TDP Maths p2

for Primary School Teachers (TDP 1103)
Part 2
Make sense and practise

Unit writers
Mrs S. Thapermall-Ramasawmy (Manual Coordinator)

Ms A. Salehmohamed
Dr A. Ramful
Dr A. Bholoa
Other contributors
Ms P. Boodhoo
Ms B. Bhobhoty
Ms L. Ramkalawon
Acknowledgement
Part of the materials in this manual was taken from ACE booklets (1994)
produced by the MIE.
© Mauritius Institute of Education

Introduction

Teaching mathematics at the primary level (Grades 1-6) is a rather challenging job. Although
the mathematics that pupils learn at this level may appear to be quite rudimentary, the
teaching of it demands a particular set of knowledge and skills. One has only to step in a
primary classroom to realize the necessity for the specialized knowledge required to attend
to the task of teaching mathematics. The conception of mathematics that we hold as adults
is quite different from those of the young kids who are in the process of making sense
of concepts, principles and conventions inherent in mathematics as a subject area. For
instance, how do we pedagogically introduce the concept of area of a triangle in Grade 5 or
convince pupils that the sum of angles in a triangle is 1800 in Grade 6. What model can be
used to explain how many halves are there in a quarter (1/4÷1/2) or how many quarters are
there in a half (1/2÷1/4)?
The immediate question then is, what should we include in a course designed to empower
pre-service teachers to teach primary mathematics. Two aspects seem to be particularly
important, namely the mathematics content knowledge and the pedagogical approaches to
teach mathematical concepts. In fact, universities and teacher training institutions tend to
give much importance to these two dimensions in their pre-service mathematics courses.
Empirical evidence as well as theoretical insights point to the fact that content knowledge is
critical for teaching primary mathematics. Research advances that pupils are disadvantaged
when teachers have inadequate knowledge. Our own experience as teacher educators
suggests that teachers with inadequate content knowledge are not able to fully support
pupils. In the field of Mathematics Education, this content knowledge is referred to as
Mathematical Knowledge for Teaching (MKT) (Ball, 2003). We also note that pre-service
teachers enter teacher education programmes with varying levels of mathematics. Over the
years we have observed that while some of them are quite confident in their mathematics
ability, others need much support to develop fluency in mathematics. Often when we assess
pre-service teachers, they show inadequate mastery of concepts such as decimals, ratio,
proportion, geometrical properties, and so forth. Thus, it is important to review and reconstruct
fundamental mathematical concepts, a task that we attend through the current manual.
This manual provides pre-service primary teachers with foundational mathematical content
knowledge related to their roles as mathematics teachers. It provides teachers with
opportunities to deepen their conceptual understanding of mathematical ideas and principles
and to understand the logical connections across domains. It is the first of a set of of three
manuals specifically written for pre-service elementary teachers. It focusses essentially on
MKT.
Our approach to develop the manual
We identified the mathematical content to be included in the manual starting from the concepts
that pre-service teachers are expected to teach at the primary level. Following a conceptual
analysis of the core content of the primary mathematics curriculum, we identified the extent
to which the underlying ideas are to be extended so that teachers are well-equipped to
understand the concepts not only locally as in the textbook but also globally in terms of its
wider connections. For instance, pre-service teachers are expected to teach patterns and
sequences. Thus, we give a broader mathematical treatment of patterns and sequences in
the manual in terms of Arithmetic and Geometric sequences and the mathematical formula
to find the general (nth term) (Figure 1). Thus, when teachers look at a particular sequence in
the curriculum/textbook they can relate it to its more general form. This type of knowledge is
also important when teachers are to pose problems for assessment and teaching purposes.
In writing the manual, we have also included key ideas that are treated in content courses
for elementary teachers by referring to contemporary textbooks commonly used at the
international level. Even though the focus of the manual is on content, wherever necessary
we have included pedagogical issues such as processes of learning mathematics (e.g.,
problem solving, connection, representation) to enable teachers to see the rationale behind
learning particular mathematical content. In other words, we have attempted to give an
explicit rationale for the content that we have included so that teachers can appreciate why
they have to learn primary mathematics from an advanced perspective.
Figure 1. Extension of patterns and sequences
The structure of the manual
This manual is divided into three parts. The first part contains two units namely Problem
Solving and Numbers & Number sense. The second part also contains two units and deals
with Consumer Mathematics and Algebraic Reasoning. The third and last part of the manual
contains three units namely Geometric Thinking, Measurement concepts and Statistical
Reasoning. Each unit start with a real-life example and/or an activity, followed by worked
examples and practice problems as well as intermediate self-checks and end-of-unit
problems. The manual provides an extensive set of problems for pre-service teachers who
may be at different points in their mathematics learning trajectory.
Table of Content
Unit 3: Consumer Mathematics 1
Unit 3.1 Percentage

Unit 3.2 Discount
Unit 3.3 Commission
Unit 3.4 Simple interest
Unit 3.5 Hire purchase
Unit 3.6 Ratio
Unit 3.7 Rate
Unit 3.8 Proportion
Unit 3.9 Exchange rate
Unit 3.10 Scale map
Unit 4: Algebraic reasoning 65
Unit 4.1 Patterns and sequences (including arithmetic progression, geometric

progression and Fibonacci sequences)
Unit 4.2 Algebraic expressions, expansion, factorisation and simplification
Unit 4.3 Algebraic fractions (H.C.F. and L.C.M.)
Unit 4.4 Algebraic equations (linear and simultaneous)
UNIT 3: CONSUMER MATHEMATICS
UNIT 3
CONSUMER MATHEMATICS
1
Table of Contents Unit 3
Consumer Mathematics
Learning Objectives 3
3.1 Introduction 3
3.1.1
Concept Map 4
3.1.2
Percentages 5
Check your progress 1 5

3.1.2.1 Percent bar 6
3.1.2.2 Converting percentages to fractions and decimal fractions 6
3.1.2.3 Converting fractions and decimal fractions to percentages 8
3.1.2.4 Calculating percentages of given quantities 11
3.1.2.5 Expressing a quantity as a percentage of another quantity 12

3.1.2.6 Percentage and proportion 13
3.1.2.7 Calculate percentage increase or decrease of a given quantity 15
3.1.2.8 Percentage profit and loss 18
3.2 Discount 21
3.3 Commission 22
3.4 Simple Interest 23
3.5
Hire Purchase 25
Test yourself on percentage, simple interest and hire purchase 26
Answers to check your progress and End of unit exercises 28
2
Learning Objectives
Upon completion of this unit, you should be able to:
• Understand the meaning of percentages
• Calculate simple percentages
• Convert a fraction or decimal fraction into a percentage and vice versa
• Calculate percentage of given quantities
• Express a quantity as a percentage of another like quantity
• Calculate percentage increase or decrease of a given quantity
• Find discount Calculate the discount given the percentage
• Find commission Calculate the commission given the percentage
• Calculate simple interest
• Solve word problems involving percentages, including profit and loss, discount,
commission and simple interest
• Demonstrate an understanding of hire purchase
• Solve problems involving hire purchase
3.1 Introduction
Percentages are often used in everyday life. When you hear sales on Television or Radio
that say, “20 percent off or a discount of 15 percent”, do you wonder what they mean?
SALE
10-50% OFF
3
3.1.1 Concept Map
4
3.1.2 Percentages
Percentages are very closely related to fractions. Just like a fraction, a percentage can be
expressed as part of a whole but a percentage always has 100 as denominator.
The symbol % indicates a percentage.
For every fraction, there is a corresponding percentage.
ABCD is a square divided into 100 equal parts,out of which 37 are shaded. What fraction
of square ABCD is shaded?
A B
D C
37
The shaded part represents or 37 percent. Note: When we talk
100
about “Percent” we are
37 percent can also be written as 37 %. really saying “per 100”.
Check your progress 1
1. What percentage of each figure is shaded/ unshaded?
(a) (b)
5
3.1.2.1 Percent bar
Percent bar
We can also use a percent bar to represent percentages.

0% 100%
0 10 20 30 40 50 60 70 80 90 100
Example 1:
40% is represented as:

0% 40% 100%
0 10 20 30 40 50 60 70 80 90 100

Example 2:
75 % is represented as:
0% 75% 100%
0 10 20 30 40 50 60 70 80 90 100
2. Represent the following on a percent bar.
(a) 60%
(b) 55%
(c) 90%
3.1.2.2 Converting percentages to fractions and decimal fractions
A Percent can also be expressed as a Decimal or a Fraction.
A half can be written

Note: Because “Percent”
as a percentage: 50% means “per 100” think: “this
as a decimal: 0.5 should be divided by hundred”
1
as a fraction:
2
6
Fraction and percent

To convert a fraction into a percent, we rewrite the equivalent fraction with denominator 100.
Example 1:
7
= 7 x 10 = 70 = 70%

10 10 x 10 100
Example 2:

3 = 3 x 25 = 75 = 75%
4 4 x 25 100
Example 3:
17
17% =
100
17 3 14
3. Convert the following into percent: (a) (b) (c) .
10 5 25
4. Convert the following into fractions: (a) 15% (b) 48% (c) 92 % .
9
5. Rocky eats 10 of a cake. What percentage of the cake does he eat?
2
6. Rita spends of her pocket money on clothes. What percentage of her pocket money
5
does she spend on clothes?
Decimal and percent
To convert a decimal into a percent, we either rewrite the decimal as a fraction with
denominator 100 or we multiply it by 100%.
Example 1: Decimal to Percent Example 3: Percent to decimal

25 35
0.25 = = 25% 35% = = 0.35
100 100
or 0.25 x 100% = 25%
Example 2: Decimal to Percent

3 3 x 10 30
0.3 = = = = 30%
10 10 x 10 100
or 0.3 x 100% = 30%
7. Convert the following into percent: (a) 0.46 (b) 0.3 (c) 0.05 .
8. Convert the following into decimals: (a) 35% (b) 40% (c) 6% .
9. Mrs Reshma spends 72% of her salary on paying her loan. Write this figure as decimal.
7
Common percent
Percent Fraction Decimal
10 1
10%
100
= 10
0.1
20 1
20%
100
= 5
0.2
25 1
25%
100
= 4
0.25
50 1
50% 100
= 2 0.5
75% 75 3 0.75
100
= 4
100
100% 100
= 1 1
3.1.2.3 Converting fractions and decimal fractions to percentages
1. Express the following fractions as percentages.

9 9
(a) 20 as a percentage is equal to 20 × 100% = 45%.
1 3
(b) 1 as a percentage is equal to × 100% = 150%.
2 2
2. Convert 0.37 into a percentage.
0.37 × 100% = 37%
Note: To convert a fraction or a decimal fraction into a percentage, we multiply the

fraction or decimal fraction by 100%.
8
Percent greater than 100%
1 1 2
Fractions can be greater than one (e.g., 1 , 3 ,4 ). Thus, percentages can
4 2 5
be greater than 100%.
1
Example 1: Write 1 as a percent.
4
Method 1:
1 1
1 = 1 whole +
4 4
= 100% + 25% = 125 %
Method 2:
1 5
1 =
4 4
We convert the denominator to 100.
5 5 x 25
4 = 4 x 25
125
= = 125%
100
Example 2: Write 1.4 as a percent.
Method 1: Method 2:
4 2 1.4 = 1.4 x 100% = 140%
1.4 = 1 =1
10 5
12 =1+ 2
5 5
2
= 100% + x 100%
5
= 100% + 40%
= 140%
9
10. Complete the tables below.
Fraction or Decimal Fraction Percentage

9
50
17
25
24
20
0.17
1.32
49.4
3
2
4
Percentage Fraction ( in its lowest term) Decimal Fraction
4%
25 %
214 %
32.5 %
1
22 %
2
10
3.1.2.4 Calculating percentages of given quantities
Percentage of a quantity
Example1: Mary has 20 beads. She gives 40% to her friend Mala. How many
beads does Mala get?
20 beads 100%
40
40% = = 2
100 5
40
40% of 20 = x 20 = 8
100
Mala gets 8 beads.
Work out.
(a) 40% of 300 (b) 125% of Rs 60

40 x 300 = 120 125 x 60 = Rs 75
100 100
1
(c) 12 2 % of 40 kg
25 1
( 25 ÷ 100) x 40 kg = ( x ) x 40 kg = 25 x 40 kg = 5 kg
2 2 100 2 x 100
Example 2: Rahul scored 64 marks in an examination. Tim's score was 125% of that
of Rahul. How many marks did Tim obtain?
100% represent 64 marks
100% 64 marks
100% 25% 125%
Method 1: Method 2:
125% = 100% + 25% 125 x 64 = 80
25 100
= 64 + × 64 = 64 + 16 = 80
100 Tim scored 80 marks.
11
11. (a) 25% of 80

(b) 40% of 70 kg
1
(c) 1 % of 4400g
2
(d) 2.5% of 10L
(e) 15% of 200 apples are bad. How many apples are bad?
Warm-up activity
PRESSURE COOKER
Often when we buy an article, we have to pay a tax called

Value Added Tax (VAT).
Study the advert. How much does the pressure RS 1200
cooker cost when the VAT is added to it? + 15% VAT
3.1.2.5 Expressing a quantity as a percentage of another like quantity
Express 40 as a percentage out of 50.

40
Express 40 as a fraction of 50, that is .
50
To express as a percentage, multiply the fraction by 100%
40 x 100 = 80
50
12. What percentage is

(a) 36 out of 90,
(b) 400g out of 5kg,
(c) 20 cents out of Rs 4?
13. 45 % of the inhabitants of a village are adults. If the population of the village is 11600,
find the number of adults living in the village.
14. It is estimated that 3 out of 25 men are left-handed. What percentage of men are
left-handed?
12
Example: Manoj has Rs 50. He spends Rs 40 on food. What percentage of his

money does he spend on food?
40
(i) Express 40 as a fraction out of 50:
50
(ii) Multiply the fraction by 100%:
40
x 100% = 80%
50
100% Rs 50
80% Rs 40
Example:
Example: In
Inaaschool
schoolof
of800
800pupils,
pupils,48%
48%are
areboys.
boys.How
Howmany
manygirls
girlsare
arethere
thereininthe
theschool?
school?
Method 1:
Method 1:Boys
Boys==48%
48%
Girls = 100 % - 48% = 52 %
52% of 800 pupils are girls

Number of girls = 52% of 800
= 52 x 800 = 416
100
Method 2:Number
Method 2: Numberof ofboys
boys==48%
48%ofof800
800
= 48 x 800 = 384
100
Number of girls = 800 - 384 = 416.
3.1.2.6 Percentage and proportion
Percentage and proportion
Example: Reza spent 15% of his savings to buy a watch, costing Rs 450.
How much money did he have as savings at first?
Rs 450
0% 15% 100%
15% represent Rs 450
15% → Rs 450
450
1% → Rs
15
450
100% → Rs ×100
15
= Rs 3 000
Reza had Rs 3 000 as savings. 13

15. At a circus, 80 % of the spectators are adults. If there are 2200 spectators at the circus,
find the number of children present there?
16. A fruit seller had some apples. After selling 40 % of his apples, he still had 420 apples.
How many apples did he have at first?
17. 40 % of the pupils in a school are girls. If there are 270 boys, how many pupils are there
in all?
18. 20 % of the height of a flag pole is painted white and the rest red. If the red part is 1m80cm
high, find the height of the flag pole.
Example (a): A man draws a salary of Rs15 000. After 1 year his salary is increased
by 10%. Find his new salary.
Man’s salary = Rs 15 000 100%

Percentage increasse = 10%
New salary = (100% + 10%) x Rs 15 000
= 110 x Rs 15 000 = Rs 16 500
100
Example (b): A pair of shoes costing Rs 700 is sold with cash discount of 12%. How
much will a customer pay if he buys the pair of shoes at the discounted price?
Price of a pair of shoes = Rs 700 100%

Percentage discount = 12%
New price = (100% - 12%) x Rs 700
88
= x Rs 700 = Rs 616
100
19. If a shirt costs Rs 550 and is reduced by 20% how much will the new price be?
20. A bicycle costs Rs 5000 excluding the 17.5 % VAT charged. What is the total price of
the bicycle?
21. Calculate the percentage discount on the vacuum cleaner. Rs 6 250

Rs 5 500
14
22. Reza earns Rs 6000 a month. He spends 37.5 % of his monthly income on food, 20 %
on rent, Rs 2100 on bills and saves the rest.
(a) Calculate how much he spends on (i) Food, (ii) Rent.
(b) How much money does he save?
(c) Calculate the percentage of his monthly income that he spends on bills.
3.1.2.7 Calculate percentage increase of or decrease of a given quantity
Example 1: Increase 300 by 10 %.
Method 1
The new amount increases from 100 % to 110%.
Increase to (100 + 10) % = 110 %.
110
Multiplying factor is .
100 110
Therefore the new amount is 300 × 100 = 330.
Method 2
Find 10 % of amount and add it to the original amount.
10
Increase in amount is 300 × = 30.
100
Therefore the new amount is 300 + 30 = 330.
Example 2: Decrease 200 by 15 %.
Method 1
The new amount decreases from 100 % to 85%.
Decrease to (100 – 15) % = 85 %.
85
100 85
Therefore the new amount is 200 × =170.
100
Method 2
Find 15 % of amount and subtract it from the original amount.
15
Decrease in amount is 200 × 100 = 30.
Therefore the new amount is 200 - 30 = 170.
Example 3: Increase 200g by 10 %.
Method 1
The new amount increases from 100 % to 110%.
Increase to (100 + 10 ) % = 110 %.
110
100 110
Therefore the new value is (200 × ) g = 220g.
100
15
Method 2
Find 10 % of amount and add it to the original amount.
10
Increase in amount is (200 × )g = 20g.
100
Therefore the new value is 200g + 20g = 220g.
Example 4: Decrease Rs 3000 by 15 %.
Method 1
The new amount decreases from 100 % to 85%.
Increase to (100 – 15 ) % = 85 %.
85
Multiplying factor is . 85
100
Therefore the new amount is Rs (3000 ×100 ) = Rs 2550.
Method 2
Find 15 % of amount and subtract it from the original amount.
15
Increase in amount is Rs (3000 × 100 ) = Rs 450
Therefore the new amount is Rs (3000 - 450) = Rs 2550
Percentage increase and decrease
Example 1: A water tank contains 35L of water. Water is added in the tank such that
the amount increases by 10 %. How much water is there in the tank now?
Method 1:
Increase in amount of water = 10% of 35 L = 10 x 35= 3.5 L
100
Therefore the tank contains 35 L + 3.5 L = 38.5 L
Method 2:
Water present in tank = 35 L
100% represent 35 L
100% 35 L
Percentage increase = 10%
New percentage = 100% + 10% = 110% 10% 110%
Tank contains: 110 x 35 = 38.5 L

100
16
Example 2: A mobile phone costs Rs 12 000. In a sale, the price decreases by 14%.
Find the new price of the mobile phone.
Method 1:
14
Price decrease = 100 x 12 000 = Rs 1 680
New price = Rs 12 000 - Rs 1 680 = Rs 10 320
Method 2:
Cost of mobile phone = Rs 12 000 100% Rs 12 000
100% represent Rs 12 000

86% 14%
Percentage decrease = 14%
New percentage = 100% - 14% = 86%
New price = 86 x 12 000 = Rs 10 320
100
23. (a) Increase 80 by 30 %.

(b) Decrease 110 by 20 %
(c) Increase 140 cm by 15 %
(d) Decrease Rs 600 by 30 %.
24. A man earns a salary of Rs 7500 per month. If his monthly salary increases by 5 %,
calculate his new monthly salary.
25. The price of a bread is decreased from Rs 2.50 to Rs 2.00. What percentage decrease
is that?
26. Complete the table below.
Item Marked Price (Rs) Percentage Discount Sale Price (Rs)
Television 75 800 20%
Box of Ice cream 250 210
Dress 25% 1 800
Tablet 7 500 6 000
Recommended reading:
www.cimt.org.uk/resources/help/h9perc1.pdf
www.cimt.org.uk/projects/mepres/book7/bk7i17/bk7_17i3.htm
17
3.1.2.8 Percentage profit and loss
Percentage profit
A profit is made when the selling price is greater than the cost price.
Profit = Selling Price – Cost Price
We can express the profit as a percentage of the cost price.
Percentage profit = Profit x 100 %

Cost price
Example: Varun bought a mobile phone for Rs 5 000 and sold it to a friend for
Rs 5 500. Calculate the percentage profit.
Cost Price Rs 5 000

Selling Price Rs 5 500
Profit = Rs 5 500 - Rs 5 000 = Rs 500

500
Percentage profit = x 100 = 10 %
5000
Percentage loss
A loss is made when the selling price is lower than the cost price.
Loss = Cost Price – Selling Price
Percentage loss = Loss x 100 %

Cost price
Example: Jason bought a book for Rs 240 and a few weeks later sold it for Rs 180.
Calculate the percentage loss.
Cost Price Rs 240
Selling Price Rs 180
Loss = Rs 240 - Rs 180 = Rs 60

60
Percentage loss = x 100 = 25%
240
18
Example 1: Dhiraj buys a pen for Rs 20 and sells it for Rs 30.

(i) What is his profit?
(ii) What is his percentage profit?
Profit = Selling Price - Cost Price

= Rs 30 - Rs 20 = Rs 10.
10
Percentage profit = × 100% = 50%
20
Example 2: Shakeel buys a book for Rs 40 and sells it for Rs 50.

(i) What is his profit?
(ii) What is his percentage profit?
Profit = Selling Price - Cost Price

= Rs 50 - Rs 40 = Rs 10.
10
Percentage profit = × 100% = 25%
40
(i) Compare the profit in example 1 and example 2 above.

(ii) Compare the percentage profit in example 1 and example 2 above.
Why are they different?
27. Jessie made a loss of Rs 1600 on selling her cellphone mobile phone for Rs 18400.
Calculate her percentage loss.
28. A bookseller bought a book for Rs 110 and sold it for Rs 150.
(a) What was his profit?
(b) Express the profit as a percentage of the cost price.
29. Father paid Rs 700 for an overcoat. It was slightly damaged in a fire, so he sold it for Rs 500.
(a) What was his loss?
(b) Express the loss as a percentage of the cost price.
30. A shopkeeper buys 23 packets of tea at Rs 25 each. He sells 15 of them at Rs 28 each

and the rest at 2 for Rs 45. Find his percentage profit.
3
31. A fruitseller bought 400 watermelons for Rs 12800. He sold of them at Rs 50 each and
5
the remainder at Rs 35 each. Calculate his percentage profit on the whole transaction.
19
Example: Rico made a profit of 30% on selling a shirt for Rs 780. How much did the
shirt cost?
Cost Price 100%
Selling Price 100% 30% Rs 780
130% represents Rs 780
130% → Rs 780
780
1% → Rs
130
100% → Rs 780 × 100 = Rs 600
130
Rico bought the shirt for Rs 600.
Example: Zarine made a loss of 15% on selling her necklace for Rs 16 150.
At what price did she buy the necklace?
Cost Price 100%
Selling price 100% - 15% = 85 % 15%
85 % represents Rs 16 150
85% → Rs 16 150
1% → Rs 16 150
85
16 150
100% → Rs x 100 = Rs 19 000
85
32. Bill bought a video game for Rs 15 000. At what price should he sell it to make a profit of 15%.
1
33. After a fire, a storekeeper sold some goods bought for Rs 56 000, at a loss of 10 2 %.
At what price did he sell them?
34. Complete
Cost price Selling price Profit %
Rs 50 Rs 56
Rs 44 10 %
1
Rs 90 12 2 %
20
35. Complete
Cost price Selling rice Loss %
Rs 40 Rs 37
Rs 70 10 %
1
Rs 35 12 %
2
3.2 Discount
A discount is a reduction in the price of an item by a shopkeeper compared to the other retail
stores. Such discounts can be offered for cash payment instead of paying by credit card or
to shareholders in businesses such as department stores. Many shopkeepers will also offer
a discount at certain periods of the year so as to clear their old stock. The discount is usually
calculated as a percentage of the price at which the goods are marked.
Discount = Percentage reduction in Marked Price
Example 1: A discount of 10 % is allowed on a T-shirt marked at Rs 150. How much

is the actual discount?
Marked price = Rs 150
Discount = 10 % of marked price
10
= × Rs 150 = Rs 15
100
Example 2: How much would I pay if I am allowed a discount 5 % on an article

marked at Rs 55.
Discount = 5 % of marked price
5
= Rs ( × 55) = Rs 2.75
100
Actual price = Marked price – discount
= Rs (55 – 2.75) = Rs 52.25
Example 3: If Mother paid Rs 270 for a toy after a discount of 10 %, what was the
marked price of the toy?
Discount = 10 %
Therefore, 90 % of marked price = Rs 270
90
× marked price = Rs 270
100 100
Marked price = Rs 270 × = Rs 300
90
21
1. The usual price of a notebook is Rs 15 and there has been a discount of 30 %. Find its
discounted price.
2. Prices on all clothes have been reduced by 15 %. If a shirt costs Rs 1020 now, find its
original price.
3. A shopkeeper gives a discount for the purchase in bulk of certain items. If 1 eraser costs
Rs 15 and a bulk purchase of 10 erasers cost Rs 140.
(a) What would it cost to buy 10 individual erasers?
(b) What is the saving made on 10 erasers by buying in bulk?
(c) What is the discount on such a bulk purchase as a percentage of the normal price?
3.3 Commission
A commission is the amount of money that an individual receives based on the level of sales
he or she has made. The sales person gets an additional amount of money based on the
amount of sales he/she has made. Thus, the greater the value of the sales, the greater the
commission the person obtains. Similarly, firms collecting money on behalf of others charge
commissions: they take a percentage of the money collected. For instance, property agents
often charge commissions on the rent obtained from tenants.
Example 1: Calculate the amount of commission received by an agency if Rs 25 000 of

1
rent is collected and 1 % commission is charged.
2
Amount collected = Rs 25 000
1
Commission = 1 2 % of amount collected
1 1.5
= 1 % of Rs 25 000 = Rs ( × 25 000) = Rs 375
2 100
Example 2: A salesman is paid a basic salary of Rs 12 000 per week together with 2%
commission on the value of goods sold. If he sells Rs 20 000 worth of goods in a week,
what are his earnings for the week?
Commission = 2% of Rs 20 000
2
= × Rs 20 000 = Rs 400
100
Earnings = Salary + Commission
= Rs ( 12 000 + 400 ) = Rs 12 400
Therefore, he earns Rs 12 400 in the week.
22
1. A salesman sells a mobile phone Rs 4000. If he is paid 5% commission, how much

money does he receive?
2. A rent collection agency charges 12.5 % commission on rent collected. How much
commission does the agency receive for collecting Rs 8500?
3. An insurance salesman sells policy worth Rs 300 000. How much does he receive if he
is given 3.5 % commission?

4. During one week, a car salesman sells three cars valued at Rs 650 000 each. If his
basic salary is Rs 7500 per week and he receives 2 % commission on his sales, how
much does he earn that week?
3.4 Simple Interest

If you save money in a bank you will earn interest on this money.
If you borrow money from a bank, you have to pay interest.
If money is kept in a bank for more than one year, then the amount of interest earned has
to increase based on the number of years it remains in the bank.
Simple interest is calculated on a yearly basis (annually) and it changes, depending on

the interest rate for the year. The rate, expressed as a percentage, is often given per year.
Note: Simple Interest = Principal x Rate x Time

PRT R
I= (as R % = )
100 100
Example 1: Sally deposits Rs 600 in her bank account with an interest rate of 5% per
year. Calculate the interest Sally receives in one year and find the amount of money
she will have in her account after (a) one year; (b) two years.
(a) Interest after one year = 1 x 5% x Rs 600

5
= 100 x Rs 600
= Rs 30
New balance = Rs 600 + Rs 30
= Rs 630
After one year, Sally will have Rs 630
23
(b) Interest after two years = 2 x 5% x Rs 600

= 2 x Rs 30
= Rs 60
New balance = Rs 600 + Rs 60
= Rs 660
After two years, Sally will have Rs 660
Example 2: A finance company charges 6 % p.a. simple interest on money lent

out to customers. If Rs 25 000 is borrowed for 4 years,
(a) How much interest is payable,
(b) What is the total amount to be repaid?
PRT
(a) I = 100
= (25 000 × 6 × 4)
100
= Rs 6000
The interest payable is therefore Rs 6000.
(b) Total amount to be repaid = Principal + interest

= Rs (25 000 + 6 000)
= Rs 31 000
Example 3: Ravi borrowed Rs 15 000 from a bank. After 3 years he paid back
Rs 3 600 as simple interest. Calculate the rate of interest per year.
Simple Interest after 3 years = Rs 3 600

Simple Interest after 1 year = Rs 3 600 = Rs 1 200
3
Rate of interest per year = 1 200 x 100% = 8%
1 500
Example 4: What sum of money will yield a simple interest of Rs 1680 at 6% p.a.
in 4 years?
We have I = 1 680, R = 6 and T = 4.
PRT
I= ie.1 680 = P × 6 × 4
100
100
P = 1 680 × 100 = Rs 7 000
6×4
Therefore, the principal is Rs 7 000.
24
1. Complete the table below.
Amount of money Rate of interest Number of Simple interest

borrowed ( in rupees) per year (%) years ( in rupees)
20 000 3 6000
120 000 12 100800
75 000 11.5 5
8 6 120 000
1
2. Find the simple interest on Rs 40 000 for 5 years at 2 % per year.
2
3. Find how long it takes Rs 2 000 to yield a simple interest of Rs 180 at 3 % per year.

4. Find how long it takes Rs 6 000 to amount to Rs 7 680 at 7% p.a.
3.5 Hire Purchase

Hire Purchase is a form of purchase, where a customer acquires the item by paying an in-
itial down payment or deposit and agreeing to repay the remaining amount over a period of
time (usually monthly repayments) with an interest charged on the outstanding amount. The
calculation for the monthly payment of the hire purchase goods is based mainly on simple
interest. Thus, the buyer ends up paying more than the actual price of the item. For example
products like household appliances, furniture and so on can be bought on Hire Purchase.
Example: A company charges 5 % p.a. simple interest for hire purchase goods. The
cash price of a television is Rs 66 000. If a down payment of Rs 6000 is required,
what is the monthly instalment given that its payment has to be completed in a year’s
time?
Amount on Hire Purchase (Principal) = Rs (66 000 – 6 000) = Rs 60 000

PRT
I= = 60 000 × 5 × 1 = Rs 3 000
100
100
Total amount to be paid = Principal+Interest
= Rs 60 000 + Rs 3 000 = Rs 63 000
Hence, monthly instalment = Rs 63 000 = Rs 5 250
12
25
1. Tom wants to buy a laptop through hire purchase. He has been asked to make a deposit
of one fifth of the total price of Rs 30 000.How much will the deposit be?
2. A new lampshade costs Rs 690 cash. It is available on hire purchase by paying a de-
posit of 15% followed by 12 instalments of Rs 55.85.Find the total hire purchase price and
the extra that you would pay (over the cash price) using hire purchase.
3. The cash price of a bike is Rs 2200. The hire purchase price is Rs 3000. If the deposit is
10% followed by 10 equal monthly instalments, find the amount you pay each month.
Fun activity
1. http://www.math-play.com/Simple-Interest/simple-interest-money-game.html
2. https://www.studyladder.com/games/activity/simple-interest-13171
End-of-Unit Exercises
1. (a) Express 40 cm as a percentage of 10 m.

(b) A man bought an article for Rs 480 and sold it for Rs 700. Find his % percentage
profit.
(c) Jack invested Rs 50000at 6% simple interest per year. Calculate how much interest
had been earned after 8 years.
2. (a) Express 0.081 as a percentage.

(b) Decrease 425 kg by 20%
(c) Find the commission on Rs 8000 if 12% commission is paid.
(d) A shopkeeper bought some goods for Rs 1200 and sold them at a profit of 40%. Find
the selling price of the goods.
1
3. (a) Express 7 % as a decimal
2
(b) Find the principal that will yield a simple interest of Rs 1300 at 6.5% per annum in 10
years.
4. (a) The price of a dress is Rs 180. Ruby is given a discount of 15%. Work out this
discount.
(b) A dealer sold a bicycle for Rs 2400 and made a profit of 20%. Calculate the cost price
of the bicycle.
26
5. Father borrows Rs 240 000 to buy a car and is charged 12 % per annum simple interest.
If the loan is for 5 years, find
(i) the interest payable
(ii) the total amount to be repaid.
6. In an examination, Jim obtains 45 out of 75 marks. In another examination, Paula

5
obtained of the total marks. Express the mark of each candidate as a percentage.
8
7. (a) In a sale, all prices are reduced by10%. If an article is normally sold for Rs 5 000, find
its price in the sale.
(b) A man bought a television set for Rs 45000 and after three years he sold it for Rs
30000. Find his percentage loss.
(c) Find the rate of interest per annum if Rs 800 yields a simple interest of Rs 480 in 5
years.
8. (a) The price of a mobile phone was Rs 5000. During a sale, its price was Rs 3800.
Calculate the percentage reduction in the price of the mobile phone.
(b) Find how long (in years) it takes Rs 5000 to yield a simple interest of Rs 2200 at 11%
per annum.
(c) A tin contains 280g of maize. 100g of maize contains 0.6g of fat
(i) What percentage of the maize is fat?
(ii) The recommended daily amount of fat is 70g. Calculate what percentage of the
recommended daily amount is in the tin.
9. (a) Express 0.05 % as a fraction, in its lowest terms.

(b) Express 8cm as a percentage of 0.4m.
(c) Find the simplest interest when a sum of Rs 25 000 is invested for 18 months at an
interest rate of 7% per annum.
10. A sales girl works in a shop and receives a monthly basic salary of Rs 6000. In addition,
she receives a commission of 2.5% of the value of the sales that she has made during
the month.
(i) In January, the value of her sales was Rs 65000. Calculate her salary for this month.
(ii) In February, her salary was Rs 7125. Calculate her sales for this month.
(iii) In March, her basic salary was increased by 15% . Calculate her new basic salary.
The basic salary of Rs 6000 in January was 25% more than her basic salary in
December. Calculate her basic salary in December.
27
Answers to check your progress and End of unit exercises
1. (a) 51% (b) 67%

0% 60% 100%
2. (a)
0 10 20 30 40 50 60 70 80 90 100
0% 55% 100%
(b)
0 10 20 30 40 50 60 70 80 90 100
0% 90% 100%
(c)
0 10 20 30 40 50 60 70 80 90 100

3. (a) 70 % (b) 60% (c) 56%
3 12 23
4. (a) (b) (c)
20 25 25
5. 90%
6. 40%
7. (a) 46% (b) 30% (c) 5%
8. (a) 0.35 (b) 0.4 (c) 0.06
9. 0.72
10.
Fraction or Decimal Fraction Percentage
9
50 18 %
17
68%
25
24
120 %
20
0.17 17%
1.32 132%
49.4 4940%
3
2 275%
4
28
Percentage Fraction (in its lowest term) Decimal Fraction

1
4% 0.04
25
1
25 % 0.25
4
7
214 % 2 2.14
50
13
32.5 % 0.325
40
1 9
22 % 0.225
2 40
11. (a) 20 (b) 28kg (c) 66g (d) 0.25L (e) 30
12. (a) 40% (b) 8% (c) 5%
13. 5220
14. 12%
15. 440
16. 700
17. 450
18. 2 m 25 cm
19. Rs 440
20. Rs 5875
21. 12%
22. (a)(i) Rs 2250 (ii) Rs 1200 (b) Rs 450 (c) 35%

29
23. (a) 104 (b) 88 (c) 161cm (d) Rs 420
24. Rs 7875
25. 20%
26. 60 640, 16, 2400, 20
27. 8%
4
28. (a) Rs 40 (b) 36 %
11
4
29. (a) Rs 200 (b) 28 %
7
8
30. 4 %
23
31. 37.5%
32. Rs 17250
33. Rs 50120
34. 12 %, Rs 48.40, Rs 80
35. 7.5 %, Rs 63, Rs 40
1. Rs10.50
2. Rs1200
3. (a) Rs150 (b) Rs10 (c) 6 2/3%
30
1. Rs 200
2. Rs 1 062.50
3. Rs 10 500
4. Rs 46 500
1. 10% , 7, 43 125,250 000
2. Rs 50000
3. 3 years
4. 4 years
1. Rs 6000
2. Rs 773.70
3. Rs 278
END-OF-UNIT EXERCISES
5
1. (a) 4 % (b) 45 % (c) Rs 24 000
6
2. (a) 8.1 % (b) 340 kg (c) Rs 960 (d) Rs 1680
3. (a) 0.075 (b) Rs 2000
4. (a) Rs 27 (b) Rs 2000
5. (i) Rs 144000 (ii) Rs 384000
6. 60 %, 62.5 %
31
1
7. (a) Rs 4500 (b) 33 % (c) 12 %
3
8. (a) 24 % (b) 4 years (c) (i) 0.6 % (ii) 40%
1
9. (a) (b) 20 % (c) Rs 2625
2000
10. (i) Rs 7625 (ii) Rs 45000 (iii) Rs 6900 (iv) Rs 4800
32
UNIT 3.6
RATE, RATIO AND PROPORTION
33
Table of Contents Unit 3.6

Rate, Ratio and Proportion
Learning Objectives
3.6.1 Ratio 35
3.6.2 Using ratio to compare 2 or more like quantities 36
3.6.3 Expressing ratio in its simplest form 38

3.6.4 Equivalent ratios 39

3.6.5 Splitting a quantity in a given ratio 40

3.6.6 Change in ratio 41

3.7 Rate 44

3.7.1 Conversion of rate from a compound unit to another compound unit 46
3.8 Proportion 48
3.8.1 Direct proportion 48

3.8.2 Indirect proportion 50

3.9 Exchange rate 51
3.9.1 Scale maps 53
End-of-Unit Summary 57
End-of-Unit Exercises 58
Answers to Check your progress and End-of-Unit Exercises 62
34
Learning Objectives

• Use ratio to compare two or more like quantities
• List equivalent ratios
• share a given quantity in a given ratio
• Write a ratio in its simplest form and as fraction
• Work out change in ratio
• Compare two unlike quantities using rate
• Convert a rate from a compound unit to another compound unit
• Do simple calculations involving (a) rate (b) ratio
• Use ratio and fraction
• Solve word problems involving ratio and fraction
• Recognize the relationship between two quantities
• Solve word problems involving direct and indirect proportion
• Identify and solve word problems involving (a) rate, (b) ratio and
(c) proportion
• Use exchange rate
• Solve scales and map problems
3.6.1 Ratio
Ratio is a way of comparing quantities in a particular order. It shows how

much bigger one thing is than another.
To compare two quantities “a’’ and “b’’ respectively, we write a : b.
The symbol : stands for “is to”.
Note: We can also write the ratio a : b as a fraction a and vice versa
b
35
In this unit, you will learn:

• to compare two quantities in terms of ratio.
• to solve word problems involving ratio.
3.6.2 Using ratio to compare 2 or more like quantities
Ratio allows us to compare quantities.

Study the following example.
rabbit cat dog tortoise

1 kg 4 kg 8 kg 40 kg
The cat is 4 times as heavy as the rabbit.

cat : rabbit = 4 : 1
The dog is 2 times (twice) as heavy as the cat.

dog : cat = 8 : 4 = 2 : 1
The tortoise is 5 times as heavy as the dog.

tortoise : dog = 40 : 8 = 5 : 1
Example: Anu, Betty and Cathy have 3 m, 6 m and 9 m of ribbons respectively.

Compare the length of ribbon that the three girls have.
Anu 3 m
Betty 6m
Cathy 9m
(i) Comparing the length of Betty’s ribbon to that of Anu:
Length of Betty’s ribbon : Length of Anu’s ribbon = 6 m : 3 m

6 3
Ratio = 6 : 3 = : =2:1
3 3
Betty’s ribbon is two times (or twice) as long as that of Anu.
or Anu’s ribbon is 1 of that of Betty.

2
36
(ii) Comparing the length of Cathy’s ribbon to that of Anu’s ribbon:
Length of Cathy’s ribbon : Length of Anu’s ribbon = 9 m : 3 m

9 3
Ratio = 9 : 3 = 3 : 3 =3:1
Cathy’s ribbon is three times as long as that of Anu.

1
or Anu’s ribbon is 3 that of Cathy.
(iii) Comparing the length of Betty’s ribbon to that of Cathy’s ribbon:

Length of Betty’s ribbon : Length of Cathy’s ribbon = 6 m : 9 m
6 9
Ratio = 6 : 9 = 3 : 3 = 2 : 3
2
Betty’s ribbon is two third (
) that of Cathy.
3
3 1
Cathy’s ribbon is 2 or 1 2 times as long as that of Betty.
Ratio of wheels in the tricycle to wheels in the bicycle = ______ : ______
2. Find
(a) ratio of boys to girls
(b) ratio of girls to boys
(c) ratio of boys to total number of children.
5 cm
3. Ratio of length to width = ______ : ______

2 cm
37
3.6.3 Expressing ratio in its simplest form
A ratio can be expressed in its simplest form or lowest term by dividing each
quantity in the ratio by the H.C.F.
Example:
In a committee, there are 20 men and 15 women. The ratio of men to women is
20 : 15.
The H.C.F. of 20 and 15 is 5. We divide both sides by 5.

20 15
: = 4:3
5 5
4. Simplify the following ratios
(a) 3 : 18 (b) 35 : 45 (c) 22 : 55
5. Reena bought two fish tanks with capacities 15 litres and 30 litres respectively. Write
the ratio of the capacity of the smaller tank to that of the larger tank.
30 litres
15 litres
Reduce the ratio to its lowest term.
6. There are 15 girls and 12 boys in a class. What is the ratio of girls to boys? Give your
answer in its simplest form.
38
Stop and Think

The ratio of boys to girls in a committee is 2 : 3. How many boys and girls can such a
committee have?
3.6.4 Equivalent ratios
Example: The Hibiscus and Bougainvillea flowers have 5 and 3 petals respectively.

Hibiscus Bougainvillea
Number of flowers 1 2 3
Number of petals in Hibiscus 5 10 15
Number of petals in Bougainvillea 3 6 9
Ratio 5:3 10 : 6 15 : 9
Ratio in reduced form 5:3 5:3 5:3
We observe that the ratio is the same, that is, 5 : 3.

We say that 5 : 3 is equivalent to 10 : 6 and 15 : 9.
5:3 5:3
x2 x2 x3 x3
10 : 6 15 : 9
7. Write down two equivalent ratios for 3 : 4.
8. Are these 2 ratios equivalent? Write Yes or No in the box.

(a) 12 : 11 and 48 : 44
(b) 5 : 6 and 11 : 12
(c) 9 : 10 and 45 : 50
39
9. Find the unknown value in the following equivalent ratios.

(a) ____ : 24 = 7 : 8 (b) 3 : 5 = 27 : ____ (c) 4 : 9 = 16 :_____
1
10. For baking a cake, sugar and flour are mixed in the ratio 3 : 5. If 1 cups of sugar
2
are used, how many cups of flour are needed?
3.6.5 Splitting a quantity in a given ratio
Example:
Rita made a necklace with red and blue beads.
There are 45 beads in all in the necklace.
The ratio of red to blue beads is 2 : 3.
How many red and blue beads are there in the necklace?
The ratio of red to blue beads is 2 : 3.
This means that in a group of 5 beads, there are 2 red and 3 blue.
How many groups of 5 beads are there in all?
There are 45 5 = 9 groups of 5 beads.
Number of red beads: 2 × 9 = 18.
Number of blue beads: 3 × 9 = 27.
Observe: (i) 18 + 27 = 45.
(ii) 18 : 27 = 2 : 3.
11.In a school, there are 200 students. The ratio of boys to girls is 2 : 3.
(a) How many boys are there in the school?
(b) How many girls are there in the school?
12.A wire of length 150 cm is cut into 2 pieces in the ratio 3 : 7. What is the length of the
longer piece?
13.The ratio of boys and girls in a class is 4 : 3. If there are 12 girls in the class, how many
boys are there?
40
14. Pierre and Yohan are window cleaners. Pierre cleans 8 windows and Yohan cleans 5
windows. Altogether they earn Rs 260. How much will Pierre get if they share the money in
the same ratio as the number of windows they clean?
15. The ratio of the area of the rectangle to that of the square is 1 : 4. What if the length of
the square?
9 cm
4 cm
3.6.6 Change in ratio
Example 1: In a class of 30 pupils, the ratio of number of boys to number of girls

was 3 : 2 at the beginning of the year. After the Easter holidays, 2 boys and 3
girls joined the class. What is the new ratio of number of boys to number of girls?
Ratio of boys to girls = 3 : 2

3+2=5
3
At the beginning of the year, number of boys = x 30 = 18
5
number of girls = 2 x 30 = 12
5
After Easter holidays, number of boys = 18 + 2 = 20
number of girls = 12 + 3 = 15
New ratio of boys to girls = 20 : 15 = 4 : 3.
16.There are 84 children in a club. The ratio of boys to girls is 5:2. Six boys leave the club
and 12 girls join the club. Find the new ratio of boys to girls.
17. In a box of 42 pencils, the ratio of the number of red pencils to the number of blue
pencils is 3 : 4. If 2 red pencils are removed from the box and replaced by 8 blue pencils,
find the new ratio of the number of red pencils to the number of blue pencils in the box.
41
Change in ratio
Example 2: In a birthday party, there were 24 children and the ratio of boys to
girls was 3 : 5. Some more boys joined the party after some time and the new
ratio of boys to girls became 4 : 5. How many more boys joined the party ?
Ratio of boys to girls = 3 : 5

3+5=8
3
Number of boys = x 24 = 9
8
5
Number of girls = x 24 = 15
8
New ratio of boys to girls = 4 : 5
The number of girls remained the same but the number of boys increased. We
find a ratio equivalent to 4 : 5 such that the number of girls is 15.
Boys : Girls
4:5
x3 x3
? : 15
Total number of boys = 4 x 3 = 12

Therefore number of boys who joined the party = 12 - 9 = 3.
18.In a group of 210 pupils, the ratio of boys to girls was 4 : 3. Some boys joined the group
and the new ratio of boys to girls became 3:2. How many boys joined the group?
19. 240 children of a school attended a concert. The ratio of the number of boys to the
number of girls was 3 : 5. A group of girls left the concert after some time. The ratio of boys
to girls then became 3 : 4.
(a) How many boys attended the concert?
(b) How many girls stayed until the end of the concert?
42
Ratio involving differences

Example: In a competition, for every 7 women, there are 4 men. If there are 12
more women than men, how many men and women took part in the competition?
Find the total number of participants.
Ratio of women : men = 7 : 4

Let’s construct a table of equivalent ratios.
Women : Men Difference

7 : 4 3
2 x 14 : 8
x2 6 x2
3 x 21 : 12
x3 9 x3
28 : 16 12
35 : 20 15
We observe that when the ratio is multiplied by a number, the difference is also
multiplied by the same number.
Difference in ratio = 7 - 4 = 3 parts

3 parts 12 participants
1 part 12 = 4 participants
3
No. of women = 7 x 4 = 28
No. of men = 4 x 4 =16
Total number of participants = 28 + 16 = 44.
20. In a box, for every 11 apples there are 9 oranges. How many oranges are there if
there are 14 more apples than oranges?
21. The ratio of Dan’s age to Rita’s age is 3 : 4. If Dan is 3 years younger than Rita,
find the sum of their ages.
22. In an aviary, the ratio of lovebirds to parrots was 4 : 7. There were 9 more parrots
than lovebirds. Some parrots flew away and the ratio of lovebirds to parrots
became 2 : 3. How many parrots flew away?
43
IT Corner
https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-ratios-prop-topic/cc-
6th-ratios-intro/v/ratios-intro
http://www.eduplace.com/kids/mw/practice/6/ep6_06.html
http://mathsnacks.com/ratio-rumble.html
3.7 Rate
Rate is a comparison between two quantities of different kinds. A rate is a special

ratio in which the two terms are in different units.
Rates are used by people every day, such as when they work 40 hours a week or earn
interest every year at a bank. When rates are expressed as a quantity of 1, such as
2 cm per second or 5 km per hour, they are called unit rates. When prices are
expressed as a quantity of 1, such as Rs 25 per ticket or Rs 56.50 per can, they are
called unit prices.
If you have a multiple-unit rate such as 120 students for every 4 buses, and want to find
the single-unit rate, write a ratio equal to the multiple-unit rate with 1 as the second term.
120 = 30
4 1
The unit rate of 120 students for every 4 buses is 30 students per bus. You could also find
the unit rate by dividing the first term of the ratio by the second term.
If you have a multiple-unit price, such as Rs 55 for 2 kg of potatoes, and want to find the
single-unit price, divide the multiple-unit price by the number of units.
Rs ( 55 )=Rs 27.50
2
The unit price of potatoes that cost Rs 55 for 2 kg is Rs 27.50 per kg.
44
Note:
“Rate” is always with reference to time, area, volume, capacity, mass, etc.
For example, per hour = in 1 hour or even per year = in 1 year.
Average speed is the rate of travelling, i.e. Average distance moved in unit time. It
can be obtained by using the formula:
Distance travelled
Average speed =
Time taken
Average speed is commonly measured in kilometres per hour (km/h or kmh-1 or

metres per second (ms or ms-1).
Rate of consumption of fuel by vehicles is usually in kilometers per litre (km/l).
Cost price or selling price of goods (sold by weight) is usually in rupees per
kilo gram (Rs/kg).
Rate of pay is in rupees per hour (Rs/h).
Example 1:
A worker’s annual salary is Rs 72 000. How much does he earn each month?
Solution
In 1 year a worker earns Rs 72 000.
In 12 months he earns Rs 72 000.
72000
In 1 month he earns Rs = Rs 6000
6
Therefore, his rate of earning is Rs 6000/month.
Example 2:
A car covers a distance of 35 km in 50 minutes. What is its speed in km per
hour?
Solution
In 50 minutes a car covers 35 km.
35
In one minute it covers km.
50
35
In 60 minutes it covers ×60=42km.
50
Therefore, its speed is 42 km/h
45
23. A shopkeeper sells 3 1/2 kg of beans at Rs 17.50. At what rate does he sell the beans?
24. A boy walks a distance of 2 km in 20 minutes. What is his rate of walking in km/h?
25. A cyclist covers 5 1/2 km in 1/2 hour. What is his average speed in
(a) Kilometres per hour (km/h)?
(b) Metres per minute (m/min)?
(c) Metres per second (m/s)?
3.7.1 Conversion of rate from a compound unit to another compound unit
Very often we have to convert a certain rate from a compound unit (e.g. Rs/kg) to another
compound unit (e.g. cts/g).
Note:
To convert a larger unit (e.g. km) to a smaller unit (e.g. m), we multiply. To convert a
smaller unit to a larger unit, we divide.
To convert km to m we multiply by 1000.
To convert m to km we divide by 1000.
Example 1
Convert 60 km/h to m/s.
Solution
In 1h distance covered is 60 km.
In 3600 s distance covered is 60×1000m=60 000m.
In 1 s distance covered is 60 000 m= 16 2 m/s
3600 3
Therefore, 60km/h = 16 2 m/s.
3
46
Example 2
Convert 300 m/s to km/h.
Solution
In 1h distance covered is 300 m.
In 3600 s distance covered is 300×3600m
In 1 s distance covered is 300 x 3600 km = 1080 km/h.
1000
Therefore, 300 m/s = 1080 km/h.
26.Perform the following conversion.
(a) 20 km/h to m/s

(b) 50 m/s to km/h
(c) 30 km/ L to m/m L
(d) 100 cm/s to m/min
(e) 20 cts/g to Rs/kg
(f) 90 km/h to cm/min
(g) Rs 200/m2 to cts/cm2
(h) Rs 400/kg to cts/g
(i) 10 m/mL to km/L
(j) 120 cm/min to km/h
27.Tanya works 60 hours every 3 weeks. At that rate, how many hours will she work in
12 weeks?
47
3.8 Proportion
Proportion is an important idea that helps us solve many types of problems in

mathematics.
3.8.1 Direct Proportion
Example 1: The table below shows the number of cupcakes bought and their
corresponding prices.
Number of cupcakes 1 2 3 4 5
Cost (Rs) 6 12 18 24 30
What is the relationship between the number of cupcakes and their corresponding
cost?
The cost is 6 times the number of cupcakes.
The cost increases by a fixed amount (Rs 6).
We say that the cost and the number of cupcakes are in direct proportion.
Example 2: Water is filled in a tank from a tap for five minutes. The amount of wa-
ter in the tank at intervals of one minute is shown in the table below.
Time (in min) 1 2 3 4 5
Amount of water (L) 10 14 21 23 28
Is there a relationship between the amount of water in the tank and the time?
The amount of water in the tank does not increase by a fixed amount.
The amount of water and time to fill the tank are not in direct proportion.
Test your knowledge
Juice A is made up of 2 cups of sweet syrup and 5 glasses of water. Juice B is made up of
3 cups of sweet syrup and 6 glasses of water. Which juice is sweeter? Why?
48
Solving word problems
Example: Bananas are sold at 4 for Rs 10. (i) Find the cost of 12 bananas.
Method 1:
4 bananas Rs 10
1 banana Rs 10
4
10
12 bananas Rs x 12 = Rs 30
4
Method 2:
4 bananas Rs 10
x3 x3
12 bananas ?
Cost of 12 bananas = Rs 10 x 3 = Rs 30.
(ii) How many bananas can be obtained from Rs 45?
Rs 10 4 bananas
4
Rs 1 banana
10
Rs 45 4 x 45 = 18 bananas
10
Number of bananas = 18
28. Oranges are sold at 3 for Rs 12. Find the cost of 7 oranges.
29. Mother boils 600 mL of water to make 90 g of pasta. How much water does she need to
make 120 g of pasta?
30. Rohan runs 5 km every 35 minutes. How long will he take to run 12 km?
31. A car uses 24 L of petrol to cover a distance of 360 km.
(a) How far will it travel with 45 L of petrol?
(b) How many litres of petrol will it use for a journey of 75 km?
32. Apples are sold at 3 for Rs 10 and grapes at Rs 40 a kilogram. Complete the table below.
1 1
1 2
kg of 2
kg of grapes 9 apples and ___ kg of
Articles 6 apples
grapes and ___apples grapes
Cost in rupees 60 110
49
Test your knowledge
4 men take 3 hours to paint a fence.

(i) How much time will 2 men take to paint the same fence?
(ii) How much time will 6 men take to paint the same fence?
3.8.2 Indirect Proportion
Example: 20 men build a house in 6 days. How long will it take 30 men to build the
same house?
If the number of men increases, the time taken to build the house will decrease.
If the number of men decreases, the time taken will increase.
20 men take 6 days.

1 man takes 20 x 6 days = 120 days.
30 men take 120 days = 4 days.
30
Complete the table.
No. of men 1 10 20 30 40
No. of days 120 6 4
33. Three men take 8 days to build a wall. How many days will it take 6 men to build the
same wall?
34. A farmer has enough food to feed 300 hens for 8 days. If he buys 100 more hens, how
long will the same amount of food feed all the hens?
35. A machine can pack 3 000 articles in 24 hours. How long will 5 such machines take to
pack the same number of articles?
36. Four men can paint a fence in 3 hours. How long will 2 men take to paint the same
fence?
50
IT Corner
http://files.pbslearningmedia.org/dlos/wnet/dlo4.html
3.9 Exchange rate

Each country has its own currency.
In Mauritius, we use rupees (Rs).
In the United Kingdom (UK), we use pound sterling (£)
In France, we use the euro (€)
In the United States of America (USA), we use US dollar ($)
The currency (notes and coins) used in foreign countries have different values to that of
the Mauritian rupee. For example, £1 = Rs 49 and $1 = Rs 37. This is called the
exchange rate. The exchange rate changes from time to time. For example, in June 2016,
£1 = Rs 53 and in September 2016, £1 = Rs 45.
Example 1
Saazia purchased a book from an online bookstore in England.
The cost of the book is £ 12. £ 12
Given that £1 is worth Rs 52, how much does the book cost in Mauritian rupees?

£ 1 = Rs 52
£ 12 = Rs 52 x 12= Rs 624
Example 2
Mrs Fazilah’s son, Fardeen is studying in France. Every month, she sends him Rs 12 600.
How many Euros does Fardeen receive every month, given that € 1= Rs 42 ?
Rs 42 = € 1
1
Rs 1 = € 42
1
Rs 12 600 = 42 X 12 600 = € 300

51
37. For his birthday, David received $ 500 from his uncle who lives in the United States of
America. Calculate how many rupees he will get if $ 1 = Rs 35.
38. Pamela will soon go to visit her aunt in England. She wants to exchange Rs 52800
into pound sterling. Given that £ 1 is worth Rs 55, find out how much money she will obtain
in pound sterling.
39. Marvin changes £450 into rupees. How much money in rupees will he get? (£ = Rs 46)
40. Diya changes 200 € into rupees and she spends Rs 2 574 from it. How much money
is left in rupees? (1 € = Rs 39)
41. Mrs Lisa is a tourist from England. She had £ 1 200 as pocket money when she
1
visited our island last week. She spent of her money during her stay. Calculate how
3
much money she spent in Mauritian rupees, given that £1 = Rs 47.
42. Arjun is a businessman. He has 420 € and £350. He changes all his money into
rupees.
(a) Calculate the total amount of money he will get in rupees.
(b) If he spends Rs 27 776 on air tickets, and changes the rest into US dollars, how
many dollars will he get?
(£ 1 = Rs 52 ; 1 € = Rs 42 ; $ 1 = Rs32)
IT Corner
http://www.x-rates.com/
52
3.10 Scale maps
The figure below is a map of Mauritius. It practically represents the comparative positions
of places of interest, towns and so on. Certainly, a map cannot be of the same size as
the regions it represents. Therefore, to represent the sizes and positions of these places
precisely the measurements must be “scaled down” to make the map a suitable size. The
scale shown at the bottom of this map provides a measure of the ratio of the distance on
the map to the actual distance.
53
In this case, 1 cm on the map represents 5 km. Since a scale is a ratio, it can also be
written as :
1 cm : 5 km = 1 cm : 5000 m
= 1 cm : 500 000 cm
= 1 : 500 000
Therefore, the scale on the map is at times expressed in the form of 1 : m, where m is a
whole number. The above scale of 1 : 500 000 means that 1 cm on the map represents
500 000 cm on the ground.
Example 1:
Express each of the following scales in the form 1: n.
(a) 1 cm represents 60 m
(b) 1 cm to 3 km
(c) 2 cm to 5 m
Solution:
(a) 1 cm represents 60 m
This means 1 cm represents (60 × 100) = 6000 cm. [1 m = 100 cm]
Therefore, in the form 1: n, the scale is 1: 6000.
(b) 1 cm represents 3 km
This means 1 cm represents (3 × 100 000) = 300 000 cm. [1 km = 100 000 cm]
Therefore, in the form 1:n, the scale is 1: 300 000.
(c) 2 cm represent 5 m
This means that 2 cm represent ( 5 × 100) = 500 cm
Therefore, 1 cm represents (500 ÷ 2) = 250 cm.
In the form 1:n, the scale is 1: 250.
54
Example 2:
Using the map of Mauritius given earlier, draw a straight line joining Port Louis to
Mahebourg and find the actual distance (on the ground) between these places.
Solution
Using a ruler, we measure the distance between Port Louis and Mahebourg.
We obtain 5.2 cm.
Now, using the scale given, that is, 1 cm represents 5 km, we can find the actual
distance between Mahebourg and Port Louis.
1 cm rep 5 km
5.2 cm rep (5 × 5.2) = 26 km.
Hence, the actual distance between Mahebourg and Port Louis is 26 km.
Example 3:
A plan of a garden is drawn to a scale of 1: 20.
(a) Expressing your answer in centimetres, calculate the length of the line on the
plan which represents a path 13 m long.
(b) Expressing your answer in square metres, calculate the area of a pond which
is represented on the plan by an area of 125 cm2.
Solution
(a) 1 cm represents 20 cm
In other words, 20 cm will be represented by 1 cm
Therefore, 100 cm will be represented by 5 cm
So, 13 m will be represented by (13 × 5) = 65 cm
(b) 1 cm rep 20 cm
1 cm rep 0.2 m
(1 cm × 1 cm) rep (0.2 m × 0.2 m)
That is, 1 cm2 rep 0.04 m2
Therefore, 125 cm2 rep ( 125 × 0.04 m2) = 5 m2
55
43. A model aeroplane is made to a scale of 1:30.

(a) Calculate the length of the wings on the model, in centimetres, if the actual length of
the wings is 12.9 m.
(b) On the model, the area of the tail section is 90 cm2. Calculate the actual area of the tail
section, giving your answer in square metres.
44. A map is drawn to a scale of 1: 50 000.

(a) An airport runaway is represented by a line of length 6.4 cm on the map. Calculate the
actual length of the runaway, giving your answer in kilometres.
(b) The actual area of the airport is 10.8 km2. Calculate the area on the map which
represents the airport, giving your answer in square centimetres.
45. Two villages A and B appear on a map which has a scale of 2 cm to 5 km.
(a) Express this scale in the form 1:n.
(b) Calculate the length of the road joining A and B on the map if they are joined by a
straight road 6 500 m.
46. A map is drawn to a scale of 1: 20 000.

(a) On the map, the perimeter of a reservoir is represented by a length of 215 cm.
Calculate the actual perimeter of the reservoir, giving your answer in kilometres.
(b)The actual area of a plantation is 3.2 km2. Calculate the area on the map which
represents the plantation, giving your answer in square centimetres.
56
End-of-Unit Summary
• A ratio can be expressed in its simplest form or lowest term by dividing each quantity in
the ratio by its H.C.F. (Highest Common Factor).
• Rate is a comparison between two quantities of different kinds. A rate is a special ratio
in which the two terms are in different units.
• When rates are expressed as a quantity of 1, such as 2 cm per second or 5 km per
hour, they are called unit rates.
• “Rate” is always with reference to time, area, volume, capacity, mass, etc.
• Per hour = in 1 hour or even per year – in 1 year
• Average speed is the rate of travelling, i.e. Average distance moved in unit time. It can
be obtained by using the formula:
Distance travelled
• Average speed=
Time taken
• Average speed is commonly measured in kilometres per hour (km/h or h-1 ) or metres
per second (ms or ms-1)
• Rate of consumption of fuel by vehicles is usually in kilometers per litre (km/l).
• Cost price or selling price of goods (sold by weight) is usually in rupees per kilogram
(Rs/kg).
• Rate of pay is in rupees per hour (Rs/h).
• Very often we have to convert a certain rate from a compound unit (e.g. Rs/kg) to
another compound unit (e.g. m/s). To convert a larger unit (e.g. km) to a smaller unit
(e.g. m), we multiply. To convert a smaller unit to a larger unit, we divide.
• Proportion is an important idea that helps us solve many types of problems in
mathematics.
• When there is a direct relationship between the two quantities, we say that the
quantities are in direct proportion.
• When there is no direct relationship between the two quantities, we say that the
quantities are not in direct proportion.
• Each country has its own currency. When we exchange money between two different
currencies, we do it based on an exchange rate.
• The scale shown on a map provides a measure of the ratio of the distance on the map
to the actual distance. 57
1. (a) Convert 540 km/h to m/s

(b) Find the value of x given that 6 : x = 4:3
(c) The cost of 1 kg of tomatoes is Rs 42. How many kilograms of tomatoes can be
bought for Rs 210 ?
(d) A sum of Rs 1800 is divided among three persons in the ratio 3:4:5. Find the largest
share.
2. (a) Find the value of x given that x:9 = 2:3

(b) A map of large town is drawn to a scale of 1:10000. Find
(i) The actual distance, in km, represented by a line segment 4 cm long on the map
(ii) The distance on the map, in cm, which represents an actual distance of 5.5 km.
(c) The area of a reservoir on a map is 0.25 cm2. If its actual area is 1km2, find
the scale of the map, in the form 1: x.
3. (a) Jason is 12 years 6 months old and his father is 37 years 6 months old respectively.
What is the ratio of Jason’s age to his father’s age?
(b)The speed of a car is 144km/h. Express the speed in m/s.
4. (a) Increase Rs 650 in the ratio 7:5.

(b) A money changer exchanged US dollars ($) and Mauritian rupees at the following
rate : $1=Rs 32.00.
(i) Calculate the number of Mauritian rupees received in exchange of $120.

(ii) Calculate the number of us dollars ($) received in exchanged of Rs 14400.
58
5. A car covers a distance of 240 km on 15 litres of fuel.

(a) How many litres of fuel are required to cover a distance of 360 km?
(b) What distance will be car cover on 30 litres of fuel?
(c) What is the rate at which the car consumes fuel? Give your answer in km/l.
6. 80 children attend a school function and each one is offered a can of juice.
(a) If one can of juice costs Rs 11.50, calculate the total cost of 80 cans.
(b) All the children travel in vans and each van can carry a maximum of14 children.
What is the least number of vans required?
7. (a) Express the ratio 28 : 70 in its simplest form.
(b) Given that £1=Rs 46.00, $1=Rs30.00, convert
(i) £135 to Rs
(ii) Rs 16 100 to £
(iii) $92 to £
8. (a) Express the ratio 45:75 in its simplest form

(b) Increase Rs 150 in the ratio 7:5
(c) A plank of wood is cut into 3 pieces in the ratio 3:5:7. If the length of the shortest
piece is 81cm, what is the length of the longest piece?
9. If it takes 60 days for 9 men to build a wall, calculate

(a) The number of days that it will take 18 men to build the wall,
(b) The number of men required to complete to save task in 27 days
10. (a) After an Exercise, Bali and Ken measured their heart rates.The ratio of their
heart rates was 13:15. Ken’s heart beat 18 times per minute more than Bali’s.
Calculate Bali’s heart rate.
(b) Saakshi and Yuvi travel to England, Yuvi exchanges 10500 rupees and receives
£150. Saakshi exchanges 14000 rupees into pounds (£) at the same exchange
rate. How many pounds does Saakshi received?
59
End of unit 3 exercises
1. (a) Express 40 metres per second in kilometres per hour.

(b) Peter goes to a bank to exchange some pounds (£) for euros (€). He has £600
which he wants to exchange. The bank only gives euros in multiples of 5 euros. The
exchange rate is £ 1= €1.17. Find the number of euros he receives and his change
from £600.
2. (a) Express 0.072 as a percentage.

(b) Increase 275 cm by 15 %.
(c) Find the commission on Rs 7500 if 8 % commission is paid.
3. Ram bought a second-hand car for Rs 120 000 and sold it to Rico at a loss of 15 %.
What did Rico pay for the car?
1
4. Find the amount due at simple interest on Rs 15 000 for 2 2 years at 8 % per
year.
5. Three children receive a gift of Rs 3600 which is to be shared in the ratio of their
ages. If they are eight, ten and twelve years old, find their respective shares.
6. (a) Given that 14 % of a sum of money is Rs 28, find the sum of money.
(b) The population of a village has decreased by 20 %. If it was originally 2750,
what is it now?
7. The weights of two objects are in the ratio 4:7. The heavier object weighs 84 kg.
What is the weight of the lighter object?
8. A map is drawn on a scale of 1 cm to 6 m. What is the length of a line on the map

which represents a distance of 84 m?
60
9. (a) Four toys of the same type cost Rs 170.40. What is the cost of fifteen such toys?
(b) A photocopying machine can produce 450 copies in 30 minutes. Find the rate of
production of copies (i) per minute (ii) per hour.
10. (a) The price of a bicycle is Rs 2400. Ray is given a discount of 12 %. Work out this
discount.
(b) Convert 20 m/s into km/h.
(c) What is the cost price of a watch if a profit of 25 % is made on selling it at
Rs 440?
61
Answers to Check your progress and End-of-Unit Exercises

1. 3: 2
2 (a) 2:3 (b) 3:2 (c) 2:5
3. 5:2

4. (a) 1:6 (b) 7:9 (c) 2:5
5. 1:2
6. 5:4

7. 6:8, 9:12
8 (a) Yes (b) No (c) Yes
9 (a) 21 (b) 45 (c) 36
10. 2 1/2

11 (a) 80 boys (b) 120 girls
12. 105 cm
13. 16 boys
14. Rs 160
15. 12 cm

16 3: 2
17. 1:2
18. 15 boys
19. (a) 90 boys (b) 120 girls
20. 63 oranges
21. 21 years
22. 3

23. Rs 5/kg
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24. 6km/h
25. (a) 11km/h (b) 183 1/3 m/min (c) 3 1/18 m/s

26. (a) 5 5/9m/s (b) 180 km/h (c) 30 m/ml (d) 60 m/min (e) 200 Rs/kg
(f) 150000 cm/min (g) 2 cts/cm2 (h) 40 cts/g (i) 10 km/l (j) 0.072 km/h
27. 240 hours

28. Rs 28
29. 800 ml
30. 84 min
31.(a) 675 km (b) 5 l
32. Rs 20, Rs 60, 12,2

33. 4 days
34. 6 days
35. 4h 48min
36. 6 hours

37. Rs 17 500
38. Rs £ 960
39. Rs 20700
40. Rs 5226
41. Rs 18800
42(a) R35840 (b) $252

43. (a) 43 cm (b) 8.1 m2
44. (a) 3.2 km (b) 43.2 cm2
63
45. (a) 1: 250 000

(b) 2.6 cm
46. (a) 43 km (b) 80 cm2
1. (a) 150m/s (b) 4.5 (c) 5 kg (d) Rs 750

2. (a) x=6 (b) (i) 0.44 km (ii)55 cm (iii) x= 200 000
3. (a) 1 : 3 (b) 40 m/s
4. (a) Rs 910 (b) (i) Rs 3840 (ii) $450
5. (a) 22.5 l (b) 480 km (c) 16km/l
6. (a) Rs 920 (b) 6 vans
7. (a) 2 : 5
(b) (i) Rs 6 210 (ii) £ 350 (iii) £ 60
8. (a) 3:5 (b) Rs 210 (c) 189 cm
9. (a) 30 days (b) 20 men
10. (a) 117 times per minute (b) £200
End of Unit 3 Exercises
1. (a) 144 km/h (b) € 702, £ 1.71

2. (a) 7.2 % (b) 316.25 cm (c) Rs 600
3. Rs 102 000
4. Rs 3000
5. Rs 960, Rs 1200, Rs 1440
6. (a) Rs 200 (b) 2200
7. 48 kg
8. 14 cm
9. (a) Rs 639 (b) (i) 15 copies per minute (ii) 900 copies per hour
10 (a) Rs 288 (b) 72 km/h (c) Rs 352
64
UNIT 4.1: PATTERNS AND SEQUENCES
UNIT 4
ALGEBRAIC REASONING
65
Table of Contents Unit 4.1
Patterns and sequences
Learning Objectives
4.1.1 Introduction 67
4.1.2 Overview of this unit 68
4.1.3 Warm-Up Activity 69
4.1.4 Warm-Up Activity 70
4.1.5 Patterns of Shapes 70
4.1.6 Sequences of Numbers 73
4.1.7 Arithmetic Progression 75
4.1.8 Geometric Progression 75
4.1.9 Sequences of Numbers that are not in an
Arithmetic nor Geometric Progression 76
4.1.10 Fibonacci Sequences 77
End-of-unit Summary 80
End-of-unit exercises 80
Answers to Check your progress and End-of-unit exercises 88
66
Learning Objectives

• Identify and complete a pattern or sequence involving numbers, fractions, decimal
numbers and simple ordered pairs.
• Identify the general term of a sequence.
• Determine whether a sequence is in arithmetic or geometric progression.
• Identify and complete a Fibonacci sequence.
4.1.1 Introduction
Mathematics is the study of patterns and relationships. A pattern involves repetition.

In our everyday life, we come across patterns which may consist of a repeated arrangement
of shapes, colours and numbers.
A basic study of number patterns creates interest in manipulating numbers and doing
operations on number, thereby reinforcing basic number skills and general numeracy.
Patterns in our everyday life
Pattern of tiles Pattern on a beanie hat Pattern on a butterfly
The windows on a tower The corridor of court Staircase
Stripes on a zebra A musical note A cloth rice bag
An electrocardiograph
67
4.1.2 Overview of this unit
In this unit, we are going to look at the relationship between symbols or numbers in a
sequence having a constant rate of change or a pattern in the rate of change.
68
Patterns of shapes
4.1.3 Warm-up Activity
What do you understand by the terms growing pattern and repeating pattern?
From the above patterns, can you identify

(i) a repeating pattern,
(ii) a growing pattern?
Patterns of numbers
2, 4, 6, 8, 10, …. (Even numbers)

13, 15, 17, 19, 21, … (Odd numbers)
5, 10, 15, 20, 25 … (Multiples of 5)
13, 17, 19, 23, 29 … (Prime numbers)
64, 81, 100, 121, 144 …. (Square numbers)
-1, -2, -3, -4, …. (Negative integers)
55, 66, 78, 91, 105, … (Triangular numbers)
69
4.1.4 Warm-Up Activity
Write down the next term of the sequence by identifying the pattern. The first one has been
done for you.
(i) 10, 20, 30, 40, 50, 60 Pattern: multiples of 10.

(ii) 3, 6, 9, 12, 15 , _____ Pattern:
(iii) 1, 3, 5, 7, 9, ____ Pattern:
(iv) 1, 4 , 9, 16, 25, _____ Pattern:
(v) 2, 3, 5, 7 , _______ Pattern:
(vi) 1, 3, 6, 10, 15, ______ Pattern:
4.1.5 Patterns of Shapes
1st term 2nd term 3rd term 4th term
Observe the arrangement of beads and find out the pattern.
(a) Add two more rows and complete the table below.
Position 1st 2nd 3rd 4th 5th 6th
No. of beads 1 3 6 10
Total no. of beads 1 1+2 1+2+3 1 + 2 +3 + 4
(b) Given that n is the position number and Un is the number of beads, which one of the
following defines the sequence formed?
1
A. Un = n2 + 1 B. Un = ( 2 ) n (n + 1) C. Un+1 = 1 + Un
(c) How many beads are there in the 10th position?
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Check
Check your
your progress
progress 11
1.
1st term 2nd term 3rd term
(a) Complete the pattern shown above by adding 2 more terms. Record your answers in
the table below.
Terms 1st 2nd 3rd 4th 5th nth
Number of rows 1 2 3
Number of columns 2 3 4
Number of dots 2 6 12
(b) Write down the nth term, Un, defining the sequence: 2 , 6, 12, ….
2. A repeating pattern is shown below. The shapes (terms) in the pattern are numbered 1st,
2nd, 3rd, …
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
(a) Draw the next three terms.

(b) Which shape will be in position 18?
(c) Which shape will be in position 26?
3. A repeating pattern is shown below.
A B C D A B C D A B C D A B C D
(a) Continue the pattern in the grid.

(b) What will be the 28th term?
(c) What will be the 31st term?
71
4. Complete the following pattern.
1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1
(a) Continue the pattern in the grid.

(b) What will be the 32nd term?
(c) What will be the 33rd term?
5. Complete the following pattern and fill the table.
Picture 1 Picture 2 Picture 3 Picture 4
Picture 1 2 3 4
Number of squares 5 9
How many squares will there be in picture 6?
6. Consider Pascal’s Triangle of numbers.
1st row 1
2nd row 1 1
3rd row 1 2 1
4th row 1 3 3 1
5th row
6th row
(a) With what number does each row begin with and end with?
(b) How do we call the numbers in the second diagonal?
(c) Complete the pattern by writing down the terms in row 5 and row 6.
(d) Observe the numbers formed by each row. What do you observe?
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4.1.6 Sequences of Numbers
Every sequence of numbers follows a certain pattern:

• it can be a constant change from term to term throughout,
• it can be the characteristic of a specific group, like the set of prime numbers, square
numbers, triangular numbers, and many more,
• it can be none of the above but still be a distinguished pattern throughout.
Check
Checkyour
yourprogress
progress2 2
7. Write the two missing terms in each of the following sequences.
(a) 64, --------, 72, 76, 80, -------- .

(b) 49, 64, 81, 100, --------, -------- .
(c) --------, -------- , 125, 150, 175, 200.
(d) 49 000, ----------, 50 000, 50 500, 51 000, -----------.
(e) 40, 50, 70, 100, --------- , ----------.
(f) 31, 34, 39, 46, -------- , --------- .
Explain how you obtained the answer for part (f).
--------------------------------------------------------------------------------
8. Add the next two terms in each of the following sequences.
(a) 7, 14, 21, 28, ---------, --------

(b) 60, 72, 84, 96, ------- , -------- .
(c) 5, 25, 125, 625, -------- , ---------.
(d) 6, 36, 216, 1296, ------- , ------- .
(e) 9, 27, 81, 243, -------- , ---------.
9. Add the two missing terms.
(a) 1200, 1100, 1000, 900, ------ , --------.

(b) ------- , 37, ------, 29, 25, 21.
(c) 10 500, 10 000, 9 500, 9 000, -------- , --------.
(d) 160, 148, 138, 130, --------- , --------.
(e) 2 300, 2 200, 2 000, 1 700 , ---------, --------
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10. Add the next two terms in each of the following sequences.
(a) 200 000, 20 000, 2 000, 200, ------- , --------.
(b) 160, 80, 40, 20, ------ , ------- .
(c) 75 000, 15 000, 3 000, 600, ------ , ------.
(d) 256, 128, 64, 32 -------, --------.
(e) 1024, 256, 64, 16, -------- , --------.
11. Add the next three terms.
3 6 9 12
20
(a) , 20 , 20 , 20 , --------, --------, ------.
1 1
(b) 1 2 , 3 , 4 2 , 6 , -------- , --------- , ---------.
7 7 7 7
(c) 15 , 21 , 27 , 33 , -------- , -------- , --------.
1 2 1
(d) 5 3 , 5 , 4 3 , 4 3 , ---------- , ---------- , ----------- .
12. Write the missing terms in the sequences.
(a) 1.0, 2.1, 3.2, 4.3, ------- , ---------.
(b) 4.8, 6.1, 7.4, 8.7, --------- , --------- .
(c) 1.2, 1.3, 2.5, 3.8, 6.3, -------- , --------.
(d) 525.9, 515.8, 505.7, -------- , 485.5, ---------.
13. Find the missing terms in the following sequences.
(a) (86, 140), (80, 140), (74, 140), ( ----- , -------), ( --------, ------)
(b) (25, 50), (35, 75), (45, 100), (55, 125), ( ------ , ----- ), ( ------ , ------ )
(c) (1200, 40), (1200, 80), (1200, 120), ( ------, ------), (1200, 200), ( --------, ------)
(d) (40 800, 600), (20 400, 300), (10 200, 150), ( --------, ------), ( -------, -------)
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4.1.7 Arithmetic Progression
Consider the following sequences of numbers and write down your observation for each one.
(i) 1, 4, 7, 10, 13 , …..
(ii) 20, 19, 18, 17, 16, …
(iii) 8 , 9.5 , 11 , 12.5 , 14, …
When a constant value is added or subtracted from the terms to obtain the following one in
a sequence, the latter is called an arithmetic progression. That constant change is known
as the common difference.
The terms of an arithmetic progression can be found by using the formula for the general
term, Un ;
Un = a + (n-1) d where n is the term number, d is the common difference between terms
and a is the first term.
Try to check the formula for parts (i), (ii) and (iii) above.
Check
Check your
your progress
progress 33
14. Find the nth term of the following arithmetic progressions:

(i) 9 , 30 , 51 , 72 , 93 , …
(ii) 56 , 44 , 32 , 20 , 8 , …
(iii) – 40 , - 20 , 0 , 20 , 40 , …
4.1.8 Geometric Progression
Consider the following sequences of numbers and write down your observation for each one.
(i) 1, 2, 4, 8, 16 , …
(ii) 100, 20, 4, 0.8, 0.16, …
(iii) 30 , 45, 67.5 , 101.25 , 151.875, …
When the terms are multiplied or divided by a constant value to obtain the following term
in a sequence, the latter is called a geometric progression. That common change is a
constant ratio.
75
The terms of a geometric progression can be found, using the formula for the general term, Un ;
Un = a ( r n-1 ) where n is the term number, r is the common ratio and a is the first term.
Try to check the formula for parts (i), (ii) and (iii) above.
15. Find the nth term of the following geometric progressions:
(i) 11 , 33, 99, 297, 891, …

1 7 16
(ii) 210, 70, 23 ,7 ,2 ,…
3 9 27
5
(iii) 80 , 60, 45, 33.75 , 25 , ...
16
4.1.9 Sequences of Numbers that are not in an Arithmetic nor

Geometric Progression
Such sequences have a specific pattern from one term to the next one or their terms are
related to a formula for the general term. They involve no constant change.
Consider the following sequences.
i. 10, 12, 16, 22, 30, 40, …. Pattern : +2, +4, +6, +8, +10 … no constant change
ii. 121, 144, 169, 196, 225, …. Square numbers
iii. 23, 29, 31, 37, 41, …. Prime numbers
iv. 21, 28, 36, 45, 55, ….. Pattern: +7, +8, +9, +10 … triangular numbers
v. 2, 9, 28, 65, 126, …. General term, Un = n3 + 1 where n is the term number
sequence of ordered pairs (x, y) … x decreases by 1

vi. (9, 0) , (8, 3) , (7, 6), (6, 9), …
while y increases by 3
vii. (1, 10) , (2, 20) , (3, 30), (4, 40), … sequence of ordered pairs (x, y) … y = 10x
76
4.1.10 Fibonacci Sequences
Consider the following sequences of numbers and write down your observation.
(i) 2, 3, 5, 8, 13, 21, ….
(ii) 0, 11, 11, 22, 33, 55, …
(iii) 43, 50, 93, 143, 236, 379, …
Such numbers do not follow an arithmetic or a geometric progression. They are known
as the Fibonacci numbers. In a Fibonnaci sequence, two consecutive terms are added to
obtain the following term.
The Fibonnaci sequence is given as follows:

0, 1, 1, 2, 3, 5, 8, 13, 21, 34, ..
Checkyour
Check yourprogress
progress55
16 (a). Identify whether the following belong to the Fibonacci sequences.

(i) 20, 40, 80, 160, …
(ii) 4, 6, 10, 16, 26, …
(iii)1, 9, 9, 81, 729, …
(iv) 7, 10, 17, 27, 44, ….
(b) Find the missing term of the Fibonacci sequences.

(i) 3, 5, 8, 13, ____
(ii) 3, 6, 9, 15, ____
(iii) 17, 20, ____ , 57.
(iv) 99, ____ , 199, 299.
(v) _____ , 24, 38, 62.
Checkyour
Check yourprogress
progress66
17. Write down the missing two terms in each of the following sequences.Identify whether
the sequence is in arithmetic or geometric progression and find the nth term.
Example: 7, 11, 15, 19, 23, 27, 31. arithmetic ; a = 7, d = 4 , Un = 3 + 4n
(a) 64, ____ , 72, 76, 80, _____.

(b) ____ , ____ , 125, 150, 175, 200.
(c) 49 000, ____ , 50 000, 50 500, 51 000, _____ .
(d) 5, 25, 125, 625, ______, _______.
(e) 160, 80, 40, 20, _____ , _______.
1 1 1 1
(f) , , , , _____ , ______.
3 6 12 24 77
18. Write down the missing terms and explain your answer.
(a) 49 , 64, 81, 100, ___ , ____.

(b) 40 , 50, 70 , 100, ____ , ____.
(c) 31, 34, 39, 46, _____ , _____.
(d) 7, 14, 21, 28, ______ , _____.
(e) 3 , 6 , 9 , 12 , _____ , _____.
20 20 20 20
(f) (86, 140) , (80, 140), (74, 140) , _____, ______.
19. (i) Add the next two terms in each of the following sequences.
(ii) Determine whether the sequences are in arithmetic or geometric progression and
find the corresponding nth term.
(a) 60, 72, 84, 96, _____ , _______

(b) 6, 36, 216, 1296, ______ , _______
(c) 9, 27, 81, 243, _____ , ______
20. (i) Add the missing two terms.

(a) 1200 , 1100 , 1000 , 900 , _____ , _____

(b) _____ , 37 , ______ , 29 , 25 , 21
(c) 10 500 , 10 000 , 9500 , 9000 , _____ , _____
(d) 160 , 148 , 138 , 130 , ______ , _______
(e) 2300 , 2200 , 2000 , 1700 , ______ , _______
21. (i) Add the next two terms in each of the following sequences.
(a) 200 000 , 20 000 , 2000 , 200 , _____ , _____

(b) 75 000 , 15 000 , 3000 , 600 , ______ , _______
(c) 256 , 128 , 64 , 32 , ______ , _______
(d) 1024 , 256 , 64 , 16 , _______ , _______
78
22. (i) Add the next three terms.

1 1
(a) 1 , 3 , 4 , 6 , ______ , ______ , _________
2 2
7 7 7 7
(b) , , , , ______ , _______ , ______
15 21 27 33
1 2 1
(c) 5 , 5 , 4 , 4 , ______ , _____ , _______
3 3 3
23. (i) Write the missing terms in the sequences.

(a) 4.8 , 6.1 , 7.4 , 8.7 , ____ , _____

(b) 1.0 , 2.1 , 3.2 , 4.3 , ______ , _____
(c) 1.2 , 1.3, 2.5 , 3.8 , 6.3, _____ , _______
(d) 525.9 , 515.8 , 505.7 , ______ , 485.5 , ______
79
End-of-unit Summary
In this unit, we have seen that any sequence of numbers or of shapes follows a certain
pattern in which the terms differ by a constant change, a specific pattern or they are related to
the term number.
The main points were:
• Patterns of shapes
- Identifying the pattern
- Finding the general term and using it to complete the sequence
- Finding a specific term.
• Sequences of numbers
- Arithmetic Progression: there is a common difference from term to term and the general
term is given by Un = a + (n-1)d , like even numbers and odd numbers.
- Geometric Progression : there is a common ratio from term to term and the general term is
given by Un = arn-1 , like multiples of a number.
- Sequences of Numbers in which there is no constant change but a specific pattern

throughout: the pattern is either related to the terms in the sequence or to the term number:
prime numbers, square numbers, triangular numbers, numbers in the Pascal’s triangle,
Fibonacci numbers and ordered pairs.
End-of-unit exercises
1. Circle the correct answer for each of the questions.
(a) 10 300 , 10 450 , 10 600 , 10 750 , ---------

The next term is ---------
A. 10 700 C. 10 800
B. 10 850 D. 10 900
3 1 3 3
(b) ,1 ,1 , ------------ , 2 .
4 4 4 4
The missing term is ----------

1
A. 2 C. 2
4
B. 2 D. 2
80
(c) ----------, 240.10, 480.20, 960.40, 1920.80

The missing term is ----------
A. 12. 5 C. 120. 05
B. 120. 5 D. 120
(d) (143, 3), (132, 9), (121, 27), (110, 81), ( -------, ------)
The missing term is
A. (100, 90) C. (99, 243)
B. (99, 90) D. (100, 243)
(e) 25, 100, 125 , 225 , 350 , ---------

The next term is
A . 450 C. 475
B. 550 D. 575
2. (i) Complete the sequences.

(a) 72, 83, 94, 105, ------- , --------.
(b) 144, --------, --------- , 81, 64, 49.
(c) 4800, 2400, 1200, 600, -------- , -------.
(d) 1050, 1000, 950, --------- , --------, 800.
(e) 10, 60, 360, -------- , --------- , 77 760.
(f) 350, 360, 380, 410, ------- , -------.
(g) 67, 74, 83, 94, ---------, ---------.
3. Complete the pattern below by adding one more term.
Diagram 1 Diagram 2 Diagram 3
(a) Complete the table.
Diagram 1 2 3 4
(b) Find the nth term of the sequence.

(c) Find U17.
81
4.(i) Add the missing terms to complete the sequences.

(ii) Determine whether the sequences are in arithmetic or geometric progression and find
the corresponding nth term.
(a) 1 , 1 , 1 , 1 , ----------, -----------.
2 4 8 16
(b) (145, 120) , ( -------- , ------- ) , ( ------- , ---------) , (145, 75) , (145, 60) , (145, 45).
(c) 64.2, 64.6, 65, ------------ , ----------.
(d) (100 000, 40), (10 000, 200), (1 000,1 000), (100, 5 000) , -------------- , ------------.
(e) ----------- , ----------- , 132.72, 128.74, 124.76, 120.78.
5. Write down the next term for each sequence.
(a) 2, 5, 8, 11, ______

(b) 6, 3, 0, -3, ______
(c) 1, 3, 9, 27, _____
(d) 1000, 200, 40, 8, ______
(e) 15, 26, 37, 48, _______
(f) 95, 68, 41, 14, _______
(g) 1 , 2 , 20, 600, _______

45 3
(h) 2176, 544, 136, 34, _______
6. Write down the missing term in each of the following sequences.

(a) 5.7, 5.9, ______ , 6.3, 6.5
7 3 1 3
(b) , , , ______ ,
10 5 2 10
(c) -1.4 , ______ , -5.6, 11.2, -22.4
-1 -1
(d) -1 , -1 , _______ , ,
3 9 81 243
(e) _____ ,11 ,11 ,11 , 11
42 49 56 63
7. Complete the sequences.
(a) 0, 1, 8, 27, 64, ________
(b) 3 , 1 , 3 , _______ , 1
25 12 49 27
(c) 6, 18, 72, _______ .
(d) 40 000, _______ , 400, 40, 4
82
8. Write down the next two terms of the sequences.

(a) ( 99 , 0 ), ( 97 , 2 ), ( 95 , 4 ) , ( 93 , 6 ) , ( ___ , ____ ) , ( _____ , ____ )
(b) ( 4 ,-20 ), ( 8 ,-48 ), ( 12 ,-84 ), ( ___ , ____ ) , ( _____ , ____ )
(c) (-11 ,10 ), (-12 ,20 ), (-13 ,30 ), ( ___ , ____ ) , ( _____ , ____ )
1 1 1
(d) ( 0.5 , ), ( 1 , ), ( 1.5 , ), ( ___ , ____ ) , ( _____ , ____ )
2 3 5
9. Write down the next two terms of the sequence 31, 50, 81, 131, _______ , ________
Hence, complete the sentence: Such a sequence is called a _________________ sequence.
10. Write down the missing terms of the following Fibonacci sequences:
(a) 3, 7, _____ , 17, _____
(b) _____ , 9, 17, _____ , 43
(c) _____ , _____ , 47, 72
(d) 5, ______ , 5 , ______
11. The 5th and 6th terms of a Fibonacci sequence are 57 and 92 respectively. Write down the
first 7 terms of this sequence.
_____ , _____ , ______ , ______ , ______ , _____ , ______
12. The 7th row of Pascal’s triangle contains the terms 1 6 15 20 15 6 1. Write down
the terms in the 8th and 9th rows.
8th row: _____ , _____ , ______ , ______ , ______ , _____ , ______ , ______
9th row: _____ , _____ , ______ , ______ , ______ , ____ , _____ , _____ , _____
13. The 2nd and 3rd terms of row 10 in Pascal’s Triangle are 9 and 36 respectively. Write down
the first three terms of row 11 in Pascal’s Triangle.
_______ , ________ , _______
14. For each of the following pairs of (x, y), write down the missing term and the relation
between x and y.
(a) (216, 6) , (343, 7) , ( _____ , _____ ) , ( 729, 9)

Relation: ______________
(b) (-19, 361) , ( _____ , ____ ) , ( 1, 1 ) , (11, 121) , (21, 441)

Relation: ____________
(c) ( 7 , 12 ) , ( 9 , 14 ) , ( 11 , 16 ) , ( ____ , ____ )

Relation: _____________
83
(d) ( ____ , ____ ) , ( 20 , -200 ) , ( 30 ,-300 ) ,( 40 ,-400)

Relation: ____________
(e) ( 50 , 24 ) , ( 100 , 49 ) , ( 200 , 99 ) , ( _____ , ____ )

Relation: ____________
15. The nth term of a sequence is 4n + 1. Write down its 25th term.
25th term: __________
16. The nth term of a sequence is 3n - 2. Write down its 6th term.
6th term: __________
17. The nth term of a sequence is n2 - n - 2. Write down its 50th term.
50th term : __________
18. For each pattern, complete the tables.
Pattern number, n 1 2 3 4 5 6
Sequence 1 6 9 14 21
An expression for the nth term of sequence 1 is _______________
Sequence 2 7 15 23 31
Sequence 3 1 2 4 8
84
19.
Diagram 1 Diagram 2 Diagram 3 Diagram 4
The table below shows the numbers of small triangles.
Diagram number 1 2 3 4 5 6 …… n
Number of shaded
3 6 9 12 …… S
triangles
Total number of
4 9 16 25 ….. T
triangles
Number of
1 3 7 ….. U
unshaded triangles
(a) Write down the number of unshaded triangles for the diagram 4 in the table.
(b) Complete the table for the diagram 5 and 6.
(c) Find, in terms of n, expressions for S, T and U.
(d) Find the total number of triangles in the diagram 55.
(e) In which diagram, will the number of shaded triangles equal to 138?
(f) Find the number of unshaded triangles in the diagram 200.
20. The diagram shows the numbers 1, 2 , 3, …

that are written in a clockwise direction on a circular grid.
13
12 9
Each ring contains 4 numbers as follows: 8 5
• the first ring contains the numbers 1, 2, 3 and 4
• the second ring contains the numbers 5, 6, 7 and 8 4 1
• the following numbers are written on the grid in the same way. 3 2
7 6
(a) State the numbers in the 4th and 5th rings. 11 10
(b) What will be the largest number in the 20th ring?
(c) The sum of the four numbers in the nth ring is denoted by T.
Complete the table below.
n 1 2 3 4 5
T 10 26
(d) Find, in its simplest form, an expression for T, in terms of n.

(e) Find the sum of the numbers in the 30th ring.
(f) Find the ring number whose sum is equal to 1386.
85
21.Consider the following pattern.
12 - 02 = 1
22 - 12 = 3
32 - 22 = 5
42 - 32 = 7
. . .
. . .
(a) Write down its 8th and 9th line.

(b) State the nth line of the pattern.
(c) By using the pattern, evaluate 1502 - 1492.
(d) The integers a and b are such that a2 – b2 = 601. Using the same pattern, find a and b.
22. Consider the following pattern of counters.
Pattern 1 Pattern 2 Pattern 3
(a) Complete the table below.
Pattern 1 2 3 4 5
Number of counters 6 10
(b) The number of counters needed to make Pattern n is kn + 2. Find the value of k.
(c) There are 700 counters. Amy uses as many of these counters as she can to make
one pattern.
Given that this is Pattern p, find

(i) the value of p,
(ii) how many counters are not used.
86
23. Below are the first four rows of a pattern of numbers.
Row
1 1 2 1
Row
2 2 3 2 3 2
Row
3 3 4 3 4 3 4 3
Row
4 4 5 4 5 4 5 4 5 4
(a) Complete the following table.

Row number
1 2 3 4 5 …. n
Number of numbers in
3 5 7 9 …. N
the row
Product of the first two
2 6 12 20 …. P
numbers in the row
Sum of all the numbers
4 12 24 40 …. S
in the row
Middle number in the
2 2 4 4 ….
row
(b) Find, in terms of n, expressions for N, P and S.

(c) Find the product of the first two numbers in the Row 75.
(d) Calculate the sum of all the numbers in the Row 112.
(e) Find the Row number that contains 63 numbers.
(f) What will be the middle number in Row 206?
24. The diagram below shows the first four flowerbeds in a sequence.
Each flowerbed contains two types of plant, pansies ( + ) and primroses ( O ).
Flowerbed 1 Flowerbed 2 Flowerbed 3 Flowerbed 4

(b) Find, in terms of n, an expression for
i. X ii. Y.
Flowerbed number 1 2 3 4 5 …. n
Number of pansies 10 14 18 …. X
Number of primroses 2 6 12 …. Y
Total number of plants 12 20 30 …. T
(c) Hence, show that that T = (n+2) (n+3).

(d) Find the total number of plants in flowerbed 20.
87
25. Jim makes fences using identical metal rods one metre long.
The rods are bolted together at their ends.
Some fences, with different lengths, are shown below.
Length = 1 m Length = 2 m Length = 3 m Length = 4 m
• Shows the position of a bolt
Length ( metres) 1 2 3 4 5 … n
Number of bolts 5 8 11 … X
Number of rods 6 13 20 … Y
(b) Given that X = 3n + p, where p is a constant, find the value of p.

(c) Find, in terms of n, an expression for Y.
(d) Jim has 200 bolts and 400 rods. How many complete fences can he make which have
a length of 6 m?
Answers to Check your progress and End-of-unit exercises
4.1.4 Warm-up activity
(i) 1, 3, 5, 7, 9, 11 Pattern: odd numbers

(ii) 3, 6, 9, 12, 15, 18 Pattern: multiples of 3
(iii) 1, 3, 5, 7, 9, 11 Pattern: odd numbers
(iv) 1, 4, 9, 16, 25, 36 Pattern: square numbers
(v) 2, 3, 5, 7, 11 Pattern: prime numbers
(vi) 1, 3, 6, 10, 15, 21 Pattern: triangular numbers
88
4.1.4 Patterns of shapes
(a) (b) (c)

• 5 beads in row 5 and 6 n = 1 ; Un = 1 = (12 + 1) /2 n = 10 ;
beads in row 6. n = 2 ; Un = 3 = (22 + 2) /2
• Number of beads in 5th n = 3 ; Un = 6 = (32 + 3) /2 Un = (102 + 10) /2
position = 15 n = 4 ; Un = 10 = (42 + 4) /2
• Number of beads in 6th = 55.
position = 21 the nth term is obtained by
• Total number of beads in Un = (n2 + n) /2
5th position =1+2+3+4+5
• Total number of beads in Answer: B
6th position =1+2+3+4+5+6
1. (a) 4 5 n (b) Un = n (n + 1)
5 6 n+1
20 30 n(n+1)
2. (a) (b) (c)
3. (a)
A B C D A B C D A
13th 14th 15th 16th 17th 18th 19th 20th 21st
(b) D (c) C
4. (a)
1 0 0 1 1 0 0 1
13th 14th 15th 16th 17th 18th 19th 20th
4.7 Geometric Progression

(b) 1 (c) 1
89
5. Pattern: Add two squares on top and two at the bottom to picture 3 to obtain picture 4.
Picture 3 4 6
25
(Un = 4n + 1)
6. (a) Number “1”

(b) Counting Numbers
(c) row 5 : 1 4 6 4 1 and row 6: 1 5 10 10 5 1
(d) The first and last number in each row is “1”.
Every number, in between the two “1”s, in each row is the sum of the two numbers
directly above it.
Also, 1st row: 110 =1
2nd row: 111=11
3rd row: 112=121
4th row: 113=1331 and so on.
In other words, nth row = 11n-1
7. (a) 68, 84
(b) 121, 144
(c) 75, 100
(d) 49 500, 51 500
(e) 140, 190
(f) 54, 65
8. (a) 35, 42
(b) 108, 120
(c) 3 125, 15 625
(d) 7 776, 46 656
(e) 729, 2 187
9. (a) 800, 700

(b) 41, 33
(c) 8 500, 8000
(d) 124, 120
(e) 1 500, 1 200
90
10. (a) 20, 2

(b) 10, 5
(c) 120, 24
(d) 16, 8
(e) 4, 1
11. (a) 15/20, 18/20, 21/20

(b) 7 ½, 9, 10 ½
(c)7/39, 7/45, 7/51
(d) 4, 3 2/3, 3 1/3
12.(a) 5.4, 6.5

(b) 10, 11.3
(c) 10.1, 16.4
(d) 495.6, 475.4
13. (a) (68,140), (62,140)

(b) (65, 150), (75, 175)
(c) (1 200, 160), (1 200, 240)
(d) (5 100, 75), (2 550,37.5)
4.1.6 Arithmetic Progression
Observations:
i. there is a constant change (+ 3) from a term to its following one.
ii. there is a constant change (-1) from a term to its following one.
iii. there is a constant change (+ 1.5) from a term to its following one.
14. (i) a = 9 , d = 21, Un = 9 + (n-1) (21) = 21n – 12.

(ii) a = 56 , d = -12 , Un = 56 + (n-1) (-12) = -12n + 68 .
(iii) a = -40 , d = 20 , Un = -40 + (n-1) (20) = 20n – 60 .
91
4.1.7 Geometric Progression
Observations:
i. there is a constant change (x 2) from a term to its following one.
1
ii. there is a constant change (x ) from a term to its following one.
5
iii. there is a constant change (x 1.5) from a term to its following one.
15. (i) a = 11, r = 3 , Un = 11(3)n-1 or (3 2 ) (3)n

1 3
1 1
(ii) a = 210, r = 3 , Un = 210( )n-1 or 630 ( )n
3 3
3 2
(iii) a = 80, r = 3 , Un = 80( ) or (106
n-1
) ( 3 )n
4 4 3 4
4.1.9 Fibonacci sequences
Observation:
There is a pattern of adding the two consecutive terms to obtain the next following term in each
sequence.
16.
(a) (i) no (b) (i) 21
(ii) yes (ii) 24
(iii) no (iii) 37
(iv) yes (iv) 100
(v) 14
17. (a) 68, 84 ; arithmetic , a = 64, d = 4, Un = 60 + 4n

(b) 75, 100 ; arithmetic , a = 75, d = 25, Un = 50 + 25n
(c) 49 500, 51 500 ; arithmetic , a = 49 000, d = 500, Un = 48 500 + 500n
(d) 3125 , 15 625 ; geometric, a = 5, r = 5, Un = 5n
1 1
(e) 10, 5 ; geometric, a = 160, r = , Un = 320 ( )n
2 2
1 1 1 1 2 1
(f) , ; geometric, a = , r= , Un = ( ) ( )n
48 96 3 2 3 2
92
18.
(c) 55, 66
(a) 121, 144 (b) 140 , 190
Explanation: +3, +5, +7 , +9, +11
(d) 35, 42 (e) 15 , 18 (f) (68, 140) , (62, 140)

20 20
19. (i) (ii)
(a) 108 , 120 ; A.P : a = 60 , d = 12, Un = 48 + 12n

(b) 7 776 , 46 656 ; G.P : a = 6 , r = 6, Un = 6n
(c) 729 , 2 187 ; G.P : a = 9 , r = 3, Un = 3 (3n) or (3) n+1
20. (i) (ii)

a) 800 , 700 ; A.P : a = 1200 , d = -100 , Un = 1300 – 100n
b) 41 , 33 ; A.P : a = 41 , d = -4, Un = 45 – 4n
c) 8500 , 8000 ; A.P : a = 10 500 , d = -500 , Un = 11000 - 500n
d) 124 , 120 none
e) 1300 , 800 none
21. (i) (ii)

a) 20 , 2 ; G.P : a = 200 000 , r = 0.1, Un = 2 x 106-n
b) 120 , 24 ; G.P : a = 75 000 , r = 0.2 , Un = 375 000 (0.2)n
c) 16 , 8 ; G.P : a = 256 , r = 0.5 , Un = 512 (0.5)n
d) 4 , 1 ; G.P : a = 1024 , r = 1 , Un = 4096 ( 1 )n
4 4
22. (i) (ii)
a) 7.5 , 9 , 10.5 ; A.P : a = 1.5 , d = 1.5 , Un = 1.5n
7 7 7
b) , , none
39 45 51
1 1 2 1
c) 4 , 3 2 , 3 1 ; A.P : a = 5 , d = - , Un = 5 –( )n
3 3 3 3 3 3
23. (i) (ii)

a) 10 , 11.3 ; A.P : a = 4.8 , d = 1.3 , Un = 3.5 + 1.3n
b) 5.4 , 6.5 ; A.P : a = 1.0 , d = 1.1 , Un = 1.1n – 0.1
c) 10.1 , 16.4 ; none
d) 495.6 , 475.4 ; A.P : a = 525.9 , d = -10.1 , Un = 536 – 10.1n
93
1. (a) D (b) C (c) C (d) C (e) D
2. (i) (ii)
(a) 116, 127 A.P Un = 61 + 11n (b) 121 , 100 none
(c) 300 , 150 G.P Un = 9600 (0.5)n (d) 900 , 850 A.P Un = 1100 – 50n
(e) 2160 , 12 960 G.P Un = (1 2 ) (6)
n
(f) 450 , 500 none
3
(g) 107 , 122 none
3. (a) 18 , 23 (b) Un = 5n + 3 (c) 88
4. (i)(ii)
(a) 1/32 , 1/64 G.P Un = 0.5n
(b) (145, 105) , (145, 90) (x,y) ; x = 145 and y: A.P y: Un = 135 – 15n
(c) 65.4, 65.8 A.P
a = 64.2, d= 0.4 Un = 63.8 + 0.4n
(d) (10, 25 000) , (1, 125 000) x: Un = 106 – n and y: Un = 8(5)n
(e) 140.68 , 136.7 A.P Un = 144.66-3.98n
5. a. 14 b. -6 c. 81 d. 1.6 e. 59 f. -13 g. 18 000 h. 8.5

2
6. a. 6.1 b.
5 c. -2.8 1
d. - e. 11
27 35
7. a. 125 3
b. c. 360 d. 4 000
64
8. a. (91 , 8) , (89 , 10) b. (16 , -128) , (20, -180) c. (-14, 40) , ( -15, 50)
1 1
d. (2, ) , (2.5, )
7 11
9. 212 , 343 Fibonacci
10. a. 10 , 27 b. 8 , 26 c. 22 , 25 d. 0 , 5
11. 9 13 22 35 57 92 149
12. Row 8: 1 7 21 35 35 21 7 1 Row 9: 1 8 28 56 70 56 28 8 1
13. first 3 terms of row 11 : 1 10 45
14. a. (512 , 8) x = y3 b. (-9 , 81) y = x2
c. (13, 18) y = x + 5 d. (10, -100) y = -10x
e. (400 ,199) y = 0.5x - 1
15. 101
16. 727
17. 2448
94
18. 30 , 41 ; n2 + 5
39 , 47 ; 8n - 1
16 , 32 ; 2n-1
19. (a) 13 (b) 15 18 (c) S = 3n , T = (n + 1)2 , U = n2 – n + 1

36 49
21 31
(d) 3136 (e) 46 (f) 39 801
20. (a) 13 14 15 16 (b) 80 (c) 42 58 74 (d) T = 16n – 6 (e) 474 (f) 87

17 18 19 20
21. (a) 82 – 72 = 15
92 – 82 = 17
(b) n2 – (n - 1)2 = n + (n - 1)
(c) 299 (method: 1502 – 1492 = 150 + 149)
(d) a = 301 , b = 300 (method: solve simultaneously a+b = 601 and a-b =1)
22. (a) 14 18 22 (b) 4 (c) (i) 174 (ii) 2
23. (a) 11 (b) N = 2n + 1 (c) 5700 (d) 25 312 (e) 31 (f) 206
30 P = n2 + n
60 S = 2n2 + 2n
6
24. (a) 22 26
20 30
42 56
(b) (i) X = 4n + 6 (ii) Y = n (n + 1)
(c) 4n + 6 + n2 + n = n2 + 5n + 6
= (n+2) (n+3)
(d) 506
25. (a) 14 17 (b) 2 (c) 7n -1 (d) 9

27 34
95
UNIT 4.2: ALGEBRAIC EXPRESSIONS
UNIT 4.2
ALGEBRAIC EXPRESSIONS,
EXPANSION, FACTORISATION
AND SIMPLIFICATION
97
UNIT
Table4.2:
ofALGEBRAIC
Contents EXPRESSIONS
Unit 4.2
Algebraic expressions
4.2.2 Overview Of This Unit 100
4.2.3 Symbols 101
Warm – Up Activity 101
4.2.3.1 Operational Symbols 101
4.2.3.2 Use Of Symbols To Write Statements Involving
One Unknown Number 102
Check Your Progress 1 102
4.2.3.3 Use Of Symbols To Write Statements Involving
More Than One Unknown Number 102
4.2.3.4 Use Of Letters To Represent Unknown Numbers 103
4.2.4 Mathematical Expressions 104
4.2.4.1 Conventions When Using Letters 105
4.2.5 Simplification Of Expressions 107
4.2.5.1 Like And Unlike Terms 107
4.2.5.2 Simplification Of Expressions Containing
Like Terms Of One Type 108
4.2.5.3 Simplification Of Expressions Containing
Like Terms Of More Than One Type 108
4.2.5.4 Simplification Of Expressions Involving Brackets 110
4.2.5.5 Simplification Of Expressions Involving
Multiplication And Division 111
4.2.6 Expansions 112
98
4.2.6.1 Expanded form 112

4.2.6.2 Use of expanded form to simplify expressions 103
4.2.7 Substitutions 115
4.2.8 Factorisation of linear expressions 118
4.2.8.1 Factorisation of linear expressions by grouping 120
4.2.9 End-of-unit summary 122
4.2.10 End-of-unit exercises 123
4.2.11 Answers to check your progress and end-of-unit exercises 125
99
Learning Objectives
Upon completion of this unit, you should be able to
• Use letters to write mathematical statements
• Simplify algebraic expressions containing like terms
• Write an algebraic expression in expanded form
• Use expanded forms to simplify algebraic expressions
• Substitute values to evaluate algebraic expressions
• Factorise simple linear algebraic expressions
4.2.1 Introduction
Before you work through this Unit, you are advised to go through Unit 2 to reinforce your
prior-knowledge on addition, subtraction, multiplication and division on the set of directed
numbers.
Algebra is a useful tool to model and solve mathematical problems. It allows the
representation and communication of mathematical information concisely.
Algebra is commonly regarded as generalized arithmetic. It involves the representation
and operation on unknown quantities. As a language, it has inherent rules that need to be
conceptually understood, applied and articulated.
4.2.2 Overview of this unit
Use of substitutions to
Factorisation of evaluate expressions
Linear Expressions
Use of Expanded
ALGEBRAIC Forms and Expansions
EXPRESSIONS of brackets to simplify
Use of symbols, letters and expressions
mathematical operations
to represent expressions
with one or more than one
unknown number
Simplification of Expressions
with like terms of one type or
more than one type
100
4.2.3 Symbols
Warm-Up Activity
Complete the following statements:
(a) 3 + = 17 (b) - 3 = 21 (c) 8 x = 104 (d) ÷ 3 = 42
Instead of using boxes, we use symbols or letters to represent unknown numbers.
4.2.3.1 Operational Symbols
In mathematics, we have many ways of combining the elements of a set of numbers; one
way is adding and the other one is subtracting. Addition and subtraction are operations;
each operation is denoted by a particular symbol: addition by ‘+’ and subtraction by ‘-’.
Similarly, multiplication is denoted by ‘x’ and division by ‘÷’.
4.2.3.2 Use of symbols to write statements involving one unknown number
i. Consider the following statement:

‘ I think of a number and when I add 4 to it, the result is 9’. The statement involves three
numbers, one of which is unknown. If we want to put the statement shortly, we write
+ 4 = 9.
The box may be filled in to make the statement true.
ii. Here is another statement:

‘A number plus 8 is the same as 8 plus the number.’ We may write this statement
as
+8=8+
iii. The statement ‘ I think of a number, add 4 to it and multiply the result by 3; the final
result is 15’ can be written as ( + 4) x 3 = 15.
Note: The brackets are necessary here as + 4 x 3 = 15 means that the 4 only is
multiplied by 3.
101
iv. ( - 3 ) ÷ 4 = 5 can be written as: ‘I think of a number, subtract 3 from it and divide
the result by 4; the final result is 5’.
a) Rewrite the following using symbols:

i. I think of a number and multiply it by 9. The result is greater than 100.
ii. I think of a number, add 7 to it and divide the result by 6. The final result is 3.
iii. I think of a number and square it. The result is 20 minus the number.
b) Rewrite the following without using symbols:

i. 2
= 169 ii. (2 x )+3 < 7 iii. ( - 5) ÷ 8 = 10
4.2.3.3 Use of symbols to write statements involving more than one unknown number
i. Consider the statement:
‘I think of a number and add a second number to it. The final result is greater than 8.’ As
there are two unknown numbers and they may not be the same, we represent the first
number by, say, and the second number by .
The statement can then be written shortly as + > 8.
ii. The inequation ( - ) ÷ 4 < 10 can be written as:

‘I think of a number, subtract a second number from it and divide the result by 4. The final
result is smaller than 10.’
a) Rewrite the following using symbols:

i. I think of a number and multiply it by 2. I think of a second number and add it to the
result. The final result is 100.
ii. I think of a number and square it. I think of a second number and square it as well.
The sum of both results is 25.
iii. I think of a number, add a second number to it and the result is multiplied by 5. The
final result is greater than the first number.
102
iii. I think of a number, add a second number to it and the result is multiplied by 5. The
final result is greater than the first number.
b) Rewrite the following without symbols:

i. ( - )2 < 50 ii. 9 x = + 10 iii. ( ÷ 3) + (2 x )> -
4.2.3.4 Use of letters to represent unknown numbers
So far, we have used boxes of different shapes to represent numbers. It is simpler,

however, to use letters to represent unknown numbers.
Thus, instead of writing the statement: ‘I think of a number and add a second number to it.
The final result is greater than 8’ as + > 8, it is simpler to write the statement as
a + b > 8, where a and b represent the unknown numbers.
Note: We can use any letter of the alphabet to represent an unknown number.
The same statement could have been written as c + d > 8 or x + y > 8, and so on.
a) Rewrite the following using letters (take a as the first number and b as the second
one):
i. I think of a number, divide it by 4 and subtract a second number from the result.
The final result is 60.
ii. I think of a number, add a second number to it and square the result. The final
result is greater than 92 minus the second number.
iii. I think of a number and subtract a second number from it. The result is divided by
the first number. The final result is thrice the second number.
b) Rewrite the following without letters:

i. 4a + 5 < b2 ii. (a + b) ÷ 10 = b - a iii. (a – 7) ÷ (7 + b) < ab
103
4.2.4 Mathematical Expressions
When numbers (or letters representing them) are written down together with operational
symbols, we have a mathematical expression.
e.g. 3 + 4 – 5 and a ×b ÷ c.
3, 4 and 5 are the terms of the expression 3 + 4 – 5 and + and – are the operational
symbols.
a, b and c are the terms of the expression a ×b ÷ c and x and ÷ are the operational
symbols.
4.2.4.1 Conventions when using letters

When a letter representing an unknown number is multiplied by a number, the
multiplication sign can be dropped.
Example
i. I think of a number, multiply it by 5 and the result is 20. Let the number be y; then
y x 5 = 20.
Instead of writing y x 5, we write 5y, dropping the multiplication sign and placing
the 5 before the y.
Note: we never write y5 for y x 5.

ii. The product of two numbers represented by a and b is a x b which is written as ab
or ba, though by convention we write ab.
iii. The sum of a number represented by a and the number 5 can be written as a + 5.
If this sum is multiplied by 3, we write the result as 3 x (a + 5) or more simply as
3(a + 5).
Note: we must write a + 5 in brackets, as 3a + 5 has a different meaning.
iv. For the statement ‘I think of a number, subtract four from it and square the result;
the final result is greater than another number’, we write (a – 4)2 > b.
104
v. a + b = 3b can be written as: ‘ I think of a number and add another number to it; the
final result is three times the second number’.
1. Use boxes and triangles and known mathematical symbols to rewrite the following
statements shortly:
a) I think of a number, divide it by 4 and the result is 10.
b) I think of a number, subtract it from 5 and the result is less than 2.
c) I think of a number, multiply it by 4 and add 1 to the result. The final result is 29.
d) I think of a number, add 1 to it and multiply the result by 4; the final result is 32.
e) I think of a number, add 3 to it and divide the result by 2; the final result is less than 3.
2. Rewrite the following statements in words (without symbols).

You may start with ‘I think of ……………….…’ in each case.
a) ÷3=7
b) 10 - =6
c) 20 ÷ =4
d) ( + 3) x 2 = 16
e) 2x 2
+ 4 = 22
f) x2+4>5
g) x3–5 < 8
h) x2 + 4 < x3
3. Use boxes and triangles and known mathematical symbols to rewrite the following
statements
shortly:
a) I think of two numbers. I multiply my first number by 3 and to the result I add three
times my second number, the final result is 18.
b) I think of two numbers. I square the first number and to the result I add 9; the final
result is the same as squaring the second number.
105
c) I think of two numbers. I multiply my first number by 4 and to the result I add 3. I
find that the final result is the same as 2 added to three times the second number.
d) I think of two numbers. I subtract the first number from the second and square the
result. The final result is the same as the second number subtracted from three
times the first number.
4. Rewrite the following statements without using symbols.
a) +3 =5 (b) 2
=2x (c) x3+ < 10
(d) + =5 (e) 2
- 2
>2x
5. Write down the terms of each of the following expressions:

a) 6 x 7 – 8 b) 4÷2–1 c) 2 x 3 x 5
5 4 8
d) 4 - 2 x 3 e) x – y + 8 f) x+y–z
3 4
6. Use letters to rewrite the following:

a) -3=7
b) ÷4<6
c) 3x +4=8
d) 3x( + 4) = 8
e) ( + 5) ÷ 3 < 4
f) 2x + 3x = 23
g) 3x +3=2x -4
h) 2 + 9 = 2
i) ( - )2> 2 x
106
7. Use letters to express the following statements shortly:

a) A number plus five is equal to another number minus 2.
b) I think of a number and add 4 to it; the result is the same as five times the number
of which I thought.
c) A number multiplied by 5 gives the same result as adding ten to three times the
number.
d) Subtract a number from the product of 3 and another number and the final result is
e) I think of a number and add a second number to it. The result is the same as twice
the result of subtracting the second number from the first.
4.2.5 Simplification of expressions
We will consider the simplification of different types of expressions:

i. Containing only like terms of one type and the operations + and - .
ii. Containing like terms of more than one type and the operations + and - .
iii. Containing brackets.
iv. Containing like terms of one or more types and the operations x and ÷ .
4.2.5.1 Like and Unlike Terms

Consider the terms in the expression 3a + 4b + 2c + 5a +3c + 5b + 2a.
The terms 3a, 5a and 2a are like terms; so are 4b and 5b and also 2c and 3c.
The terms 3a and 4b are unlike terms; similarly 4b and 3c are unlike terms.
Note: Terms like 3a2b3 and 5a2b3 are like terms whereas terms like 3a2 and 4b2 or 2a2b
and 3ab2 are unlike terms.
State the like terms in each of the following:

i. 2mp -7m + 3pm + 9m
ii. p2q – 3pq2 + 10p2q2 – q2p – 7p2q
iii. x0yz + 2xyz – xz – 4yz + 6xyz - xz
107
4.2.5.2 Simplification of Expressions containing Like Terms of One Type

If an expression contains only like terms, it can be simplified as shown in the following
examples:
i. 3a + 5a + 4a = (3 + 5 + 4) a ii. 4a2 + 7a2 – 9a2 = (4 + 7 – 9) a2
=12a. = 2a2.
iii. 6ab2 – 5ab2 + ab2 = (6 – 5 + 1) ab2 iv. 3x2y – 7x2y - 10x2y = (3 – 7 – 10)x2y
= 2ab2. = -14x2y.
v. 3 a– 1 a +1 a=( 3 – 1 + 1 )a
4 3 2 4 3 2
= 11 a.
13
Simplify the following:

i. stu + 20stu – 4stu
ii. 10p2 – 3p2 + 2p2 – 4p2 – p2
iii. 0.1 mn2 + mn2 – 0.04mn2
4.2.5.3 Simplification of Expressions containing Like Terms of More Than One Type
To simplify the expression 2a + 3b + 4c + 5a + 2c + 4b + a which contains 3 types of like

terms a, b and c, we group like terms of the same type together.
Thus, 2a + 3b + 4c + 5a + 2c + 4b + a = 2a + 5a + a + 3b + 4b + 4c + 2c
= 8a + 7b + 6c
Similarly, 4a + 3b – 5c +2b – 3a + 3c = 4a – 3a + 3b + 2b – 5c +3c

= a + 5b – 2c
Also,
3 1 1 1 2 1 3 1 1 2 1 1
4 a – 2b + 3 c – 2 a + 3 b – 5 c = 4 a – 2a – 2b + 3 b + 3 c – 5 c
= 1 a+1 b+ 2c
4 6 15
108

i. 6.4b – 0.9c – 5b + 2c
ii. 17x + 3 – 6x + 6 + y + 11y
iii. 5p2q + 10pq – 3p2q – 3pq – p2q – pq
1. Simplify the following:

a) 3x + 4x + 5x b) 4p + 3p – 2p c) 10h – 4h + h
d) 8n – 5n – n e) 25x + 10x – 5x + 3x f) 3xy + 2xy
g) 5ab – ab + 2ab h) 3xy + 2xy – 7xy i) 3pq – 2pq – 5pq

2 1 1 3 1 1
j) abc + 2abc + 3abc k) 3 a – 2 a + 3 a l) 8 b – 16 b + 4 b
3 2 4 2 1 2 1 3 1
m) 5 x – 15 x + 10 x n) 2 x3 + x3 – x3
4 3
2. Simplify the following:
a) 3x – 2y + 4x + 5y b) 10p + 3q – 2p + 4q
c) 15b + 1 – 3b d) 12 a – 5 + 3a + 2
e) 2a + 3b + 4c – a + 2b – 3c f) 4ab + 5cd – 2ab + 3cd

1 2 3 1 1
g) 2xy – 3yz + 4xy + 2yz – 3xy h) a+ b–1c+ a– b+ c
2 3 3 4 2 3
3 1 1 1 1 3
i) 2 a – 2 b – 3 c + 4 a + 2b– 4 c
1 2 3 2 3 2 1 2 3 2
j) x – y2 + 5 z2 – x – 10 y – 10 z
5 5 10
109
4.2.5.4 Simplification of Expressions involving Brackets
It can be checked that

3 (2 + 5) = 3 x 2 + 3 x 5
4 (5 - 3) = 4 x 5 - 4 x 3
-2 (7 + 4) = -2 x 7 + -2 x 4
More generally, a (b + c) = ab + ac and a (b – c) = ab – ac
We can use these results in simplifying expressions involving brackets, as illustrated in the
following examples.
Example 1
Simplify 3 (2a + 4b) + 4(3a + 2b).
Solution:
3 (2a + 4b) + 4(3a + 2b) = 6a + 12b + 12a + 8b
= 6a + 12a + 12b + 8b
= 18a + 20b.
Note
*You must be careful
Example 2 when removing brackets
Simplify 3 (3a – 5b) - 4 (2a – 3b). after a negative sign.
Solution:
3 (3a – 5b) - 4 (2a – 3b) = 9a – 15b – 8a + 12b*
= 9a – 8a – 15b + 12b
= a – 3b.
Example 3
Simplify -3 (2a – 3b) + 4 (- a + 2b).
Solution:
-3 (2a – 3b) + 4 (- a + 2b) = - 6a + 9b – 4a + 8b
= - 6a – 4a + 9b + 8b
= -10a + 17b.
110
Example 4
Simplify 2 ( 3 a + 3b) – 3 ( 5 a + 5 b).
3 4 5 8 9
Solution:
2 ( 3 a + 3b) – 3 ( 5 a + 5 b).
3 4 5 8 9
1 3 1
= a + 2b – a– b
2 8 3
1 3 1
= 2 a – 8 a + 2b – 3 b
1 5
= 8 a + 3 b.

i. 7 (x + 2y) + 8 (2x + y) ii. 5 (p – 4q) + 6 (6p – q)
iii. 10 (9m + 2n) – (11m + 12n) iv. 8 (2t + 5u) – 4 (2t – 5u)
v. 2 (13r – 6) – 13 (3r – 4) vi. – 4 (7c + 6d) + 8 (c + d)
vii. – 5 (8w – 3z) – (w + z) viii. – 9 (- 3f + 4g) – 8 (7f – 6g)
4.2.5.5 Simplification of Expressions involving Multiplication and Division
We already know that:

5 x 5 = 52
5 x 5 x 5 = 53
5 x 5 x 5 x 5 = 54
Similarly,
a x a = a2
a x a x a = a3
a x a x a x a = a4 , and so on.
Example 1
Simplify (a) 4 x a x a (b) 3 x 5 x b x b x b
Solution:
(a) 4 x a x a = 4 x a2
= 4a2.
(b) 3 x 5 x b x b x b = 15 x b3
= 15b3.
111

Example 2
Simplify (a) 2 x a x a x a x 3 x b x b x b (b) 3 x p x 4 x p x q x 2 x p
Solution:
(a) 2 x a x a x a x 3 x b x b x b = 2 x 3 x a x a x ax b x b x b
= 6 x a3 x b3
= 6a3b3.
(b) 3 x p x 4 x p x q x 2 x p = 3x4x2xpxpxpxq
= 24 x p3 x q
= 24p3q.

i. 7xmx2xnxmxn
ii. 6xpx5xpx3xpxqxp
iii. 1 x t x r x 3 x r x t x 5 x 10 x t
2
4.2.6 Expansions
Certain simplifications of expressions can be more easily tackled if they are written in
expanded form.
4.2.6.1 Expanded Form
p4 can be written in expanded form as p x p x p x p .

Similarly,
i. (2p)3 = 2p x 2p x 2p
= 2 x 2 x 2 x p x p x p ii. (ab)2 = ab x ab
= axbxaxb
= axaxbxb
iii. ab2 = a x b2 iv. a2b = a2 x b
= a x b x b = axaxb
Note: (ab)2 is not the same as ab2, neither is it the same as a2b.
112
4.2.6.2 Use of Expanded Form to Simplify Expressions
Example 1
Simplify (a) 2a2b2 x 3ab3 (b) (2a)3 x (3b)2
Solution:
(a) 2a2b2 x 3ab3 = 2 x a2 x b2 x 3 x a x b3
= 2x3xaxaxaxbxbxbxbxb
= 6 x a3 x b5
= 6a3b5.
(b) (2a)3 x (3b)2 = 2a x 2a x 2a x 3b x 3b
= 2x2x2x3x3xaxaxaxbxb
= 72 x a3 x b2
= 72 a3b2 .
Example 2
Simplify (a) 12a2b3 ÷ 8ab5 (b) (2a)3 ÷ (3ab)2
Solution:
(a) 12a2b3 = 12 x a2 x b3 (b) (2a)3 = 2a x 2a x 2a
8ab5 8 x a x b5
(3ab)2 3ab x 3ab
= 12 x a x a x b x b x b = 2x2x2xaxaxa
8 x a x b x b x b x b x b 3x3xaxaxbxb
= 3 x a = 2x2x2xa
2 x b2 3x3xbxb

= 3a = 8a
2b2 9b2

113
Note: An alternative method to the above will be to use the laws of indices which you have
already learnt about in Unit 2.
For example, 12a2 b3 = 3a2-1 = 3a.

8ab5 2b5-3 2b2
Here we have used the division law of indices.
1. Write each of the following in expanded form:

a) a3b2 b) (ab)3 c) a2b3 d) 2a2b
e) 3 (ab)2 f) (3a)2b g) 4a3 (bc)2 h) 3(ab)2c2
i) (4b)2c3 j) 4 (b2c)3 k) 5 (a2bc)2 l) (ab2c2)3
2. Simplify:
a) 3ab x 5ab2 b) 2ab2 x 3ab4

c) 4a2b3 x 3a3b2 d) 3a2b x 2ba3 x 4ba
e) 5a3b3 x 3a3b2 f) 6p2q3 x 5q2 x 4p5r
g) (2a)3 x (3b)2 h) (3a)2 x (2b)2 x (2c)2
i) (2ab)2 x (4b)3 j) (3a2b)2 x (2ab2)3
3. Simplify:
a) 5a2b ÷ 4ab2 b) 4a3b2 ÷ 8a2b3

c) 2a2b3 ÷ 4a3b5 d) 6pq4 ÷ 4p2q
e) 35a4b3 ÷ 21a2b5 f) 12a4b2c ÷ 16a3b3
g) (3ab)2 ÷ (2b)3 h) (4b)2 ÷ (ab)3
i) (4ab2)3 ÷ (2ab)4 j) (3a2b)3 ÷ (6ac)2
114
4.2.7 Substitutions
Consider the following statement:
‘A certain number represented by N is calculated by adding twice a number represented
by x to three times a number represented by y’.
In symbols, the statement is N = 2x + 3y.
We may now be asked to find the number N, given that x = 5 and y = 4.
So, N=2x5 + 3x4
= 10 + 12
= 22.
Example 1
Find the numerical value of ab2 if a = 2 and b = 3.
Solution:
a = 2 and b = 3 ; ab2 = 2 x 32
= 2x9
= 18.
Example 2
Find the numerical value of – (ab2) if a = 2 and b = 3.
Solution:
a = 2 and b = 3 ; -(ab2) = - (2 x 32)
= - (2 x 9)
= -18.
Example 3
Find the numerical value of ab2 if a = 2 and b = -3.
Solution:
a = 2 and b = -3 ; ab2 = 2 x (-3)2
= 2x9
= 18.
115
Example 4
A boy buys x mangoes at p rupees each and y bananas at q rupees each. He spends R
rupees in all.
i. Write down an expression for R in terms of p, q, x and y.
ii. If x = 5 , p = 3 , y = 8 and q = 1, find the value of R.
Solution:
i. Money spent on mangoes = (x x p) rupees
= xp rupees.
Money spent on bananas = (y x q) rupees
= yq rupees.
Total money spent = (xp + yq) rupees
So, R = xp + yq.
ii. x = 5, p = 3, y = 8 , q = 1 ; R = 5 x 3 + 8 x 1
= 15 + 8
= 23.
Example 2
I am y years old and Roger is twice older than me. Jenna is z years old and Marc is half
her age. Given that Marc is younger than Roger and the difference in age between that of
Roger and Marc is D.
i. Write down an expression for D in terms of y and z.
ii. Hence, find the value of D if y = 23 and z = 32.
Solution:
i. My age = y. 2y - ½ z.
Roger’s age = 2 x y So, D = 2y - ½ z.
= 2y. ii. y = 23 , z = 32 ;
Jenna’s age = z. D = 2 x 23 - ½ x 32
Marc’s age = ½ x z = 46 – 16
= ½ z. = 30.
116
1. If a = 2 , b = 3 and c = -1 , find the numerical value of each of the following

expressions:
a) a2b b) (ab)2 c) a 2c
d) ac2 e) (ac)2 f) – (ab2)
g) 3a2bc h) 3a (bc)2 i) abc3
j) a (bc)3 k) c4a2b l) abc + c3
m) 3ab – 4c n) 2ab + 3bc2 o) 4ab2 – 6abc
2. It is known than v = u + at ; find v when

(a) u = 8 , a = 10 and t = 3 (b) u = 12 , a = -10 and t = 2.
1
3. Given that s = ut + 2 at2 , find s when
(a) u = 8 , a = 10 and t = 4 (b) u = 88 , a = -10 and t = 6.
4. Given that C = 5 (F – 32), find C when (a) F = 212 (b) F = 98.

9
5. Given that p = k, find p when k = 2000 and v = 800.

v
6. Given that A = kr2 , find A when k = 3.14 and r = 30.
22
7. Given that A = 2krh + kr2 , find A when r = 28 , h = 10 and k = 7 .
8. In a school, there are p classes each containing x boys and q classes each
containing y girls. If there are N children in the school, write down and expression
for N in terms of p , q, x and y.
If p = 3, q = 2 , x = 30 and y = 25, find N.
9. The length of a rectangle is L cm and its breadth is B cm. If its perimeter is P cm,
write down P in terms of L and B. Find P if L = 8 and B = 6.
Find m if x = 7.
117
10. Renga has three times as many marbles as Daya and Jagdish has 14 marbles
more than Renga. If Daya has x marbles and Jagdish has m marbles, write down
an expression for m in terms of x.
Find m if x = 7.
4.2.8 Factorisation of linear expressions
Consider the following expansion:

3 (a + b) = 3 x a + 3 x b
= 3a + 3b
As we can see, 3 is common in the expression 3a + 3b ; 3 is the common factor in the
expression. When we take out this common factor, we are left with a + b which we put
inside brackets as follows:
Note
3a + 3b = 3 x a + 3 x b
we take out the highest
= 3 x (a + b)
common factor.
= 3 (a + b).
Such a grouping of common factor is known as factorisation. It can also be seen as the
reverse process of expansion of brackets;
3 (a + b) Expansion 3a + 3b
Factorisation
Example 1
Factorise completely: Note
a) 15p – 5q It is easier to spot the
Solution: highest common factor when
15p – 5q = 5 x 3 x p - 5 x q we express the terms as a
= 5 x (3p – q) product of their prime factors
= 5 (3p – q)

118
b) 20 + 4d
Solution:
20 + 4d = 2 x 2 x 5 + 2x2xd
= 2 x 2 x (5 + d)
= 4 (5 + d)
c) 7a + 21b + 35c
Solution:
7a + 21b + 35c = 7 x a + 7 x 3 x b + 7x5xc
= 7 x (a + 3 x b + 5 x c)
= 7 (a + 3b + 5c)
d) 9m + 3mp – 33mq
Solution:
9m + 3mp – 33mq = 3x3xm + 3xmxp - 3 x 11 x m x q
= 3 x m x (3 + p – 11 x q)
= 3m (3 + p – 11q)
Factorise completely:
a) 36 + 9e b) 8f - 48 c) 6x + 9y – 15z d) 12p – 144q e) 40ar – 45br
Example 2
a) – 3s – 6t Note
Solution: when we take out a negative
-3s – 6t = -3 x s - 3 x 2 x t common factor, the sign in the
= - 3 x (s + 2t) brackets changes.
= -3 (s + 2t)
119
b) – 6w + 18y
Solution: +=--
-6w + 18y = -3 x 2 x w + 3 x 3 x 2 x y
= - 3 x 2 x (w – 3y)
= -6 (w – 3y)
a) -2x – 2y b) -30m – 40n c) -3by + 6cy d) -12pq + 32pqr
4.2.8.1 Factorisation of Linear Expressions by Grouping
Consider the following expression:

4a (b + c) + 5 (b +c)
As we can see, (b + c) is the common factor of the expression and we are left with 4a + 5.
The terms left are grouped inside a second pair of brackets as follows:
4a (b + c) + 5 (b +c) = (b + c) (4a + 5)
Example 3
a) 7k (n + m) – 3 (n + m)
Solution:
7k (n + m) - 3 (n + m) = (n + m) (7k – 3)
Note
b) q (4t – 1) + (4t -1) (4t – 1) is the same as 1 x (4t -1 )
Solution:
q (4t – 1) + (4t – 1) = (4t – 1) (q + 1)
c) 2r (3s – 2t) – 9u (3s – 2t)

Solution:
2r (3s – 2t) – 9u (3s – 2t) = (3s – 2t) (2r – 9u)
120
Consider the following expression:

3cd + 6ce + df + 2ef
As we can see, 3c is common in the first half and f is common in the second half of the
expression. So, we are going to factorise the two halves of the expression separately and
then group them back as follows:
3cd + 6ce = 3 x c x d + 3 x 2 x c x e
= 3x c x (d + 2 x e)
= 3c (d + 2e) and df + 2ef = dxf + 2xexf
= f (d + 2 x e)
= f (d + 2e)
.
. . 3cd + 6ce + df + 2ef = 3c (d + 2e) + f (d + 2e)
= (d + 2e) (3c + f)
This process is known as factorisation by grouping.
Example 4
a) 6pq – 2pr + 3q – r
Solution:
6pq – 2pr = 2 x 3 x p x q – 2 x p x r
= 2 x p x (3q – r)
= 2p (3q – r) and 3q – r = 3 x q – 1 x r
= 1 x (3q – r)
= 1 (3q – r)
.
. . 6pq – 2pr + 3q – r = 2p (3q – r) + 1 (3q – r )
= (3q – r) (2p + 1)
121
b) 6ct + dt – 18cr – 3dr

Solution:
6ct + dt = 3x2xcxt + dxt -18cr – 3dr = -2 x 3 x 3 x c x r - 3 x d x r
= t x (3 x 2 x c + d) = -3 x r x (2 x 3 x c + d)
= t (6c + d) = - 3r (6c + d)
.
. . 6ct + dt – 18cr – 3dr = t (6c + d) – 3r (6c + d)
= (6c + d) (t – 3r)
c) 4ad - bd – 8ae + 2be

Solution:
4ad - bd = 2 x 2 x a x d - b x d -8ae + 2be = - 2 x 2 x 2 x a x e + 2 x b x e
= d x (2 x 2 x a - b) = -2 x e x (2 x 2 x a – b)
= d (4a – b) = -2e (4a – b)
.
. . 4ad – bd – 8ae + 2be = d (4a – b) - 2e ( 4a – b)
= (4a – b) (d – 2e)
a) 7gx + 21gy + 8x + 24y b) 3tx – 2sx + 15ty – 10sy
c) sr – ur – 3st + 3ut d) 6mp + 3mt – 22np – 11nt
4.2.9 End-of-Unit Summary
1. A mathematical statement containing one or more unknown variables may be

written by substituting letters for the unknown variable or variables.
E.g The square of the sum of two numbers is greater than 50 may be written as
(x + y)2 > 50.
122
2. In simplifying expressions, like terms must be grouped together.

E.g 3a + 2b – 4c – 4a – 5b + 7c = 3a – 4a + 2b – 5b – 4c + 7c
= -a – 3b + 3c.
3. Care must be taken to change the algebraic signs of the terms inside a bracket after
a negative sign when the bracket is removed.
E.g 3a – 2b – (4a – 2b) = 3a – 2b – 4a + 2b
4. When we factorise an expression, we must be careful when taking out a negative

common factor since the sign in the brackets that follow should be changed.
5. When we need to factorise an expression with 4 terms, we use the method of

factorization by grouping.
4.2.10 End-of-Unit Exercises
1. Use letters to write the following statements shortly:

a) The square of the sum of two numbers is equal to the sum of their squares added to
twice their product.
b) The square of the difference of two numbers is equal to the sum of their squares
minus twice their product.
c) The difference of the squares of two numbers is the product of their sum and their
difference.
2. Simplify:
a) 2 ( x + 3y + 2z) + 3 (x – 2y – z)
b) 3 (x – y – 2z) - 4 (2x + y – z)
c) 3 (2x – 3y) + 4 (x - 2y) + 5 (2x – y)
d) 4 (2x + 3y) - 3 (x - 2y) - 4 (x – y)
e) 3x3y2 x 2xy3
f) (2xy)2 x (3x2y)3
g) 16a2b3 ÷ 8ab2
h) (5ab)2 ÷ (3a2b)3
i) (2ab)2 x (3a2)2 ÷ (4b)3
j) (3a2b2)3 x (2ab)2 ÷ (6a3b2)2
123
3. A man buys 2x mangoes at y rupees each and 3m bananas at p rupees each.

Write down an expression for the money M spent in rupees.
If x = 4, y = 6 , m = 6 and p = 1.5 , find the value of M.
4. A rectangle has length a cm and width b cm. A square has each side of length n
cm. Write down an expression for A, the sum of the areas in cm2 of the rectangle
and the square.
If a = 7 , b = 5 and n = 3, find the value of A.
5. Factorise completely:
a) 3x + 24 b) ax + a c) 15b – 40 c d) 21pq – 12 pr e) 7 – 77y
a) – 6x + 30 b) – 8y – 32 c) – am + an d) -10p + 20pq e) -12r – 36rt
a) ab + ac + bd + cd b) 2p + 6q + 7ap + 21aq
c) 4xy – 24xz + 3y – 18z d) 4a – 4b – 3ac + 3bc
e) 6p + 12q – 5pr – 10qr f) mn – 2bn + 7mp – 14bp
g) 4st – 5s + 8ut – 10u h) bc – 2bd – 9ec + 18ed
i) 22r + 11v – 2rw - wv j) 26gf – 2gh – 13fi + ih
k) mn – 3n + 5mp – 15p l) 2ac + bc – 8ad – 4bd
m) 6x – 12y + dx – 2dy n) px – 3qx + 7py – 21qy
o) 8ab – 16ac – 3bd + 6cd
124
Answers to Check your Progress and End-of-Unit Exercises
Warm-Up Activity 1
(a) 14 (b) 24 (c) 13 (d) 126

(a)
i. x 9 > 100
ii. ( +7)÷6=3
iii. 2
= 20 -
(b)
i. I think of a number and square it. The result is 169.
ii. I think of a number, multiply it by 2 and add 3 to the result. The final result is less
than 7.
iii. I think of a number, subtract 5 from it and divide the result by 8. The final result is
10.

(a)
i. ( x 2) + = 100
ii. 2
+ 2
= 25
iii. ( + )x5 >
(b)
i. I think of a number, subtract a second number from it and square the result. The
final result is less than 50.
ii. I think of a number and multiply it by 9. I think of a second number and add 10 to
it. The first result is the same as the second one.
iii. I think of a number and divide it by 3. I think of a second number and multiply it
by 2. The sum of both results is greater than the difference between the
first number and the second one.
125

(a)
i. (a ÷ 4) – b = 60
ii. (a + b)2 > 92 – b
iii. (a – b) ÷ a = 3b
(b)
i. I think of a number, multiply it by 4 and add 5 to the result. The final result is less
than the square of the second number.
ii. I think of a number, add a second number to it and divide the result by 10. The final
result is the difference of the first number from the second number.
iii. I think of a number and subtract 7 from it. I think of a second number and add 7 to
it. the first result is divided by the second one and the final result is less than the
product of both numbers.

1.
a) ÷ 4 = 10
b) 5- <2
c) ( x 4) + 1 = 29
d) ( + 1) x 4 = 32
e) ( + 3) ÷ 2 < 3
2.
a) I think of a number and divide it by 3 and the result is 7.
b) I think of a number and subtract it from 10. The result is 6.
c) I think of a number and divide 20 by it. The result is 4.
d) I think of a number, add 3 to it and multiply the result by 2. The result is 16.
e) I think of a number, square it, multiply the result by 2 and add 4 to the new result.
The final result is 22.
f) I think of a number, multiply it by 2 and add 4 to the result. The final result is
greater than 5.
126
g) I think of a number, multiply it by 3 and subtract 5 from the result. The final result is
less than 8.
h) I think of a number, multiply it by 2 and add 4 to the result. The final result is less
than thrice the number.
3.
a) ( x 3) + (3 x ) = 18.
b) 2
+9= 2
c) ( x 4) + 3 = 2 + (3 x )
d) ( - )2 = (3 x )-
4.
a) I think of a number, add 3 to it and divide the result by a second number. The final
result is 5.
b) I think of a number and square it. The result is twice a second number.
c) I think of a number, multiply it by 3 and add a second number to the result. The
final result is less than 10.
d) I think of two numbers and divide their sum by the second number. The final result
is 5.
e) I think of a number and square it. I think of a second number and square it also.
The difference of the second result from the first one is greater than twice the
second number.
5.
(a) 6, 7 and 8 (b) 4, 2 and 1 (c) 2, 3 and 5
5 4 8
(d) 4, 2 and 3 (e) x, y and 8 (f) x, y and z

3 4
127
6.
a) a-3=7
b) b÷4<6
c) 3xc+4=8
d) 3 x (d + 4) = 8
e) (e + 5) ÷ 3 < 4
f) 2 x f + 3 x g = 23
g) 3xi+3=2xj-4
h) k2 + 9 = l 2
i) ( m - n )2 > 2 m x n
7.
a) p+5=q–2
b) (r + 4) = 5r
c) 5s = 10 + 3s
d) 3t – v = 2
e) w + y = 2 (w – y)

i. 2mp and 3pm , -7m and 9m
ii. p2q and – 7p2q , – 3pq2 and – q2p
iii. x0yz and – 4yz , 2xyz and 6xyz , -xz and –xz

i. 17stu ii. 4p2 iii. 1.06mn2
i. 1.4b + 1.1c ii. 11x + 12y + 9 iii. p2q + 6pq

1. a) 12x b) 5p c) 7h d) 2n e) 33x f) 5xy g) 6ab
13 2
h) -2xy i) -4pq j) 6abc k) 1 a l) 9 b m) x n) 11 x3
2 16 30 12
128
2.
a) 7x + 3y b) 8p + 7q c) 12b + 1 d) 15a – 3
e) a + 5b + c f) 2ab + 8cd g) 3xy - yz h) 5/4 a + 1/6 b
1 2 7 2
i) 7 a – 13 c j) - x – y + 1 z2
4 12 10 10 10

i. 23x + 22y ii. 41p – 26q iii. 79m + 8n iv. 8t + 60u
v. -13r + 40 vi. -20c – 16d vii. -41w + 14z viii. -29f + 12g

i. 14m2n2 ii. 90p4q iii. 75r2t3

1.
a) a x a x a x b x b b) axaxaxbxbxb
c) a x a x b x b x b d) 2xaxaxb
e) 3 x a x a x b x b f) 3x3xaxaxb
g) 4 x a x a x a x b x b x c x c h) 3x a x a x b x b x c x c
i) 4 x 4 x b x b x c x c x c j) 4x b x b x b x b x b x b x c x c x c
k) 5 x a x a x a x a x b x b x c x c
l) a x a x a x b x b x b x b x b x b x c x c x c x c x c x c
2.
a) 15a2b3 b) 6 a2b6 c) 12 a5b5 d) 24 a6b3 e) 15 a6b5
f) 120 p7q5r g) 72 a3b2 h) 144 a2b2c2 i) 256 a2b5 j) 72 a7b8
3.
a) (5a) b) a c) 1 d) (3q3)
(4b) (2b) (2ab2) (2p)
e) (5a2) f) (3ac) g) (9a2) h) 16

(3b2) (4b) (8b) (a3b)
i) (4b2) j) (3a4b3)
(a) (4c2)
129

1.
a) 12 b) 36 c) -4 d) 2 e) 4 f) -18 g) -36 h) 54 i) -6 j) -54
k) 12 l) -7 m) 22 n) 21 o) 108
2. (a) 38 3. (a) 112 4. (a) 100 2 5. 2.5 6. 2826

3
(b) -8 (b) 348 (b) 36
7. 4224 8. px + qy ; 9. P = 2 ( L + B) ;28 10. m = 3x + 14;

N = 140 m = 35

(a) 9 (4 + e) (b) 8 (f – 6) (c) 3 (2x + 3y – 5z) (d) 12 (p -12q) (e) 5r (8a – 9b)

(a) -2 (x + y) (b) -10 (3m + 4n) (c) -3y (b – 2c) (d) – 4pq (3 – 8r)

(a) (x + 3y) (7g + 8) (b) (3t – 2s) (x + 5y)
(c) (s – u) (r – 3t) (d) (2p + t) (3m – 11n)
130
1.
a) (x + y)2 = x2 + y2 + 2xy b) (x - y)2 = x2 + y2 - 2xy c) x2 – y2 = (x + y) (x – y)
2.
a) 5x + z b) -5x – 7y – 2z c) 20x – 22y d) x + 22y
e) 6x4y5 f) 108x8y5 g) 2ab h) 25
i) ( 9a6) j) 3a2b4 (27a4b)
(16b)
3. M = 2xy + 3mp ; 75
4. A = ab + n2 ; 44
5.
(a) 3 (x + 8) (b) a (x + 1) (c) 5 (3b – 8c) (d) 3p (7q – 4r) (e) 7 (1 – 11y)
6.
(a) – 6(x – 5) (b) – 8 (y + 4) (c) – a (m – n) (d) -10p (1 – 2q) (e) -12r (1 + 3t)
8.
(a) (b + c) (a + d) (b) (p + 3q) (2 + 7a)
(c) (y – 6z) (4x + 3) (d) (a – b) (4 – 3c)
(e) (p + 2q) (6 – 5r) (f) (m – 2b) (n + 7p)
(g) ( 4t – 5) ( s + 2u) (h) (c – 2d) (b – 9e)
(i) (2r + v) (11 - w) (j) (13f – h) (2g – i)
(k) (m – 3) (n + 5p) (l) (2a + b) (c – 4d)
(m) (x – 2y) (6 + d) (n) (p – 3q) (x + 7y)
(o) (b – 2c) ( 8a – 3d)
131
132
UNIT 4.3
H.C.F., FACTORISATION, L.C.M.
AND SIMPLIFICATION OF
ALGEBRAIC FRACTIONS
133
UNIT 4.3:
Table ofALGEBRAIC
Contents FRACTIONS
Unit 4.3
H.C.F., Factorisation, L.C.M. and
Simplification of Algebraic Fractions

4.3.2 Highest Common Factor (H.C.F.) 135
Warm-Up Activity 1 135
4.3.2.1 The H.C.F. of Algebraic Terms 135
4.3.3 Factorisation Of Simple Expressions 4
4.3.3.1 Factorisation 4
4.3.3.2 Factorisation by grouping 5
4.3.4 Least Common Multiple (L.C.M.) 6
Warm-Up Activity 2 6
4.3.4.1 L.C.M. of Algebraic Terms 7
4.3.5 Simplification of Algebraic Fractions 8
4.3.5.1 Simplification of Algebraic Fractions involving
Addition and Subtraction 9
Warm-up Activity 3 9
4.3.4.2 Simplification involving Multiplication and Division 10
4.3.6 End-of-Unit Summary 11
4.3.7 End-of-Unit Exercises 12
4.3.8 Answers to Check your Progress and End-of-Unit exercises 13
134
UNIT 4.3: ALGEBRAIC FRACTIONS
Learning Objectives
At the end of this unit, you should be able to:

• Find the Highest Common Factor (H.C.F.) of algebraic terms
• Factorise simple algebraic expressions
• Find the Least Common Multiple (L.C.M.) of algebraic terms
• Simplify algebraic fractions involving addition and subtraction
• Simplify algebraic fractions involving multiplication and division
4.3.1 Introduction
Before you work through this unit, you must make sure that you know how to find the H.C.F.
and L.C.M. of numbers by writing them as the product of their prime factors in index form.
4.3.2 Highest Common Factor (H.C.F.)
Warm-Up Activity 1
Find the H.C.F. of the following:

a) 15 and 21 b) 36 and 55 c) 32, 72, 105
4.3.2.1 The H.C.F. of Algebraic Terms
To find the H.C.F. of algebraic terms, we use a similar approach to the technique of prime
factorization that we have learnt in Unit 2.4.
Example 1
Find the H.C.F. of 3ab2 and 6a2b3.
Solution:
3ab2 = 3 x a x b2
6a2b3 = 3 x a2 x b3 x 2
The H.C.F. of 3ab2 and 6a2b3 is 3 x a x b2 = 3ab2 .
Example 2
Find the H.C.F. of 2p2q , 3pq2r and 10p3q3r2 .
Solution:
2p2q = 2 x p2 x q
3pq2r = p x q2 x r x 3
10p3q3r2 = 2 x p3 x q3 x r2 x5
The H.C.F. of 2p q , 3pq r and 10p3q3r2 is p x q = pq.
2 2
135
Example 3
Find the H.C.F. of x2 and y2 .
Solution:
x2 = 1 x x2
y2 = 1 x y2
The H.C.F. of x2 and y2 is 1.
CheckYour
Check yourProgress
progress11
Find the H.C.F. of the following:

a) 2a2 , 3ab b) 8pq , 12q2 c) 6ab , 8a2
d) 12pq , 18q2 e) 6a2b , 3a2b2 , 10a3b f) 16p2q , 20pq2 , 18p2q2
g) a3 , b3 h) 2a , 3b i) 20a2 , 30b2
j) 14a2 , 21b2 k) 2a , 3b , 4c l) 3p2 , 4q2 , 5r2
m) 26x , 65y , 39z
2 2 2
n) 2b2 , 4c2 , 6b2c2 o) p2q , pq2, pq3
p) 6p2q , 10p3q2 , 12p4q3
4.3.3 Factorisation Of Simple Expressions
One of the important applications of H.C.F. is in the factorisation of algebraic terms.

Factorisation allows us to simplify complicated expressions which are then useful to find
solutions to algebraic equations.
4.3.3.1 Factorisation
It can be checked that

3 x 4 + 3 x 7 = 3 x (4 + 7)
2 x 8 + 2 x 9 = 2 x (8 + 9)
4 x 10 + 4 x 13 = 4 x (10 + 13)
More generally, a x b + a x c = a x (b + c) and a x b - a x c = a x (b - c)

We commonly write these expressions as ab + ac = a(b + c) a x b - a x c = a x (b - c).
In the above, we observe that is the H.C.F of ab and ac is a. Thus, to factorise an algebraic
expression, we first find the H.C.F. of the algebraic terms and then rewrite the expression as
a product of the H.C.F. and the resulting terms. The resulting terms are included in brackets.
136
Example 1
Factorise ab2 + a2b.
Solution:
We first find the H.C.F. of ab2 + a2b. Check that this H.C.F. is ab.
Hence, ab2 + a2b = ab (b + a).
You can check your answer by finding the product of the factors obtained.
Example 2
Factorise 12a2b - 18b2.
Solution:
The H.C.F. of 12a2b and 18b2 = 6b.
So, 12a2b - 18b2 = 6b(2a2 – 3b).
Example 3
Factorise 12pq2 + 8p2q3 - 16pq4r3.
Solution:
The H.C.F. of 12pq2 , 8p2q3 and 16pq4r3 = 4pq2.
So, 12pq2 + 8p2q3 - 16pq4r3 = 4pq2 (3 + 2pq – 4q2r3)
Check
Check Your
your Progress
progress 2
1. Factorise the following:

a) 3a – 6b b) 8p2 – 12q2 c) 6a – 4ab
d) 10p2 – 8pq e) 3ab2 – 6a2b f) 6ab – 15b2
g) 3x + 9x2 h) 6 + 12ab2 i) 8b + 20ab2
j) 11a2 – 9ab k) 14x2 – 21xy l) 6p2 – 9p
m) 8a2 – 10a3b n) 10p2 – 6p3q2 o) 42a2b – 35ab2
p) 20r2y2 – 32r3y3z q) 6ab2 – 8a2b3 + 12a r) 20ab + 25ab2 – 35abc
4.3.3.2 Factorisation by grouping
When we have four terms in the algebraic expression, a common way is to firstly group
these expressions in pairs and then factorise each pair to form a product of factors. The
process illustrated below:
ab + ac + db + dc = (ab + ac) + (db + dc)

= a (b + c) + d (b + c).
137
We now observe that b + c is common in both the terms a (b + c) + d (b + c). Thus, we

can further factorise the expression in the following way:
(ab + ac) + (db + dc)
= a (b + c) + d (b + c)
= (b + c) (a + d)
Example 1 Be careful while doing this step.

Factorise ab + ac – 2db – 2dc. Since we are taking the negative
Solution: sign common, the sign inside
the bracket changes.
ab + ac – 2db – 2dc = (ab + ac) - (2db + 2dc)
= a (b + c) - 2d (b + c)
= (b + c) (a – 2d).
Example 2
Factorise 2x2 – 6x – 3x + 9.
Solution:
2x2 – 6x – 3x + 9 = (2x2 – 6x) - (3x – 9)
= 2x (x – 3) - 3 (x – 3)
= (x – 3) (2x – 3).
Check
CheckYour
yourProgress
progress33
1. Factorise the following:

a) ab + ac + 3bd + 3cd b) 2pq + ps + 2rq + rs
c) pq – 2pr + 3qt – 6rt d) ab2 + ac2 – b2d – c2d
e) 5x2 + 10x + 7x + 14 f) 3x2 – 2x – 12x + 8
g) 7a2 – 14a + 9a - 18 h) 5a2 + 7a – 20a – 28
i) 2p2 – 6p + 5p – 15 j) 6x2 – 9x – 8x + 12
4.3.4 Least Common Multiple (L.C.M.)
Warm-Up Activity 2
Find the L.C.M. of the following:

a) 15 and 21 b) 36 and 55 c) 32, 72, 105
138
4.3.4.1 L.C.M. of Algebraic Terms
We recall the method for finding the L.C.M. of Numbers using prime factorization learnt in
Unit 2.4.
Example 1:
Find the L.C.M. of 18, 42 and 90.
Solution:
To find the L.C.M. of 18, 42 and 90, we write each number as the product of its prime fac-
tors using the index notation.
18 = 2 x 32
42 = 2 x 3 x 7
90 = 2 x 32 x 5
The L.C.M. of 18, 42 and 90 is 2 x 32 x 7 x 5 = 630.
To find the L.C.M. of algebraic terms, a similar approach is used.
Example 2
Find the L.C.M. of 2a3b2 and 3ab4c3.
Solution:
2a3b2 = 2 x a3 x b2
3ab4c3 = 3 x a x b4 x c3
The L.C.M. of 2a3b2 and 3ab4c3 = 2 x 3 x a3 x b4 x c3
= 6a3b4c3
Example 3
Find the L.C.M. of 12a2b3 , 9ab2c4 and 24a3c5.
Solution:
12a2b3 = 22 x 3 x a2 x b3
9ab2c4 = 32 x a x b2 x c4
24a3c5 = 23 x 3 x a3 x c5
The L.C.M. of 12a2b3 , 9ab2c4 and 24a3c5 = 23 x 32 x a3 x b3 x c5
= 72a3b3c5
Example 4
Find the L.C.M. of pq and rs
Solution:
pq = p x q
rs = rxs
The L.C.M. of pq and rs = pqrs
139
Check
CheckYour
yourProgress
progress44
Find the L.C.M. of the following:

a) 24 and 8x b) 3b2 and 6c2 c) 2xy and 3yz
d) 8x2 and 20xy e) 21pq2 and 14q3 f) x and 2y
g) 3x and 4y h) 5a and 6b i) x4 and y6
j) 7ab2 and 5a2c k) p2q2 , pq and q3 l) a2bc, ab3 and b2c2
m) 12x2y , 20xy2 and 16x2y3 n) a2 , b3 and c4
o) 6a2 , 5b3 and 7c2 p) 4a3 , 6b3 and 10c4
4.3.5 Simplification of Algebraic Fractions
We are going to consider the simplification of algebraic fractions:

i. involving addition and subtraction
ii. involving multiplication and division
4.3.5.1 Simplification of Algebraic Fractions involving Addition and Subtraction
Warm-up Activity 3

a) 1 + 2 b) 3 – 1 c) 2 + 8 d) 7 – 5
2 3 8 12 9 15 10 14
3 5 3 5
To simplify 4 + 6 , we convert the two fractions, 4 and 6 into equivalent fractions
with the same denominator, usually the Least Common Denominator (L.C.D.) which is the
L.C.M. of the denominators 4 and 6.
3 5 9 10
Thus, 4 + 6 = 12 + 12
19
=
12
We use the same method to simplify algebraic fractions.
Example 1
(3x) (2x)
Simplify + .
4 5
Solution:
The L.C.M. of 4 and 5 being 20, we have
(3x) = (15x)
4 20
(5x) = (8x)
5 20
140
(3x) (2x) (15x) (8x)

Hence,
4 + 5 = 20 + 20
(23x)
= 20 .
Example 2
5 3
Simplify – .
(3x) (2x)
Solution:
The L.C.M. of 2x and 3x being 6x, we have
5 10
=
(3x) (6x)
3 9
=
(2x) (6x)
5 3 10 9
Hence, – = -
(3x) (2x) (6x) (6x)
1
= .
(6x)
Example 3
5 7
Simplify + .
(8x) (12x2)
Solution:
The L.C.M. of 8x and 12x2 being 24x2 , we have
5 7 15x 14
(8x) + (12x
2 =
) (24x2) + (24x2)
(15x + 14)
= .
(24x2)
This answer cannot be simplified further.

Can you find out why?
CheckYour
Check yourProgress
progress55

a) (3x) + (2x) b) (2x) -
x c) 4 + 3
2 3 3 2 (3x) (2x)
7 5 (2x) (3x) (7x) (3a) (4a)
d) - e) + - f) +
(3x) (4x) 3 4 12 (4b) (5b)
(3x) 7 11 7 3 5
g) - h) - i) 2 -
(4y) (10y2) (12x) (9x2) (4x y) (7y2)
3 5 1 1 3 4
j) - k) + l) +
(4x2) x u v (2a) (3b) 141
m) (3a) +
5 (3a) +
5 o) (3a ) - (4a)
2
n)
(4b )
2
(b3c) (2bc) (3b2) (b2c) (c3)
4.3.4.2 Simplification involving Multiplication and Division
Example 1
Simplify 3a x 2b2 .
4b 5a
Solution:
3a x 2b2 = 3xax2xbxb
4b 5a 4xbx5xa
2
= 3b .
10
Example 2
Simplify 4b ÷ 2b3 .
3a 7a2
Solution:
4b ÷ 2b3 = 4b x 7a2
3a 7a2 3a 2b3
2
= 4xbx7xaxa
3xax2xbxbxb
= 14a .
3b2
Note: The laws of indices can also be used here.
CheckYour
Check your Progress
progress 66

a) 3a x b2 b) 4b2 x 6a3 c) 5v x 11v
2b a3 3a2 5b3 4u2 10
d) 2c x 6a b e)
3 2
2ab x 10c3 f) 2a b x 21b c
2 4 3
3a2b 5a2 5c2 3b2 7b3c 6a4b2

g) 3b ÷ 4b2 h) 10a ÷ 5a
2 3
i) 3b ÷ 6b2
2a 3a 9b2 6b4 2a 5a2
142
j) 7u ÷ 5u3 k) 5c3 ÷ 5c3 l) 12p2q3 ÷ 16p3q2

4v 2
4v 2
3a b
2 3
6b
2
7r4 21r4

• The H.C.F. and L.C.M. of algebraic terms are obtained by writing each term as a
product of its factors in index form and using the same approach as we used to find
the H.C.F. and L.C.M. of whole numbers.
• We use H.C.F. in the factorisation of algebraic expressions.
• The L.C.M. of algebraic terms is useful to find the sum or difference of two or more
algebraic fractions.
4.3.7 End-of-Unit Exercises
1. Find the L.C.M. of

a) 2a, 3b , 4c b) 6a2b, 9ab2 , 18ab c) 2p3 , 6q3 , 10pq2
d) 7a2b2 , 21a , 3a3b e) 12b2 , 24a3b , 18ab2 f) 10a2 , 8b2 , 4c2
2. Simplify:
a) 3a - 2a b) 2a2 - a2 c) 5 + 4
2 3 3 4 7a 9a
d) 2a + a2 - 3a2
2
e) 5 - 2 f) 3a - 5
3 2 4 3p2q 5q2 2b2c 11c2
3. Simplify:
a) 3y x 5x3 b) 10a x 14b c) 7a x 9b4c2
2x 9y2 7b2 15 12b2c a2
d) 3a ÷ 9b2 e) 5a2b ÷ 10ab2 f) 25c3 ÷ 35c2

2b 4a2
14c2 21c2 18a2b 12a3b2
4. Find the H.C.F. of

a) 2a2bc , 3ab2c , 4abc3 b) 10a3 , 15bca2 , 20dab
c) 9a2b3 , 12ab2 , 15a3b d) 12p3q2r , 8p2q3r2 , 10p4qr3
5. Factorise:
a) 8a4b3 - 10a2b5 b) -15a3b – 21ab2 c) 12p2q3 - 18pq4
d) 20b2c4 - 16c3 e) 15 – 20a2b f) 20a3b2 + 18a5b4
143
6. Factorise:
a) 2a2 + 2ac - bc - ab b) 4a2 - 8ab + 3ac - 6bc
c) 9x2 - 12x - 12x + 16 d) 10a2 + 15ab - 8ab - 12b2
7. Three bells ring simultaneously at 07 00. The first bell rings every 10 mins, the
second one every 24 mins and the third one every 40 mins. At what time will the
three bells next ring together?
8. One bus from each of the three companies, X, Y and Z, leaves the station at 9 a.m.
X buses run every 8 mins, Y buses run every 18 mins and Z buses run every 27
mins. At what time will buses from the three companies next leave the station at the
same time?
Answers to Check your Progress and End-of-Unit exercises
Warm-Up Activity 1
a) H.C.F. = 3 b) H.C.F. = 1 c) H.C.F. = 1
a) a b) 4q c) 2a d) 6q e) a2b f) 2pq g) 1
h) 1 i) 10 j) 7 k) 1 l) 1 m) 13 n) 2
o) pq p) 2p q 2


1. a) 3 (a - 2b) b) 4 (2p2 – 3q2) c) 2a (3 – 2b)
d) 2p (5p – 4q) e) 3ab (b – 2a) f) 3b (2a – 5b)
g) 3x (1 + 3x) h) 6 (1 + 2ab )
2
i) 4b (2 + 5ab)
j) a (11a – 9b) k) 7x (2x – 3y) l) 3p (2p – 3)
m) 2a (4 – 5ab)
2
n) 2p (5 – 3pq )
2 2
o) 7ab (6a – 5b)
p) 4r2y2 (5 – 8ryz) q) 2a (3b2 – 4ab3 + 6) r) 5ab (4 + 5b – 7c)
1. a) (b + c) (a + 3d) b) (2q + s ) (p + r)
c) (q – 2r) ( p + 3t) d) (b2 + c2) (a – d )
144
e) (x + 2) (5x + 7 ) f) ( 3x – 2) ( x – 4)
g) (a – 2 ) ( 7a + 9) h) (5a + 7) (a – 4)
i) (p – 3) (2p + 5) j) (2x – 3) (3x – 4)
Warm-Up Activity 2
a) L.C.M. = 105 b) L.C.M. = 1 980 c) L.C.M. = 10 080
a) 24x b) 6b2c2 c) 6xyz d) 40x2y

e) 42pq3 f) 2xy g) 12xy h) 30ab
i) x4y6 j) 35a2b2c k) p2q3 l) a2b3c2
m) 240x2y3 n) a2b3c4 o) 210a2b3c2 p) 60a3b3c4
Warm-Up Activity 3
1 7 34 12
(a) 1 (b) (c) (d)
6 24 45 35
a) 13x b) x c) 17 d) 13
6 6 6x 12x
e) 5x6 f) 31a g) 15xy - 14 h) 33x - 28
6 20b 20y2 36x2
i) 21y - 20x2 j) 3 – 20x k) v + u l) 9b + 8a
28x2y2 4x2 uv 6ab
m) 3abc + 20 n) 9ab + 10c o) 3a c - 4ab
2 2 2
4b3c 6b2c b2c3

a) 3b b) 8a c) 11v2 d) 4bc e) 4ac
2a2 5b 8u2 5a 3b
f) c2 g) 9 h) 4b2 i) 5a j) 7
a2 8b 3a 4b 5u2
k) 2 l) 9q
a2b 4p

145
1. a) 12abc b) 18a2b2 c) 30p3q3 d) 21a3b2

e) 72a3b2 f) 40a2b2c2
2. a) 5a b) 5a2 c) 73 d) 5a2 e) 25q - 6p2

6 12 63a 12 15p2q2
f) 33ac - 10b2
22b2c2
3. a) 5x2 b) 4a c) 21b2c d) 2a3

6y 3b 4a 3b3
e) 3a f) 10abc
4b 21
4. a)
abc b) 5a c) 3ab d) 2p2qr
5. a) 2a2b3 (4a2 – 5b2) b) – 3ab (5a2 + 7b) c) 6pq3 (2p – 3q)

d) 4c3 (5b2c – 4) e) 5 (3 – 4a2b) f) 2a3b2 (10 + 9a2b2)
6. a) (a + c) (2a – b) b) (a – 2b) ( 4a + 3c) c) (3x – 4) (3x – 4)

d) (2a + 3b) (5a – 4b)
7. 9 a.m.
8. 12 36
146
UNIT 4.4: ALGEBRAIC EQUATIONS
UNIT 4.4
ALGEBRAIC EQUATIONS
147
UNIT 4.4:
Table ofALGEBRAIC
Contents EQUATIONS
Unit 4.4
Algebraic Equations

4.4.2 Algebraic Equations 149
4.4.2.1 The meaning and formation of simple equations 149
4.4.2.2 Solving algebraic equations 152
4.4.3 Flow diagrams 152
4.4.4 Use of inverses to solve equations 153
4.4.5 Simultaneous Equations 155
4.4.5.1 Formulation of a pair of simultaneous equations 155
4.4.5.2 Solving a pair of simultaneous equations 156
Using the Elimination method 158
Check your Progress 5 159
Using the Substitution method 164
Check your Progress 6 164
Graphical Method 165
4.4.6 End-of-Unit Summary 165
4.4.7 End-of-unit Exercises 165
4.4.8 Answers to Check your progress and End-of-unit exercises 166
148
Learning Objectives
At the end of this unit, you should be able to:

• Write down an equation given a verbal statement and vice-versa.
• Draw a flow diagram given a symbolic statement.
• Solve a simple equation using a reversed-flow diagram
• Solve a simple equation using inverses.
• Form and solve pairs of simultaneous equations using different methods.
4.4.1 Introduction
The concept of order of operations in arithmetic and in algebra is very important when it
comes to simplifying arithmetical and algebraic expressions, establishing algebraic equa-
tions and solving them. The same concept is also useful when changing the subject of a
formula.
4.4.2 Algebraic Equations
4.4.2.1 The meaning and formation of simple equations
Consider the following problem:

On a trip to Plaine Champagne, Tina picked a number of guavas. She gave 10 guavas to
1
Anil and ate of the number of guavas that were left. After having eaten the guavas, Tina
2
still had 20 guavas. How many guavas did Tina pick in all?
One way of solving this problem is to use the ‘Working backwards’ strategy which has
been illustrated in Unit 1.
Number of guavas left = 20
20 guavas represent half of what Tina ate; so Tina had 40 guavas available for eating.
Since, she had given 10 guavas to Anil, it means that she initially picked 40 guavas + 10
guavas = 50 guavas
Another way to approach such problems is to make use of our knowledge of algebra. To
do so, we must find identify the unknown quantity for the problem.
149
In this case, we are unaware of the number of guavas that Tina initially picked. Let us
denote this unknown quantity by the letter x. We can now use this quantity to form an
algebraic expression that represents the number of guavas that Tina has left.
Tina has x guavas
She gave 10 guavas to Anil. She has (x - 10) guavas left.
1
She ate of the number of guavas left.
2
1 1
Therefore, she ate 2 (x - 10) guavas and has 2 (x - 10) guavas left.
1
2 (x - 10) is thus an algebraic expression representing the number of guavas left.
However, it is given that Tina has 20 guavas left; we can equate the algebraic expression
to the numerical value to form the following algebraic equation.
1
(x - 10) = 20
2
We can then find the value of x by solving the above algebraic equation. This part will be
detailed in section 4.4.4.
i. Consider the following statement:

‘I think of a number, subtract 2 from it and multiply the result by 3. The final result is 15’.
We can write this statement in the form of an algebraic equation by representing the
unknown number with the letter y.
We obtain the algebraic equation 3 (y - 2) = 15.
Caution: The appropriate algebraic equation is 3 (y – 2) = 15 and not 3y - 2 = 15.
Can you interpret the meaning of 3y – 2 = 15 in the given context?
1. Which of the following are equations?

(a) 3x + 7 (b) x – 2 = 3 (c) x + 4 = 7x
(d) 8x - 6 (e) 12 = 4 (f) x2 + 3x

x
150
2. In each of the following, let x stand for the unknown number and form an equation in x.
(a) When a certain number is increased by 5, the result is 11.
(b) When a certain number is decreased by 2, the result is 4.
(c) When a certain number is subtracted from 12, the result is 5.
(d) When a certain number is increased by 3 and the result multiplied by 2, the final result
is 18.
(e) When a certain number is multiplied by 2 and the result increased by 3, the final result
is 17.
(f) When a certain number is decreased by 2 and the result multiplied by 3, the final result
is five times the original number.
(g) When 36 is divided by a certain number, the result is 12.
(h) When 40 is divided by the result of subtracting 5 from a certain number, the final result
is 20.
(i) When 40 is divided by the result of subtracting a certain number from 5, the final result
is 1.
3. Claire is presently p years old. Express in terms of p,

(a) Claire’s age 10 years ago.
(b) Claire’s age in 20 years’ time.
If in 20 years’ time Claire will be 3 times as old as she was 10 years ago, write down an
equation in p.
4. The rectangle shown has one side of length x cm. If the other side is 6 cm shorter, and
the perimeter of the rectangle is 36 cm, write down: x cm
(a) the length of the shorter side in terms of x;
(b) an equation in x.
If the area of the rectangle, in cm2, is 72, write down another equation in x.
5. Write a sentence or sentences to describe the operations which have taken place in the
formation of each of the following equations involving the unknown number x:
(a) 10 – x = 2 (b) 3x – 4 = 11 (c) 3(x – 4) = 12

12 8-x
(d) 7 - x = 3 (e) 3 = 5x
151
4.4.2.2 Solving algebraic equations
So far, we have formed algebraic equations but have not found the value of the unknown
quantity in the equation. For example, in the ‘Guavas problem’ in section 4.4.2.1., the value of x
1 1
in the equation (x – 10) = 20 is 50 as (50 – 10) = 20.
2 2
The value obtained after solving an equation is known as the solution of the equation.
4.4.3 Flow diagrams
One way of understanding the process of solving algebraic equations is to consider a

flow diagram.
We illustrate the ‘Guavas problem’ through a series of operations by using a flow diagram,
where x is the unknown quantity.
The two operations involved in the statement may be shown as follows:

1 1
x x - 10 (x - 10) (x - 10) = 20
2 2
1
Subtract 10 Mult. by 2 Amt left = 20
To obtain the value of x, we now apply the inverse operations and create an inverse flow
diagram.

50 40 20
1
Add 10 Divide by Amt left = 20
2
1
Thus, x= 50 is the solution of the equation (x - 10) = 20. In other words, Tina picked 50
2
guavas at Plaine Champagne.
1. Solve the following equations, using flow diagrams.
x
(a) 1 – = -8 (b) 7 + 3x = 5
2 -7
1 3 2 (9x – 1) 5
(c) -5x + = (d) = 6
3 4 3
1 x 1 7 8 (7 – 2x)
(e) ( + ) = (f) = 20
2 3 4 6 5
152
4.4.4 Use of inverses to solve equations
In the previous section, we have used flow and reversed-flow diagrams to make you aware
of the importance of order in the formation and the solution of simple equations. This
method of solution of an equation is, however, somewhat cumbersome.
In this section, we will use the inverse operations to solve equations, without the use of
flow diagrams.
In this method, our objective is to obtain the unknown quantity, x, in the form x = A, where
A is some value. To do so, we need to apply the inverse operations so that we obtain an
equation in x with only x on the left hand side.
Example 1
Solve the equation 2x + 3 = 13.
Solution:
A quick look at the equation tells us that there have been two operations in succession,
starting with the unknown x, to give the final result 13. So, we apply the inverse operations
in the reverse order on both sides of the equation.
Thus,
2x + 3 = 13
2x + 3 – 3 = 13 – 3
2x = 10
1 (2x) = 1 (10)
2 2
x = 5.
Example 2
Solve the equation 2 ( r + 3) = 13.
Solution:
2 ( r + 3) = 13
1 1
× 2 ( r + 3) = × 13
2 2
r + 3 = 6.5
r + 3 - 3 = 6.5 – 3
r = 3.5
153
Example 3
5x – 1
Solve the equation = −3
7
Solution:
5x – 1
= −3
7
5x – 1
7× = 7 × −3
7
5x – 1 = −21
5x – 1 + 1 = −21 + 1
5 = −20
1 1
(5x) = × −20
5 5
x = −4.
Solve the following equations:
1
a) x – 3 = 7 b) x+2 = 5 c) x + 0.9 = 3.7 d) 3x = 18
2
1 1
e) y = 7 f) − e = 3.1 g) 5x – 4 = 11 h) 5 ( f – 4) = 11
3 2
x–4 3 s − 1 = 1
i) = 11 j) 14 – 3x = −7 k) l) 3 (1 – 2x) = −15
5 4 2 8
1
m) 2 (x – 2) = 0 n) 3 ( x – 5) + 6 = 0 o) 3 ( 7 – 3a) = − 6 23
3 2 3
1 13 11 5
p) 4 (2 − b) = − q) −4.2 ( − 5.8x) = 16.8
2 4 7 6
r) 3.8 ( 4.2w − 0.6) = 5.7
154
4.4.5 Simultaneous Equations
4.4.5.1 Formulation of a pair of simultaneous equations
Often, we are required to solve problems involving more than one unknown quantity.
For example,
Farah buys 3 pens and 2 pencils for Rs 40. Her friend, Razia , buys 2 such pens and 3 such
pencils for Rs 35. Find the cost of i) one pen and ii) one pencil.
In this problem, we have 2 unknown quantities, namely the cost of one pen and the cost of
one pencil. We denote the two unknown quantities by x and y respectively.
We can form 2 equations in x and y:

Farah: 3x + 2y = 40
Razia: 2x + 3y = 35
Such a pair of equations is known as the simultaneous equations which involve two unknowns
whose values need to be found at the same time.
Example 1
The cost of 1 pear is Rs x and the cost of 1 kiwi is Rs y. 10 pears and 3 kiwis cost Rs 84 and 3
pears and 2 kiwis cost Rs 34. Form a pair of equations in terms of x and y.
Solution:
10x + 3y = 84
3x + 2y = 34
To find the value of the unknown quantities, we need to solve these equations. Different ap-
proaches may be used to solve these equations: graphical method, elimination method and
substitution method. These are illustrated in the sections below.
Formulate appropriate simultaneous equations for each of the following word problems.
(Do not solve the equations.)
(a) 1000 tickets were sold for a concert. An adult ticket costs Rs 850 while a child’s ticket
costs Rs 450. A total of Rs 730 000 was collected. How many tickets of each type were sold?
155
(b) Naomi bought a total of 24 cans of dog food and cat food from a supermarket. The dog
food costs Rs 140 per can and the cat food costs Rs 90 per can. If Naomi spent Rs 2 910
in all, how many cans of dog food and cat food did she buy?
(c) Manisha has more money than Leena. If Manisha gives Leena Rs 200, they will have
the same amount. If Leena gives Manisha Rs 220, Manisha would then have twice as
much as Leena. How much money does Manisha and Leena have?
(d) Noushreen is six years older than her brother Ziyad. The sum of their ages is 20. Find
how old Noushreen and Ziyad are.
4.4.5.2 Solving a pair of simultaneous equations
The solution of linear simultaneous equations can be found by:

(i) Graphing each equation on the Cartesian plane and finding the point of intersection of
the two lines (Graphical Method);
(ii) By substituting one equation into the other (Substitution Method);
(iii) By eliminating one of the two unknown variables (Elimination method).
Using the Elimination method
In this method, to solve the equations, we need to obtain an equation with only one
unknown quantity. To do so, we eliminate the other unknown quantity by either subtraction
or addition. To eliminate one of the variables, the coefficients of that variable need to be
the same in both equations.
Example 1:
The sum of two different numbers is 50 and their difference is 30. Find the two numbers.
Solution:
Let the larger number be x and the smaller number be y.
Sum is 50 : x + y = 50 ----------------------------------- equation 1
Difference is 30 : x – y = 30 ----------------------------------- equation 2
Using the Elimination method

x + y = 50
Same Sign Subtract - x – y = 30
2y = 20
y = 20
2
y = 10.
156
Replace y = 10 into equation 1: x + 10 = 50

x = 50 – 10
x = 40.
Therefore, the numbers are 40 and 10.
Note: In the above example, the unknown variable x had the same coefficient and sign in
both equations and we therefore subtract the 2 equations to find the unknown y.
However, if the signs were different, we would have had to add to eliminate one unknown.
Example 2:
A pen costs Rs x and a book costs Rs y.
The total cost of a pen and a book is Rs 100. The total cost of 5 pens and 2 books is Rs 224.
Form a pair of simultaneous equations and solve it to find the cost of a pen and a book
respectively.
Solution:
cost of 1 pen + cost of 1 book = Rs 100 : x + y = 100 ------------------------------ equation 1
cost of 5 pens + cost of 2 books = Rs 224 : 5x + 2y = 224 --------------------------- equation 2
In this case, we cannot eliminate any of the quantities by addition or subtraction directly as
we do not have the same coefficients for any of the variables in both equations. Therefore,
we need to eliminate one of the variables by obtaining the same coefficient for one of the
variables.
We can proceed with the elimination as follows:
× equation 1 by 5: 5x + 5y = 500
- 5x + 2y = 224
Same Sign Subtract
3y = 276
276
y = 3
y = 92.
Once we obtain the value of y, we can substitute this value in any of equations 1 or
2 to obtain the value of x.
Replace y = 92 into equation 1: x + 92 = 100
x = 100 – 92
x=8
Therefore, the cost of a pen is Rs 8 and the cost of a book is Rs 92.
157
Use the method of elimination to solve the following pairs of simultaneous equations.
(a) x + y = 4, 2x - 3y = 3
(b) 3x + y = 7, 4x - y = 7
(c) x + y = 3, 2x + 5y - 12 = 0,
(d) 2x - y - 1 = 0, x + 2y - 8 = 0.
Using the Substitution method
In this method, we substitute one of the variables in one equation into the other equation
to form only one equation with one unknown quantity so that we can proceed with solving
for the unknown quantities. This method is particularly useful if one of the unknowns is the
subject of one of the equations.
Example 3:
A rectangle has length y cm and width x cm. Its perimeter is 18 cm and its length is twice
its width. Find the length and width of the rectangle.
Solution:
Perimeter is 18 cm 2x + 2y = 18 ------------------------ equation 1
Length is 2 times width y = 2x ------------------------ equation 2
Since y is the subject of equation 2, we can substitute y=2x in equation 1 as follows:

Substitute equation 2 into equation 1: 2x + 2 (2x) = 18
2x + 4x = 18
6x = 18
18
x = 6
x = 3.
Replace x = 3 into equation 2: y = 2 (3)

y = 6
Therefore, the length is 6 cm and the width is 3 cm.
158
Example 4:
Jake is x years old and Ali is y years old. Ali is 5 years younger than three times Jake’s
age. The sum of their ages is 43 years. What is the age of Jake and of Ali?
Solution: y = 3x – 5 ------------------------ equation 1
x + y = 43 ------------------------ equation 2
Using the Substitution method

Substitute equation 1 into equation 2 : x + (3x – 5) = 43
4x – 5 = 43
4x = 43 + 5
4x = 48
48
x = 4
x = 12.
Replace x = 12 into equation 1 : y = 3 (12) – 5

y = 36 – 5
y = 31.
Therefore, Jake is 12 years old and Ali is 31 years old.
Use the substitution method to solve the following simultaneous equations.

(i) 7x - 2y = 5, y = 3x
(ii) a = b + 3, a = 7 - b
(iii) 2x + y - 5 = 0, 3x - 4y + 42 = 0.
(iv) 2L+ 2W = 36, L = W + 8
Graphical Method
Our task is to determine a common ordered pair, for example, in the form (x,y), that
satisfies both equations. Since we are looking for a common point of the two lines, this
point will be the point where the two lines intersect if we graph each line in the same plane.
159
Example 5:
Solve the following pair of simultaneous equations graphically.
y=x+1
y = 2x – 2
Solution:
In this method, we solve the equations by drawing the lines y = x + 1 and y = 2x - 2 on a
graph paper.
(1) Table of values for each equation.
y=x+1 y = 2x – 2
Stop and Think
x 0 1 x 0 1 You can take any value
for x, but taking x = 0
y 1 2 y -2 0
is usually more helpful.
(x,y) (0,1) (1,2) (x,y) (0,-2) (1,0) Can you find out why?
(2) Plotting of points and drawing the lines.
160
• We can clearly see that both lines meet at A (3,4).
• Therefore, the solutions for this pair of simultaneous equations are

x = 3 and y = 4.
• We can replace the values of x and y in each equation to be sure of our solutions being
correct.
161
Example 6
Solve the following pair of simultaneous equations by the Graphical Method.
y=x-6
y = -3x + 2
Solution:
(1) Table of values for each equation.
y=x-6 y = -3x + 2
x 0 6 x 0 1
y -6 0 y 2 -1
(x,y) (0,-6) (6,0) (x,y) (0,2) (1,-1)
(2) Plotting of points and drawing the lines.
162
• We can see that the lines meet at B (2, -4).
• The solutions of the pair of simultaneous equations are x = 2 and y = -4.
163
Use the graphical method to answer each of the following questions.
1. Which of the following values of x and y are the solutions of the following pair of
simultaneous equations?
x + 3y = 7
4x – y = 2
A. x = 2 , y = 0
B. x = 1 , y = 2
C. x = 2, y = 1
D. x = 0, y = 2
2. Solve the following pair of simultaneous equations:

(a) y = x - 2 and 5x – 2y = 20
(b) 2x – y = 12 and x + y = 15
(c) 4x + 3y = 12 and x + y = 3
3. Solve the following pair of simultaneous equations y = 2x – 1 and y = -x + 5
(a) An equation is a symbolic statement involving one or more unknown quantities and the
symbol ‘=’ for equality. For example, 2(x +3) = 8 is an equation involving the unknown
quantity x, whereas 2x + 3y = 11 is one involving two unknown quantities x and y.
(b) A flow diagram is a means of illustrating a succession of operations, starting with a

given quantity, say x.
(c) An inverse operation is one which ‘undoes’ a given operation. For example, the inverse
operation of ‘add 4’ is ‘subtract 4’.
(d) To solve an equation is to find the unknown/s involved in the equation.
(e) When two unknowns are involved in a word problem, we can formulate a pair of
simultaneous equations and solve them to obtain the values of the unknowns.
(f) The three common methods to solve a pair of simultaneous equations are the
(i) graphical method, (ii) substitution method, and (iii) elimination method.
164
4.4.7 End-of-unit Exercises
1. The width of a rectangle is x cm and its length is 5 cm longer. If the perimeter of the
rectangle is 42 cm, write down an equation in x and solve it.
2. Solve the following equations:

(a) 2 ( x - 1 ) + 7 = 15
4
1 x 1 3
(b) (5 + ) ÷ -1 =-
3 2 4 5
1 2 2
(c) 3 + 5 ( 41x - 4 ) = 9 3
3. If 6, 7 and 2x + 3 are the first three terms of a Fibonacci Sequence, write down an
equation in x. Hence,
(a) solve the equation, and
(b) write down the first 6 terms of the sequence.
4. Solve the following equations
1 1 7 5x 5 35
(a) ( 3x-1 ) = 7 (b) (7 ( 5 – 2x)) = 8 (c) 0.3 ( 3x – 4.1 ) = 0.39 (d) ( + )=
2 3 2 21 14 12
3
5. The sum of two different numbers is 20 and their difference is 6. What are the two
numbers?
6. A chocolate costs Rs x and a sweet costs Rs y. Sara bought 4 chocolates and 3 sweets
for Rs 18. Emma bought 2 chocolates and 5 sweets for Rs 16. Find the cost of a chocolate
and a sweet respectively.
7. Aki is 10 kg heavier than Raza. Their total weight is 100 kg. Find the individual weight of
Aki and Raza.
8. A rectangle has length y cm and width x cm. Its perimeter is 26 cm. The length is 1 cm
more than twice the width. Find the length and the width of the rectangle.
9. ABC is an isosceles triangle. Its perimeter is 44 cm. Find the length of each side.
A
x + 3 cm y cm
B C
x + 5 cm 165
10. Solve the following simultaneous equations by the

(i) Graphical method,
(ii) Substitution method,
(iii) Elimination method.
(a) x - 2y = 1, 2x + y = 7,
(b) 2x + y = 6, x - 2y = -2,
(c) 3x + y - 5 = 0, 2x - y - 5 = 0,
(d) 2x + y = 8, 3x - 2y = 12.
11. A bill of Rs 40 is paid by means of Rs 5 coins and Rs 10 coins. Seven coins are used
in all. Form a pair of simultaneous equations to find how many Rs 5 coins and Rs 10 coins
were used.
12. Altogether, Rani has 40 pens and pencils. If she had 5 more pencils and 5 less pens,
the number of pencils would be 4 times the number of pens. Find the number of pens and
pencils Rani has.
4.4.8 Answers to Check your progress and End-of-unit exercises
1. (b) , (c) and (e).
2. (a) x + 5 = 11 (b) x – 2 = 4 (c) 12 – x = 5

(d) 2 ( x + 3) = 18 (e) 2x + 3 = 17 (f) 3 ( x – 2) = 5x
(g) 36 = 12 (h) 40 = 20 (i) 40 = 1
x x - 5 5-x
3. (a) (p – 10) years
(b) (p + 20) years ; p + 20 = 3 (p – 10)
4. (a) (x – 6) cm
(b) 2 ( x + x – 6 ) = 36 or 2 ( 2x – 6) = 36 ; x (x – 6) = 72
5. (a) When a certain number is subtracted from 10, the answer is 2.
(b) When a certain number is multiplied by 3 and 4 subtracted from the result,
the answer is 11.
(c) When 4 is subtracted from a certain number and the result multiplied by 3,
the answer is 12.
(d) When a certain number is subtracted from 7 and the result divided into 12,
the answer is 3.
(e) When a certain number is subtracted from 8 and the result divided by 3,
the answer is 5 times the original number.
166

14 1 1 1 3
(a) x = 18 (b) x = (c) x = - (d) x = (e) x = 6 (f) x = -2
3 12 4 4 4

1
(a) x = 10 (b) x = 3 4 (c) x = 2.8 (d) x = 6 (e) y = 21 (f) e = -6.2
1 5
(g) x = 3 (h) f = 6 (i) x = 59 (j) x = 7 (k) s = 6 (l) x = 3
5
6 5 1
(m) x = 2 (n) x = 6 (o) a = 3 (p) b = (q) x = 6 (r) w = 2
7
(a) x + y =1 000 and 850x + 450y = 73 000 where x represent the price of an adult ticket
and y represents the price of a child’ s ticket.
(b) x + y = 24 and 140x + 90y = 2 910 where x represents the price of the dog can and y
represents the price of the cat can.
(c) x - 200 = y and y - 220 = 2 (x + 220) where x represents the amount of money that
Manisha has and y represents the amount of money that Leena has.
(d) y = x + 6 and x + y = 20 where x represents the age of Ziyaad and y represents the age
of Noushreen.

(a) x = 3, y = 1
(b) x = 2, y = 1
(c) x = 1, y = 2
(d) x = 2, y = 3

(i) x = 5, y = 15
(ii) a = 5, b = 2
(iii) x = -2, y = 9
(iv) L = 13, W = 5
1. B
1 1
2. (a) x = 5 , y=3
3 3
(b) x = 9, y = 6
(c) x = 3, y = 0
3. x = 2, y = 3
167
End-of-unit exercises
1. x = 8
2. (a) x = 20
1
(b) x = - 5
2
2
(c) x=
3
3. (a) x = 5 (b) 6 , 7 , 13, 20 , 33 , 53.
5
4. (a) x = 5 (b) x = - (c) x = 1.8 (d) x = 2
7
5. The numbers are 13 and 7.
6. x = 3 ; cost of chocolate , y = 2 ; cost of sweet
7. Aki’s weight = 55 kg , Raza’s weight = 45 kg.
8. width = 4 cm , length = 9 cm.
9. length of each side: 14 cm, 14 cm, 16 cm.
10. (a) x = 3, y=1

(b) x = 2, y=2
(c) x = 2, y = -1
(d) x = 4, y=0
11. number of Rs 5 coins = 6, number of Rs 10 coins = 1
12. number of pencils = 27, number of pens = 13.
168
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for Primary School Teachers (TDP 1103)

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Mrs S. Thapermall-Ramasawmy (Manual Coordinator)

© Mauritius Institute of Education

Figure 1. Extension of patterns and sequences

The structure of the manual

Unit 3.1 Percentage

Unit 4: Algebraic reasoning 65

Unit 4.1 Patterns and sequences (including arithmetic progression, geometric

3.1.1 Concept Map

The symbol % indicates a percentage.

For every fraction, there is a corresponding percentage.

Check your progress 1

1. What percentage of each figure is shaded/ unshaded?

3.1.2.1 Percent bar

We can also use a percent bar to represent percentages.

Check your progress 2

2. Represent the following on a percent bar.

3.1.2.2 Converting percentages to fractions and decimal fractions

A Percent can also be expressed as a Decimal or a Fraction.

A half can be written

Fraction and percent

Check your progress 3

Decimal and percent

Example 1: Decimal to Percent Example 3: Percent to decimal

Example 2: Decimal to Percent

Percent Fraction Decimal

3.1.2.3 Converting fractions and decimal fractions to percentages

1. Express the following fractions as percentages.

0.37 × 100% = 37%

Note: To convert a fraction or a decimal fraction into a percentage, we multiply the

Percent greater than 100%

Example 2: Write 1.4 as a percent.

Check your progress 4

10. Complete the tables below.

Fraction or Decimal Fraction Percentage

Percentage Fraction ( in its lowest term) Decimal Fraction

3.1.2.4 Calculating percentages of given quantities

Mala gets 8 beads.

(a) 40% of 300 (b) 125% of Rs 60

Check your progress 5

11. (a) 25% of 80

Often when we buy an article, we have to pay a tax called

3.1.2.5 Expressing a quantity as a percentage of another like quantity

Express 40 as a percentage out of 50.

Check your progress 6

12. What percentage is

Example: Manoj has Rs 50. He spends Rs 40 on food. What percentage of his

52% of 800 pupils are girls

3.1.2.6 Percentage and proportion

Percentage and proportion

Reza had Rs 3 000 as savings. 13

Check your progress 7

Man’s salary = Rs 15 000 100%

Price of a pair of shoes = Rs 700 100%

Check your progress 8

21. Calculate the percentage discount on the vacuum cleaner. Rs 6 250

3.1.2.7 Calculate percentage increase of or decrease of a given quantity

Example 1: Increase 300 by 10 %.

Example 2: Decrease 200 by 15 %.

Example 3: Increase 200g by 10 %.

Example 4: Decrease Rs 3000 by 15 %.

Percentage increase and decrease