Soofia Instructional Material

For Cambridge Lower Secondary Mathematics Grade

9

SIM for CLSM is a high quality customised material shaped

around how we want our learners to learn Mathematics at
Soofia International School. We have adapted the
Contents to suit our Context, Culture and Characteristic
thereby bringing mathematics home and accommodating
the uniqueness of individual child.

1/15/2024
 SIM4CLSMG9 1

SOOFIA INSTRUCTIONAL MATERIAL FOR CAMBRIDGE LOWER SECONDARY GRADE 9

Table of Contents

CHAPTER 1: Rational and Irrational Numbers………………………………………………………… 3 - 14

1.0 Background Knowledge

1.1 Fractions: Definition and Description, Fractions as Decimals
1.2 Fractions into Decimals: Terminating and Recurring Decimals, Dot Notation
1.3 Difference between Rational and Irrational Numbers
1.4 Test Yourself Questions

CHAPTER TWO: Surds (Estimating Roots) ……………………………………………………………. 15 - 19

2.0 Background Knowledge

2.1 Surds: Definition and Description
2.2 Finding Square Roots and Cube Roots of Irrational Numbers by Estimations
2.3 Test Yourself Questions

CHAPTER THREE: Indices …………………………………………………………….………………………20 - 29

3.0 Background Knowledge

3.1 Indices: Definition of Terms
3.2 The Use of Index
3.3 Use of Positive and Negative Index
3.4 Multiplication Law
3.5 Division Law
3.6 Use of Zero Index

CHAPTER FOUR: Standard Form ………………………………………………………………………… 30 - 36

4.0 Background Knowledge

4.1 Understand the Standard Form for Representing Large and Small Numbers
4.2 Standard Form: Definition and Description
4.3 Rules for Standard Form
4.4 Steps for Expressing Numbers (whole number and decimal) in Standard Form
4.5 Test Yourself Questions
 SIM4CLSMG9 2

CHAPTER FIVE: Place Value, Ordering and Rounding ……………………………………………. 37 - 50

5.0 Background Knowledge: Multiplying and Dividing numbers by Power of 10

5.1 Positive and Negative Powers of 10
5.2 Multiplying a Number by 10 to the Power of any Positive or Negative Numbers
5.3 Dividing a Number by 10 to the Power of any Positive or Negative Numbers
5.4 Background Knowledge: Upper and Lower Limits
5.5 Rounding off Numbers: Round up or Round down, Rules for Rounding
5.6 Understanding Upper and Lower Limits: Rules and Notation
5.7 Test Yourself Questions
 SIM4CLSMG9 3

1.0 Background Knowledge

While in Grade 8, you learnt about fractions and decimals, and the conversion
between the two. Particularly, you use division to convert a fraction into an
equivalent decimal and you recognise the decimal as either terminating or
recurring.

These prior (background) knowledge is an important requirement in this

chapter as it will serve as a foundational building block for the new knowledge
you just about to acquire.

Learning Objectives

This year (Grade 9) and in this topic, our learning objective shall be to :

 Understand the difference between rational and irrational numbers.

This means at the end of this unit, you should be able to:

 Determine whether a fraction has terminating or recurring decimal

equivalent.
 Classify fractions as rational numbers or irrational numbers.
 SIM4CLSMG9 4

1.1 Fractions: Definition and Description

Here is a form of number:

𝒂
𝒃

𝒂
A number of the form is said to be a fraction.
𝒃

A fraction may therefore be said to be part of a whole written as a number

placed on top of another number.

 The number on the top known as “numerators”

 While the one below is known as “denominators”

Below is a model of a fraction:

Numerator
𝒂
𝒃

Denominator

Activity:
 Write 5 or more fractions beside the ones already mentioned in the class.
 SIM4CLSMG9 5

1.2 Changing Fraction into Decimal

A fraction can be expressed or written as a decimal.

Decimals are numbers having a whole number and the fractional number
part and the two are separated by a dot.

2.25

Whole numbers Fractional Part

Note:
 The dot should be on the line not at the center, as in:

2.25
2.25 not
not 2∙25
2∙25

Dot on the line dot at the center

Decimals therefore are another form of numbers. They are neither integer nor
fraction.

Activity:
Convert the following fractions to decimals:
3 5 7 2
i. ii. iii iv.
4 6 5 3
 SIM4CLSMG9 6

1.21 Terminating and Recurring Decimals

When a fraction is expressed or written as decimal, it is either the decimal of

the fraction terminate or recur.

 The word “terminate” means end. This means a decimal terminate if it

has a digit or digits that end (or stop) after 1, 2 or 3 decimal places.
 Terminating decimals are therefore decimals with a finite number of
digits.

Let us see examples of terminating decimals:

1 3 9
= 0.5 = 0.75 =3
2 4 3

In each of these examples, the decimal terminate or end.

 Recur means repeat. This means that a recur decimal repeat its values at
regular intervals–it has a digit or group of digits that keep repeating itself
over and over again in a particular pattern.
 Hence why recurring decimal is otherwise known as repeating decimal.

Below are examples of decimals with repeating digits:

1
= 0.333 …
3

 Repeating the digit 3 after the decimal point forever.

4553
= 0.4598989898 …
9900

 Repeating digits 9 and 8 after decimal point forever.

49
− = −3.26666 …
15

 Repeating digit 6 after decimal point forever

 SIM4CLSMG9 7

1.22 Dot Notation

As shown in each of the above examples, the recurring decimals are written
with three dots (…) to show that the decimals have digits that are repeating.

However, instead of using three dots at the end of a recurring decimal, we may
write a dot above each recurring digit. This is what we referred to as dot
notation.

Recurring decimals may therefore be denoted with a dot on the repeating

digits.

Let us see the representation:

1
= 0.333 … = 0. 3̇
3

4553
= 0.4598989898 … = 0.459̇8̇
9900

Note:

Where there are more than two repeating digits, it is acceptable to put the
dots on the first and the last digits.

For instance:

5
= 0.714285714285714285 …
7

 As you can see, the digits 714285 keep repeating and it will go on
forever.

 Instead of putting dots on each digit, as in:

 SIM4CLSMG9 8

0. 7̇1̇4̇2̇8̇5̇

 Simply put dots on 7, the first digit and 5, the last digit, as in:

0. 7̇14285̇

Activity:
 Classify the decimals in 1.2 as terminating or recurring decimals.

1.3. Difference between Rational Numbers and Irrational Numbers

Having laid the foundation, let us now look at our learning objectives:
Understanding difference between rational numbers and irrational numbers,

1.31. Rational Numbers: Definition and Description

Rational numbers are therefore numbers which can be expressed as a fraction

𝒑
or represented in the form , where p and q are integers (positive and negative
𝒒
numbers, including 0) and q ≠ 𝟎.

The word “rational” is derived from the word “ratio”. Rational numbers may
therefore be referred to as the ratio of two integers.

So by definition, we say:

 Rational numbers are fractions which when converted into decimal, the
decimal either terminate (stop) or recur (repeating).

Here are examples of fractions that either terminate or recur when converted
into decimal.

1 7 8 5
, , ,
6 2 11 8
They are therefore rational numbers.
 SIM4CLSMG9 9

Activity:
 Test to see that the fractions stated above either terminate or recur.
 Make a list of 10 fractions that are rational numbers

The definitions of rational numbers include the following:

a. Square roots of square numbers (perfect square) or square roots whose

roots are whole numbers.

4 and 25, for instance, are square numbers (or perfect squares) and their
roots 2 and 5 respectively are whole numbers. Therefore, root 4 and root 25
are rational number.

i.e. √4 = 2 √25 = 5

Therefore √𝟒 and √𝟐𝟓 are rational numbers.

Activity:
 Make a list of 10 other examples of rational numbers in this category.

b. Square roots whose decimals terminate or recur.

Examples:

4 2 1 1
√ = = 0.666 … √ = = 0.5
9 3 4 2

In both cases, the decimal either recur or terminate.

𝟒 𝟏
√ and√ are therefore rational numbers.
𝟗 𝟒
 SIM4CLSMG9 10

Activity:
 Make a list of 10 numbers in this category of rational numbers.

c. Cube roots of cube numbers or cube roots whose roots are whole
numbers.

Examples:

3 3
√1 = 1 √8 = 2

1 and 8 are cube numbers and their cube roots, 1 and 2

respectively are whole numbers .
𝟑 𝟑
Therefore √𝟏 and √𝟖 are rational numbers

Activity:
 List other 10 examples of number in this category.

d. Cube roots whose decimal terminates or recurs.

Examples:

3 1 1 3 3 125 5 1
√
27
=
3
= 0.333 … √0.125 = √1000 = 10
= = 0.5
2

𝟑 𝟏 𝟑
Both √ and √𝟎. 𝟏𝟐𝟓 have a cube root whose decimal either
𝟐𝟕
terminate or recur, they are therefore rational numbers.
 SIM4CLSMG9 11

Activity:
 Give 10 numbers in this category of rational numbers.

1.32 Irrational Number

Definition (Description) of irrational numbers

Irrational numbers are numbers that are not rational numbers.

This means they cannot be written in the form of simple fractions or as ratio of
𝒂
two integers or as number in the form .
𝒃

In order words, irrational numbers could be written only in decimals but not
in fractions.

The definition includes:

1. Decimals that neither terminate nor recur.

Examples:

 4.582575695
 9.949874371
 13. 3041347

The decimal neither terminate nor recur. They are

therefore sais to be irrational numbers.
 SIM4CLSMG9 12

2. Square root of numbers which are not square numbers or square root of
numbers whose decimal neither terminates nor recurs.

For instance,

 3 and 17 are not square number or say they are not perfect squares.
Their square roots would therefore be irrational number.

Let us see their square roots:

√3 = 1.7320508 √17 = 4.1231056

 Their square roots neither terminate nor

recur.
 √𝟑 and √𝟏𝟕 are therefore irrational numbers.

3. Cube roots of numbers that are not cube numbers or whose decimal
neither terminates nor recurs.
 2 and 71 are not cube numbers so their cube roots neither terminate
nor recur.

Below are their cube roots:

3 3
√2 = 1.25992105 √71 = 4.14081774

 The decimals neither terminate nor recur.

 √𝟐 and √𝟕𝟏 are irrational numbers.
𝟑 𝟑

Note:
𝑃𝑖 (𝜋) = 3.141592 …
This is another example of irrational number.
 SIM4CLSMG9 13

Activity:
Make 10 examples of number in these categories.

1.4 Test Yourself Questions

1. Classify each of these numbers as rational or irrational number. Give

reason for your answer in each case.

i. √20 ii. √59 iii. √64 iv. √14 v. √16

2. Here are two numbers expressed in decimal:

𝟐𝟐 𝝅 = 𝟑. 𝟏𝟒𝟏𝟓𝟗𝟐𝟔𝟓𝟑𝟔
= 𝟑. 𝟏𝟒𝟐𝟖𝟓𝟕𝟏𝟒𝟐𝟖𝟓𝟕 …
𝟕

The two numbers are the same

because they are approximately
equal to 3.14

Thabiso says

i. Is Thabiso correct?
ii. Give a reason for your answer.

3. In a symposium held at victory hall (Maseru) in December 2024, six guest

speakers shared 80 minutes equally for their presentation
How many minutes do each speaker used?

a. Write your answer:

i. as a fraction
ii. as a decimal
 SIM4CLSMG9 14

b. State whether the decimal terminate or recur.

4. Having been taught rational numbers and irrational numbers:

i. What would say is the difference between them?

ii. What would consider as their similarity?
 SIM4CLSMG9 15

2.0 Background Knowledge

From the last topic, you already know the difference between rational
numbers and irrational numbers, and in Grade 8, you also learnt about square
numbers and cube numbers and how they related to square roots and cube
roots.

These prior knowledge, like a foundational building block, is crucial to the

learning objectives in this chapter.

Learning objectives

So, in this chapter, the learning objective shall be to:

 Estimate Surds using your prior knowledge of square and cube roots.

This means at the end of this chapter, you should be able to:

 Use your knowledge of square numbers to estimate square roots

(surds)
 Use your knowledge of cube numbers to estimate cube roots (surds)

In short, you should be able to find by ESTIMATION the square roots and cube
roots of irrational numbers.
 SIM4CLSMG9 16

2.1 Surds: Definition and Description of Surds

In chapter 1, we said irrational numbers include:

1. Square roots of numbers that are not square numbers.

For instance: √2, √3, √5 etc. because 2, 3, and 5 are not square numbers.

2. Cube roots of numbers that are not cube numbers.

3 3 3
For instance: √7, √9, √10 etc. simply because 7, 9 and 10 are not cube
numbers.

Surds are any irrational numbers that are square roots or cube roots.
3 3 3
In other words, √2, √3, √5, √7, √9, √10 are irrational numbers. They are
therefore surds.

Surds therefore are roots of numbers that cannot be simplified into a whole or
rational number.

They cannot be accurately represented in a fraction. We may therefore

conclude by saying:

A surd is a square root or cube root of whole number that has an irrational
value.

Some other examples are:

3 3
√55 √96 √11 √41

I hope that is understood.

Activity
 Make a list of 10 examples of surds
 SIM4CLSMG9 17

2.2 Finding Square Root and Cube Root of Irrational numbers by ESTIMATION

It will be a challenge for us to calculate the square root or cube root of

numbers which are not square number (perfect square) or cube number
without using a calculator. It is not impossible to do so either.

The possible square root or cube root of irrational numbers may be obtained
by the method of estimation.

This enables us to find a value close to the actual value, but not completely
accurate or exact. This kind of value may be referred to as approximate value.

For us to estimate the square root or cube root of a number by method of

estimation, the following are the steps:

 First establish the number whose square root is to be found.

 Determine the square numbers (or perfect square) before
and after the number.
 Then determine whether the number is close to the square
number before it or to the one after it.

Note: Repeat the same procedure if we are to find a cube root.

 SIM4CLSMG9 18

Example 1: Let’s say we are asked to find the √177

 First we say square number before 177 is 169

 And the one after 177 is 196.

It therefore means that: 169 < 177 < 196

 Write the square roots of the numbers i.e.

√169 < √177 < √196

 Find the square roots of the square numbers:

13 < √177 < 14

The number 177 is much closer to 169 than 196.

Therefore √177 is approximately equals to 13

√177 ≈ 13

Note: ≈
 The symbol above is often used to represent approximation.

Activity:
3
i. Following this procedure, you may now on your own find √44.
ii. Compare your answer with a classmate. Do you agree? If not,
consult your teacher.
 SIM4CLSMG9 19

2.3 Test Yourself Questions

1. Without using calculator, estimate to the nearest whole number:

i. √188 ii. √77
3 3
iii. √54 iv. √110

2. Without using calculator, prove that:

3
i. √234 is close to 6.
ii. √111 is between 10 and 11
iii. 5 < √31 < 6

3. Surds are said to be irrational. Explain.

4. State which of these numbers is a surd. Show how you arrive at your
answer.
3 27 3
i. √36 ii √ iii. √228 iv. √0.64
125
 SIM4CLSMG9 20

3.0 Background Knowledge

You already learnt from last year (Grade 8) how to use positive and zero index
to represent numbers and in multiplication and division.

In this topic, we shall lay more emphasis on the knowledge you have acquired
on indices and go even deeper into the topic. Your prior knowledge will
therefore play a key role in your understanding of the topic.

Learning Objectives

The learning objectives shall be to:

 Use positive, negative and zero indices and

 Use index laws of multiplication and division.
This means at the end of this chapter, you should be able to:
 Perform activities using positive, negative and zero indices as well as
the index laws of multiplication and division.
 SIM4CLSMG9 21

3.1 Indices: Definition of Terms

Here we need to remind ourselves the following terms:

 Index or Power
 Indices
 Base and
 Index number

𝑎𝑏

base index number index (power)

Any number expressed in the form 𝑎𝑏 is called an index number.

Where

 ‘a’is referred to as the base and

 ‘b’as the power or index. Where there are 2 or more powers we say
indices
 And 𝑎𝑏 is referred to as index number or power.

Indices therefore simply mean more than one index.

 It is an acceptable plural forms of “index”

 SIM4CLSMG9 22

3.2 The use of Index

In Mathematics, we use index (power) to show that a number is repeatedly

multiplied by itself

Let’s see this:

4×4×4×4×4×4×4

The number ‘4’ repeatedly multiplied itself seven times.

This may be shortened as 𝟒𝟕

Here, we have used the index (power) 7 to show that the base (4) multiply
itself 7 times.

Therefore,

4 × 4 × 4 × 4 × 4 × 4 × 4 = 47

This is read as:

 4 to the power 7 or
 4 raised to the power 7

We may therefore conclude by saying in Mathematics:

Index (or the plural indices) is used to shorten numbers that repeatedly
multiply itself.

Or

And index number is a short form/short representation of numbers that

repeatedly multiplied itself.

Note:
 Any number without a power is raised to power 1.
 SIM4CLSMG9 23

For instance: 2 = 21 5 = 51 17 = 171 and so on.

Activity
1. Write the following in index form:
i. 8 ×8 ×8 ×8 ii. 𝑦×𝑦×𝑦×𝑦×𝑦×𝑦 iii. 11 × 11
2. Write the expanded form of the following:
i. 175 ii. 𝑏3 iii. 𝑟 7 iv. 25

3.3 Use Positive, Negative and Zero Indices

An index number is therefore a number of the form 𝑎𝑏 where b may be a

positive, negative and zero index.

3.31 Positive and Negative Indices

Index numbers with positive and negative indices are shown in the table
below:

Positive indices Negative indices

21 = 2 1 1
2−1 = =
21 2
22 = 2 × 2 = 4 1 1 1
2−2 = = 2=
2×2 2 4
23 = 2 × 2 × 2 = 8 1 1 1
2−3 = = 3=
2×2×2 2 8
24 = 2 × 2 × 2 × 2 = 16 1 1 1
2−4 = = 4=
2×2×2×2 2 16
 SIM4CLSMG9 24

Let us try to move down the column on both side, you will notice:

 As you move one row down on the left, the index increase by 1(see the
reds) and the number multiplies by 2.
 Also, the index number decrease by 1 and the number divides by 2 as you
move one row down on the right.
Activity:
 Continue the pattern to the 7th index

Again from the table,

1
 21 = 2 and 2−1 =
2
 then we say that 2 is an inverse or reciprocal of 2−1 .
1

In the same manner,

1
 23 is an inverse or reciprocal of 2−3 =
23
1
 24 will be an inverse or reciprocal of 2 −4
= and so on.
24

In general,

𝟏
For an index number 𝒂𝒃 , it inverse or reciprocal will be
𝒂𝒃

Activity:
Write the inverse of the following:
1
i. 510 ii. 𝑣4 iii. iv. 7−4
𝑥𝑏
 SIM4CLSMG9 25

3.4 Multiplication Law

 When you multiply numbers that are having the same base, add their
indices.

For instance,

52 × 54

 Let us write them in expanded form, then we

have:

= (5 × 5) × (5 × 5 × 5 × 5)

= 5 × 5 × 5 × 5 × 5 × 5 = 56

 This means that:

52 × 54 = 52+4 = 56

Here is another example:

32 × 31

= (3 × 3) × (3)

= 3 × 3 × 3 = 33

 This means that:

32 × 31 = 32+1 = 33

So, when we multiply numbers of the same base, we simply add the indices
(powers).

Generally, we say:

𝒂𝒑 × 𝒂𝒒 = 𝒂𝒑+𝒒
 SIM4CLSMG9 26

Activity:
Work out the following and leave your answer in index form:
i. 31 × 3−3
ii. 5−4 ÷ 52

3.5 Division Law

 When you divide numbers with the same base, subtract their indices.

For instance: 75 ÷ 73

 This may be written as:

75
73
 Let write the numbers in expanded form
and cancel out:

75 7 × 7 × 7 × 7 × 7
4
= = 72
7 7×7×7
 This therefore means that:

75 ÷ 73 = 75−3 = 72
 SIM4CLSMG9 27

Following this pattern then 3−4 ÷ 32 will be:

3−4 ÷ 32 = 3−4−(2)

= 3−4−2 = 3−6

 Note: The answer may be expressed as:

1 1
3−6 = =
36 729

So, when numbers having the same base are divided, simply subtract their
indices (powers).

In general,

𝒂𝒃 ÷ 𝒂𝒄 = 𝒂𝒃−𝒄
 SIM4CLSMG9 28

3.6 Zero Index

 Any number that is raised to the power of zero equals to one or any
number having an index zero must be equal to one.

This means:

70 = 1, 580 = 1, 970 = 0 and so on.

This may be proven as shown:

Divide 43 by 43

 Using law of indices:

43 ÷ 43 = 43−3 = 40

 Using long method:

3
43 4 × 4 × 4 64
3
4 ÷4 = 3 = = =1
4 4 × 4 × 4 64
Therefore,

40 = 1

We can then conclude that a number having zero index must be equal to one.

Generally,

𝒂𝟎 = 𝟏
 SIM4CLSMG9 29

3.7 Test Yourself Questions

1. Write these following numbers as power of 4 in index form:

1
i. 16 ii. iii. 256 iv. 64−1
4

2. Write the inverse of the numbers:

i. 5−3 ii. 19−2 iii. 97 iv. 112

3. Write the following as a single power:

i. 25 × 22 ii. 13−6 × 138 iii. 5−2 × 5−5
iv. 32𝑦 ÷ 3𝑦 v. 74 ÷ 7−2 iv. 85 ÷ 8 2

4. Simplify:
12𝑥𝑦 3 3𝑚2 𝑛3
i. ii. iii. 3𝑝3 𝑞 × 3𝑝2
4𝑥𝑦 2 9𝑚𝑛2

5. If 𝑥 = 5, 𝑦 = 3 and 𝑧 = 4, find the value of the following:

𝑥+𝑦
i. 𝑧3 ii. 𝑥2 − 𝑦2 iii. iv. (𝑦 + 𝑧)2
𝑧

6. If 𝑧 = 3, what is the value of the following:

𝑧 −5
i. 𝑧 −2 ii. 𝑧0 iii. 𝑧4 iv.
𝑧 −2
 SIM4CLSMG9 30

4.0 Background Knowledge

While in Grade 8 and under the topic “Indices”, you learnt how to express
numbers as powers.

Standard form, though it is new topic, has something to do with powers. It

involves using power of 10 to write large numbers.

Your knowledge of indices will therefore be applicable in this topic.

Learning Objectives

The Objective shall be to:

 Understand the standard form for the purpose of representing large

and small numbers.

The means at the end of this chapter, you should be able:

 To express or write large and small numbers in standard form.

4.1 Standard Form: For Representing Large and Small Numbers

Sometimes, we are faced with numbers that are very large or too small that
are very difficult to read or write. Such numbers may be represented using
standard form. It enables us to write very large numbers or very small
numbers concisely.

4.2 Standard Form: Definition and Description

Any number that we can write as a decimal number between 1.0 and 10.0 and
then multiplied by a power (index) of 10 is said to be in standard form.
 SIM4CLSMG9 31

It can be written in the form:

𝑨 × 𝟏𝟎𝒏

Where 1≤ 𝑨 ≤ 𝟏𝟎 and n is an integer

That is:

 ‘A’ is the decimal number between 1.0 and 10.0

 ‘n’ is an index/power of base 10
 And ‘n’ is an integer
4.3 Rules for Standard Form

Standard form is therefore a form of writing a mathematical concept like

number in a form that follows a certain rules.

𝐴 × 10𝑛

Decimal number between 1 and 10 Base 10 integer index

The above notation shows the rules:

 Standard forms always use the base 10.

 The number (A) that you multiply by the base 10 must be between 1 and
10.
 The index/power (n) to base 10 must always be an integer.
Note:
Any number, whole number and decimal to be précised, can be written in
standard form.
 SIM4CLSMG9 32

4.4 Steps for expressing numbers in Standard Form

4.41 Writing a whole numbers in Standard Form

Step 1: Write the first digit from the number given.

Step 2: Add the decimal point after the first digit you have written, and
add the remaining digit.

Step 3: Now, count the number of digit after the first digit you have
written and write it in the power of 10.

Example:

Following this step, we can write the standard form of 321, 000, 000:

Step 1: Let us start by writing the first number: 3

Step 2: Then add the decimal point to 3 and write the remaining
non-zero numbers: 3.21

Step 3: Now, count the number of digits after the first digit you
have written and write it in the power of 10.

 The number of digits after the first digit is 8.

 Write it in power of 10 i.e. 𝟏𝟎𝟖 .
So, we have the standard form of 321, 000, 000 as 𝟑. 𝟐𝟏 × 𝟏𝟎𝟖
 SIM4CLSMG9 33

Activity
1. The distance between the Sun and the Mars is 228, 000, 000km. Write this
distance in standard form.

2. Light travels 300 000 000 m/s in a vacuum. Express this value in standard
form.

4.42 Writing a Decimal number in Standard Form

Writing a decimal number in standard form is a bit different from whole

numbers, where the power of 10 is only a positive number.

Whenever we write a decimal number in standard form, the power may be

positive or negative, depending on whether the given number is more or less
than 0.

Now, let us see the steps for writing decimal number in standard forms.

Step 1: Start by writing the first non-zero digit from the number
given.

Step 2: Add the decimal point after the first non-zero digit, and
add the remaining digit.

Step 3: Find the number of times the decimal point in the given
number shift or move to the new decimal point and write it as the
power of 10.

Note:
 If the shift is to the right, then the power of 10 is negative.
 If the shift is to the left, the power of 10 is positive.
 SIM4CLSMG9 34

Here are worked examples:

1. Let us see how we can write 456.082 in standard form

Step 1: The first non-zero digit in the number given is 4

Step 2: Let us add decimal number to 4, then we have 4.

Add the remaining digit, we have 4.56082

Step 3: The decimal point in the number given shift or

move to the new decimal point, 2 places or 2 times to the
left.

This means the power of 10 is 2 and is positive.

Therefore, 456.082 in standard form = 𝟒. 𝟓𝟔𝟎𝟖𝟐 × 𝟏𝟎𝟐

2. Small number like 0.0000005874 can be expressed in standard form in the

same manner:

Step 1: Our first non-zero digit is 5

Step 2: If we add decimal point to 5, we have 5.

Then add the remaining digit, we have 5.874

Step 3: Let us shift or move the decimal point from where

it was to the new decimal point-we have moved or shifted
7 times to the right.

Meaning, the power of 10 is 7 and negative.

Therefore 0.0000005874 as standard form = 𝟓. 𝟖𝟕𝟒 × 𝟏𝟎−𝟕

 SIM4CLSMG9 35

Activity
1. Express 0.00003542 in standard form

2. Light travels 5 meters in 0.000 000 017 seconds. Write this value in
standard form

Summary Checklist

Standard Form

𝑨 × 𝟏𝟎𝒏

Where 1≤ 𝐴 ≤ 10 and n is an integer

very small numbers

It is a useful way of writing
very large numbers

It is also called “scientific notation”

Note:
 You may as well be asked to change a number in standard form back
to its original form or full number.
 We shall be learning how this may be done in our next topic.
 SIM4CLSMG9 36

4.5 Test Yourself Questions

1. Write the following numbers in standard form:

i. 4200 ii. 0.000000647 iii. 0.00078 iv. 726000000
v. 44.60 vi. 6594.33 vii. 2330 viii. 546.7

2. Calculate the following. Write your answers in standard form:

i. 5 × 103 + 7 × 103 ii. 1.2 × 10−7 + 9.5 × 10−7

3. Katleho answers to a question is given as:

𝟕𝟏 × 𝟏𝟎𝟖

Katleho claims her answer is written standard form.

i. Explain why her claim is wrong.
ii. Write Katleho’s answer in standard form.

4. Light travels 2.998 × 108 meters in 1 second. How many kilometers does
it travels in 1 second?. Write your answer in standard form.
 SIM4CLSMG9 37

5.0 Background Knowledge: Multiplying and Dividing Numbers by Power of 10

In Grade 8, you did learnt how to multiply and divide numbers (whole
number and decimals) by power of 10, where the power of 10 is either
positive or negative.

Here in this chapter, the objective shall require you to use your prior
knowledge to multiply and divide numbers to any positive or negative power
of 10.

In as much as you may be doing the same thing you did in grade 8, this
objective expect you to extend your previous knowledge to any positive or any
negative powers of 10.

Learning Objective

The learning Objective shall be to:

 Multiply and Divide integers and decimals by 10 to the power of any

positive or negative numbers.

This means at the end of this chapter, you should be able to:

 Multiply or divide numbers by 10 irrespective of the power.

5.1 Positive and Negative Power of 10

First, let us start by looking at positive and negative powers of 10 and their
conversion into full number.

Below is a table showing positive and negative powers of 10.

Positive Powers of 10 Negative Powers of 10

 SIM4CLSMG9 38

100 = 1
101 = 10 1
10−1 =
10
102 = 100 1
10−2 =
100
103 = 1000 1
10−3 =
1000
104 = 10000 1
10−4 =
10000

Activity:
(a) Continue the pattern to the 7th power of 10.
(b) What do you observe about the powers of 10 and the number of
zeros?
(c) Using your answer to (b) justify if there is a relationship
between the powers of 10 and the number of zeros?
(d) What is this relationship?

5.2 Multiplying a number (integer or decimal) by 10 to the power of any

positive or negative number.

To multiply a number, integer or decimal, by power of 10, two methods may

be used:

Method 1
Step 1: First change the power of 10 in the given number to
ordinary or full number. Remember, the power may be positive
or negative.

Step 2: Then move the decimal point in the integer or decimal

part:

 to the right by the number of zeros obtained from step 1 if

the power is positive.
 to the left by the number of zeros obtained from step 1 if
the power is negative.
 SIM4CLSMG9 39

Assuming we are asked to:

1. Work out: 2.78 × 10−2

 First change the power of 10 to full number, then we

have:
𝟏
2.78 × 10−2 = 2.78 ×
𝟏𝟎𝟎
 Since the power of 10 is negative, shift the decimal
point in the decimal part two times (by the number
of zeros) to the left:
𝟏
Note: Multiplying a number (2.78 in this case) by is the
𝟏𝟎𝟎
same as dividing by 100

Therefore,
1
2.78 × 10−2 = 2.78 × = 2.78 ÷ 100 = 0.0278
100

Let us

2. Work out 567 × 104

 Adopting the same procedure as in example 1, we have:

567 × 104 = 567 × 𝟏𝟎𝟎𝟎𝟎

Note: In an integer, the decimal point is after the last digit. In this
case, it is after 7.

 Since the power of 10 is positive, so let us shift the decimal

point that is after 7 four times (by the number of zeros) to
the right.

567 × 104 = 567 × 10000 = 5670000

 SIM4CLSMG9 40

5.3 Dividing a number (integer or decimal) by 10 to the power of any positive

or negative number.

What if we are to divide the numbers in the two examples?

3. Work out 2.78 ÷ 10−2

The procedure remains the same. What differs is the operation (multiplication
or division).

1
2.78 ÷ 10−2 = 2.78 ÷
100
𝟏
Note: Dividing a number (2.78 in this case) by is the
𝟏𝟎𝟎
same as multiply by 100

So,
1
2.78 ÷ 10−2 = 2.78 ÷
100
100
= 2.78 ×
1
 Then shift the decimal point in the decimal number
(2.78 in this case) to the right two times (by the
number of zero).

Then,

2.78 × 100 = 278

 SIM4CLSMG9 41

4. Work out 567 ÷ 104

567 ÷ 104 = 567 ÷ 1000

 Remember the decimal point is after digit 7, so shift it to the left

four times (the number of zeros)

567 ÷ 104 = 567 ÷ 1000 = 0.0567

Method 2

This seems to be straight forward. The steps are as followed:

Step 1: Check if the power (index) of the number given is positive or

negative.

Step 2:

 If the power (index) is positive, move the decimal point in the

integer or decimal number to the right by the number of the power
(index).
 If the power (index) is negative, move the decimal point in the
integer or decimal number to the left by the number of the
index/power.

Let us change 2.78 × 10−2 into ordinary or full number

 Since the power or index of 10 is negative, we move the decimal

point in 2.78 to left twice (or two times). Therefore,

2.78 × 10−2 = 0.0278

 SIM4CLSMG9 42

Activity

If you follow these steps and change 649 × 104 to an ordinary or full
number, you will find out that:
𝟔𝟒𝟗 × 𝟏𝟎𝟒 = 𝟔𝟒𝟗𝟎𝟎𝟎𝟎

Don’t just take my word for it, work it.

5.4 Background Knowledge: Upper and Lower Limits: Introduction

While in Grade 8, you learnt how to round off numbers:

 to a given number of decimal places and

 to a given number of significant figures.

Also, you learnt the fact that:

 a rounded answer (or value) is only almost correct, but not exact.

Here in this section, you need to apply your previous knowledge of rounding
to determine the upper and lower bounds of a number.

Learning Objectives

The objective shall be to:

 Understand that when a number is rounded, there are upper and lower
bounds for the original number.
This means at the end of this chapter, you should be able to:

 Determine the lower and upper bounds of a number or quantity.

 SIM4CLSMG9 43

5.5 Rounding off Numbers

It is therefore important that we remind ourselves of rounding.

In other words, rounding is a process whereby we use approximation to make

a number almost correct or fairly accurate or less exact. Rounding therefore
simply means replacing a number with an approximate value (a shorter,
simpler and easier to use value).

So, here is what we do when we round off a number, we are adjusting it to a

desired place value digit that make it almost correct, fairly accurate or less
exact but faster, simpler and easier to work with.

5.51 Round Up or Round Down

When we round off a number, depending on the number to the right, the
number in the desired place value will be rounded up or rounded down.

Round Up

We round up a number whenever we add 1 to the digit in the desired place

value.

This is done only if the digit in the desired place value is any of 5, 6, 7, 8, and 9.

Rounding up therefore requires us to increase the previous place value digit 5,

6, 7, 8 or 9 by 1.

Round Down

We round down a number when digit in the desired place value remains the
same.

This is done only if the digit in the desired place value is any of 0, 1, 2, 3 and 4.

Rounding down therefore requires us to keep the previous place value digit 0,
1, 2, 3 or 4 the same.
 SIM4CLSMG9 44

5.52 Rules for Rounding Numbers

Rounding up or down follows certain set of rules that depend on the number.

Rules for Whole Numbers/Integers

Here are the rules if the number you are rounding are whole numbers:

1. Determine the desired place value to which the number will be

rounded and underline it.

2. Look at the number to the right of the value you have underlined,

 If the number is 4 or less, the value you have underlined would not
change.
 If the number is 5 or more, add 1 to the value you have underlined.

3. Then change all of the values at the right of the desired place value or
underlined value to zero.

Rules for Decimal Numbers

If the numbers you are rounding are decimal numbers, these are the rules:

1. Determine the desired place value to which the number will be rounded
and underline it.

2. Look at the number to the right of the value you have underlined,

 If the number is 4 or less, the value you have underlined would not
change.
 If the number is 5 or more, add 1 to the value you have underlined.

3. Remove the rest of the numbers after the desired place value or
underlined value.
 SIM4CLSMG9 45

Examples:

1. Round 473 to the nearest hundred.

1. The number in the desired place value (hundred value) is 4,

therefore it is underlined: 473.
2. The number to the right of underlined value (4 in this case)
is 7.
3. Since 7 is 5 or more, we add 1 to the underline value (to 4) =
4+1=5
4. Changing the rest of the values (those after 4) on the right
to zeros give us 500.
 Therefore, rounding 473 to the nearest hundred = 500
 The number 473 has therefore been rounded up to 500

2. Following the rules, let us round 9.7613 to the nearest tenth.

1. The number in the desired place value (tenth

value) is 7, therefore it is underlined: 9.7613
2. The number to the right of underlined value is
6.
3. Since 6 is 5 or more, we add 1 to the underline
value (to 7) = 7 + 1 = 8
4. Removing the rest of the digits after digit 7
gives us 9.8
 Therefore, rounding 9.7613 to the nearest
hundred = 9.8
 The number 9.7613 has therefore been
rounded up to 9.8
 SIM4CLSMG9 46

Activity

1. Mrs. Brown earns M 7,433 has her monthly salary. Round off this one
significant figure.

2. The mass of a solid is given as 29.25g. Round this value to one decimal
place

5.6 Understanding Upper and Lower Limits

At this point, we want to establish the fact that when a number is rounded,
there are upper and lower limits for the original number.

Upper and Lower limits are maximum and minimum values that a number
could have been before it was rounded.

They can also be called Upper and Lower bounds or limits of accuracy.

5.61 Rules of Upper and Lower Limits

 The lower limit is the smallest value that would round up to the
estimated/rounded value.
 While the upper limit is the smallest value that would round up to the
next estimated value.

Steps for finding Upper and Lower Limits:

 First identify the rounded number you are given.

 Make a list of all integers or decimal numbers smaller and
bigger than the number you are given but will round to the
number you are given.
 The minimum (smallest) and maximum (largest) of the
numbers you have listed are the lower and upper limit
respectively.
 SIM4CLSMG9 47

1. Let us go through this example using the steps:

A number is given as 50 to the nearest 10. Find the upper and lower limits of
the number.

 The round number we are given is 50

 Whole Number smaller and bigger than
50 that will round to 50 are:
45, 46, 47, 48, 49, 50, 51, 52, 53, 54
 The smallest number that will round to
50 is 45
 While the largest number is 54
 Therefore the lower limit of 50 to the
nearest 10 = 45
 While the upper limit of 50 to the
nearest 10 = 54

2. Suppose you are asked to find the lower and upper limits of a number
rounded 42

Let us make a list of smaller and larger decimal numbers with one decimal
place that will give 42.

Note:
Unlike the previous example, here we make a list of decimal numbers
because the given number is not rounded to the nearest 10 or 100 and so
on.

 So the list are: 41.5, 41.6, 41.7,41.8,41.9, 42, 42.1, 42.2,

42.3, 42.4
 The smallest and largest are 41.5 and 42.4 respectively.
 So the lower limit of a number rounded to 42 = 41.5
 And the upper limit of a number rounded to 42 = 42.4
 SIM4CLSMG9 48

Activities

Write down the limits of accuracy of the following numbers:

i. 16 ii. 9.5

5.62 Upper and Lower Limit Representation/Notation

The upper and lower limit may be represented using inequality as shown:

Lower limit ≤ 𝒙 < Upper limit

Using this representation for our first example, then we have:

𝟒𝟓 ≤ 𝒙 < 𝟓𝟓

Note:
 The lower limit uses ≤ because 45 is round to 50. In other words, it
was included in our list of number that would round to 50. See our list
again: 45, 46, 47, 48, 49, 50, 51, 52, 53, 54.
 But the upper limit uses a < because 55 is not in our list. It means 55
would not round to 50 but any number smaller than it would.
 𝟒𝟓 ≤ 𝒙 < 𝟓𝟓 show the range of our values from 45 to 54 (55 not
included)
 Hence in our representation, the upper limit (55 in this case) should
always be such that exceed the upper limit (54 in this case) of our list.

Activity
Use the upper and lower limit representation to show the range of values in
our example 2.
 SIM4CLSMG9 49

5.7 Test Yourself Questions

1. Write the following numbers in full.

i. 7.08 × 10−5 ii. 5.1 × 10−1 iii. 2.351 ×

10−3
iv. 6.906 × 104 v. 6.5 × 102 vi. 4.15 × 107

2a. Write the following correct to:

 1 decimal place
 2 decimal places
 3 decimal places

i. 4.6091 ii. 9.1723 iii. 0.0815 iv. 7.3159

b. Write these numbers to the stated number of significant figure:

i. 47, 043 to 1 s. f.
ii. 0.00673 to 2 s. f.
iii. 6.0513 to 3s. f.

3. As at 2014, Botha Bothe district had a population of 118, 242 which was
5.88 percent of the total population of the country.
Write this number correct to 2 s. f.

4 (i). What is the perimeter of a square with length 5.3cm correct to 2 d. p.?
(ii) What is the area of the square correct to 1 d. p.?

5. Write down the limits of: (i). 3.56 (ii) 4.432

6. Palesa works out her monthly allowance to be M2650, correct to the

nearest M10.

i. Write the lower and the upper bounds of her allowance.

ii. Write an inequality to show the range of values her allowance could
have.
 SIM4CLSMG9 50

7. A decimal number rounded to the nearest whole number 15cm. Here are
John and Janet expressions of the number:

I agree with the lower

𝟏𝟒. 𝟓 ≤ 𝒙 < 𝟏𝟓. 𝟒 boundary but think the upper
bound is not 15.4

John’s expression Janet’s expression

i. Explain why John’s lower bound may be correct.

ii. Janet’s think John’s upper bound is incorrect. Do you agree with
her?
iii. If you agree with Janet, then give a correct answer to John’s upper
bound. Explain your answer.
iv. If you disagree with Janet, explain why.