Subject : MATHEMATICS

Term: 2ND
Session : 2023/2024
School : CHRISLAND SCHOOLS
Class : YEAR 9
 TABLE OF CONTENT
WEEK 1: FORMULAE AND CHANGE OF SUBJECT WEEK 2 : SIMULTANEOUS LINEAR EQUATION

WEEK 3 : VARIATION 1 WEEK 4: : VARIATION 2

WEEK 5: TRANSFORMATION WEEK 6 : : SIMILAR SHAPES

WEEK 7 : MID-TERM
WEEK 8: : STATISTICS 1

WEEK 9 : STATISTICS 2 WEEK 10: : CONSTRUCTION

WEEK 11: REVISION WEEK 12 : EXAMINATION

FORMULAE AND
CHANGE OF Picture here

SUBJECT.
Topi
c Week 1 Term 2,
MATHS YEAR 9 2024
SUBJEC CLAS Week, Term &
T S Year
Learning Objectives

By the end of the lesson, learners

will be able to:
1. Define a formula
2. Rewrite a formula in order to
find a new subject.
3. Substitute values in a formula.
Formulae and Substitution

A formula is an equation with

letters which stand for
quantities. E.g A=LB, P=2(L+B)

To substitute in a formula
means to replace letters by their
values.
Change of subject

To change the subject of a formula means

to rearrange the order of the letters in the
formula so that one of the letters become
the subject.

To change the subject of the formula:

(i) Treat the formula as an algebraic
equation.
(ii) Solve the equation for the letter which is
to be the subject of the formula.
 Transposition of Formulae (Change of Subject)
Sometimes it is necessary to rewrite a formula in order to find a new subject.
F the subject C the subject
oC oF

9 5
0
F  C  32 C  (F  32 ) 32
5 9

V the subject
r the subject
r

4 3v
V  r 3
r 3
Intro 3 4
 Transposition of Formulae (Change of Subject)
Sometimes it is necessary to rewrite a formula in order to find a new subject.

The operations involved in changing the subject of formulae are the

same as those involved in solving equations.

Example Question 1: Make t the subject of the formula:

m = 6p + t
subtract 6p from both sides
m - 6p = t Re-write with the new
subject on the left as usual.
t = m - 6p
Example Question 2: Make y the subject of the formula:
Dy - 3e = 2g + 5

Dy = 2g + 3e + add 3e to both sides

5 2g + 3e + Divide both sides by D

y= Examples 1
5 D
 Transposition of Formulae (Change of Subject)
Sometimes it is necessary to rewrite a formula in order to find a new
subject.
The operations involved in changing the subject of formulae are the same as
those involved in solving equations.
Example Question 3
Example Question 3: (alternative)
Make S the subject of the formula: Make S the subject of the
a ( y  S )  F Expand a ( y
formula:
 S )  F Divide by
a
brackets
F
ay  aS  F Subtract ay y S  F Subtract y

y S a
aS  F  ay Divide by a Fa
S  y
F  ay
F a ay F
a
 Equivalent
 y
S
S  S
a
a
 Transposition of Formulae (Change of Subject)
Sometimes it is necessary to rewrite a formula in order to find a new subject.
The operations involved in changing the subject of formulae are the
same as those involved in solving equations.
Example Question 4: Example Question 4 (alterative)
Make q the subject of the Make q the subject of the
formula: formula:
5( p q
2
)  4VExpand
brackets
2
5( p q )  4V Divide by 5

 5q 2
 4V Subtract 5p 4V
5p p q 2
 Subtract p
5
5q
2
 4V  5 p Divide by 5
4V
4v  5 p q
2
 p  both sides
q
2
  both sides 5
5
4V
4v  5p q  p
q  5
5 Equivalent
 Transposition of Formulae (Change of Subject)
Make the indicated variable the subject of each formula:

( 1) a b 2 (b ) b a 2

V u
( 2) V  u  at (t ) t 
a
m  5n m
( 3) m  5( n  s ) (s ) s  or s  n
5 5

2k  3b 2k
( 4 ) 3( a
2
 b )  2k (a ) a  or a  b
3 3

Questions 1
 Transposition of Formulae (Change of Subject)

Example Question 5: Example Question 6:

Make n the subject of the formula: Make r the subject of the
formula:
y 5 mn square both sides
V 
4
r 3
multiply by 3
3
y
2
 25 mn Divide by 25m
3V  4 r 3
divide by 4
2
y
n  3V
25 m r 3
Take cube root
4
3v
r  3

4
Examples 2
 Transposition of Formulae (Change of Subject)

Example Question 7: Example Question 8:

Make x the subject of the formula: Make p the subject of the
ax  m  bx  y
formula: p r
p q 
d
ax  bx  m  y
d (p q )  p r
x (a b )  m y
m y
dp  dq  p r
x 
a b dp  p  r  dq
p (d  1)  r  dq
r  dq
p 
d 1
 Transposition of Formulae (Change of Subject)
Make the indicated variable the subject of each formula:
( 1) c  x y (y ) y  x c 2

f  f
(2)   p (m ) m  2
p
m 
4( s k )
3 v  3
(3) s  v  k
3
(v ) 3
4

m m  2dp
(4) a  2p 
3a
(a ) a 
d d 3
2
d  gt
(5) t  2    (d ) d 
4
2

g  Questions 2
worksheet

Questions 1 Questions 2

( 1) a b 2 (b ) ( 1) c  x y (y )

f 
( 2) V  u  at (t )
(2)   p (m )
m 

3
( 3) m  5( n  s ) (s ) (3) s  v  k
3
(v )
4

3a m
(4) a  2p  (a )
( 4 ) 3( a
2
 b )  2k (a ) d

d 
(5) t  2    (d )
g 
SIMULTANEOUS
LINEAR Picture here

EQUATION.
Topi
c Week 2 Term 2,
MATHS YEAR 9 2024
SUBJEC CLAS Week, Term &
T S Year
 Learning Objectives
1. Define simultaneous
equation.
2. State the methods of solving
simultaneous equation.
3. Solve simultaneous equation
using algebraic method.
 SIMULTANEOUS EQUATION
What is Simultaneous equation?
If two linear equation in x
and y are both satisfied by a
pair of values x and y, we
say they are simultaneous
linear equation.
METHODS OF SOLVING
SIMULTANEOUS EQUATION.
1. Algebraic method.
2. Elimination and substitution
3.Graphical Method.
 ELIMINATION METHOD
To solve simultaneous linear equation by
elimination method, follow the steps below:
i. Make sure the coefficient of one of the
variable are the same.
ii. If the signs are the same subtract.
iii.If the signs are different add.
iv. Find the value of x
v. Use the value of x to find y.
EXAMPLE 1
1. Label the equations.
Solve:6x + y = 20
2. The coefficients of y are the
eq 1 same. Subtract equations to
3x + y = 11
eq 2 eliminate y and solve for x.
3x = 9
3. Substitute this value of x
x=3
back into equation 1 and
18 + y = 20 solve for y.
y=2 18 + 3 = 20  and 9 + 2 = 11
4. Mentally check solutions by
Solutions x = 3 and y=2 substituting both values back into
both equations.
Solve: 1. Label the equations.
5x + 4y = 23eq 1 2. Multiply eq 2 by 4 to get the
3x - y = 7 eq 2 coefficients of y the same and write
down these two new (equivalent pair of
5x + 4y = 23 eq 1 equations). Label the altered equation
12x - 4y = 28 eq 3 eq 3.
3. Add eq 1 and eq 3 to eliminate y and
17x = 51 solve for x.
x=3 4. Substitute this value of x back
into equation 1 and solve for y.
15 + 4y = 23
4y = 8 5. Mentally check solutions by
y=2 substituting both values back into both
equations.
Solutions x = 3 and y=2 15 + 8 = 23  and 9 - 2 = 7
 1. Label the equations.
Solve: 2. Multiply eq 1 by 3 to and eq 2 by 4 to
3x + 4y = 25eq 1 get the coefficients of y the same and
5x + 3y = 27 eq 2 write down these two new (equivalent
pair of equations). Label the altered
9x + 12y = 75 eq 3 equations eq 3 and eq 4.
20x + 12y = 108 eq 4
3. Subtract eq 3 from eq 4 to
11x = 33 eliminate y and solve for x.
x=3 4. Substitute this value of x back
into equation 1 and solve for y.
9 + 4y = 25
5. Mentally check solutions by
4y = 16 substituting both values back into both
y=4 equations.
9 + 16 = 25  and 15 + 12 = 27
Solutions x = 3 and y=4
Note that we could have opted for
getting the x’s the same and then
subtracting. We will look at an example
Class Work
1. Solve x + y = 30 and x - y = 14

2. Solve 4x + 9y = 13 and
3x + y = 4
 Answer for Class Work
1. Solvex + y = 30 and x - y = 14
x = 22 and y = 8

2. Solve 4x + 9y = 13 and 3x + y =
4
x = 1 and y = 1
Learning Follow-up Assignment

1. Solve 4x + y = 23 and 3x + y = 18

2. Solve 3x + y = 39 and 5x + 7y = 113

3. 5s + 3k = 48 and s + 8k = 17
Learning Follow-up
Assignment and Answer

1. Solve 4x + y = 23 and 3x + y = 18
x = 5 and y = 3

2. Solve 3x + y = 39 and 5x + 7y = 113

x = 10 and y = 9

3. 5s + 3k = 48 and s + 8k = 17
s = 9 and k = 1
 Learning Objectives
1. Solve simultaneous equation
using algebraic method i.e.
Substitution Method.
2. Solve word problem leading
to simultaneous linear equation.
 Simultaneous Linear Equations
Substitution Method
This is an alternative method that can be used when one of the variables in
either equation can be expressed easily in terms of the other.
Example Question 1
Solve: 3x + 2y = 18 eq 1 1. Label the equations.

2x - y = 5 eq 2 2. Re-write equation 2 as y = 2x - 5 and

substitute this into equation 1.
3x + 2(2x - 5) = 18 3. Expand brackets and solve for x.
3x + 4x - 10 = 18 4. Substitute this value of x back
into equation 1 and solve for y.
7x - 10 = 18
7x = 28 5. Mentally check solutions by
x=4 substituting both values back into
12 + 2y = 18 both equations.

2y = 6 12 + 6 = 18  and 8 - 3 = 5
y=3
Solutions x = 4 and y=3
Substitution Method
This is an alternative method that can be used when one of the variables
in either equation can be expressed easily in terms of the other.

Example Question 2
Solve: x + 3y = 19 eq 1 1. Label the equations.

3x - 2y = 2 eq 2 2. Re-write equation 1 as x = 19 - 3y and

substitute this into equation 2.
3(19 - 3y) - 2y = 2 3. Expand brackets and solve for y.
57 - 9y - 2y = 2 4. Substitute this value of y back
into equation 1 and solve for x.
57 - 11y = 2
5. Mentally check solutions by
-11y = -55 substituting both values back into both
y=5 equations.
x + 15 = 19 4 + 15 = 19  and 12 - 10 = 2
x=4
Solutions x = 4 and y = 5
 Simultaneous Linear Equations
Solve the following simultaneous equations using the substitution
method
Question 1 Question 2
3x + 5y = 19 4x + 9y = 13
2x - y = 4 3x + y = 4

Question 3 Question 4
3x + y = 13 s + 4k = 6
5x + 7y = 27 5s + 3k = 47
 Simultaneous Linear Equations
Solve the following simultaneous equations using the substitution
method
Question 1 Question 2
3x + 5y = 19 4x + 9y = 13
2x - y = 4 3x + y = 4
ANS: x = 1 and y = 1
ANS: x = 3 and y = 2
Question 3 Question 4
3x + y = 13 s + 4k = 6
5x + 7y = 27 5s + 3k = 47
ANS: x = 4 and y = 1 ANS: s = 10 and k = -1
 Simultaneous Linear Equations
Problems leading to simultaneous equations
Worked Example Question
1 sum of two numbers is 130 and their difference is 38. Find
The
them.
Let x and y be the unknown numbers then:

x + y = 130 eq 1
1. Add equations.
x - y = 38 eq 2
2. Substitute in eq 1.
2x = 168
x = 84 3. Check solutions
84 + 46 = 130
84 + y = 130 84 - 46 = 38

y = 46
The numbers are 84 and 46
 Simultaneous Linear Equations
Problems leading to simultaneous equations
Worked Example Question 2
Five apples and 3 pears cost 86 pence. Seven apples and five pears cost
£1.30. Find the cost of each piece of fruit.
Let a be the cost of each apples and p the cost of each pears then:
5a + 3p = 86 eq 1
1. eq 1 x 5 and eq 2 x 3
7a + 5p = 130 eq 2
25a + 15p = 430eq 3 2. eq 3 - eq 4

21a + 15p = 390 eq 4 3. Substitute in eq 1.

4a = 40 4. Check solutions
a = 10 50 + 36 = 86
70 + 60 = 130
50 + 3p = 86
3p = 36
p = 12 Apples cost 10p and pears cost 12 p
Class Work

1. Solve 4x + 9y = 13 and 3x +
y = 4 using substitution
method.
2. Becky and Peter’s ages add
to 53. If Becky is 3 years
younger than peter what are
their ages.
 Answer for Class Work
1. Solve 4x + 9y = 13 and 3x + y =
4 using substitution method.
x = 1 and y = 1
2. Becky and Peter’s ages add to
53. If Becky is 3 years younger
than peter what are their ages.
Peter is 28 and Becky is 25
 Graphical Solution of Simultaneous Equations
y
10 Solutions Simultaneous Equations can
9 be solved using a graphical
8
x = 7, y = 6 method if needed.
7
6
(7,6) Each equation should be
5

4 rearranged in the form y

3 = mx + c then plotted on
2
a grid.
1

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 x
-1
The co-ordinates of the
-2 point of intersection of each
-3 line give the solutions to the
-4 equations.
-5
-6 Example 1
-7
Solve
-8
2x – y = 8 y = 2x - 8
-9 
-10 x–y=1 y=x-1
VARIATION 1
(DIRECT & Picture here

INVERSE).
Topi
c Week 3 Term 2,
MATHS YEAR 9 2024
SUBJEC CLAS Week, Term &
T S Year
 Learning Objectives
1. Establish the relationship
between two variables.
2. Solve problems
involving direct variations.
3. Solve problems
involving inverse variations.
 Direct Variation
If two quantities increase at the same rate 8
so that if one is doubled so is the other, then
the quantities are said to be directly 7
proportional.
6
If two quantities are directly proportional then
their points lie on a straight line from the origin.
In our example the equation of this line is C = 5
kN for some value of k. k is called the constant Cost (£)
of proportionality and has a value of 1.5 here. 4

In the example shown, if C is the cost of an ice 3 Three ice creams

cream and N is the number bought, we write cost three times as
C N (C is proportional to N). 2 much as one etc.

1 Two ice creams cost

Eddie’s
Ices All twice as much as one.
£1.50 1 2 3 4 5
Number of Ice Creams
 Terminology Direct Proportion
y varies as x yx y varies directly as x

All mean the

y is direcly proportional to x same thing
Strategy for solving variation problems
1. Find the value of k (the constant of proportionality).
2. Use k together with given values to answer the question.
Example Question 1:
If y is proportional to z and y = 7 when z = 2, find:
(a) the value of y when z = 8 (b) the
value of z when y = 10.5
yz (a) y = 3.5 x 8 = 28
 y = kz (b) z = y/3.5 = 10.5/3.5 = 3
 k = y/z
k = 7/2 = 3.5
 y = 3.5z
Example Question 2
The Current I in a wire is proportional to the voltage V. If I
=12 amps when V = 8 volts find:
(a) The current when the voltage is 15 volts.
(b) The voltage when the current is 7.5 amps.

_
IV
 I = kV
+
 k = I/V
(a) I = 1.5 x 15 = 22.5 amps
k = 12/8
(b) V = I/1.5 = 7.5/1.5 = 5 volts
k = 1.5
 I = 1.5V
Question 3
A mass M, hangs from the end of a spring. The extension of the spring, E,
is proportional to the mass. If a mass of 6 kg produces an extension of
13½ cm find:
(a) The extension produced by a mass of 5 kg
(b) The mass that produces an extension of 18 cm

EM
 E = kM
 k = E/M
k = 13.5/6
k = 2.25 (a) E = 2.25 x 5 = 11.25 cm.

 E = 2.25 M (b) M = E/2.25 = 18/2.25 = 8 kg.

 Questions Involving Squares and Cubes
Example Question 4

Given that y varies directly as x2 and If y = 12 when x = 2, calculate:

(a) The value of y when x = 5
(b) The value of x when y = 48

y  x2 (a) y = 3 x 52 = 75
 y = kx2
(b) x = (y/3) = (48/3) = 4
 k = y/x2
k = 12/22 = 3
 y = 3x2
 Questions Involving Squares and Cubes
Question 5

The energy of a moving body E, is proportional to the square of its speed S. If a

body has 90 units of energy when it is moving at 3m/s, calculate:
(a) How many units of energy it has at a speed of 8 m/s.
(b) The speed of a body with 810 units of energy.

E  S2
 E = kS2
 k = E/S2
(a) E = 10 x 82 = 640 units
k = 90/32 = 10
(b) S = (E/10) = (810/10) = 9 m/s
 E = 10S2
 Questions Involving Squares and Cubes
Question 6
The value V of a diamond is proportional to the square of its mass M. If a
diamond with a mass of 5 g is valued at £100 find:
(a) The value of a diamond with a mass of 20 g.
(b) The mass of a diamond with a value of £2500.

V  M2
 V = kM2
 k = V/M2 (a) V = 4 x 202 = £1600

k = 100/52 = 4 (b) M = (V/4) = (2500/4) = 25 g

 V = 4M2
 Questions Involving Squares and Cubes
Question 7
The mass M of a sphere is proportional to the cube of its radius r. Use
the information in the diagram to find:
(a) The mass of the yellow cube.
(b) The radius of the red cube.

6 cm

r cm 5 cm
140 g 300 g Mg
M  r3
 M = kr3
 k = M/r3 (a) M = 2.4 x 63 = 518.4 g
k = 300/53 = 2.4 (b) r = 3(M/2.4) = 3(140/2.4) = 3.9 cm (1 dp)
 M = 2.4r3
 Questions Involving Squares and Cubes
Example Question 8
The mass M of a cube is proportional to its side length L. Use
the information in the diagram to find:
(a) The mass of the yellow cube.
(b) The side length of the red cube.

Mg
320 g
40 g

M  L3 L cm 4 cm 8 cm
 M = kL3
(a) M = 5 x 83 = 2560 g = 2.56 kg
 k = M/L3
k= 320/43 =5 (b) L = 3(M/5) = 3(40/5) = 2 cm

 M = 5L3
 Classwork

1. A mass M, hangs from the end of a spring. The extension of the

spring, E, is proportional to the mass. If a mass of 6 kg produces
an extension of 13.5 cm find:
(a) The extension produced by a mass of 5 kg
(b) The mass that produces an extension of 18 cm

2. The energy of a moving body E, is proportional to the square of

its speed S. If a body has 90 units of energy when it is moving at
3m/s, calculate:
(a) How many units of energy it has at a speed of 8 m/s.
2(b) The speed of a body with 810 units of energy.
 Question 3
If p is proportional to q and p = 3 when q = 12, find:
(a) the value of p when q = 30
(b) the value of q when p = 18
Question 4
a. Given that y varies as x, fill in the missing values in the table below
x 3 5 10 20 70
y 25
b. Given that y varies as x, fill in the missing values in the table below

x 2 5 10 30 40
y 22.5

5. The Current I in a wire is proportional to the voltage V. If I =12 amps when V = 8

volts find: (a) The current when the voltage is 15 volts. (b) The voltage when
the current is 7.5 amps.
6. A mass M, hangs from the end of a spring. The extension of the spring, E, is
proportional to the mass. If a mass of 6 kg produces an extension of 13.5 cm find: (a
The extension produced by a mass of 5 kg
(b) The mass that produces an extension of 18 cm
7. Given that y varies directly as x2 and If y = 12 when x = 2, calculate: (a)
The value of y when x = 5 (b) The value of x when y = 48

8. The energy of a moving body is E, is proportional to the square of its

speed S. If a body has 90 units of energy when it is moving at 3m/s,
calculate: (a) How many units of energy it has at a speed of 8 m/s (b) The
speed of a body with 810 units of energy.

9. The value V of a diamond is proportional to the square of its mass M. If

a diamond with a mass of 5 g is valued at £100 find:
(a) The value of a diamond with a mass of 20 g.
(b) The mass of a diamond with a value of £2500.
 Inverse Proportion
If two quantities are related in such a manner 120
that if one quantity increases by a factor k
and the other decreases by a factor of 1/k 110
then the quantities are said to be inversely 100
proportional.
90
In the case of hiring the van we say that
80
1 k

1 C k x C 

Cost (C)(£)
C N N 70 Two people,
N
half the cost
60
The product C x N is constant and the
50 Three people, third
points lay on a curve of the form y = 1/x
the cost etc
40
30
Vera’s Van Hire
20
£120 per week
10
0
1 2 3 4 5 6 7 8
Number of People (N)
Example Question 1
Boyle’s Law states that at constant temperature, the volume V of a gas is
inversely proportional to its pressure P. When the pressure is 600
N/m3 the volume is 4m3. Find:
(a) The volume when the pressure is 400 N/m3
(b) The pressure when the volume of the gas is 5 m3
Remember: Strategy for solving proportion problems
1. Find the value of k (the constant of proportionality).

2. Use k together with given values to answer the question.

1 k
V  V   k  VP 2400
P P (a ) V   6m 3

400
k  600 x 4  2400
2400
2400 (b ) P   480 N /m
3

V  5
P
Question 1
The cost C of hiring a transit van is inversely proportional to the number
of people N, hiring it. If Robert hires the van himself, the cost will be
£120. Find:
(a) The cost per person if a party of 4 people hire the van.
(b) The number of people hiring the van if the cost per person is £7.50.

1 k
C  C   k  CN
N N
120
(a) C   £ 30
k  120 x 1  120 4

120
(b ) N   16 people
120 7 .5
C 
N
 Question 2:The time T, taken for a journey to the moon is inversely
proportional to the average speed S, of the space ship. If the trip
takes approximately 20 days at an average speed of 12, 000 mph,
find:
(a) The time taken at an average speed of 16 000 mph.
(b) The average speed for a journey completed in 24 days.

1 k
T  T   k  ST
S S

k  12 000 x 20  240 000 (a) T 

240 000
 15 days .
16 000

240 000 240 000

T  (b ) S   10 000 mph
S 24
 One quantity can be inversely proportional to the square or cube of another.

Question 3. The Intensity I of light falling on an object varies inversely as the

square of the distance D of the object from the light source. If the
intensity of light is 12 units at a distance of 8 m, find:
(a) The intensity at a distance of 4 m.
(b) The distance of the light source from the object if the intensity is 10 units.

1 k 768
I  2
I  2
 k  ID 2
k  12 x 8
2
 768 I  2
D D D

8m

768 768
(a ) I  2
 48 units (b ) D   8.8 m ( 1 dp )
4 10
Question 4
The air pressure P that is delivered by a bicycle pump is inversely
proportional to the square of its diameter D. If 8 units of pressure is
delivered by a 20 mm diameter pump, find:
(a) The pressure delivered by an 18 mm pump.
(b) The diameter of a pump delivering 6 units of pressure.

1 k
P  2
P  2
 k  PD 2

D D
3200
(a) P  2
 9 . 9 units (1 dp )
18
k 8x 20
2
 3200
3200
(b ) D   23 . 1 mm (1 dp )
3200 6
P  2
D
Question 5
The force of attraction F, between two magnets is inversely proportional to the
square of their distance apart D. When the magnets are 2 cm apart the
force of attraction is 24 units. Find:
(a) The force of attraction between two magnets that are 1/2 cm apart.
(b) The distance between two magnets when the force of attraction is 6 units.

1 k
F  2
F  2
 k  FD 2

D D
96
(a) F  2
 384 units .
0 .5
k  24 x 2
2
 96
96
(b ) D   4 cm .
96 6
F  2
D
 Classwork
Question 1:
The time T, taken for a journey to the moon is inversely
proportional to the average speed S, of the space ship. If the
trip takes approximately 20 days at an average speed of 12,
000 mph, find:
(a) The time taken at an average speed of 16 000 mph.
(b) The average speed for a journey completed in 24 days.

Question 2.
The force of attraction F, between two magnets is inversely
proportional to the square of their distance apart D. When the
magnets are 2 cm apart the force of attraction is 24 units. Find:
(a) The force of attraction between two magnets that are 1/2 cm
apart.
(b) The distance between two magnets when the force of attraction
is 6 units.
VARIATION 2
(JOINT & Picture here

PARTIAL).
Topi
c Week 4 Term 2,
MATHS YEAR 9 2024
SUBJEC CLAS Week, Term &
Week, Term &
T S Year
Joint Variation

y varies jointly as x and z if there is some number

k such that y = kxz, where x and y is not equal to
zero.
JOINT VARIATION

If a quantity y is directly proportional to the product of p

and q, we say y varies jointly with p and q.
y  pq
y = kpq
EXAMPLE 1

The heat H generated by a current in a wire varies

directly as the time T and as the square of the voltage V
and inversely as the resistance R of the wire. If the
voltage is 90 volts and the resistance is 48 ohms, the heat
generated is 180 J per second.
A. Find the formula connecting H, T, V and R
B. heat generated in 15 seconds. If the voltage is 110 volts
and resistance is 32 ohms.
CLASSWORK

Z is directly proportional to the square of x and inversely

proportional to y. When x =4 and y = 10 then z =24. find ;
A . The relationship between x, y and z.
B. Z when x = 6 and y =8
PARTIAL VARIATION
If a variation is represented in the form y = a + bx ,
where a and b are constant and are constants
different from zero and x and y are variable, then
such variation is called a partial variation.
In such case y is said to be partly constant and
partly varies with x.
EXAMPLE

The monthly charge, C, of an electricity company is made

up as follows: a constant charge a and a charge which
varies directly as N the number of units used. When N =
80, C = #820. When N = 124, C = #1040.
A. Find the relationship between C and N.
B. Find C when N = 180.
CLASS WORK

Z is partly constant and partly varies directly as x and

inversely as y. Z=4 when x=3, y=1 and Z= 3 when x=1/2,
y=5. Find Z when x=29 and y=10.
ASSIGNMENT

Exam focus
1. ex 27.3 page 257 questions 1 and 3.
2. ex 27.4 page 259 question 10 and 11.
TRANSFORMATIO
N. Picture here

Topi
c Week 5 Term 2,
MATHS YEAR 9 2024
SUBJEC CLAS Week, Term &
T S Year
Learning Objectives

By the end of the lesson, the students will be able to:

i. translate objects;
ii. rotate objects;
iii. reflect objects;
iv. enlarge objects.
TRANSFORMATION
If an object transformed, it can change either its position or its
shape. The new shape after the transformation is known as the
image.
The simplest forms of transformations include:
Reflection:If an object is reflected it is flipped about a line. This line
is known as mirror line.
Rotation:If an object is rotated, it undergoes a turning movement
about a specific point known as centre of rotation.
Translation: Translation symmetry occurs when an object slides to a
new position. The sliding movement involves no rotation or
reflection.
With these transformations, only the position of the object changes,
as its shape and size remain the same. So, the object and the
image are congruent.
Transformations
y
25

20

15

10 B

0 5 10 15 20 x 25
y Use vectors to
25 describe the
translation from:

20 • A to B
A

B • C to D
15

10

C
D
5

0 5 10 15 20 x 25
Reflections transform shapes so they become mirror images of themselve
Shapes are reflected in a mirror line.

y
8 A

4 C B
2

-8 -6 -4 -2 0 2 4 6 8 x
-2

-4

-6

-8
 Rotations transform shapes by turning clockwise or anti-clockwise
about a fixed point called the centre of rotation.
y
10
Rotate A clockwise 90°
A’
about (4, 6).
8 Label the image A’
A
6 Rotate B anti-clockwise
90° about (4, 1)
Label the image B’
4
B’ B
2

0 2 4 6 8 x10
SIMILAR SHAPES.
Picture here

Topi
c Week 6 Term 2,
MATHS YEAR 9 2024
SUBJEC CLAS Week, Term &
T S Year
Learning Objectives
By the end of the lesson, the students will be able to;
i. decide whether plane shapes are similar or not;
ii. recall and apply the properties of similar triangles;
iii. Name similar figures correctly.
Similar shapes
 SIMILAR FIGURES
To say that two objects are SIMILAR means that they are
identical in shape, but not in size.
In order for two shapes to be similar they must have the
same angles and the sides must be in the same ratio.

Example: Are these two shapes similar?

Angles
x2 the same

x2
The two shapes
are similar
x2
Sides have the
same ratio – x2

x2
 Are these pairs of shapes similar?

6cm
2cm

3cm
9cm

50° 50°
4m 6m
40°
5m 40°

10m
1m
70°
m
1.5

50°
2m

60°

3m
AREA OF SIMILAR FIGURES
Area scale factor = square of linear scale factor.
Example : Two similar rectangles have corresponding sides in the ratio 7:4.
a. Find the ratio of their area.
b. If the area of the bigger rectangle is 343cm2, find the area of the smaller
rectangle.
SOLUTION
Area ratio = 72 : 42
= 49 : 16
Area of smaller rectangle = (343x16) / 49
= 112cm2
 VOLUME OF SIMILAR
FIGURES
Volume scale factor = cube of linear scale factor.
Example : Two similar blocks have corresponding
lengths 18cm and 27cm.
a. find the ratio of their length.
b. find the ratio of their masses.
c. If the mass of the larger block is 216g, find the mass
of the smaller block
SOLUTION:
Ratio of their length = 2 : 3
Ratio of their masses = 2 : 3
3 3

= 8 : 27
mass of smaller block = (216x8)/ 27
= 64g
EXAMPLE 3

The ratio of the surface area of a sphere is 9:25 find

i. The ratio of the radii
ii. The ratio of the volume
iii. If the smaller sphere has a radius of 10cm, find the
radius of the bigger sphere.
 Cuboid A is enlarged with scale
Write down expressions factor k to obtain B.

for the surface area & Find expressions for the surface
area & volume of B
volume of A

x A
z B
y

VA=xyz VB=kxkykz=k3(xyz)
SA=2(xy+xz+yz) SB=2(kxky+kxkz+kykz)
=k2(2(xy+xz+yz))
Scale, area & volume factors

If A is enlarged by
Name Notation scale factor k to
give B, then:

Scale
k kLA=LB
factor

Area factor k2 k2SA=SB

Volume
k3 k3VA=VB
factor
Sphere M is enlarged with scale factor 5
to obtain N.

Find the volume of N

N
M

VM=20cm3

VN=53x20=2500cm3
 Cylinders G and H are similar.

Find the radius of H
SG=14πcm2
SG=224πcm2

G
rG

rG=1.5cm H

k2 = 224π/14π = 16
so k=4
and rH= 4x1.5 = 6cm
 Prisms P and Q are similar.

Find the surface area of P
VP=15cm3
VQ=405cm3

P
Q
k3 = 405/15 = 27
so k=3 and k2=9
and SP= 162 / 9 = 18cm2
SQ=162cm2
Angles and Sides in Similar Polygons
Angles Sides

∠A ≅ ∠ E AB ~ EF
∠B ≅ ∠ F AC ~ EG
∠C ≅ ∠ G BC ~ FG

A
ΔABC ~ ΔEFG
E

B C F G
You can find the missing length of a side
in a pair of similar figures, by using
proportions ΔRST ~ ΔUVW

x ft. U

S 6 ft.
T V W
35 ft.
7 ft.

6 7
x = x = 30 feet
35
 Solve for x.

40 in. 30 in..
12 in.
x in.

x 30
12 = x = 9 inches
40
 Solve for x.
Round to the
12 in. nearest tenth.

4 in.
20 in.

x in..

4 x
12 = x = 6.7 inches
20
 Solve for x.

x 25 m.
14 m.
7 m.

7 25
14 =
x x = 50 meters
 Solve for x.
Round to the
17 in. nearest tenth.

x
35 in.

15 in.

15 x
35 = x = 7.3 inches
17
Determine the missing sides
of the triangle

39 in ? in
33 in ? in

8 in
24 in
Determine the length of the
missing side

Two rectangles are similar. The first

is 4 in. wide and 15 in. long. The
second is 9 in. wide. Find the length
of the second rectangle.
Determine the length of the
missing side
Two rectangles are similar. One is 5
cm by 12 cm. The longer side of the
second rectangle is 8 cm greater
than twice the shorter side. Find its
length and width.
Similar Figures

Which of the following is not a

characteristic of similar figures?
A. Proportional sides

B. Equal angle measurements

C. Same shape

D. Congruent side lengths
Similar Figures

Are the figures below similar? Explain.

Similar Figures

Are the figures below similar?

Explain.
 CLASS WORK
1. Two similar pentagons have corresponding sides of 6cm and 10cm. Find
a. Ratio of their areas.
b. If the area of the larger pentagon is 120cm2, find the area of the smaller one.
2. Two similar buckets have heights 24cm and 20cm. If the smaller bucket holds 12.5
litres of water, find the capacity of the larger bucket.
ASSIGNMENT: EXAM FOCUS EX 28.8 PAGE 293 QUESTION 8 AND
EX 28.9 PAGE 295 QUESTION QUESTION 9.
 ASSIGNMENT

EXAM FOCUS EX 28.8 PAGE 293 QUESTION 8 AND

EX 28.9 PAGE 295 QUESTION QUESTION 9.
 AK
R E
M B
ER
IDT
M
STATISTICS 1.
Picture here

Topi
c Week 8 Term 2,
MATHS YEAR 9 2024
SUBJEC CLAS Week, Term &
T S Year
Learning Objectives

By the end of the lesson, the students will be able to;

i. calculate the mean of a set of data;
ii. calculate the median of a set of data;
iii. determine the mode of a set of data;
iv. calculate the range of a set of data.
STATISTICS: MEASURE OF CENTRAL
TENDENCY (MEAN,MEDIAN AND MODE)

An average is a single number that represents a

large set of data. The common averages are
the Mean, Median and Mode. These averages
are often called Measures of Central
Tendency, since an average usually has a
central value within the data set.
 Averages (The Mean)
The mean is also known as the common average. To find the mean
value of a set of data you add up all the data values then divide by how
many there are.

Example 1. Two dice were thrown 10 times and their scores were added together
and recorded. Find the mean.
7, 5, 2, 7, 6, 12, 10, 4, 8, 9

Mean = 7 + 5 + 2 + 7 + 6 + 12 + 10 + 4 + 8 + 9
10
= 70
=7
10
 Averages (The Mode)
The mode is the data value that occurs most frequently

Example 1. The number of matches in a random sample of 14 boxes were

counted and the results are recorded below. Find the mode of the data.

48, 49, 52, 50, 51, 49, 49, 55, 47, 48, 50, 51, 50, 50,

Mode = 50 (as it occurs more often than the other numbers).

 Averages (The Mode)
The mode is the data value that occurs most frequently

Example 2. Twenty people sat a maths test. Their marks out of 10 are recorded
below. Find the modal mark for the test.

2, 5, 9, 3, 7, 6, 8, 6, 10, 4,
3, 2, 0, 9, 5, 1, 8, 6, 1, 5

Mode = 5 and 6 (bi-modal)

 Averages (The Median)
The median is the middle value of a set of data once
the data has been ordered.

Example 1. Jeffery hit 11 balls at Grimsby driving range.

The recorded distances of his drives, measured in yards,
are given below. Find the median distance for his drives.
85, 125, 130, 65, 100, 70, 75, 50, 140, 95, 70

50, 65, 70, 70, 75, 85, 95, 100, 125, 130, 140

Single middle value Ordered data

Median drive = 85 yards

 Averages (The Median)
The median is the middle value of a set of data once
the data has been ordered.

Example 2. Robert hit 12 balls at Grimsby driving range. The

recorded distances of his drives, measured in yards, are given
below. Find the median distance for his drives.
85, 125, 130, 65, 100, 70, 75, 50, 140, 135, 95, 70

50, 65, 70, 70, 75, 85, 95, 100, 125, 130, 135, 140

Two middle values Ordered data

so take the mean.

Median drive = 90 yards

 The Range
The range is a measure of spread and is the largest data value – the
smallest data value.

Example 1. Find the range for the data below.

7, 5, 2, 7, 6, 12, 10, 4, 8, 9

Range = 12 – 2 = 10
 Presentation of Data
The four major ways of presenting data are:
Frequency table: A Frequency table is a table that lists each item in a data set
with the number of times it occurs.
Pictogram: Use of pictures to represent data.
Bar chart: Bar chart is also called frequency diagram. Each bar represents a
given information. The height of the bar is proportional to the frequency.
The bar chart must be fully labelled.
The bars must be of the same width.
The bars should not touch each other.
Pie chart: In a pie chart, each sector (slice) represents a fraction of the total.
Its size is proportional to the frequency of that category as a fraction of the
total.
The pie chart must have a heading and a key.
Each sector (slice) must be clearly labelled.
Example
A school of 120 students carried out a survey to see which subjects are
most popular. Their results are shown in the frequency table below:
Subject Frequency
Sport 40
Science 20
Mathematics 30
Art 15
Languages 15
Total 120
Show this information on a bar chart and pie chart.
 Favourite subject

45
40
35
Frequency

30
25
20
15
10
5
0
sport science maths art languages
Subjects
Favourite subject
Favourite subject

sport

science

maths

art

languages
STATISTICS 2.
Picture here

Topi
c Week 9 Term 2,
MATHS YEAR 9 2024Term
Week,
SUBJEC CLAS & Year
T S
 Learning Objectives

By the end of the lesson, the students will be able to;

i. represent data on charts;
ii. represent data on graphs;
iii. Represent data on stem and leaf diagrams.
STEM AND LEAF
 Stem and Leaf Plots/Diagrams

A stem and leaf plot is a frequency diagram in which the raw data is
displayed together with its frequency. The data is then placed in suitable
groups.

Example. The following data gives the marks out of 60 for a maths
test. Place the data in a stem and leaf diagram.
28, 38, 42, 5, 13, 23, 14, 38, 56, 20, 32, 47, 58, 3, 18,
19, 42, 48, 29, 14, 24, 28, 50, 31, 35

Stem Leaf units

0 3 5
1 3 4 4 8 9
2 0 3 4 8 8 9
tens
3 1 2 5 8 8
4 2 2 7 8
Median is the
5 0 6 8 13th data value
 Stem and Leaf Plots/Diagrams

The stem and leaf plot below shows the masses in kg of some people in a lift.
(a) How many people were weighed?
(b) What is the range of the masses?
(c) Find the median mass.

Stem Leaf
tens 1 4 units Median is the
3
mean of the 8th
4 3 3 6 and 9th data
values.
5 0 3 4 8
6 1 2 (a) 16 people.

7 2 2 7 (b) 86 – 31 = 55 kg
8 1 6
(c) 56 kg
 Stem and Leaf Diagrams

Remember:
- Always put in a Key
- Always put your data in Order

Median:
- to work out the median, you must find the middle value
- if there are two middle values, you need the average

Range:
- to work out the Range, subtract the smallest number from the biggest
Interpreting Pie Charts

20 pupils in class 3B travel to school. From the

chart find the number of pupils who travel by each
B us
126°
W a lk

method.


162°

C y c le
72°

Walk =
162 
360 
 20  9

Cycle =
72 
360 
 20  4
Bus = 126 
360 
 20  7
180 boys in year 5 chose their favourite sport.
From the chart find how many chose each sport.
S qua s h

C ro s s 36°

C o u n tr y
40° F o o tb a ll
144°
H o c ke y
60°

R ugby
80°
300 passengers boarded a train in London. From
the chart find how many are travelling to each
destination.
P a r k s to n e
36°

B ra nks o m e S o u th a m p to n
54° 120°

P o o le
60°

B o u r n e m o u th
90°
 Answers
Y e a r 7 p u p ils tr a v e l to s c h o o l
H
H oo w
w C
C aa m
m ee rr oo nn sspp ee nn tt hh ii ss bb ii rr tthh dd aa yy m
m oo nn ee yy

B us, 3,
CC in
in ee m
maa ,, ££66,, G
G aa m
mee ss ,, ££66,,
10%
1155%
% 1155%
%

C a r, 7 , 2 3 % W a lk , 1 5 ,
BB ooookkss ,, ££99,,
50%
22 33 %
%

CC lo
loth
thee ss ,, ££1199,,
C y c le , 5 ,
4477%
%
17%

FF aa vv oo uu rrite
ite TT ee lly
lly --TT uu bb bb yy
Sports: Football: 72, Rugby 40, Hockey 30,
Cross Country 20, Squash 18 pupils.
TTin
in kk yy --
W
W in
in kk yy ,, 1122,, Passengers: Southampton 100,
1133%
%
Bournemouth 75, Poole 50, Branksome 45,
PP oo ,, 44 00 ,,
Parkstone 30.
44 55 % DD ip
ipss yy ,, 2200,,
%
2222%
%
Crisps: Plain 60, Cheese & Onion 45,

Salt & Vinegar 30, Prawn Cocktail 15
LL aa --LL aa ,, 1188,,
2200%
%
 Scatter Graphs
Scatter graphs are used to show whether there is a relationship between
two sets of data. The relationship between the data can be described as
either:

1. A positive correlation. As one quantity increases so does the other.

2. A negative correlation. As one quantity increases the other decreases.

3. No correlation. Both quantities vary with no clear relationship.

Soup Sales

Shoe Size
Height

Shoe Size Temperature Annual Income

Positive Correlation Negative correlation No correlation
 Scatter Graphs

Scatter graphs are used to show whether there is a relationship between

two sets of data. The relationship between the data can be described as
either:

1. A positive correlation. As one quantity increases so does the other.

2. A negative correlation. As one quantity increases the other decreases.

3. No correlation. Both quantities vary with no clear relationship.

A negative
positive correlation
correlationis
is characterised
characterised by
by aastraight
straight line
line with
withaapositive
negativegradient.
gradient.
Soup Sales

Shoe Size
Height

Shoe Size Temperature Annual Income

 State the type of correlation for the scatter graphs below and
write a sentence describing the relationship in each case.
Physics test scores

Positive 3 None

Petrol consumption
1 2 Negative

(mpg)

Height
Maths test scores Car engine size (cc) KS 3 Results
People
There
As the
The is
with
older no relationship
engine
thehigher
outside
tend tocar
size
air
buy maths
the between
scores
temperature
of
more
less
carssun
its KS
tend
increase,
value.
cream 3 results
to use
increases,
they
when get
thehigher
and
heating
more the
physics
weather
billsheight
petrol.
will bescores.
of
is sunnier.
(Less students.
lower.
mpg)
4 5 Positive 6 Negative
Negative
Sales of Sun cream

Value of car (£)

Heating bill (£)

Outside air temperature Daily hours of sunshine Age of car (years)

A positive or negative correlation is characterised by a straight line with a
positive /negative gradient. The strength of the correlation depends on the
spread of points around the imagined line.

Strong Positive Moderate Positive Weak Positive

Strong negative Moderate Negative Weak negative

 GEOMETRIC
CONSTRUCTION. Picture here

Topi
c Week 10 Term 2,
MATHS YEAR 9 2024
SUBJEC CLAS Week, Term &
T S Year
Learning Objectives

By the end of the lesson, the students will be able to;

i. bisect a given line segment;
ii. bisect a given angle;
iii. construct special angles;
iv. construct triangles using the 3 cases.