Scribd Logo
Upload

Welcome to Scribd!

  • New Discovering Maths - Star Publishing - 1A

    Uploaded by

    Angela Pung
    3K views116 pages

    Original Title

    New Discovering Maths_Star Publishing_1A

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    Download as pdf
    3K views116 pages

    New Discovering Maths - Star Publishing - 1A

    Uploaded by

    Angela Pung

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    Download as pdf
    of 116
    NEW DISCOVERING MATHEMATICS is @ textbook in the Discovering Mathematics series written for students in secondary echools, based on the lotest O-Level Mathematics syllabus. This comprehensive series aims to shape students into effective cand independent learners of Mathematics. As students make connections between concepts and reflect on what they have learnt, they will understand and internalise mathematical concepts, ‘and be able fo apply them to real-life situations. ISBN 978-967-4056-85-0| BF EN OVERING HEMATICS NEW DISCOVERING MATHEMATICS ‘tar ubtsing Pe td ‘eae wtp com 8 ai entcwsatarincom st Ftp 020 ABOUT THIS BOOK ew Discovering Mathematics 2 eres of textbooks written with a learner centric approachthat bullde upon the knowledge and sls learntin primary school tis based onthe atest O-Level Mathematics slabus implemented from 2020 by the Ministry of Education af Singapore, The emphasis of this series on empowering studentsto eam mathematics independently and efectely ‘th focus on fostering intrest n mathematic, New Discovering Mathematics ic organized into tree content ‘Srands: Numbers and Algebra, Geometry ond Measurement, ad Statistics and Probabity to aciitate nthe acquisition of concepts and sls. Activity-baed learingin the form of class activites and exercises lows students to ply an active rolein the learning process, enhancing the earning experience. This enables the {evelopmentofa deeper understanding and appreciation of mathematic through greater awareness of the ‘connections between idea within mathematics aswell as between mathematics and ether subjects. ‘The contents structured to develop canfidence in students by establishing strong mathematical fundamentals ‘The examples provided are clear and engaging with diagrams, where appropriate, to illustrate key concepts, Students ae encourage to selreflect and contextualize wha they have earn, romating metacognitive awareness, This encourages tem to go beyond simply presenting a solution toa mathematical problem, which ‘supports good earring habits, ‘The series also ims to develop reasoning, communication, modelling nd metacognitve sls through the actives and exercises, neluding problem -slving tasks and problemsin eaL word contexts, Students are provided with opportunities to apply mathematical sklls and conceptsto solve these problems Information and Communication Technolgy (IT) skills and coding tasks ar included to develop students? ‘computational thinking. National Education (NE] values have been incorporated whenever appropriate KEY FEATURES CHAPTER OPENER Introduces the chapter by providing eat-world context focusing on the relevance of mathematics nour daily ves. Students can explore the subject further fostering nterestin mathematics. The leatning objectives foreach chapter areprovidedin this section, @m Enhances students learning experiences through ‘exploration ana ciscovery by guiding ther though relevanttasks. WORKED EXAMPLE Mastrates the steps in solving mathematical problems to help students understand a concept or Skil. Analysis in ficult problems guides studentsin Linpecking the information and making sense oft TRY IT YOURSELF. Provides a similar mathematical problem tothe Worked Example for students to practise and consolidate thelr understanding, PRACTICE EXERCISE Provides exercises with different cificulty levels (basiemastery, intermediate, advanced) for further practice Les ‘SUM UPI Highlights important concepts, formula, properties and rules for quickrevision, PSR Provides a further ecerceetoreinforce understanding ‘and consolidate leaning foreach chapter. BB MATHS JOURNAL Encourages students toreflecton and communicate bout the leaning experences REVISION ) EXERCISE, ‘Tests mastery of whathas been learnt with problems ‘htintegrate concepts and sls tought aro tpi. Cuz ‘Asks questions that encourage reflection on earning to promote development of metacogniive sk. PROBLEM SOLVING TASK, Includes nonoutine problems to develop students! problem savings ith prompt to guise udents sing Paya top approach PROBLEMS IN REAL-WORLD CONTEXTS: Gives students oppertunitiesto explore, model and solve problemsin rele situations, allowing them to realise therelevance.and uly of mathemetics in our daily ives SIDE FEATURES (rnin 9 Presents the ‘connections to Big deasin mathematicsand provides opportunities to explore how certain concepts relate to and can be applied tother concepts CFSE 5 soun essential mathematical terms intraducedinthe chapter, IBACODING, provides coding opportunities te support development of computational thinking | PPDISCUSS, rosesquestionstoemtend Student learing and encourage communication f mathemati concepts adie, CRSRGTLICHT, vighightsimporant information to take note of PS EXTRAINFO, introduces scientif Ristorical or fun mathematica facts related to the topic Q RECALL Prompts to recollect concepts and definions learnt previous. CONTENTS NUMBERS AND ALGEBRA Chapter 2 13 a Chapter 2a 22 23 24 chapters Factors and Multiples Primes, Prime Factorsation and index Notation Highest Common Factor (HCF) Lowest Common Multiple (LM) ‘Square Roots and Cube Roots Let’s Sum Up! Problem-Solving Tesk Maths Journal Real Numbers Concept of Negative Numbers and the Number Line [Addition and Subtraction of integers ultilcation, Division and Combined Operations of integers Rational Number, Irrational Numbers and Real Numbers Operations on Real Numbers Lets Sum Up! Maths Journal Approximation and Estimation Rounding Off Numbers to Specified Decimal Places Rounding off umber to Specified Significant Figures Estimation Let's Sum Up! Maths Journal sic Algebra and Algebraic Manipulations Introduction to Algebra Simplifieation of Linear Expressions Expansion of Linear Expresions FactrisationofAlgabraic Expressions Lets Sum Up! Mathe Journal Chapters 54 53 sa ‘imple Equations in One Variable ‘Simple Linear Equation in One Variable Linear Equations Involving Brackets and Fractions ‘Simple Fractional Equations Formulate Linear Equations to Solve Word Problems Let's Sum Up! Problem-Solving Task Maths Journal Chapter 6 61 62 63 Chapter ‘Angles and Parallel Lines Points, Linesand Planes Angles Parallel Lines and Transverse Let's SurmUp! Maths Journal Tangles, Quadrilaterals and Other Polygons Tangles Quadriateras Polygons Construction of Triangles and Quadrilaterals Let's Sum Up! Problem-Solving Tesk Maths Journal Answers vill Acknowledgements Photo credits ‘Shutterstock, 136 @Pete Voronov/Shutestock, CEggHeadPhoto( Sh tc Cuca MESES ‘MoonlghtShuttertock,tindgoltosShutseiock; 198 se er tits bnn det cotati omer apipd at we hn en nncentinsoe aes Tote Factors and Multiples Modern encryption technology is essential to the workings of our modernised society. It makes use of the mathematics behind prime numbers to secure our data, From online payments and mobile banking to siemply uploading our files ontne, encryption helps to protec our information from being misused or stlen Go on the Internet and find other instances where rime numbers are applied in ur dal life. Inthis chapter, we will learn to: identity prime numbers and composite numbers xpress a composite number asa producto its rime factors find the highest common factor (HCF) and the lowest common multiple (LCM) ofa group of numbers by using prime fatorstion; Find the square roots and cube oot of numbers by using prime factristion; and solve reatife context problems involving HCF and Lon, 2. neworscovenne warnancs A 5 PRIMES, PRIME FACTORISATION AND @zxumcxcrmm © @ Prime Numbers and Composite Numbers INDEX NOTATION Sis = ‘Sm ie lean sbou lies naar previous = ine mer Objective: To classy whole numbers sed onthe numberof factors + Sinestro . ae © 0) complete the table by lting the actor of 2012, Some eames oe © muttiptes + me tac ven dele ‘hie ecanfed the mulilesofawholenumberby multphingitby another poste * pine factoraton wale number * mn sone + bs ‘Themultiplesof3are 3 3x2, 3"3, 3x4, 3x5, 7 nae ‘since: the Da Factors in 3 6&8, © Factors 0,1,2,3+4,.. are whole numbers. A whole number greater than canbe expressed as 2,3,4,6and 2 are called the factors of 2 and 12 ivisibleby each ofits factors. (©) Complete the table by grouping the numbers to 12 accorting othe rnumber of factors they have. and 4 are done for you. 12 amuttple CSI cI ore than twotactore dard are © Look at the numbers wth only two factors What doyou observe about the factors ofa factors these numbers? Doyousee the linkbetween multiples and factors? From Activity 1, we observe the following. { Awhote number greaterthan is visible by each oft factors, thatis,itean | a ae a ea be divided by any ofits factors without leaving a remainder. | See eee ‘© Aprlme number has only two factors, and itselt { © Acomposite number has more than two factors. Note that 0 and 1are neither prime numbers nor compesite numbers. {@) () tsSafactor ofr Why? Ui 1s 3.2factor of 02 Why? (©) can a whole number greater than 1 be a actor of 10? Give your reason. —_[——- ——_—_. © Spain why 0.and 1 are not prime numbers. © ana whole numberbe both a prime number and a composite number? wine new scovenne atic a ‘Todetermine whethera numbers prim, we can checkifthe number is sible byallthe prime numbers smaller tan tee (@iconne ‘ag yous can inp ia pmebe? teat your itseated ope paeyouyou ig i anumber (eg, 90) is divisible bya comperite number (eg 1), then is divisible by all the prime numbers which are the factors (eg, 9,18) ofthis 5 5 * 18 Sie 8 () 29 ov ea pine recat \wetoefounsal be an Dina They e2.3,5,7>08 (A) Check 13s dsiblebyany prime number smaller than 143, suchas ‘Misa composite numberbecause thas more than two factors Tec eckif 9 dvb by any prime number smaller than 23, 29 |snatevisibleby any prime number smaller than sell 23a prime number becauseit has only two factors, 1 and isl © TRY IT | 2 vourseLe sl pen 7 Determine wheter each ofthe followingisa prime oracomposte number. Ma (a) 236 om a ditotaunber ne ‘@ show thatthe folowing numbers are composite numbers (a) 135 (455) 20 (a) 2300 2 (134 (835 (hy Tiz8 © Using the resuits in @, how can we makeuse of the last cig ofa number to show thatitisa composttenumber? © Prime Factorisation Let us consider the composite number 30. Expressing 2036 the productofits rime factors factors which are prime numbers] we have 30 = 2* 3x 5 Wesay that 2,2 and are the prime factors of30, @=xm ‘Objective: To express. a whole number greater than | az product ofits prime factors. © (2) copy the following and fin the bani The rst onehas been done for you as an example, ow 22 ~, A, ZN (6) Hence express 10 and 28 as product oftheir prime factors. The fist tone has been done foryou asan example. (0-265 (wy 28 © (2) copy and complete the factor tees () Using each ofthe factor trees, write down 280 asthe product of is prime factors, Factor Tre 1:28 Factor ree 2:280= FctorTree3:280= (6) what can yousay about the productsin question @(b1? From Activity 2, we can see theres more than one way to begin the proces of ‘expressinga number asthe product fits prime factor uch 220=10%28, 40, » 70, nd 900. Ciseoruics T CSroruc a 6 ® “er Whichever expression we choose to start with, we getthe same productof prime ‘ee factors for 200. (eee, 2e0=26242 45 «7 Biarassc7ee Sete ove importantly, rearranging the order ofthese prime factors also givesthe same + very whol number reste than isthe prime number ortcanbe | | ” expressed a unique product ofits prime factors. «© The process of expressing a composite number asa producto its prime EXAMPLE factors called prime factorisation, Express 126 8 the product ofits prime factors. ‘WORKED Method Factor Tree Wecan build factor ree as follows sreQ 15 ite down two numbers whose productis 125, Te grab =2K08 sree 16 ontinue tofectorise 2 ané 63, ifposible om jp yo ser stop when the las row shows theprimefactors, ‘he product ofall the prime factosin the tree {isthe prime fctrisation ofthe given number Weiten asthe productofits prime factors, 1262434347, Method? Successive Short Division 2| ns as afm or The prime fatoistion the producto allthe divisors. | snss2caeae7 TRY IT Younseue 2 Express 585s the produ (a) afactortre, ofits prime factors using (@) the successive shor division method. ==—_______—. (2) Hfyou are asked to express 360 asthe producto its prime factors using the successive short dvsion method, which number willyou start wih? Why? {(b) Do you think itis a good strategy to start the cvsion process using the smallest prime factor? Why? @ index Notation In Actvty2, we obtained 280=2%225%7. We ee that theres a productof three "25, Wecan use notation toshorte’ this as. Thus, we have 280=2)»57, 222=2?,whichisreadas'2 tothe power of3'or 2 cubed! 2 ‘This notation called index notation The number 2 isthe base andthe number’ isthe index. Theindex shows the number of times the base is multiplied by sl, similar, 22=2%,whichis read as'2 tothe power of2or'2 squared’ and 2222-24 whichis ead.s'2 othe power of We can use index notation to express the prime facteristion ofa number .a more WORKED EXAMPLE Express 720.25 the productof its prime factrsin index notation, FactorTree Method2 Successive Short Division 2|_ 0 Fe 2[ 360 A 21a ae 2/90 Ee as A 38 T 120=2543%3%28242 129=2%2%242%31395 £245. Gnerrotaon 52235. tndecnaatin) =a ae eee — Seer ee) nai ges thse Zoe Bnew oscovenn waTHoUATiS 8 TRY IT YOURSELF — Expres 702 asthe product aft prime factors inindex notation ress ppacrice @ seccie 1.1 sca © ocernne where oning mbes (ss Or (@ 103 (@) 23 (are), © Find (2) the smallest prime actor of () the largest multiple of 7 that ess ‘han 1000, (@) thesmallest multiple of 9 thats seater than 50. press the follow aaa ae first ten multiples of 2. wy sree w) gasses © Wy sesomttnrat eee (b) Write down the rst ten mutes of Braman baie ate iin index notation © Find the prime fcrars othe following numbers sing the factor tre method. Write each umber as» product ofits prime factors in Index neiion, © Determine whether each statement belowis Cr a) “TRUE or FALSE. Give a counterexampleifthe oo} statementis fase A (a) If6is.a factor of a number, then 3 isa 6d factor ofthe number. (by if2 and 7 are factors ofa mumber, then © Find the prime factors ofthe fllowing rwumbers using the successive short division ‘is afactor of thenumber (@)f2and dare factors ofa number, then method. Write each number as a product ofits ot prime factor in index notation, 16s factor of thesumber. ‘counterexampleisa special case (a) 2| ras (0) 3| 4051 (@) 5| 125 2/392 a[ st = [ thatcan be usedto show thata statements alse © ‘ithe product oftwo whole numbers is37, hats the sum of these two numbers? Explain your answer. — © (2) Bxplainhowyou can ind the number at the top ofthe tree withoutfindingthe © bopress each ofthe folowing numbersasa oes product ofits prime factorsin index (2) 180 () ais fe 135 (a) 1380 ‘ (b) compete the factortree. compres -nicronsanowurines 9 © derict square ties arearangedto form rectangular ays ‘The volume of rectangular box 's40em?. What are two posible sets of dimensions of the box kiven thatthey are ll whole rumbers? Laat © what values are possible forthe ast gt Find the numberof posse ferent of 2-cigit prime number? Explain your rectangular arayifthere are answer (@) iBtles, (by atts, © A teacher divides 60 students into equal ‘groups. Each group has more than students and fewer than@ students How many ways can she group them? @ Alockcan ontybe opened using a 3.4 number. nln sets this 3g number to be the smallest prime number greater than 100: Whats this >--5 here are four inequality signeas shown nthe table Meaning lessthan eaterthan lessthanorequalto freaterthan or equal to {b) Arrange the given numbers in ascending order. (a) Represent the numbers, -2Sand24on a number (b) Arcange the given numbers in WoRKED EXAMPLE In December, the temperature in Alaska can reach-27°C In March, its temperature can each =1°C (a) Represent -27 and-1ona (©) Express the inequality sig. scending order. {ationshi between the two temperatures using an a than and-2.5, ‘Ciseoruct (@) Itiimporta number ine. nthis example, we can us The temperatures of-27° and -1*C are marked as shown, ‘and we write-1>-27. (6) Since-1isto the right of ps rev iT | Jvoursere 3 _ (a) Represent (0) Express the elationshi @) Sand-8 i) -17an: () Canyou vritea number Explain your answer. O isis 2.1 [ASIC WaSTERY] © Consider gain inmass tobe positive Write down the fllowing changes a mass using positive and negative numbers (a) John gained 2kg during the Lunar New Year festive period. (b) Maid ost 3g after jining fitness lb, © consider the amount of money deposited intoa bank account a a positive num Write down the amount for he follow transactions using positive (2) Awithdrawal of $2 (©) Adeposteots1650 © (9) 1-shrmfn means 4km/hbetow the speed iit what does 12 km/h mes (©) 1-310 denotes aaistance of km due South, what does km denote? to chooueasutabe scale to markthe required numbers on 1s greater than means -27 sss than = rumbers,-8and-=17 ona number ie pair ofnumbersusing the'>’sign. 5 (ii) -1Tand-8 han “8 andlessthan-17? @icoonc ‘apthee amber snd pd enum © (2) stare the numbers represented by the Points A, 8 and. onthe umber tine. (b) range the three aumbers in descending order. © Represent each pair of nunbersona umber lin and express thee relationship sing (a) the sin, 3-5 o-45 Ga 5 (0) the sign, @ 41 Gi) 0832 a © Filineach box wth © or (@) 0-3 &) 21012 O08 230 @-4Or = nC 36 ons aTHEMATICS (NTERMEDTE] - [Rowan © Describe the meaning ofeach quantity ‘note written +8 denates fricehasa mass of 9968 witheravals under the sar “Transaction! {a) Represent the numbers-27,14,-42,1 Mc Rahim has 3food stalls, 4, Band ¢ and-.4on number tne (6) arrange given numbersin ascending 3.2 and 0.3 0n a number line. range the even numbers in es (6) loses the most money? ) order ual to and aisless than an integer range the numbers 50,20, 0,1 in acending order Suppor (a) Ustalltne possible values ofa © Aarange tne umbers-22,4,7, 15nd: escending ore possible values ofa? © Thetable shows the average menthy night © wecan considerthescaleona time temperatures inthe Gobi Desert fo thermometer asa some month ruber ine “an [Mar | Way [Jol [Now | Dee (a) Whats the temperature a ES EE shown onthe thermometer? (6) Is -18°C higher or ower than the temper ‘range the months in descending order of average monthly night time temperature inthe Gobi Deser. © Theatttudes of some places areas flows: Death valley, oun Ful Japan: 3376; Mount Faber, Singapore: 165m: and Turfan Depression, China: Discuss whether thefllowing numb do, write down thee val range the above places ina ofthe altitude (a) The largest positive integer () The smallest positive integer (o) Thelargestnegative integer (@) Thesmallestnegative integer © Thetollowing shows page rom asavings {a} The adjustment tothe hourly wage ofa account passbook - - worker's $5, [ne | epost [anata (by Themovementofalitis+2levels ‘unn2020| $9100.10 ‘ano ° ‘suanzm0| | $0100 [230000 © Amachine packs rein packets of intended ‘tuawam | $508 e000 ‘mass of 100 exch. na random Inspection, re. ‘woue_| s2ssoco Design a page that howe the deposits and umn called accountbalances for stalls A, 8 and Care -§2250,+$760 and order. ~$21a0 respectively. Based on these figures, which tal © (2) Represent the numbers, ~2 {a) mrakas the moet ancy? © Thenotation-94a-

    You might also like