2
2 5r 3. (a) x = 150° (b) x = 100°
8. (a) (b) (c) x =
7w
(d) b =
4
–5 (c) (i) p = – 1 (d) (i) s = – 1 (c) x = 22° (d) x = 54°
m(x – a) s(1 – 2r) 6 5
3y 3a
x+3
(c) 5x (d)
–2f (e + 2f )
(e) u =
3
(f) v =
5 (ii) q = – 1 (ii) t = −46 4. (a) p = 80° (b) p = 68°
5q + 5 2w + 4 19 q = 55° q = 100°
3e(e – 3f )
(2a – 5)2 (iii) r = 1 1 (iii) u = – 2 r = 125° r = 88°
5a (a + b) (g) b = (h) w = 6t 6 11
9. (a) (b) 3
3 5. (a) a + b + c = 300° (b) a + b + c = 170°
3b(2a + 3) 2a 4. z = 65xy (c) a + b + c = 265° (d) a + b + c = 254°
�4p – 8 4s – 7
y
(c) 2 (d) 1 (i) m=– (j) r = 6. (a) 7 sides (b) 8 sides (c) 9 sides
3x eg 3 3 5. t = 13 1 s minutes
3
7. (a) Decagon (b) y = 144°
xy (x + 1) 2q (p + 1) 2. z = 29.75x + 40.5y 6. x = 4
10. (a) (b) 8. x = 117°
(x + y) 2 2p – 1 y=7
pr t (2t + 1) 3. (a) (i) c = 16 (b) (i) p = 2
(c) (d) 1 GENERATING EXCELLENCE
(r – 1)(q + r) (2t – 1)(s – u) (ii) d = (ii) q = 2
2 CHAPTER 4 POLYGONS
1. (a) Students answer (b) Students answer
(c) (i) m = − 6 (d) (i) n = 13 SELF PRACTICE 4.1
GENERATING EXCELLENCE
1 2. (a) p = 40° (b) p = 45° (c) p = 75°
(ii) n = 3 (ii) m = 1. (a) Irregular polygon (b) Irregular polygon q = 135° q = 95° q = 140°
1. (a) 3a + 6b (b) n 2 – 3n – 10 16
(c) Regular polygon (d) Regular polygon r = 95° r = 50° r = 105°
(c) a 2 + 4ab + 4b 2 (d) 16x 2 – 8xy + y 2 (e) Irregular polygon (f) Regular polygon
(e) (i) u = 6 (f) (i) p = 0 3. (a) x = 50° (b) x = 42.5° (c) x = 80°
v
(e) 6v 2 + – 2 (f) 13h 2 – 10hk + k 2 9
(g) Regular polygon (h) Regular polygon
3w 9w 2 3 (i) Regular polygon
(ii) r = (ii) q = 4. (a) 360° = 8 sides (b) 360° = 10 sides
2 2
2. (a) 6m(2 – 3m) (b) (y + 9)(y – 9) 2. (a) One axis of simmetry (b) 2 axis of simmetry 45° 36°
(c) 4ab(1 – 2a) (d) (x – 4y)(x + 4y) (iii) s = 4 (iii) r = −4 (c) No axis of simmetry (d) No axis of simmetry
(e) (s – 4)(s – 2) (f) (x + 1)(x + 3) (c) 360° = 9 sides (d) 360° = 12 sides
(g) (x – 3)(x + 5) (h) (x + 2)(x + 4) 1 40° 30°
(g) (i) a = (h) (i) s = 12 3.
(i) (2c – b)(3d – e) 3 Name of Number of Number of Number axis of 5. (a) x + y = 215° (b) x + y = 180°
3a − 2b + 2 12ec − 25abd (ii) b = 2 (ii) t = 50 polygon sides vertices symmetry (c) a + b + c + d = 425°
3. (a) (b)
4v 20abc 7 Hexagon 6 6 6 6. Students answer
(iii) c = 6 (iii) u = �
20 – 3f pn + 2p + nm 4 Heptagon 7 7 7
(c) (d) 7. 17 sides
5f 2 g m 2p Octagon 8 8 8
24p – 7
15x + 2y − 2y
2 2
9rsz + 4 – 2r 4. (a) z = 5.9x + 3.6y (b) b = Nonagon 9 9 9 8. p + q = 276°
(e) (f) q
24xyz 36yz
(c) P = 0.85(35 m + 76n) (d) x = RM0.1st 9. ∠CBM = 58°
4. Students answer
4. (k + 4) cm
5. Students answer 10. (a) h = 20°
GENERATING EXCELLENCE
(b) Interior angle = 140°
5. 4x + 4x – 6
2
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40 Equation: f (x) = x 2
3. (a) –5
30 3. (a) (i) L (ii) r
x –3 –2 –1 0 1 2 3 4 (b) L = 4𝜋r 2
–10
y 2 3 4 5 6 7 8 9 20
4. (a) {(1, 1), (2, 8), (3, 27), (4, 64)}
y
10 (d) 2.3, −0.4 (b)
9 T 1 2 3 4
x
8 –3 –2 –1 O 1 2 3 GENERATING EXCELLENCE
U 1 8 27 64
–10
7 1. (a) Yes (b) No pair
(c) U
6 –20 2. (a) Ordered pairs:
Free resources from www.mathsphere.co.uk
{(1, 11), (2, 22), (3, 33), (4, 44), (5, 55)}
5 70
(d) Table: 60
4 50
B 1 2 3 4 5
x – 4 –3 –2 –1 –0.5 0.5 1 2 3 4 40
3
y –1 –1.33 –2 –4 –8 8 4 2 1.33 1 A 11 22 33 44 55 30
20
2
10
y Graph:
1 O T
8 A 1 2 3 4
x
–3 –2 –1 O 1 2 3 4 6
(d) y = x 3 or f(x) = x 3
(b) 55 5. (a) (i) RM96 (ii) RM90 (iii) RM80
Free resources from www.mathsphere.co.uk
4
x –3 –2 –1 0 1 2 3 44 (b)
2
y –5 0 3 4 3 0 –5
33 x 5 10 15 20 25 30 35 40 45 50
x
Free resources from www.mathsphere.co.uk –4 –3 –2 –1 O 1 2 3 4
y 90 80 70 60 50 40 30 20 10 0
–2
22
–4
11
B
–6 1 2 3 4 5
–8 Equation: f (x) = 11x
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CHAPTER 11 ISOMETRIC TRANSFORMATIONS 4. P(−1, 7) Q(−4 , −2) 8. (a) (b) (c) (d)
R(5, −3) S(8, 7)
SELF PRACTICE 11.6
SELF PRACTICE 11.1 9. (i) 6
5. (a) (b) 1. (a) (b) (c) (d)
A 4
1. (a) Transformation (b) Transformation M 2. (a) No order (b) 2nd order M
(c) Not a transformation (d) Not a transformation (c) 4th order (d) 1st order 2
2. (a) T (b) QR (c) ∠UVQ M’
3. −4 −2 O 2 4 6
A’ Clockwise Anticlockwise W −2
3. (a) No M'
6. (a) Reflection on line y = 6 (i) order 2 order 4
(b) No −4
(b) Reflection on line x = −2 (ii) order 2 order 4
(c) It is congruent because the shape and the size are
(c) Reflection on line y = 3 (iii) order 5 order 1
these same. (ii) W ' = (−3, 1)
(d) It is congruent because the shape and the size are (d) Reflection on line y = 1 4. (2,8)
these same. 10. (a) 90° clockwise rotation, centre (−1, 1).
7. (a) Reflection on the y −axis
(b) 180° anticlockwise rotation, centre (0, 2).
4. (b) Reflection on the x −axis GENERATING EXCELLENCE
Triangle Side Line Angle Angle (c) 180° clockwise rotation, centre (1, 0).
(c) Reflection on the y −axis
(d) 90° clockwise rotation, centre (1, −1 ).
i RQ ∠PRQ (d) Reflection on line x = 3 1. (a) F (b) U
11. (i) OBC (ii) OCD (iii) ODA
ii BC ∠CBA 8. (a) (−3, 7) (b) (7, 4) 2. (a) translation because there is a change in position
(b) not a translation 12. (a) P → Q Reflection on the line x = 4
0
SELF PRACTICE 11.2 SELF PRACTICE 11.4 (c) translation because there is a change in position Q → R Translation
−4
3. (a) (b)
1. (a) Translation (b) No 1. (a) 90° clockwise rotation, centre P. R → S 90° clockwise rotation, centre (5, 1)
(c) Translation (d) No (b) 90° anticlockwise rotation, centre P. A' A'
(b) (0,4)
(c) 90° anticlockwise rotation, centre P.
2. (a) (7, −1) (b) (9, 3) (d) 90° clockwise rotation, centre P. A
13. A (1, –1)
A (1, 1) (7, –5) (6, –2)
(c) (2, −4) (d) (3, − 8 )
2. (a) 90° clockwise rotation, at point P.
3. (a) (−2, −8) (b) (2, −9 ) (b) 180° clockwise rotation / anticlockwise rotation at point P. (c) (d) A
(8, –4) (8, 2) (4, 2) (6, –2)
A
(c) (7, −4) (d) (− 8 , − 6 ) (c) 180° clockwise rotation / anticlockwise rotation at point T. y
A'
(d) 90° rotation, clockwise rotation at the origin. 14. (a) (i)
−6
4. (a) 2 (b) 5
4 −8 3. 90° anticlockwise rotation at the origin O.
A' 4
R 3
(c) 4 (d) −3 R 2
O
−4 −7 4. (a) (−2, 0) (b) (1, −3) 1
(c) (−7, 2) (d) (−5, 2) x
5. (a) (5, −8) (b) (2, 7) –6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6
R' (e) (−4, −2) (f) (2, −5) –1
(c) (3, 3) (d) (− 5 , −17) –2
Rotation 180° at centre O. 5. (a) (b) R'' R'
–3
M
6. (a) (1, −7) (b) (7, −8 ) P
R R’
y
P
O
M N
(ii)
SELF PRACTICE 11.3 5
4
4. Coordinate: N
R 3 R'
P(−4, 0) R(−1, −2)
1. (b) (c) Q(0, 2) S(−1, 6) (c) (d) M
2
M 1
P x
SELF PRACTICE 11.5 P –6 –5 –4 –3 –2 –1 O
–1
1 2 3 4 5 6
2. (a) (b)
N –2
1. (a) Isometric transformation N –3
(b) Not an isometric transformation
(c) Isometric transformation (b) y
6. Coordinate:
(d) Isometric transformation
C’(5, 2) 5
2. (a) Isometric transformation D’(7,−2) 4
E(2, −4) 3 S
3. (a) Q (b) P (b) Isometric transformation
2
(c) Isometric transformation F(3, 1)
1
S"
3. A: Translation 7. Coordinate: –6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6
x
B: Rotation K’(3, −1) –1
C: Reflection L’(1, 3) –2 S'''
–3 S'
P Q M(0, 3)
4. K, L and M N(3, −4)
5. x =100°
R is a pentagon and S is a square
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Chapter 2 Factorisation and Algebraic Fractions Chapter 2 Factorisation and Algebraic Fractions
Geometrical characteristics (Sifat geometri) Non-uniform speed (Laju tak seragam) Different
Relating to geometry or principles of distance covered in equal intervals of time.
geometry. Number pattern (Pola nombor) A list of numbers
Gradient (Kecerunan) Ratio of the vertical that follow a certain sequence or pattern.
CHAPTER 2
CHAPTER 2
Acceleration (Pecutan) Increase in speed with Congruency (Kekongruenan) The same shape distance to the horizontal distance. Numerator (Pengangka) The number that
time. and size. Graph of function (Graf fungsi) A graph of a appears on the top of a fraction.
Algebraic expression (Sebutan Algebra) A Coordinate (Koordinat) A pair of numbers used to certain function. Object (Objek) Shape, diagram before
mathematical expression that consists of indicate position relative to x-axis and y-axis. Horizontal distance (Jarak mengufuk) The transformation.
variables, numbers and operations. Cross section (Keratan rentas) Intersection of a length parallel to the plane. Odd numbers (Nombor ganjil) Integers not
Algebraic expression (Ungkapan Algebra) solid body in a three-dimensional space with Hypotenuse (Hipotenus) The longest side of a divisible by two.
The combination of constant and variables, a line or plane. right angled triangle, opposite the right angle. Origin (Asalan) The point where the x-axis and
connected by signs and fundamental Deceleration (Nyahpecutan) Negative acceleration Image (Imej) Reflection of an object. y-axis intersect (0,0).
operations. or reduction in speed. Inclination (Kecondongan) Gradient or slope of Perfect square (Kuasa dua sempurna) An integer
Algebraic formula (Rumus algebra) A Denominator (Penyebut) The number that appears a line. that is the square of an integer. Example
mathematical rule or relationship that uses on the bottom of a fraction. 1 2 = 1, 2 2 = 4, 3 3 = 9. Thus, 1, 4 and 9 are
Independent variable (Pemboleh ubah tidak
numbers, letters and algebraic expression in Dependent variable (Pemboleh ubah bersandar) perfect squares.
bersandar) Variable that is not the subject in
the form of an equation. Variable that is the subject in a algebra a algebra formula. Plot (Plot) To mark the coordinates, to draw the
Algebraic fraction (Pecahan Algebra) Fraction formula. graph.
Intercept (Pintasan) The point where a line or
with algebraic expression in the numerator Diameter (Diameter) A straight line going through curve crosses the x-axis or y-axis. Position (Kedudukan) Spatial location.
and denominator. the centre of circle or sphere that connects two Interior angle (Sudut pedalaman) The angle Probability of an event (Kebarangkalian suatu
Anticlockwise (Lawan arah jam) In the opposite points on the circumference. inside a shape. peristiwa) The ratio of the chance that an
direction to the movement of the hands of a Distance (Jarak) How far apart the length or width Isometry (Isometri) Transformation of an object event will occur to total number of outcomes.
clock. of two points. into an image that is congruent. Radius (Jejari) The line segment from the centre
Average speed (Laju purata) Total distance Even numbers (Nombor genap) Integer divisible Linear equation (Persamaan linear) An to its perimeter of a circle or sphere.
divided by total time taken. by two. algebraic equation in which each term has an Ratio (Nisbah) A comparison of two quantities
Axis of symmetry (Paksi simetri) The line that Event (Peristiwa) A set of outcomes of an exponent of one. that can also be in the form of fraction.
divides an object, shape or diagram into two experiment.
congruent forms. Linear function (Fungsi linear) A function that Reflection (Pantulan) Flip over a line.
Expansion (Kembangan tunggal) When a linear has variables with exponents equal to one. Regular polygon (Poligon sekata) Polygon that
Centre (Pusat) Midpoint in a space. algebraic expression is multiplied by an Mean (Min) In a data set, the sum of all the data is equilateral and equiangular.
Centre of rotation (Pusat putaran) In a rotation, algebraic term or a number. points, divided by the number of data points. Relation (Hubungan) Relationship between two
the point that does not move, the rest of the Expansion of two brackets (Kembangan dua
plane rotates around this point. Measure of central tendency (Sukatan or more variables.
kurungan) When two linear algebraic kecenderungan memusat) A single value that
Chord (Perentas) A line segment that connects Sample space (Ruang sampel) The set of all
expression is multiplied. describes a set of data such as mean, median
two points on a circumference. possible outcomes of an experiment.
Exterior angle (Sudut peluaran) Angle formed and the mode.
Circle (Bulatan) A two dimensional shape on a Sector (Sektor) A sector is the part of a circle
by one side of a polygon and a line extended Median (Median) Middle number in a set listed
plane that is always the same distance from enclosed by two radii of a circle and their
from an adjacent side. from the least to the greatest.
the centre. intercepted arc.
Extreme value (Nilai ekstrem) Refers to very Midpoint (Titik tengah) A point on a line segment
Circumference (Lilitan) Perimeter of a circle. Segment (Tembereng) The part of a circle made
extreme deviation of values in a sample. that divides it into two equal parts. by a line and a connecting arc.
Clockwise (Ikut arah jam) Motion that proceeds Factor (Faktor) A number, term or algebraic Mode (Mod) Most frequently occuring number(s) Sequence (Jujukan) A list of numbers in a special
in the same direction as a clock's hand. expression that divides the number, term and in a set. order.
Coefficient (Pekali) A multiplicative factor of a algebraic expression given exactly.
Net (Bentangan) A net is a two-dimensional figure Side (Sisi lurus) A line segment to form a polygon.
term, polynomial or expression. Frequency table (Jadual kekerapan) Tabulated that can be folded into a three-dimensional Speed (Laju) Rate of change of distance with
Common factor (Faktor sepunya) A factor that data. object.
divides two or more number exactly. time.
Function (Fungsi) Relationship between two Non-linear function (Fungsi bukan linear) A
Complementary angle (Sudut pelengkap) Either variables in a equation. Stationary (Keadaan pegun) Not moving.
function that has variables with exponents
of the two angles whose sum is 90°. Steepness (Kecuraman) Gradient or slope of a
greater than one.
line.
308
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Chapter 2 Factorisation and Algebraic Fractions Chapter 2 Factorisation and Algebraic Fractions
CHAPTER 2
Supplementary angle (Sudut penggenap) Two
angles that add up to 180°.
Symmetry (Simetri) The correspondence in Allan, R., Capewell, D., Pated, N., & Mullarkey, P., 2008. Maths Links 7B. UK: Oxford University
size, form and arrangement of parts on the Press.
opposite sides of a plane, line or point.
Barzilai, J. & Borwein, J. M., 1988. Two Point Step Size Gradient Methods. Journal of Numerical
Three-dimensional shape (Bentuk tiga dimensi)
Analysis, 8, 141-148.
Shape that has three dimensions such as
length, width and height. Chapin, S.H., Illingworth, M., & Landau, M., 2001. Middle Grades Maths Tools for Success Course 2.
Transformation (Transformasi) The process of New Jersey: Prentice Hall.
changing position, orientation or size of an
object by translation, ref lection, rotation and Coxeter, H.S.M, 1969, Introduction to Geometry Ed-2, New York: John Wiley & Sons.
dilation.
Translation (Translasi) Every point of the object Edwards, J.T., & John R.B., 2010. Styles and Strategies for Teaching Middle School Mathematics,
must be moved in the same direction and USA: Corwin Press.
same distance.
Howard, E., 1953. An Introduction to the History of Mathematics. USA: Holt, Rinchart and Winston,
Two-dimensional shape (Bentuk dua dimensi) Inc.
Shape that has two dimensions such as length
and width. Istilah Matematik untuk Sekolah-sekolah Malaysia, 2003. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Uniform speed (Laju seragam) Same distance
covered in equal intervals of time. John, M.L., 2013. Axiomatic Geometry, Pure and Applied Undergradute Texts, USA: American
Value of table (Jadual nilai) A table of dependent Mathematical Society.
and independent variables of a function.
Joseph, Y., Teh, K.H., Loh, C.H., Ivy, C., Neo, C.H., Jacinth L., Ong, C.H., & Jeffrey, P., 2014. New
Variable (Pemboleh ubah) Liable to change or Syllabus Mathematics Ed-7, Singapore: Shinglee Publishers Pte. Ltd.
take different values.
Vector (Vektor) A quantity having direction as Kamus Dewan Edisi Keempat, 2005. Kuala Lumpur: Dewan Bahasa dan Pustaka.
well as magnitude.
Vertical distance (Jarak mencancang) The Paul, B., 2010. Mathematics Pupils' Book. USA: Macmillan.
length of the height.
Reviel., N., 2007. The Transformation of Mathematics in the Early Mediterranean World.Kuala
Lumpur: Cambridge University Press.
Smith, D.E., 1958. History of Mathematics. New York: Dover Publications, Inc.
Tay, C.H., Riddington, M., & Grier, M., 2000. New Mathematics Counts for Secondary 1 Normal
Academic. Singapore: Times Media.
Teh, K.S., & Cooi, C.K., 1982. New Syllabus Mathematics. Singapore: Shinglee Publisher Pte Ltd.
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CHAPTER 2
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