Grade 10 Mathematics - 2021 - Term 2

MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME

EASTER TERM 2021
GRADE 10
MATHEMATICS
WEEK 1
LESSON 1
TOPIC: Consumer Arithmetic
SUB-TOPIC: Invoices and shopping
CONTENT: PERCENTAGE PROFIT AND PERCENTAGE LOSS, DISCOUNT, SALES
TAX, REVERSE PERCENTAGE
profit
Percentage profit = × 100%
cost price
loss
Percentage loss = × 100%
cost price
DISCOUNT
A merchant may sometimes allow a purchaser to purchase an item for less than the marked price.
This deduction is called the discount.
Selling price = the marked price – the discount on the marked price
SALES TAX/ VAT
EXERCISE
1.
2.
3. The table below shows Pamela’s shopping bill. Some of the information was not
included.
4. The table below shows the cost price, selling price and profit or loss as a percentage of
the cost price.
Cost price Selling price Percentage

Profit or Loss
(i) $55.00 $44.00 __________
(ii) _____________ $100.00 25% profit
5. A jeweler paid $6 800 for 165 bracelets bought in China. The Customs Department in his
country charged him $1 360 in duty.
i. Calculate the TOTAL cost of the 165 bracelets inclusive of duty.
ii. The jeweler sold the 165 bracelets at a selling price of $68.85 EACH.
a) Calculate the TOTAL profit he made on the sale of the 165 bracelets.
b) Calculate the profit as a percentage of the cost price, giving your answer to the
nearest whole number.
WEEK 1
LESSON 2
SUB-TOPIC: Hire Purchase
CONTENT: Hire purchase (HP) is an arrangement for buying expensive consumer goods,
where the buyer makes an initial down payment (deposit) and pays the balance plus interest in
instalments (weekly or monthly).
Hire purchase price = deposit + total installments
Example
EXERCISE
1.
2. The cash price of a laptop is $1 299. It can be bought on hire purchase by making a
deposit of $350 and 10 monthly payments of $120 each.
(i) What is the TOTAL hire purchase price of the laptop?
(ii) How much is save by buying the laptop for cash?

3.
1
4. A motorcycle is priced at $75 000. If bought on hire purchase, the terms are: 3 deposit +
36 monthly payments of $1800.50. Find the Hire Purchase price.
5. A man’s suit can be bought for $378 cash or for a deposit of $126 plus 12 monthly
instalments of $22.68.
(a) How much more does the suit cost if bought on the instalment plan compared with the
cash price?
(b) Express the additional cost as a percentage of the cash price.
6. The marked price of a three-piece suite is $7740. A 5% discount is offered for a cash
1
sale, but if bought on HP, the deposit is 3, followed by 18 monthly payments of $343.98.
Find the cash difference in the two ways of paying for the suite, and express this
difference as a percentage of the cash price, giving your answer correct to three
significant figures.
WEEK 1
LESSON 3
SUB-TOPIC: Salaries and Wages
CONTENT: SALARY
Someone who is paid a salary is paid a fixed amount of money in each pay period (usually
monthly).
Can you name some workers who are paid a salary?
The gross annual salary = the gross monthly salary × 12
The net monthly salary = the gross monthly salary – the monthly deductions
Example 1
A civil servant is employed at a gross monthly salary of $110 800. How much is her gross annual
salary?
Solution
The gross annual salary = the gross monthly salary × 12
= $110800×12
= $1 329 600
Hence, the civil servant’s gross annual salary is $1 329 600
Example 2
A surveyor earns $2 947 680 annually. Deductions of $36 918 are made each month. Calculate
his net monthly salary.
Solution
the gross annual salary
The gross monthly salary =
12
$2947680
= = $245 640
12
The net monthly salary = the gross monthly salary – the monthly deductions
= $245640 - $36918
= $208 722
Hence, the surveyor’s net monthly salary is $208 722
WAGES
Wages are hourly or daily-based payments given to the worker for the amount of work finished
in a day.
Can you name some workers who are paid a wage?
Some important terms:
 Basic rate – money paid for each hour of work
 Basic week/basic fortnight – the total normal working hours per week/fortnight
 Basic wage – the amount of money earned during a basic week/basic fortnight
The basic wage = the basic rate × the basic week
Examples
2) A driver is paid $703 for a basic fortnight of 76 hours. Calculate his basic rate.
The basic wage $703

The driver’s basic rate = = = $9.25
The basic fortnight 76
Hence, the driver’s basic rate is $9.25

WEEK 1
LESSON 4
SUB-TOPIC: Overtime and Commission
CONTENT:
OVERTIME
If an employee works more than a specified number of hours in a week, the additional hours are
called Overtime. Hours worked as overtime are paid at a higher rate than regular hours.
The wages earned for working extra time is called overtime wages and the rate of pay is called
overtime rate.
Overtime rates vary, it can be one-half times the basic rate of pay for overtime work or two times
or more, depending on the company.
EXAMPLES
1) A woman is paid $8.50 per hour for a 35-hour week and she is paid double-time for overtime.
Determine how many hours she worked when her wage for a certain week was $450.50
The woman’s basic wage = $8.50 ×35 = $297.50
The woman’s overtime wage = $450.50 - $297.50 = $153.00
One hour overtime = $8.50 ×2 = $17.00
$153
No. of overtime hours = =9
$17
Therefore, the woman worked for 35 hours + 9 hours = 44 hours

COMMISSION
Some companies offer incentives to their employers in the form of commission. The commission
is usually calculated as a percentage of the value of the commodities sold.
EXAMPLE
EXERCISE
1. In a certain company, a salesman is paid a fixed salary of $3 140 per month plus an
annual commission of 2% on the TOTAL value of cars sold for the year. If the salesman
sold cars valued at $720 000 in 2009, calculate:
(i) His fixed salary for the year.
(ii) The amount he received in commission for the year.
(iii) His TOTAL income for the year.
2. The basic wage earned by a truck driver for a 40-hour week is $560.00
(i) Calculate his hourly rate
For overtime work, the driver is paid one and a half times the basic hourly rate.
(ii) Calculate his overtime wage for 10 hours of overtime.
(iii) Calculate the TOTAL wages earned by the truck driver for a 55-hour week.
3. An auctioneer arranges the transfer of a piece of furniture from Mr. Martin’s house to the
saleroom at a cost of $159. At auction the piece is sold for $4530. If the auctioneer’s
commission is 12% of the selling price, how much could Mr. Martin expect to receive
from the sale after paying the commission and the cost of the transfer?
4. Irma’s take-home pay is $4 320 per fortnight (every two weeks). Each fortnight Irma’s
pay is allocated according to the following table.
Item Amount Allocated

Rent $𝑥
Food $629
Other living expenses $2𝑥
Savings $1 750
Total $4 320
(i) What is Irma’s annual take-home pay? (Assume she works 52 weeks in any given
year?
(ii) Determine the amount of money that Irma allocates for rent each month.
(iii) All of Irma’s savings is used to pay her son’s university tuition cost, which is
$150 000.
If Irma’s pay remains the same and she saves the same amount each month, what is
the MINIMUM number of years that she must work in order to save eonugh money
to cover her son’s tuition cost?
WEEK 2
LESSON 1
SUB-TOPIC: Simple Interest and Compound Interest
CONTENT: In calculating simple interest, the principal remains constant over the period of
the loan and the amount of interest earned (or charged) remains the same each year.
PRT
Simple interest is calculated using the formula I =
100
Example 1
Mr. Smith borrowed $350 000 from a bank for 6 months at 8.75% per annum. Calculate:
(a) The sum of money Mr. Smith had to pay the bank as simple interest
(b) The total amount of money repaid to the bank
(c) The amount of money paid monthly to the nearest cent
Solution
(a) P = $350 000 T = 6months (0.5 yrs) R = 8.75% I =?
𝑃𝑅𝑇 350000×8.75×0.5
Using, I = So, I =
100 100
Therefore, I = $15 312.50

Mr. Smith paid the bank $15 312.50 as interest
(b) The total amount of money repaid to the bank is 𝐴 = 𝑃 + 𝐼
So, 𝐴 = $350 000 + $15 312.50
Therefore, A = $365 312.50
(c) $365 312.50 was repaid in 6 months
$365312.50
Then 1 monthly payment = = $60 885.42
6
Example 2
The simple interest on an investment of $40 000 for 3 years amounted to $6 000. What rate of
interest was paid?
Solution
P = $40000 T = 3 yrs I = $6000 R =?
PRT 100I
Transposing I = to make R the subject gives, R =
100 PT
100×$6000
So, R = $40000×3
Therefore, R = 5%
Compound Interest
If the interest earned or paid on investments is added to the principal at given intervals, then the
interest is said to be compounded over the time period. This type of interest is called compound
interest.
Example 1
Calculate the compound interest earned on the sum of $1 000 at the rate of 10% per annum over
a period of 3 years.
Solution
Formula for calculating compound interest

The above procedure for calculating compound interest becomes tedious, especially if the values
of principal, time and rate are fractional values. When the period of the loan or the investment is
over a long period of time, it is wise to use a formula to calculate the compound interest. The
sum of money earned or paid at the end of the transaction is called the amount (A). The
difference between the amount (A) and the principal (P) is the compound interest.
R
For a rate of R% per annum over a period of n years, the formula is A = P(1 + )n
100
Thus, CI = A – P
From example 1, we see that P = $1 000 R = 10% n = 3yrs
10 3
Substituting these values in the formula gives, A = 1000(1 + )
100
A = $1331.
Thus CI = A – P
CI = $1331 – 1000
CI = $331
Exercise
1.
2. A credit union pays 8% per annum compound interest on all fixed deposits. A customer
deposited $24 000 in an account. Calculate the TOTAL amount of money in the account
at the end of two years.
3.
4. Which is the better investment?

(a) $1 200 at 9% simple interest for 2 years.
(b) $1 200 at 8% compound interest for 2 years.
5. Determine the principal that will earn $200 as simple interest after 8 years at 5% per
annum.
6. Calculate the amount of money invested at 9.25% per annum, when $5 781.25 simple
interest was collected after 3 years.
7. A house is priced at $60 000. A man wishing to buy it takes a loan for the amount at 14%
compound interest.
If he has to repay the loan over 10 years, find:
(a) His total repayment
(b) The amount he repays each month, if he pays equal monthly instalments over ten
years
WEEK 2
LESSON 2
SUB-TOPIC: Appreciation and Depreciation
CONTENT: In transactions involving Compound Interest, the amount invested grows each
year and in this sense money invested in compound interest appreciates. Some investments
decrease in value over time because of age or use and these are examples of depreciation.
The compound interest formula can be used to determine the amount an investment or asset will
worth at the end of a given number of years.
𝑹 𝑹
Appreciation formula 𝑨 = 𝑷(𝟏 + 𝟏𝟎𝟎)𝒏 Depreciation formula 𝑨 = 𝑷(𝟏 − 𝟏𝟎𝟎)𝒏
Example
Alvin bought a new car for $120 000.00. Its value depreciates at a rate of 10% per annum.
Calculate the value of the car after
(i) one year
(ii) two years
Solution
(i) The depreciation of the car after one year is 10% of $120 000 = $12 000
Hence the value of the car after one year is $120 000 - $12 000 = $108 000
(ii) The depreciation of the car after two years is 10% of $108 000 = $10 800
Hence the value of the car after two years
$108 000 - $10 800 = $ 97 200
Example
An item of furniture, originally valued at $1 000, depreciates by 10% each year. What is its
expected value after two (2) years?
Example
Mr. John bought a land in front of a new developed housing scheme for $650 000. The value of
the land will appreciate by 15% each year. What will be the cost of the land after two years?
Solution
𝑃 = $650 000 𝑅 = 15% 𝑛=2
𝑅 𝑛
𝐴 = 𝑃 (1 + )
100
15 2
𝐴 = $650 000 (1 + )
100
By using a calculator, 𝐴 = $859 625
Exercise
1. Eli bought a gold coin for $250. What was its value 2 years later if it appreciated by 7½%
a year?
2. The big squash company aim to increase production of their top-selling drink by 20% a
year over the coming years. This year they produced 46 000 litres. What production level
are they aiming for the year after next?
3. Last February the total number of workers employed at a factory was 1200. By this
February it had increased by 15%. Assuming that it continues to increase at the same rate,
what is the projected size of the workforce next February?
4. Andy bought a motorcycle for $10 000. It depreciated by 20% during the first year and
15% of its value at the end of the first year during the second year. What was its value
when it was 2 years old?
5. Mrs. Eaton bought a house for $450 000. It appreciated by 8% during the first year she
owned it and 6% during the second year. How much more was its value 2 years after
Mrs. Eaton bought it?
6. The population of a village, which was 350 at the beginning of 2006, decreased by 10%
during the year and by 40% in 2007. How many fewer people were in the village at the
end of 2007 than at the beginning of 2006?
WEEK 2
LESSON 3
SUB-TOPIC: Rates and Taxes
CONTENT: Have you ever wondered who pays:
- For new roads? - For new schools? - For your teachers?
- For the police? - For the health care workers?
The answer is: WE ALL PAY!
 We pay income tax to the government if we earn more than a certain amount
 We pay rates to the local council if we own land or buildings
 We pay import tax to the government if we import goods from overseas
INCOME TAX
Let us examine these phrases
Tax-free income – the part of the earning not taxed
Dependents – spouse, young children, or even old not working parents
Examples
On a certain island, the tax-free allowances are:
$ The rate of income tax on Brinsey’s island is:
Personal tax-free allowances………..2000
Additional allowance: Taxable income Tax rate
Wife ……………………………. First $1000 5%
1500 Next $1000 10%
Each child ……………………….
500 Next $3000 15%
Any other dependent relative………. 400 Next $5000 20%
Next $5000 25%
Next $10 000 30%
Brinsey earns $10 000 a year. He has a wife and two children.
(a) How much of his income is tax free?

(b) How much of his income is taxable?
(c) How much income tax he has to pay?
(d) Hence, calculate his take home salary (net salary)
Solutions
(a) His tax free income is: $2000 + $1500 + $1000 = $ 4500
(b) His taxable income is therefore: $10 000 - $4500 = $5500
(c) Brinsey’s taxable income is $5500.
His tax payable is: 5% of $1000 = $50
+ 10% of $1000 = $100
+ 15% of $3000 = $450
+ 20% of $500 = $100
$5500 $700
So Brinsey pays $700 in income tax.
(d) The amount of money left in Brinsey’s pocket after paying tax is $10 000 - $700 = $9300
(This is his NET INCOME). His salary before tax ($10 000) is his GROSS INCOME
RATES
The rates payable per annum = the rate charged × the rateable value
The rateable value is the assessed valuation given to a piece of land or building.
Example 1
The rateable value of a house in Georgetown is $6 475 800. Mr. Smith pays rate at 0.25%.
Determine the amount of money the owner pays in rates per annum.
Solution
0.25
The rates payable per annum = × $6475800
100
= $16 189.50
⸫ Mr. Smith pays $16 189.50 in rates per annum
Example 2
Calculate the rateable value of a property if rates are 22% and the amount paid is $440
Solution
We know that: The rates payable per annum = the rate charged × the rateable value
the rates payable per annum
Transposing we get, the rateable value =
the rate charged
$440
So the rateable value = = $440 ÷22%
22%
100
= $440 ×
22
= $2000
Exercise
Use the information below for questions 1 to 4
Tax free allowances are as follows:
Single person: $2000
Married person: $3500
Child under 16 years: $450
Child 16 years or over in full time education: $750
A spouse who also works receives a single person’s allowance.
The tax rates are 5% on the first $14 000 earned, 15% on the nest $9 000, 35% on the
next $25 000 and 40% on the remainder.
Mortgage interest: 0%
National insurance: 0%
1. Mr. Edwards earns $45 700 a year. He is married and his wife does not work.
Calculate:
a) His taxable income
b) His annual tax bill
c) His net annual income if other deductions amount to $7 460
2. Miss Owen is a secretary earning $2 230 a calendar month. Calculate her annual tax bill.
3. A married man, with one child aged 18 in full time education, earns $37 500 personal
allowance. Calculate:
a) His total tax-free income
b) His taxable income
c) His annual tax bill
d) His net annual income if other deductions amount to $5 980
4. Shirley Rees is a widow and earns $28 000 a year. She lives with her two children aged 5 and
7. Calculate her monthly tax bill
5. The total rateable value of a property in the city in $80 000 000.
a) What amount of money would be obtained from a rate of 5%?
b) What value of rate is needed to collect $16 000 000?
6. The assessed valuation of a business place is $9 840 000. Determine the amount paid in rates
when rate is charged at 22%
WEEK 2
LESSON 4
SUB-TOPIC: Utility bills
CONTENT: Consumers are billed at timely intervals for goods, services and for utilities such
as electricity, telephone, water, cable and internet access. Some companies charge a rental or
fixed charge for the use of the service and add a variable charge depending on how much of the
service was used.
The fixed charge can be for rental of the equipment such as a telephone, cable box or electricity
meter.
The variable charge is calculated based on rates set by the company. Some systems rely on a
minimum charge for the first number of units used and further charges for use of additional units.
Example 1
Example 2
EXERCISE
1. Mr. Short’s electricity bill for the quarter amounts to $467.50. The fixed charge is $47.50
and the price of electricity is $16.80 per unit. How many units has he used?
2. The charges for electricity on an island consist of a fixed fuel charge of 42 cents per kWh
and an energy charge calculated under three different schemes:
Scheme A Homes 18 cents per kWh
Scheme B Schools 24 cents per kWh
Scheme C Businesses 28 cents per kWh
For a school, the readings at the beginning and end of a quarter were 23 921 and 32 745
respectively. Calculate:
(a) The number of kWh used
(b) The fixed fuel charge in dollars
(c) The energy charge
(d) The total amount, in dollars, the school had to pay for the electricity they used.
3. The water authority charges $10.00 per month for the meter rent, $25.00 for the first 100
litres and $1.00 for each additional 10 litres. What is the TOTAL bill for 250 litres of
water used in one month?
4. John’s monthly electricity bill is based on the number of kWh of electricity that he
consumes for that month. He is charged $5.10 per kWh of electricity consumed. For the
month of March 2016, two meter readings are displayed in the table below.
Meter Readings (kWh)

Beginning 01 March 0 3 0 11
Ending 31 March 0 3 3 0 7
i. Calculate the TOTAL amount that John pays for electricity consumption for the month
March 2016
ii. For the next month, April 2016, John pays $2 351.10 for electricity consumption.
Determine his meter reading at the end of April 2016.
5. Mr. Quentin used 105 cubic metres of water last quarter of the year.
The water rates for domestic users were:
$1.36 per cubic metre for the first 20m3
$1.15 per cubic metre for the next 50m3
$0.95 per cubic metre for amounts in excess of 70m3.
A discount of 6% was given on bills paid within one week of billing. Calculate the
amount Mr. Quentin paid for the quarter year, assuming that the bill was paid within 5
days of receiving it.
WEEK 3
LESSON 1
TOPIC: Trigonometry
SUB-TOPIC: Introduction to Bearings
CONTENT: READING OF BEARINGS FROM DIAGRAMS AND SKETCHING OF
DIAGRAMS
A bearing is an angle, measured clockwise from the north direction.
Note: Always express your answers as three-figure bearings (so 30° would be 030°).
Examples
In this diagram the bearing of In this diagram the bearing of

B from A is 0500 P from Q is 2550
Given that the bearing of Y from X is 1000, make a sketch with this information.
To sketch this diagram:
 We first identify our starting point. (Y from X) so our starting point is X.
 We then draw our North line and from this north line we measured 1000 in a clockwise
direction.
Exercise
1. State the bearing of A from B
47°
2. Draw a rough sketch to illustrate each of the following bearings. Mark the angle in your
sketch.
(a) From a point P, the bearing of a point Q is 30°.
(b) From a point A, the bearing of a point B is 140°.
(c) The bearing of a point K from a point L is 250°.
(d) The bearing of a place M from a place N is 330°.
3. The bearing of C from A is 190°, and C is 5km from A. The bearing of D from A is 270°,
and D is 7km from A.
Draw a rough sketch to illustrate the information above.
4. George needs to take the route as follows. 6km on a bearing of 080° from A to B, 5km on
a bearing of 160° from B to C. Draw a rough sketch to illustrate George’s route.
5. Starting at point A, Freya makes a journey as follows. 8km on a bearing of 135° to B,

4km on a bearing of 180° to C, 6km on a bearing of 315° to D. Draw a suitable diagram
to represent her journey.
WEEK 3
LESSON 2
TOPIC: Trigonometry
SUB-TOPIC: Bearings
CONTENT: CALCULATING BEARINGS
Example 1
The bearing of P from Q is 1200. Find the bearing of Q from P.
Firstly, make a sketch of the diagram

Then look for alternate angles which will help to determine the bearing
From the second drawing, we see that the bearing of Q from P is 2700 + 0300 = 3000
Example 2
The bearing of a boat B from a harbour H is 2500. Calculate the bearing of the harbour H from
the boat B
Exercise
1. The bearing of a point P from a point Q is 70°. Calculate the bearing of Q from P.
2. The bearing of a point A from a point B is 145°. Calculate the bearing of B from A.
3. The bearing of a ship S from a yacht Y is 220°. Calculate the bearing of the yacht from
the ship.
4. The bearing of an airport A from a plane P is 310°. Calculate the bearing of P from A.
5. The bearing of a ship S from a harbor H is 339°. Calculate the bearing of H from S.
WEEK 3
LESSON 3
TOPIC: Trigonometry
SUB-TOPIC: Bearings
CONTENT: APPLICATION OF BEARINGS
Example
Exercise
1. The bearing of an airport A from a plane P is 310°. Calculate the bearing of P from A.
2. The bearing of a ship S from a harbor H is 339°. Calculate the bearing of H from S.
3. A boat leaves a dock at point A and travels for a distance of 15km to point B on a bearing
of 1350.
The boat then changes course and travels for a distance of 8km to a point C on a bearing
of 0600.
Illustrate the above information in a clearly labelled diagram.
4.
5.
WEEK 3
LESSON 4
TOPIC: Trigonometry
SUB-TOPIC: Pythagoras’ Theorem
CONTENT: PYTHAGORAS’ THEOREM – states that in a right-angled triangle, the square
of the hypotenuse is equal to the sum of the squares of the two shorter sides.
Note: the hypotenuse is the longest side
We use the Pythagoras’ Theorem to find a side when the other two sides are given.
Example 1
Exercise
Find the length of the unknown side of each of the following triangles:
Word problems involving Pythagoras’ Theorem

WEEK 4
LESSON 1
TOPIC: Trigonometry
SUB-TOPIC: Trigonometrical Ratios – Finding length of a side of a triangle
CONTENT: SINE, COSINE AND TANGENT
These ratios are used for right angled triangle ONLY. We used them to find:
 An angle when we know the length of two sides
 A side when we know the length of one side and an angle
Example 1
NOTE: The mnemonic SOHCAHTOA is used to remember the ratios of sine, cosine and tangent
Exercise
1. Find the length of the unknown side
WEEK 4
LESSON 2
TOPIC: Trigonometry
SUB-TOPIC: Trigonometrical Ratios – Finding the size of an angle of a
triangle
CONTENT: SINE, COSINE AND TANGENT
Exercise
Find the magnitude of the unknown angle in each diagram below

WEEK 4
LESSON 3
TOPIC: Trigonometry
SUB-TOPIC: Application to Trigonometrical Ratios
1.
2.
3.
4.
WEEK 4
LESSON 4
TOPIC: Trigonometry
SUB-TOPIC: Sine Rule
CONTENT: The sine rule can be used to calculate unknown sides or angles in a triangle
which does NOT have a right angle.
The sine rule can be applied when we are given:
 Two angles and the length of one side of a triangle (to find the length of another side)
 The lengths of two sides of a triangle and an angle NOT formed by the two sides (to find
the size of an angle).
or
Example 2
Exercise
1. Calculate the size of angle R
2. Determine the length of x in the diagram below:

3. Calculate the length of side BC of the triangle shown below.
4. Given triangle PQR with angle P = 600, angle Q = 450 and PQ = 8.5cm, evaluate the
length of PR
5. In triangle ABC, AB = 5cm, BC = 9cm and angle BAC = 400. Determine the length of
AC.
6. Find the magnitude of the angle labelled ‘b’ in the diagram below
EASTER TERM 2021
GRADE 10
MATHEMATICS
WEEK 5
LESSON 1
TOPIC: Trigonometry
SUB-TOPIC: Cosine Rule
CONTENT: The cosine rule can be used to calculate unknown sides or angles in a triangle
which does not have a right angle.
The cosine rule can be applied when we are given:
 The lengths of two sides and the INCLUDED angle of a triangle (to find the length of the
third side).
 The lengths of the three sides of a triangle (to find the size of an angle).
The Cosine Rule
EXERCISE:
1. Find the missing side in the diagram below:
2. Find the missing angle in the diagrams below:
3. Calculate the length of BC given triangle ABC in which AC = 105cm, AB = 76cm and
angle A = 29°.
WEEK 5
LESSON 2
TOPIC: Trigonometry
SUB-TOPIC: Application of Sine Rule and Cosine Rule
EXERCISE
1.
The figure SJKM above, not drawn to scale, is a trapezium with SJ parallel to MK, angle
MJK = 1240, angle MSJ = 1360, and SM = SJ = 50 metres.
(i) Calculate the size of
a) Angle SJM
b) Angle JKM
(ii) Calculate, expressing your answer correct to 1 decimal place, the length of
a) MJ
b) JK
2.
3.
4.
5.
6.
WEEK 5
LESSON 3
TOPIC: Trigonometry
SUB-TOPIC: Angles of Elevation
CONTENT:
Example 2
EXERCISE
1. A person 100 meters from the base of a tree, observes that the angle between the ground and
the top of the tree is 18 degrees. Estimate the height h of the tree to the nearest tenth of a meter.
2. You see Mr. Singh flying a kite in the park. The kite string is 65 meters long. What angle
does the string need to form with the ground so that the kite is 30 feet from the ground?
3.
4.
5.
WEEK 5
LESSON 4
TOPIC: Trigonometry
SUB-TOPIC: Angles of Depression
CONTENT:
Example 1
EXERCISE
1. A boat is 60 m from the foot of a cliff. A lookout at the top of the cliff finds the angle of
depression from him to the boat to be 340. What is the height of the cliff?
2. A surveyor standing on a hill known to be 258 m in height measures the angle of depression
to another hill, 164 m in height, to be 130. What is the horizontal distance between the two
hills?
3. From a coastal lookout point P, 100 m above sea level, a sailor sights a boat at an angle of
depression of 270. Calculate the horizontal distance of the boat from the sailor.
4. A man standing on the top of a cliff 90 m high is in line with two buoys whose angles of
depression are 150 and 190. Calculate the distance between the buoys.
5. A hawk sitting on top a tree branch spots a mouse on the ground 15 feet from the base of the
tree. The hawk swoops down toward the mouse at an angle of 30 degrees. What is the
distance from the top of tree branch to the mouse?
WEEK 6
LESSON 1
TOPIC: Relations, Functions and Graphs
SUB-TOPIC: Graphs of Linear Functions
CONTENT: The general form of a linear function is 𝑓: 𝑥 → 𝑚𝑥 + 𝑐
That is, 𝑓(𝑥) = 𝑚𝑥 + 𝑐 or 𝑦 = 𝑚𝑥 + 𝑐
Where m = the gradient of a straight line representing the linear function
c = the intercept of the straight line on the y axis
x = the independent variable
y = the intercept of the straight line on the f(x)-axis or the y-axis
A graph can help you see at a glance how something is changing or what may happen next.
A set of points that can be joined by a straight line is called a linear graph.
The first step in the process is to draw a table of values. The points are then plotted from this
table.
Example 1
We can easily draw the graphs of 𝑥 = −2 and 𝑦 = 4
Example 2
(a) Draw the graph of the function𝑓(𝑥) = 3𝑥 − 1, for the domain −2 ≤ 𝑥 ≤ 2
(b) Write down the point where the function intercepts the y-axis
Solution
(a) First, complete the table of values for each value of 𝑥
𝒙 -2 -1 0 1 2
𝟑𝒙 -6 -3 0 3 6
−𝟏 −1 −1 −1 −1 −1
𝒇(𝒙) -7 -4 -1 2 5
Next, plot the points on the graph using an appropriate scale or if otherwise stated
Then, draw a straight line through all the points.
(b) Look carefully at the graph.

Notice that the line cuts the y-axis at -1.
Therefore, the point where the line intercepts the y-axis is (0,-1)
Exercise
1. Draw the graph of each of the following linear functions for the domain −4 ≤ 𝑥 ≤ 6 on graph
paper
(a) 𝑓(𝑥) = 5𝑥 − 2
(b) 𝑓(𝑥) = 5𝑥 + 2
(c) 𝑓(𝑥) = −5𝑥 − 2
(d) 𝑓(𝑥) = −5𝑥 + 2
2. (a) Copy and complete the table below for the function 𝑓(𝑥) = 3𝑥 + 2
𝒙 -2 -1 0 1 2 3 4
𝟑𝒙 -6 0 9
+𝟏 +2 +2 +2 +2 +2 +2
𝒇(𝒙) -4 14
(b) Draw the graph of 𝑓(𝑥) = 3𝑥 + 2 using a scale of 1cm to represent 1 unit on the x-axis and
1cm to represent 2 units on the y-axis
(c) Write down the point where the graph intercepts the y-axis
1
3. Draw the graph of 𝑓 (𝑥 ) = 𝑥 for 𝑥 = −2 to 𝑥 = 4
2
WEEK 6
LESSON 2
SUB-TOPIC: Gradient of a straight line
CONTENT: You can measure the steepness of a hill, or a straight line, by its gradient.
vertical rise
Gradient of a line =
horizontal shift
𝑦2 −𝑦1 𝑦1 −𝑦2
That is; 𝑚 = or 𝑚 =
𝑥2 −𝑥1 𝑥1 −𝑥2
Note:
Determining the gradient given the equation of a straight line

The equation of a straight line is in the from 𝑦 = 𝑚𝑥 + 𝑐
Examples
1. What is the gradient of the line 𝑦 = −2𝑥 + 3?
We can see that the ‘m’ has been replace with -2. Therefore, the gradient is -2
2. The equation of a straight line is given as 2𝑦 = 6𝑥 − 8. Determine the gradient of the line
Firstly, we have to get the equation in the form 𝑦 = 𝑚𝑥 + 𝑐
Therefore, we must transpose the equation to make ‘y’ the subject
6𝑥−8 6𝑥 8
Transposing gives = , now this is the same as 𝑦 = −
2 2 2
Thus 𝑦 = 3𝑥 − 4, then the gradient is 3
3. A line has equation 3𝑦 + 5𝑥 = 1, determine its gradient

1−5𝑥 1 5𝑥
Transposing gives = , which is the same as 𝑦 = −
3 3 3
−5𝑥 1 5
So 𝑦 = + , then gradient is − 3
3 3
Determining gradient when two points are given

Example
Find the gradient of the straight line joining the points P(– 4, 5) and Q(4, 17).
Solution:
So, the gradient of the line PQ is 1.5.

Determining the gradient from a graph
Step 1: Select any 2 points on the graph. In this case (1,1) and (5,-2) were selected
𝑟𝑖𝑠𝑒
Step 2: Observe 𝑟𝑢𝑛 . Notice it is -¾
Alternatively, the gradient formula could have been used

Let (𝑥1 , 𝑦1 ) = (1,1) and (𝑥2 , 𝑦2 ) = (5,-2)
𝑦2 −𝑦1 −2−1
𝑚= , substituting gives 𝑚 =
𝑥2 −𝑥1 5−1
−3
So 𝑚 =
4
Exercise
1. Determine the gradient for each of the lines below
(a) 3𝑥 + 2𝑦 = 8
(b) 9𝑥 − 4 = −2𝑦
1
(c) 𝑦 = 4 − 2 𝑥
(d) 4 − 𝑦 = 𝑥
(e) 𝑦 = 7
2. Find the gradient of the line seen below
3. Find the gradient of the straight line joining the points 𝐴(6, 0) 𝑎𝑛𝑑 𝐵(0, 3).
4. Find the gradient of the line joining the points 𝐴(5, 8) 𝑎𝑛𝑑 𝐵(3, 10).
5. Given two points, 𝑃 = (0, – 1) 𝑎𝑛𝑑 𝑄 = (4,1), calculate the slope of the line.
6. Find the slope of the line containing the points(−10, −4) 𝑎𝑛𝑑 (−15, −6).
7.
WEEK 6
LESSON 3
SUB-TOPIC: Length of a straight line, Mid-point of a straight line
CONTENT:
Length of a straight Line
A line segment is the portion of a straight line that directly connects two given points. Unlike a
line, it does not extend off to infinity in both directions.
To find the length, we use 𝑙 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
Example
Given the points P(3,-5) and Q(-9,10), determine the length of PQ
Let (𝑥1 , 𝑦1 ) = (3,5) and (𝑥2 , 𝑦2 ) = (-9,10)
𝑙 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
𝑙 = √(−9 − 3)2 + (10 − −5)2
𝑙 = √(−12)2 + (15)2
𝑙 = √144 + 225
𝑙 = √369
𝑙 = 19.2 𝑢𝑛𝑖𝑡𝑠
Mid-point of a straight line
The midpoint is halfway between the two end points: Its x value is halfway between the two x
values. Its y value is halfway between the two y values.
𝑥1 +𝑥2 𝑦1 +𝑦2
Mid-point of a straight line = ( , )
2 2
Example
Exercise
For each pair of points, find its length and mid-point
1. A (1, -3) and B (4, 5).
2. P (5, 8) and Q (-5, -6).
3. X (-4, -8) and Y (-2, -10).
4. L (5,-6) and M (-3, 5)
5. A (8,5) and B (-4,2)

WEEK 6
LESSON 4
SUB-TOPIC: Equation of a straight line
CONTENT: The equation of a straight line is 𝑦 = 𝑚𝑥 + 𝑐
Where m is the gradient and c is the y-intercept
GIVEN THE GRADIENT AND A POINT
Example 1
Find the equation of the line that passes through the point (-2,6) with a slope = .
Let’s solve this using the point-slope formula which is
Now, let’s substitute
Next, make ‘y’ the subject

→𝑦 = 3𝑥 + 6 + 6
Therefore, the equation of the line is 𝑦 = 3𝑥 + 12

GIVEN TWO POINTS
Example 2
Find the equation of the straight line passing through the points (2, 3) and (6, − 5).
Solution
𝑦2 −𝑦1 −5 −3 −8
m= == = = −2
𝑥2 −𝑥1 6 −2 4
Using m= −2 and (2, 3); 𝑥1 = 2 and 𝑦1 = 3
𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ) Alternatively
𝑦 − 3 = −2(𝑥 − 2) 𝑦 = 𝑚𝑥 + 𝑐
𝑦 − 3 = −2𝑥 + 4 𝑐 = 𝑦 − 𝑚𝑥
𝑦 = −2𝑥 + 4 + 3 𝑐 = 3 − (−2)(2)
𝑦 = −2𝑥 + 7 𝑐 =3+4
𝑐=7
Now the equation of a straight line is written in the form 𝑦 = 𝑚𝑥 + 𝑐 substitute -2 for ‘m’ and
7 for ‘c’ the equation is 𝑦 = −2𝑥 + 7.
Example 3
Given the intercepts 𝐴( −2, 0) and B(0, 8). Determine the equation of the line AB.
Solution
𝐴( −2, 0) and B(0, 8) 𝑥1 = −2, 𝑥2 = 0, 𝑦1 = 0, 𝑦2 = 8
𝑦2 −𝑦1 8−0 8
m= = = =4
𝑥2 −𝑥1 0−(−2) 2
Using m= 4 and (−2, 0); 𝑥1 = −2 and 𝑦1 = 0
𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
𝑦 − 0 = 4(𝑥 − (−2))
𝑦 = 4(𝑥 + 2)
𝑦 = 4𝑥 + 8
EXERCISE
Find the equation of the straight line joining each of the following pairs of points
1. (- 3, 4) and (5, - 2).
2. (4, 6) and (8, 26).
3. (1, 1) and (4, −8).
4. (3, 4) and (5, 4).
5. (0, 2) and (4, 0).
6. 𝐴( −4, 0) and B(0, 12).
7. 𝑀(2, 0) and N(0, 2).
8. Write the equation of a line passing through the point (1,1) and with slope = 4
9. Write the equation of a line passing through the point (5,1) and with slope = 4/5
10. Write the equation of a line passing through the point (2,2) and with slope = - ½
11.
WEEK 7
LESSON 1
SUB-TOPIC: Parallel and Perpendicular Lines
CONTENT:
Parallel Lines
Two straight line are said to be parallel if they have equal gradients, i.e. m1 = m2
Parallel Lines
Example 1
Prove that the two straight lines are parallel: 𝑦 − 7𝑥 = 9 and 2𝑦 = 14𝑥 − 5
Solution
Write both equations in the form 𝑦 = 𝑚𝑥 + 𝑐
𝑦 − 7𝑥 = 9 2𝑦 = 14𝑥 − 5
14𝑥−5 14𝑥 5
→𝑦 = 7𝑥 + 9 →𝑦 = →𝑦 = −
2 2 2
5
So m1 = 7 →𝑦 = 7𝑥 −
2
So m2 = 7
Since m1 = m2 = 7, we can conclude that the two lines are parallel
Example 2
State the equation of a line that is parallel to 𝑦 = 3𝑥 + 7 and passes through the point (1, −3)
Solution
Given 𝑦 = 3𝑥 + 7,
Written in the form 𝑦 = 𝑚𝑥 + 𝑐, the gradient, 𝑚 = 3
To be parallel, two lines must have the same gradient.
Using 𝑚 = 3 and (1, −3) where 𝑥1 = 1 and 𝑦1 = −3
𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ) Alternatively, 𝑦 = 𝑚𝑥 + 𝑐
𝑦 − (−3) = 3(𝑥 − 1) 𝑐 = 𝑦 − 𝑚𝑥
𝑦 + 3 = 3𝑥 − 3 𝑐 = −3 − 3(1)
𝑦 = 3𝑥 − 3 − 3 𝑐 = −6
𝑦 = 3𝑥 − 6 𝑦 = 3𝑥 − 6
Perpendicular Lines
Two straight lines are said to be perpendicular if the product of their gradients is equal to
negative one, i.e. 𝑚1 × 𝑚2 = −1
Perpendicular Lines
Example 1
Prove that the two straight lines are perpendicular: 3𝑥 + 2𝑦 = 7 and 3𝑦 − 2𝑥 = 5

Solution
Write both equations in the form 𝑦 = 𝑚𝑥 + 𝑐
3𝑥 + 2𝑦 = 7 3𝑦 − 2𝑥 = 5
→2𝑦 = 7 − 3𝑥 →3𝑦 = 5 + 2𝑥
7−3𝑥 5+2𝑥
→𝑦 = →𝑦 =
2 3
7 3𝑥 5 2𝑥
→𝑦 = − →𝑦 = +
2 2 3 3
3𝑥 7 2𝑥 5
→𝑦 = − + →𝑦 = +
2 2 3 3
3 2
→m 1 = - m2 =
2 3
−3 2
Therefore, 𝑚1 × 𝑚2 = × 3 = −1, we conclude that the two lines are perpendicular
2
Example 2
1
Find the equation of a line that is perpendicular to 𝒚 = 𝑥 − 2 , and passing through the
5
point (1, −3).
Solution
1
Given 𝒚 = 𝑥−2
5
1
𝑚1 = 5
1
Since the lines are perpendicular, then 𝑚1 × 𝑚2 = −1 𝑚2 = − 𝑚
1
The opposite reciprocal of 𝑚1 = −5. Hence, 𝑚2 = −5
Using 𝑚2 = −5 and (1, −3) where 𝑥1 = 1 and 𝑦1 = −3
𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
𝑦 − (−3) = −5(𝑥 − 1)
𝑦 + 3 = −5𝑥 + 5 →𝑦 = −5𝑥 + 5 − 3 →𝑦 = −5𝑥 + 2

Exercise
1. State if the following pairs of lines are parallel or perpendicular

(a) 𝑦 = 7𝑥 − 2 and 𝑦 − 7𝑥 = 5
1
(b) 2𝑦 + 4𝑥 = 5 and 𝑦 + 2 𝑥 = 4
2. Find the equation of a line passing through the point (– 6, 5) parallel to the line
3𝑥 – 5𝑦 = 9.
3. What is the equation of a line parallel to y = −4x + 5 and passing through the point
(6, −3)?
4. Find the equation of a line passing through the point (6, 3) parallel to the line
4𝑥 – 5𝑦 = −10.
5. One line passes through the points (0, –4) and (–1, –7); another line passes through the
points (3, 0) and (–3, 2). Are these lines parallel, perpendicular, or neither?
6. What is the equation of a line perpendicular to 2y = x - 4 and passing through the point
(−4, 1)?
7. Find the equation of a line passing through the point (3, –4) perpendicular to the line
8𝑥 + 6𝑦 = 15.
8.
WEEK 7
LESSON 2
SUB-TOPIC: Graph of a non-linear Function
CONTENT: Quadratic Functions
All quadratic functions have the form 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
Where a, b and c are real numbers.
If any of them is zero, then one of the terms goes away.
If 𝑏 = 0, then 𝑓(𝑥) = 𝑎𝑥 2 + 𝑐.
If 𝑐 = 0, then 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥
If 𝑎 = 0, then 𝑓(𝑥) = 𝑏𝑥 + 𝑐. The problem with 𝑎 = 0 is that there is no longer a quadratic term.
This makes the function linear.
We can make the most basic quadratic function by making b and c BOTH equal zero. This minimizes
the number of terms. We are left with: 𝑓(𝑥) = 𝑎𝑥 2 or 𝑓(𝑥) = −𝑎𝑥 2
Note: The graph of a quadratic function is a U-shaped curve called a parabola.
GRAPH OF 𝑓(𝑥) = 𝑎𝑥 2 and 𝑓(𝑥) = −𝑎𝑥 2
𝑓(𝑥) = −𝑥 2
Graph of 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
2𝑥 2 + 5𝑥 − 3 = 0
x -4 -3 -2 -1 0 1 2
2
x 16 9 4 1 0 1 4
2
2x 32 18 8 2 0 2 8
+5x -20 -15 -10 -5 0 5 10
-3 -3 -3 -3 -3 -3 -3 -3
y 9 0 -5 -6 -3 4 15
1.
2.
(ii) Using a scale of 1 cm to represent 1 unit on both axis. Draw the graph for
𝑦 = 𝑥 2 − 2𝑥 − 3.
3. Draw the graph of 𝑦 = 2𝑥 2 − 3𝑥 − 2 for the domain −4 < 𝑥 < 4
4. Draw the graph of 𝑓(𝑥) = 𝑥 2 − 4𝑥 + 1 for the domain −1 ≤ 𝑥 ≤ 4
5. The function 𝑓(𝑥) = 6 − 𝑥 2 is defined by the domain −2 ≤ 𝑥 < 5

a) Copy and complete the table below
x -2 -1 0 1 2 3 4
b) Draw the graph of 𝑓(𝑥) = 6 − 𝑥 2 for the domain −2 ≤ 𝑥 < 5 using an appropriate
scale.
c) In what way is this graph different from the others you have drawn?
WEEK 7
LESSON 3
SUB-TOPIC: Maximum and Minimum Points
CONTENT: For parabolas, we care most about two things:
1. Where is the parabola's vertex?
2. Does the parabola point upward or downward?
We can find the turning point by calculation also.

Given the equation 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
−𝑏
By using the formula ℎ = this will give us the x-coordinate value
2𝑎
4𝑎𝑐−𝑏2
And using the formula 𝑘 = this will give us the y-coordinate value.
4𝑎
Hence the coordinate of the turning point is (ℎ, 𝑘).
Example
Determine the minimum point of the parabola whose equation is 𝑦 = 𝑥 2 − 2𝑥 + 3
Solution
From our equation 𝑎 = 1, 𝑏 = −2 𝑎𝑛𝑑 𝑐 = 3 , since the equation is written in the form
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
−𝑏 −(−2)
ℎ= → ℎ= → ℎ=1
2𝑎 2(1)
4𝑎𝑐−𝑏2 4(1)(3)−(−2)2 12−4

𝑘= → 𝑘= → 𝑘= → 𝑘=2
4𝑎 4(1) 4
The coordinate of the minimum point is (1, 2)
Exercise
Determine the turning point of each of the following parabola
1. 3𝑥 2 − 4𝑥 + 4
2. 2𝑥 2 − 5𝑥 − 2
3. 5𝑥 2 − 6𝑥 + 2
4. 7𝑥 2 − 8𝑥 − 17
5. 6𝑥 2 + 8𝑥 − 3
6. 4𝑥 2 − 7𝑥 + 1
7. 9 − 4𝑥 − 𝑥 2
8. 11 − 6𝑥 − 𝑥 2
9. 20 + 8𝑥 − 𝑥 2
10. 24𝑥 − 9𝑥 2
Now try drawing these graphs and check to see if your calculations of the turning point
correspond.
You can also download the GeoGebra app on your phone and input the equations and you will
see the graph.
WEEK 7
LESSON 4
SUB-TOPIC: Gradient of a curve at a point
CONTENT:
EXERCISE
1. Find the gradient of the curve:
(a) 𝑦 = 𝑥 2 + 1 𝑎𝑡 𝑥 = 2
(b) 𝑦 = 6 − 𝑥 2 𝑎𝑡 𝑥 = 2
(c) 𝑦 = 𝑥 2 + 2𝑥 𝑎𝑡 𝑥 = 1
2. (a) Copy and complete the table below for 𝑦 = 𝑥 2 , and then draw its graph:
x 0 1 2 3 4 5 6
y 1 16
(b) Find the gradient of the chord joining the points (1, 1) and (4, 16).
(c) Use your ruler to draw the tangents to the curve at the points x = 1 and x = 4.
(d) Find the gradient of the two tangents you have drawn.
3. (a) Plot the following quadratic functions for −4 ≤ 𝑥 ≤ 4.
(i) 𝑓(𝑥) = 𝑥 2 − 3𝑥 + 2
(ii) 𝑓(𝑥) = 2𝑥 2 − 𝑥 + 4
(iii) 𝑓(𝑥) = 3 + 4𝑥 − 𝑥 2
(iv) 𝑓(𝑥) = 7 − 3𝑥 − 2𝑥 2
(b) Find the gradient of these curves at the point where 𝑥 = 2.
(c) What point on each of the curves has zero gradient?

WEEK 8
LESSON 1
TOPIC: Matrices
SUB-TOPIC: Introduction to Matrices
CONTENT: Matrix Definition
A matrix is a rectangular array of numbers (or symbols) enclosed in brackets either curved or
squared. The constituents of a matrix are called entries or elements. A matrix is usually named
by a letter for convenience. Some examples are shown below:
ROWS AND COLUMNS
The elements of a matrix are arranged in rows and columns. Elements that are written from left
to right (horizontally) are called rows. Elements that are written from top to bottom (vertically)
are called columns.
The first row is called ‘row 1’, the second ‘row 2’, and so on.
The first column is called ‘column 1’, the second ‘column 2’, and so on.
ORDER OF A MATRIX
The order of a matrix is written as 𝑚 × 𝑛, where m represents the number of rows and n
represents the number of columns.
For example, a matrix of order 4 × 3, consists of 4 rows and 3 columns. A matrix of order 3 × 4
consists of 3 rows and 4 columns.
Note: The orders 3×4 and 4×3 are NOT the same
Row Matrix
If a matrix is composed only of one row, then it is called a row matrix (regardless of its number
of elelments). The matrices below are all examples of row matrices.
Column Matrix
If a matrix is composed on only one column, then it is called a column matrix (regardless of the
number of elements). The matrices below are all examples of column matrices.
Square Matrices
If a matrix has the same number of rows as the number of columns, then it is called square.
For example, a matrix that has 6 rows and 6 columns is a square matrix. We may describe such a
matrix as being square of order 6 or simply a 6 × 6 matrix.
Exercises:
State the order of the following matrices
1. [15 9 -5] 6. [7 −6]
−4 2 −1 4
2. [ ] 7. [ ]
2 3 3 5
1 13 17
3. [7] 8. [11 13]
3 10 14
3 4 6
3 8 12 13
4. [−5 −4 −8 ] 9. [ ]
6 9 14 4
−2 −13 −11
1 4 6 9 15
5. [17 15 13 4 13]
3 5 14 9 10
WEEK 8
LESSON 2
TOPIC: Matrices
SUB-TOPIC: Operations with Matrices
CONTENT: Addition and Subtraction of Matrices
In performing operations on matrices, there are some restrictions. Unlike numbers, one cannot
always add, subtract or multiply any two matrices. In fact, a division of two matrices is not even
possible.
Matrices can only be added or subtracted if they are of the same order. This means that the two
matrices must be the same size, i.e. the rows must match in size, and the columns must match in
size.
Addition or subtraction is done by adding or subtracting corresponding elements. The resulting

matrix will also be of the same order.
Addition of Matrices
Example
2 5 1 4
1. If A = [ ] and B = [ ], then
−1 3 3 7
2+1 5+4
A+B =[ ]
−1 + 3 3 + 7
3 9
=[ ]
2 10
Negative of matrix
The negative of a matrix is also simple: A – B = A + (-B)
Subtraction of matrices
Examples
2 5 1 4
1. If A = [ ] and B = [ ], then
−1 3 3 7
2−1 5−4
A–B =[ ]
−1 − 3 3 − 7
1 1
=[ ]
−4 −4
−1 2 3 3 −1 2
5 2
2. If A = [ 2 −3 1 ], B= [ 1 0 3] and M = [ ], then
1 4
3 1 −2 2 −1 0
−1 2 3 3 −1 2
(i) A – B = [ 2 −3 1 ] – [1 0 3]
3 1 −2 2 −1 0
(−1) − 3 2 − (−1) 3−2
=[ 2−1 (−3) − 0 1−3]
3−2 1 − (−1) (−2) − 0
−4 3 1
=[ 1 −3 −2]
1 2 −2
(ii) A – M is not defined since the order of matrix M is not equal to the order of matrix A.
(iii) B – M is also not defined since the order of matrix M is not equal to the order of matrix B.
EXERCISES
2 3 4 6
1. Find the sum of A and B where A= [ ] and B = [ ]
−5 7 2 −11
2 3 4 3 −2 −3
2. Find A + B when A = [5 6 7 ] and B = [5 4 3]
8 5 11 1 3 2
2 −1 4 0 −1 2
3. If A = [ ] and B = [ ], compute A + B
−2 3 5 3 0 1
2 3 −2 1 0 4
4. If [ ]+[ ]=[ ], find the value of 𝑥.
−5 7 𝑥 3 −3 9
1 4 −4 −1
5. Given A = [ ] and B = [ ], compute A + B.
2 3 −3 −2
13 17 22 27
6. Given M = [11 13] and N = [−13 9 ], find M + N.
10 14 −7 14
16 13 23 14 9 13
22 19 21 12 9 11
7. Given P = [ 4 −11 7 ] and Q = [ 14 2 1 ], compute P + Q.
−13 14 18 −12 −19 3
11 14 12 24
8. Compute [ ]+[ ].
12 13 22 13
−6 4 7 14 25 24
9. Compute [ ]+ [ ]+ [ ]
−2 3 8 23 22 23
13 17 11 14 1 0
10. Given A = [11 13], B = [ 9 6 ] and C = [ 0 2], compute A + B + C.
10 14 11 4 −4 1
Subtraction
2 3 4 6
1. Given the Matrices A= [ ] and B = [ ], evaluate 𝐴 − 𝐵
−5 7 2 −11
2 3 4 3 −2 −3
2. Find A – B when A = [5 6 7 ] and B = [5 4 3]
8 5 11 1 3 2
2 −1 4 0 −1 2
3. If A = [ ] and B = [ ], compute 𝐵 − 𝐴
−2 3 5 3 0 1
2 3 −2 1 0 4
4. If [ ] – [ ]=[ ], find the value of 𝑥.
−5 7 𝑥 3 −3 9
1 4 −4 −1
5. Given A = [ ] and B = [ ], compute A – B.
2 3 −3 −2
13 17 22 27
6. Given M = [11 13] and N = [ −13 9 ], find M – N.
10 14 −7 14
16 13 23 14 9 13
22 19 21 12 9 11
7. Given P = [ 4 −11 7 ] and Q = [ 14 2 1 ], compute P – Q.
−13 14 18 −12 −19 3
11 14 12 24
8. Compute [ ] – [ ]
12 13 22 13
−6 4 7 14 25 24
9. Compute [ ]– [ ]– [ ]
−2 3 8 23 22 23
13 17 11 14 1 0
10. Given A = [11 13], B = [ 9 6 ] and C = [ 0 2], compute A – B – C.
10 14 11 4 −4 1
WEEK 8
LESSON 3
TOPIC: Matrices
SUB-TOPIC: Scalar Multiplication of Matrices
CONTENT: Scalar multiplication
If a matrix is multiplied by a scalar then each element of the matrix is multiplied by the scalar.
The resulting matrix is of the same order.
Example 2
1 4 3 −1 2 −1
Given A = ( ),B=( ) and C = ( ), find:
0 −6 −1 2 −4 3
a) A + B – 2C
b) A – 3B
Solution
1 4 3 −1 2 −1
a) A + B – 2C = ( )+( ) – 2( )
0 −6 −1 2 −4 3
1 + 3 − 2(2) 4 + (−1) − 2(−1)
=( )
0 + (−1) − 2(−4) −6 + 2 − 2(3)
1+3−4 4−1+2
=( )
0−1+8 −6 + 2 − 6
0 5
=( )
7 −10
1 4 3 −1
b) A – 3B = ( ) – 3( )
0 −6 −1 2
1 − 3(3) 4 − 3(−1)
=( )
0 − 3(−1) −6 − 3(2)
1−9 4+3
=( )
0 + 3 −6 − 6
−8 7
=( )
3 −12
EXERCISE
2 −3 0 12 𝑎 9
1. Given that A = ( ), B = ( ) and C = ( ), find:
−11 4 8 −6 −3 𝑏
(a) 2A
(b) 6B
(c) A + B
(d) 2A – 3B
1
(e) B+A
2
(f) 𝑎 𝑎𝑛𝑑 𝑏 if C = A + B.
WEEK 8
LESSON 4
TOPIC: Matrices
SUB-TOPIC: Multiplication of Matrices
CONTENT:
When we are finding the product of two matrices, we first check if they are compatible for
multiplication. The number of columns in the first matrix must be the same as the number of
rows in the second matrix.
9 8
2 3 1
[ ] X [7 6]
0 4 5
2 4
2X3 3X2
No. of columns in matrix 1 = No. of rows in matrix 2, hence we can proceed to multiply these
matrices
The order of the product will consist of the no. of rows of the first matrix and the no. of columns
of the second matrix.
9 8
2 3 1
[ ] X [7 6]
0 4 5
2 4
2X3 3X2 Order of multiplication (the order of the product)
=2X2
EXERCISE
Find the order of matrix multiplication of the following
1 2.
3. 4.
When we multiply two matrices, we use the row of the first with the column of the second.
We know that our product should be a 2 x 2 matrices. Hence,
9 8
𝑅1𝐶1 𝑅1𝐶2 2 3 1 (2 × 9) + (3 × 7) + (1 × 2) 𝑅1𝐶2
[ ]=[ ] X [7 6 ] = [ ]
𝑅2𝐶1 𝑅2𝐶2 0 4 5 𝑅2𝐶1 𝑅2𝐶2
2 4
(2 × 9) + (3 × 7) + (1 × 2) (2 × 8) + (3 × 6) + (1 × 4)
[ ]
(0 × 9) + (4 × 7) + (5 × 2) (0 × 8) + (4 × 6) + (5 × 4)
18 + 21 + 2 16 + 18 + 4
=[ ]
0 + 28 + 10 0 + 24 + 20
41 38
=[ ]
38 44
EXERCISES:
Given the following matrices

9
5 3 5 4 2 −1
P =[2 −6], Q =[ ], R =[ ], S = [11] and T =[ ].
4 5 4 0 −3 −1
10
Find the product of the following:
1. PQ
2. QP
3. TS
4. ST
5. SP
6. QS
7. RR2
WEEK 9
LESSON 1
TOPIC: Transformation Geometry
SUB-TOPIC: Translation
CONTENT: Introduction to Transformations
A geometric transformation involves the movement of an object from one position to another on
a plane. The movement is accompanied by a change in position, orientation, shape or even size.
Some examples of transformations are translation, reflection, rotation, enlargement, one way
stretch, two-way-stretch and shear.
In our study of transformations, we will be concerned mainly with movement of basic shapes
(plane figures) from one position to another (image). If there is no change in size or shape, then
the transformation is called an isometric transformation. If the size of the object changes then the
transformation is called a size transformation. Each transformation has a unique set of
characteristics or rules that define the movement.
Translation
A translation is a movement, along a straight line, in a fix direction without any turning. It can be
described informally as a glide or a slide. When an object undergoes a translation, all points on
the object undergoes a translation, all points on the object move the same distance and the same
direction.
4
That is 𝑇 = (3)
Note: Translation can be done graphically as well.
Look at example 5, can you list the properties of translation? Write them in your books
Example 5
EXERCISE
1. The vertices of triangle ABC are (−4, 3), (−2, 1) and (−3, 5) respectively. Determine the
5
vertices of triangle AʹBʹCʹ under translation 𝑇 = ( ).
−3
2. The vertices of quadrilateral ABCD are (−5, 1), (−1, 0), (−3, 4) and (−4, 6) respectively.
−3
Determine the vertices of triangle AʹBʹCʹDʹ under translation 𝑇 = ( ).
4
3. The vertices of quadrilateral PQRS are (1, 1), (4, 1), (5, 3) and (2, 3) respectively. Determine
−3
the vertices of triangle PʹQʹRʹSʹ under translation 𝑇 = ( ).
−5
𝑥
4. Under the translation T = (𝑦), the point X (3, -4) is mapped onto Xʹ (-5, 2). Determine the
𝑥
translation, T = (𝑦).
5. Rectangle WXYZ is mapped onto rectangle WʹXʹYʹZʹ with vertices Wʹ (2, 1), Xʹ (6, 1),
−4
Yʹ (6, -2), Zʹ (2, -2) under the translation 𝑇 = ( ). Evaluate the vertices of WXYZ.
5
WEEK 9
LESSON 2
SUB-TOPIC: Reflection
CONTENT: Reflection in the x- axis and y- axis
A reflection is a transformation in which a figure is flipped, or reflected, over a line of reflection.
Reflection in the line 𝒙 = 𝟎 (𝒚 − 𝒂𝒙𝒊𝒔)
Example 1
Triangle ABC with vertices A(−3, 2), B(1, 4) and C (−1, 1) is reflected in the 𝑦 − 𝑎𝑥𝑖𝑠.
Determine the coordinates of AʹBʹCʹ, the image of ABC.
Solution
𝑥 𝑥
Since 𝐴 = (𝑦) → 𝐴′ (−𝑦) for reflection in the y- axis
𝐴 𝐵 𝐶 𝐴′ 𝐵′ 𝐶′
(−3 1 −1) → ( 3 −1 1)
2 4 1 2 4 1
𝐴′ = (3,2) 𝐵 ′ = (−1,4) 𝐶 ′ = (1,1)
Reflection in the 𝒚 = 𝟎 (𝒙 − 𝒂𝒙𝒊𝒔)
EXERCISE
1. Given triangle ONA with coordinates O (-4, 1), N (11, -12) and A (-7, -9), find the image
of ONA after a reflection over the 𝑦 − 𝑎𝑥𝑖𝑠.
2. Draw a quadrilateral ABCD where A (1, 1), B (1, 4), C (3, 3) and D (3, 2). Now reflect the
quadrilateral in the 𝑥 − 𝑎𝑥𝑖𝑠. Write down the co-ordinates of A'B'C'D'.
3. Given triangle JBN with coordinates J (4, 5), B (-1, -7), and N (-7, 8), find the image of
JBN after a reflection in the line 𝑥 = 0.
4. Draw a triangle ABC on the graph paper whose co-ordinates are A (-2, 5), B (-3, -1),
C (-1, 2) and reflect this triangle in the line 𝑦 = 0 to ∆A'B'C'. Find the co-ordinates of the
vertices of the triangle A'B'C'.
5. (a) Given triangle UCJ with coordinates U(-12, 7), C(4, 2), and J(-3, 9), find the image of UCJ
after a reflection over the 𝑦 − 𝑎𝑥𝑖𝑠.
(b) Reflect triangle 𝑈′𝐶′𝐽′ in the 𝑥 − 𝑎𝑥𝑖𝑠.

WEEK 9
LESSON 3
CONTENT: Reflection in the line 𝒚 = 𝒙 and 𝒚 = −𝒙
Reflection in the line 𝒚 = 𝒙
Example
Triangle ABC with vertices A(−3, 2), B(1, 4) and C (−1, 1) is reflected in the line y= 𝑥.
Determine the coordinates of AʹBʹCʹ, the image of ABC.
Solution
𝑥 𝑦
Given 𝐴 = (𝑦) → 𝐴′ ( 𝑥 ) for reflection in the line y = x
𝐴 𝐵 𝐶 𝐴′ 𝐵′ 𝐶′
(−3 1 −1) → ( 2 4 1)
2 4 1 −3 1 −1
𝐴′ = (2, −3) 𝐵 ′ (4,1) 𝐶′(1, −1)
Reflection in the line 𝒚 = −𝒙
EXERCISE
of ONA after a reflection in the line 𝑦 = −𝑥.
2. Draw a quadrilateral ABCD where A (1, 1), B (1, 4), C (3, 3) and D (3, 2). Now reflect the
quadrilateral in the line 𝑦 = 𝑥. Write down the co-ordinates of A'B'C'D'.
JBN after a reflection in the line 𝑦 = −𝑥.
C (-1, 2) and reflect this triangle in the line 𝑦 = 𝑥 to ∆A'B'C'. Find the co-ordinates of the
vertices of the triangle A'B'C'.
5. Given triangle UCJ with coordinates U (-12, 7), C (4, 2), and J (-3, 9), find the image of
UCJ after a reflection over the in the line 𝑦 = −𝑥.
WEEK 9
LESSON 4
CONTENT: Reflection in the origin and reflection in a line
Reflection in the origin
EXERCISE
1. State the co-ordinates of the following points under reflection in origin:
(i) (−2, −4) (ii) (−2, 7) (iii) (0, 0)
2. The point P (𝑎, 𝑏) is mapped onto P’ (−17, 10) on reflection in the origin. Find the
values of 𝑎 𝑎𝑛𝑑 𝑏.
3. Write down the coordinates of the image of the point (3, −11) when reflected in the
origin.
4. The point P (1, 8) is reflected in the origin to get the image P’. Write down the
coordinates of P’.
5. Plot the points A (1, 0), B (3,2), C (5, 1) and D (4, -1). Reflect these points in the origin.
Reflection in the line 𝒙 = 𝒂
When reflection is done in the line 𝑥 = 𝑎, the axis of symmetry (mirror line) is a vertical line passing
through the 𝑥 – axis at 𝑎. In the example below the red vertical line passes through the 𝑥 − 𝑎𝑥𝑖𝑠 at -2.
EXERCISE
1. Given triangle ONA with coordinates O (-4, 1), N (11, -12) and A (-7, -9), find the
image of ONA after a reflection in the line 𝑥 = −1.
2. Draw a quadrilateral ABCD where A (1, 1), B (1, 4), C (3, 3) and D (3, 2). Now reflect
the quadrilateral in the line 𝑥 = 2. Write down the co-ordinates of A'B'C'D'.
JBN after a reflection in the line 𝑥 = −2.
C (-1, 2) and reflect this triangle in the line 𝑥 = 1.5 to ∆A'B'C'. Find the co-ordinates of
the vertices of the triangle A'B'C'.
UCJ after a reflection over the in the line 𝑥 = −2.5.
Reflection in the line 𝒚 = 𝒃
The lines 𝑦 = 𝑏 is parallel to the 𝑥 − 𝑎𝑥𝑖𝑠. (runs horizontal and passes through the 𝑦 − 𝑎𝑥𝑖𝑠)
EXERCISE
of ONA after a reflection in the line 𝑦 = −1.
2. Draw a quadrilateral ABCD where A (1, 1), B (1, 4), C (3, 3) and D (3, 2). Now reflect
the quadrilateral in the line 𝑦 = 2. Write down the co-ordinates of A'B'C'D'.
JBN after a reflection in the line 𝑦 = −2.
C (-1, 2) and reflect this triangle in the line 𝑦 = 1.5 to ∆A'B'C'. Find the co-ordinates of
the vertices of the triangle A'B'C'.
UCJ after a reflection over the in the line 𝑦 = −2.5.
WEEK 10
LESSON 1
SUB-TOPIC: Rotation
CONTENT: A rotation is a transformation in which the object is rotated about a fixed point
called the centre of rotation.
The direction of rotation can be clockwise or anticlockwise.
The amount of rotation made is called the angle of rotation.
For any rotation, we need to specify the centre, the angle and the direction of rotation.
Anti-clockwise rotation of 90⁰ about the origin

Example
A parallelogram is define by the points 𝐴(2, 1), 𝐵(3, 3), 𝐶(6, 3) 𝑎𝑛𝑑 𝐷(5, 1). Calculate the
points defining the image when the parallelogram ABCD undergoes an anti-clockwise rotation
about the origin of 180°.
Solution
Since the rotation is 1800 about the origin in an anti-clockwise direction, we change the sign of
the coordinates of the object therefore:
𝐴′ (−2, −1) 𝐵 ′ (−3, −3) 𝐶 ′ (−6, −3) 𝐷′(−5, −1)

Exercise
1. A parallelogram ABCD is define by the points 𝐴(3, 3), 𝐵(7, 3), 𝐶(5, 1) 𝑎𝑛𝑑 𝐷(1, 1).
Calculate the points defining the image when the parallelogram ABCD undergoes an
anti-clockwise rotation about the origin of 90°.
2. A trapezium PQRS is define by the points 𝑃(−5, 3), 𝑄(−3, 5), 𝑅(−1, 5) 𝑎𝑛𝑑 𝑆(−1, 3).
Calculate the points defining the image when the trapezium PQRS undergoes an anti-
clockwise rotation about the origin of 270°.
3. A kite KLMN is define by the points 𝐾(−3, 2), 𝐿(−5, 0), 𝑀(−3, −4) 𝑎𝑛𝑑 𝑁(1, 0).
Calculate the points defining the image when the trapezium PQRS undergoes an anti-
4. ABC is a triangle with vertices (3, 2), (5, 4) and (4, 7) respectively. Find the image of
triangle ABC under an anti-clockwise rotation of 900 about the origin.
5. KLM is a triangle with coordinates (-3, -5), (-4, -3) and (-5, -6) respectively. Determine
the image of triangle KLM under an anti-clockwise rotation of 1800 about the origin.
6. Determine the image of quadrilateral WXYZ with coordinates W (2, 1), X (4, 1),
Y (3.5, 4) and Z (5, 3) under an anti-clockwise rotation of 2700 about the origin.
WEEK 10
LESSON 2
SUB-TOPIC: Rotation
CONTENT: Clockwise rotation about the origin
Clockwise rotation of 90⁰ about the origin
Note: Have you observed that an anti-clockwise rotation of 270⁰ about the origin is equal to a
clockwise rotation of 90⁰ about the origin?
Clockwise rotation of 270⁰ about the origin
Note: Have you observed that an anti-clockwise rotation of 90° about the origin is equal to a
clockwise rotation of 270° about the origin?
Summary
Exercise
Draw graphs to show each rotation
1. A parallelogram ABCD is define by the points 𝐴(3, 3), 𝐵(7, 3), 𝐶(5, 1) 𝑎𝑛𝑑 𝐷(1, 1).
Calculate the points defining the image when the parallelogram ABCD undergoes a
2. A trapezium PQRS is define by the points 𝑃(−5, 3), 𝑄(−3, 5), 𝑅(−1, 5) 𝑎𝑛𝑑 𝑆(−1, 3).
Calculate the points defining the image when the trapezium PQRS undergoes a clockwise
rotation about the origin of 90°.
3. A kite KLMN is define by the points 𝐾(−3, 2), 𝐿(−5, 0), 𝑀(−3, −4) 𝑎𝑛𝑑 𝑁(1, 0).
Calculate the points defining the image when the trapezium PQRS undergoes a clockwise
rotation about the origin of 270°.
4. Determine the image of quadrilateral ABCD with coordinates A (3, -2), B (4, -4),
C (5, -3) and D (0, -3) under a clockwise rotation of 2700 about the origin.
5. ABC is a triangle with vertices (-5, 3), (-3, 2) and (-2, 5) respectively. Find the image of
triangle ABC under a clockwise rotation of 1800 about the origin.
6. PQR is a triangle with vertices (3, 2), (5, 4) and (4, 7) respectively. Find the image of
triangle PQR under a clockwise rotation of 900 about the origin.
WEEK 10
LESSON 3
SUB-TOPIC: Rotation by Construction when the origin is not the center
CONTENT: Locating the image under a rotation
To locate the image under a rotation, we need to know the following:
i. The position of the object

ii. The centre of rotation
iii. The angle of rotation
iv. The direction of the rotation
Example
The point 𝑃(3,3) undergoes a clockwise rotation through 90⁰ with centre (1,1). Determine the
coordinates of 𝑃′
Step 1: Plot the object point 𝑃(3,3) and mark off the centre of rotation
Step 2: With centre X and radius XP, an arc is drawn in the clockwise direction. Let the arc be
sufficiently long enough to complete a quarter turn.
Step 3: Place a protractor with its horizontal or zero line on XP and centre point on X. Mark off a
point, 𝑃′ on the arc such that angle 𝑃𝑋𝑃′ = 90⁰. Join the points 𝑋𝑃′ .
Step 4: The object point, P has been rotated through X (centre of rotation) about an angle of 90°
in a clockwise direction.
Note: 𝑋𝑃 = 𝑋𝑃′
𝑃𝑋𝑃′ = 90°
𝑃′(3, −1)
Inverse Rotation
The inverse rotation is used to find the object that gives rise to an image under a rotation.
 The inverse of an anti-clockwise rotation is a clockwise rotation about the same centre
and through the same angle of rotation.
 The inverse of a clockwise rotation is an anti-clockwise rotation about the same centre
and through the same angle of rotation.
Locating the object under a rotation
To locate the object under a rotation, we need to know the following:
v. The position of the image
vi. The centre of rotation
vii. The angle of rotation
viii. The direction of the rotation
Geometrical instruments such as protractor, ruler and a pair of compasses will be required. Make
sure ALL constructions lines are shown.
Example
Triangle 𝐴′𝐵′𝐶′ with vertices 𝐴′(4,10), 𝐵′(7,11) and 𝐶′(5,7) is the image of triangle 𝐴𝐵𝐶 under
an anti-clockwise rotation of 70⁰ about the point 𝑋(2.5,3). Determine the coordinates of triangle
𝐴𝐵𝐶.
Step 1: Plot triangle 𝐴′𝐵′𝐶′ and mark off the centre of rotation
Step 2: Draw a straight line from 𝑋 to 𝐶′ using a ruler. Open the compasses from 𝑋 to 𝐶′ and
draw an arc in a CLOCKWISE direction.
Step 3: Using a protractor and point X as centre, measure an angle of 70⁰ clockwise, from 𝑋𝐶′.
Draw a straight line from X passing through the point, indicating the 70⁰ angle, to intersect the
arc at C
Step 4: Repeat the process in order to obtain point A and point B, then complete triangle ABC.
Hence the coordinates of triangle 𝐴𝐵𝐶 are: 𝐴(9.5,4), 𝐵(11.5,1.5) and 𝐶(7,2)
Exercise
1. Triangle 𝐴′𝐵′𝐶′ with vertices 𝐴′ (−3, −2), 𝐵′(−3, −5) and 𝐶′(−7, −5) is the image of
triangle ABC under an anti-clockwise rotation of 90⁰ about the origin. Determine the
vertices of triangle ABC.
2. 𝑃′Q'𝑅′ is a plane figure with coordinates (-4, 3), (-3, 1) and (-1, 5) respectively. Find the
coordinates of the plane figure PQR if 𝑃′Q'𝑅′ is the image of PQR under a clockwise
rotation of 1800 about the origin.
3. The image of the line segment LM under an anti-clockwise rotation of 2700 about the
origin is the line segment 𝐿′𝑀′ with endpoints (-3, 5) and (-7, 4) respectively. Determine
the end points L and M.
4. R is a rotation with center (-1, 1) through a clockwise rotation of 900. Given that triangle
LMN whose vertices are (-1, 1), (3, 0), (3, 3) respectively:
a) Draw triangle LMN on graph paper
b) Rotate triangle LMN under R
c) Hence state the coordinates of the image of triangle LMN.
5. L is a rotation with center (2, 0) through an anti-clockwise rotation of 600. Given that
triangle XYZ whose vertices are (1, 0), (2, -1), (1, -4) respectively:
a) Draw triangle XYZ on graph paper
b) Rotate triangle LMN under L
c) Hence state the coordinates of the image of triangle XYZ.
6. On graph paper, draw triangle A with vertices at (1, 1), (3, 4) and (3, -2).
a) Triangle P is the image of Triangle A under an anti-clockwise rotation of 900
about the point (1, 1). Draw and label triangle P.
b) Triangle Q is the image of Triangle P under a clockwise rotation of 900 about the
point (-2, 0). Draw and label triangle Q
WEEK 10
LESSON 4
SUB-TOPIC: Centre of Rotation and Angle of Rotation
CONTENT: Finding the centre of Rotation
Example
In the diagram below, rectangle 𝐴′𝐵′𝐶′𝐷′ is the image of rectangle 𝐴𝐵𝐶𝐷 under a rotation about
a centre C.
(a) Determine the coordinates of the centre of rotation C
(b) State the magnitude of the angle of rotation
Solution for (a)

Step 1: Draw a line between the corresponding points
Step 2: Construct the perpendicular bisector of this line segment
Step 3: Do the same for another pair of corresponding points

Notice that the two bisectors intersect at (1, 0), therefore the centre of rotation, C (1, 0).
b. Finding the angle of rotation

Step 1 Choose any point with its corresponding image. For example A and 𝐴′
Step 2 Draw a line from point A to the centre and a line from A′ to the centre (1, 0)
Step 3 Now measure the angle between the two drawn lines (𝐴𝐶𝐴′)
Therefore the angle of rotation is 900 clockwise.

Exercise
1. Triangle PQR is Mapped unto triangle 𝑃′𝑄′𝑅′ such that P (7, 6), Q (5, 3), R (4, 1) is
mapped unto 𝑃′ (3, −5), 𝑄 ′ (0, −3), 𝑅 ′ (−2, −2).
a) Determine the centre of the rotation
b) State the angle and the direction of the rotation.
2. The points A (-5, 0) and B (-9, 0) are mapped by a rotation with centre C onto the points
𝐴′ (3, 4)𝑎𝑛𝑑 𝐵 ′ (3, 8)
a) Plot the points on graph paper
b) State the relation of 𝐵 𝑎𝑛𝑑 𝐵 ′ 𝑡𝑜 𝐶.
c) By suitable construction find the coordinates of C
d) Measure and state the magnitude of the angle of rotation to the nearest degree.
3. The points P (4, 3) and Q (1,1) are mapped onto 𝑃′ (−2, 1) and 𝑄′(1,3) under a rotation
about a centre C
4. ∆𝐴𝐵𝐶 → ∆𝐴′𝐵′𝐶′ under a rotation such that
A (5, 3), B (4, 3), C (4, 1) → 𝐴′ (−2, −2), 𝐵 ′ (−1, −2), 𝐶′(−1, 0)
5. The points A (4, 0) and B (10, 0) are mapped by a rotation with centre C unto the
points𝐴′(4, 8) and 𝐵′(4,14)
a) Using a scale of 1 cm to represent 1 unit on both axes, plot the points A, B,

𝐴′ 𝑎𝑛𝑑 𝐵′
b) State:
(i) The relation of 𝐴 𝑎𝑛𝑑 𝐴′ 𝑡𝑜 𝐶
(ii) The size of angle BMC where M is the midpoint of 𝐵𝐵′
c) By suitable construction find the coordinates of C. measure and state the size of
the angle of rotation to the nearest degree.
EASTER TERM 2021
GRADE 10
MATHEMATICS
WEEK 11
LESSON 1
SUB-TOPIC: Enlargement
CONTENT: Introduction to Enlargement (Positive scale factor)
When working out enlargements, you will need to know the Scale factor and the centre of
enlargement.
 The scale factor tells us by how much the object has been enlarged or reduced
 The centre of enlargement tells us where the enlargement is being measured from.
𝑁𝑒𝑤 𝑃′𝑄′ 6
𝑃′ 𝑄 ′ = 3 × 𝑃𝑄 𝑆. 𝐹 = = =2=3
𝑂𝑙𝑑 𝑃𝑄
′ ′
𝑄 𝑅 = 3 × 𝑄𝑅 There, the transformation is an
𝑃′ 𝑅 ′ = 3 × 𝑃𝑅 enlargement with scale factor 3
Let’s enlarge a shape with a given centre of enlargement. It is outside of the object here.
For example: Enlarge ∆𝐴𝐵𝐶 by a scale factor 2.
The centre of enlargement is O (outside of the ∆𝐴𝐵𝐶). Draw lines from the centre of
enlargement.
OA′ is twice as far as OA, because the scale factor is 2. Draw the image shape ∆𝐴′ 𝐵 ′ 𝐶 ′ .
Properties of enlargement
1. Enlargement is a non-isometric or size transformation (except if 𝑘 = ±1
2. Sense remains unchanged in an enlargement except when the scale factor, k is negative.
3. The scale factor of an enlargement is a linear scale factor, define by the following ratios:
𝑰𝒎𝒂𝒈𝒆 𝑫𝒊𝒔𝒕𝒂𝒏𝒄𝒆 𝒇𝒓𝒐𝒎 𝒕𝒉𝒆 𝒄𝒆𝒏𝒕𝒓𝒆 𝒐𝒇 𝑬𝒏𝒍𝒂𝒓𝒈𝒆𝒎𝒆𝒏𝒕 𝒌
=
𝑶𝒃𝒋𝒆𝒄𝒕 𝑫𝒊𝒔𝒕𝒂𝒏𝒄𝒆 𝒇𝒓𝒐𝒎 𝒕𝒉𝒆 𝒄𝒆𝒏𝒕𝒓𝒆 𝒐𝒇 𝑬𝒏𝒍𝒂𝒓𝒈𝒆𝒎𝒆𝒏𝒕 𝑰
𝑰𝒎𝒂𝒈𝒆 𝑳𝒆𝒏𝒈𝒕𝒉 𝒌
=
𝑶𝒃𝒋𝒆𝒄𝒕 𝑳𝒆𝒏𝒈𝒕𝒉 𝑰
4. The ratio of the area of image and object under an enlargement with scale factor, k is as
follows:
𝑨𝒓𝒆𝒂 𝒐𝒇 𝑰𝒎𝒂𝒈𝒆
= 𝒌𝟐
𝑨𝒓𝒆𝒂 𝒐𝒇 𝑶𝒃𝒋𝒆𝒄𝒕
Exercise
Copy the shapes on to a graph paper and enlarge them from centre A using the scale factor
shown below.
WEEK 11
LESSON 2
CONTENT: Enlargement with negative scale factor
An enlargement can have a positive or negative scale factor. When the scale factor is positive,
the object and image lie on the same side of the centre as seen in the previous lesson. When the
scale factor is negative, the object and the image lie on opposite side of the centre as illustrated
below.
Negative Scale Factor
In performing a negative enlargment, we use a similar Sequence of steps as we did for a positive
enlargement but in this case the image and object are on opposite sides of the centre.
Assume we re given triangle ABC whose coordintes are A (1, 1), B (4, 1) and C (1, 5) and we
wish to perform an enlargement with a scale factor of k = -2 and centre (0, 0).
1. Plot the given points on a Cartesian Diagram using the same scales on both axes and
draw the triangle ABC.
2. Connect each vertex of the object to the centre of the enlargement, O.
3. Extend the line AO so that 𝐴′ 𝑂 = 20𝐴. [Recall for a positive scale factor, we extended
the line in the opposite direction]
4. Repeat the procedure to locate the points 𝐵′ and 𝐶′. The object and its image are shown
below.
Exercise
1. Enlarge the shape using the (0, 0) as the centre and a scale factor of -2
2. Enlarge the shapes using the Point P as the centre and a scale factor of -2
3. Triangle ABC has vertices A (2, 4), B (5, 6) and C (6, 2)

a) Determine the image of triangle ABC of scale factor -2, with the orign as centre
of enlargement.
1
b) Determine the image of triangle ABC of scale factor - 2, with the origin as the
centre of enlargment.
c) Draw a graph to show triangle ABC and its Images.
4. Triangle PQR has vertices P (-4, 2), Q (-2, 6) and R (-8, 4)
a) Determine the image of triangle PQR of scale factor -4, with the orign as centre of
enlargement.
1
b) Determine the image of triangle PQR of scale factor - 4, with the origin as the
centre of enlargment.
c) Draw a graph to illustrate triangle PQR and its Images.
WEEK 11
LESSON 3
CONTENT: Locating the centre of an enlargement.
If we are given an object, say ABC and its image position after an enlargement, 𝐴′𝐵′𝐶′, then we
can locate the centre of the enlargement. We join corresponding pairs of object and image points
as shown below. The centre of the enlargement is the point, X where these lines intersect.
We can also determine the scale factor of the enlargement by computing the ratio of the
corresponding sides. In this example, the scale factor, k is negative because the object and image
lies on opposite sides of the centre. ∆𝐴′𝐵′𝐶′ is the image of ∆𝐴𝐵𝐶 by an enlargement, scale
factor –k.
To determine the magnitude of k, we measure pairs of corresponding sides and compute any of
the ratios:
𝑨′ 𝑩′ : 𝑨𝑩 𝒐𝒓 𝑨′ 𝑪′ : 𝑨𝑪 𝒐𝒓 𝑩′ 𝑪′ : 𝑩𝑪
EXERCISE
Locate the coordinate of the centre of the enlargements.
2. Find the centre of the enlargement

3. Find the scale factor of the enlargement
1
4. Enlarge the shape below with scale factor 2 and centre (8, 5)
WEEK 11
LESSON 4
SUB-TOPIC: Application to Transformation Geometry
CONTENT: Mixed transformation
1.
a)
b) On the graph above draw and label
(i)
(ii)
2.
L is mapped onto M by a Translation.
(i) State, in the form (𝑦𝑥 ), the vector which represents the translation.
(ii) L is mapped onto N by an enlargement:

a) Find and label the point G, the centre of the enlargement. Show your
method clearly.
b) State the coordinates of G.
c) State the scale factor of the enlargement.
3.
(a) Describe, FULLY, the singlr transformation which maps triangle A onto
(i) triangle D
(ii) triangle B
(b) State the coordinates of the vertices of triangle C, the image of triangle A after a
reflection in the line y = x
4. a) Using a scale of 1 cm to represent 1 unit on both axis, draw the triangle ABC with
vertices A (2, 3), B (5,3) and C (3, 6).
b) On the same axes used in (b) (i), draw and label the line y = 2.
c) Draw the image of triangle ABC under a reflection in the line y = 2. Label the
image 𝐴′ 𝐵 ′ 𝐶 ′ .
d) Draw a new triangle 𝐴′′𝐵′′𝐶′′ with vertices 𝐴′′ (−7,4), 𝐵 ′′ (−4,4) 𝑎𝑛𝑑 𝐶′′(−6,7).
e) Name and describe the single transformation that maps triangle ABC onto triangle
𝐴′′ 𝐵 ′′ 𝐶 ′′ .
WEEK 12
LESSON 1
TOPIC: Statistics
SUB-TOPIC: Introduction to Statistics
CONTENT: Statistics is a branch of Mathematics that deals with data collection, summary,
analysis and interpretation. In our daily lives, we are bombarded with problems to be
investigated on a range of topics such as health, sports, student performance, opinions on issues,
population trends, income growth and many other areas. The setting up of scientific experiments
to tests hypotheses also rely on knowledge of statistics.
Statistics equips us with tools to carry out an investigation in a systematic way and to arrive at a
solution based on informed judgements.
Population and Sample
A population is the entire group that you want to draw conclusions about. A sample is the
specific group that you will collect data from. The size of the sample is always less than the total
size of the population.
Types of Variables
The type of data we collect will depend on the characteristic we are investigating. We may be
interested in the mass of a new born baby, test scores, type of transport or the opinion of persons
on a social issue. Each characteristic is associated with a variable whose value may change from
one object to the other in a population.
Variables can be classified as:
 Qualitative (non-numerical) - Qualitative variables are usually categorical in nature.

There are two types:
a) Nominal
b) Ordinal
 Quantitative (numerical) – In quantitative data, the value of the characteristic is a
number. Numerical data can be of two types:
a) Discrete, if it can only take particular values within an interval. e.g. the number of
skittles in a pack, shoe sizes, etc. There are no values between any two consecutive
values.
b) Continuous, if it has an infinite number of possible values between any two points on
the measurement scale. e.g. distance, weight, etc. The exact value of the measure is not
possible to determine. The degree of accuracy depends on the measuring device.
Exercise
2.
WEEK 12
LESSON 2
TOPIC: Statistics
SUB-TOPIC: Frequency Distributions
CONTENT: Data that is not processed or organized is called raw data. It is difficult to draw
conclusions from raw data by simply looking at the values (observations). A common method of
organizing raw data is to construct a frequency distribution which can be ungrouped or grouped.
This is usually the first and simplest step in analyzing data.
Ungrouped Frequency Distributions
A frequency table is used to summarise a set of data. It records the frequency or number of
times each observation occurs. The frequency table usually has two to three columns. The first
column describes the data (height, marks, age, shoe size, etc.) in ascending order. The second
column is optional. It records the frequency of each observation in tally form. The last column
records the numerical frequency of each observation.
Example
The test scores of 20 students in Grade 10 are as follows:
23, 26, 24, 28, 29, 29, 23, 30, 24, 24, 25, 28, 25, 27, 23, 25, 29, 25, 26, 26
Use the information given to construct a frequency table
Solution
The least score is 23

The highest score is 30
Score Tally Frequency
23 ||| 3
24 ||| 3
25 |||| 4
26 ||| 3
27 | 1
28 || 2
29 ||| 3
30 | 1
Total 20
Grouped Frequency Distributions

Sometimes the data under consideration has such a large range of values that it is most useful to
collect these values into groups (or classes).
Example
The gown sizes (in inches) of 40 women are listed below:
28 36 37 35 29 36 35 29 42 30
31 30 38 28 33 30 32 38 29 36
32 33 31 41 29 36 37 27 30 28
35 40 35 33 40 42 39 32 30 34
Use the information to construct a grouped frequency table
Solution
The data on gown sizes has 15 possible values and if represented in an ungrouped distribution,
there will be 15 rows. This will not permit meaningful results, therefore it is better to group the
data so as to reduce the number of rows.
We can select five classes each containing 3 values. These are: 28 – 30, 31 – 33, 34 – 36, 37 – 39
and 40 – 42.
Now, use these groups to construct the frequency table
Gown Size Tally Frequency
28 – 30 |||| |||| ||| 13
31 – 33 |||| ||| 8
34 – 36 |||| |||| 9
37 – 39 |||| 5
40 – 42 |||| 5
TOTAL 40
Class Interval
A class interval is defined as a grouping of statistical data. From the frequency table above:
i. The first class interval is 28 – 30
ii. The second class interval is 31 – 33, and so on
Class Limits
The class limits are the end values of a class interval. The class interval 28 – 30 has two limits.
i. The lower class limit (LCL) which is 28
ii. The upper class limit (UCL) which is 30
Class Boundaries
It was mentioned earlier that for continuous data, the true value of the measure is not really
known due to lack of precision in measuring instruments.
Let us assume that a class interval 150 – 154 represents heights rounded to the nearest cm. This
class interval can actually contain values from 149.5 and up to but not including 154.5.
Another class interval 155 – 159 will have heights from 154.5 and up to but not including 159.5.
These end points are the class boundaries. In the first class interval 150 – 154, the lower class
boundary is 149.5 and the upper class boundary is 154.5
Class Size (Width)

The width of a class interval (Class Size) = the upper class boundary – the lower class boundary
Alternatively, the class interval 28 – 30 has data values 28, 29 and 30 falling in this category.
Therefore, the class size is 3
Class Mid-point (Class Mark)
𝑡ℎ𝑒 𝑙𝑜𝑤𝑒𝑟 𝑐𝑙𝑎𝑠𝑠 𝑏𝑜𝑢𝑛𝑑𝑎𝑟𝑦 + 𝑡ℎ𝑒 𝑢𝑝𝑝𝑒𝑟 𝑐𝑙𝑎𝑠𝑠 𝑏𝑜𝑢𝑛𝑑𝑎𝑟𝑦
Class mid-point =
2
𝑡ℎ𝑒 𝑙𝑜𝑤𝑒𝑟 𝑐𝑙𝑎𝑠𝑠 𝑙𝑖𝑚𝑖𝑡 + 𝑡ℎ𝑒 𝑢𝑝𝑝𝑒𝑟 𝑐𝑙𝑎𝑠𝑠 𝑙𝑖𝑚𝑖𝑡
Or class mid-point =
2
Exercise
(b) What is the class size?

(c) What is the upper class limit for the third class interval?
2. Construct ungrouped frequency tables for each of the following.
(a) 4, 3, 6, 5, 2, 4, 3, 3, 6, 4, 2, 3, 2, 2, 3, 3, 4, 5, 6, 4, 2, 3, 4
(b) 6, 7, 5, 4, 5, 6, 6, 8, 7, 9, 6, 5, 6, 7, 7, 8, 9, 4, 6, 7, 6, 5
3. The marks obtained by 30 students in an examination are given below.
20 6 23 19 9 14 15 3 1 12
10 20 13 3 17 10 11 6 21 9
6 10 9 4 5 1 5 11 7 24
Represent the above data on a grouped frequency table starting with the class interval
1- 5
WEEK 12
LESSON 3
TOPIC: Statistics
SUB-TOPIC: Statistical Diagrams
CONTENT: Displaying data
When data is collected and organized into frequency tables, it is easy to summarise, interpret and
make decisions. However, displaying the data using charts is an even more effective means of
organizing it. There are various types of charts (bar chart, pie chart, line graph, pictogram, and
frequency diagram) and these can be drawn by hand or using computer programmes, such as
EXCEL.
In displaying data, we must consider whether the data is discrete or continuous. This will
influence our choice of the chart. In addition to the type of data, the purpose of the display is also
an important consideration when making choices about the type of chart to select.
Types of graphs and charts

The type of graph you use depends on the type of data you want to represent.
Examples
 Discrete data is best represented using bar charts.

 Temperature graphs would usually be line graphs because the data is continuous.
 When you are graphing percentages of a distribution a pie chart would be suitable.
The other thing you need to remember is that all graphs need ‘SALT’. Make sure you remember
the following information:
S = Scale
A = Axes
L = Labels
T = Title
Pie Chart
Pie Charts are circular diagrams. They are useful when we wish to make simple comparisons or
show how parts compare with a whole. It is usually used for representing categorical data when
the number of categories is relatively small.
When data is represented on pie charts, the sizes of the sectors are proportional to the categories
sampled.
Example 1
The following table shows the numbers of hours spent by a child on different events on a
working day. Represent the information on a pie chart
Activity No. of Hours

School 6
Sleep 8
Playing 2
Study 4
T. V. 1
Others 3
The sector angles for various observations can be calculated as:
Activity No. of Hours Measure of sector angle

School 6 (6/24 × 360)° = 90°
Sleep 8 (8/24 × 360)° = 120°
Playing 2 (2/24 × 360)° = 30°
Study 4 (4/24 × 360)° = 60°
T. V. 1 (1/24 × 360)° = 15°
Others 3 (3/24 × 360)° = 45°
The pie chart below shows the numbers of hours spent by a child on different events on a
working day.
Others
School
TV
Study
Play
Sleep
School Sleep Play Study TV Others
Example 2
A pie chart shows that in a survey of 60 people, those who chose mango as their favourite fruit
were represented by an angle of 48⁰. Calculate how many people chose mango.
Solution
48
The mango sector is represented as of the circle
360
48
So the number of people choosing mango is of 60
360
48
= × 60
360
= 8 people
Exercise
1. The favourite flavours of ice-cream for the children in a locality are given in percentage
as follow. Draw a pie chart to represent the given information
Flavours % of Students Prefer the Flavours

Vanilla 25 %
Strawberry 15 %
Chocolate 10 %
Pumpkin Spice 30 %
Mango Zap 20 %
2. Priya lists down her monthly expenditure as follows:
Expenditure Amount ($)
Rent 4000
Food 5400
Clothing 2800
Savings 400
(a) How much is Priya’s total expense per month?

(b) Draw a pie chart for her monthly expenses.
3. The favourite sports of students in a Grade Ten class are seen in the table below:
Football Hockey Cricket Basketball Badminton
10 5 5 10 10
(a) Determine the number of students in the Grade Ten class

(b) Use the information given to construct a pie chart
4. In a pie chart showing favourite ice cream, the angle for coconut is 54⁰. If 40 people took
part in the survey, how many choose coconut?
5. At a career guidance seminar, a survey was done to find out the type of careers that Form
5 students were likely to choose.
6. Students in a group were asked to name their favourite sport. Their responses are shown
on the pie chart below.
(a) Calculate the value of 𝑥

(b) What percentage of the students chose cricket?
(c) Given that 40 students chose tennis, calculate the TOTAL number of students in the
group.
WEEK 12
LESSON 4
TOPIC: Statistics
CONTENT: Line Graphs
Line graphs are useful means of displaying statistical data when we wish to examine trends or
growth over a period of time. A line graph is drawn by plotting points and connecting them with
straight lines. Usually, if time is one of the quantities, it is placed on the horizontal axis.
Example
Bar Graphs (Bar Charts)
Bar graphs are used for qualitative data or discrete quantitative data, but not for continuous data.
To draw bar graphs, the following must be taken into consideration:
 The spaces between the bars are equal
 The widths of the bars are the same
 The height of each bar gives the frequency
 The bar graph is best drawn on graph paper
 The bars can be drawn horizontally or vertically
Example
A company uses many reams of paper in a year. The table below gives the data for last year:
Quarter Reams of paper used

Jan – Mar 270
April – Jun 330
Jul – Sept 190
Oct – Dec 450
Use the information above to draw a bar graph.
 First we need to choose a scale. When choosing a scale, we choose a round number for
each square on the y-axis.
 The biggest number is 450, so we need a vertical scale that shows at least 450.
 A scale of one square to 50 reams will take 9 squares
 We can then draw the bar chart as shown below
Exercise
1. The marks obtained by 50 students in a quiz out of five questions are displayed in the table
below. Draw a bar graph to represent the data
Marks 0 1 2 3 4 5
Frequency 1 4 7 10 18 10
2. What are the advantages of a bar chart?
3. A boy’s height was measured over several years and the data were recorded below
Height (cm) 130 135 150 160 167.5 175 175

Age (years) 9 11 13 15 17 19 21
(a) Draw a line graph to represent the information given in the table above
(b) Use the line graph to answer the following questions
i. During which period did the boy’s height increase the least?
ii. During which period did the boy’s height increase the most?
iii. State the periods during which the boy’s height increased by the same amount
iv. Locate and state the period when the boy’s height was constant
4. The table below shows the money spent, in millions of dollars, on education in a Caribbean
country during the period 1980 to 1984. Use the information to construct a bar graph
Year Expenditure (in $m)

1980 2.0
1981 3.5
1982 1.5
1983 5.0
1984 4.0
5. The table below shows the number of bananas, to the nearest tonne, produced annually on
a farm over a period of 6 years.
Year 2010 2011 2012 2013 2014 2015

Production
(tonne) 150 275 100 40 125 210
(a) Draw a bar chart to represent the data given in the table above using a scale of 1cm to
represent 1 year on the x- axis and 1cm to represent 25 tonnes on the y-axis.
(b) (i) During which year was there the greatest production of bananas?
(ii) How is this information shown on the bar chart?
(c) (i) Between which two consecutive years was there the greatest change in the
production of bananas?
(ii) How is this information shown on the bar chart?
(d) Give ONE reason why the bar chart is unsuitable for predicting the number of bananas
produced in 2016.
6. A boy’s height was measured over several years and the data were recorded below.
Height (cm) 130 135 150 160 167.5 175 175
Age (years) 9 11 13 15 17 19 21
(a) Draw a line graph to represent the information in the table above
(b) Use the line graph to answer the following questions
(i) During which period did the boy’s height increase the least?
(ii) During which period did the boy’s height increase the most?
(iii) State the periods during which the boy’s height increased by the same amount.
(iv) Locate and state the period when the boy’s height was constant.
WEEK 13
LESSON 1
TOPIC: Statistics
CONTENT: Histograms
Histograms are used to display continuous data and are useful in showing the shape of a
distribution. It resembles a bar graph except that there are no ‘gaps’ between the bars. This is
because the histogram represents data in which the variables are continuous and as such, the
variables can take any value in the interval on the horizontal axis. So, where one bar ends the
other starts.
Example 1
The heights (in cm) of 40 students are shown below. Use the information to draw a histogram
Height (cm) Frequency
150 – 154 6
155 – 159 5
160 – 164 7
165 – 169 9
170 – 174 8
175 – 179 5
TOTAL 40
Solution: Insert another column to show the class boundaries

Class boundaries Height (cm) Frequency
149.5 ≤ 𝑥 < 154.5 150 – 154 6
154.5 ≤ 𝑥 < 159.5 155 – 159 5
159.5 ≤ 𝑥 < 164.5 160 – 164 7
164.5 ≤ 𝑥 < 169.5 165 – 169 9
169.5 ≤ 𝑥 < 174.5 170 – 174 8
174.5 ≤ 𝑥 < 179.5 175 – 179 5
TOTAL 40
Example 2
The table below shows the ages of some people on a bus. Use the information to construct a
histogram.
Age (years) Frequency
10 – 19 4
20 – 29 6
30 – 39 7
40 – 49 5
The data are continuous, as you are

classed at 19 right up to the day before
your 20th birthday. So the 10 – 19 bar
occupies the space from 10 right up to 20
on the chart.
Exercise
1. In this histogram of test results, how many people took the test?
2. The table below shows the masses (kg) of members in a sports club. Construct a histogram
using this data.
Masses 40 - 49 50 - 59 60 - 69 70 - 79 80 - 89 90 - 99
Frequency 6 8 12 14 7 3
3. The following data represents the lengths of leaves on a tree (to the nearest cm).
9 16 13 7 8 4 18 10 17 18 9 12 5
9 9 16 1 8 17 1 10 5 9 11 15 6
14 9 1 12 5 16 4 16 8 15 14 17
(a) Draw a grouped frequency distribution for this data using appropriate class intervals
(b) Hence, construct a histogram
(c) How many leaves had the same length of 16 cm?
(d) How many leaves were found to be the shortest?

WEEK 13
LESSON 2
TOPIC: Statistics
CONTENT: Frequency Polygons
A frequency polygon is used to represent quantitative data, usually continuous data. If the mid-
points of the bars of a histogram are joined by straight lines, a frequency polygon is formed.
Therefore, in a frequency polygon, we plot the mid-points of the class intervals against the
frequencies.
Like the histogram, the frequency polygon is useful in displaying the shape of a distribution.
Example
The scores of students in a test are given in the table below. Use it to draw a frequency polygon
Frequency polygon showing the scores of students
For this data:

 The points are (10.5, 2), (30.5, 4), (50.5, 7), (70.5, 5) and (90.5, 3)
 The next inteval on either side would be -19 to 0 and 101 to 120. So the end points are
(-9.5, 0) and (110.5, 0)
Exercise
1. The frequency distribution below shows the masses, in kg, of 50 adults prior to the start
of a fitness programme.
Using a scale of 2cm to represent 5 units on the x-axis and 1cm to represent 1 unit on the y-axis,
draw a frequency polygon to represent the information in the table.
2.
WEEK 13
LESSON 3
TOPIC: Statistics
SUB-TOPIC: Measures of Central Tendency
CONTENT: Mean
The mean of a set of scores is the sum of scores divided by the number of scores in the set. The
mean is another name for what is commonly called the arithmetical average.
When data is presented in the raw form, we can calculate the exact value of the mean by simply
adding up the scores and dividing the total by the number of scores.
Example 1
Example 2
On five Chemistry tests, John received the following scores: 72, 86, 92, 63 and 77.
(i) What is his mean score on the five tests?
(ii) What test score must John earn on his sixth test so that his mean score for all six tests will
be 80?
Mean from ungrouped frequency distributions
Example
The scores obtained from tossing a die a total of 40 times are recorded in the table below.
To obtain the mean score, we need to calculate the sum of all 40 scores. Since the frequency tells
us how many times each score occurs, we can obtain the total for each of the individual scores by
multiplying each score by its frequency. Rearranging the table in vertical form, we insert a third
column to record these totals under the heading, 𝑓 × 𝑥.
Exercise
1. Calculate the mean of the following:
a) 8, 3, 52, 48, 7, 78.
b) 55, 22, 33, 59, 2, 4.
c) 18, 98, 9, 88, 59, 98.
2. The mean of three numbers is 7. Two of the numbers are 6 and 12.
What is the third number?
3. The mean of four numbers is 5. Three of the numbers are 3, 5, and 8.
What is the third number?
4. Three numbers have a mean of 23.
Two of the numbers have a mean of 12 and two of the numbers have a mean of 30
What are the three numbers?
5. The table below shows the number of tickets bought per person for a calypso show.
No. of tickets bought per person Frequency (f) 𝑓×𝑥

for a calypso show (x)
1 12
2 35
3 44
4 18
5 8
6 3
Calculate the mean number of tickets bought.

WEEK 13
LESSON 4
TOPIC: Statistics
CONTENT: Mean from grouped frequency distributions
When the data is grouped, it is not possible to reconstruct the raw data. Hence, we cannot obtain
an exact value for the mean. However, it is possible to obtain a very good estimate of the mean
using the following method. Consider the following data in which the masses of peas were
recorded.
We know that 3 peas had masses that were between 3-7 grams. This means that there masses
could have been 3, 4, 5, 6, or 7 grams. To obtain the total mass of the 3 peas in this interval, we
assume that their average mass is 5 grams and multiply 3 by 5 to obtain a total mass of 15 grams.
We make an assumption that on the average, the set of values in an interval will approximate to
the midpoint of the interval. In this case, 5 is the midpoint of the interval 3-7. We now treat the
midpoint as the variable score, x, and proceed to use the same formula as was done for
ungrouped data. The computations are shown in the next table.
Exercise
1. The frequency distribution of the marks awarded to 100 candidates in an examination is
as follows:
Marks Number of candidates
1- 10 13
11- 20 23
21- 30 36
31- 40 20
41- 50 8
Estimate the mean mark to the nearest whole number.
2. The table below shows the distribution of masses of 100 adults measured to the nearest
kilogram.
Mass (kg) Frequency
50- 59 5
60- 69 9
70- 79 28
80- 89 33
90- 99 17
100- 109 8
Calculate the mean mass.
3. The distribution of marks obtained by 120 candidates in an examination are shown in the
table below.
Marks Frequency
1- 10 2
11- 20 7
21- 30 10
31- 40 22
41- 50 25
51- 60 29
61- 70 12
71- 80 8
81- 90 3
91- 100 2
Calculate the mean mark.
4. The frequency distribution of the lengths of 100 steel rods measured in millimeter is
given in the table below.
Length Frequency
(mm)
200- 204 4
205- 209 9
210- 214 10
215- 219 17
220- 224 25
225- 229 21
230- 234 9
235- 239 5
Calculate the mean length
WEEK 14
LESSON 1
TOPIC: Statistics
CONTENT: Median
The median of a set of scores is the middle value when the scores are arranged in either
ascending or descending order of magnitude. If there are two middle values, then the median is
the mean of the two middle two values.
Example 1
Example 2
If we have a large number of scores on a frequency table, then it will be difficult and time
consuming to list and rearrange them all to find the middle. We can use a simple formula to
𝑛+1
calculate the rank of the median. For a set of n scores, the middle score is the ( ) 𝑡ℎ 𝑠𝑐𝑜𝑟𝑒.
2
When n is odd, this works out to be a single score.
41+1
For example, when 𝑛 = 41, the median is the ( ) = 21𝑠𝑡 score.
2
When n is even, this works out to be the mean of two scores.
40+1
For 𝑛 = 40, the formula gives ( )𝑡ℎ 𝑠𝑐𝑜𝑟𝑒 = 20.5th score
2
This means the median is halfway between the 20th and 21st score. The median is obtained by
calculating the mean of the 20th and 21st scores.
Median from ungrouped frequency distributions
Using the data on the scores obtained from tossing a die a total of 40 times, let us now obtain the
median.
On the frequency table we insert another column (cumulative frequency). The cumulative
frequency is calculated by adding each frequency to the sum of its predecessors.
Score Frequency Cumulative frequency

1 8 8
2 5 8 + 5 = 13
3 9 13 + 9 = 22
4 6 22 + 6 = 28
5 7 28 + 7 = 35
6 5 35 + 5 = 40
Total 40
𝑛+1 th term
We then find the rank of the median by applying the formula the ( )
2
40+1
Median position is = 20.5𝑡ℎ 𝑡𝑒𝑟𝑚, therefore the median lie on the 20th and 21st
2
position.
If we were to list the scores we will get 8 ones, followed by 5 twos, then 9 threes and so on.
By looking at our cumulative frequency column we noticed that the score ‘3’ will lie on the 14th
to the 22nd position.
Hence the median score is 3 since it lies on the 20th and 21st rank and the mean of 2 threes is 3.
Exercise
1. Find the median of the following scores:
a) 2, 1, 1, 5, 6
b) 7, 7, 0, 14, 0, 7, 14
c) 3, 12, 18, 12, 7, 12, 6, 4

2. The marks obtained by 40 students in a test are shown in the table below.
Marks Frequency
1 3
2 5
3 6
4 9
5 5
6 2
7 6
8 4
Find the median of the marks shown in the frequency distribution given above.
3. In a shooting contest in which 50 people participated, the following frequency table was
obtained.
Score Frequency
1 3
2 1
3 4
4 10
5 15
6 9
7 3
8 5
Find the median score for the information above.
4. The table below shows the number of children per family in the families of pupils in a
class.
No. of children 1 2 3 4 5 6 7
per family
Frequency 2 3 9 5 6 4 1
Calculate the median number of children per family.
WEEK 14
LESSON 2
TOPIC: Statistics
CONTENT: Median from grouped data
To determine the median from a grouped frequency table, we use a cumulative frequency curve
(Ogive). Before drawing the cumulative frequency curve, we need to calculate the cumulative
frequencies. The cumulative frequency of a particular score, x is the number of scores less than
or equal to x. In calculating the cumulative frequencies, we use the upper-class boundaries as the
highest possible score in an interval
Example
Consider the data on scores of students in a test out of 50 shown in the table below. In the table
below, the number of scores that is less than 10.5 is 0, the number less than 15.5 is 0+2 = 2, 20.5
is 2+5 = 7 and so on. So, the cumulative frequency of 20.5 is 7. By adding the frequencies, in
turn, we obtain their cumulative frequencies.
To draw a cumulative frequency curve, we use the following steps:
 Determine the upper-class boundaries for each interval.

 Calculate the cumulative frequencies.
 Plot the cumulative frequency against the upper-class boundary of each interval.
 Join the points with a smooth curve.
The cumulative frequency curve for the data is shown below.
The points plotted are (10.5, 0), (15.5, 2), (20.5, 7), (25.5, 17)…
The estimated median is determined by drawing a horizontal line at 25 (half of 50) and a vertical
line from the point where the line meets the curve. The estimated median is where the vertical
line cuts the horizontal axis.
In the above example, an estimated median score of 28.3 indicates that one half the number of
students in the class scored below 28.3 on the test. Of course, it also means that half of them
scored more than 28.3 marks.
Exercise
1. The distribution of marks obtained by 120 candidates in an examination are shown in the
table below.
Marks Frequency
1- 10 2
11- 20 7
21- 30 10
31- 40 22
41- 50 25
51- 60 29
61- 70 12
71- 80 8
81- 90 3
91- 100 2
a) Draw up a cumulative frequency table
b) Hence draw the cumulative frequency curve on a graph paper, using 1cm to
represent 10 units on both axes.
c) From the curve estimate the median
2. The frequency distribution of the lengths of 100 steel rods measured in millimeter is
given in the table below.
Length (mm) Frequency
200- 204 4
205- 209 9
210- 214 10
215- 219 17
220- 224 25
225- 229 21
230- 234 9
235- 239 5
a) Draw a cumulative frequency curve to represent the above data.
b) Hence estimate the median length of the steel rods.
3. A survey was conducted in a school. The masses of 100 students are shown in the table
below.
Mass (Kg) Frequency
50- 59 14
60- 69 31
70- 79 35
80- 89 13
90- 99 5
100- 109 2
Draw a cumulative frequency curve to represent the information above and use it to
determine an estimate of the median mass.
4. The marks of 100 students who took an art examination is shown in the frequency table
below.
Marks Frequency
0- 9 5
10- 19 7
20- 29 18
30- 39 26
40- 41 14
50- 59 10
60- 69 8
70- 79 6
80- 89 4
90- 99 2
Represent the information on a cumulative frequency curve and determine an estimate of
the median mark.
WEEK 14
LESSON 3
TOPIC: Statistics
CONTENT: Mode
The mode is the value (number) or category that occurs the most or is the more frequent
occurrence in a distribution.
In a set of observations, there can be no mode, one mode, or multiple modes. A distribution with
two modes is called bimodal. A distribution with three modes is called tri-modal.
Examples
1. Determine the mode of the set of scores: 8 10 12 15 16 16 17
18 19 19 19 19 19 19
Clearly, the score 19 occurs the most frequently. Hence, 19 is the mode.
2. Determine the mode of the set of scores: 17 7 3 12 3 3 5

5 12 10 5 24
Since the scores 3 and 5 both occur ‘the most frequently’, there are two modes. These are
3 and 5
3. Using the frequency table below, state the modal score
The score 3 has the highest frequency of 9, indicating that it occurred most often. The mode is
therefore 3.
4. Using the grouped frequency table below, determine:

a) The modal class
b) The modal mass
Solution a) The class interval 13-17 has the highest frequency of 12. The modal class is
therefore 13-17.
b) The steps below will allow us to find an estimate of the actual mode:
 Construct a histogram and identify the tallest bar. This represents the modal class.
 Join the tips of this bar to those of the neighbouring bars on either side, with the one on
the left joined to that on the right and vice-versa. The lines used to join these tips cross
each other at some point in this bar.
 Drop a perpendicular line from the tip of the point where these lines meet to the base of
the bar (horizontal axis). The point where it meets the base is the mode
 Read off the value at the base using the estimation method
From the above histogram the estimated mode for the mass of the peas is 16 grams.
Exercise
1. Find the mode of the following scores:
3 7 4 5 6 5
2. The heights of 10 girls stated in centimeters are:
153 156 154 161 148 155 154 152 149 154
Determine their modal height.
3. The table below shows the number of children per family in the families of pupils in a
class.
No. of children 1 2 3 4 5 6 7
per family
Frequency 2 3 9 5 6 4 1
Determine the Mode.
4. The frequency distribution of the masses of 100 students are shown in the table below.
Mass Frequency
50- 59 14
60- 69 31
70- 79 35
80- 89 13
90- 99 5
100- 109 2
(a) State the modal class
(b) Determine the modal mass
5. The distribution of marks for 100 students in a test are shown in the table below.
Marks Frequency
0- 9 5
10- 19 7
20- 29 18
30- 39 26
40- 49 14
50- 59 10
60- 69 8
70- 79 6
80- 89 4
90- 99 2
(a) State the modal class
(b) Construct a histogram to represent the information on the table above
(c) Hence determine an estimate of the modal mark.

WEEK 14
LESSON 4
TOPIC: Statistics
SUB-TOPIC: Measures of Dispersion
CONTENT: If a sample has all its scores close together in value, then there is little
variability; we say that the scores are homogenous. If the scores are widely dispersed, there will
be considerable variability and we say that the scores are non-homogenous. This variation
between values in a distribution is called spread or dispersion. The common measures of spread
are the range, the interquartile range and the standard deviation.
The Range
The range of a distribution is the difference between the largest and the smallest observed value
in a distribution.
Example 1
Calculate the range for the data set: 75, 73, 88, 56, 73, 52, 11, 56
From the data given, the highest value is 88 and the smallest value is 11
Therefore, the range is 88 - 11 = 77.
Example 2
The table below shows the height (in cm) of pregnant mothers at a certain hospital. Determine
the range
Height (cm) Frequency
136 1
138 2
139 1
144 1
145 2
150 2
152 1
The tallest height is 152cm and the shortest height is 136cm
Therefore, range = (152 – 136)cm
= 16cm
Quartiles
The range ignores the remaining data in a distribution and considers only the two end scores. It is
greatly influenced by the presence of just one unusually large or small score in the sample. As
such, we need other measures to measure dispersion. Quartiles divide the set of scores into four
equal sets. The three quartiles are called the lower quartile, denoted by Q1, the middle quartile,
which is the median, denoted by Q2 and the upper quartile denoted by Q3.
Example
Consider the raw data:
For a larger number of observations, it is best to use a formula to determine the rank of the
quartiles.
If a data set of values is arranged in ascending order of magnitude, then:
 The lower quartile (Q1) is the median of the lower half of the data set.
 The median (Q2) is the middle value of the data set.
 The upper quartile (Q3) is the median of the upper half of the data set.
Thus:
The Inter-Quartile Range, IQR = 𝑄3 − 𝑄1
The Semi Inter Quartile Range is one half of the IQR
1
That is SIQR = 2 (𝑄3 − 𝑄1 )
Example
Determine the inter-quartile range and the semi-interquartile range for the data below:
4 4 5 5 6 7 8 9
10 11 13 15 16 18 19 20
Solution
Note: the numbers must be arranged in ascending order before proceeding to identify the
Quartiles
Exercise
1. Given the raw data of numbers:
7 3 2 4 5 4 6
Calculate:
(a) The range
(b) The interquartile range
(c) The semi-interquartile range
2. The heights of 13 men in centimeters are given below:
162, 160, 163, 160, 165, 167, 170, 167, 174, 176, 178, 179, 178.
Determine:
(a) The range
3. The masses of 12 men in kilogram are:
69 70 65 68 66 72 66 67 73 67 71 70.
Calculate:
(a) The range
4. 25 students wrote a Mathematics test in which the maximum mark that could be obtained
was 10. The mark of each participant is listed below.
0 1 5 2 8 3 2 4 8
6 5 9 3 9 4 7 6 7
5 0 8 10 8 4 3
(a) State the range of the marks.
(b) Determine the median mark and the semi-interquartile range.
(c) Calculate the mean mark for the distribution.
5. 100 students wrote a test in which the maximum mark that could be obtained was 5.
The mark of each students is listed in the frequency table below.
Mark Frequency
1 30
2 26
3 20
4 14
5 10
(a) Calculate the range of the marks.
(b) Determine the median mark and the semi-interquartile range.
(c) Calculate the mean mark.
6. The frequency distribution of the length of 150 steel rods measured in millimetre is given
in the table below.
Length (mm) Frequency

201 9
202 11
203 19
204 20
205 28
206 24
207 18
208 10
209 7
210 4
(a) State the range for the distribution.

(b) Calculate:
(i) The interquartile range
(ii) The quartile Deviation
7. Among a group of employees, the highest paid receives a weekly wage of $105.40. If the
range of the wages is $27.50, how much does the LOWEST paid employee receives?
WEEK 15
LESSON 1
TOPIC: Statistics
SUB-TOPIC: Measures of Dispersion
CONTENT: Quartiles from Cumulative Frequency Curve
The upper and lower quartiles can be determined by drawing appropriate lines at 37.5 (three-
quarters of 50) and 12.5 (one-quarter of 50) respectively. In this example, the lower quartile is
estimated as 23.6, and upper quartile as 33.8
In the above example, a median score of 28 indicates that one half the number of students in the
class scored below 28 on the test. Of course, it also means that half of them scored more than 28
marks. The lower quartile of 23.6 means that one quarter of the students scored below 23.6 on
the test. The upper quartile of 33.8 means that three-quarters of the students scored below 33.8
on the test.
In the same way, we can use this curve to find out:

a) The number of students who scored below 18 marks on the test?
b) The pass mark if 8 students qualify for the next round?
To answer part (a), we draw a vertical line starting at 18 marks to meet the curve and a horizontal
line to meet the y-axis. The frequency of 6 indicates that 6 persons scored below 18 marks on the
quiz.
To answer part (b), we must think of the number of students who will not qualify for the next
round. This is calculated as 50 – 8 = 42 students. We must then draw a horizontal line at 42 from
the y-axis until it meets the curve, then draw a vertical line from this point to meet the x-axis.
The line will cut the axis at 36.5 marks. Hence, students scoring over 36.5 marks will qualify for
the next round.
Exercise
1. The masses of 120 pupils in a school are shown in the table below.
Mass (Kg) Number of Pupils Cumulative frequency

51 7 7
52 10 17
53 13
54 14
55 22
56 18
57 15
58 9
59 7
60 5
(a) Complete the Cumulative frequency table above.
(b) Construct a cumulative frequency curve to represent the information from the table.
(c) (i) Use your curve to determine for the given distribution:
- the lower quartile

- the upper quartile
(ii) Hence calculate the value of:
- the interquartile range of the masses

- the semi-interquartile range of the masses
(iii) State the range of the masses.

3. The cumulative frequency curve represents the time taken by 100 students to walk to
school.
Use the graph to estimate:
(a) (i) the median time a student takes to walk to school.
(ii) the interquartile range of the time taken.
(iii) the number of students who walk for no more than 12 minutes
(iv) the number of students who walk for more than 18 minutes.
(b) These students are staying at the school’s dorm some distance away from the
school. Given that all the students leave their dorms at 08:00 hrs.
Determine the time when 75% of the students were in school.
3. The cumulative frequency curve above represents the length in centimeter of 32 fire
crackers.
Use the graph to estimate:
(a) (i) the median length of the fire crackers
(ii) the interquartile range of the length of the fire crackers.
(iii) the number of fire crackers with length no more than 28 cm
(iv) the number of fire crackers which has length of more than 35 cm.
(b) Kerry wishes to purchase 5 of the longest fire crackers. Determine the minimum
length of the 5 crackers.
WEEK 15
LESSON 2
TOPIC: Statistics
SUB-TOPIC: Probability
CONTENT: Probability is the measure of how likely an outcome is.
 An impossible event has a probability of 0. Example: A rose bush growing from an apple
seed is an impossible event.
 Something that is certain is given a probability of 1. Example: The sun rising in the east
is a certain event.
 All other probabilities lie between 0 and 1
Measuring Probability
If E is an event, then the probability of E occurring is written is P(E). This is read as P of E.
𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠 𝑡ℎ𝑎𝑡 𝑎𝑟𝑒 𝑓𝑎𝑣𝑜𝑢𝑟𝑎𝑏𝑙𝑒 𝑡𝑜 𝑡ℎ𝑒 𝑒𝑣𝑒𝑛𝑡
P(E) =
𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
Experimental and Theoretical Probability
The probability of getting a head if we toss a fair coin is:
This is a theoretical probability because we do not actually toss the coin and we assume that it is
unbiased.
If we actually toss a coin many times, we can use the outcomes of the experiment to find an
experimental probability for getting a head with that coin.
Example 1 Example 2
Example 3
Exercise
1. A fair die is rolled. Calculate the probability that:
(a) A six is rolled
(b) A number more than 4 is rolled
(c) A multiple of 2 is rolled
(d) An odd number is seen
2. An urn contains 50 marbles, 40 blue ones and 10 yellow ones.
(a) What is the probability of drawing a blue marble?

(b) If 5 yellow marbles are removed from the urn, what is the chance now of drawing a
yellow marble?
3. A card is chosen at random from a standard pack of 52 playing cards. Calculate the
probability that the card is:
(a) A king
(b) A black card
(c) A king or a queen
(d) A red jack
4. A class has 18 boys and 12 girls. A prefect is to be chosen from the class. If each students
is equally likely to be chosen as the prefect, calculate the probability that the selected
prefect will be:
(a) A boy
(b) A girl
5. The marks obtained by 10 students in a test, scored out of 60, are shown below:
29 38 26 42 38
45 35 37 38 31
For the data above, determine:
(i) the range
(ii) the median
(iii) the interquartile range

(iv) the probability that a student chosen at random scores less than half the total
marks in the test.
6. The cumulative frequency distribution of the volume of petrol needed to fill the tanks of
150 different vehicles is shown below.
(a) For the class 21 – 30, determine the
(i) lower class boundary
(ii) class width
(b) How many vehicles were recorded in the class 31 – 40?
(c) A vehicle is chosen at random from the 150 vehicles. What is the probability that the
volume of petrol needed to fill its tank is more than 50.5 litres? Leave your answer as a
fraction.
(d) Byron estimates the median amount of petrol to be 43.5 litres. Explain why Byron’s
estimate is INCORRECT.
(e) Construct a histogram to represent the distribution of the volume of petrol needed to fill
the tanks of the 150 vehicles.
WEEK 15
LESSON 3
TOPIC: Statistics
SUB-TOPIC: CSEC questions on Statistics.
1.
2. In a survey, all the boys in a book club were asked how many books they each read
during the Easter holiday. The results are shown in the bar graph below.
3. A survey was conducted among 48 persons to find out what mobile network they used.
The table below shows the results of the survey.
(a) If this information is to be represented on a pie chart, what is the angle for the sector that
will represent O-Fone?
(b) Draw a clearly labelled pie chart using the information in the table above.
4. The table below shows the distribution of marks on a test for a group of 70 students.
5. The table below shows the time, to the nearest minute, that 80 students waited to be
served at a school’s canteen.
(a) Copy and complete the table, showing the cumulative frequency.
(b) Using a scale of 2 cm to represent 5 minutes on the x- axis and 2cm to represent
10 students on the y- axis. Draw a cumulative frequency curve to represent the
information on the table.
6.
7.
WEEK 15
LESSON 4
TOPIC: Statistics
SUB-TOPIC: CSEC questions on Statistics.
1.
2.
3.
4. The table below shows the amount, to the nearest dollar, spent by a group of 40 students
at the school canteen during a period of one week.
(a) Copy and complete the table to show the cumulative frequency.
(b) Using a scale of 1cm to represent $5 on the horizontal axis and 1cm to represent 5
students on the vertical axis, draw the cumulative frequency graph for the data.
(c) Use your graph to estimate:

(i) The median amount of money spent
(ii) The probability that a student chosen at random spent less than $23 during the
week.
Show on your graph, using broken lines, how these estimates were determined.
5. A class of 30 students counted the number of books in their bags on a certain day. The
number of books in each EACH bag is shown below.
(a) Copy and complete the frequency table for the data shown above.
(b) State the modal number of books in the bags of the sample of students.
(c) Using the table in (a) above, or otherwise, calculate:

(i) the TOTAL number of books
(ii) the mean number of books per bag.
(d) Determine the probability that a student chosen at random has LESS THAN 4 books in
his/her bag.
6. Twenty bags of sugar were weighed. The weights, to the nearest kg, are as follows:
(b) For the class interval 21 – 30, state:
(i) the upper class boundary
(ii) the class width
(iii) the class midpoint
(c) Using a scale of 2cm to represent 10kg on the x-axis and 1cm to represent 1 bag on the y-
axis, draw a histogram to represent the data contained in your frequency table above.
7. A group of 100 students estimated the mass, m (grams), of a seed. The cumulative
frequency curve below shows the results.
(a) Using the cumulative frequency curve, estimate the
(i) median
(ii) upper quartile
(iii) semi – interquartile range
(iv) number of students whose estimate is 2.8 grams or less.

(b) (i) Use the cumulative frequency curve to complete the frequency table below.
(ii) A student is chosen at random. Find the probability that the student estimated the
mass to be greater than 6 grams.

Grade 10 Mathematics - 2021 - Term 2

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Grade 10 Mathematics - 2021 - Term 2

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MINISTRY OF EDUCATION

SECONDARY ENGAGEMENT PROGRAMME

Cost price Selling price Percentage

(i) What is the TOTAL hire purchase price of the laptop?

(ii) How much is save by buying the laptop for cash?

(b) Express the additional cost as a percentage of the cash price.

The basic wage $703

Hence, the driver’s basic rate is $9.25

Therefore, the woman worked for 35 hours + 9 hours = 44 hours

Item Amount Allocated

Therefore, I = $15 312.50

Formula for calculating compound interest

4. Which is the better investment?

(a) How much of his income is tax free?

Meter Readings (kWh)

A bearing is an angle, measured clockwise from the north direction.

In this diagram the bearing of In this diagram the bearing of

(a) From a point P, the bearing of a point Q is 30°.

(b) From a point A, the bearing of a point B is 140°.

(c) The bearing of a point K from a point L is 250°.

(d) The bearing of a place M from a place N is 330°.

Draw a rough sketch to illustrate the information above.

5. Starting at point A, Freya makes a journey as follows. 8km on a bearing of 135° to B,

Firstly, make a sketch of the diagram

Illustrate the above information in a clearly labelled diagram.

Word problems involving Pythagoras’ Theorem

Find the magnitude of the unknown angle in each diagram below

2. Determine the length of x in the diagram below:

1. Find the missing side in the diagram below:

2. Find the missing angle in the diagrams below:

(b) Look carefully at the graph.

Determining the gradient given the equation of a straight line

Thus 𝑦 = 3𝑥 − 4, then the gradient is 3

3. A line has equation 3𝑦 + 5𝑥 = 1, determine its gradient

Determining gradient when two points are given

So, the gradient of the line PQ is 1.5.

Alternatively, the gradient formula could have been used

Length of a straight Line

To find the length, we use 𝑙 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2

𝑙 = √(−9 − 3)2 + (10 − −5)2

For each pair of points, find its length and mid-point

1. A (1, -3) and B (4, 5).

2. P (5, 8) and Q (-5, -6).

3. X (-4, -8) and Y (-2, -10).

4. L (5,-6) and M (-3, 5)

5. A (8,5) and B (-4,2)

Where m is the gradient and c is the y-intercept

GIVEN THE GRADIENT AND A POINT

Let’s solve this using the point-slope formula which is

Now, let’s substitute

Next, make ‘y’ the subject

Therefore, the equation of the line is 𝑦 = 3𝑥 + 12

Using m= −2 and (2, 3); 𝑥1 = 2 and 𝑦1 = 3

𝐴( −2, 0) and B(0, 8) 𝑥1 = −2, 𝑥2 = 0, 𝑦1 = 0, 𝑦2 = 8

Using m= 4 and (−2, 0); 𝑥1 = −2 and 𝑦1 = 0

1. (- 3, 4) and (5, - 2).

2. (4, 6) and (8, 26).

3. (1, 1) and (4, −8).

4. (3, 4) and (5, 4).

5. (0, 2) and (4, 0).

6. 𝐴( −4, 0) and B(0, 12).

7. 𝑀(2, 0) and N(0, 2).

Written in the form 𝑦 = 𝑚𝑥 + 𝑐, the gradient, 𝑚 = 3

To be parallel, two lines must have the same gradient.