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.

ATM
3/1/2024
 SIM4M 1

MUST READ BY THE USERS

Soofia Instructional Material for Cambridge Lower Secondary Mathematics

(SIM for CLSM Grade 9)

SIM for CLSM Grade 9: INTRODUCTION

Education works best when curriculum, teaching, learning and assessment align towards
preparing learners for the next stage by developing understanding, knowledge and skills.

Soofia Instructional Material for Cambridge Lower Secondary Mathematics Grade 9, herein
abbreviated as SIM for CLSM Grade 9, is a high-quality customised resource that
teachers will use in the classroom to facilitate learners’ learning of Mathematics at this
level. It therefore becomes curriculum guidelines and teaching standards for Mathematics
at the Lower Secondary Grade 9 of Soofia International School.

To ensure it serves the above purpose, each topic has been reviewed and evaluated against
detailed criteria to make sure it:

 aligns with the Cambridge Lower Secondary Mathematics Curriculum Framework

(CLSMCF). Teachers should therefore be confident that all the learning objectives are
covered.
 tests skills, knowledge and understanding during and at the end of the topic.
 is truly international.
 promotes effective teaching and learning.
 provides natural progression for learners from Lower Secondary Education and
prepares them for Upper Secondary Education that lead to formal qualifications
(IGCSE).

SIM for CLSM Grade 9: STRUCTURE

SIM for CLSM Grade 9 is shaped around how we want our learners to learn at Soofia
International School. We have adapted the contents (the actual topics) to suit our Context,
Culture and Characteristic (3Cs). The way in which we have treated the topics enables us to
bring Mathematics home and accommodate the uniqueness of individual child.

The material provides foundational building block for new knowledge as each topic begins
with background (prior) knowledge and test learners’ previous knowledge of the new
topic. Assessment is designed in such a way that it requires learners’ understanding,
knowledge and skills from the previous contents.
 SIM4M 2

The structure therefore enables learners to keep in touch with the previous contents and by
the time Grade 9 contents are completed, learners would have in a way gone through Grade
8 contents the second time.

SIM for CLSM Grade 9: SCOPE AND DURATION OF LEARNING

The CLSMCF has 4 main areas called strands:

 Number
 Algebra,
 Geometry and Measure
 Statistics and Probability
However, this SIM for CLSM Grade 9 covers only Geometeric Reasoning, Shapes and
Measures and is prepared for learning only in the “2nd quarter (April 3rd - June 21st) of
the 2024 academic year.

SIM for CLSM Grade 9: FLEXIBILITY

SIM for CLSM Grade 9 is not designed to turn teachers to robots that are programmed for
their jobs, therefore good at following a pre-programmed script.

Soofia’s teachers are expected to be agile or be good at adapting rapidly to unexpected

situation and able to understand and respond to the need of their students.

SIM for CLSM Grade 9, where necessary, give rooms for flexibility in the following ways:

 Teaching Order
SIM for CLSM Grade 9 is prepared in such a way that each topic/part builds on the learners’
development from the previous one. This means each topic/part connects or follows in a
natural and reasonable way. The new topic/part will provide excellent foundation for the
next topic/part. However, the teaching order as deemed fit by the developers should only be
regarded as a suggestion.

In as much as teachers are obligated to use SIM for CLSM Grade 9 to facilitate learning in the
classroom, there is no rigid requirement for teachers to strictly follow the teaching order
suggested in the SIM for CLSM Grade 9. What matters most is the usage and completion of
the SIM contents at the time stipulated.

This is to encourage teachers to use SIM for CLSM Grade 9 as best support/standard/guide
for their own particular classroom.
 SIM4M 3

 Teaching Method/Approach
The topics are of varying styles and approaches. Whatever the style and approach presented,
SIM for CLSM Grade 9 promotes and encourages learning practice that engages the learners
in their own learning (active learning).

However, teachers may use style and approach that works best for their learners, as long as
it is effective teaching and learning approaches (learners centered).

 Teaching Resources
List of suggested resources are included for references and exercises on assessment.
However, there is no expectation or requirement for teachers to limit the resources to the
ones listed here.

Teachers may therefore use and/or request for a resource (book) they consider additional
for the curriculum.

SIM for CLSM for Grade 9: ASSESSMENTS

Assessment should both prove and improve students’ learning. It is therefore important
how it is measured. Accurate measurement of students’ potential and progress can
transform learning and helps make an informed decision about individual students and their
educational needs and where to focus our teaching efforts.

Formative Assessments

This statement below suggests the use of “formative assessments” over the summative ones
as recommended assessment format for this subject.

“We (Cambridge International) encourage you to assess our creative subjects in the
classroom through discussion, observation and lesson outputs as opposed to asking
learners to sit a test.”

Based on this statement, SIM for CLSM Grade 9 contains for each part at least one teaching
activity and end of topic activities (Test Yourself Questions) that enhance “Thinking and
Working Mathematically (TWM) and enable students to be actively involved in monitoring
and regulating their own performance.

Activities should therefore occur during and throughout the learning process and should
be such that identify strengths, weaknesses and areas of improvement, with the aim of
making adjustment to improve the quality and effectiveness of leaning.
 SIM4M 4

Note:

 The assessments/activities have been designed to indicate the types of

activities teachers might use, and the intended depth and breadth of each
learning objective.
 These activities designed may not fill all the teaching time for this stage.
Teachers should use other activities with a similar level of difficulty, for
example, those from endorsed and other relevant resources.

SIM for CLSM Grade 9: RECOMMENDED MATERIALS

The hallmark and originality of the SIM for CLSM Grade 9 is in the ability of the
developers to think independently and creatively.

However, SIM for CLSM Grade 9 is not without references made to Cambridge Lower
Secondary endorsed materials and other relevant materials.

We therefore acknowledge the sources of these materials. They therefore serve as

recommended textbooks for teacher handling this subject.

SIM for CLSM Grade 9: Endorsed Materials

 Cambridge Lower Secondary Mathematics Learner’s Book 9, Second Edition, Lynn

Byrd, Greg Byrd &Chris Pearce.
 Cambridge Lower Secondary Mathematics Learner’s Book 7 & 8, Second Edition,
Lynn Byrd, Greg Byrd &Chris Pearce
Other Relevant Materials

 Complete Mathematics for Cambridge Secondary 1, Deborah Barton.

 NEW Complete Mathematics for Grade 9, JM Malkhetha, K Van Niekerk, JME Du Toit,
R Potgieter, Z Dlangamandla.
 SIM4M 5

THIS BOOK

Geometry is an aspect of mathematics that deals with the study of different

shapes.

The shapes can either be plane shapes (2D) or solid shapes (3D).

A plane shape is a geometrical figure bounded by lines. Examples are square,

rectangle, triangle, kite, rhombus, trapezium, parallelogram e.t.c.

A solid shape on the other hand is bounded by surfaces (faces), and examples
are cube, cuboid, sphere, cone, pyramid, triangular prisms and so on.

In this quarter, we shall therefore be dealing with this aspect of Mathematics,

where we shall be studying shapes, either plane or solid, and their
measurement
 SIM4M 6

1.0 Background Knowledge

From previous lessons, you already know:

 What a circle is and what it is made of (its part).

 How to use formula 𝐶 = 𝜋𝑑 to find the circumference of a circle.

Learning Objectives

Here, the learning objective shall be to :

 Know and use the formulae for the area and circumference of a circle.

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

 You should be able to use formula for area and circumference of a circle
to work out problems.

Your previous knowledge of circle therefore becomes very crucial for better
understanding of this objective.

Testing Previous Knowledge

 Ask learners what they think a circle is.
 Ask learners to name part of a circle and
 Use worksheet to make learners to work out circumference of a circle.
 SIM4M 7

1.1 Circle and Some Part of Circle

1.11 Circle

A circle is a round-shape figure that has no corners or edges.

You may name some things you know that are circular in shape.

1.12 Some Parts of Circle

A circle consists of a point at the center from which all the distances to the many
other points on the circles are equal.

 This point is called the center of a circle.

 The distance is called the radius-a line with one end at the center of the
circle and the other end on the curve part (circumference) of the circle.
 While the many other points is the circumference-the distance around a
circle. It is therefore the same as the perimeter of a circle.
 A circle has a line that passes through the center joining two points on
the circumference. This line is called diameter.

Note:

 The circumference of a circles is it perimeter.

 SIM4M 8

1.2 Relationship between diameter and radius of a circle

Below are two circles with diameter and radius.

Diameter Radius

Since radius is a line from the center of a circle to the circumference, it therefore
means that diameter of a circle is twice as long as its radius i.e.

𝒅𝒊𝒂𝒎𝒆𝒕𝒆𝒓 = 𝟐 × 𝒓𝒂𝒅𝒊𝒖𝒔

𝒅 = 𝟐𝒓

It also means that:

The radius of a circle is half of its diameter i.e.

𝒅𝒊𝒂𝒎𝒆𝒕𝒆𝒓
Radius = 𝟐

𝒅
𝒓=𝟐

1.3 Circumference of a Circle

Circumference of a circle, as you already know, is the distance surrounding a

circle.

Remember that the ratio of the circumference to the diameter of a circle is

approximately equals 3.14 (correct to 2 decimal places) or 3.142 (correct to 2
decimal places).

And the value 3.14 or 3.142 is given a special name called 𝑝𝑖, with a symbol 𝜋.
 SIM4M 9

This means:

𝒄𝒊𝒓𝒄𝒖𝒎𝒇𝒆𝒓𝒆𝒏𝒄𝒆 Where:
= 𝒑𝒊
𝒅𝒊𝒂𝒎𝒆𝒕𝒆𝒓  C is the circumference of the
Using symbol, then: circle,
 d is the diameter of the circle
𝑪
=𝝅 and
𝒅  𝜋 (pronounce pi) is the
Let us rearranging the formula to constant
find C, then:
The value of 𝜋 may be:
𝑪 = 𝝅𝒅
 given as: 𝝅 = 𝟑. 𝟏𝟒 𝒐𝒓 𝟑. 𝟏𝟒𝟐
or
22 22
 as i.e. 𝜋 =
7 7
Note:  obtained from the 𝜋 button of
𝟐𝟐
 3.14, 3.142 and are approximate values of 𝝅. your calculator
𝟕
 To get a more accurate value of 𝝅, press the button with the 𝝅 symbol of your
calculator.

Activity
Use the formula to find the circumference of a circle:
22
a. Diameter 14cm, 𝜋 = 3.142 b. radius 3.5m, 𝜋 = c. diameter 10cm, 𝜋 =
7
3,14 . Leave you answer in 2 d.p. in each case

1.4 Area of a Circle

Area of a circle is the region a circle occupied.

Region
occupied by
the circle
 SIM4M 10

It can be determined using a formula,

𝑨 = 𝝅𝒓𝟐

Where:

 𝐴 is the area of the circle,

 𝑟 is the radius of the circle and
 𝜋 (pronounce 𝑝𝑖) is the constant

The value of 𝜋 may be:

 given as: 𝝅 = 𝟑. 𝟏𝟒 𝒐𝒓 𝟑. 𝟏𝟒𝟐 or

 obtained from the 𝜋 button of your
calculator

Activity
Use 𝜋 button of you calculator, find the area of a circle:
a. radius 7.5m b. diameter 32cm
 SIM4M 11

1.5 Test Yourself Questions

1.Now, let us test for the accuracy of the values of 𝜋 with this question:
a. Calculate the circumference of a circle with diameter 7cm. Use the 𝜋
button on your calculator and write out all the numbers on the screen
of your calculator.
b. Then calculate the circumference of the same circle using the following
approximate values of 𝜋:
22
i. ii. 3.14 iii.
7
3.142
c. Which of the approximate value in part b by your observation give the
closest answer to the accurate answer in part a.
d. The following students argue which approximate value of 𝜋 is best to
use when answering question and 𝜋 is needed.
22
𝜋 = 3.14 𝜋 = 3.142 𝜋= 7
is the best is the best is the best

Student 1 student 2 student 3

e. If you are to join them in this argument, which value of 𝜋 would you
say is the best to use.

2. In each of this case are common mistake student may make in calculating
area of a circle.
Given that 𝜋 = 3.142, find the area of a circle radius 8cm.

3.142 × 82 3.142 × 82
3.142 × 82
3.142 × 1 = 50.3 3.142 × 8 = 25.1
3.142 × 8 = 25.1
25.1362 = 631.8

a. Identify the mistake in each case. b. Work out the area of this circle.
 SIM4M 12

Learning Objectives

So, the objective in this session shall be to:

 Know and recognise very small or very large units of length, capacity and
mass.
This means at the end of this unit, you should be able to:

 You should know and therefore be able to recognise both the very small
and very large units of length, capacity and mass.

2.0 Quantities: Things we measure

In Mathematics, there are things we measured. These things are referred to as

“physical quantities”. Examples of such things are Length, Capacity (Volume)
and Mass.

Note, there are other physical quantities we measure in Mathematics but in this
topic, we shall be dealing with these three.

Physical quantities, whenever they are measured, are always expressed in

number and unit. For instance:

 30cm long rope,

 20kg of rice and
 25L of water

So, 30cm, 20kg and 25L are expression of length, mass and capacity
respectively.

Quantities therefore differ from ordinary number because of the units. I mean
the different between 20 and 20kg is the unit. The unit tells us 20kg is a quantity
not just a number.
 SIM4M 13

2.1 Unit

Units therefore are what we use along with number to expressed physical
quantities.

Unit could be large or small depending on what we are measuring. For instance:

 The mass of feather may be measured in milligram (small unit) while the
mass of a rock may be measured in gram (large unit).
 The length of a bench may be measured in centimeter (small unit) while
the length of a tennis court may be measured in meter (big unit).

2.2 Metric System

Metric System is a system that is based on metre, litre and gram as the units of
length, capacity and mass. They are the three basic and most common units by
which we can measure almost everything.

 Metre is a unit for length, therefore used to measure length or distance.

 Gram is a unit for mass, therefore used to measure mass while
 Litre is a unit for capacity, therefore used to measure capacity or volume.

Very Small and Very Large Units of Length, Mass and Capacity

What makes the three basics units (metre, litre and gram), smaller or lager,
prefixes i.e. by adding prefix to the basic unit, you make the small or big.

Examples

 Milli is a prefix. By adding it to a meter for instance, it becomes

milli-meter, a smaller unit of length.
 On the other hand, if you add the prefix kilo to the same meter, it
becomes kilo-meter and a kilometer is a larger unit of length.
 The same applies to mass and capacity.
 SIM4M 14

In your previous classes, you already learnt some of these units of length,
capacity and mass and their conversion.

Below are some of the units of Length, Mass and Capacity (Volume) and their
conversion:

Units of Length Units of Mass Units of Capacity

 millimeter,  milligram  millilitre,
 centimeter,  centigram  centilitre,
 decimeter,  decigram,  decilitre,
 meter and  gram and  litre and
 kilometer  kilogram  kiloliter
Note: The coloured unit in each column indicates the basic and common unit.

2.3 Units Conversion of Length, Mass and Capacity (Volume)

Length Mass Capacity (Volume)

10𝑚𝑚 = 1𝑐𝑚 10𝑚𝑔 = 1𝑐𝑔 10𝑚𝑙 = 1𝑐𝑙

10𝑐𝑚 = 1𝑑𝑚 10𝑐𝑔 = 1𝑑𝑔 10𝑐𝑙 = 1𝑑𝑙
10𝑑𝑚 = 1𝑚 10𝑑𝑔 = 1𝑔 10𝑑𝑙 = 1𝑙
1000𝑚 = 1𝑘𝑚 1000𝑔 = 1𝑘𝑔 1000𝑙 = 1𝑘𝑙

2.4 Other Prefixes and their conversion

In addition to the prefixes we already know, the table below shows more of
these prefixes that either makes the units of length, mass and capacity, smaller
and bigger.
 SIM4M 15

Units
Prefix Symbol Multiply by Multiply by
Pico 𝑝 0. 000 000 000 000 1 10−12
Nano N 0.000 000 001 10−9
Micro 𝜇 0.000 001 10−6
Milli M 0.001 10−3
Centi C 0.01 10−2
Deci D 0.1 10−1
Hector H 100 102
Kilo K 1000 103
Mega M 1 000 000 106
Giga G 1 000 000 000 109
Tera T 1 000 000 000 000 1012
Note: the unit conversion is in relation to the basic units: Metre, Litre and Gram

Smaller prefixes that make smaller units

Bigger prefixes that make bigger units.

The table below shows the splitting of the prefixes into smaller and lager units,
in relation to the basic units of Length, Mass and Capacity (Volume)

Prefix making Basic Units Prefix making

Smaller Units Larger Units
nano meter hector
micro kilo
milli gram mega
centi giga
deci litre tera
The arrows indicate how prefixes are joined to the basic units to form
smaller and bigger units of Length, Mass and Capacity.
 SIM4M 16

2.5 Conversion Exercises

From the above table, we can say that:

 A nanometer is a very small unit of length, represented by the
letters 𝑛𝑚.
 And 1 000 000 000𝑛𝑚 = 1𝑚 i.e. one thousand million nanometers
equal one meter.
 In order words, one nanometer equals one thousand millionth meter
i.e. 1𝑛𝑚 = 0. 000 000 0001𝑚 𝑜𝑟 1𝑛𝑚 = 109 𝑚.

In the same manner, we can say that:

 A mega gram is a very large unit of mass, represented by the letters

𝑀𝑔.
Note: The unit conversion is the same for all the quantities. This implies that:
 And 1 000 000𝑔 = 1𝑀𝑔 i.e. one million gram equal one 𝑀𝑔.
 In order words, one gram equals one millionth mega gram i.e. 1𝑔 =
0. 000 000 1𝑚𝑔 𝑜𝑟 1𝑔 = 106 𝑚𝑔.

Likewise,

Since 1000𝑚𝑚 = 1𝑚 1000𝑚𝑙 = 1𝑙

Therefore,
Therefore,
1𝑚𝑙 = 0.001𝑙 𝑜𝑟 10−3 𝑙
1𝑚𝑚 = 0.001𝑚 𝑜𝑟 10−3 𝑚
Also,

1000𝑚𝑔 = 1𝑔

Therefore,
1𝑚𝑔 = 0.001𝑔 𝑜𝑟 10−3 𝑔

This applies to other smaller and larger units like:

 SIM4M 17

1000𝑚 = 1𝑘𝑚

Therefore,

1𝑚 = 0.001𝑘𝑚 𝑜𝑟 10−3 𝑘𝑚

Also,

1000𝑙 = 1𝑘𝑙

Therefore,

1𝑙 = 0.001𝑘𝑙 𝑜𝑟 10−3 𝑘𝑙

And,

1000𝑔 = 1𝑘𝑔

Therefore,

1𝑔 = 0.001𝑘𝑔 𝑜𝑟 10−3 𝑘𝑔

Examples:

Convert the following:

1. 40𝑚𝑔 𝑡𝑜 𝑔  First, say how many 𝑚𝑔 make1𝑔.

1000 𝑚𝑔 = 1𝑔
∴ 40𝑚𝑔 = 40 ÷ 1000 = 0.04𝑔
 Then 40𝑚𝑔 to 𝑔, you divide 40 by
1000
 We DIVIDE because you are
converting from smaller unit (mg)
to bigger unit (g).
 SIM4M 18

2. 542GL to L
 Here, we say how many 𝐺𝐿 make
1𝐺𝐿 = 1000 000 000𝐿 one 𝐿
∴ 542𝐺𝐿 = 542 × 1 000 000 000  Then convert 542𝐺𝐿 to 𝐿 by
multiplying
= 542 000 000 00𝐿 542𝐺𝐿 𝑏𝑦 1 000 000 000
 Here, we MULTIPLY because you are
converting from smaller unit (mg) to
bigger unit (g).


Conclusion from the above examples:

 When you convert smaller unit to larger unit, as in 40𝒎𝒈 t 𝒈, you divide.
Milligram is smaller than gram, so we divide.
 But you multiply when you convert from larger unit to smaller unit, as in
542GL to L.

Giga-Litre is bigger than Litre, then you multiply.

We can then conclude by saying:

 Smaller to Bigger, DIVIDE

 Bigger to Smaller, MULTIPLY
 SIM4M 19

2.6 Test Yourself Questions

1. Give the appropriate uint to measure the following quantities:

i. Capacity of a bottle of fizzy drink
ii. Distance from Botha Bothe to Maseru
iii. Mass of 50kg of maize meal.
iv. Mass of an ant.
v. Length of your school table.

2. Convert:
i. 235 cL to mmL iv. 7GL 2cL to L
ii. 0.55g to kg v. 5m 7cm to mm
iii. 1000 Mm to m vi. 0.000256Gg to g

3. A tank of oil contains 10L of petrol. A petrol attender sold 64cL. What
is the capacity of the petrol left in the tank.
 SIM4M 20

Learning Objectives

However, the objective in this section is to:

 Estimate and Calculate Areas of Compound 2D Shapes made from

rectangles, triangles and circles.
This means at the end of this unit, you should be able to:

 Work out the areas of compound 2D shapes that are made from
rectangles, triangles and circles.
 Work out by estimate the areas of compound 2D shapes made from
rectangles, triangles and circles.

3.0 Background Knowledge: Shapes

Let us start by reminding ourselves what shapes are.

Shapes are geometric figures. The two forms of shapes are:

 Basic shapes
 Compound shapes

3.01 Basic shapes

Basic shapes mainly are plane figures.

Plane figures are known as 2-dimensional shapes having length and width
(breadth).

Examples of plane figures are squares, rectangles, triangles, circles,

quadrilaterals (4 sided figures).

triangle rectangle circle parallelogram trapezium square

 SIM4M 21

Note:
 Basic shapes also include solid figures such as cuboid, cube etc.

3.02 Compound Shapes

Compound shapes are two basic shapes (plane figures) joined together.

A good example is the joining together of two rectangles as shown:

Another example is a square and triangle joining together.

3.1 Areas of Compound 2D Shapes

Area of a shape is the region the shape occupied. Earlier, we talk about area of
a circle i.e. the region occupied by a circle.

Calculating area of compound 2D shapes is working out the region the shapes
occupied.

Earlier, you learnt about the areas of compound shapes made from rectangle
and triangles.

In this section, we shall be extending the areas of compound shapes to shapes

involving circle. Such as:
 SIM4M 22

However, the method to work out the areas remains the same. Your previous
knowledge therefore comes into play here.

Suggested Teaching Approach

 Make learners come up with the method by asking questions.

Method of Working out Areas of Compound Shapes

 First, divide the compound shape into simple shapes.

 Work out the area of each simple shape separately.
 Then, add or subtract (as the case may be) the areas of the simple
shapes to find the areas of the compound shape.

Note:
 Depending on the questions, you may be asked to work out the area by
estimate or by calculating the exact answer.

Examples

1. Here, we are to find the area of this shape.

 SIM4M 23

 The shape is made up of triangle and semi-

circle.
 Therefore, area of the shape =
area of triangle + area of semi-circle.

Working

 Area of Triangle:
1 1
𝐴 = 𝑏ℎ = × 4 × 3
2 2

= 6𝑐𝑚2
 First, work out the area of
 Area of Semi-circle:
the triangle.
1 1
𝐴 = 𝜋𝑟 2 = × 𝜋 × 52  Then work out the area of
2 2
the semi-circle.
1
= ×𝜋×5×5  Then add together the
2
two areas.
= 39.3𝑐𝑚2

 𝑨rea of the shape

𝐴 = 6 + 39.3 = 45.3𝑐𝑚2

2. In this example, we are to find the area of the shaded part.

 SIM4M 24

 Here, a circle is cut out of the rectangle.

 This means the rectangle has a circular hole
or circular empty space.
 Therefore, Area of the shade part =
area of rectangle – area of circle.

Working

 Area of rectangle:

𝐴 = 𝑙 × 𝑏 = 30 × 25

= 750𝑐𝑚2  Find the area of rectangle.

 Find the area of the circle.
 Area of circle
Note: diameter of the circle is 17cm,
𝐴 = 𝜋𝑟 2 = 𝜋 × 8.52 therefore, radius of the circle 8.5cm.
= 𝜋 × 8.5 × 8.5  Then subtract the area of circle
= 226.98𝑐𝑚2 from area of the rectangle to get
the area of the shaded part.
 ∴ area of the shaded part

𝐴 = Area of rectangle − Area of circle

𝐴 = 750 − 226.98

= 523.0𝑐𝑚2

Note:
 The objective in this section involves finding the area of compound 2D
shapes by estimate.
 The knowledge of Estimation learnt in First Session (chapter 6, page 57
– 61) becomes relevant here in this section.
 SIM4M 25

3.2 Test Yourself Questions

1. Work out
a. the sides labeled 𝑥 or 𝑦 in each of the
following shape.
b. the area of each shape.

2. The following argument ensues between Andrew and Tjokosela.

The area of shape equals: The area of the shape equals:

𝒕𝒉𝒆 𝒂𝒓𝒆𝒂 𝒐𝒇 𝒂 𝒄𝒊𝒓𝒄𝒍𝒆 𝒕𝒉𝒆 𝒂𝒓𝒆𝒂 𝒐𝒇 𝒔𝒆𝒎𝒊𝒄𝒊𝒓𝒄𝒍𝒆

+ 𝒂𝒓𝒆𝒂 𝒐𝒇 𝒂 𝒔𝒆𝒎𝒊𝒄𝒊𝒓𝒄𝒍𝒆 + 𝒂𝒓𝒆𝒂 𝒐𝒇 𝒔𝒆𝒎𝒊𝒄𝒊𝒓𝒄𝒍𝒆
+ 𝒂𝒓𝒆𝒂 𝒐𝒇 𝒂 𝒔𝒒𝒖𝒂𝒓𝒆 + 𝒂𝒓𝒆𝒂 𝒐𝒇 𝒔𝒆𝒎𝒊𝒄𝒊𝒓𝒍𝒄𝒆
+ 𝒂𝒓𝒆𝒂 𝒐𝒇 𝒂 𝒔𝒒𝒖𝒂𝒓𝒆

Andrew says Tjokosela says

a. Use both ways; work out the area of the compound shape.
b. From your answers to part a, who is right?
c. Use another way, work out the area of the compound shape
 SIM4M 26

3. Work the area of the following shapes.