Maths N1 Revised

N1 Mathematics
Revised Edition
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Gateways to Engineering Studies - Chris Brink

Gateways to
Engineering
Studies
Mathematics
N1
Revised Edition
Chris Brink
Contents
Module 1: The four basic algebraic operations ....................................................................... 1
1.1 Introduction 1 1.4 Multiplying algebraic terms and
1.2 Algebraic terms and expressions 3 expressions 6
1.2.1 Algebraic expressions 3 1.5 Dividing algebraic terms and
1.2.2 Variables 3 expressions 7
1.2.3 Coefficients 4 1.6 Using a calculator 7
1.2.4 Constants 4
1.3 Adding and subtracting algebraic
terms and expressions 4
1.3.1 Expressions 4
Module 2: Exponents and logarithms...................................................................................... 13

2.1 Introduction 13 2.3.6 Raising a fraction to a power 18
2.2 Exponents 13 2.3.7 Fractional exponents or roots 18
2.3 Laws of exponents 14 2.4 Logarithms 19
2.3.1 Product law 14 2.5 The laws of logarithms 20
2.3.2 Quotient law 15 2.6 Using logarithms in calculations 22
2.3.3 Negative exponents 15 2.6.1 Common logarithms 22
2.3.4 Zero as an exponent 16 2.6.2 Natural logarithms 23
2.3.5 Raising a power to a power 17
Module 3: Factorisation, HCF and LCM .................................................................................... 29

3.1 Introduction 29 3.5 Factorising algebraic expressions
3.2 Factorising algebraic terms 31 by taking out a common factor 36
3.2.1 Division ladder 32 3.6 Factorising algebraic expressions
3.3 Highest common factor (HCF) 33 by grouping 37
3.4 Lowest common multiple (LCM) 34
Module 4: Algebraic fractions..................................................................................................... 41

4.1 Introduction 41 4.4 Multiplying and dividing algebraic
4.2 Types of fractions 42 fractions 43
4.3 Simplifying algebraic fractions 43 4.5 Adding and subtracting algebraic
fractions 44
Module 5: Equations, formulae and word problems ............................................................. 47

5.1 Introduction 47 5.4 Manipulating technical formulae 52
5.2 The difference between an expression 5.4.1 Changing the subject of a formula 53
and an equation 48 5.4.2 Substituting values into a formula 55
5.3 Solving linear equations 48 5.5 Solving word problems 56
5.3.1 Using inverse operations when solving 5.5.1 Solving word problems involving number,
linear equations 49 age and money 56
5.3.2 Checking solutions 49 5.5.2 Solving word problems involving speed,
5.3.3 Solving linear equations containing distance, time and revolution 57
combined operations 50
iii
N1 Mathematics
Module 6: Algebraic graphs ...................................................................................................... 65

6.1 Introduction 65 6.6 The gradient or slope of a line 69
6.2 Ordered pairs 65 6.7 Determining the equation of a
6.3 The Cartesian system of coordinates 65 straight line graph 69
6.4 Relations and functions 66 6.8 The rectangular hyperbola 71
6.5 The straight line graph (y=mx+c) 68 6.9 Direct and inverse relations 72
Module 7: Geometry of the triangle ....................................................................................... 77

7.1 Introduction 77 7.3.1 Types of triangles 80
7.2 Measuring plane angles 77 7.3.2 Properties of triangles 81
7.2.1 Types of angles 78 7.3.3 Congruent triangles 82
7.2.2 Parallel lines 79 7.3.4 Similar triangles 84
7.3 Triangles 80 7.3.5 The Theorem of Pythagoras 85
Module 8: Trigonometry ........................................................................................................... 90

8.1 Introduction 90 8.3 Using a calculator to determine the
8.2 Fundamental trigonometric ratios 90 values of trigonometric ratios 92
8.2.1 The relationship of the sides to the 8.4 Using trigonometric functions to
reference angle 90 solve right-angled triangles 94
8.2.2 The co-ordinates in the Cartesian plane 91
8.5 Trigonometric graphs 95
Module 9: Percentages.............................................................................................................. 98
9.1 Introduction 98 9.3 Calculating percentage changes 99
9.2 Calculating percentages 99
Module 10: Mensuration......................................................................................................... 102

10.1 Introduction 102 10.4 Area 105
10.2 Units of length 102 10.4.1 Surface area 108
10.3 Perimeter and circumference 103 10.5 Volume 109
Past Examination Papers ......................................................................................................... 116
iv
Mathematics N1
We use different icons to help you work with this book; these are shown in the table
below.
Icon Description Icon Description
Assessment / Activity Multimedia
Checklist Practical
Demonstration / Observation Presentation/ Lecture
DID
YOU
KNOW
Did you know? Read
?
Example Safety
Experiment Site visit
Group work/ discussions,

role - play, etc. Take note of
In the workplace Theoretical - questions, reports,

case studies, etc.
Keywords Think about it
v
N1 Mathematics
vi
Module 1
The four basic
algebraic operations
Learning Outcomes
On the completion of this module the student must be able to:
• Describe algebraic terms and expressions

• Add and subtract algebraic terms and expressions
• Multiply algebraic terms and expressions
• Divide algebraic terms and expressions
• Use a calculator correctly.
1.1 Introduction
When working with numbers we are continually carrying out operations on
them. When you first started learning mathematics in school, you were taught
the four basic operations shown in Table 1.1.
Operation Example
Addition (+) 4+5=9
Subtraction (−) 8−3=5
Multiplication (×) 6 × 6 = 36
Division (÷) 10 ÷ 5 = 2
Table 1.1 The four basic operations

Mathematics can be viewed as a language which has rules that have to be followed strictly.
The rules that have to be applied when doing multiplication and division are shown in
Table 1.2 and Table 1.3.
Rule Example
+×+=+ (+3) × (+4) = +12
−×−=+ (−4) × (−5) = +20
+×−=− (+2) × (−5) = −10
−×+=− (−3) × (+2) = −6
Table 1.2 The rules of multiplication
Gateways to Engineering Studies 1

N1 Mathematics
Rule Example
+÷+=+ +8 ÷ +2 = +4
−÷−=+ (−16) ÷ (−4) = +4
+÷−=− (+18) ÷ (−3) = −6
−÷+=− (−20) ÷ (+5) = −4
Table 1.3 The rules of division
The rules of BODMAS are

B Brackets
internationally recognised as
the standard order in which O Order of (exponent, square root, etc)
operations must be carried DM Division-Multiplication
out. AS Addition - Subtraction
Figure 1.1 BODMAS
• Whatever is enclosed in brackets needs to be calculated first.

• Next is order or of (i.e. ½ of 4), exponents, roots, etc.
• Then do division or multiplication as they have the same precedence.
• Lastly, do addition or subtraction as they have the same precedence.
Definition: Exponent, power

The exponent of a number tells us how many times the number is multiplied by itself.
For example:
In words could be called " to the second power", " to the power " or simply " squared".
Worked Example 1
1. [ × first]
[ + next]
2. [brackets first]
[ × next]
3. [ "o f " first]

[ × next]
4. [exponents first]
[ × next]
2 Module 1: The four basic algebraic operations Gateways to Engineering Studies

Mathematics N1
Algebra Terms
The entire item is called a “Term”.
4n² The 4 is the number at the front and is called the “Coefficient”
The ‘n’ is the letter part and is called a “Pronumeral”
The “2" is called an “Index” or “Indice” or a “Power”.
Figure 1.2 A term consists of several elements (parts)
1.2 Algebraic terms and expressions

We can generalise the rules and methods of arithmetic by using algebra. Learning algebra
is somewhat like learning another language. It is, in fact, a simple language used to create
mathematical models of real-world situations in order to handle problems that we cannot
solve using arithmetic only. Rather than using words, algebra uses symbols to make
statements about things.
In algebra the same symbols as those used in arithmetic are used for adding, subtracting,
multiplying and dividing, but letters are used to represent numerical values.
The first step in learning to "speak algebra" is learning the definitions of the most
commonly used words.
1.2.1 Algebraic expressions
An algebraic expression is a phrase consisting of one or more algebraic terms. It can
include variables, constants and operating symbols, such as plus and minus signs. An
algebraic expression is merely a phrase, not a whole sentence, so it doesn't include an
equal sign.
Example of an algebraic expression:
Note:
In an algebraic expression, terms are those elements separated by plus or minus signs.
In the example above the algebraic expression has four terms: and .
Terms may consist of variables and coefficients, or constants.
We can refer to expressions as monomial (1 term), binomial (2 terms), trinomial (3
terms) or polynomial (many terms, i.e. more than 3). See Table 1.4.
Name Number of terms Expression

monomial 1
binomial 2
trinomial 3
polynomial 4
Table 1.4
Gateways to Engineering Studies Module 1: The four basic algebraic operations 3

N1 Mathematics
1.2.2 Variables
In algebraic expressions, letters represent variables. We call these letters "variables"
because the numbers they represent can vary, i.e. we can substitute one or more numbers
for the letters in the expression.
Therefore variables are used to generalise operations. For example:
3 apples apples apples
If the concept "apples" is replaced with a letter, e.g. x, the following is true:
This statement will always be true, whether x is replaced with green apples, red apples,
yellow pears, green grapes or any real number. Therefore x is a placeholder for
something else.
The sequence in a variable is not important, i.e. is the same as .
1.2.3 Coefficients
Coefficients are the numerical part of terms containing variables. In the expression
, the coefficient of the first term is . The coefficient of the second
term is , and the coefficient of the third term is .
If a term consists of variables only, its coefficient is .
1.2.4 Constants
Constants are the terms in an algebraic expression that contain numbers only. They are
the terms without variables. We call them constants because their value never changes,
since there are in fact no variables in these terms that can change their value. In the
expression , the constant term is .
1.3 Adding and subtracting algebraic terms and expressions

The variables in a term determine the type of term and therefore determine whether
groups of terms are like terms or unlike terms. Terms which have the same variables and
corresponding exponents are called like terms, e.g. , and . As opposed to
this, , , etc. are unlike terms.
Note:
When adding and subtracting terms the following rule has to be applied: Only add and
subtract like terms.
1.3.1 Expressions
In the same way that yellow pears and green grapes cannot be added together to get
red strawberries, unlike terms cannot be added together to get a single new term.
An expression is the sum (or difference) of two or more unlike terms. The + (or - ) sign
joins these terms and forms a new unit that cannot be broken easily and in some cases
cannot be broken at all.
Example: Expressions
= , but
, but

Mathematics N1
Worked Example 2
Expression to be simplified Solution

1.
2.
3.
4.
5.
6.
7.
8.
Table 1.5 Adding and subtracting like terms
Note:
e.g. To make it easier, remember to rearrange the
variables in alphabetical order first, e.g.
When adding algebraic expressions, it is best to write them underneath each

other so that all like terms fall into the same columns.
Worked Example 3
1. Add and
Solution:
[Rearrange the terms]
2. Add and
Solution:

When subtracting algebraic expressions, you should also write them one
underneath the other for the sake of clarity. Change the signs of all the terms in
the bottom expression and then add the expressions.

N1 Mathematics
Worked Example 4
1. Subtract from
Solution:
[Rearrange the terms and change signs]
2. Subtract from
Solution:
[Rearrange the terms and change signs]
Note:
The expression that comes after the word "from" always appears at the top.
1.4 Multiplying algebraic terms and expressions

The following law of exponents is used when multiplying algebraic terms:
The distributive laws are used when

Worked Example 5 multiplying expressions, as shown in
Table 1.6.
Simplify:
1.
a (b + c ) = a b + ac
2.
a(b - c) = ab - ac
where a, b and c are Real Numbers
Table 1.6
Definition: Distributive law

The distributive law means that you get the same answer when you multiply a number by a
group of numbers added together as when you do each multiplication separately and then
add these products.
Example: Distributive law
So the can be “distributed” across the +

into times and times

Mathematics N1
1.5 Dividing algebraic terms and expressions

The following law of exponents must be used when algebraic terms are divided:
Worked Example 6
Long division is used when an expression is divided by a single term or a binomial.
Worked Example 7
Steps:
1. by
2. by
3. and bring the other terms down
4. by
5. by
6. and bring the other terms down
7. by
8. remainder
Note:
• Both expressions must be written in descending powers of x BEFORE carrying out the
long division.
• Long division is carried out until we can no longer divide.
• The remainder is what is left over.
1.6 Using a calculator

There are many different types of calculators (DAL and non-DAL calculators) with differing
functionality. A calculator's purpose is to carry out calculations on numbers. The key
sequence in some of the examples listed in this section may differ from that required by
your specific calculator. You may have to refer to your calculator's manual if you are unsure.
Definition: DAL
Direct Algebraic Logic
DAL calculators require that you key in the

sequence as you would write it down, e.g. to calculate
6 sin 25°, you would use this key sequence:
This key sequence would be used

on a non-DAL calculator.

N1 Mathematics
Note:
The calculator displays a decimal point, but we use the decimal system and therefore use a
comma when we write down the answer. If the calculator displays 13.2, for example, you
should write the answer as 13,2. All answers should be rounded off to three decimal places.
Worked Example 8
1.
This is the same on both calculators. The result will be displayed as and the
answer according to the metric system is
2.
This is the same on both calculators.
The result will be displayed as and the answer according to the metric system is
3.
This is the same on both calculators.
The result will be displayed as and the answer according to the metric system is
4.
The result will be displayed as and the answer according to the metric
system is , but the input of data will differ depending on whether you are using a
DAL or non-DAL calculator.
DAL
NON-DAL
5.
The result will be displayed as , and the answer according to the metric system is
but the input of data will differ depending on whether you are using a DAL or non-DAL
calculator.
DAL
NON-DAL
continued overleaf ....

Mathematics N1
continued from previous page ....

6. Reciprocal of
The result will be displayed as and the answer according to the metric system
is , but the input of data will differ depending on whether you are using a
DAL or non-DAL calculator.
DAL
NON-DAL
7.. Clear memory

The result will be displayed as 0, but the input of data will differ depending on
whether you are using a DAL or non-DAL calculator.
DAL
NON-DAL
1.4 Drawing equipment and instruments

1.4.1 Types of
8. Store lines
in the memory
Theof
The types result
lineswill
thatbeyou
displayed
will useasin thisbut the input
course of data
are listed will differ
in Table depending
1.5 below and ononthe
following pages.you
whether Youareshould refer
using to this
a DAL table as you
or non-DAL work through the activities in this unit.
calculator.
By doing this, you will soon learn the types of line to use in all situations.
DAL
The application of line work for this course is designed in accordance with the
South African Standard Code of Practice for Drawing as published by the South African
Bureau of Standards.
NON-DAL
9. Recall memory
The result will be displayed as , but the input of data will differ depending on
DAL
NON-DAL
10.
The result will be displayed as , but the input of data will differ depending on
DAL
NON-DAL

N1 Mathematics
Note:
On some calculators is positioned above the "Exp" key.
Note:
Rather do easy calculations mentally instead of using a calculator as this stimulates your
brain and keeps your mind active.
Activity 1.1
Simplify:
Activity 1.2
Complete the following table:

Name Number of terms Expression
1.
2. 2
3. Binomial
4. 1
5.
6. Trinomial
7.
8. 3
9.
10. Monomial
11. 4
12.
13. Polynomial
14.
Activity 1.3
Simplify (where possible):

Mathematics N1
Activity 1.4
Add the following expressions:
Subtract the following expressions:
Activity 1.5
Simplify:
Activity 1.6
Use a calculator to find the answers to the problems below and round off your answers to
three decimal places.

N1 Mathematics
Self Check
I am able to:
YES NO
• Define the concept of algebraic terms and expressions
• Add and subtract algebraic terms and expressions
• Multiply algebraic terms and expressions
• Divide algebraic terms and expressions
• Use a calculator correctly
If you have answered 'no' to any of the outcomes listed above, then speak to your facilitator
for guidance and further development.

Module 2
Exponents and
logarithms
Learning Outcomes
• Demonstrate an understanding of the laws of exponents:
o Product (multiplication) law o Quotient (division) law
o Negative exponents o Zero as an exponent
o Raising a power to a power o Raising a fraction to a power
o Fractional exponents or roots
• Describe logarithms
• Demonstrate an understanding of the laws of logarithms:
o Product law
o Quotient law
o Power law
• Demonstrate using logarithms in calculations.
2.1 Introduction
Exponents and logarithms work well together because they "undo" each other
(so long as the base is the same). In other words, doing one and then the other
gets you back to where you started. It is too bad they are written so differently!
The exponent of a number tells us how many times this number is multiplied
by itself.
For example:
A logarithm goes the other way. It asks the question, "What exponent produced this
number?"
In the example above:
This module examines the relationship between exponents and logarithms.
2.2 Exponents
It is much more efficient to shorten a mathematical statement instead of writing a long,
repetitive statement. Imagine a cubic metre being expressed as cubic centimeters, for
example.
In order to avoid a lengthy statement, the quantity

can be written as The superscripted value (in this case ) is called the exponent or
index and represents the number of times the is written down and multiplied.
Therefore exponential notation is a short version of writing down repeated multiplication.

N1 Mathematics
Definition: Superscript
A character set, printed or written above and immediately to the right of another.
Worked Example 1
Write the following expressions using exponential notation:
Solution:
Figure 2.1
2.3 Laws of exponents

2.3.1 Product law
The product or multiplication law states that when powers with the same base are multiplied,
the base remains the same and the exponents are added, e.g.
Worked Example 2
Simplify the following:
Solution:
14 Module 2: Exponents and logarithms Gateways to Engineering Studies

Mathematics N1
Warning:
The multiplication is carried out by adding the exponents, but the base stays the same
throughout, therefore
2.3.2 Quotient law

The quotient or division law states that when powers with the same base are divided, the
base remains the same and the exponent of the denominator is subtracted from the
exponent of the numerator:
Worked Example 3
Solution:
2.3.3 Negative exponents

Sometimes when dividing powers with the same base there may be a situation where
the power in the numerator has a smaller exponent than the power in the
denominator.
Gateways to Engineering Studies Module 2: Exponents and logarithms 15

N1 Mathematics
Example:
When any base except zero has a negative exponent, this can be written as over that base
with a positive exponent:
Note:
A negative exponent shows that the whole power is in the wrong place and must be
moved across the division line, e.g.
Worked Example 4
Solution:
2.3.4 Zero as an exponent

Powers with the same base and the same exponent are divided as follows:
Except for zero, any power raised to zero is equal to one.
Note:
The exponent only acts on the variable immediately to its left.

Mathematics N1
Worked Example 5
2.3.5 Raising a power to a power

This is done as follows:
or
When finding the power of a power, write down the base and multiply the exponents:
Note:
Worked Example 6
Solution:
Note:
This is because the law specifies that and must be factors in order to multiply the
exponents, whereas in the example above they are terms.

N1 Mathematics
2.3.6 Raising a fraction to a power

A fraction is raised to a power as illustrated below:
When raising a fraction to a power, the numerator and the denominator have to be raised
to that power:
Worked Example 7
Simplify:
Solution:
2.3.7 Fractional exponents or roots

Where the exponent of a power is a fraction, the base must be written under a root sign:
Note:
In some cases it is best to express the root of a quantity as a fractional exponent.
Worked Example 8
Simplify:
Solution:

Mathematics N1
DID
YOU
KNOW
Did you know?
Exponents are used in a variety of ways, mostly when talking about very big or very small
? things, such as:
• describing a computer's memory
• measuring the strength of earthquakes
• calculating the balance of a bank account, or interest earned
• measuring the distance from the earth to the moon
• calculating the number of bacteria in a single sneeze.
2.4 Logarithms
A logarithm is an exponent. Take the expression for example. The digit indicates
the exponent that must be assigned to in order to get a result of .
This can be stated formally as follows: The logarithm of to the base is equal to . In
logarithmic form, this is expressed as .
Note:
The logarithmic form is an alternative way of expressing the exponential
form, namely . Both equations express the same relationship.
Note:
The common logarithm has a base . No base therefore means
For example: means the same as
Note:
The natural logarithm has base and the value of when rounded off to
three decimal places. A natural logarithm is also known as a Napierian logarithm.
For example: means the same as is pronounced )
Worked Example 9
Solution overleaf ...

N1 Mathematics
Solution
Note:
In order to calculate , the following key sequence needs to be entered.
DAL
NON-DAL
2.5 The laws of logarithms

There are three laws that apply when working with logarithms:
• The product law states that the logarithm of a product is equal to the sum of the
logarithms.
and
• The quotient law states that the logarithm of a quotient is equal to the difference of
the logarithms.
and
• The power law states that the logarithm of a power is the product of the exponent
and the logarithm.
and

Mathematics N1
Note:
When the base is the same number as the logarithm, the result is always equal to .
For example:
Worked Example 10
Solution
Continued overleaf ...

N1 Mathematics
DID
YOU
KNOW
Did you know?
Logarithms have many practical uses, such as:
? • The pH scale, which is used to measure the acidity or alkalinity of water and other
substances
• The decibel scale, which is used to measure the intensity of sound
• The Richter scale, which is used to measure the intensity of earthquakes.
2.6 Using logarithms in calculations

Originally, logarithms were invented to simplify complex numerical calculations.
Logarithms still have many applications in the physical and social sciences even though
calculators have made their use almost obsolete. This section demonstrates the use of
the laws of logarithms.
2.6.1 Common logarithms

A common logarithm is expressed as
Definition: Antilog
The number of which a given number is the logarithm: If is the logarithm of , then is the
antilog of .

Mathematics N1
Worked Example 11
Use the common logarithm to solve the following:
Solution
Note:
In order to calculate on a calculator, the following key sequence needs to
be entered.
DAL
NON-DAL
2.6.2 Natural logarithms

A natural logarithm is expressed as .

N1 Mathematics
Worked Example 12
Use natural logarithm to solve the following:
Solution:
Note:
When writing the values of logarithms, we may round them off to three decimal places, as
shown in the examples; however, the full complement of decimal places should be kept in
the calculator and should only be rounded off in the last step.
Activity 2.1

Mathematics N1
Activity 2.2
Simplify:
Simplify the following, leaving only positive exponents in the answer.
Activity 2.3
Simplify:
Note:
It is sometimes easier to simplify by starting inside the brackets.

N1 Mathematics
Activity 2.4
Simplify:

Mathematics N1
Self Check
I am able to:
YES NO
• Demonstrate an understanding of the laws of exponents:
o Product (multiplication) law
o Quotient (division) law
o Negative exponents
o Zero as an exponent
o Raising a power to a power
o Raising a fraction to a power
o Fractional exponents or roots
• Describe logarithms
• Demonstrate an understanding of the laws of logarithms:
o Product law
o Quotient law
o Power law
• Use logarithms in calculations
If you have answered 'no' to any of the outcomes listed above, then speak to your
facilitator for guidance and further development.

N1 Mathematics
Notes

Module 3
Factorisation, HCF
and LCM
Learning Outcomes
• Describe a factor
• Explain factorisation
• Explain factorising algebraic terms
• Demonstrate an understanding of the highest common factor (HCF)
• Demonstrate an understanding of the lowest common multiple (LCM)
• Factorise algebraic expressions by taking out a common factor
• Factorise algebraic expressions by grouping.
3.1 Introduction
Factorisation is the opposite process of expanding brackets. For example,
expanding brackets would require , to be written as .
Factorisation would be to start with and end up with .
Example of factors
1. is a factor of because (there is no remainder)

2. is not a factor of because (there is remainder of )
Definition: Factor
A factor is a number that can divide into another number without leaving a remainder.
When factorising a number or an expression, the number or expression is written as a

product of its factors. Factorisation can also be considered the reverse process of
multiplication.
Let us look at a worked example overleaf.

N1 Mathematics
Worked Example 1
Factorise the following:

1.
2.
3.
4.
Solution:
1. The first stage is to break up and into factors so that you can find everything that
can divide into both and . In this example, is the highest factor of both and
, so will go outside the brackets. The remaining factors of each term are left inside the
brackets, where they are recombined.
= x +
= x x + x
= x + x
(
(
Figure 3.1
= +
The answer can be checked by multiplying out the brackets as follows:
2. First, break up and into factors so that you can find everything that can divide
into both and . We find that is the highest factor of both and ,
therefore will go outside the brackets. The remaining factors of each term are left
inside the brackets, where they are recombined.
+ x +
x x + x
x + x
(
(
Figure 3.2 =
30 Module 3: Factorisation, HCF and LCM Gateways to Engineering Studies

Mathematics N1
3. is the highest factor of both and so, will go outside the brackets.
The remaining factors of each term are left inside the brackets, where they are
recombined.
= x x x + x x
= x x x + x x
= x + x
(
(
Figure 3.3 = +
4. is the highest factor of both and , so will go outside the brackets.

The remaining factors of each term are left inside the brackets, where they are
recombined. x x x + x x x x x
x x x + x x x x x
x + x
Figure 3.4 =
3.2 Factorising algebraic terms

In mathematics the process known as factorisation is used in many different types of problems. It is used
when solving polynomial equations, to simplify mathematical statements, and for many other purposes.
In algebra, the highest common factor is found in a different way than in pre-algebra. In algebra, only prime
factors of numbers are used, and in many cases you will be asked to find the HCF of algebraic terms.
Definition: Prime number

A prime number can be divided evenly only by 1 or itself and is always a whole number
greater than 1. Therefore 1 is not a prime number because it is not divisible by two numbers.
The set of prime numbers starts off as follows:
Gateways to Engineering Studies Module 3: Factorisation, HCF and LCM 31

N1 Mathematics
Worked Example 2
Write 12 as a product of all its factors.

Solution:
1,2,3,4,6, and 12 (all factors of 12)
Therefore: 12 = 1 x 12 12 = 2 x 6 12 = 3 x 4
3.2.1 Division ladder 2 12

12 can also be factorised into its prime factors using a division ladder.
2 6
Figure 3.5 demonstrates the following:
3 3
12 = 2 x 2 x 3
(2 x 2 x 3 = prime factors) 1
Figure 3.5 Division ladder
Definition: Division ladder

A division ladder is a method of finding the prime factors of a number. The number is divided
by a prime number. That result is divided by another prime number. This continues until the
result itself is a prime number.
The division ladder should always be started by dividing the smallest prime factor into the
number in the ladder (Figure 3.5).
Remember the following points when working with division ladders:
• If the last digit of a number is even, then this number will be divisible by 2.
For example, 1 084 ends in 4, which is an even number, therefore 1 084 is divisible by 2.
• If the sum of a number's digits is divisible by 3, then the number is divisible by 3. For
example 74 226 is divisible by 3 because 7 + 4 + 2 +2 +6 = 21 and 21 is divisible by 3.
• A number that ends in either 0 or 5 is divisible by 5. For example, 3 045 is divisible by 5.
• The last number on the ladder should always be 1.
Worked Example 3
Factorise into its

prime factors using a division ladder. Solution:
3 315 Divisible by 3 as 3 + 1 + 5 = 9
The powers of the variables are written in 3 105 Divisible by 3 as 1 + 5 = 6

expanded form:
5 35 Divisible by 5 as the last digit = 5
7 7
Therefore the prime factors of =

Mathematics N1
3.3 Highest common factor (HCF)

The highest common factor is referred to as the HCF. It can also be called the greatest
common measure (GCM) or the greatest common divisor (GCD). The HCF of two or more
numbers is the greatest number that can divide into each one of these numbers.
Definition: Highest common factor (HCF)

The biggest number or term that can divide into each of the numbers or terms without
leaving a remainder.
Take a look at the following examples:
Worked Example 4
Determine the HCF of 12, 18 and 60.

Solution A:
1. Resolve each number into
prime factors.
2. Underline all the factors that appear in each

of the three rows. Each factor may only be
underlined once.
3. The HCF is the product of the underlined HCF

factors in any row, therefore:
Solution B:
This example can also be done by using simplified
exponential form:
The HCF is the product of the lowest powers of

the common bases, therefore: HCF

N1 Mathematics
Worked Example 5
Determine the HCF of and .
Solution A:
1. Resolve each term into its prime factors.
2. Underline all the factors that

appear in each of the three rows.
3. The HCF is the product of the

underlined factors in any row.
Therefore, the following is true: HCF
Solution B:
Using simplified exponential form:
The HCF is the product of the lowest powers of the common bases.
3 is the lowest power of base 3, is the lowest power of base , and is the lowest
power of base .
So , the HCF = .
The powers of , and are not part of the HCF because they do not appear in each
algebraic term.
Note:
If there seems to be no HCF for a group of terms, then the HCF = .
For example, the HCF of and is .
3.4 Lowest common multiple (LCM)

The multiples of 2 can be generated by multiplying all the natural numbers by 2.
Therefore the multiples of 2 are the natural numbers 1; 2; 3; 4; 5; 6; ... multiplied by 2, i.e.
2; 4; 6; 8; 10; 12 ...
In maths the least common multiple (also called the lowest common multiple or
smallest common multiple) of two integers, e.g. 4 and 6, is the smallest positive integer
that is divisible by both 4 and 6. So, the LCM of 4 and 6 is 12 because 12 is the smallest
number that both 4 and 6 can divide into without leaving a remainder.

Mathematics N1
Worked Example 6
Determine the LCM of and .

Solution A:
1. Write down the multiples of each number.
The LCM is the smallest number that is common to all the sets, therefore the LCM = .
Solution B:
1. First resolve each number into prime factors.
2. The product of the highest powers of all the different

prime factors appearing in these rows is the LCM.
The highest power of in any one row is and the Therefore LCM =
highest power of in any one row is . =
Note:
When determining the LCM, you are looking for the highest powers of all the common
prime factors. This is different to the HCF, which you determine by looking for the lowest
powers of all the prime factors that are common to all the terms.
Worked Example 7
Find the HCF and LCM of the following: and .

Solution:
1. First resolve each number into prime factors.
2. Use the lowest common powers to determine the HCF.
HCF
3. Use the highest power of each prime factor to determine
the LCM. Highest power in any one row:
of is of is
of is of is
of is of is
of is
LCM

N1 Mathematics
3.5 Factorising algebraic expressions by taking out a common

factor
We can do this by means of the distributive law. You already know that we can remove the
brackets in the term by multiplying out the brackets: .
The opposite can also be done if the is taken out as the HCF of the expression
Worked Example 8
Factorise by taking out the HCF.

Solution A:
1. Take out as the HCF and divide each term inside the brackets by :
2. Simplify the terms inside the brackets:
Solution B:
Take out as the HCF:
Remember to check the answer by working backwards to the original expression:
Worked Example 9

Solution A:
Solution B:
Check the answer by working backwards to the original expression:

Mathematics N1
Worked Example 10

Solution:
Worked Example 11
Factorise
Solution:
1. Take out as the HCF:
Note:
When a common factor consisting of a term in brackets is taken out, this expression must
be kept in brackets because:
means that only is multiplied by instead of being
multiplied by
3.6 Factorising algebraic expressions by grouping

Grouping is used when an expression containing four, six or eight terms has to be
factorised and there is no HCF besides 1.
Worked Example 12
Factorise
Solution:
1. Group the first and the last two terms into brackets:
Note:
When grouping, remember to put a sign between the two brackets, otherwise it means
you are multiplying the two groups instead of adding them:
2. Take out the HCF in each bracket:

3. Take out the HCF of these two terms:
Note:
Always check your factorisation by multiplying, i.e. by removing the brackets.

N1 Mathematics
Important !
Sometimes there is more than one way of grouping the terms. In Worked Example 12
you could have grouped the 1st and 3rd terms and the 2nd and 4th terms together:
Worked Example 13
Factorise the expression

Solution:
1. Rearrange the terms:
2. Group the first and the last two terms into brackets:
3. Take out the HCF from each bracket:
4.
5. Take out the HCF of these two terms:
Activity 3.1
1. Write the algebraic terms as products of their prime factors:

1.1 1.2
1.3 1.4
2. Determine the HCF of the following terms:
2.1 and 2.2 and
2.3 and 2.4 and
2.5 and 2.6 and
3. Find both the HCF and LCM of the following terms:
3.1 3.2
3.3 3.4
3.5 3.6
Activity 3.2
1. Factorise by taking out the HCF:

1.1 1.2
1.3 1.4
1.5 1.6
1.7 1.8
1.9 1.10
1.11 1.12
1.13 1.14
1.15
1.16
2. Factorise:
2.1 2.2
2.3 2.4
2.5 2.6

Mathematics N1
Self Check
I am able to:
YES NO
• Describe a factor
• Explain the concept of factorisation
• Explain the concept of factorising algebraic terms

• Demonstrate an understanding of the highest common
factor (HCF)
• Demonstrate an understanding of the lowest common
multiple (LCM)
• Factorise algebraic expressions by taking out a common factor
• Factorise algebraic expressions by grouping
If you have answered 'no' to any of the outcomes listed above,

then speak to your facilitator for guidance and further development.

N1 Mathematics
Notes

Module 4 Algebraic fractions
Learning Outcomes
• Describe a fraction
• Describe different types of fractions
• Simplify algebraic fractions
• Multiply and divide algebraic fractions
• Add and subtract algebraic fractions.
4.1 Introduction
This section will introduce you to carrying out multiplication, division, addition
and subtraction of algebraic fractions using factorisation.
Definition: Factor
A small part, amount or proportion of something; a numerical quantity that is not a whole
number.
In mathematics, fractions are used to compare two quantities. The numerator is part of
another quantity, which is called the denominator and is viewed as a whole unit.
Think of a bowl of fruit which contains 3 apples and 7 bananas. In this example we could
say that of the fruit are apples and are bananas.
= the "whole"
(unit)
Figure 4.1
Figure 4.2

N1 Mathematics
Figure 4.3
A fraction consists of three parts, which are:
• The numerator or dividend, which is on top of the dividing line
• The fraction line, or the division line
• The denominator or divisor, which is at the bottom.
The denominator determines the type of fraction, for example whether it is halves, thirds,
quarters or tenths:
When working with fractions, it is best to visualise the fraction as in Figure 4.4.
How many parts

3 you have.
4 How many parts

the whole is
broken up into
Figure 4.4
Note:
The denominator must not equal 0 as you may not divide by zero.
So, as long as .
4.2 Types of fractions

There are different types of fractions and it is important to know the difference between them:
• Proper fractions: where the numerator is smaller than the denominator, e.g. etc.
• Improper fractions: where the numerator is bigger than the denominator,
e.g. etc.
• Mixed fractions: where there is a whole number together with a fraction, e.g. which
actually means
• Algebraic fractions: these have algebraic terms or expressions in their numerators and/or
denominators, e.g. etc.
A mixed fraction is changed to an improper fraction in the following manner:
An improper fraction is changed to a mixed fraction as follows: is three halves or
So, this means that
or which gives the answer remainder

Figure 4.5 which is equal to
42 Module 4: Algebraic fractions Gateways to Engineering Studies

Mathematics N1
4.3 Simplifying algebraic fractions

It is important to note the following when simplifying algebraic fractions:
because divides into once,
and because the whole bracket divides into once.
Worked Example 1
Simplify the following fractions:

1.
2.
3.
Solution:
1. is the HCF of and and this means that it can be cancelled out in the numerator and
denominator as follows:
2. There are two methods that can be used in this example.

(a) Separate the terms, i.e. divide each term by the denominator:
which is equal to .
(b) Factorise the numerator:

Cancel the HCF in the numerator and denominator:
3. Factorise the numerator and denominator:
Cancel the HCF in the numerator and denominator:
This will leave you with .
4.4 Multiplying and dividing algebraic fractions

It is important to keep the following laws in mind when multiplying and dividing algebraic factions:
• Multiply the top by the top and the bottom by the bottom, e.g.
• Use cross cancellation to cancel out, e.g.
• Invert the fraction, e.g. get the reciprocal of which is
• Invert and multiply by the reciprocal of the fraction after the division sign, e.g.
Gateways to Engineering Studies Module 4: Algebraic fractions 43

N1 Mathematics
Worked Example 2
Simplify the following fractions:

1.
2.
3.
Solution:
1. Multiply top by top and bottom by bottom:
Cancel and use the law of exponents: which equals
2. Factorise if possible and then cancel: which equals
3. Invert and multiply:
Factorise where it is possible to do so:
Cancel: which is equal to
Note:
If there are no and signs present in the denominator or numerator, be sure to
(a) factorise where possible and (b) simplify by canceling where possible.
4.5 Adding and subtracting algebraic fractions

When adding or subtracting algebraic fractions remember that only like terms can be
added or subtracted. The denominators must be the same.
For example, take two pizzas and cut each into six equal parts.
Figure 4.6
Figure 4.6 shows that , which really means that a part or fraction of
three parts of four parts of . If you look at as represented in the first figure you
can see that it is actually . So, can you calculate ? No, you can't, because the
denominators are different. The first one is part of and the second one is part of , so
they are called unlike terms.

Mathematics N1
Definition: LCD
The LCM of the denominators is called the lowest common denominator or LCD.
Worked Example 3
Simplify the following by using the LCM of the denominators:
1.
2.
3.
4.
Solution:
1. The LCM of the denominators is .
which is equal to
2. Change mixed fractions to improper fractions:
The LCD
Change the improper fraction

to a mixed fraction:
3. LCD 4. LCD
Note:
Remember to always simplify as soon as possible, if possible and when possible.
Gateways to Engineering Studies Module 4: Algebraic fractions 45

N1 Mathematics
Activity 3.1
1. Simplify:
1.1 1.2
1.3 1.4
1.5 1.6
1.7 1.8
2. Simplify:
2.1 2.2
2.3 2.4
2.5 2.6
2.7 2.8
2.9 2.10
Self Check
I am able to:
YES NO
• Describe the concept of a fraction
• Describe different types of fractions

·
• Simplify algebraic fractions
• Multiply and divide algebraic fractions
• Add and subtract algebraic fractions


Module 5
Equations, formulae
and word problems
Learning Outcomes
• Describe an equation
• Explain the difference between an expression and an equation
• Solve linear equations, including:
o Basic algebraic equations
o Checking solutions
o Linear equations containing combined operations
• Describe how to manipulate technical formulae by:
o Changing the subject of a formula
o Substituting values into a formula
• Solve word problems involving:
o Number, age and money
o Speed, distance, time and revolution.
5.1 Introduction
An equation is a mathematical sentence, so instead of saying apples plus apples is equal
to apples we could put it this way: . The variable in this case is . It is a place
holder for an unknown number of quantities.
Such a statement or equation expresses the following truth: LHS = RHS

Definition: LHS = RHS
The total value of the terms/expressions on the left-hand side of the = sign is exactly the same
as the total value of the terms/expressions on the right-hand side of the = sign.
The two sides of an equation can be likened to an old-fashioned

scale with two pans. Both pans must be in perfect balance for the
statement LHS = RHS to be true.
When the specific value of an (unknown) variable is

determined it means the equation is being solved for
that variable, e.g.
Figure 5.1 An old-fashioned scale
if
then

N1 Mathematics
Definition: Equation
An equation is a statement that two quantities are equal. When the value of the unknown
quantity in an equation is determined, the equation has been solved.
In the example above, if the numerical values for , and are known, the numerical value of
can be calculated.
Physical problems are often stated in words and by translating these word problems into
equations it is possible to solve them. The methods learned in this module can be used to do
this.
Worked Example 1
Solve for in the equation
Solution:
must represent because
Therefore, it is said that is the solution of the equation.
5.2 The difference between an expression and an equation

An expression is a group of terms, whereas an equation is a statement that two quantities are
equal. For example, is an expression, but is an equation.
The "is equal to" symbol is used repeatedly. An equation is identified by the = sign.
DID
YOU
Did you know?
KNOW Robert Recorde (1512–1558) was a Welsh mathematician and physician. He invented the
? "equals" sign (=) and also introduced the pre-existing "plus" sign (+) to English speakers in
1557.
5.3 Solving linear equations
Sometimes it is possible to solve equations by inspection, i.e. by just looking at them. For
example, the solution to because .
When solving more complicated equations it is necessary to use more advanced techniques.
One of these methods is called an arrow diagram.
The arrow diagrams in Figure 5.2 show inverse operations.

+3 x4 square
4 7 4 16 ±4 16
-3 ÷4 square root
Figure 5.2
Definition: Inverse operation

An inverse operation has the effect of undoing what any other operation has done to a given
number.
48 Module 5: Equations, formulae and word problems Gateways to Engineering Studies

Mathematics N1
Worked Example 2
Determine the missing number in each of the following arrow diagrams:
1.
-4 2.
x2 -3
12 7
Figure 5.3
Solution:
1. 2.
Worked Example 2 shows how to solve equations by using inverse operations. All these equations are
linear equations.
Definition: Linear equation

In a linear equation the unknowns or variables all have an exponent of .
5.3.1 Using inverse operations when solving linear equations

Use inverse operations to solve equations as shown in the following examples. When an inverse operation
is carried out, this must be done on both sides of the equation.
Important Note:
Whatever operation is carried out on the LHS must also be carried out on the RHS.
Worked Example 3
Solve for the unknown:

1. 3.
2. 4.
Solutions:
1. Subtract 4 from both sides 3. Divide both sides by 4
2. Add 4 to both sides 4. Multiply both sides by 3
5.3.2 Checking solutions

The solution should be checked once the equation has been solved. This is done by substituting the value of
the unknown into the original equation, as in Worked Example 4.
Gateways to Engineering Studies Module 5: Equations, formulae and word problems 49

N1 Mathematics
Worked Example 4
Check if is the solution to .

Solution:
1. Split equation into LHS and RHS 2. Substitute into LHS and RHS
LHS = RHS = LHS = RHS =
3. Simplify: 4. LHS = RHS
LHS = RHS = Therefore is the solution to =
= =
Although you may not be required to check the solutions to equations in the examination, it
would be good practice to develop this skill as you will need it in higher levels in mathematics.
5.3.3 Solving linear equations containing combined operations

When working to solve an equation containing combined operations, the objective is to put
the constant terms on the one side and the unknown terms on the other side of the equation.
Worked Example 5
Solve for
Solution:
1. Subtract 6 from both sides 2. Subtract from both sides
When moving or transposing a term from one side of an equation to the other, the sign of the
term must be changed.
Worked Example 6
Solve for
Solution:
1. Transpose to LHS 2. Transpose to RHS
3. Multiply both sides by When you end up having a negative sign in front of
the unknown, then both sides must be multiplied by
. Thus the signs on both sides are changed.

Mathematics N1
Worked Example 7
Solve for
Solution:
1. Multiply both sides by 2 2. Divide both sides by 3
When the coefficient of a term is transposed from one side of an equation to the other, it is
moved across the division line, which means from top to bottom or from bottom to top.
Worked Example 8
Solve for
Solution:
1. Move “across and down”
Worked Example 9
Solve for
Solution:
1. Move “across and up”
Worked Example 10
Solve for
Solution:
1. Multiply RHS by the reciprocal of
Always move the terms before you move the coefficients.

N1 Mathematics
Worked Example 11
Solve for .
Solution:
1. Transpose to RHS 2. Move "across and down".
Worked Example 12
Solve for
Solution:
1. Transpose and 2. Move "across and down".
When solving an equation that contains brackets, the first step is to remove the brackets by
multiplying.
Worked Example 13
Solve for
Solution:
1. Remove the brackets
Worked Example 14
Solve for
Solution:
1. Remove the brackets 2. Transpose and
3. Move "across and down".
5.4 Manipulating technical formulae

Working with technical formula is the same as working with an equation. The symbols (variables)
in the equation represent physical quantities.

Mathematics N1
5.4.1 Changing the subject of a formula

When solving a formula for a variable or a quantity it is necessary to manipulate the formula or change the
subject.
Worked Example 15
Make the length (l) the subject of the formula for the area of a rectangle, which is A = lb.
Solution:
1. Divide both sides by 2. Switch LHS and RHS
The formula for calculating the area of any rectangle is A = l x b.
Definition: Formula
A mathematical relationship or rule expressed in symbols, or a method or procedure for
achieving something.
When manipulating formulae you must use inverse operations. Table 5.1 shows the various operations and
their inverses.
Example Operation Inverse
Table 5.1
The next set of examples will illustrate how these operations can be used to change the subject when
working with technical formulae.
Worked Example 16
Make u the subject of the motion formula: v = u + at.

Solution: u a v
1. Subtract at from both sides
2. Switch LHS and RHS

N1 Mathematics
Worked Example 17
Make the subject of the belt drive formula:
Solution:
1. Multiply both sides by
2. Switch LHS and RHS
Worked Example 18
Make the subject of the area formula of a circle:
Solution:
1. Multiply both sides by 2. Divide both sides by
3. both sides 4. Switch LHS and RHS
Worked Example 19
Make the subject of the volume formula of a ball:
Solution:
1. Raise both sides to the power 2. Multiply both sides by
3. Divide both sides by 4. Switch LHS and RHS

Mathematics N1
Worked Example 20
Make the subject of the capacitor formula:
Solution:
1. Subtract from both sides
2. Use the LCD to subtract from 3. Multiply both sides by
4. Multiply both sides by 5. Divide both sides by
The following rules are important when manipulating technical formulae:

• Move any terms that contain the subject or unknown to the same side of the equation and
change the sign of any terms that have been moved.
• Once all such terms are on the same side, multiply or divide by the symbols that are not the
subject.
• If the subject is within or , these symbols must be isolated by multiplying or
dividing. Then remove the root by or both sides.
• If there are fractions involved, simplify by using the LCD.
• After manipulating the formula where the subject is on the RHS, switch the LHS and RHS
around.
5.4.2 Substituting values into a formula
When substituting a value into a formula the symbols or unknown quantities are replaced with
actual values.
Worked Example 21
If and , calculate the value of in the force formula:

Solution:
1. First write down the formula
2. Substitute for and for
3. Simplify
It is always best to put the known value in brackets. If this was not done in the example above,
we would get , which is incorrect.

N1 Mathematics
Worked Example 22
In the formula , is the volume of a cylinder with radius and

height . Calculate the radius if and .
Solution:
1. First write down the formula 2. Divide both sides by
3. both sides 4. Switch LHs and RHS
5. Substitute for and for First change the subject of the formula to the
desired quantity and then substitute the actual
values of the variables into the formula.
5.5 Solving word problems

One of the benefits of maths is that it teaches problem solving in an analytical and logical
manner.
Everyday life often presents problems that need to be solved. Physical problems can be stated
in words, but it is necessary to translate these words into equations in order to solve them.
5.5.1 Solving word problems involving number, age and money
Often is the symbol used to represent the unknown quantity in an equation.
The following points are useful when solving word problems with numbers.
• To solve three consecutive integers: and
• To solve three consecutive even integers: and
• To solve three consecutive odd integers: and
• The sum, difference, product and quotient are the solutions to addition, subtraction,
multiplication and division problems respectively.
Worked Example 23
Three times a certain number decreased by is . What is the number? Let be the
unknown number.
Solution:
Set up an equation Therefore the number is .

Mathematics N1
Worked Example 24
The sum of three consecutive natural numbers is . What are the numbers? Let and
be the numbers.
Solution:
Set up an equation
Therefore the three consecutive natural

numbers are and .
Worked Example 25
Daniel is two years older than Thandazwa and four years older than Simnikiwe. Their ages add
up to 45 years. How old is each person? Let Daniel's age be . Then Thandazwa's age is
and Simnikiwe's age is .
Solution:
Therefore Daniel is 17 years old, Thandazwa

is 15 years old and Simnikiwe is 13 years old.
Worked Example 26
Five doughnuts and three pies cost . If a pie costs double the price of a doughnut,
what is the price of a doughnut? What is the price of a pie? Let be the price of a doughnut
and be the price of a pie.
Solution:
Therefore the price of a doughnut is and

the price of a pie is .
5.5.2 Solving word problems involving speed, distance, time and revolution
When any object moves, it has a speed.

N1 Mathematics
Definition: Speed
The rate at which something moves or operates or is able to move or operate, i.e. the distance
covered in a certain time period.
Speed is calculated using the following formula:
or
Time ( ) is measured in hours or seconds and distance ( ) is measured in kilometres or metres.

The most common units for speed ( ) are kilometres per hour (km/h) or metres per second (m/s).
The speed formula can be manipulated as follows:
Worked Example 27
If John runs in minutes in a race, what is his average speed ?

Solution A: Solution B:
John's speed can also be calculated in m/s .
There are 60 minutes in 1 hour, therefore we divide by 60 to convert minutes to hours:
Note:
To convert minutes to seconds, multiply by and to convert kilometers to metres,
multiply by .
Worked Example 28
If a passenger train travels at an average speed of km/h for h and min, what
distance will it cover?

Mathematics N1
When a circular object or a wheel of diameter rotates, a point on the circumference travels a distance
of in one revolution. When the circumference of the circular object rotates in such a way that it
returns to its original point, A, it has gone through one revolution.
If a wheel rotates through revolutions, the distance moved by a point on the circumference is .
So the formula used is . The symbol represents the distance or displacement travelled along
the circumference.
Because it takes time for a circular object to rotate, the speed at which it rotates in terms of the number of
revolutions it completes per second or per minute is described as rotational frequency. The formula for
calculating rotational frequency is , where , the rotational frequency, is measured in r/s or r/min.
Speed or velocity is defined by the formula .
is measured in km/h or m/s.
Formulae: (m/s or km/h)

(m or km h) or
(r/s or r/min)
(m/s or km/h) or
Worked Example 29
A car wheel rotates at r/s. The radius of the wheel is m. Determine the following:
1. The circumferential speed of a point on the circumference
2. The number of revolutions completed by the wheel in minutes
3. The distance covered in minutes. .
Solutions:
1. and 2.
3.
Note:
revolution ;
revolution ;
revolution

N1 Mathematics
Activity 5.1
Find the missing number:

+2 x5
1. 2.
3 20
-4 ÷2
3. 4.
6 13
x3 +2 ÷4 -2
5. 6.
8 4
+1 x3 -3 ÷2
7. 8.
18 2
Activity 5.2
1. Solve for the unknown:
1.1 1.2
1.3 1.4
1.5 1.6
1.7 1.8
2. Solve for the unknown:

2.1 2.2
2.3 2.4
2.5 2.6
2.7 2.8
2.9 2.10
2.11

Mathematics N1
Activity 5.3
1. Change the subject of each formula to the symbol in brackets.

1.1 1.2
1.3 1.4
1.5 1.6
1.8
1.7
1.10
1.9
2. is the formula used to calculate the
volume, , of a cone in terms of its radius,
and its height, .
2.1 Make the subject of the formula.
2.2 Determine the value of if and
3. The power, , transmitted in a belt drive is given by the formula , where
and are the tension forces in the belt and is the velocity of the belt.
4. The distance, , covered by an accelerating object is given by the formula
where is the initial velocity, is the acceleration and is the time taken.
Activity 5.4
1. is the sum of a number and less than the number is . What is ?

2. Half of a number when added to is . What is the number?
3. The sum of two consecutive even integers is . What are the integers?
4. The sum of three consecutive odd integers is . What are the integers?
5. If twice a certain number is added to the result is . Determine the number.
6. Shelly got more marks for Maths than for Geography. If the total for the two subjects was
, what were her marks for each subject?
7. A student's bus fare costs less than an adult's bus fare. Five adult and three student
fares total . What is the price of a student's fare?
8. Xoliswa is twice as old as her son Mpho. Twelve years ago she was three times his age. How
old is Mpho now?
9. You pay the cashier for health bars and sweets. If you receive change and each
sweet costs ,, how much does each health bar cost?
10. When is subtracted from times the answer is . What is the value of ?

N1 Mathematics
Activity 5.5
1. Convert the following speeds or velocities to m/s:

1.1 km/h 1.2 km/h 1.3 km/h
2. Convert the following speeds or velocities to km/h:
2.1 m/s 2.2 m/s 2.3 m/s
3. An aeroplane flies a distance of km in mins. Calculate the speed of the
aeroplane in km/h.
4. The distance between two towns is km. If a car travels at km/h, how long will it take
to travel between the two towns?
5. A hunter fires a rifle at m/s and the bullet takes s to hit a buck. At what distance
from the buck did the hunter fire the rifle?
6. Calculate the distance travelled by a point on the circumference of a wheel with a
diameter of m after revolutions.
7. Calculate the diameter of a grinding disk which covers a distance of m in revolutions.
8. Calculate the number of revolutions a merry-go-round of diameter m should complete
to cover m.
9. A flywheel of radius cm completes revolutions in minutes.
Calculate:
9.1 The rotational frequency in r/s
9.2 The circumferential speed in m/s
9.3 The distance covered in minutes.
10. The tip of an aircraft propeller may not exceed the speed of sound, which is km/h.
What is the maximum length of the blade that can be used if the propeller shaft speed is
r/min?
11. The diameter of the earth is km. At what velocity should a satellite travel to stay
km above the same point on the equator?

Mathematics N1
Self Check
I am able to:
YES NO
• Describe an equation
• Explain the difference between an expression and an equation
• Solve linear equations, including:
o Basic algebraic equations
o Checking solutions
o Linear equations containing combined operations
• Describe how to manipulate technical formulae by:
o Changing the subject of a formula
o Substituting values into a formula
• Demonstrate how to solve word problems involving:
o Number, age and money
o Speed, distance, time and revolution


N1 Mathematics
Notes

Module 6 Algebraic graphs
Learning Outcomes
• Describe ordered pairs
• Explain the Cartesian system of coordinates
• Describe and demonstrate relations and functions
• Demonstrate an understanding of the straight line graph
• Describe the gradient or slope of a line
• Determine the equation of a straight line graph
• Describe and draw the rectangular hyperbola
• Demonstrate an understanding of inverse relations.
6.1 Introduction
The previous modules have considered solving equations using variables. This module will
introduce graphs. Graphs are very important for giving a visual representation of the
relationship between variables in an equation.
6.2 Ordered pairs

It is often necessary to use two variables to position a point, such as seating arrangements in a cinema or
sports stadium. For example, the allocated seat E2 indicates that the seat is in row E and it is the second
seat in that row.
The order of the two elements is important and the order of the row and seat cannot be changed.
In maths the position of a point is described by using an ordered pair.
Definition: Ordered pair

An ordered pair is a pair of numbers used to locate a point on the coordinate plane. The first
number is the horizontal movement on the X-axis and the second number is the vertical
movement on the Y-axis. Ordered pairs are written in parentheses like this: (4;5)
An ordered pair consists of round brackets with a semi-colon

y-coordinate
between the two elements, as shown in Figure 6.1. The 1st
element, in this case is the -coordinate and the 2nd element,
in this case , is the -coordinate in .
(2;8)
6.3 The Cartesian system of coordinates
The Cartesian coordinate system is a rectangular coordinate system x-coordinate
and was named after the French mathematician René Descartes
Figure 6.1
(1596–1650), who developed this system to represent ordered pairs
Together the x-coordinate and
in a plane. Descartes was known by his Latin name, Cartesius.
y-coordinate form a point

N1 Mathematics
Definition: Cartesian plane

A plane in which all points can be described according to Cartesian coordinates.
The Cartesian plane has the following characteristics:

• Two axes cut each other at right angles, i.e. perpendicularly.
• The horizontal axis is called the -axis. axis
Quadrant II 7 Quadrant I
• The vertical axis is called the -axis. ( -, + ) 6 ( +, + )
5
• The origin is where the two axes cut each other, Positive direction is
4 upward and to the right
which is at the point (0;0). 3
Quadrant I
• The axes divide the plane into four quadrants, 2
( +, + )
which are labelled I, II, III and IV.
1 axis
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
-1
The following are examples of points marked -2
-3
on the Cartesian plane: -4
-5
( -, - ) -6 ( +, - )
Quadrant III -7 Quadrant IV
( 2, 3 )
3
2
Figure 6.2 The Cartesian plane
( -3, 1 )
1
( 0, 0 )
-3 -2 -1 1 2 3
-1
-2
( -1.5, -2.5 ) -3
Figure 6.3
Note:
is not the same as .
6.4 Relations and functions

- axis
A relation is a set of ordered points or pairs. Quadrant II 7 Quadrant I
( -, + ) 6 ( +, + )
The set of points 5
Positive direction is
is a relation and can be represented 4 upward and to the right
on the Cartesian plane as shown in Figure 6.4. 3
2
1 - axis
There is a special kind of relation in maths -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
known as a function. -1
-2
-3
-4
-5
( -, - ) ( +, - )
-6
Quadrant III Quadrant IV
-7
Figure 6.4
66 Module 6: Algebraic graphs Gateways to Engineering Studies

Mathematics N1
Definition: Function
When each value is related to only one value, this relation is referred to as a function.
A "function machine" (Figure 6.5)

is used to visualise a function in
order to better understand the Input
concept.
Function machine
Output
Figure 6.5 A "function machine"
Definition:
means of , but it does not mean .
The "function machine" contains an instruction

as to what must be done to the values.
Worked Example 1
Rewrite in function notation.

Solution: values or inputs are substituted in the place of the to
find the corresponding values or outputs.
Let (Input)
Substitute in the place of the
Then This is the instruction
(ie, what must be done
to the x-value)
Therefore if , then ,
so the point is .
The "function machine" looks like this:
Figure 6.6
or (Output)
Gateways to Engineering Studies Module 6: Algebraic graphs 67

N1 Mathematics
6.5 The straight line graph

When two points, for example and , are joined, a straight line is formed.
The general form of a straight line is 4
• is the dependant variable 3 A

– its value is dependent on the value.
• is the independent variable 2
– it can take on any value. 1

• is the gradient or slope.
-6 -5 -4 -2 2 4
-1
-2
• is the -intercept and represents the -3

value on the - axis where the straight
line cuts the - axis. -4
B
Figure 6.7 Straight line graph
Figure 6.8 Vertical (Note: the scale on the two axes is different)
Horizontal
Consider how a straight line graph can be drawn when given its equation in the form
Worked Example 2
Draw the graph of the function for the following values:

Solution:
1. Set up a table of and values: specified values
2. Calculate the values by substituting the values into

The relation can also be written in this form: is a
function of
3. Fill in the values and complete the table:
calculated values
The values represent the ordered pairs and
continued overleaf ...

Mathematics N1
Using graph paper, draw the graph by plotting the ordered pairs in the Cartesian plane.
The following points need to be considered when determining the scale for the -axis and
-axis: Only (a) values from to and (b) values from to are required. Use dots
for points.
5
Once the points have been plotted, use a ruler to
join them with a straight line. A point which is not 4
in line indicates that a mistake has been made.
3
2
Note:
The c-value is where
Ensure that you have done the 1
the graph cuts the y-axis
following as marks could be
deducted if labels are missing:
-2 -1 1 2
• Labelled both axes. -1
• Labelled the graph.
• Draw arrows on the ends -2
of all the lines.
-3 Figure 6.9
6.6 The gradient or slope of a line

In the equation of a straight line , the symbol represents the gradient.
. This is read as "delta by delta " and it means the following:
The -axis is a vertical line, therefore if is positive the line moves up, but if it is negative
the line moves down.
The -axis is a horizontal line, therefore if is positive the line moves to the right, but if it is
negative the line moves to the left. The gradient or slope can be negative or positive. It is
always read from left to right.
Forward
sloping line Backward
sloping line
>0 <0
>0 <0
A >0 >0
B
Figure 6.10 A car travelling from point A to B
6.7 Determining the equation of a straight line graph

In order to determine the equation of a straight line graph, the values of the gradient and
-intercept have to be determined first.

N1 Mathematics
Worked Example 3
Determine the equation of each of the following straight line graphs:
1. 3 2. 3
2 2
1 1
-3 -2 -1 1 2 3 -3 -2 -1 1 2 3
-1 -1
-2 -2
Figure 6.11 -3 Figure 6.12 -3
Solutions:
3
1. 2.
3
2 intercept
B
2
1 1
A A
-2 -1 1 2 -3 -2 -1 1 2 3
-1
-1
B
-2 intercept
-2 -3
Figure 6.13 -3 Figure 6.14
Gradient: Gradient:
-intercept:
Hence, the equation is: -intercept:
Hence, the equation is:
Note:
When a straight line has a positive gradient, it is "forward sloping" and when it has a negative
gradient it is "backward sloping".
The examples show the - and -intercepts of straight line graphs; however, any two points
on a straight line graph can be used to calculate the gradient of the graph.

Mathematics N1
Worked Example 4
1. Calculate m between P and Q. Solution:

2. Calculate m between R and S. 1.
5 S(2;5)
R(1;3)
2.
3
1
On inspection, and .
Therefore the equation of the graph
would be:
-2 -1 1 2 3
P(-1;-1) -1
-2
-3
Figure 6.15
6.8 The rectangular hyperbola

To draw a graph of , a table can be drawn up as follows:
This table can be completed by calculating the corresponding values. This is done by substituting the
chosen values into the equation
The graph is drawn by plotting the points in the Cartesian plane and then joining them as in Figure 6.16
overleaf.

N1 Mathematics
The following points are important to remember:

• When setting up a table of and values
8
any set of values can be chosen, but it is easier 7
to use factors of the constant in the equation. 6
• Do not use a ruler when joining the points in 5
the Cartesian plane as this is a curve and not a 4
straight line. 3
2
• The hyperbolic curves must never
1
touch the - and - axis.
• The axes are asymptotes and so there -8 -7 -6 -5 -4 -3 -2 -1
-1
1 2 3 4 5 6 7 8
are no - and - intercepts -2

because the graph approaches these -3
lines, but never actually touches them. -4
• Together the two parts of the rectangular -5

-6
hyperbola form one curve.
-7
-8
Figure 6.16
Definition: Asymptotes
A straight line that continually approaches a given curve but does not meet it at any finite
distance.
The general form of the equation of a rectangular hyperbola is or where:
• is the dependent variable

• is the independent variable
• is the constant.
Worked Example 5
Draw the graph of .

Solution:
1. Rewrite the equation in the form
2. Set up a table of and values .
Use the factors of for the values of .

3. Calculate the values by substituting the values into .

Mathematics N1
4. Complete the table by filling in the values.
5. Plot the points and join them.

The graph is a curve, not a 6
straight line. There are arrows 5
at the ends of the graph. 4
3
2
1
-6 -5 -4 -3 -2 -1 1 2 3 4 5 6
-1
-2
-3
-4
-5
Figure 6.17 -6
A rectangular hyperbola may lie in two different sets of quadrants, depending on whether
or
xy = +k
I II
xy = -k
III IV
Figure 6.18 If is positive, i.e. where , then the two parts of the curve lie in the 1st and 3rd
quadrants. If is negative, i.e. where , then the two parts of the curve lie in the 2nd and
4th quadrants.
6.9 Direct and inverse relations

Consider the straight line graph shown in Figure 6.19. Notice that as increases, so
increases and as decreases, so decreases. This is called a direct relation.
Definition: Direct relation

A relationship between two numbers or variables where an increase or decrease in one
variable causes the same change in the second variable, i.e. what happens to also happens
to .

N1 Mathematics
increases
increases
decreases
decreases Figure 6.19
Consider the rectangular hyperbola shown in Figure 6.20. Observe that as increases, so
decreases and as decreases, so increases. This is called an inverse relation.
Definition: Inverse relation

A relationship between two numbers or variables where an increase in the value of one
number results in a decrease in the value of the other number, i.e. what happens to is the
inverse of what happens to .
increases
decreases
increases
decreases
Figure 6.20
Activity 6.1
1. Plot the following points on a Cartesian plane:

1.1 1.2 1.3
1.4 1.5 1.6
1.7 1.8 1.9
2. Draw the graph of the function for the values . Use a scale of
cm unit on the -axis and a scale of cm unit on the -axis.
3. Draw the graph of the function for the values from to . Only use a
few values between and , but always use the first and last values and . Use a
scale of cm units on the -axis and cm unit on the -axis.
4. Use the table below to calculate the values that correspond with the given values for
the function . Use a scale of cm unit on the -axis and cm unit on the
-axis and draw a graph.

Mathematics N1
Activity 6.2
1. Determine the equations of the following straight line graphs:
1. 2.
4 4
3 3
2 2
1 1
-5 -4 -3 -2 -1 1 2 3 4 -5 -4 -3 -2 -1 1 2 3 4
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5
3. 4.
8 4
6 3 (1;3)
4 2
2 1
-8 -6 -4 -2 2 4 6 7 -5 -4 -3 -2 -1 1 2 3 4
-2 -1
-4 -2
-6 -3
-8 -4
-10 (-3;-5) -5
2. Complete the table:
EQUATION GRADIENT POSITIVE OR INTERCEPT ON

NEGATIVE GRADIENT
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8

N1 Mathematics
Activity 6.3
1. Use the following table of values to draw the graph of .
2. Use the following table of values to draw the graph of .
3. Draw the graph of for the values . Use a scale of cm unit

on the -axis and cm unit on the -axis.
4. Draw the graph of by setting up a table of and values.
Self Check
I am able to:
YES NO
• Describe ordered pairs
• Explain the Cartesian system of coordinates
• Describe and demonstrate relations and functions
• Demonstrate an understanding of the straight line graph
• Describe the gradient or slope of a line
• Determine the equation of a straight line graph
• Describe and draw the rectangular hyperbola
• Demonstrate an understanding of inverse relations


Module 7
Geometry of the
triangle
Learning Outcomes
• Measure plane angles
• Demonstrate an understanding of:
o Types of angles
o Parallel lines and the angles created by a transversal
• Demonstrate an understanding of triangles, including:
o Types of triangles
o Properties of triangles
o Congruent triangles
o Similar triangles
• The Theorem of Pythagoras.
7.1 Introduction
Euclidian geometry is named after the Greek philosopher Euclid, who lived in the third century
B.C. It refers to formal or synthetic geometry. This module covers the mathematical study of
the relationships between points, lines and plane angles.
7.2 Measuring plane angles

A plane angle measures the amount of turning, as shown
in Figure 7.1. The line OA has moved through one
complete revolution if it turns about the point O and O
returns to its original position. 360º
Figure 7.1 Plane angle
Definition: Plane angle

The difference in direction of two intersecting lines or planes.
One complete revolution is equal to (measured in degrees).
Definition: Degree
A unit of measurement of angles.

N1 Mathematics
Note:
The relationships between parts of a revolution and their corresponding values in degrees
are very important.
A C A
O
Figure 7.2 Angle revolution Figure 7.3 Angle revolution
Note:
The word "angle" is represented A
by the symbol . O
7.2.1 Types of angles Figure 7.4 Angle revolution

Table 7.1 identifies and defines the different
types of angles.
Diagram Name Definition

Acute angle An acute angle is between
0º and 90º.
Right angle A right angle is equal to 90º.
78 Module 7: Geometry of the triangle Gateways to Engineering Studies

Mathematics N1

Complementary angles Complementary angles are
Abbreviated: compl. angles whose sum is 90º.
65º
25º
Obtuse angle An obtuse angle is between

90º and 180º.
Straight angle A straight angle is equal to

180º or two right angles.
130º Supplementary angles Supplementary angles are

Abbreviated: suppl. angles whose sum is 180º.
50º
Reflex angle A reflex angle is between 180º

and 360º.
P S Vertically opposite When two lines intersect, the

angles. Abbreviated: vertically opposite angles are
O vert. opp. equal.
Example:
* *
R Q
Table 7.1
Note:
Adjacent angles on a straight line are supplementary, a.
as shown in Figure 7.5a: (adj. supp. ). y
x z
b.
Note:
y
Angles about a point add up to as shown in x z
Figure 7.5b: ( about pt). w
Figure 7.5
7.2.2 Parallel lines
When two parallel lines are cut by a transversal certain angles are formed, as shown in Table 7.2 overleaf.
Gateways to Engineering Studies Module 7: Geometry of the triangle 79

N1 Mathematics
1 2
P Q
3 4
transversal parallel lines
5 6
R S
7 8
Figure 7.6
Definition: Transversal
A line that intersects parallel lines.
The corresponding angles are Corresponding angles (corresp. )

equal when parallel lines are cut
by a transversal.
The alternate angles are equal Alternate angles (alt. )

when parallel lines are cut by a
transversal.
The sum of the co-interior Co-interior angles (co-int. )

angles is when parallel
lines are cut by a transversal.
Table 7.2
7.3 Triangles
A triangle is one of the basic shapes in geometry. It is a polygon with three corners and three
sides, which are line segments. A triangle with vertices A, B and C is denoted .
Definition: Triangle
A plane figure bounded by three straight lines.
A
The three points A, B and C are the
vertices. The line BC, or , is the base of
c b the triangle. The sides BC, AC and AB are
conventionally denoted by the lower
case letters , and , where side is
opposite angle A, side is opposite
B C angle B and side is opposite angle C.
a
Figure 7.7 A triangle
7.3.1 Types of triangles

Table 7.3 overleaf identifies and defines the different types of triangles.

Mathematics N1

Scalene triangle A scalene triangle has three
unequal sides.
Obtuse-angled triangle An obtuse-angled triangle has

one obtuse angle, i.e. one angle
that is greater than 90º.
Right-angled triangle A right-angled triangle has

an angle of 90º.
Isosceles triangle An isosceles triangle has two

equal sides, where the angles
opposite the equal sides are
also equal.
60º Equilateral triangle An equilateral triangle has

three equal sides and each
angle is equal to 60º.
60º 60º
Table 7.3
7.3.2 Properties of triangles The exterior angle of a triangle is equal to

The sum of the interior angles of a triangle is the sum of the opposite interior angles,
equal to , as shown in Figure 7.8. X as shown in Figure 7.9.
(Abbreviated: sum of ). (Abbreviated: ext. of . A
*
B 1 2
Y Z
C
Figure 7.8 Figure 7.9
B
An exterior angle of a triangle is adjacent to an
interior angle of the triangle and is formed by
one of the sides of a triangle being extended in
a straight line, as shown in Figure 7.10.
A 1 2
C
D
Figure 7.10 is not an exterior angle of since ACD is not a straight line.

N1 Mathematics
Worked Example 1
1. Determine the magnitude of 2. Determine the magnitudes of

A (a) (b) (c)
P S
43º 140º
B C D
O
R Q
3. Determine the magnitudes of 4. Determine the magnitude of

(a) (b) X
A E
70º
50º 30º 70º
Y Z
B C D
5. Determine the magnitude of

A
33º 47º
D C
Solutions:
1. (adj. suppl. ) 2. (a) (vert. opp. to )
(b) (adj. suppl. )
(c) (vert. opp. to )
3. (a) (alt. to ) 4. ( sum of )

(b) (corresp. to )
5. ( is ext. of )
7.3.3 Congruent triangles

Two triangles are congruent if they satisfy one of the four conditions in Table 7.4.
Definition: Congruent
Two figures are congruent if they have the same size and shape.

Mathematics N1
Diagram Abbreviation Condition

C R
Three sides of one triangle are
SSS equal to the corresponding
(side, side, side) three sides of the other
A B P Q
triangle.
A F
* * Two angles and a side of one

SAA triangle are equal to the
(side, angle, angle) corresponding two angles and
side of the other triangle.
B C D E
T
R Two sides and the included
V U SAS angle of one triangle are equal
(side, angle, side) to the corresponding two sides
and included angle of the other
triangle.
P Q
A Q R A right angle, the hypotenuse

RHS and one other side of one
(right angle, triangle are equal to the right
hypotenuse, side) angle, hypotenuse and
B CP corresponding other side of
the other triangle.
Table 7.4
Note:
The symbol means "is congruent to".
The SAA case for congruency can also occur

as ASA. If two pairs of corresponding angles
A F
are equal, then the third pair of corresponding
angles are also equal.
B C D E
Figure 7.11
SSA is not a case for congruency, as shown in AAA is not a case for congruency, as shown in
Figure 7.12. Figure 7.13.
Q B A D
P R A C B * C
Figure 7.12 (Different shape)
E * F
Figure 7.13 (Different size)

N1 Mathematics
Worked Example 2
Give the required case for congruency.

1. 2. *
*
3. 4.
Solutions:
1. Right angle, hypotenuse, side (RHS) 2. Two angles and one side (ASA)
3. Two sides and the included angle (SAS) 4. Two angles and one side (SAA)
7.3.4 Similar triangles

Although similar figures have the same shape, they may not necessarily have the same size.
Two triangles are said to be similar when the three angles of A
one triangle are equal to the corresponding angles in the P
other triangle, i.e. AAA.
If and , then triangles ABC c b
and PQR are similar. r q
Q p R
The properties of similar triangles are as follows: B C
a
• Three pairs of corresponding angles are equal Figure 7.14
(AAA), i.e. they are equiangular.
• The sum of the interior angles of all triangles = . So, if two pairs of corresponding
angles in two triangles are equal, then these two triangles must be similar because the
remaining angles must be equal to each other.
• The ratios of corresponding sides are equal. So, referring to Figure 7.14, since is
similar to , the following will be true:
• If the corresponding angles of two triangles are equal, their corresponding sides are in the
same ratio, i.e. they are in proportion.

Mathematics N1
Worked Example 3
A
1. Find the length of side : 54º
72 mm Y
54º
63º 63º 63º 63º

B 64 mm C X 40 mm Z
2. In , a line is drawn parallel to the base, . Calculate the length of if
mm, mm and mm.
P
Solution:
T
1. S
R
Q
Cross multiply
2. Since is parallel to :
(corresp. )
and (corresp. )
is common to and
(equiangular)
Multiply both sides by
Definition: Symbol
The symbol means "is similar to".
7.3.5 The Theorem of Pythagoras

This theorem states that in any right-angled triangle the square of the hypotenuse is equal to the sum
of the squares of the other two sides.
Definition: Hypotenuse
The longest side of a right-angled triangle, which is opposite the right angle.

N1 Mathematics
c2
2
c b b
a
b
2
c a
2
2
a a b
2
Figure 7.15 c2 = a2 + b2
Definition: Pythagorean triples

Triangles with sides proportional to certain sets of whole numbers, which produce right-
angled triangles.
Ratio of sides Application of Theorem of Pythagoras
Table7.5
Worked Example 4
1. Use the Theorem of Pythagoras to 2. If two forces act at right angles to each
determine the length of AC in . other, calculate the magnitude of force
if (the resultant) = .
A C
N
50
F1=? R= F1=?
13mm t =
ul tan
s
Re
C 9mm B A F2=40 N B
Solutions:
1. Theorem of 2. Apply the Theorem of Pythagoras to :
Pythagoras

Mathematics N1
Note:
The Theorem of Pythagoras applies to right-angled triangles only.
Activity 7.1
1. Determine the values of , and .
1. 2.
D P S
135º O
A B C 130º
R
Q
3. P T 4.
A
2
+40º
Q R S
B C
P
5. 6.
3 80º
z y
5 120º
Q R S
7. 8. y
y
85º
60º
150º
70º
9. 10.
z
y
144º
78º
3y 6y

N1 Mathematics
Activity 7.2
1. Name the four conditions for congruency of triangles.
2. In the sketch below, and 3. In the sketch below, and

. Is congruent to Is congruent to ?
? A
A B
B D
E
C D
C
4. In the sketch below, cm, 5. Calculate the magnitude of in each
cm and cm. of the following:
Calculate (a) , (b) and
(c) the length of .
A (a)
30º 8
10
D E (b)
70º 80º
B C
15
6. Calculate (a) and (b)

E 20 D
17
A 8 B

Mathematics N1
Self Check
I am able to:
YES NO
• Measure plane angles
• Demonstrate an understanding of:
o Types of angles
o Parallel lines and the angles created by a transversal
• Demonstrate an understanding of triangles, including:
o Types of triangles
o Properties of triangles
o Congruent triangles
o Similar triangles
o The Theorem of Pythagoras


N1 Mathematics
Notes

Module 8 Trigonometry
Learning Outcomes
• Demonstrate an understanding of fundamental trigonometric ratios
o In terms of the relationship of the sides to the reference angle
o In terms of coordinates in the Cartesian plane
• Determine the values of trigonometric ratios using a calculator
• Solve right-angled triangles using trigonometric functions
• Demonstrate an understanding of trigonometric graphs.
8.1 Introduction
Trigonometry was developed in ancient times as a tool for measuring triangles. The word is
derived from the Greek words for triangle measurement. Trigonometry is used in many areas
of maths, science and engineering, for example in calculations concerning alternating electric
currents, oscillations, waves and vibrations.
8.2 Fundamental trigonometric ratios

8.2.1 The relationship of the sides to the reference angle
A right-angled triangle has one right angle of and two acute angles, each of which will always be less
than .
The hypotenuse is opposite the right angle. The other two sides are referred to as the legs. The legs of a
right-angled triangle are named with reference to an acute angle, as shown in Figure 8.1.
Hypotenuse Side opposite q Side adjacent to q Hypotenuse
q
Side adjacent to q Side opposite q
Figure 8.1 Right-angled triangles
The following mnemonics can be used for any right-angled triangle with an acute angle q.
SOH Sin = Opposite / Hypotenuse

CAH Cos = Adjacent / Hypotenuse
TOA Tan = Opposite / Adjacent
Table 8.1

N1 Mathematics
Definition: Mnemonic
A system such as a pattern of letters, ideas or associations which assists in remembering
something.
Note:
sine of
cosine of
tangent of
8.2.2 The co-ordinates in the Cartesian plane

Let denote any point in the Cartesian plane P
except the origin and let denote any angle in the r
standard position.
O
In trigonometry, an angle is usually drawn in what

is called the "standard position", as shown in Figure 8.2
Figure 8.3.
A
Vertex is at
origin
35º
A C
One side is on axis
Figure 8.3 An angle in the standard position as used in trigonometry
Definition: Standard position of an angle

The position of an angle with its vertex at the origin of a rectangular coordinate system and
its initial side coinciding with the positive -axis.
In this position, the vertex of the angle (B) is on the origin (the point of intersection of the
- and - axis).
One side of the angle is always fixed along the positive -axis, i.e. going to the right along the
axis in the three o'clock direction (line BC). This is called the initial side of the angle. The other
side of the angle is called the terminal side.
91 Module 8: Trigonometry Gateways to Engineering Studies

Mathematics N1
Worked Example 1
Determine the following from Figure 8.4:
1. 2. 3. 4.
Solutions:
13
5
1. 2.
12
Figure 8.4
3. 4.
Worked Example 2
Simplify the following without using a calculator. Refer to Figure 8.5.
1. 2.
30º
2
3.
60º
1
Figure 8.5
Solutions:
1. 2. 3.
8.3 Using a calculator to determine the values of trigonometric

ratios
Due to the fact that there are many different makes and models of calculators, only the key
sequences for DAL and non-DAL calculators are shown in this section.
Gateways to Engineering Studies Module 8: Trigonometry 92

N1 Mathematics
Worked Example 3
Determine the following using a calculator:

1. 2. 3. 4.
( degree = minutes or = )
Solutions:
1.
Ensure that your calculator is in degrees mode ("DEG").
2.
3.
4.
8.4 Using trigonometric functions to solve right-angled triangles

In order to solve a triangle the values of all the unknown sides and angles have to be found.
To solve any right-angled triangle it is necessary to know (a) an angle and the length of any
side or (b) the length of any two sides.

Mathematics N1
Worked Example 4
Use trigonometric ratios to calculate the following from Figure 8.6.

A
1. The length of
2. The length of
3. The magnitude of
40mm
50º
C B
Figure 8.6
Solutions:
1. 2. 3.
Worked Example 5
Calculate the following from Figure 8.7.
1. The length of 2. The magnitude of
P
60mm
Q R
120mm
Figure 8.7
Solutions:
1. (Theorem of Pythagoras)
2. or 3.

N1 Mathematics
8.5 Trigonometric graphs

These are an essential part of maths, physics and engineering science. Radio signals
transmitted by a radio station take on the form of a sine graph and so does the electricity
supplied by a power station to houses.
Follow these guidelines when sketching a sine graph:
• Use a compass to draw a circle of unit on the left-hand side of the page. Choose a
suitable scale, e.g. unit cm.
• Draw a horizontal line through the centre of the circle that extends from the circle to the
right to form the -axis.
• To form the -axis, draw an external vertical line on the right-hand side of the circle.
• Mark the -axis in units of .
• Draw a radius inside the circle after every of rotation.
• Label the radii in increments of , starting with on the horizontal radius to the right of
the circle centre, i.e. , , etc.
• Draw a horizontal dotted line to the right from each point where the radii touch the
circumference of the circle.
• Draw a vertical dotted line from each angle that corresponds to the horizontal dotted line.
• Plot the points where the two lines meet.
• Draw a curve through the plotted points.
90º
120º 60º
150º 30º
0º
180º
360º 30º 60º 90º 120º 150º 180º 210º 240º 270º 300º 330º 360º
210º 330º
240º 300º
Figure 8.8 270º
Activity 8.1
1. Refer to Figure 8.9 to find the following: X
1.1
5
1.2 4
1.3
1.4 Figure 8.9 Z 3 Y
2. Refer to Figure 8.10 and simplify the following expressions without using a calculator.
60º
2
1 1
45º 30º Figure 8.10

1
2.1 2.2
2.3 2.4

Mathematics N1
3. Determine the value of in each of the following cases:

3.1 3.2
3.3 3.4
3.5 3.6
4. Calculate the following from Figure 8.11.

4.1 The length of A
4.2 The length of
48º42'
4.3 The magnitude of
Figure 8.11 B C
a - 66mm
5. If you are given with , calculate the length of in each of the following cases:
5.1 mm 5.2 mm
6. Calculate the value of in if mm, mm and .
Self Check
I am able to:
YES NO
• Demonstrate an understanding of fundamental trigonometric ratios
o In terms of the relationship of the sides to the reference angle
o In terms of coordinates in the Cartesian plane
• Determine the values of trigonometric ratios using a calculator
• Solve right-angled triangles using trigonometric functions
• Demonstrate an understanding of trigonometric graphs


N1 Mathematics
Notes

Module 9 Percentages
Learning Outcomes
• Describe percentages
• Calculate percentages
• Calculate percentage changes.
9.1 Introduction
This module will use percentage calculations to solve practical problems and will demonstrate
the use of calculations concerning percentage increase or decrease.
When two quantities of the same type are compared, a fraction or ratio is used to express this
relation. The example below shows the comparison of two different ages using a percentage.
Worked Example 1
If Xoliswas is 20 years old and her mother, Noxolo, is 40 years old, their ages can be
compared as follows:
Therefore Xoliswa is her mother's age.
Another way of comparison is:
and
and
Definition: Percentage
A fraction or ratio with as the denominator; a ratio of two quantities of the same type.
The word "percent" is derived from the Latin "per centum" meaning "per hundred". The
symbol % is used for percentage, i.e.
Percentages are used for the following:

• To describe the profit and loss of businesses
• To calculate interest on bank accounts
• To calculate taxable income
• To describe efficiency, e.g. the efficiency of machines
· To calculate medical aid and pension fund contributions.

Module 10 Mensuration
Learning Outcomes
• Explain the concept of mensuration
• Describe units of length
• Calculate perimeter and circumference
• Calculate area, including:
o Surface area
• Calculate volume.
10.1 Introduction
The SI or Système International is the international measuring system used in South Africa. The SI
works in units of ten, which is why it is also referred to as the metric or decimal system. Each
quantity has one unit with multiples and sub-multiples which are all derived by multiplying or
dividing by powers of ten.
10.2 Units of length

The base SI unit of length is the metre (m). It is used to measure one dimension only.
Builders work in metres, while engineering drawings are in millimetres and dressmakers usually work in
centimetres.
Long distances are usually measured in kilometres and very large distances, such as distances in space, e.g.
from one planet to another or the distance between galaxies, are measured in light-years.
It is often necessary to convert from one unit to another.
Warning:
Do not mix units, i.e. do not work with one dimension in millimetres and another in
metres. Ensure that the units are the same.
To assist with conversion, refer to Table 10.1.
Base
Unit
km hm Dm m dm cm mm
kilometre hectometre decametre metre decimetre centimetre millimetre
Table 10.1

N1 Mathematics
Table 10.2 shows how one converts units of length.
From To Method Example

km m
m km
m cm
cm m
m mm
mm m
cm mm
mm cm
Table 10.2
10.3 Perimeter and circumference

Table 10.3 shows the formulae for calculating the perimeter of various figures.
Definition: Perimeter
The distance measured around a figure's boundary. In the case of a circle, this is called the
circumference.
Sketch Formula Shape

(length)
Rectangle
(breadth)
Square
(length)
Triangle
Circle
(radius)
The diameter ( ) is
(diameter)
twice the radius ( ).
circle centre
Table 10.3
Note:
(pi) has the value . . . , which is rounded off to .
103 Module 10: Mensuration Gateways to Engineering Studies

Mathematics N1
Worked Example 1
65mm
1. Calculate the perimeter of the
rectangle shown here. Remember
to convert to mm. 3cm
2. Calculate the perimeter of the 15mm 0,042m

triangle:
2,5cm
3. Calculate the circumference of m

40m
the circle: Ø=
4. Calculate the perimeter of the

following:
30mm
60mm 40mm
Solutions: 1. 2.
3. Using the radius: Using the diameter:
4. Note that the figure consists of a semicircle, a rectangle and a triangle.

Use the Theorem of Pythagoras to find :
30mm
40mm
Add the individual 60
Ø = 30
parameters:
50
60 40
circumference lengths
Gateways to Engineering Studies Module 10: Mensuration 104

N1 Mathematics
10.4 Area
This is the amount of space that a two-dimensional figure occupies and is measured in square
units.
Worked Example 2
1. If a floor has tiles along the length 2. Calculate the number of tiles you
and tiles along the width, how many would need if a wall is in the shape
tiles have been used? of a triangle with a width of tiles
and a height of tiles.
4 4
5 5
Solutions:
1. Total area 2. Total area
tiles
half the number)
tiles
Table 10.4 shows the formulae for calculating the area of various figures.

Rectangle
Square
Triangle
Table 10.4 continued overleaf ...

Mathematics N1

or Circle
( radius;
diameter)
Parallelogram
Annulus
(The area of the big circle minus

the area of the small circle.)
Trapezium
Table 10.4
Table 10.5 illustrates how one converts units of area.

m² mm²
or
mm² m²
or
m² cm²
cm² m²
or
cm² mm²
or
mm² cm²
or
Table 10.5

N1 Mathematics
Worked Example 3
1. Calculate the area of the rectangle. 2. Calculate the area of the square.
6m 6cm
2m 6cm
3. Calculate the area of the triangle. 4. Calculate the area of the circle.
Ø = 3m 3m
10mm = = 1,5m
2
40mm
5. Calculate the area of the parallelogram. 6. Calculate the area of the annulus.
mm
30
R =
2m
= 20mm
6m
10cm
7. Calculate the area of the trapezium.

6cm
16cm
Solutions:
1. 2. 3. 4.
5. 6. 7.
When measuring a complicated figure, it is necessary to divide the shape into standard shapes
and then calculate the area of each standard shape. Then add or subtract to get the area of the
composite shape.

Mathematics N1
Worked Example 4
Calculate the area that has to be

paved in m².
Ø=4m 8m
Solution: 8m
Calculate each area separately by first dividing the complex shape into simpler shapes, in this
case a circle and a square.
Area 2
Area 1 8m Ø=4m
8m
Area 1 Area 2
Now, subtract Area 2 from Area 1 as follows: Total area Area 1 Area 2
The area to be paved is
10.4.1 Surface area

There are many objects that have the shape of a cylinder, such as tinned foods, downpipes
coming from the roof, cooldrink tins, drums, etc. To find out how much material is needed to
manufacture a cylinder it is necessary to determine its surface area.
The material that the tin is
made of must include the Base of Lid of
cylinder cylinder
base and the lid as well as
the shape of the label. The
base and lid are circular in
shape and the label has the
shape of a rectangle.
Figure 10.1

N1 Mathematics
Worked Example 5
A cylindrical tank with a base of m and a height of m is manufactured from sheet metal.
How much metal is required to make the tank?
Solution:
Surface area Area of circle
10.5 Volume
The amount of space a three-dimensional figure occupies is measured as its volume.
Worked Example 6
A rectangular prism can be built with cubes with

a side length of cm each, which equates to
cubic centimetres. 2cm
1cm
1cm
Solution: 1cm 4cm
Volume length x breadth x height
3cm
Table 10.6 overleaf ,shows the formulae for calculating the volume of various figures.

Mathematics N1

Right cylinder
or
(base area)
Right cone
or
(base area)
Sphere
or
Cube
Right rectangular prism
(base area)
Right pyramid
(base area)
Table 10.6

N1 Mathematics
Table 10.7 shows how one converts units of volume.

m³ mm³
or
mm³ m³
or
m³ cm³
or
cm³ m³
or
cm³ mm³
or
mm³ cm³
or
Table 10.7
Worked Example 7
1. Find the volume of a rectangular prism with a length of cm, a breadth of cm and a
height of cm.
2. Calculate the volume of a cylinder with a radius of mm and a height of mm.
3. Determine the height of a rectangular prism with a volume of cm³ if the length is
mm and the breadth is mm. B
4. The prism below is cm high with a right-angled C
as a base and . The area of the base 30cm 20cm
is cm². Calculate (a) the length of , (b) the E
length of and (c) the volume.
5. A pyramid has a rectangular base which is cm long A
and cm wide. The perpendicular height of the pyramid D
is cm. Calculate the volume of the pyramid.
F
Solutions:
1. Volume length x breadth x height
=30cm
20cm
2.
25cm
3.
(Change the volume to mm³)

Mathematics N1
4. (a) Area of Area of the base (b)
(c) Volume Area of the base x perpendicular height
5.
Activity 10.1
1. A dam is mm high. How high is it in metres?

2. A person is m tall; what is this in cm?
3. The height of a building is m; how high is it in millimetres?
4. How high is a cm tree in metres?
5. A power station has cooling towers and each is m tall. What is their height in
hectometres?
6. A hill is hm high. How many metres above ground level is halfway?
7. A model train has two carriages, each with a length of m. There is a gap of cm
between carriages. The first carriage is mm from the front and the second carriage
is m from the back. Draw the train and calculate how long the train is in decametres.
Activity 10.2
1. Calculate the perimeter of the 2. A wheel rim of a car tyre has a

field in metres. circumference of mm. What is the
circumference in metres?
3. What is the perimeter of the triangular
50m
side wall of
the bridge
in mm? 5m
100m
4. Calculate the perimeter: 12m
32cm 5. Determine the distance that will be

A D
covered when one completes two laps
of the track below.
20cm 112m
56m
B 45cm C

N1 Mathematics
Activity 10.3
1. Calculate the area of the following:

1.1 1.2
50m
50mm
100m
1.3 1.4
6m 230cm
2m
4m 5m
1.5 1.6
13cm
2cm
3.25cm
300mm 5cm
1.7 1.8
40mm
4m
35cm
40mm
10m
18cm 20cm
18cm
0,3m 0,3m 0,3m
1.9 1.10
4m 6m 6m
3m
Main
8m reception
Boardroom area Office 10m
0,7m
3m
2. A circular manhole cover has a diameter of m and it contracts to after a

decrease in temperature. What is the percentage decrease in the area?

Mathematics N1
3. Complete the table below: 4. A rectangular steel plate with

dimensions of m by m expands
mm2 cm2 m2 to m by m when heated.
What is the percentage increase in the
area of the plate?
5. Calculate the surface area of the following:
5.1 5.2 5.3

120mm 9cm
Soda
5cm
80mm
60mm
4cm
Activity 10.4
1. The base of a pyramid is mm mm and it has a perpendicular height of mm.

Calculate the volume of the pyramid.
2. How many bricks will be needed to build a wall m long by m high by mm
wide. Each brick is mm mm mm.
3. The water level in a cylindrical tank is m and the tank has a diameter of m. What is the
percentage increase in the volume if the water level rises to m?
4. Complete the following table:
2 2 2
mm cm m
5. A right triangular prism has a base area of cm2 and a height of cm. Calculate the
volume.
6. Determine the height of a block if the length is cm, the breadth is cm and the
volume is cm³.
7. A dam can hold m³ of water, but it is only % full. How many cm³ does the dam hold
currently?
8. What is (a) the diameter and (b) the volume of a cone which has a perpendicular height of
mm and a slant height of mm?
9. How many metal balls with a diameter of mm can be made from a piece of metal with
dimensions of cm cm cm?

N1 Mathematics
Self Check
I am able to:
YES NO
• Explain the concept of mensuration
• Describe units of length
·• Calculate perimeter and circumference

·
• Calculate area, including:
o Surface area
• Calculate volume


Mathematics N1 is one of many Other titles in the Gateway series are:
publications introducing the
gateways to Engineering
Studies. This course is designed n N1 Engineering Science
%
to develop the skills for learners n N2 Engineering Science
that are studying toward an n N3 Engineering Science
artisanship in the electrical, n N4 Engineering Science
engineering and related
technology fields and to assist n N5 Engineering Physics
them to achieve their full n N6 Engineering Physics
potential in an engineering
n N1 Mathematics
career.
n N2 Mathematics
This book, with its modular n N3 Mathematics
competence-based approach, is n N4 Mathematics
aimed at assisting facilitators n N5 Mathematics
and learners alike. With its n N6 Mathematics
comprehensive understanding
of the engineering environment,
it assists them to achieve the Other fields in the Gateway series are:
outcomes set for course.
v MECHANICAL / MOTOR / WELDING /

The subject matter is presented
BOILERMAKING / PANELBEATING & SPRAY PAINTING
as worked examples in the
problem-solving-result v ENGINEERING SCIENCE / MATHEMATICS
methodology sequence,
supported by numerous and v ELECTRICAL / ELECTRONICS / REFRIGERATION /
clear illustrations. Practical AUTO-ELECTRICAL
activities are included
throughout the book. v INTRODUCTORY / BRIDGING
v DRAWING OFFICE PRACTICE
v BUILDING AND CIVIL
v PIPE FITTING
v CHEMICAL ENGINEERING / WATER & WASTE WATER

TREATMENT PRACTICE / ENGINEERING PHYSICS
A choice of over 142 specialised textbooks available.

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G ateways to Engineering Studies - Chris Brink

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N1 Mathematics

Gateways to Engineering Studies - Chris Brink

Module 2: Exponents and logarithms...................................................................................... 13

Module 3: Factorisation, HCF and LCM .................................................................................... 29

Module 4: Algebraic fractions..................................................................................................... 41

Module 5: Equations, formulae and word problems ............................................................. 47

Module 6: Algebraic graphs ...................................................................................................... 65

Module 7: Geometry of the triangle ....................................................................................... 77

Module 8: Trigonometry ........................................................................................................... 90

Module 10: Mensuration......................................................................................................... 102

Past Examination Papers ......................................................................................................... 116

Icon Description Icon Description

Assessment / Activity Multimedia

Demonstration / Observation Presentation/ Lecture

Experiment Site visit

Group work/ discussions,

In the workplace Theoretical - questions, reports,

Keywords Think about it

• Describe algebraic terms and expressions

Subtraction (−) 8−3=5

Table 1.1 The four basic operations

−×−=+ (−4) × (−5) = +20

+×−=− (+2) × (−5) = −10

−×+=− (−3) × (+2) = −6

Table 1.2 The rules of multiplication

Gateways to Engineering Studies 1

−÷−=+ (−16) ÷ (−4) = +4

+÷−=− (+18) ÷ (−3) = −6

−÷+=− (−20) ÷ (+5) = −4

Table 1.3 The rules of division

The rules of BODMAS are

• Whatever is enclosed in brackets needs to be calculated first.

Definition: Exponent, power

3. [ "o f " first]

2 Module 1: The four basic algebraic operations Gateways to Engineering Studies

Figure 1.2 A term consists of several elements (parts)

1.2 Algebraic terms and expressions

Name Number of terms Expression

Gateways to Engineering Studies Module 1: The four basic algebraic operations 3

1.3 Adding and subtracting algebraic terms and expressions

4 Module 1: The four basic algebraic operations Gateways to Engineering Studies

Expression to be simplified Solution

Table 1.5 Adding and subtracting like terms

When adding algebraic expressions, it is best to write them underneath each

[Rearrange the terms]

[Rearrange the terms]

Gateways to Engineering Studies Module 1: The four basic algebraic operations 5

[Rearrange the terms and change signs]

[Rearrange the terms and change signs]

1.4 Multiplying algebraic terms and expressions

The distributive laws are used when

Definition: Distributive law

Example: Distributive law

So the can be “distributed” across the +

6 Module 1: The four basic algebraic operations Gateways to Engineering Studies

1.5 Dividing algebraic terms and expressions

Long division is used when an expression is divided by a single term or a binomial.

1.6 Using a calculator

DAL calculators require that you key in the

This key sequence would be used

Gateways to Engineering Studies Module 1: The four basic algebraic operations 7

continued overleaf ....

8 Module 1: The four basic algebraic operations Gateways to Engineering Studies