Math Primary Six

First Term
2023 - 2024
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Table of Content
Theme 1 Number Sense and Operations: Expressions and
Equations
Unit 1 Division, Factors and Multiples
Concept 1.1 Division Algorithm, G.C.F. and L.C.M.
Lesson 1: Using Long Division in the Real World.
Lesson 2: Factorizing a number to its prime Factors
Lesson 3: Writing Expressions Using the G.C.F.
Lesson 4: Analyzing Least Common Multiples.

Unit 2 Rational Numbers

Concept 2.1 Explore the Number Line
Lesson 1: Using a Number Line to Describe Data.
Lesson 2: Using a Number Line and Symbols to Compare Numbers.
Concept 2.2 Investigate Rational Numbers
Lesson 3: Analyzing Rational Numbers by Using Models.
Lesson 4: Comparing and Ordering Rational Numbers.
Concept 2.3 Interpret and Use Absolute Value
Lesson 5: Exploring Absolute Value.
Lesson 6: Comparing Absolute Values.

Unit 3 Algebraic Expressions

Concept 3.1 Use and Analyze Expressions
Lesson 1: Creating Mathematical Expressions.
Lesson 2: Analyzing Mathematical Expressions.
Lesson 3: Writing Algebraic Expressions.
Concept 3.2 Algebraic Expressions and Exponents
Lesson 4: Ordering of Operations and Exponents.
Lesson 5: Evaluating Algebraic Expressions.
Lesson 6: Applications on Algebraic Expressions.
Lesson 7: Determining Equivalent Algebraic Expressions.

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Unit 4 Equations and Inequalities

Concept 4.1 Write and Solve Equations and Inequalities
Lesson 1: Solving Algebraic Equations.
Lesson 2: Exploring Inequalities.
Lesson 3: Solving Inequalities.

Theme 2 Mathematical Operations and Algebraic Thinking: Statistics and

Data Analysis
Unit 5 Dependent and Independent Variables
Concept 5.1 Explore Relationships between Two Variables
Lesson 1: The Relationship between Dependent and Independent Variables.
Lesson 2: Applications on Dependent and Independent Variables.
Lesson 3: Analyzing the Relationship between Dependent and Independent
Variables.
Lesson 4: Graph Representation for Dependent and Independent Variables.

Unit 6 Data Distributions

Concept 6.1 Applications on Collecting and Representing Data
Lesson 1: Data and Statistical Questions.
Lesson 2: Exploring the Histogram.
Lesson 3: Representing Data Using Histograms.
Lesson 4: Exploring Box Plot.
Lesson 5: Applications on Data Representations.

Unit 7 Measures of Central Tendency and Spread

Concept 7.1 Exploring Measures of Central Tendency and Spread
Lesson 1: Exploring the Balance of Data Sets.
Lesson 2: Interpreting Arithmetic Mean.
Lesson 3: Exploring Median, Mode, and Outliers.
Lesson 4: Exploring the Range.

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Unit (1)

Lesson 1: Using Long Division in the Real World

Remember:

 To divide any number using the standard algorithm we make as the following:

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 Dividing by a Two-digit number using the standard division algorithm:

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Division
 It's used to find the numbers of groups or the number of items in a
group.
Ex.: There is a group of students in the playground, and they are
divided into teams.
1. Number of teams: 6 teams Multiplication is used because

Number of students in we have the number of groups

each group: 7 students and the number of items in each

 Find the number of group, and we want to get the

students on the playground. whole number of items.

Solution: Number of students in the playground : 6 × 7 = 42

students

2. Number of teams: 6 teams Division is used because we have

Number of students in the the number of groups and the

playground: 42 whole number of items, and we

 Find the number of want to get the number of

students in each team. elements in each group.

Solution: Number of students in each team : 42 ÷ 6 = 7 students

3. Number of students in Division is used because we have

each team: 7 students the number of items in each

Number of students in the group and the whole number of

playground: 42 students items, and we want to get the

 Find the number of teams. number of groups.

Solution: Number of teams: 42 ÷ 7 = 6 teams.

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Sheet (1)
1) Divide using the standard division algorithm:

a) b) c)

b) Draft

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Sheet (2)

1) A factory produces 75 pieces of cloth daily.

How many days does it produce 1,200 pieces of cloth?
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2) Samy saves 32 L.E. each week. After how many weeks he will save

8,128 L.E.?

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3) One time, 161 soil samples were sent in equal groups to 23 labs.

How many soil samples were sent to each lab?

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Lesson 2: Factorizing a Number to its Prime Factors

 A prime number is a whole number that has two different factors,

1 & itself.
Ex.: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47,53, 59, 61,
67, 71, 73, 79, 83, 89, 97, …. etc.
 All prime numbers are odd except 2.
 The smallest prime number is 2.
 The only even prime number is 2.
 The smallest odd prime number is 3.
 1 is neither a prime nor a composite number.
 Prime factorization means writing the composite number as the
product of prime numbers.
 A composite number is a whole number that has more than two
factors.
Ex.: 4,6,9,12,25,30, …… etc.
 How can you write a number as a product of prime factors?

Every composite number can be written as a product of prime

factors. This product is called the prime factorization of a number.

You can use a “prime factor tree” to find the prime factorization.

 Ex.: To write 24 as a product of prime factors [ prime factorization]:

 Write 24 as a product of two factors.

 Write each composite factor as a product of two factors.

 Continue until all branches end in prime number then circle the

prime factors and put a square around the composite factors.

 The prime factorization of 24 is a multiplication string of the

circled prime factors.

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 To find the G.C.F. & the L.C.M. using prime factorization:

Find the G.C.F. & L.C.M. for 12 and 16

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 To find the G.C.F. & the L.C.M. using a Venn diagram:

 Find the G.C.F. & L.C.M. for 18 and 12 using a Venn diagram:

1) Factorize the two numbers

into their prime factors using
the factors tree.

2) Draw two intersecting

circles, a circle for the prime
factors of each number.

3) Place the prime factors for

each number in its circle so
that the common prime factors
of the two numbers are in the
common part between the two
circles.
4) The greatest common factor
of the two numbers is the
product of factors presented in
the common part between the
two circles.
G.C.F. = 2 × 3 = 6
5) The least common multiple
of the two numbers is the
product of all the factors in
the two circles.
L.C.M. = 2 × 3 × 2 × 3 = 36

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Relatively Prime Numbers

 The relatively prime numbers are numbers whose only common

factor is 1.

Ex.: 8 and 9 are composite numbers.

8=2×2×2

9= ×3×3

Then, G.C.F = 1.

Then, 8 and 9 are two relatively prime numbers.

L.C.M = 2 × 2 × 2 × 3 × 3 = 72.

Note:

 The L.C.M. of the relatively prime numbers is their product.

Ex.: L.C.M. of 8 and 9 is 8 × 9 = 72

 If there are no common prime factors, the G.C.F. is 1

Ex.: G.C.F. of 3 & 17 is 1

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Sheet (3)

1) Complete:

a) The prime number has only ………… factors …… and …………

b) The L.C.M. of the two relatively prime numbers is …………………

c) Two numbers are relatively prime numbers if their G.C.F. is ………

d) ……… is a multiple of any number.

e) From the opposite Venn diagram G.C.F.

= …………………

f) The common factor of all numbers is ...............

g) From the opposite Venn diagram G.C.F.

= …………………

h) From the opposite Venn diagram L.C.M.

= …………………

2) Find the G.C.F.& L.C.M. for each of the following using Venn diagram:

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Lesson 3: Writing Expressions Using the G.C.F.

 The distributive property: states that multiplying a number by the
sum of two addends is the same as multiplying that number by
each addend individually and then adding those products.

Ex.: 7 × ( 3 + 9 ) = ( 7 × 3 ) + ( 7 × 9 )

Ex.: A student collected 12 bags of legumes and 8 boxes of cheese

to prepare cartons of donations for the poor. Write a numerical
expression that represents the largest number of cartons possible
so that all cartons include the same number of the two types of
food.
Solution: to find the largest number of cartons, we
must found the G.C.F. of 12 & 8.
This means that:
 The largest number of cartons is 4.
 The number of bags of legumes in each
carton is 12 ÷ 4 = 3 bags.
 The number of cheese boxes in each carton
is 8 ÷ 4 = 2 boxes.
The following figure represents the cartons, where g represents
the bags of legumes and c represents the cheese boxes:

So, the G.C.F. = 4 & The expression is 4 [ 3 + 2 ]

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Sheet (4)
1) Choose:

1) 7 [ 2 + 1 ] = ……………………

a) 14 + 7 b) 14 + 1 c) 14 + 71 d) 72 + 71

2) ……………… [ 5 + 2 ] = 15 + 6

a) 2 b) 3 c) 4 d) 5

3) 5 [ 2 + …… ] = 10 + 35

a) 5 b) 7 c) 2 d) 8

4) 9 [ 1 + 2 ] = 9 + ……………

a) 9 b) 81 c) 18 d) 27

5) 30 + 50 = ………………

a) 10 [ 3 + 5 ] b) 5 [ 6 + 5 ] c) 10 [ 30 + 50 ] d) 2 [ 15 + 5 ]

2) Answer the following:

a) Marwa divided 12 oranges and 8 candies into bags so that the bags

contained the same number of oranges and the same number of

candies. Write a numerical expression for this situation.

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b) If Ahmed has 32 fruit slices and 48 pack of biscuits , what is the

greatest number of bags he can prepare with no snacks left over ?

Write the expression which represents the total number of snacks.

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C) Sophia is making packs for a group of her friends going a trip .

Each pack should have number of sandwiches and the same number of

juice if she has 24 sandwiches and 30 juice. What is the expression

greatest number of packs that she can make with no any left over?

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Lesson 4: Analyzing Least Common Multiples

 Adding and subtracting unlike denominator fractions

Solution steps:

1) Find the L.C.M. for the denominators.

2) Replace these fractions with equivalent fractions with a like

denominator.

3) Add or subtract, putting the answer in its simplest form if

possible.

 Ex.:
3 4
a) +
10 15

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7 1
b) -6
8

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Sheet (5)
1) Complete:
2 3
1) + = ………………
5 10
5 7 5 1
a) b) c) d)
15 10 10 2
3 5
2) - 8 = ………………
4
1 1 3 5
a) b) c) d)
4 8 8 8
1
3) 9
4
7
- 9 7 = ………………
3 3 2
a) 0 b) 9 c) d) 17
7 7
1 1
4) 5 2 + 3 5 = ………………
2 7 1 2
a) 8 b) 8 c) 8 d) 8
7 10 2 5
1 2 3 2
5) + 4 +4 + = ………………
4 4
7 5
a) 2 b) c) 1 d)
8 8

6) L.C.M of 5 and 15 is ………………

a) 15 b) 30 c) 0 d) 1

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Unit (2)

Lesson 1: Using a Number Line to Describe Data

Lesson 2: Using a Number Line and Symbols to Compare

Numbers

Counting numbers If some one want to know how many books

he has got, so he started to count his book (1 , 2, 3, 4 , ………… )

(The counting numbers begin with the number 1 and continue without ending )

Natural numbers When (zero) is join to the counting numbers

we get the natural numbers then the natural numbers 0,1,2,3,………

Integers Now the question is : are there any numbers less

than 0 ?

Look at Canada `s temperature sometimes record 20 below zero (-20)

Negative number

The natural numbers and the negative numbers form together ‘’ Integers ‘’

then the integers are : ………, -3 , -2 , -1 , 0 , 1 , 2 , 3 , ………………

Remarks * The integer zero is neither positive nor negative

*The non-negative integers are 0, 1 ,2 ,3 ,……

*The non-positive integers are 0, -1 , -2 , -3 , ………

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Representing integers on the number line :

Horizontal Number line The origin

Negative integers Positive integers

-6 -5 -4 -3 -2 -1
0
1 2 3 4 5 6

The integers are infinite numbers, so it extend to infinity right to

zero and left to zero .

Vertical number line

5
4 Positive
for example
3
2 integers
Represent the following on the
1

. .. .
horizontal line 4 , -2 , 0 , -5 0
The origin
-1
-2
Negative
-3
-6 -5 -4 -2 -1 0 1 2 3 4 5 6
-4 integers
-5

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 The opposite number (additive invers ):

On the number line , any two numbers that are at the same distance
from 0 and on two opposite positions of it are called opposite or
additive inverses.

For example :

The opposite of 5 is -5

The opposite of -5 is 5

The opposite of 0 is 0

 How to compare and order integers:

When comparing two integers on a number line the integer that is

nearest to the right is greater.

Ascending order

Descending order

Notes :

 -ve < +ve , 0 > -ve , 0 < +ve

 The smallest positive number is 1.
 The greatest negative number is -1.
 Zero is the smallest non-negative number and the largest non-
positive number.

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Sheet (6)
1) Complete :
a) The smallest natural number is ………………

b) The smallest counting number is ……………

c) The smallest positive integer is ………………

d) The greatest negative integer is ………………

e) The smallest non-negative is ………………………

f) The number ………… is neither negative or positive.

g) The additive invers of 3 is ………………

h) The additive invers of -5 is ……………

i) The integers between 1 and -2 are ……………………………………………

j) The integers between 5 and -3 are ……………………………………………

k) The opposite of integer 2 is ………………

l) The opposite of integer 0 is ……………

2) Choose the correct answer :

a) The integer which comes just next -1 is ……………

a)2 b) 0 c) 1 d) 2

b) The greatest number from the following is ……………

a) -2 b) 0 c) -1 d) -11

b) The number of integers between -2 and 2 is …………

a)2 b) 4 c) 3 d) 5

c) The distance between the opposite of 4 and 0 on the number line

equals …………… units

a) 0 b) 4 c) -4 d) 8

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Sheet (7)
1) Use the number line . Write the integer for each point ,

then give its opposite :

B A
-1 0 1
A …………,……………

B ………….,……………

2) Represent each of the following on number line

a) 4 , 0 , -2 , -1

b) 5 , -3 , -2 , 0

3) Put < , > or = :

c) 7 -3

d) 0 -100

e) -5 5

f) 0 9

g) -5 2

4) Write the integers between each two integers of the following :

a) -5 and 3 ……………………………………………………………………………

b) -1 and 5 …………………………………………………………………………….

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Lesson 3: Analyzing Rational Numbers by Using

Models
Rational number is any number that can be written in
𝑎
the form were a and b are integers and b ≠ 0
𝑏̇
3 𝑎
Example : 3 , -3 , 0 , 2 , 0.28 can be written in the form as :
4 𝑏̇
3 −3 0 11 28
, , , ,
1 1 1 4 100

Analyzing numbers using Venn diagram:

*All counting numbers are natural numbers.

* All natural numbers are integers.

* All integers are rational numbers.

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 Belonging of an element to a set:

We can say that -4 belongs to set of integers but -4 does not belong

to set of natural number

1
Example : 1) belongs to set of rational numbers.
3

2) 0 doesn`t belong to set of counting numbers.

 Inclusion and subsets:

We can say that :

Set of counting numbers is a subset of set of natural numbers

Or set of natural numbers includes set of counting numbers

 Representing the rational number on the number line:

3
For example : Represent the rational number on the number line
4

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Sheet (8)
1) Choose the correct answer :

1) 0.45666 is ……………

a) Rational number b) integer

c)counting number d) natural number

2) All the following numbers are rational except ……………

3−3 2 4
a) b) 0 c) d)
7 5 7−7

3) The smallest non-negative rational number is …………

1
a) 0.1 b) 1 c) 0 d)
2

4) -5 ……………set of counting

a) Belongs to b) does not belong to

c) is a subset of d) is not subset of

5) Set of integers ……………set of rational

a) Belongs to b) does not belong to

c)is a subset of d) is not subset of

6) Set of rational numbers …………. Set of natural numbers

a) Belongs to b) does not belong to

c) is a subset of d) is not subset of

2) Represent each of the following rational on numbers line:

1
1)
2

2) -2.5
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Sheet (9)

1) Write subset or not subset:

a) Set of rational numbers …………………of set of natural numbers.

b) Set of counting numbers …………………of set of integers.

c) Set of integers ………………… of set of rational numbers.

d) Set of integers ………………… of set of counting numbers.

2) Write belongs or does not belong:

a) -6……………….to set of natural.

b) 34.55……………….to set of integers.

c) 0 ………………… to set of natural.

d) The additive invers of 56 ………………to set of natural numbers.

e) The additive invers of -6 ………………to set of natural numbers.

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Lesson 4 : Comparing and Ordering the Rational Numbers

Note that :

1) If the two numbers have different Example

signs , then the positive number is
greater than the negative. 4 > -5

2) If one of the two numbers is

greater than a certain number x and 9 89
the other number is less than this <
25 15
number x then the first is greater
than the second.

3) If the two numbers are in the form

𝑎
and have the same positive
𝑏 9 19
denominator , then the number having <
29 29
the greater numerator will be the
greater.

4) If the two numbers are in the form 2 2

𝑎
and have the same positive <
𝑏 5 9
numerator , then the number having
the greater denominator will be the
smaller.

5) If the two numbers are in the form 2 8

𝑎
and different in numerator and >
𝑏 3 15

denominator ,convert the two numbers

2 10 10 8
in order to have common denominator = so >
3 15 15 15
taking care of the denominator should
be positive , and then compare their
numerators .

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Sheet (10)

1) Write the correct sign (< , > , = ):

1
a) - 0
2

b) 0.5 1
10 23
c)
2 2
1 9
d)
2 4
6 6
e)
16 2
56 3
f)
12 20
5 3
g) − −
7 2

h) - 1 0.5
1 1
i)
4 6

2) Order from the greatest to the smallest:

a) 0.15 , 0.63 , -0.2 , -0.35

………………, …………… , …………… , ……………

1 1 1 1
b) , - , , -
2 3 4 2

…………… , …………… , ………… , …………

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 The density of the rational numbers :

Between every two different rational numbers there are an infinite

number of rational numbers.

1 5
Ex: Find the rational lying between and …………
2 7

Solution

Since the L.C.M of the denominators is 14 ,then

1 1𝑥7 7 5 5𝑥2 10
= = , = =
2 2𝑥7 14 7 7𝑥2 14

8 9 1 5
So, and are lying between and
14 14 2 7

Sheet (11)

Find two rational numbers lying between:

2 5
a) and
3 6

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………
2 3
b) and
3 4

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

c) – 3.7 and – 3.8

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

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Lesson 5: Exploring Absolute Value

Lesson 6: Comparing Absolute Value

 What is the absolute value ?

The absolute value of rational number is its distance

From zero. Since distance is positive , or zero then the

absolute value of either a positive or an negative rational

number is positive. The absolute value of 5 is written |5| .

On the number line above , both 5 and -5 are 5 units from 0.

So, |5| = 5 and |−5| =5

 Compare Absolute Values:

From the opposite number line the distance from -4 and 0 greater

than the distance from 3 and 0 then |−4| > |3|

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Sheet (12)

1) Find the value of each of the following :

a) |−7| = ……………… e) |0| = ……………………

b) |0.26| = ……………… f) |− 2.75| = ……………

c) |−3| = ……………… g) |66| = …………………

1
d) |3 | = ……………… h) |− 11| = ………………
4

2) Find each of the following:

a) |−7| – 7 = ………………… e) |0| x |−3| = ……………………………

b) |2| + |−3| = ……………… f) |−100| - |−50| = …………………

c) |−3| x |−5| = …………… g) |−61| - |61| = ………………………

d) |−30 | ÷ |−5|= …………… h) |− 11| x 8 = …………………………

3) Compare using < , > , = :

a) |−2| |−3|
b) |−3.2| |− 2.3|
c) |−3| |−3|
1 1
d) |3 4 | |−3 |
4

4) Complete :

a) The absolute values of opposites are……………………………

1
b) The absolute value of the opposite of −3 …………………
4
c) The value of |𝑥 | = 5 then x = ………………
d) The value of |𝑥 | = 0 then x = ………………
e) The value of |−12| = x then x = …………
f) The value of |3 | = x then x = ………………

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Unit (3)

Lesson 1 :Creating Mathematical Expressions

Lesson 2 :Analyzing Mathematical Expressions

 Creating Mathematical Expressions:

A family used to order burger sandwiches for dinner , if the price of

one sandwich is 50 L.E. and 20 L.E. for delivery .

How to find the order cost ?

Numbers of How to calculate the Cost in L.E.

sandwiches order cost
1 50 x 1 + 20 70
2 50 x 2 + 20 120

i.e. 50 x …… + 20 , putting number of sandwiches in the box is the

method to calculate the order cost.

 Replace the box by a small letter like n you get the mathematical
expression represents the order cost

50 n + 20 , and n called variable.

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Mathematical expressions are sorted into

Numeric expressions Are statements that contain only numbers

separated by one or more operations from ( + , - , x and ÷ )

i.e. Don’t contain symbols ( variables )

Ex : 1) 4 ( 8-3 ) 2)25 ÷ 5 + 2

Algebraic expressions Are statements that contain numbers and

symbols ( variables) separated by one or more operations from

( + , - , x and ÷ )

i.e. Contain one or more symbols ( variables )

Ex : 1) 2x+5 2) 2+ 2M + 8Y

Mathematical expression that contains the sign ( = ) is called equation .

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 Analyzing mathematical expression:

Contents of mathematical expression that separated by the sign ( + , - )

are called Term .

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Sheet (13)

1) Write numeric\ algebraic expression for each of the following :

a) 7-5+3 (………………………………)
b) 3a – 4b+ 9 (………………………………)
c) 72 (………………………………)
d) 7(5-3) +8 (……………………………….)

2) If the ticket of the amusement park is 50 L.E. and fees of 20 L.E.

for each game you play inside .

a) Write an algebraic expression to represent the relation between

the number of games you played and the total cost.

…………………………………………………………………………………………………………………………

b) How much money you will pay in total if you want to play 5 games ?

…………………………………………………………………………………………………………………………

3) Use the information in the table to discover what a constant and

coefficient :

Expression Constants coefficients

2a + 78 + 4a ………………………… …………………………
22+ 8x + 2Y ………………………… …………………………
3n ………………………… …………………………
9 ………………………… …………………………
17 +5+ s ………………………… …………………………

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Sheet (14)

1) Complete the following table :

Expression Number of Like terms constants coefficients

terms
3–d+8 …………… …………… …………… ……………
7+3+2 …………… …………… …………… ……………
…………… …………… …………… ……………
1
n - 2n + k
2

2) Choose the correct answer:

1) The coefficients in the algebraic expression 5 +3Y+ 2X+1 are ……………

a) 5,3,2,1 b) 3, 2

c) 3,2,1 d) 5,1

2) 2+3(………) +5 , complete the numeric expression .

a) a b) k

c) 30 ÷ 5 d) b + c

3) The constant in the expression 2X + 5 is ……

a) 2 b) 2X

c) 2X + 5 d) 5

4) A teacher decided to give each pupils 5 marks more, which

expression does represent that ?

a) 5 b) 5X

c) 5-X d) 5+X

38
 Date : ………………………

Lesson 3: Writing Algebraic Expressions

Algebraic Verbal

Expression Expression

You can easily transform between algebraic expression and written

(verbal) expression if you know some keywords and phrases that are
used to describe common mathematical operations.

Addition subtraction multiplication division

Add subtract multiplied by divide

Sum difference product of quotient

Increased by decreased by times per

More than fewer double split into

Exceeds less than triple fraction

Total minus twice ratio of

Plus take away half

In all reduced by third

Gain

Deposit

39
 Date : ………………………

Sheet (15)

1) Write verbal expression for each of the following:

a) 3m + 7 …………………………………………………………
b) 8- 2n …………………………………………………………
c) 3 ( x + 4 ) …………………………………………………………
d) 12 +
1
𝑏 …………………………………………………………
2
2) Write the algebraic expression for each of the following
verbal expressions :
a) Nine divided by a number x ( ……………………… )
b) Three times a number y ( ……………………… )
c) Multiply 5 by the number z ( ……………………… )
d) Subtract a number from 24 ( ……………………… )
e) Three fifths a number n ( ……………………… )
3) Write the verbal expression for each of the following :
a) Add 3 to the double of the number x. ( ……………………… )
b) Add 6 to one third of a number. ( ……………………… )
c) The quotient of a number by 8 is increased by 12.

( ……………………… )

d) Twice the sum of a number and three. ( ……………………… )

e) Half the product of a number by itself. ( ……………………… )

4) Ramez studies x hours daily , write an algebraic expression for

the number of studied hours in a week .

……………………………………………………………………………………………………

5) A square of side length L , write an algebraic expression for the

perimeter of this square .

……………………………………………………………………………………………………

40
 Date : ………………………

Sheet (16)

1) Choose the correct answer :

1) Bassem is K years old now , how old will he be after 5 years ?

a) 5K b) 5 ÷ k

c) k – 5 d) k + 5

2) The verbal expression for 5x – 7 is ………………

a) 5 multipled by x increased by 7

b) 5 times a number x , less than 7

c) 5 times a number x , less 7

d) 7 decreased by 5x

3) Three times a number less two is ………………

a) 3x + 2 b) 3x - 2
3𝑋
c) 2x 3x d)
2

4) Ismaeel saved L.E. x and his father gave him L.E. 10 he will have ?

a) x – 10 b) x + 10

c) 10 x d) 10 – x

5) Subtracting 3 from double a number = ……………

a) n – 3 b) 2n - 3

c) 2n + 2 d) 5n

41
 Date : ………………………

Lesson 4: Ordering of Operations and Exponents

Lesson 5 : Evaluating Algebraic Expressions

Lesson 6 : Application on Algebraic Expressions

 Repeated multiplication ( Exponent ) :

Exponent : is a mathematical form for the repeated multiplication

focus on repeated factor which is called “ base” and number of
times the base is used as a factor is called “exponent” ,” power”
or “index” .

Ex : 6x6x6x6 = 64

y x y x y = 𝑦3

Remarks :

42
 Date : ………………………

 Any number to the first power is the number itself

51 = 5 , 81 = 8 , 91 = 9

 The number one to the power of any number is the number one itself.
14 = 1𝑥1𝑥1𝑥1 = 1 , 15 = 1𝑥1𝑥1𝑥1𝑥1 = 1

 The second power of a number is called the square of this number .

72 is read as “ the square of 7 “

 The third power of a number is called the cube of this number .

63 is read as “ the cube of 6 “

Ex :

Exponential Base Exponent Expanded Simplest

form form Form
23 2 3 2x2x2 8
72 7 2 7x7 49

 Ordering of operations and exponents :

First : Do operations inside parentheses

Second : Exponents

Third : Multiply & divided from left to right

Fourth : Add & subtract from left to right

Ex : 12 + ( 9 – 2 ) x 32 “ parentheses first “

= 12 + 7 x 32 “ Exponents “

= 12 + 7 x 9 “ Multiply “

= 12+ 63 = 75 “ finally add “

43
 Date : ………………………

 Evaluating algebraic expression:

In the cloth shop , Mazen sells one meter of cloth for 120 pound and
cost of home delivery is 40 pound for the quantity from 1 to 9
meters , Mazen thinks to invent a game help him to calculate the
cost of each order .

44
 Date : ………………………

Sheet (17)

1) Complete :

a) 6x6x6x6 = …………

b) 5 to the power of 4 = …………

c) 5 squared = …………

d) Y x Y = 𝑌 …..

e) Three cubed = ……………

2) Use the order of operations and exponents to simplify the

following expressions :

a) 13 – 7 + 8 x 9 + 63 ÷ 7 b) 9 x 4 + (12 + 2) – 30 ÷3

………………………………………………… ………………………………………………………
………………………………………………… ………………………………………………………

………………………………………………… ………………………………………………………

c) ( 10 + 43 -5 ) ÷ 2 + 10 d) 10 + (62 − 12 )

………………………………………………… ………………………………………………………

………………………………………………… ………………………………………………………

………………………………………………… ………………………………………………………

3) Evaluate each algebraic expression for the given value of the

variable:

a) 16- x at x =5 16 - …… =………

b) 4( h + 8 ) at h =1 …………………………………

…………………………………

45
 Date : ………………………

c) 4( m -9 ) +5 at m = 16 …………………………………………………

…………………………………………………

d) q ÷ 6 +5 at q = 24 …………………………………………………

…………………………………………………

e) 42 + 5( 𝑏 2 – 3 ) at b = 2 …………………………………………………

…………………………………………………

f) 5ℎ2 + ( 6 – 3 ) at h = 3 …………………………………………………

4) Choose the correct answer :

1) 9x9x9x9x9 =…………………

a) 5x9 b) 95

c) 59 d) 81 x81

2) The value of the expression 2 𝑥 2 - ( 3 x 4 + 23 ) = …………… at x = 5

a) 50 b) 40

c) 30 d) 35

3) The value of the expression 3n - 2 for n = 7 is ……………

a) 14 b) 19

c) 21 d) 23

4) 23 = …………………

a) 2 X 2 b) 3 X 3

c) 32 d) 8

46
 Date : ………………………

Lesson 7 : Determine Equivalent Algebraic expressions

Definition : Equivalent algebraic expressions are expressions that

even though they look different , they yield the same result
whatever the number we substitute for the variable.

For example:

The two algebraic expressions 2x + 10 , 2 (x + 1) + 8 are equivalent.

And so for any other value for the variable x the two expression
have the same result.

47
 Date : ………………………

Notice: Some algebraic expressions give the same result when

substitute for the variable with some values and give unequal result
for other values , these type of expressions are not equivalent .

For example : 3x + 1 and 2x + 5

 When the algebraic expressions give different results for the

first trial, it is sufficient to know that they are not equivalent.

48
 Date : ………………………

Sheet (18)

1) Evaluate the following expressions using two positive integers of

your choosing to complete the table :-

The value of x x + 2x 2(x + 2) Equal ?

For x = …… ………………………… …………………………
………………………… ………………………… …………………………
………………………… …………………………

For x = …… ………………………… …………………………

………………………… ………………………… …………………………
………………………… …………………………

2) Check the following expressions where each pair is equivalent or not :

“Use two values for x from your own if it is necessary for each pair
of expressions” .

a) x + 5 and 3(x + 2 ) – 2x -1

……………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………

b) 2 + 8x and 3+ 2(x + 4)

……………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………

49
 Date : ………………………

Sheet (19)

1) Choose the correct answer :

1) Which of the following are like terms ?

a) 5,7 b) 5a, 5b c) 𝑚2 , 𝑛2 d) 2x , 𝑥 2

2) The coefficient in the expression 6 – 3 + 5x is ………

a) 6, 3 b) x c) 5x d) 5

3) Subtract 8 from the number k in algebraic form is …………

a) 8 – k b) 8 + k c) k – 8 d) 8 k

4) Take away twice the number k from 15 is written as …………

a) 2k- 15 b) 15+ 2k c) 15- 2k d) 15- 𝑘 2

5) Number of like terms in the expression 4a + 4b + 5 is …………

a) 3 b) 2 c) 1 d) Zero

2) Complete :-

1) 9x9x9x9x9x9 = 9….

2) Area of the square whose side length 7 cm in the exponential

form is …………… 𝑐𝑚2.

3) The verbal form of the expression 5 – k is ……………

4) Twice the sum of a number and three in algebraic form is ……………

5) If the price of a piece of tart is 18 L.E. , then the algebraic

expression represent the price of n pieces is ……………

50
 Date : ………………………

Unit (4)

Lesson 1 : Solving Algebraic Equations

 Equations and Solving equations:

Equation: An equation is a mathematical sentence that uses an equal

sign to show that two expressions have the same value. All of these
are equations.

3+8=11 r+6=14 -24=x-7

The opposite picture shows a balanced scale The amount

of weights in the left pan is x kg

• The scale is balanced, then x=4

• The mathematical relation : x = 4 is called "equation".

 Solving equations: solving equations means finding the value of the

variable in the equation

(We can solve equation in many ways)

1) Mental math :
For example: 12+ x = 18

What is the number that when added to 12 is 18 ? The answer is 6

2) Invers operation:

For example: y – 3.45 = 1.32

Y – 3.45 = 1.32

Then y = 1.32 + 3.45 = 4.77

51
 Date : ………………………

Sheet (19)

1) Solve each of the following equation :

a) X + 4 = 12 x = ……………………………………………………………

b) 23 + y = 12 y = ……………………………………………………………

c) 9 + y = 34 y = ……………………………………………………………

d) X - 7 = 25 x = ……………………………………………………………

e) 8 + z = 8 z = ……………………………………………………………

f) y - 5 = 12 y = ……………………………………………………………

g) 3X = 12 x = ……………………………………………………………

h) 65X = 65 x = ……………………………………………………………

2) Complete :

a) If 6y = 18 then 5 y = ………………………………………………………………………

b) In the equation m – 4 = 11 , the value of m is ……………………………

𝑥
c) If = 4 then twice x = ………………
3

d) If y + 1 = 5 then k – 3 = ………………

e) An number if added to 17 the sum is 28 , then the number

=…………………………………………

f) Ali bought 3 pens for x L.E. each he paid 15 L.E.

then x = ……………………………………

g) The product of x and 6 is 42 , then x =…………………

h) The solution of the equation : z x 12 = 84 is ………………………

i) K + 1 = 5 , then k – 3 = ………………………

52
 Date : ………………………

Lesson 2 : Exploring Inequalities

Lesson 3 : Solving Inequalities

 Exploring Inequality: An Inequality is a mathematical sentence that

contain ( < , > , ≤ or ≥ )
Any number that makes an inequality true is a solution of the inequality

 Solving inequalities in set of integers :

you can represent the solution of the inequality x > -2 on the number
line in the set of integers
- The integers which are greater than -2 are : -1 , 0 , 1 , 2 , ……
- Represent on number line.

Note that : -2 does not belong to the set of solution of the inequality x > -2

you can represent the solution of the inequality x ≤ -1 on the number

line in the set of integers
- The integers which are less than or equal -1 are : -1 , -2 , -3 , …
- Represent on number line

Note that : -1 belongs to the set of solution of the inequality x ≤ -1

53
 Date : ………………………

 Solving inequalities in set of rational numbers :

-The values of x in the inequality x > -2 in the set of rational
numbers is all rational numbers greater than -2 as -1.5 , -1 , -0.3
1 2
, ,1 , ……
2 3

Note that : -2 does not belong to the set of solution of the inequality x > -2

- The value of x in the inequality x ≤ -1 in the set of rational

numbers is all rational numbers less than or equal to -1 as -1 ,
1
-1.3 , -2.1 , -3 , ……………
2

Note that : -1 belongs to the set of solution of the inequality x ≤ -1

Sheet (20)

1) Name 3 solutions of each inequality . Then graph it on a number line

in the set of integers .

a) c < 0 b) x ≤ 2 c) a > -4

……………………………………………… ……………………………………………… ………………………………………………

…………………............................. …………………............................. ………………….............................

…………………………………………….. …………………………………………….. ……………………………………………..

2) Name 3 solutions of each inequality . Then graph it on a number line

in the set of rational number.

a) m ≥ 0 b) x ≤ 3 c) a < -3

……………………………………………… ……………………………………………… ………………………………………………

…………………............................. …………………............................. …………………..............................

…………………………………………….. …………………………………………….. ……………………………………………..

54
 Date : ………………………

3) Write the suitable inequality that represent by the following

number line in set of integers:

…………………………………………………… ………………………………………………

…………………………………………………… ………………………………………………

4) Sarah needs 25 L.E. to buy a CD she does not have enough money .

Use m < 25 to find three possible amount of money.

Sarah has =……………………………………………………………………………………………………

5)Petra was driving her car at 55 km/hr. , then she slowed down

Find three possible speed of Petra car after she slowed down

And write an inequality that represent the scenario .

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

55
 Date : ………………………

Sheet (21)

Choose the correct answer:

56
 Date : ………………………

Unit (5)

Lesson 1: The relation between dependent and

independent variables.

Lesson 2:Applications on dependent and independent

variables

side

We studied before the perimeter of square = side length X 4

p s
Number of
sides

Where “P” the perimeter of square

depend on “S” the length of side .

Then, “P” is called Dependent variable and

“S” is called independent variable and

the relationship between the variables

"P" & "S" is dependency.

 Variables (p, s) are letters that are used to represent

quantities in algebraic expression.
 The relationship between the variables "P" & "S" is
dependency.
 Dependency: In some of the relationships, one quantity
depend on the other

57
 Date : ………………………

Ex : Use the statements in the frame to fill in the blanks to show

which variables depends on the other .

Amount of water. Your test score.

Amount of water
- Size of plant depends on ……………………………
Your test score
- ……………………………… depends on how hard did you study.

How can you write an algebraic equation?

Word phrase operation Algebraic expression

m equals the sum of Addition m=9+n

9 and number n

L equals the multiplication

product4 and number L = 4k
k

58
 Date : ………………………

Sheet (22)

1) Write each verbal phrase as an algebraic expression:

a) 25 more than p equals r ……………………………………………………

b) n equals the product of 9 and s ……………………………………………………

c) Twice b added to 3 equals g. …………………………………………………...

2) Use the following equations and complete the table:

Equation Dependent variable independent variable

a) X = 3
b) a= b + 2
c) t = 5s + 4

3) Write a verbal phrase for each of the following equations:

a) l = 2o P …………………………………………………………………………………………………

b) w + 12 = z ……………………………………………………………………………………………

c) m= 11n + 1 ……………………………………………………………………………………………

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 Date : ………………………

Sheet (23)

Choose the correct answer:-

1) In the equation :x = 4y + 3 the dependent variable is………

a) x b)4

c) y d)3

2) In the equation : 9a+24 =b the independent variable is………

a) 9 b) 24

c) a d) b

3) "8 more than s equals t" in equation is …………

a)8s = t b)8t=8

c)8 + s = t d)8 + t = s

4) "f” equals the sum of adding 11 to the product of 8 and e"

equation is ……………

a) e= 8 + 11f b) e = 11 + 8 f

c) f = 8 + 11 e d) f = 11 + 8e

5) In the opposite table : the equation which using the variables r

and t of swing where r is the number of rides and t is the total
number of tickets is ………………
Ride No. of
tickets
swing 11
Viking 8
a) r = 8 t b) r = 11 t

c) t = 8 r d) t = 11 r

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 Date : ………………………

Lesson 3 :Analyzing the Relationship between Dependent

and Independent Variables.

Lesson 4: Graph Representation for Dependent and

Independent variables.

Evaluating algebraic equations:

In the equation : y = 2x + 1

By substituting x = 0 , then y = 2 x 0 + 1 = 1

We express that by the ordered pair (0, 1)

By substituting x = 1 , then y = 2 x 1 + 1 = 3

We express that by the ordered pair (1, 3 )

By substituting x = 2 , then y = 2 x 2 + 1 = 5

We express that by the ordered pair (2, 5 )

The different substitutions can be

written in a table such as the following:

Graphing the ordered pairs on a coordinate plane:

Remember:
 X is the first number in an ordered Pair

& y is the second number in an ordered pair.

 The values of x called inputs and &

the values of y called outputs.

61
 Date : ………………………

Sheet (24)

1) Evaluate each of the following for x=2.

a) y = 2 x ………………………………………………………………………………………
1
b) y = x + ……………………………………………………………………
4

c) y = x + 8.5 ………………………………………………………………………………………

2) Write an equation .Use the variables x & y, where x the

independent variable to evaluate y:

a) The equation "Multiply by 5", substitute if x = 7

………………………………………………………………………………………………………………………

b) The equation "add 1", substitute if x = 5.2

………………………………………………………………………………………………………………………

c) The equation "multiply by 5 and add 4.1", substitute if x =8

………………………………………………………………………………………………………………………

3) Complete the following table ,then fill the graph.

a) The equation is y = 2 + 3x.

62
 Date : ………………………

b) The equation is y = 2x.

4) Choose the correct answer :

1) The ordered pair which satisfies the equation : y = x + 1 is
……………………
a) (0, 2) b) (1,1)
c) (2, 1) d) (1,2)
2) In the equation : y = 2x , y equals 8 where x = ……………

a) 2 b) 4

c) 6 d) 8
3) In the equation : y = 3x + 6.4 , if x =1 , then y would be ……

a) 6.4 b) 18.4

c) 19.2 d) 9.4
4) If the equation : Y = X + 4 is represented by the table

a) 5 b) 6

c) 8 d) 2

63
 Date : ………………………

Unit (6)

Lesson 1: Data and Statistical Questions

Statistical and non-statistical questions

 Statistical question to which  Non-statistical question is a

we get many possible answers. question that has an exact

 Ex.: How old are the students answer.

in your class?  Ex.: How old are you?

 It is a statistical question  It is a non-statistical

because we expect a question because we expect

change in the ages of the only one answer.

students.

Ex.: Select the type of each of the following questions:

Question Statistical Non-statistical

1) What are the student’s favorite colors? ✓

2) How many students are in the class? ✓

3) How many emails do students write? ✓

4) Do you like the red color? ✓

5) How many books do the class students read in ✓

a year?

6) How many family members does each student ✓

have in the class?

7) wWhat is the name of your school? ✓

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 Date : ………………………

Types of statistical questions

Numerical statistical question Categorical statistical question

It is collected in number form. It is collected in descriptive form.
Ex.: height,weight,age,number of Ex.: color,favourite sport,...etc.
books,......etc.

Ex.: Determine whether the results from each question would give

you numerical data or categorical data.

Question Numerical Categorical

Data Data

1) How many pets do pupils have in your ✓

class?

2) What color are the eyes of the ✓

students in your class?

3) How many letters are in the first name ✓

of each student in your class?

4) What are the favorite colors of the ✓

students in your class?

65
 Date : ………………………

Remember

1) Dot plot: A dot plot displays individual data values along the number

line and uses dots to represent the frequencies of each individual

value.

 From the graph:

 You can guess a statistical questions that you asked the

students in your class as: “How many books did you read last

month?”.

 The number of students that were surveyed is 20” the number

of all dots”.

 The number of students read 2 books is 4

 The number of students did not read any books is 2

 The number of students read 3 books or more is 11”5+3+1+2”

66
 Date : ………………………

2) Bar graph: A bar graph displays individual data values along the
horizontal axis and uses bars to represent the frequencies of each
individual value.

Favorite color
Number of students

7
6
5
4
3
2
1
0
red green blue yellow

Favorite color

 From the graph:

 You can guess a statistical question that you asked the students

in your class as: "What is your favorite color?"

 The number of students that were surveyed is 16

[because 5 + 3 + 2 + 6 = 61].

 The number of students who prefer red color is 5.

 The number of students who do not prefer green color is 13

[because 5 + 2 + 6 = 13]

 Yellow is the most preferred color in the survey.

67
 Date : ………………………

Sheet (25)
1) Identify which questions are "Statistical" or "Non-statistical”

a) How tall are you? …………………………………………………………………………………………

b) How tall are the students in your class? ………………………………………………

c) What time did you get up? ………………………………………………………………………

d) Do you like the color red? …………………………………………………………………………

e) What are the students' favorite colors? ………………………………………………

f) How many letters are in your name? ………………………………………………………

2) Determine whether the results from each question would give

your “numerical” data or “categorical” data.

a) What is the favorite sport of students in your class?.....................

b) What are the favorite colors of students in your class?................

c) How many pets do the students in your class have?.........................

d) What color eyes do students in your class have?..............................

3) Complete the following:

a) The types of statistical questions are ………………………… questions

and …………………………… questions.

b) The types of statistical data are ………… data and ………… data.

c) The numerical data is written in the form of …………………………………

d) The categorical data is written in the form of ………………………………

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Lesson 2: Exploring the Histogram

Lesson 3: Representing Data Using Histograms

 Histograms: A histogram displays data intervals along the x-axis

and uses bars to represent the frequencies of values that fall into
each interval.
Ex:

 From the graph we can deduce that:

 The number of students scored marks in the interval [60 – 69] is 30
 The number of students scored marks less than 50 equals 40 + 20 = 60
 The number of students scored marks in the interval [40 - 59]
equats40 +60 = 100
 The number of students scored marks 50 or more = 60 + 30 +10 - lO0
 The number of students were surveyed is 160
[because the number of all students = 20 +40 + 60 + 30 +.10 = 160]

69
 Date : ………………………

Comparing bar graphs and histograms

Bar Graph Histogram

 Show categorical data.  Show numerical data.

 The horizontal axis have data  The horizontal axis included

which can be anything. numerical intervals.

 Bars have equal space between  No gaps between bars.

them.

 Bars can be rearranged  Bars cannot be rearranged.

Both of bar graphs and histograms

 Have horizontal axes to represent data and vertical axes

[has a scale].

 Can display numerical data.

 Have titles and labels for both axes.

 Need a scale for the vertical axis.

 Use bars to represent the data.

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 Date : ………………………

Ex.:
From the opposite histogram answer the following questions:
a) How many people are surveyed?
150 + 125 + 100 + 75 + 50 + 25 = 525
……………………………………………………………………
b) What is the frequency in the hour’s
125
interval [6 - 7]? ……………
c) How many people in the hour’s
100 + 150 = 250
interval (2 - 5]? …………………………………
d) Which hours interval has the
[4 – 5]
maximum number of people?..…………
e) How many people spent watching
movies 8 hours or more?
50 + 25 = 75
………………………………………………………………
f) How many people spent watching
movies less than 4 hours?
100 + 75 = 175
………………………………………………………………

 Creating Histograms to Represent Data:

Step 1:
 Be sure to choose an interval size that makes
sense for this data set.
 By using the range = the maximum value - the
minimum value = 59 - 10 = 49
So, the range equals 50 approximately, then the
intervals may be in 10s, and form the frequency
table.
 Choose the'1st interval [10 - 19] and count the students scored
marks from 10 to 19 (12 ,10 ,19 ,17 ,15) so the frequency in this
interval equals 5.

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 Date : ………………………

 The 2nd interval [20 - 29] and count the number of students scored
marks from 20 to 29 ( 29 ,20 ,28 ,25 ,26 ,27 ,27) so the frequency in
this interval equals 7 and so on.
 Finally form the opposite frequency table.

Step 2:
 We draw two perpendicular axes. The horizontal axis represents
intervals and the vertical axis represents frequencies by using a
suitable drawing scale.

Step 3:
 We draw a rectangle whose base in the
first interval [10 - 19] and its height is
equal to the frequency in this interval
which is 5.

Step 4:
 We draw the second rectangle [beside
the first one] whose base is the
second interval [20 - 29] and its
height is equal to the frequency in
this interval which is 7.

Step 5:
 Complete drawing rectangles till the
last interval. At the end, we will find
the shape as in the figure, which is the
histogram representing this data.

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Ex.: The table shows data about the total times that 40 students
spent using their mobile phones one week:

Time 2 3 4 5 6 7 8 9 12 13 14
[hours]
Frequency 1 4 5 2 6 2 7 4 3 2 4

a) From the frequency table using the intervals [2-3 , 4-5 , …… ]

b) Draw histogram to represent this data.
Solution

Intervals Frequency

2–3 5

4–5 7

6–7 8

8–9 11

10 – 11 0

12 – 13 5

14 – 15 4

Sheet (26)
1) Choose:
1) An interval frequency table with class intervals of equal sizes
using 140 - 159 as one of the class interval is constructed for the
following data:
158,110,258,148,132,200,162,232,200,180,190,210,209,194,292,208,
296,182,244,168,100,130,120,206,296,105,148,126, then the
frequency of the class 200 - 219 is ……………………………………………………………

a) 4 b) 5 c) 6 d) 7

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2) Which one of the following histograms represents the data in the

opposite table?

a) b)

c) d)

3) In the opposite histogram the class intervals having the least

frequency is …………………………

a) 10 – 19

b) 20 – 29

c) 30 – 39

d) 40 – 49

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Lesson 4: Exploring Box Plot

 Median: is the middle value in a set of values after arranging it
ascendingly such that the number of values which are less than
it is equal to the number of values which are greater than it.

 To find the median of a set of values, do as follows:

Arrange the values ascendingly

If the number of values is
odd, then the median is the
value lying in the middle
exactly.
Ex.:
 If the values are:
42 , 23 , 17 , 30 , 20
 We arrange them
ascendingly as follows:
17 , 20 , 23 , 30 , 42
The median = 23
If the number of values is
even , then the median =
sum of the two middle values
2
Ex.:
 If the values are:
27 , 13 , 23 , 24 , 13 , 21
 We arrange them
ascendingly as follows:
13 , 13 , 21 , 23 , 24 , 27
21+23
The median = = 22
2

 Box plots: it’s a data display that represents numerical data

based on a 5-points summary of the data set.
1) The minimum value
2) The first quartile ( Q1 ) or ( Lower Quartile ) is the median
of the set of values, less than the median.
3) The second quartile ( Q2 ) or ( Median )
4) The third quartile ( Q3 ) or ( Upper Quartile ) is the median
of the set of values, greater than the median.
5) The maximum value.

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Ex.: draw a box plot to represent the following values:

15 , 17 , 13 , 11 , 12 , 9 , 0 , 12 , 18 , 4 , 7 , 1 , 0
Arrange the values ascendingly, then find the median of all
values.

 To draw a box plot for the following data:

2 , 16 , 14 , 3 , 6 , 8 , 10 , 13 , 9 , 2 , 11 do as follows.
1) Arrange the data in ascending order:
2 , 2 , 3 , 6 , 8 , 9 , 10 , 11 , 13 , 14 , 16
2) Find the median, lower quartile and upper quartile.
2 , 2 , 3 , 6 , 8 , 9 , 10 , 11 , 13 , 14 , 16

lower quartile median Upper quartile

3) Draw a number line that will include the smallest and the largest data.

4) Draw three vertical lines, one at the lower quartile [3] , another line
at the median [9] and the 3rd line at the upper quartile [13] , just
above the number tine.

5) Join the tines for the lower quartile and the upper quartile to form
a box.

6) Draw a line from the minimum value [2] to the left side of the box and
draw a line from the right side of the box to the maximum value [16].

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Ex.: Draw the box plot for the data set:

53, 55, 49, 51, 54, 52, 53, 60, 57
Solution:
The order is: 49, 51, 52, 53, 53, 54, 55, 57, 60

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 Note that:

1) The median is called the second quartile [Q2].

2) The two segments from the minimum value to [Q1] and from [Q3]

to the maximum value are sometimes called whiskers.

3) Box plot does not display the individual data as in the dot plot but

it shows where [quarter or half or three quarters] of the data is

located.

4) The vertical lines in box plot divides data into four equal sections
1
and each section represents of the data approximately.
4

 Ex.: From the opposite box plot, complete:

16
1) The minimum value = ………………………
28
2) The maximum value = ………………………
23
3) The median = …………………………………
18
4) The lower quartile = ……………………
26
5) The upper quartile = ……………………

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Sheet (27)
1) Choose:
1) The box plot shows the data for the average weights of some
students, then the upper quartile = ………………

a) 50 b) 43 c) 35 d) 52

2) The lower quartile for the set of data: 72,64,79,63,60,75,61,77

is ……………………
a) 61 b) 70 c) 62 d) 76

3) The median for the set of values:

109 , 90 , 114 , 120 , 97, 104 , 93 , 127, 94 is…………………
a) 98 b) 101 c) 104 d) 107

2) The box plot shows the number of hours spending on mobile

during each week.

Complete:

a) The median = ………………………………………………………

b) The minimum number = ……………………………………

c) The maximum number = ……………………………………

d) The lower quartile = …………………………………………

e) The upper quartile = …………………………………………

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Lesson 5: Applications on Data Representations

 There are many ways to represent data as:

Dot plot, box plot and histogram but to decide which of them is
the best you should know that:

1) Dot plot:

 List every one of the individual data.

 Shows the maximum and minimum.
 Shows the peaks, gaps, cluster and outlier.
 Shows the most frequent number.
 Shows the number of all individual data.
 By some calculations you can get the median, lower quartile and
upper quartile.
 It is the best way to answer statistical questions related to the
individual data.

2) Box plot:

 Shows the maximum, minimum, median, lower quartile and upper

quartile.
 Shows the spread of the data in each quartile.
 Doesn’t show the total number of individuals data or their exact
value.
 It is the best way to show distribution and spread and also show
the 5-number summary.

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3) Histogram:

 Shows the set of data in form of intervals.

 Shows the number of individual data in
each interval. And also shows the number
of all individual data.
 Shows the greatest frequency.
 Doesn’t show the 5-number summary.
 It is the best way to answer statistical
questions about the grouped data.

Ex.:

The question is about the Dot Plot Histogram Box Plot

a) Total number of values ✔ ✔
represented
b) Number of times each value ✔
is repeated
c) Most frequent value ✔
d) Least frequent value ✔
e) Number repetitions of values ✔ ✔
in a specified period
f) Number of repeated values ✔ ✔
for a set of periods
g) Range ✔ ✔
h) Gaps ✔ ✔
i) Maximum value ✔ ✔
j) Minimum value ✔ ✔
k) 5-point summary ✔ ✔
l) Median ✔ ✔

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Ex.: If you collected data on the statistical question” what is the

weights in kg of the sheep in a farm” and you graphed the collected
data using different data displays as the following:

1) Use the previous graphs to answer the following questions:

a) Which display can be used to find how many sheeps of

weight 25 kg or more and less than 30 kg? dot plot and

histogram.

b) Which display can be used to find how many sheeps of

weight 16 kg or more and less than 2l kg? dot plot.

c) Which display can be used to find how many sheeps at least

of weight 30 kg? dot plot and histogram.

d) Which display makes it easier to see that the median of

sheeps weight is 21 kg? box plot.

e) Which display can be used to find the median?

box plot and dot plot.

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f) Which display can be used to find the number of all sheeps ?

dot plot and histogram.

g) Which display can be used to find the minimum weight?

Dot plot and box plot.

h) Which display can be used to find how many sheeps exactly

ofweight25 kg? dot plot.

i) Which display can be used to find the most common interval.

for the sheep weight? histogram.

2) Write two questions that can only be answered using the

dot plot but not the other two displays.

1st question: How many sheep exactly of weight 12 kg?

2nd question: How many sheep of weight 31 kg or more and less

than 34 kg?

3) Write two questions that can be answered using the box

plot and one that cannot.

1st question: What is the maximum weight?

2nd question: What is the upper quartile of the sheep weight?

3rd question: What is the number of all sheeps ?

Note that:

We use dot plot when our data set is small and it allows us to see exactly
how many items each individual value occurs.

Conversely, we use histogram when our data set is large and it doesn’t
allow us to read exact values because data is grouped.
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Sheet (28)

1) Label each question with the type/types of graph that

would display the answer.

Dot Box Histogram

plot plot

a) The shape shows individual data

b) The shape shows the maximum

value

c) The shape shows the median

d) The shape shows the set of data

in form of intervals

e) The shape shows lower quartile.

f) The shape shows gaps and

cluster

g) The shape doesn’t show the

individual data

h) The shape shows spread of the

data in each quarter

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Unit (7)

Lesson 1 : Exploring the Balance of Data Sets

Lesson 2 : Interpreting Mean

 Exploring the balance of a data set:

Ashraf asks 7 of his friends “ How many books did they own ? “ .
Ashraf reports his findings as a list or a display such as a “dot plot”
where each dot represents one response .

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 Date : ………………………

Also: Ashraf can find the balance point of this data by moving the
dots .

So , Ashraf Find that “4” is the balance point of this data set.

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 Interpreting Mean : The mean is one measure of measuring

central tendency . Locating the balance point is one way to
determine the mean of a data set.
 Part A : Mean as balance point
Here is the data set showing how long it takes for Hala to walk to
school, in minutes , over 5 days . The center of this data set is 11 .

Try to complete the following :

a)
Time in minutes Distance from 11 Smaller than 11 or
greater than 11
12 1 greater than 11
7 4 smaller than 11
13 2 greater than 11
9 2 smaller than 11
14 3 greater than 11

b) sum of distances which are smaller than 11 : 4+ 2 = 6

c) sum of distances which are greater than 11: 1+2+3 = 6

Note : Sum of distances which are smaller than 11 = Sum of

distances which are greater than 11 .

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Ex: List 8, 8, 8, 9, 12
How can you calculate the mean of this data set?

 Part 2 : Mean as fair share

There are another way to find the mean as fair share .
Ex : Suppose there are 5 bottles which
have the following amounts of water:
1L , 4L , 2L , 3L , and 0L .
To find The mean ,
first we add up all of the values .
We can think of as putting all of the water
together : 1 + 4 + 2 + 3 + 0 = 10
To find The “fair share “ we divide the 10 liters equally into
the 5 bottles : 10 ÷ 5 = 2 Then , the mean = 2 liters .

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Ex : find the mean by using the rule :

3 , 9 , 5 , 16 , 7
𝑠𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒𝑠
The mean =
𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠

3+9+5+16+7 40
The mean = = =8
5 5

 Missing value:
We can find a missing value if we know the value of the mean
of same values .

Ex: Find the value of x : 3, 7, x , 8 if the mean = 5

X = ( The number of values x the mean ) – (the sum of the given values )
.

X =( 4 x 5 ) – ( 3+ 7+ 8 ) = 20 - 18 = 2

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Sheet (29)

1) Find the balance of each of the following data :

a) 15 , 8 , 10 , 5 , 7

b ) 10 , 11 , 13, 13 , 14, 15, 15

c) 9, 3 , 6

2) Calculate the mean of each of the following data (using balanced

point ) :

a) 2 , 1 , 3

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 Date : ………………………

b) 9, 4 , 3 , 8 , 6

c) 7, 7 , 10 , 9 , 12

3) Find the mean of each of the following ( Using the fair share ) :

a) 7, 13 , 6, 2

……………………………………………………………………………………………………………………………

b) 7, 8 , 0, 5

……………………………………………………………………………………………………………………………

c) 1, 2 , 3 , 4 , 5

……………………………………………………………………………………………………………………………

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Sheet (30)

1) Complete :

a) The mean of the values 4, 3 and 5 is ………………………………

b) The mean of the values 1,2,3,4, and 5 is ………………………………

c) The average of the values 35, 50 , 60 and 55 is …………………………

d) If the mean of the numbers 3, 5 and x is 4 , then x = ……………………

2) Find the value of x :

a) 4, x, 19 mean = 10

……………………………………………………………………………………………………………………………

b) 8, 6, x , 5 mean = 5

……………………………………………………………………………………………………………………………

3) Choose the correct answer :-

1) The mean of the data set 7 , 13, 6 and 2 is ………………………

a) 13 b) 7 c) 6 d) 2

2) The average of 11 , 12, 14, 14, 14, 14, 15, 16 and 16 is ………………………

a) 13 b) 15 c) 14 d) 11

3) The mean of the following data

Is ………………………

a) 7 b) 8 c) 10 d) 11

4) The mean of the following represented data is …………

a) 2 b) 3 c) 4 d) 5

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Lesson 3 : Exploring median , Mode and Outliers

Mode : is the value that occurs most often .

Outlier : are values that “ lie outside “ [ is much smaller or larger

than ] most of the other values in a set of data .

Notice : We can find more than one outlier as in the set of data:

25 , 29 , 3 , 32 , 85 , 33 , 27 , 28 , both 3& 85 are outliers .

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 How the outlier affects the median and mean:

Ex: : 5 , 88 , 90 , 93 , 94

The outlier = 5

 Which measure of central tendency you think would be better

to describe set of data ?

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Remark :

1) If the outlier values are smaller than the other values , then the
outlier decreases the mean.

2) If the outlier values are greater than the other values, then the
outlier increases the mean.

3) The more number of outliers , the more effect on the mean .

Ex: Find the mean with and without the outliers :

5, 20, 25, 35, 30

20+25+35+30
The mean without outlier = = 27.5
4
5+20+25+35+30
The mean including outlier = = 23
5

i.e. The smaller outliers decreases the mean.

Remark :

In the following dot plot graph :

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 Which is better to use ( Median or Mean ) for dot plot graph?

Don`t forget : In case of outlier the median is better.

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Sheet (31)

1) Select the outlier in each of the following data set :

a) 101, 103, 105, 102, 107, 106, 7000 , 104

……………………………………………………………………………………………………………

b) 1, 3, 2, 5, 4, 76, 6, 7, 9, 8

……………………………………………………………………………………………………………

c) 2.3, 2.2, 2. 1, 2.9, 26, 2.5, 2.4, 2.8

………………………………………………………………………………………………

2) Complete :

a) The mode of [ 7, 10, 15, 7, 10, 13, 7, 15, 7] is ………………………

b) ……………………… are values that lie away the other values .

c) The two outlier values of this data set

[31, 205, 207, 200, 201, 206, 202, 209, 1000] are ……… and ………

d) ……………… is the measure of central tendency changed more with

the outlier .

3) For each of these data displays , choose the measure of

central tendency :

Mean Median Either

a) b)

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 Date : ………………………

c) d)

4) Choose the correct answer:

1) The mode of 5, 3, 10, 4, 11, 3 is …………

a) 3 b) 4 c) 5 d) 10

2) The outlier value of the following data set is ………………

[ 300 , 301, 302, 999, 303, 304, 305 ]

a) 300 b) 301 c) 999 d) 305

3) Which of the following data sets hasn’t any outlier ?

a) 72, 75, 70, 71, 1000, 73, 74

b) 1, 2, 19, 3, 4, 5, 0

c) 19, 21, 20, 99, 29, 23, 25

d) 301, 307, 302, 305, 304, 303

5) Use the following dot plot , complete :

a) The mode : …………………

b) The median : …………………

c) The mean : …………………

d) The outlier : …………………

e) The measure of center that you think would be best used for this
graph is ………………… ( Mean or Median )

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Lesson 4 :Exploring the Range

The Range: is the amount of spread among all the data collected .
This value is calculated by finding the difference between the
maximum and minimum data values.

The range = the maximum value – the minimum value .

Ex : The range for the set of values “ 6 , 3, 7, 2, 9, 5 “ is 9 - 2 = 7

The advantages of range:

 It is an easy and simple method that gives a quick idea about

the divergence or convergence of values.

The disadvantages of range :

 It does not reflect the influence of all values because it
depends on the greatest and the smallest values only,
therefore it does not give a full idea of the variability of the
set of values.
 It is influenced greatly by the outliers.

Remark :

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 We can calculate the range using :

 Data set
 Dot plot
 Tables
 Histogram
Ex :
Find the range of each of the following:

a) The data set of values 6 , 7 , 5 , 1 , 9 , 12 , 3 , 4

Range = 12 – 1 = 11

b) The dot plot

Range = 14 – 8 = 6

c) The Box dot.

Range = 8 – 2 = 6

c) Table

Range = 29 – 15 = 14

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Sheet (32)
1) Complete the following :

a) The range = ………………… - …………………

b) The difference between the greatest value and the smallest value

in data set is called ………………

c) In the opposite box plot

,the range = …………

d) The range of the numbers 19 , 14, 9 and 3 is ………………

e) The range of data represented by the opposite dot plot is …………

2) Calculate the range of each data set :

a) 13, 17, 21, 25, 26, 31

…………………………………………………………………………………………………………

b) 3.1, 2.5, 5.2, 1.3, 7.7

…………………………………………………………………………………………………………

2 4 3 7 9
c) , , , ,
10 10 10 10 10

……………………………………………………………………………………………

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Sheet (33)

1) Choose the correct answer :

1) The range of data set represented by the following graph is ………

a) 14 b) 28 c) 6 d) 3

2) The range = the greatest value ……… smallest value

a) + b) - c) x d) ÷

3)If the marks of 6 pupils in one of the tests are

29, 33, 57, 40, 36 and 49 ,then the range =………

a) 4 b) 13 c) 28 d) 20

4) If the values of data set start from 30 to 60 , then the range of

this data = ……………
a) 30 b) 20 c) 60 d) 90

5) What is the range of the quiz scores ?

a) 80 b) 54

c) 7 d) 26

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