Math ENG Gr8 B1

COMMEMORATING 120 YEARS
OF NKOSI SIKELEL’ iAFRICA

Nkosi Sikelel’ iAfrica
e d and
In 1897 Enoch Sontonga of the Mpinga clan of the is
Rev aligned
Nkosi, sikelel' iAfrika,
amaXhosa was inspired to write a hymn for Africa. Malupnakanyisw' udumo lwayo;
S
At the time he was 24 years old, a teacher, a
CAP
Yizwa imithandazo yethu
Nkosi sikelela,
choirmaster, a lay minister in the Methodist church Thina lusapho lwayo
and a photographer. At the time Mr Sontonga lived
in Nancefield near Johannesburg. Nkosi, sikelel' iAfrika,
MATHEMATICS IN ENGLISH –– Grade

Malupnakanyisw' udumo lwayo;
In 1899, this beautiful hymn, Nkosi Sikelel’ iAfrika, was sung Yizwa imithandazo yethu
Nkosi sikelela,
in public for the first time, at the ordination of Reverend
Thina lusapho lwayo
Boweni, a Methodist priest. It had a powerful effect on
everyone who heard it, and became so well loved that it was Woza Moya (woza, woza),
added to, translated, and sung all over the African continent. Woza Moya (woza, woza),
Woza Moya, Oyingcwele.
MATHEMATICS IN ENGLISH
A further seven verses were added to the hymn by poet SEK Usisikelele, Thina lusapho lwayo.
Mqhayi, and on 16 October 1923, Nkosi Sikelel’ iAfrika was
Morena boloka sechaba sa heso
recorded by Solomon T Plaatje, accompanied by Sylvia Colenso O fedise dintwa le matshwenyeho
5
on the piano. It was sung in churches and at political Morena boloka sechaba sa heso,
gatherings and in 1925, it became the official anthem of the O fedise dintwa le matshwenyeho.
African National Congress (ANC).
O se boloke, o se boloke,
Although his hymn was very well known, Sontonga was not O se boloke, o se boloke.
Sechaba sa heso, Sechaba sa heso.
famous in his lifetime. For many years, historians searched for
O se boloke morena se boloke,
information about this humble man’s life and death.
Grade 88 Book
O se boloke sechaba, se boloke.
Sechaba sa heso, sechaba sa Africa.
Enoch Sontonga died on 18 April 1905, at the age of 33.
His grave was discovered many years later in a cemetery in Ma kube njalo! Ma kube njalo!
Braamfontein in Johannesburg, after a long search by the Kude kube ngunaphakade.
Kude kube ngunaphakade!
Book11
National Monuments Council. In 1996, on Heritage Day,
24 September, President Mandela declared Sontonga’s grave
a national monument, and a memorial was later erected at
the gravesite.
8
For a while, in 1994 and 1995, South Africa had two official
national anthems: Nkosi Sikelel’ iAfrika and Die Stem, the
apartheid era anthem. Both anthems were sung in full, but it
took such a long time to sing them that the government held
open meetings to ask South Africans what they wanted for
their National Anthem. In the end, the government decided on
a compromise, which included the shortening of both anthems
Grade
and the creation of a harmonious musical bridge to join the
two songs together into a single anthem. Our national anthem,
which is sung in five different languages – isiXhosa, isiZulu,
Sesotho, Afrikaans and English – is unique and demonstrates
the ability of South Africans to compromise in the interest of
national unity and progress.
Name: Class:
ISBN 978-1-4315-0222-6
Nkosi Sikelel’ iAfrika became the first stanza of our new

National Anthem.
National Archives and Records Services of South Africa
E. Sontonga, arr. M. Khumalo (Nkosi) M.L. de Villiers, arr. D. de Villiers (Die Stem)
Afrikaans words: C.J. Langenhoven Re-arrangement, music typesetting-Jeanne Z. Rudolph
English words: J.Z-Rudolph as per Anthem Committee
ISBN 978-1-4315-0222-6
ISBN 978-1-4315-0222-6
MATHEMATICS IN ENGLISH
THIS BOOK MAY NOT BE SOLD.

GRADE 8 – BOOK 1 • TERMS 1 & 2
The Department of Basic Education has made every effort to trace
copyright holders but if any have been inadvertently overlooked, the
ISBN 978-1-4315-0222-6
9th Edition Department will be pleased to make the necessary arrangements at the
first opportunity. THIS BOOK MAY NOT BE SOLD.
9 7 8143 1 50 2 22 6
9th Edition
No. Title Pg. No. Title Pg.
R1 Doing calculations ii 25 Calculations with multiple operations (square and 52
cube numbers, square and cube roots)
R2 Multiples and factors iv
26 More calculating with exponents 54
R3a Exponents vi
27a Numeric patterns 56
R3b Exponents continued viii
27b Numeric patterns continued 58
R4 Integers x
28 Input and output values 60
R5a Common fractions xii
29a Algebraic vocabulary 62
R5b Common fractions continued xiv
29b Algebraic vocabulary continued 64
8
R6a Percentages and decimal fractions xvi
30 Like terms: whole numbers 66
R6b Percentages and decimal fractions continued xviii
31 Like terms: integers 68
R7 Input and output xx
32 Writing number sentences 70
R8a Algebraic expressions and equations xxii
33 Set up algebraic equations 72
R8b Algebraic expressions and equations continued xxiv
34 Additive inverse and reciprocal 74
R9 Graphs xxvi
R10 Financial mathematics xxviii
35 Balance an equation 76 Mrs Angie Motshekga, Mr Enver Surty,
R11a Geometric figures xxx
36a Substitution 78 Minister of Deputy Minister of
36b Substitution continued 80
R11b Geometric figures continued xxxii
37 Algebraic equations 82
Basic Education Basic Education
R12 Transformations xxxiv
38 Solving problems 84
R13 Geometry xxxvi
39 Divide monomials, binomials and trinomials by integers 86 These workbooks have been developed for the children
Contents
R14 Perimeter and area xxxviii or monomials

R15a Volume and surface area xi 40 Simplify algebraic expressions 88
of South Africa under the leadership of the Minister of
R15b Volume and surface area continued xlii 41 Calculate the square numbers, cube numbers and 90 Basic Education, Mrs Angie Motshekga, and the Deputy
square roots of single algebraic terms
R16a Data xliv
42 Multiple operations: rational numbers 92
Minister of Basic Education, Mr Enver Surty.
R16b Data continued xlvi
1 Natural numbers, whole numbers and integers 2 43 Multiple operations 94 The Rainbow Workbooks form part of the Department
2a Commutative, associative and distributive properties 4 44 Division operations 96 of Basic Education’s range of interventions aimed at
45a Constructing geometric figures 98
2b Commutative, associative and distributive properties
continued
6
45b Constructing geometric figures continued 100
improving the performance of South African learners
3 Factors, prime factors and factorising 8 46 Construction with a protractor 102
in the first six grades. As one of the priorities of the
4 Multiples and the lowest common multiple 10 47 Parallel and perpendicular lines 104 Government’s Plan of Action, this project has been
5 Highest common factor and lowest common multiple of
three-digit numbers
12 48a Construct angles and a triangle 106 made possible by the generous funding of the National
6 Finances – profit, loss and discount 14
48b Construct angles and a triangle continued 108 Treasury. This has enabled the Department to make these
49 The sum of the interior angles of any triangle equals 110
7 Finances – Budget 16 180° workbooks, in all the official languages, available at no cost.
8 Finances – loans and interest 18 50a Constructing quadrilaterals 112
9 Finances – Hire Purchase 20 50b Constructing quadrilaterals continued 114
We hope that teachers will find these workbooks useful
10 Finances – exchange rates 22 51 Constructing polygons 116 in their everyday teaching and in ensuring that their
11 Sequences that involve integers 24 52 Polygons 118 learners cover the curriculum. We have taken care to
12 Calculations with multiple operations 26 53 More about Polygons 120 guide the teacher through each of the activities by the
13 Properties of numbers and integers 28
14 Square numbers, cube numbers and more exponents 30
54 Similar Triangles 122 inclusion of icons that indicate what it is that the learner
55a Congruent triangles 124
15 Square numbers and square roots 32 55b Congruent triangles continued 126
should do.
16 Representing square roots 34 56 Similar triangles problems 128 We sincerely hope that children will enjoy working
17 Cube numbers and roots 36
18 Representing cube roots 38
57 Quadrilaterals, triangles & angles 130
through the book as they grow and learn, and that you, the
58 Triangles and quadrilaterals 132
19 Scientific notation 40 59 Diagonals 134
teacher, will share their pleasure.
20 Laws of exponents: xm xn = xmn 42 60a Quadrilaterals, angles and diagrams 136 We wish you and your learners every success in using
21 Law of exponents: xm ÷ xn = xm − n 44
22 More laws of exponents: (xm)n = xmn 46
60b Quadrilaterals, angles and diagrams continued 138
these workbooks.
61 Parallel and perpendicular lines 140
23 Law of exponents: (x°) = 1 48 62 Pairs of angles 142
24 Calculations with exponents 50 63 Problems 144
64 Geometric figures puzzle fun 146 P u b l i sh e d b y t h e D e p a r t m e n t o f Ba si c E d u ca
222 St r u b e n St r e e t
tio n
ISBN 978-1-4315-0222-6
P r e to r ia This b ook m ay not b e sold.
So u t h A f r i ca
T h e D e p a r t m e n t o f Ba si c E d u ac t i o n h a s m a d e e ve r y e f f o tr t o t r a ec oc p ry i g h t h o l d e r s b u t
© D e p a r t m e n t o f Ba si c E d u ca tio n i f a n y h a ve b e e n i n a d ve r t e n t l y o ve r l o o ke d t h e D e p a r t me n t w i l l b e p l e a es d t o m a ek t h e
Ni n t h e d i t i o n 2019 n e ce sa r y a r r a n g e m e n t s a t t h e f i r st o p p o r t u n i t y.
Grade
8
h em a t i c s
at
M
Book 1
ENGLISH
1 Revision worksheets:R1 to R16
Key concepts from Grade 7
2 Worksheets:1 to 64
Book 2
3 Worksheets:65 to 144
Name:
The structure of a worksheet
Worksheet number Worksheet title
(Revision R1 to R16,
Ordinary 1 to 144)
31 Adding by filling the tens

Topic introduction
(Text and pictures to help you think about Which sum is easier to add? Why? In one minute, how many combinations
can you find that add up to 50?
and discuss the topic of the worksheet.) 8+7= or 10 + 5 =
10 + 4 = or 7 + 7 =
9+2= or 10 + 1 =
10 + 2 = or 7 + 5 =
1. Fill up the tens.
3+7 = 10 8+2 = 10 Are there more combinations that
Term 2
Term indicator
will add up to ten?
2+8 = 10 9+1 = 10
________________________________
5+5 = 10 4+6 = 10 ________________________________
(There are forty worksheets per term.) 1+9 = 10 7+3 = 10
________________________________
________________________________
________________________________
6+4 = 10 0 + 10 = 10
a. 3 + = b. 5 + = c. 2 + =
Questions d. 6 + = e. 1 + = f. 7 + =
g. 8 + = h. 9 + = i. 4 + =
2. Fill up the tens.
Example:
37 + 3 = 40 25 + 5 = 30 Find another five combinations

that will add up to 100.
14 + 6 = 20 68 + 2 = 70
________________________________
Colour code for content area 79 + 1
56 + 4
= 80
= 60
43 + 7
84 + 6
= 50
= 90
________________________________
________________________________
________________________________
Content Side bar colour

________________________________
92 + 8 = 100 36 + 4 = 40
Revision Purple
a. 32 + = b. 46 + = c. 54 + =
d. 72 + = e. 78 + = f. 68 + =
Number Turquoise 9 0
g. 15 + = h. 94 + = i. 83 + =
Patterns and
Electric blue
functions (algebra)
Space and shape
Orange Language colour code:
(geometry)
Afrikaans (Red), English (Blue)
Measurement Green
Data handling Red
3. Fill up the hundreds.

Example: 486
486 + 14 = 500
Example frame (in yellow)
a. 368 b. 371 c. 684
d. 519 e. 225 f. 568
g. 274 h. 479 i. 383
4. Calculate the following:

Example:
Calculate 2 486 + 48
2 486 + 48
= (2 486 + 14) – 14 + 48
= 2 500 + (48 – 14)
= 2 500 + 34
= 2 534
a. 3 526 + 97 = b. 6 537 + 84 = c. 4 833 + 95 =
Fun/challenge/problem solving activity

(This is an end of worksheet activity that may include
d. 1 789 + 39 = e. 2 786 + 56 = f. 8 976 + 41 =
fun or challenging activities that can also be shared
with parents or brothers and sisters at home.)
g. 4 324 + 98 = h. 8 159 + 62 = i. 6 847 + 73 =
Sign:
The concert
Teacher assessment rating,

Date:
7 894 people came to see a concert. There were 68 security guards. How many people were in the
stadium?
9 1
signature and date
Grade
8
h em a t i c s
at
M
ENGLISH
PART
1 Revision
Key concepts from Grade 7
WORKSHEETS R1 to R16
Book
Name: 1
Revision
R1 Doing calculations
To solve problems we need to know that we can use different words for addition,
subtraction, multiplication and division. Think of some of them.
+ – × ÷
1. Calculate.
a 27 835 b 45 371 c 51 832 ote that the first
+ 32 132 + 12 625 + 32 749 or sheets are
revision activities
Term 1
2. Calculate. hat is arithmetic?

a 457 834 b 788 569 c 384 789
– 325 613 – 123 479 – 325 894 Arithmetic is the o dest
and most basic art o
mathematics
3. Calculate. t dea s ith the

a 14 815 29 783 38 765 ro erties o n mbers
b c
and the hand in o
× 38 × 24 × 36
n mbers and antit
t is sed b a most
ever one or both sim e
and com e tas s rom
sim e ever da co ntin
tas s to com icated
b siness and scientific
4. Calculate: ca c ations
a 22 36842 b 63 96431 c 45 76593
n common sa e
arithmetic re ers to
the basic r es or the
o erations o addition
s btraction m ti ication
and division ith sma er
va es o n mbers
5. Give an example of each of these properties of number.
Commutative: Associative:
eans that o can chan e or s a eans that hen addin or
the order in hich o add or m ti m ti in it doesn t matter ho o
n mbers and sti et the same ans er ro the n mbers o are addin
ii
on
6. Use the commutative property to make the equation equal.

Example: 4 + 6 = a b
4+6=6+4
10 = 10

Example: a+b= a c+d= b f+g=
a+b=b+a

Example: 2×3= a ×5= b ×9=
2×3=3×2
6=6

Example: a×b= a x×c= b m×n=
a×b=b×a
ab = ba
10. Use zero as the identity of addition, or one as the identity of multiplication to
simplify the following:
a a ×1 = b b × __ = b c e+0=
Problem solving
ither chan e the estion into a n mber sentence or so ve it

)
) = (a x b
I a dd to (b + c
–3,
s h o u l d What s If a x ), an d a =
What o that t
he ho ,
+ (a x an d c = –2 the
c
a nu m b e r s a nu mb uld I multiply e
e r w ill be
the
the ans
er by s
o that b = –5 te an d solv
w
a n s
s t h e nu mber ? wer w i
ll
u
substit .
Sign:
a same a
same s the n be the equati
on
u mber ? Date:
iii
ote that the first
or sheets Revision
i be revision
R2 Multiples and factors activities
What did we learn before? Factor is a n mber hich divides e act

into another n mber e and are actors
ti e is a n mber made b o the actors a the n mbers that can
m ti in to ether a n mber divide e act into are
and an inte er e × o
is a m ti e o he m ti es
o are
F stands
or hi hest
stands or common actor
o est common
m ti e
hat a th fi t 5 utp o Example: ti es o
a b c
Term 1
d e
t do n th fi t utp and c c a th co on u t p o ach o th
following pairs of numbers, and also identify the lowest common multiple (LCM).
Example: ti es o
ti es o
he o est common m ti e is
a ti es o
ti es o
b ti es o
ti es o
c ti es o
ti es o
d ti es o
ti es o
3. What are the factors of: Example: Factors o and
a b c
d e
iv
on
4. What are the common factors and the highest common factor (HCF)
for these pairs of numbers?
Example: Factors o are

Factors o are
ommon ractions F
a Factors o b Factors o
Factors o Factors o
F F
c Factors o d Factors o
Factors o Factors o
F F
e Factors o Factors o
Factors o Factors o
F F
5. Explain the following in your own words:

a ti es
b Factors
6. How to use multiples and factors in mathematics is a very important skill. Here are
some statements. Explain each statement and give examples of your own.
t is se to brea
ar e n mbers into
sma er ones hen
o are as ed to
sim i a raction
ometimes ant to
chec i m ca c ator
res ts ma e sense
then se actors and
m ti es to red ce
the n mbers to their
sim est orm and et
an a ro imate
ans er
Sign:
Problem solving
ive a the rime n mbers rom to Date:
v
Revision
R3a Exponents
What square number and root does the diagram represent?
he conce ts o
3× so the s are root o is e rite the s are root
and the c be root
are the rere isite
or man other
mathematica
conce ts an o
thin o a e
a b c
What is a cube root? Which diagram represents this?

3
3×3× so the c be root o is e rite =3
Term 1
n this activit e
revise a the basic
conce ts o need
to no in rade
o can com ete

a b c d this activit at home
1. Write the following in exponential form:
Example: 13 × 13 = 13² a ×2= b ×7=
2. Write the following as multiplication sentences:
Example: 15² = 15 × 15 a b
3. Identify in 3² the following: a. the base number b. the exponent

Example: 6 × 6 × a ×3× b × 2 × 2 = __________
5. Expand the expression as shown in the example.
Example: ×6×6 a b
6. Calculate the answers.

Example: 5² + 3² = 25 + 9 = 34 a b
vi
on
7. Calculate the answers.

Example: 5² + 33 = 25 + 27 = 52 a b
8. Calculate the cube root.

Example: a = b =
×3×3
=3
9. Calculate.
Example: 16 + 25
a b
=4+5
=9
10. Calculate.
Example: ³
a b
=4–3
=1
11. Calculate.
Example: ³ 125 + 16
a b
=5+4
=9
12. Calculate.
Example: ³ 27 + 32 – 25
a b
=3+9–5
=7
13. Calculate the following as fast as you can:

a × 10 = _______________
Sign:
Example: 10 × 10 × 10 × 10 = 10 000
Date:
b × 10 × 10 × 10 × 10 = _______________
continued ☛
vii
Revision
R3b Exponents continued
You can
check your
answers using
14. Complete the table. a c nt fic
calculator.
Exponential
Expression Answer
format
a × 10 10² 100
b × 10 × 10 × 10 × 10 × 10
15. Calculate.
Example: 104
a 3
+ 102 b 4
+ 106 =
= 10 000 + 1 000
= 11 000
Term 1
16. Calculate.
Example:
a 4
b 5
×9=
= 4 + 1 000
= 1 004
17. Calculate.
Example: 2 × 104 + 3 × 105
a × 103 + 4 × 104 b × 104 + 3 × 102 =
= 2 × 10 000 + 3 × 100 000
× ×
= 20 000 + 300 000
= 320 000
18. Calculate.
Example: 2 × 104 + 3 × 103 + 4 × 105
a × 102 + 8 × 105 + 3 × 106 =
= 2 × 10 000 + 3 × 1 000 + 4 × 100 000
× × ×
= 20 000 + 3 000 + 400 000
= 423 000
19. Calculate.
Example: 22 + 23 = 4 + 8 = 12 a b
viii
on
20. Calculate.
Example: 22 + 33 + 42 = 4 + 27 + 16 = 47 a 3
+ 32 =
21. How fast can you calculate the following?
a b 2
_______________
22. Calculate.
Example: 3 a 3
= b 2
=
3
= 27
23. Expand the expression as shown in the example. Check your answer with a
calculator.
Example: 184
a 3
b 2
= 18 × 18 × 18 × 18
= 104 976
24. Expand the expression as shown in the example.

a x5 b 7
Example: m4
=m×m×m×m
Problem solving
smallest Write down all the Wr

Add the d i
in e te on
n u mber an two–digit square e
sq u ar e not xpone billio
est cube numbers. atio n n
the larg at is Write down all the n. tial
th
nu mber 0.
lle r than 10 three–digit cube Sign:
s m a
numbers.
Date:
ix
Revision
R4 Integers
What is an integer?
nte ers are the set o ositive and ne ative nat ra n mbers inc din ero
n mber ine can be sed to re resent the set o inte ers
–5 –4 –3 –2 –1 0 1 2 3 4 5
Positive integers
ho e n mbers reater than ero are ca ed ositive inte ers hese n mbers are
to the ri ht o ero on the n mber ine
Negative integers
ho e n mbers ess than ero are ca ed ne ative inte ers hese n mbers are to
the e t o ero on the n mber ine
Zero
Term 1
he inte er ero is ne tra t is neither ositive nor ne ative

The sign
he si n o an inte er is either ositive or ne ative e ce t or ero hich
has no si n o inte ers are o osites i the are each the same distance a a
rom ero b t on o osite sides o the n mber ine ne i have a ositive si n
the other a ne ative si n n the n mber ine be o and are circ ed as
o osites
–5 –4 –3 –2 –1 0 1 2 3 4 5
1. Complete the number lines.
a b
–1 0 1 –3 0 3
2. Write an integer to represent each description.
a nits to the ri ht o on a n mber ine
b to the ri ht o above ero
c nits to the ri ht o on a n mber ine
d he o osite o
e to the e t o be o ero
3. Put the integers in order from smallest to greatest.

a
b
4. Calculate the following: Use the number line to guide you.
Example: –4 + 2 = –2
a –5 –4 –3 –2 –1 0 1 2 3 4 5
b
x
on

Example: –2 + 3 – 5 = –4
–5 –4 –3 –2 –1 0 1 2 3 4 5
a b
6. Complete the following:
a Find b Find
7. Write a sum for:

a b
–7 –6 –5 –4 –3 –2 –1 0 1 2 –3 –2 –1 0 1 2 3 4 5 6 7

a b c

a b c
Example: a b c
= 11 – 23
= –12
Example: a b c
= –14 + 20
=6
12. Solve the following:

a b c
Problem solving Sign:
em erat re is a nice a to e ain ositive and ne ative inte ers ain inte ers sin the conce t Date:
o tem erat re to o r ami
xi
Revision
R5a Common fractions
oo at th a p and fi o a p o ach
Proper fraction Improper fraction Mixed number
3 8 1
4 3
12
Improper fraction to mixed number Mixed number to improper fraction
8 2 1 5
3
= 23 14 =
4
Term 1
1. What other fraction equals: Draw a diagram to show it.

1 2
Example: 3 = 6 =
1 1
a 2 = b 7 =
2. Write the next or previous equivalent fraction for:

1 2
Example: 3 = 6
2
1 a = 5
3
1
6
8
1 b = 10
9
1
12
3. Write down three equivalent fractions for: Make a drawing.

1
Example: 13 = 16 = 19 = 112
2 3 4 hat ha ened to
the denominators and
n merators a s start
ith the iven n mber
1+ [ [
1 ×2
3 ×2 = 16
2
a 1
2
1+ [ [
1 ×3
3 ×3
= 19
3
b 2
5 1+ [ [
1 ×4
3 ×4
= 1 12
4
xii
on
4. What is the highest common factor?

Example: a Factors o
Highest common factor (HCF) Factors o
Factors o
Factors o
HCF = 2
b Factors o
o is the bi est n mber that can Factors o
divide into and
5. Write in the simplest form.

12 a 6
Example: 16 18
12 4
= 16 ÷ 4
=
3 F
4
Factors o 5
Factors o
b
25
6. Add the two fractions, write the total as a mixed number and simplify if necessary.
a 2 + 4 b 5 + 6
1 4
Example: 3 + 3
hen e add 5 5 9 9
ractions the
5 denominators
= 3 sho d be the
2 same
= 13
7. Calculate and simplify if necessary.

1×2 1 emember o do that e can find the
Example: 2×2 + 4 hen e add o est common m ti e
2 1 ractions the
= +
4 4 denominators ti es o
3 sho d be the
= 4 ti es o
same
or in this case the denominators
are m ti es o each other
is a m ti e o See on the left how we do this.
1 1 1 1 Sign:
a 4
+ 2
= b 5
+ 10
=
Date:
continued ☛
xiii
Revision
R5b Common fractions continued
8. Add the two fractions. Then multiply the two fractions.

1 1 see that hen m ti
Example: 2 3 Addition Multiplication
ractions the ans er ets
1 1 1 1 sma er b t hen m ti
2 + 3 2 × 3 ositive inte ers the
LCM = 6 n mber ets bi er
3 2 1
6 + 6 = 6 hat is tr e o ta e t o si ac s o
5 ice o et ices t i o ta e
= 6 ha 1 o a si ac 6 o
2 1
et
ices
1 1 1 , 1
a 2 12
= b 2 11
=
Term 1
9. Calculate.
1 1 1 1 1 1
1 1 1 a 3 × 5 × 2
b 2 × 5 × 9
=
Example: 2 × 3 × 4
1
= 24
10. Calculate and simplify.

7 2
Example 1:
6
×
5
Example 2:
6
×
5 a 8 × 4 =
7 7 7 6
30 30 6
= 49 = 42 6
5
= 7
11. Write down different sums that will give you these answers. Give them all. State
what fractions you are multiplying by each other.
12
Example: ____ × ____ = 18
ho e ro er
n mber × raction ×
3 3 4 12 a ro er 2 6 12 im ro er
=1 3 × 6 = 18 6 × 3 = 18
3 raction raction
2 8
a × ____ = 4 b × ____ = 4
xiv
on
12. Calculate and simplify

3 5
Example: 8 ×
1 8 a × 5
b ×6 =
4 = 4
8 4
=
8
×
1 = 4
4
1 4
8 =2
= 4
=2
13. What whole number and fraction will give you the following answer?
2 7
Example: ____ × ____ = 3 a × ____ = 21
2 1
1 × 3
1
=2 × 3
14. Simplify the following:

4 8
Example:
15 a 12
b 16
20
15 5
= 20 ÷ 5
3
= 4
15. Multiply and simplify the answer if possible.

1 4 1 2
Example:
1
×
3 a 2 × 8
= b 2 × 7
=
3 4
3 3 3
12 = 12 ÷ 3
1
= 4
Problem solving
Name five
fractions in 3 Can two unit
1 +
that are b
etween i s 8 for m? What
8 (unitar y)
t de d
one fifth a
n d fo ur Wh
a
lest its is 3 fractions a d
p sim 9 x
sim together or
3
its ples i
fifths. t fo4 n
r m? multiplie d
yo u
(w h o le to gether g ive
If __ _ n as
e r ) x _ _ _ a unit fractio
num b
If the answer is 24 , Multip an answer ?
(fractio n) = ly
, what are two impro p any two
42 36
72
y p o s s ib le e
fractions that have how man h
r fr
ere an d simpl actions
n s a re t
solutio ify yo
Sign:
been multiplied? ? answe ur

t h is s u m r if neces
for sar y. Date:
xv
e firs
increa
Revision
R6a Percentages and decimal fractions
Look at the following. What does it mean?
Where in everyday life do

we use:
47
100 ecima ractions
ercenta es
1. Write each of the following percentages as a fraction and as a decimal fraction.

a b
Term 1
18
Example: or 100 or
2. Calculate.
Example: o
a o b o
40 R40
= 100 × 1
R1600
= 100
= R16
3. Calculate.
Example: a o
60
can rite as 100
60 R300
100 × 1
3 R300
= 5 × 1 60 6 3
100
sim ified is 10
= 5
R900
= 5
= R180
b o
o ma se a
ca c ator
xvi
on
4. Calculate the percentage increase.
Example: a. R80 to R96
Calculate the percentage increase if the price of a bus
Price increase: _______
ticket of R60 is increased to R84.
24 100 e first need to no b ho m ch did the b s tic et
60 × 1 rice increase t as increased b beca se
240 min s is
= 60
= 40 he amo nt o the rice hen to or o t the

Therefore an increase is R24 and the percentage increase
increase of 40% ori ina rice as o the e need to m ti
fraction the price increase 24
b
60
as o the ori ina rice is 24 .
60
5. Calculate the percentage decrease.

a. R50 of R46
Example:
Calculate the percentage decrease if the price of petrol goes Price decrease: _______
do n rom cents a itre to cents mo nt decreased is
2 cents.
e first need to hen to or o t
2 100
sa ho m ch the percentage
20 × 1
as the b s etro increased e need
200 2
= 20 decreased b to m ti 20
b
(percentage).
= 10 t as decreased
Therefore a b c beca se
The price is
decrease of 10% 18c + 2c gives 2
decreased b 20
.
o c
6. Write the following in expanded notation:

Example: 6,745
= 6 + 0,7 + 0,04 + 0,005
a. 3,983 __________ b. 8,478 __________
7. Write the following in words: What is the

difference
Example: 5,854 bet een nits
= 5 units + 8 tenths + 5 hundredths + 4 thousandths and 5 hundredths?
a. 9,764 ________________________________________________________________________
b. 7,372 ________________________________________________________________________
8. Write down the value of the underlined digit.

Example: 9,694
= 0,09 or 9 hundredths
a. 8,378 __________ b. 4,32 __________
Sign:
9. Write there as decimal fractions:

Date:
Example: 40 6 7
100 a. 10
b. 10
= 0,4 continued ☛
xvii
Revision
R6b Percentages and decimal fractions
continued
10. Write as decimal fractions.

Example: 73 45 76
100 a 100
b 100
11. Write as decimal fractions.

Example: 85 36 6 705
10 a 10
b 100
12. Write as common fractions.

Example:
a b
Term 1
43
10
13. Write the following as decimal fractions.

2
Example: = 4 1 1
5 10 a 5
b 4
1
= 4
25 100
he av e a
si n means it
14. Round off to the nearest unit. is a or imate
e a to
Example: a
6 7 b
15. Round off to the nearest tenth.
Example: 45 a
b
16. Calculate using both methods shown in the example.

ote that
Method 1: Method 2: and are
the same
a e s re
the decima
commas are
nder each
other
a b
o can chec o r
ans er sin the
inverse o eration
o addition hich is
s btraction
xviii
on
17. Calculate. Check your answers using a calculator.
Example 1:
a ×
× o o notice
the attern
× b ×
escribe it
×

Example 1:
a × × b × × 10 =
× × 100 Example 2: × × 10
× 100 × 10
=6

a × 10 =
Example 1: × 30
× × × ×
b × 30 =

Example: ro nded o to the
nearest ho e n mber is 0 1
a b
Example: ro nded o to the
nearest tenth is 0
a b
Problem solving
My moth
t er bo ug
ip ly t h e n u mber tha 32,4 m ht
Mult en of ro pe.
ill b e ex a ctly betwe You need nine equal has to d
ivi
S he
w
,26 by the pieces from 54,9 m fo ur pie de it into
2,25 an d 2
Sign:
to ces. How
m b e r t h a t is equal of rope. How long w ill eac
h piece
long
nu will each piece be? be?
three.
Date:
ten times
xix
Revision
R7 Input and output
a n th n a o n th o da a and fi n th output a u
Input Output
se the o dia ram on the e t ain the
2
hat i the o t t be i the rule ords
4 Rule
is
7
×9 ×5 n t
h is it
8
×7 im ortant to
no o r
5 ×8 times tab es t t
9 ×4
× 12 e
he r e is × 9
Term 1
1. Use the given rule to calculate the value of b.

Example: a b
c=5 4
a b b=a×5
3
so 5
2 × 5 = 15
r e 6 b = a × 12
× 5 = 10
5 b=a×c
× 5 = 25 2
7 × 5 = 35
× 5 = 20 3 he r e is
4
o p t th o da a ho a you ca cu at on
Example: a b b = 4 × 2 + 4 = 12
4 12 a is the in t
6 16 b is the o t t b = 6 × 2 + 4 = 16
7 b=a×2+4 18 b=a× is the r e b = 7 × 2 + 4 = 18
8 20 b = 8 × 2 + 4 = 20
9 22 b = 9 × 2 + 4 = 22
b a h g
a 2 b 23
6 10
1 a = b × 10 – 2 9 g = h × 1 – 16
10 7
11 8
he r e is he r e is
xx
on
3. Complete the tables.
Example: x=y+2 x=2+2 x=4+2
y 2 4 6 8 10 20 x=4 x=6
x 4 6 8 10 12 22 x=6+2 x=8+2
x=8 x = 10
x = 10 + 2 x = 20 + 2
x = 12 x = 22
a=b+9
b 1 2 3 4 5 10
a
4. Solve for m and n.

Example: x 1 2 3 4 14 m 25 etermine the r e
y 6 7 8 9 19 22 n y=x+5
n? m?
y=x+5 x = m and y = 22
y = 25 + 5 y=x+5
y = 30 22 = m + 5
n is 22 – 5 = m + 5 – 5
17 = m
m = 17
x 1 2 3 4 25 m 51 n? m?
y 10 11 12 13 n 39 60
e:
Problem solving
m
w a flo w diagra If x What is the
Dra = 2y
= y + 9. = 2, +4 10th term in this
where x 3
a ta , 4, 5, an d y pattern? 2 x 11, Sign:
ble t 6
Draw your own flow o sh , draw 3 x 11, 4 x 11, …
diagram where ow i
t.
Date:
x = y x 4 + 8.
xxi
Revision
R8a Algebraic expressions and equations
Revise the following:

a i the o o in is an e ression
variab e constants or an e ation and h
x + 23 = 45 x + 23 = 45
o eration e a si n x + 23
1. Say whether it is an expression or an equation.

Example: t is an e ression
Term 1
t is an e ation
2. Describe the following:

Example: 6 + 3 = 9
is an expression that is e a to the value on the ri ht hand side
is ca ed an equation he e t hand side o an e ation e a s the ri ht hand side
a b
xxii
on
3. Describe the following in words:

Example:
ddin to the revio s term
a b
4. Write down an expression for the nth term of each sequence.

Example: ression or r e (n) + 1
Position in sequence 1 2 3 4 5 n
Term 5 9 13 17 21 4(n) + 1
a b
5. What does the rule mean?

Example: he r e n means or the o o in n mber se ence
Position in sequence 1 2 3 4 5 n
Term 1 3 5 7 9
Sign:
he r e n means or the o o in n mber se ence

Date:
Position in sequence
Term
continued ☛
xxiii
Revision
R8b Algebraic expressions and equations
continued
6. Solve for x.
a x b x + 6 = 12
Example 1:
x+5=9
x+5–5=9–5
x=4
Term 1
Example 2: c x d x – 28 = 13
x–5=2
x–5+5=2+5
x=7
Example 3: e x x + 24 = –34
x + 4 = –7
x + 4 – 4 = –7 – 4
x = –11
xxiv
on
7. Solve for x. a x b x = 84
Example: 5x = 20
5x 20
5
= 5
x=4
8. Solve for x.
a x b x + 4 = –5
Example: 2x – 1 = 8
2x – 1 + 1 = 8 + 1
2x = 9
2x 9
2
= 2
1
x= 42
9. Substitute.
Example: i y = x2 a y = p2 + 7; p b y = c2 + 4; c = 8
ca c ate y hen x = 4
y = 42 + 2
y = 16 + 2
y = 18
est
y = x2 + 1
18 = 42 + 2
18 = 16 + 2
18 = 18
Sign:
Problem solving
Date:
rite do n five di erent e ations here x is e a to
xxv
Revision
R9 Graphs
ine ra h ses oints connected b ines to

sho ho somethin chan es in va e as time
oes b or as somethin e se ha ens
vertica
y a is
Gold City’s Weather
30
25 23 24
22
Temperature
20 20 20 21 20
Term 1
15
10
5
0 x a is
n on e ed h Fri at
Days of the week hori onta
1. Look at the graph and answer the following questions.
a hat is the tit e o the ra h

b hat does the a is te s
c hat does the a is te s
d hat does this ra h te s
e hat can o add to the ord tem erat re on the a is
hat as the tem erat re on
i nda
ii onda
iii ednesda
denti the rid ines on the ra h that he ed o to ans er the revio s
estion
h oo at the tem erat re on nda and onda hat do o notice
__________________________________________________________________________________
i hat ha ened to the tem erat re rom ednesda to h rsda
xxvi
on
2. Look at the graph and label it.
tit e a is a is oints rid ines
30
25
20
15
10
J F M A M J J A N
3. Fill in the missing words (lines, title, label, vertical scale, points or dots, horizontal
scale).
a he o the ra h te s s hat the ra h is abo t

b he hori onta across the bottom and the vertica a on the
side te s hat inds o acts are isted
c he across the bottom and the a on
the side te s ho m ch or ho man or hat
d he on the ra h sho s the acts
e he connectin the oints ive estimates o the va es bet een the
oints
Sign:
Problem solving
Date:
Find a ra h in a ne s a er rite do n five oints abo t the ra h
xxvii
Revision
R10 Financial mathematics
Can you remember the meaning of the following?

ofit is the s r s e t over a ter tota Budget is the estimate o cost and
costs are ded cted rom tota reven e reven es over a s ecified eriod
Loss is the e cess o e endit re over
income b d et is i e a sca e here o tr to
Discount is the amo nt ded cted rom ba ance o r income and o r e enses
the as in rice be ore a ment
m ortant o r income sho d a a s
o t ei h o r e enses
A loan is s m o mone that an Interest is the ee a ender char es a

individ a or a com an ends to borro er or the se o borro ed mone
an individ a or com an ith the s a e ressed as an ann a ercenta e
ob ective o ainin rofits hen the o the amo nt borro ed a so ca ed the
Term 1
mone is aid bac interest rate
you a n a p ofit o a o ? o uch? c th co ct an and

calculate the amount.
a o are b in ice creams or each and se in them or each
o made a rofit oss o amo nt er ice cream
b o bo ht enci s or each and so d them or each o had to
ive o r mother or trans ort costs
o made a rofit oss o amo nt
ofit can be ca c ated b di erent n th u t on on p ofit

methods orma hen e ta a o are b in s eets or c each and o ant
abo t a rofit e ca c ate it
to se them and ma e a rofit o m ch
on the cost rice e sometimes
m st o se them or amo nt
a so re er to a mar
Example: m tennis rac et costs
b o are b in s eets in ar e ac ets o or
me and ant to se it and er ac et o are se in them to o r
ma e a rofit need to se it or riends or c er s eet the b s eets
or more at a time o ive them disco nt
rin the first brea o so d oose s eets and
×
s eets at the disco nted rice hat i o r
Spend less than you earn ! rofit be on the s eets o so d amo nt
reatin a b d et is the most im ortant ste in contro in o r mone

he first r e o b d etin is Spend less than you earn!
Example: o et a o ance er month oc et mone and another or o r birthda
o cannot s end more than or the entire month
Net income is hat remains a ter a the costs are ded cted rom tota reven e the costs or
e enses e ceed the income e ca it a shortage
xxviii
on
3. Track your budget.

sin the e am e be o dra a b d et in o r ritin boo a e s re o
ma e a net income
Income Estimated amount Actual amount Difference
stimated tota income
enses
stimated tota e enses
et income
hen someone ends mone to someone e se the borro er s a a s a ee to the ender his
ee is ca ed interest simple interest or at at interest he amo nt o sim e interest aid
each ear is a fi ed ercenta e o the amo nt borro ed or ent at the start
he sim e interest orm a is as o o s
nterest rinci a ate ime
here
Interest is the tota amo nt o interest aid
Principal is the amo nt ent or borro ed
Rate is the ercenta e o the rinci a char ed as interest each ear
Time is the time in ears that it i ta e to a bac the oan
borro ed rom the ban and the char ed me interest er ear he

tota amo nt had to re a as For ho on as the oan
Sharing
a e notes o the im ortant financia ti s o have earned and share them ith a ami member
Sign:
Date:
xxix
Revision
R11a Geometric figures
Symbols you need to revise or learn:

Triangle Angle Perpendicular Parallel Degrees Right angle
º
Line segments Line Ray Congruent Similar Therefore
AB AB AB
o t cfi u to n to
cut an an angle
o t cfi u
Term 1
that is less than 90ª

Triangles Quadrilaterals More polygons ht an an angle
that is 90ª
Equilateral Parallelogram Pentagon
triangle Rectangle Hexagon tu an an angle
Isosceles triangle Square Heptagon that is greater than 90°
Scalene triangle Rhombus Octagon but less than 180°
Trapezium Nonagon
Kite t a ht an an angle
Decagon, etc.
that is exactly 180°
These are also polygons an an angle
that is greater than 180°
A polygon is a plain shape completey enclosed
by three or more straight edges.
a u ach an (You might need to extend the lines depending on the size
of your protractor.)
a. b.
c. d.
xxx
on
a an an
a. Smaller than 90 degrees.

Estimate the size of your
angle, then measure it.
b. Bigger than 90 degrees.

Estimate the size of your
angle, then measure it.
a u and p ot acto to d a a 0 an a d t do n th t p
you take to construct it.
Sign:
Date:
continued ☛
xxxi
Revision
R11b Geometric figures continued
n a co pa o th ou h th t p o con t uct n a n a d
p p nd cu a to oth d o a n a d
Term 1
5. Label the circle.

a. Use the following words: chord, b. Draw a circle with a diameter of 2,3 cm.
diameter, radius and centre.
on t uct an u at a o c and a ca n t an a ach t an

a. b. c.
xxxii
on
on t uct a pa a o a ctan ua ho u t ap u
and t a ach d a a
a. b. c.
d. e. f.
o do no h n t an a con u nt o a?
a.
Congruent:
b. Similar:
o o n Sign:
he most common an e e et in ever da i e is a an e ame at east five ever da e am es o Date:

angles smaller than 90º. Make drawings to show your answers.
xxxiii
Revision
R12 Transformations
oo at th t an o at on and d c ach on
an o at on to Rotation: a rotation is a ct on a re ection is a
transform something is to transformation that moves transformation that has the
change it in some way. points so that they stay same effect as a mirror.
the same distance from a
A transformation is what fi ed oint the centre o
brings about the change. rotation.
There are many kinds of
geometric transformations,
ranging from translations,
rotations re ections to 90°
enlargements. ct y ty
An object is symmetrical
Translation: a translation Rotational symmetry when one half is a mirror
is the movement of an
Term 1
fi re has rotationa image of the other half.

object to a new position symmetry if an outline of
without changing its the t rnin fi re matches
shape, size or orientation. its original shape.
d o y ty
This is how many times
an outline matches the
When a shape is original in one full rotation.
transformed by sliding it
to a new position, without
turning, it is said to have
been translated.
c ach ct on h od o ay h p you
Mirror Shape Original Line of Vertical Horizontal
image shape re ection
a. b. c.
xxxiv
on
2. Describe each rotation. The words below may help you.
Anti– Centre of
Rotate Clockwise Degrees Horizontal
clockwise rotation
a. b. c.
3. Describe each translation. The words below may help you.
Slide Left Right Up Down Place
a. b. c.
4. Fill in the answers:

an ctan
2 cm
1 cm
a. The length =
10 cm b. The width =
u ctan
c. The length =
5 cm
d. The width =
e. The blue rectangle is
the orange rectangle
enlarged times.
Sign:
o o n
Date:
Find a trans ated rotated and re ected attern in nat re and e ain each one in ords
xxxv
Revision
R13 Geometry
hy a th ca dp ?
face face
edge
edge
hy a th ca d py a d ?
vertex
vertex
a th o o n u n th od ac d and t
Term 1
a. b.
t a co pa on o o t cfi u and o t c o d
c th n t o th o t c o d
a. Name the geometric solid.
b. Identify and count the faces.
c. Identify and count the vertices and edges.
xxxvi
on
Euler’s
o ua
o p t th ta
Formula
Solid Vertices d Faces
V–E+F
a. Triangular
6 9 5 6–9+5=2
prism
b. Rectangular
prism
c. Pentagonal
prism
d. Hexagonal
prism
e. Octagonal
prism
f. Triangular
pyramid
g. Square
pyramid
h. Pentagonal
pyramid
i. Hexagonal
pyramid
j. Octagonal
pyramid
Sign:
o o n
Date:
Which geometric objects do you see most in your everyday life?
xxxvii
Revision
R14 Perimeter and area
Revise.
1 cm = 10 mm
Perimeter of a ctan :2l ×2b 1 cm2 (1 cm × 1 cm) = 100 mm2 (10 mm × 10 mm)
Area of a rectangle: l × b 1 m = 1 000 mm
Perimeter of a ua : 4 l 1 m2 (1 m × 1 m) = 1 000 000 mm2 (1 000 mm × 1 000 mm)
Area of a square: l × l 1 km = 1 000 m

1 1 km2 (1 km × 1 km) = 1 000 000 m2 (1 000 m × 1 000 m)
The area of a t an is: 2
b ×h
a cu at th p t and th a a o th o o n po y on
a p ctan
Term 1
Perimeter: Area:
Double 4,5 cm + double 3,2 cm 4,5 cm × 3,2 cm
ou 5
(2 × 4,5 cm) + (2 × 3,2 cm) = 14 cm2
cm is the
= 9 cm + 6,4 cm same as
= 15,4 cm 2× 5
a. 2,9 cm b. 1,5 cm c.
1,4 cm 1,4 cm
3 cm
5 cm
Area: Area: Area:
Perimeter: Perimeter:
xxxviii
on
a th t an and th n ca cu at th a a
Height 3 cm a n a
Base 5 cm
a u th t an and ca cu at th a a n and c 2
.
o out th a a and you an n c and

a p n th adth 2m
l×b l×b l×b
= 2 000 mm × 1000 mm 1m
=2m×1m = 200 cm × 100 cm
= 2 m2 = 20 000 cm2 = 200 000 mm2
5m a. In m² b. In cm² c. In mm²
3m
5 th a a o a ua 000 000 hat a th n th and adth n c

and ?
a p 9 000 000 mm2 Calculation:
= 3 000 mm × 3 000 mm
= 300 cm × 300 cm
= 90 000 cm2
=3m×3m
= 9 m2
o o n Sign:
If a square has a perimeter of 10 m, what is the area? Give your answer in mm2 and cm2. If you change Date:
the square to a rectangle with a perimeter 10 m, will the area change?
xxxix
Revision
R15a Volume and surface area
hat th d nc t n ou and capac ty?
The volume of a solid is the no that

amount of space it occupies. 10 cm × 10 cm × 10 cm
= 1 000 cm3
2m
= 1 000 ml
Capacity is the amount of =1ℓ
This 4m 1m
liquid a container can hold. container
will take
8 000 litres.
a o u a to ca cu at th ou o th cu o uch at can ach

Term 1
cu ho d?
a p 2 cm × 2 cm × 2cm
The formula for the volume of a cube is ℓ3.
= 8 cm3
= 8 ml
= 0,008 ℓ
a. b.
4,5 cm
5 cm
a cu at th o u o th conta n and you an n 3 c 3

and mm3.
o ay hat th capac ty o th conta n h nfi d th at
a p 2m This container will hold 30 000 000 ml or 30 000 ℓ water
3m
5m
m3 cm3 mm3
l ×b×h l ×b×h l ×b×h
=5m×2m×3m = 500 cm × 200 cm × 300 cm = 5 000 mm × 2 000 mm × 3 000 mm
= 30 m3 = 30 000 000 cm3 = 30 000 000 000 mm3
xl
on
4m
2m
6m
a cu at th u ac a a o th o o n cu
a p The surfae area of a cube is l × l × total number of faces
= l 2 × total faces
= (4 cm)2 × total faces
= 16 cm2 × 6
= 96 cm2
4 cm
Sign:
Date:
continued ☛
xl i
Revision
R15b Volume and surface area continued
a.
3 cm
Term 1
b.
4,2 cm
a cu at th u ac a a o th o o n ctan u a p
3,5 cm
2,5 cm
4 cm
xl ii
on
a. 2 cm
3 cm
5 cm
b. 2,1 cm
3,1 cm
4,3 cm
o o n
Sign:
If the volume of a cube is 112 cm3, what is its dimension in mm and m?

Date:
xl iii
Revision
R16a Data
oo at th data hand n Primary

Secondary
cycle and describe it. data
Start with a data
n
to
u
d po
u t on o
c
Population
n da t th
n t a on
dc u t
ta Survey
p
n Questionnaire
ata hand n cyc
Inte
rpr d
the et an
ap
Represent the a n d a ta
Tables an
h data in ord
rec Tallies
a aph mean
Stem and median
a aph a ta
to a Pie charts mode
Term 1
cto aph
n th u t on a out co ct n data
o uch at do d n at choo ?
a o i o find the data
b. Who should you ask?
c. What will the data tell you?
d. Do you think the data can help you to solve the problem?
e. Why will the data help you to solve any possible problem?
xl iv
on
rite five estions o co d as in a estionaire to
he o find o t ho m ch ater is dr n in the schoo
Continue on an extra sheet of paper.
g. Write a hypothesis for your questionnaire,
h. Compile a simple questionnaire which includes yes/no type responses and

multiple choice responses.
ou co ct d data y nt n ch d n n you c a a out th a ou t

po t h ut a a o o
Name Favourite Name Favourite a. Compile a table showing tally
colour colour and frequency.
Denise Rugby Elias Soccer
John Golf Simon Rugby
Jason Soccer Edward Cricket
Mathapelo Cricket Susan Soccer
at Cricket Philip Golf
Opelo Rugby Ben Rugby
Lisa Soccer Lauren Tennis
u u Golf o Rugby Sign:
Sipho Rugby Alicia Soccer

Lerato Rugby Masa Tennis Date:
xl v
Revision
R16b Data continued
b. Draw a bar graph using your

frequency table.
c. Interpret your graph and write at least 5 conclusions.

Term 1
th data co ct d o a u y o th a ou t u ct n you c a ou
n d t a pap to do th act ty
Name Favourite Name Favourite a. Compile a frequency table using
u ct u ct tallies, splitting the results for boys
Denise Maths Elias History and girls.
John Arts Simon Maths
Jason History Edward Sciences
Mathapelo Sciences Susan History b. Draw a double bar graph using
Beatrix Sciences Philip Arts
your frequency table, comparing
the preferences of the boys and
Opelo Maths Ben Maths
girls.
Lisa History Lauren Language
Gugu Arts Tefo Maths
Sipho Maths Alicia History
c. Interpret your graph and write at
Lorato Maths Masa Language least 5 conclusions.
Art
oo y
History d. Compare the graph in 2b with the
an ua double bar graph in 3b. Which
Maths graph gives the more detailed
Physical science informaton.
xl vi
on
t a ho t po t on you find n
5 hy th a h to a ? t t o nt nc on th h to a that p a n th
data.
u nt y y p on n outh This table shows the different categories

ca n at a out o of solid waste and the amount in grams
solid waste per day. generated per day.
Draw a pie chart to display this
n o at on a t cat oy a t n at d
per person per day
n a
Plastic 240
Glass 120
Paper 600
Metal 200
Organic 600
Non-recyclables 240
Sign:
o o n
Date:
Make your own drawing of the data handling cycle. Present it to the class or a family member.
xl vii
Revision
Notes
on
Grade
8
h em a t i c s
at
M
ENGLISH
PART
2
WORKSHEETS
1 to 64 Book
1
1 Natural numbers, whole numbers and
integers
p a n th d nc t n
Natural numbers: ho nu nt
{1, 2, 3, 4, …} No negative {0, 1, 2, 3, …} No negative {… –3, –2, –1, 0, 1, 2, 3, …}
numbers and no fractions. numbers and no fractions. Positive and negative
Zero included. numbers. Includes zero
(which is neither positive nor
negative). No fractions.
The symbol for each: N W Z

1. Read the cartoon and discuss it.
Counting If there is no
Term 1
What is the What about

numbers are: zeros? thing, can
simplest use
1, 2, 3, 4 … you count it?
of a number?
Humans have
People started
used numbers
to use an empty
for thousands It was a placeholder to show
of years. di fic t no digit here. So 4 3
To count! concept in the meant 403 not 43.
olden days.
Later , people started to

What about Then people
see it as a number. It all depends
natural began to ask if
They made a new set of on the you can count
numbers?
numbers called whole subject. backwards past
numbers: 0, 1, zero.
2, 3, …
They can be Oh, so here we Which
either counting use 0, 1, 2, 3, numbers are
or whole … as natural they talking
numbers. numbers. about?
a nu n p a n n th o o n
a. Natural numbers b. Whole numbers c. Integers
t a t o ach oup o nu
d. Natural numbers
e. Whole numbers
f. Integers
2
ay h th th o o n nu a natu a nu and o ho
nu and o nt
a. 15
b. – 8
c. – 6
d. 100
e. 200
o p t th o o n
a. A = {1, 2, 3, …} is the set of _______________ numbers.
b. B = {0, 1, 2, …} is the set of _______________ numbers.
c. C = {… –3, –2, –1, 0, 1, 2, 3, …} is the set of ______________ numbers.
d. Sometimes we talk about positive and negative integers. Write a set for each.
5 a th nn d a a u n th od nt natu a and ho nu
A Venn Diagram is a way of
showing the relationship between
two or three sets of numbers. The
diagram is made up of two or three
overlapping oval shapes.
o you no o any oth typ o nu ? t th do n
Sign:
o o n
Date:
Explain what a Venn diagram is to your family.
3
2a Commutative, associative and
distributive properties
th p op t o nu an a p o ach
Commutative property of Associative property of Zero as the identity

numbers: numbers: property of addition:
One as the identity

Distributive property of property of multiplication:
numbers:
a u o th a oc at p op ty to ho that th p on a ua
a p (6 + 3) + 4 = 6 + (3 + 4)
Term 1
9+4=6+7
13 = 13
a. (2 + 5) + 3 = b. (4 + 6) + 2 = c. (7 + 8) + 1 =
th a oc at p op ty to ho th p on a ua
a p (a + b ) + c = a + (b + c)
a+b+c=a+b+c
a. (m + n) + p = b. (x + y) + z = c. (c + d ) + e =
4
th co utat p op ty to ho th p on a ua
a p 2×3=3×2
6=6
a. 5 × 10 = b. 4 × 5 = c. 7 × 9 =
th co utat p op ty to ho th p on a ua
a p a×b=b×a
ab = ba
a. x × c = b. m × n = c. p × q =
5 a u o th a oc at p op ty to ho th p on a ua
a p 8 + (7 + 4) = (8 + 7) + 4
8 + 11 = 15 + 4
19 = 19
a. 3 + (6 + 7) = b. 12 + (4 + 9) = c. 5 + (3 + 11) =
Sign:
Date:
continued ☛
5
2b Commutative, associative and
distributive properties continued
th a oc at p op ty to ho th uat on tu
a p a + (b + c) = (a + b) + c
a+b+c=a+b+c
a. x + (y + z) = b. r + (s + t) = c. d +(e + f) =
Term 1
a p (2 × 4) × 3 = 2 × (4 × 3)
8 × 3 = 2 × 12
24 = 24
a. (3 × 4) × 3 = 3 × (4 × 3) b. (7 × 4) × 2 = 7 × (4 × 2)
a p a × b × c = (a × b)c
abc = ab × c
abc = abc
a. (c × d × e) = c(d × e) b. x × y × z = x (y × z )
6
ho that th o o n uat on a tu y u n th
distributive property.
a. 3 × (2 + 6) = (3 × 2) + (3 × 6)
b. 5 × (3 + 3) = (5 × 3) + (5 × 3)
c. 3 × (7 + 4) = (3 × 7) + (3 × 4)
0 o that th o o n p on a tu y u n th d t ut p op ty
a. m × (n + p ) = (m × n ) + (m × p )
b. d × (g + h ) = (d × g ) + (d × h )
c. r × (s + t ) = (r × s ) + (r × t )
o a th d nt ty o add t on and on a th d nt ty o u t p cat on to

t u o th o o n
o a th d nt ty o add t on n a th d nt ty o u t p cat on
1 1 1 1 1
2 2 +0= 2 2 ×1= 2
a. 3,5
b. 56
c. 1
5
o o n
If a × (b + c) = (a × b) + (a × c) and a = –5, b = –2 and c = –3, in the equation to show that the distributive Sign:
property holds.
– What should I add to a number so that the answer will be the same as the number? Date:
– What should I multiply a number by so that the answer will be the same as the number?
7
3 Factors, prime factors and factorising
fin t on
acto
Factor: A factor A factor of a number
Prime number:
is a number that that is itself a prime
A number that
divides exactly number, e.g. the
has only two
into another factors of 12 are
factors, 1 and
number, e.g. 8 1, 2, 3, 4, 6 and 12.
itself.
is a factor of 32. Only 2 and 3 are
prime factors.
hat a acto ? an a p
Term 1
t th acto o
a p Factors of 16 = {1, 2, 4, 8, 16}
a. Factors of 8 = […] b. Factors of 24 = {…} c. Factors of 21 = {…}
hat ap nu ? fi a p
on o p t th ta
Factors o on h t co on
acto acto
Example: 4 and 8 1, 2, 4 and 1, 2, 4, 8 1, 2, 4 4
a. 6 and 12
b. 7 and 28
c. 9 and 36
d. 8 and 24
e. 3 and 21
5 hat do tand o ?
8
hat th o
a p acto o acto o
a. 15 and 45 b. 16 and 64
c. 21 and 63 d. 24 and 88
th add o t thod o acto at on to find th h h t co on acto
a p Factors of 24 and 36
24 2 36 2
acto at on
12 2 18 2
6 2 9 3
Select the 24 36
3 3 3 3 common factors
1 1 once only. 6 4 6 6
×2×
h c you an 3 2 2 2 3 2 3 2
a. Factors of 24 and 32 b. Factors of 64 and 32
c. Factors of 48 and 36 d. Factors of 72 and 32
o o n Sign:
Factorise 358.
Date:
What is the sum of the highest common factor of 100 and 150 together with the highest common factor
of 200 and 250?
9
4 Multiples and the lowest common
multiple
oo at th d fin t on fi a p o ach
Multiple:
A number made by (Lowest common multiple):
multiplying two other The smallest number that is
numbers together. They a multiple of two or more
can be positive or negative numbers.
whole numbers or zero.
t th fi t utp o
a p Multiples of 9: {9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108}
a. Multiples of 2: {…}
Term 1
b. Multiples of 4: {…}
c. Multiples of 7: {…}
d. Multiples of 3: {…}
hat do tand o ?
3. Determine the lowest common multiple.
a p Multiples of 4: {4, 8, 12, 16, 20 } LCM is 20 Multiples of 5: {5, 10, 15, 20 }
a. Multiples of 8: {…}
Multiples of 5: {…}
b. Multiples of 5: {…}
10
c. Multiples of 7: {…}
Multiples of 4 {…}
d. Multiples of 8: {…}
e. Multiples of 2: {…}
f. Multiples of 6: {…}
Multiples of 8 {…}
t n th u n th add thod acto n

a p Multiples of 12 and 8
12 2 8 2
6 2 4 2
3 3 2 2
First determine the factors and
1 1 then select ALL the factors from
2×2×2×3 both numbers, but select the
common factors once only.
=8×3
= 24
The lowest common multiple is 24.
a. Multiples of 22 and 28 b. Multiples of 38 and 72 c. Multiples of 32 and 36
d. Multiples of 74 and 48 e. Multiples of 27 and 81 f. Multiples of 68 and 88
Sign:
o o n
Date:
hat is the s m o the first n mbers that are m ti es o both and
11
5 Highest common factor and lowest
common multiple of three-digit numbers
Explain the factor tree and ladder method by using the Start by working out
examples below. whether it is divisible
Why do you by one of the prime
think we numbers 2, 3, 5, 7, etc.
864 call this a
384 3
factorisation 128 2
tree? 64 2 the n mber ends on an even
32 27 n mber it is divisib e b
32 2
the s m o the di its is divisib e
16 2 b the n mbers are divisib e
4 8 3 9
8 2 b
4 2 the n mber ends on or it is
2 2 2 2 2 3 3 3
2 2 divisib e b
1
1. Calculate the HCF of two numbers using factorisation or inspection.

Term 1
Example: Factors o and Factor trees I know that 216 can be

divided by 3 because
192 2 216 2 192 216 2 + 1 + 6 = 9, and 9 can
be divided by 3.
96 2
48 2 2 96 3 72
24 2 27 3
12 2 9 3 2 48 3 24
6 2 3 3
3 3 1 2 24 3 8
1
2 12 2 4
192 = 2 × 2 × 2 × 2 × 2 × 2 × 3
2 6 2 2
216 = 2 × 2 × 2 ×3×3×3
ommon actors are 2 3
HCF = 2 × 2 × 2 × 3 = 24
a and b and
c and d and
12
rs e and and
2. Calculate the LCM using factorisation or inspection.
Example: and
123 3 141 3
41 41 47 47
1 1
LCM =
a and b and
c and d and
e and and
Sign:
Problem solving
Date:
ain to a member o o r ami ho o ca c ate the F sin actorisation
13
6 Finances – profit, loss and discount
an o sti remember the meanin o rofit oss and disco nt o o no the

meanin o
n o th rica the c rrent rate
is ome essentia oods are
e em t that means the have a
ofit is the s r s remainin a ter tota costs are rate
ded cted rom tota reven e
Loss is the e cess o e endit re over income
Discount is the amo nt ded cted rom the
as in rice be ore a ment a e dded
a is the ta a ab e on a oods and services
in o th rica
eter b s a es at each e se s each a e or o m ch

rofit does he ma e i he se s o his a es at rice and the rest at a
Term 1
disco nt
and a oes to niversit or one ear t costs or his t ition and residence
ees he niversit o ers him disco nt based on his ood schoo res ts o
m ch does he a or the ear
14
Interesting facts: Value Added Tax (VAT) as introd ced b the ro ean conomic omm nit no the
ro ean nion in the s as a cons m tion ta t is a ta on the rchase rice evied each sta e in the
chain o rod ction and distrib tion rom ra materia s to the fina sa e For the fina b er it is a ta on the
rchase rice For the se er it is ta on on the va e added b the se er to the rod ct materia or
service as the se er c aims bac the the aid or the rod ct ost o the cost o co ectin the ta is
borne b b siness rather than b the state a e dded a es ere introd ced in art beca se the ive
se ers a direct financia sta e in co ectin the ta
nn b s a com ter ame or e c din o m ch i she a

o m ch i she a in tota
ebo b s b an ritab e s in b e re ac a es them and se s them

individ a e a s cash inc din or s e receives a cash
disco nt For ho m ch m st he se each to ma e a rofit
sa b s a ne radio or e c din e a s cash and ets a

cash disco nt o m ch i he a in tota inc din
Problem solving
Sign:
a esato receives er ee oc et mone he oes to the cinema t ice cost er fi m
e c din he has co ee or and b s airtime both ith inc ded o m ch
oc et mone can she carr over to the ne t ee Date:
15
7 Finances – budget
an o sti remember hat a b d et is

hat is the most im ortant r e o a b d et Budget isn’t a bad word
d etin is one o the best e s to
ood mana ement o o r mone
d etin revents overs endin
Budget is the estimate o reven es

and e endit res over a s ecified
eriod
o receive oc et mone ever month o ant to o to a movie once

a ee he entrance ee is and a co d drin is he ta i are is
Term 1
i o be ab e to o ever ee om i e a b d et or the month ee s
o had the o o in e enses ast month ovie a i ce ream

e shirt onation to e are tationer e airs to
o r bic c e o receive oc et mone er month or the chores
o do aro nd the ho se o have saved nti no om ete the
b d et be o to find o t i o can save an thin or i o i need to se some
o o r savin s
Estimated amount Actual amount Difference
Income (pocket money)
Expenses
a i
ovies
eets
othes
onations
avin s
tationar
Estimated total expenses

Net Income
16
o an to start se in o ers to ma e e tra oc et mone b nch o
o ers costs o at the mar et o need to a ta i are or a ret rn
tri to the mar et and o r ra in a er cost o or sheets o on
need one sheet er b nch se the b d et be o to ca c ate hat o r income
or the month m st be i o estimate that o can se b nches er ee and
o ant to ma e rofit o can on carr b nches at a time in the ta i
Estimated amount
nco a o o
Expenses
F o ers
ra in
a i
Estimated total expenses
t nco p ofit
revio s i ho s ent a ee o his ee a o ance o o his

a o ance has been red ced to on a ee or o t a ne b d et so
that he can sti do the same thin s
Previous expenditure:
ovies ×
irtime ×
o d drin ×
hi s ×
Problem solving
Remember: tendin o r b d et means o

a e a ist o a s o can e tend have to increase o r s r s Sign:
o r b d et hare this ist ith the rest
o the c ass his does not on mean red cin e endit re b t
a so increasin income Date:
17
8 Finances – loans and interest
Can you still remember what a loan is? What is interest?

ver one no s the o d advice “Never
loan is s m o mone that an a borrower or a lender be,” b t in the
individ a or a com an ends to modern or d oans and credit have
an individ a or com an ith the st abo t re aced cash savin s as
ob ective o ainin rofits hen the the a that avera e eo e finance
mone is aid bac ar e rchases here ore ma e s re
o no e act ho m ch interest
o a
Interest is the ee char ed b a
ender to a borro er or the se o
borro ed mone he ee is s a
e ressed as an ann a ercenta e
o the amo nt borro ed a so ca ed
interest rate
Term 1
Find the sim e interest earned on a amo nt o at an ann a interest rate o

over ears
n ne i ho o ened a savin s acco nt at the ostban that aid

interest e de osited en da s ater on ne he de osited Five
da s ater on ne he de osited o other de osits or ithdra a s ere
made Fi teen da s ater at the end o the month the ban ca c ated the dai
interest
a o m ch sim e interest ca c ated to the nearest cent did he earn

b hat as the ba ance o the acco nt at the end o the first da s
18
borro ed rom a ban or a eriod o t o ears and si
months at a sim e ann a interest rate o o m ch m st she
re a at the end o the time eriod
ndi e has to invest and needs in ears hat ann a rate o

ret rn i he need to accom ish his oa
ab s investment o earned in t o ears

a Find the sim e interest rate or this investment she decides to invest the tota
amo nt ori ina rinci a amo nt s interest or another t o ears at the
same rate ca c ate the o o in
b hat interest i she earn over the second t o ears
c hat is the di erence in interest earned over the first t o ears com ared ith
interest earned over the second t o ears
Problem solving
Sign:
tota o as invested in t o acco nts ne acco nt earned ann a interest and the other
earned he tota ann a interest earned as o m ch as invested in each acco nt rite
t o e ations to he o so ve the rob em Date:
19
9 Finances – hire purchase
Do you know what hire purchase means?

an or anisations enter into hire rchase
Hire purchase is a s stem b hich or easin a reements to a or and se
a b er a s or an asset in re ar e i ment over a eriod o time rather than
insta ments hi e en o in the se o it a in the cost ront
rin the re a ment eriod
o nershi o the item does not ass to
the b er it is on hire on the he re a ment eriod is norma the same
a ment o the oan s interest the as the rod ction i e o the machine For
tit e asses to the b er the rchase e am e a armer b s a tractor and a s it
is no com ete o over ears ter ears he t ica has
to re ace the tractor
Term 1
Hire purchase m st not be con sed ith instalment sale

n orth merica and the nited in dom the ca hire rchases insta ment sa es b t in o th
rica an insta ment sa e re ers to the finance o an asset that is simi ar to a oan n the case o
an insta ment sa e the b er borro s the mone rom an instit tion s ch as a ban and ses the
e i ment as s ret nershi o the item is trans erred to the b er immediate n the case o
a hire rchase the instit tion b s the e i ment and o nershi be on s to the instit tion he
b er hires the e i ment rom the instit tion at a a reed insta ment n at the end o the hire
rchase a reement is o nershi trans erred to the b er
1. How to calculate hire purchase payments

a etermine the tota cost o the item o ish to rchase inc din the
va e added ta and an other char es or ees that ma a hese ma
inc de acco ntin ins rance and trans ort char es amon others
b btract the amo nt o o r do n a ment initia de osit to ards the

e ense rom the tota cost o r a ments are based on the tota cost min s
the do n a ment
c s hat the interest rate is and ho it is ca c ated ome interest rates are
o ered at a at rate sim e interest hi e others are ca c ated eriodica
on the ba ance remainin com o nd interest
d a c ate hire rchase a ments based on the amo nt o o e the

interest rate and a ment sched e his co d amo nt to an e a a ment
thro ho t the co rse o o r a ment sched e or it co d mean var in
amo nts
20
ames b s a as ri or his resta rant on hire rchase he ri costs
and he a s a de osit o hat i his insta ment be i he
a s a sim e interest and re a s over a eriod o months
and a a armer ants to b a ne tractor he tractor costs e c din

e can a a de osit o e decides to b the tractor on hire
rchase over months at a sim e interest rate o
a hat i his insta ment be
b o m ch interest i he a
c o m ch i he a in tota or the tractor over months
Problem solving
Sign:
avid b s a ne car on hire rchase he car costs e c din and he trades in his o d
car that as aid or or he car re istration doc mentation and icence ees ere
hat i his insta ment be i he a s a in sim e interest and re a s over a eriod o months Date:
21
10 Finances – exchange rates
Do you know what exchange rate means?

he Rand si n code is the c rrenc
n exchange rate is the o o th rica
c rrent mar et rice or
hich one c rrenc can be he United States Dollar si n code
e chan ed or another a so abbreviated is the o ficia c rrenc
o the nited tates o merica
he Euro si n code is the o ficia
c rrenc o the ro one
he Pound sterling s mbo code
common ca ed the o nd is the o ficia
c rrenc o the nited in dom
otes sin a co ntr s home c rrenc as the rice c rrenc e in the

Term 1
e ro one are no n as direct otation or rice otation rom that co ntr s ers ective and
are sed b most co ntries
otes sin a co ntr s home c rrenc as the nit c rrenc e in the
e ro one are no n as indirect otation
Use the exchange rates in the table to help you solve the word problems. Show your
work in the space provided.
ZAR ( R ) USD ($) GBP ( ) CAD ($) EUR (€) AUD ($)
ba i earned rom aitressin he ne bod board she ants to b costs

ter her rchase ho m ch mone i she have e t in
22
ac ives in tta a ntario anada is nc e ives in ondon n and
For his birthda ac received rom his nc e o man anadian do ars
can he b ith his birthda mone
ivia ives in dne stra ia er randmother ives in aris France For

hristmas she received rom her randmother o man stra ian do ars
can she b ith her hristmas mone
and a has he com ter ame he ants to b costs oes he

have eno h mone to b the ame not ho m ch more mone does he
need
Problem solving
Sign:
ab has he ants to rchase eans or and a shirt or ter her rchases

ho m ch i she have e t in Date:
23
11 Sequences that involve integers
Think about what you know about integers. Look at these integers. Which integers
come before and after each number?
nte ers inc de the co ntin n mbers

ero and the ne ative o
1 the co ntin n mbers
ace the inte ers above in ascendin and then descendin order
1. Complete these number lines.

a
Term 1
1
b
c
14 17
d
2. Complete these number lines. We have given you the integers for the Think
fi t a u and th a t a u o th nt a you a to ho on carefully what
each number line. your intervals
will be.
a and
b and
c and
d and
3. Complete the following.
24
4. Identify the last term in each pattern. What is the rule?
Example: –8, –7, –6, –5, –4, –3, –2. The last term (–2) is the 7th term in the pattern. The rule is
previous number + 1.
a th term
b th term
c th term
5 c th fi th t n ach patt n hat th u ?
a
b
c
6. Determine the 10th term in each pattern. What is the rule?
a
b
c
d
e
7. Write the following in ascending order:

a b
c d
8. Fill in <, > or =
a b c 2
d e
he r e or a n mber se ence is s five Date:

sin this r e ma e a ten term se ence inc din ositive and ne ative inte ers
25
12 Calculations with multiple operations
BODMAS stands for:

What do you notice?
B=
O=
D= Which one is correct? Why?

r it on a norma ca c ator
and then on a scientific
M= ca c ator hat do o
notice
A=
Term 1
S=

Example: (–7) + (5)
= –7 + 5
= –2
a b
c d
26
Example: (–5 – 4) × ( 6 – 2 )
= –9 × 4
= –36
a b
c d

Example: (–3 + 2) + (5 – 3) × ( 8 – 9)
= (–1) + (2) × (–1)
= –1 + (–2)
= –1 – 2
= –3
a b
c d
e reate a n mber sentence o ve it
Sign:
Problem solving
Date:
the ans er is and the ca c ation has three o erations ive an e am e o hat the ca c ation
co d be
27
13 Properties of numbers and integers
Make equations using the same

coloured symbols. What do you omm tative ro ert hat i ha en
notice. a b=b a i o ma e a the
a×b=b×a a s ne ative
= + - = - ssociative ro ert ma e a the

a b c a b c a s and b” s
= - + - a× b×c a×b ×c ne ative
x
+ + + istrib tive ro ert ma e a the
x x a× b c a×b a × c or a s b s and
c s ne ative
a× b c a×b a×c
1. Commutative property: use the example to guide you to solve the following:
Term 1
Example:
a b
= =
c d
= =
e a e o ro ns m
=
2. Use subtraction to check addition or vice versa.
Example: then
or
a then b then
c then d then
e then a e o ro ns m
28
3. Associative property: use the example to guide you
to calculate the following:
Example:
a =
b =
c =
d =
e =
4. Use division to check or vice versa.
Example: then
and
a b c
d e
5. Complete the pattern.

Example:
a b c
d e
Sign:
Problem solving
Date:
the ans er is and the ca c ation has three o erations hat co d the ca c ation be
29
14 Square numbers, cube numbers and
more e×ponents
t you d fin t on o ua nu a ada n
are n mbers
2 = 21 = 2
2 × 2 = 22 = 4
2 × 2 × 2 = 23 = 8
2 × 2 × 2 × 2 = 24 = 16
hat i the th term be in
the attern
1. Revision: calculate the following:
Example:
Term 1
a 2
b 2
c 2
d 2
e 2 2
2. Revision: calculate the following:
Example: 43
=4×4×4
= 64
a 3
b 3
c 3
d 3
e 3
3. Revision: calculate the following using a calculator:
Example: 113
=11 × 11 × 11
= 1 331
a 3
b 3
c 3
d 3
e 3 3
30
4. Write these numbers in exponential form:
Example: 144 = 12 × 12
= 122
a b c
d e
5. Write these numbers in exponential form:
Example: 81 = 3 × 3 × 3 × 3 = 34
a b c

Example:
= 82 3
= 26 3
a b c
d e
7. Write the following in exponential form.
Example: 7
a
b
c
d
e
8. Look at the examples and calculate:

Example: 31 1
m1 m 1
=9
a x1 b a2 c 1
=
d 1
e 1
= 1
=
Sign:
Problem solving
Date:
dd the first s are n mbers
31
15 Square numbers and square roots
th fi t patt n th cond patt n and th th d patt n hat

the tenth pattern be?
t is im ortant to no o r times tab es

h
1. Complete the table:

mber Square the number Answer
a 62 (6×6) 36
Term 1
b
c
d
e
h
i
2. Without calculating, say whether the answer will be a positive or negative number.
Example: i be ositive since

i be ositive since
a 2
b 2
c 2
d 2
3. Write in exponential form:

Example: a×b×a×b b c c b
=a b = b4 × c4
a g×g×g×g ×g b a×a×b×b
c z×z×c×c×c d d×s×s×d×s
32
4. Revision. Calculate the square root. l × l = m2
Example: 9 rea o the hat are the l m2
room is m side en ths = m
= 3×3
= 3
a 64 b c 1
d 81 e 49 121
5. Calculate the square root using the example to guide you:

Example: emember this is
hat e ca rime
= 2×2×2×2×2×2×2×2 actorisation
128 2
= 2×2×2×2
= 16 64 2 o do o no to
start dividin b
32 2
16 2 o sho d a a s
8 2 tr the sma est
rime n mber first
4 2
t ho i no hether the
2 2 n mber is divisib e b or or etc
1
est o r ans er o se the r es o

divisibi it
a 36 b 144
c 324 d 1296
Sign:
Problem solving
Date:
dd to ether the first c be n mbers
33
16 Representing square roots
How quickly can you calculate the lengths of the sides of these square rooms? You
may use a calculator.
m
m
m
1. Say whether the following are true or false. Make any false statements true.
a 72 = 7
Term 1
b 72 = 49
e 62 = 36
16 4
=
9 3
2. Revise: calculate.
Example: 12 12 ote e have sed the . s mbo or m ti ication

= 12 instead o the s a to save s ace
a 22 b 33
c 44 d
e 66 88
h 77
i 99 11 11
3. Represent the square root differently (with numbers that are not square numbers).
Example 1: 222 Example 2: 22222
= 22× 2 = 22× 22× 2
=2× 2 =2×2× 2
=2 2 = 22 2
34
a 333 b 666 c 888
d 999 e 444
33333 h 44444 i 77777
88888
rite do n hat o did
hare it ith a ami
member
4. Represent the square root differently.
Example: 8 = 2×2×2
= 22× 2
=2× 2
=2 2
a 12 b c 28
d e 24 18
5. Look at the example and complete the following:
Example: 32 there ore
a 2 b 92 c 72
d 22 e 2
36
81 h i 1
3
8
rite do n hat o
did hare it ith a ami
member
Sign:
Problem solving
Date:
e resent the s are root o an o r di it n mber sin rime actorisation
35
17 Cube numbers and roots
th fi t t p n th patt n th cond t p n th patt n and th th d

step is 27, what is the tenth step in the pattern?
1. Complete the table.

Term 1
Number Cube the number Answer

a 2 23 8
b 3
d 4
e 1
h 8
12
2. Answer positive or negative without calculating.
Example: is ne ative beca se

is ositive beca se
a b c
d e
36
3. Write in exponential form..
Example 1: a×a×a×b×b×b Example 2: 4 × 4 × m × m × m

=a ×b = 42 × m
= 16m3
a b×b×b×m×m×m
b ×3×3×3×c×c
c ×2×2×n×n×n×n
d m×m×m×n×n×n
e
4. Calculate.
3
Example: 27
3
= 3×3×3
=3
3 3 3
a b 64 c 1
3 3
d 8 e
5. Calculate the cube root using the example to help you.

3
Example: 729 729 3
3 s divisib e b
= 333333 243 3 es
=33 81 3
=9 27 3 is divisib e b
9 3
3 3
1
a b
Sign:
Problem solving
Date:
a c ate the c be root o an o r di it n mber sin rime actorisation
37
18 Representing cube roots
What is the length, height and width of these cubes?
m
m
m
1. Say whether the following are true or false:

3
a 23 = 2
Term 1
3
b 73 = 49
3
c 27 = 27
3
d 27 = 3
e 3
93 = 3
2. Revise: calculate.
3
Example: 12 12 12
= 12
3 3
a b
3 3
c 333 d 11 11 11
3 3
e 777 444
3. Calculate.
3
Example: 82
3
= 2222
3 3
= 222 × 2
3
=2× 2
3
=2 2
3 3
a 93 b
38
3 3
c 49 7 d 64 8
3 3
e 4 16
4. Calculate.
3
Example: 16
3
= 8×2 8 = 2 × 2 × 2 = 23
3 3 3
= 23× 2 8 = 23 = 2
3
=2 2
3 3 3
a 24 b c 72
3 3 3
d 81 e
5. Look at the example and complete the following:
Example: 23 there ore

3
a b c
3
d e 64
Sign:
Problem solving
Date:
Find a three di it c be n mber that is bet een and
39
19 Scientific notation
Read the following:

o did o
do that
need to rite this o can rite et me sho
n mber ever da it as 11
o
Write the last speech bubble for this conversation.

1. Complete the following, using the example to guide you:
Example
Term 1
a b
c d
2. Write as a natural number:

a 6
b 4
c 8
d 3
e
4 0
t th o o n nu n c nt fic notat on
Example:
7
a b
c d
4. Write the following in standard notation:
Example: 7
a 6
b 4
=
c 8
d 7
=
e 7
=
Sign:
Problem solving
rite a n mber sentence sin scientific notation or one h ndred tho sand s one mi ion m ti ied Date:
b ten to the o er o t o
4 1
20 Laws of exponents: xm x xn = xm+n
An exponent is an The laws of exponents are also

The exponent of a number
easy way to write a called the laws of powers or
says how many times
lot of multiples. indices. What do you think this
to use the number in a
means? In this worksheet you
multiplication.
will learn that
E.g. 23 = 2 × 2 × 2
xm xn = xm+n
1. Solve.
Term 1
Example: Test: You can use a

23 × 22 23 × 22 calculator.
= 23 + 2 =8×4
= 25 = 32
= 32
a. 33 × 37 = b. 94 × 92 = c. 19 × 19 =
d. 102 × 106 = e. 72 × 73 = f. 85 × 89 =
4 2
2. Simplify and test your answer.
Example: Test your answer: x = 2

x3 × x4 23 × 24 23 +4
= x3+4 = 8 × 16 = 27
= x7 = 128 = 128
a. c ×c 4=
2
b. m ×m 5=
4
c. p 7 × p 3 =
test with c = 2 test with m = 3 test with p = 2
d. q 3 × q 7 = e. x5 × x8 = f. s 9
×s 2=
test with q = 3 test with x = 4 test with s = 5
3. Why can we say: a m

×a n
=a m
? Give three examples.
+ n
a. b. c.
If the answer is d4+2, write a sum and the rule for the answer.
Date:
4 3
21 Law of exponents: xm ÷ x n = xm–n
Can you still remember what the answer for this law of exponents is?
xm × xn = Did you study

the laws of
exponents?
Today we are going to learn that:
xm
= xm–n or xm ÷ xn = xm–n
xn
1. Simplify.
Example: Test: You can use a

Term 1
3 ÷3
5 2
35 ÷ 32 calculator.
= 35–2 = 243 ÷ 9
= 33 = 27
= 27
a. 75 ÷ 72 = b. 310 ÷ 37 = c. 29 ÷ 23 =
d. 812 ÷ 88 = e. 110 ÷ 110 = f. 415 ÷ 44 =
4 4
2. Solve and test your answer.

x5 ÷ x3 25 ÷ 23 and 25 ÷ 23
= x5–3 = 25–3 = 32 ÷ 8
= x2 = 22 =4
=4 25 ÷ 23 = 25–3
a. p 5 ÷ p 3 = b. z 7 ÷ z 4 = c. e 8
÷e 3=
Test with p = 2 Test with z = 3 Test with e = 2
d. x7 ÷ x6 = e. s ÷s 5=
9 f. g 20 ÷ g 15 =
Test with x = 3 Test with s = 2 Test with g = 3
If the answer is cb–d, write a sum for it. Date:
4 5
22 More laws of exponents: (xm)n = xmn
xm × xn = Did you study

the laws of
xm ÷ xn = exponents?
( xm)n = xmn
1. Simplify.
Example: Test:
(23 )2 (23)2 You can use a
Term 1
= 23x2 = (8)2 calculator.

= 26 = 64
= 64
a. (22 )7 b. (14 )1 c. (79 )4
d. (35 )2 e. (152 )5 f. (127 )11
2. Simplify.

3 2
(x) (23)2 and 23x2
= x3x2 = 82 = 26
= x6 = 64 = 64
(23)2 = 23x2
a. (x2 )3 b. (p )
2 6
c. (p )
5 5
d. (a )
2 3
e. (x3 )4 f. (v 3 )3
4 6
3. Solve.
Example:
( 3x2) 3
= 31x3 × x2x3
= 33 × x6
= 27x6
a. (2e 4)1 b. (4g 3)5 c. (9f 6)6
d. (10k 9)4 e. (23e )

10 2
f. (14t 5)3
4. Solve.
Example:
(a × t)n
= an × tn
a. (r × s )4 b. (b × c )y c. (x × y)t
d. (a × d )n e. (a × c )k f. (e × g )k
Sign:
Problem solving
Date:
If the answer is ac × bc, write a sum for the answer.
4 7
23 Laws of exponents: (x0) = 1
Did you study
the laws of
Revise the following: exponents?
xm xn =
xm ÷ xn =
( xm) n
=
( x0) = 1
1. Solve: what will each number to the power of 0, 1, 2 and 3 be?

Example: You can use a
30 31 32 33 calculator.
Term 1
=1 =3 =9 = 27
a. 12 b. 8 c. 4
d. 13 e. 9 f. 7
2. Solve: what will each number to the power of 0 and 1 be?
Example:
a0 a1
=1 =a
a. x b. q c. r
d. m e. p f. y
4 8
3. Simplify
Example:
( 4x2) 0
=1
a. (6x7)0 b. (4y3)0 c. (7k 9)0
d. (9t 5)0 e. (8s 10 0

) f. (13p 10 0
)
4. Simplify using both methods.
Example: a 4
÷a 4 a 4
means = a 4–4
= a .a .a .a a ×a ×a ×a = a 0
(which is the same as
a .a .a .a a . a . a . a ). =1
= 1
a. a 6
÷a 6
b. v 3
÷v 3 c. m 3
÷m 3
d. w 2
÷w 2
e. y7 ÷ y7 f. z 10
÷z 10
Sign:
Problem solving
Date:
If the answer is 1, write a sum and the rule for the answer.
4 9
24 Calculations with exponents
Write down 3 examples of each of these.
Square Square Cube Cube root

number root number
1. Calculate the following: How do we use the BODMAS rule

here?
Example: (–6²) rac ets first
Term 1
O – Orders (powers and roots come

= – (6 × 6) before division, multiplication,
addition and subtraction)
= – 36 DM – Division and Multiplication
AS – Addition and Subtraction
a. (–82) b. (72) c. (–92)
d. (–102) e. (62) f. (–112)
Example: (–63)
= – ( 6 × 6 × 6)
= – 216
a. (–33) b. (13) c. (–93)
d. (23) e. (–73) f. (–103)
5 0
Example: – 9
=– 3×3
=–3
a. – 36 b. – 49 c. – 16
d. 81 e. 4 f. – 64

Example: 3
–8
=–2
3 3 3
a. 8 b. –27 c. –125
3 3 3
d. 64 e. 125 f. –64
are ne ative fi teen Date:
5 1
Calculations with multiple operations
25 (square and cube numbers, square
and cube roots)
Revision: What does BODMAS mean? Write it down
B ___________________________________________________________________________
O __________________________________________________________________________
D ___________________________________________________________________________
M ___________________________________________________________________________
A ___________________________________________________________________________
S ___________________________________________________________________________
1. Calculate.
Term 1
Example: (7 + 6) + (23)
= 13 + 8
= 21
a. (8 + 5) + (22) = b. (23) – (3 + 2) = c. (7 + 6) + (72) =
d. (4 + 2) – (52) = e. (32) – (3 + 2) = f. (5 – 1) + (43) =
2. Calculate.
Example: (32) – (4 – 5)
= 9 – (–1)
= 10
a. (13) + ( 3 – 5) = b. (62) – (6 – 8) = c. (42) – (5 – 7) =
d. (8 – 7) – (43) = e. (9 – 10) + (23) = f. (5 – 7) + (72) =
5 2
3. Calculate.
Example: 9 + (5 +1)
=3+6
=9
3
a. 4 + (2 + 3) b. 36 + (5 + 6) c. (8 + 4) + 27
3
d. 64 – (2 +1) e. (6 + 8) + 144 f. (4 – 3) + 16
4. Calculate.
Example: 3
125 – (3 – 8)
= 5 – (–5)
= 10
a. 4 + (5 – 6) b. 64 – (5 – 6) c. (8 – 10) + 36
3 3
d. (9 – 12) + 8 e. 125 – (6 – 9) f. (–4 – 7) + 9
5. Calculate.
a. ( 25) + (5 + 4) + (62) =
b. (92) + ( 36) – (6 + 2) =
3
c. ( 125) + (3) + (5 – 6) =
3
d. (5 + 4) – (53) – ( 8) =
e. (10 – 5) + ( 81) – (62) =
f. (13) – (3 – 4) – ( 144) =
Sign:
Problem solving
If the answer is one hundred and the calculation has three operations, with a cube root and a square Date:
number, what could the calculation be?
5 3
26 More calculating with exponents
t do n a th u and d fin t on you no a out pon nt and th

calculation of exponents.
1. Calculate.
Example: 23
Term 1
22
2×2×2 or = 23 – 2 Remember
=
2×2 = 21 xm
= xm–n
n
8 = 2 x
=
4
= 2
a. 4 b. 7 c. 11
4 4 9
41 73 117
d. 10 e. 8 910
3 4
f.
102 82 94
2. Calculate and simplify your answer if possible.
Example:
( ) ( )
2 2
3 3
You did it like this.
4 4
32 32
= =
42 … and your friend (22)2
3×3 like this.
32
= =
4×4 24
9 Talk about it. 9
= =
16 16
5 4
( )
3 b. 4
( ) ( )
7
4 5 3
a. c.
8 9 10
( )
6
( )
9
( )
2
2 3 4
d. e. f.
8 13 14
3. Calculate.
Example: 9 3.3
You did it like this. =
25 5.5
9 3
= … and your friend
=
25 5
like this.
3
=
5
Talk about it.
16 25 9
a. b. c.
36 169 81
d. 9 e. 9 f. 36
25 49 144
Sign:
Problem solving
Date:
Write an algebraic expression where the numerator and denominator are written in exponential form.
5 5
27a Numeric patterns
What does each statement tell you. Give two more

Numeric patterns are
examples of each. Constant ratio: e.g. –2; commonly divided into
– 4; – 8; –16; – 32 “Multiply arithmetic (made by adding
Constant difference: the previous term by 2.” or subtracting a number
e.g. –3; –7; –11; –15 each time) and geometric
“Add – 4” to the (which involve multiplying
previous term or Not having a constant or dividing by a number).
counting in “– 4s”. difference or ratio: Some geometric patterns
e.g. 1; 2; 4; 7; 11; 16 are exponential, that is, they
“Increase the difference are made by multiplying by
between consecutive an exponent.
terms by 1 each time”.
1. What is the constant difference between the consecutive terms?

a. 3, 5, 7, 9 b. 2, 4, 6, 8 c. 9, 6, 3, 0
Term 1
d. 7, 14, 21, 28 e. 1, 2, 3, 4 f. 6, 12, 18, 24
2. What is the constant ratio between the consecutive terms?

a. 3, 9, 27, 81 b. 9, – 27, 81, –243 c. 5, –25, 125, – 625
d. 8, 16, 32, 64 e. 2, –8, 32, – 128 f. 10, –100, 1 000, –10 000
3. Do these patterns have a constant difference or a constant ratio or neither?

a. 1, 4, 10, 19 b. 2, 5, 7, 11 c. 3, 7, 13, 21
d. 12, 10, 6, 0 e. 2, 6, 13, 23 f. 7, 13, 25, 43
4. What is the constant difference or ratio between the consecutive terms?

a. 5, –15, 45, –135 b. 6, 24, 96, 384 c. 1, 9, 17, 25
d. 4, –20, 100, –500 e. 8, 2, –4, –10 f. 9, 5, 1, –3
5 6
5. Complete the table and then state the rule.
Example: Position 1 2 3 4 5 n Rule? The
term × 3.
Value of the term 3 6 9 12 15 n×3
i. Complete the table.

ii. State the rule.
iii. Determine term value as asked.
a. Position 2 4 6 8 n
Value of the term 4 8 16
Rule? What will the value of the 20th term be?
b. Position 5 15 25 35 n
Value of the term 12 22
c. Position 1 2 3 4 5 n
Value of the term –12 –15
d. Position 1 2 3 4 5 n
Rule? What will the value of the nth term be?
e. Position 0 1 3 4 n
Rule? What will the value of the nth term be?
a. If the constant ratio is –8, what could a sequence of numbers be? Date:
b. Draw diagrams to illustrate the arithmetic patterns in questions 2a and d and the geometric patterns
in 5a and d.
continued ☛
5 7
27b Numeric patterns continued
a a out th
1st term 2nd term 3rd term 4th term 5th term
Position of hexagon in pattern 1 2 3 4 5 n

Number of matches ? 12 18 24 30
1×? 2×6 3×6 4×6 5×6
Read the top row.

The positions: 1st term, 2nd term, 3rd term, 4th term, 5th term, nth term
If the 2nd term’s position is 2 and its value is 12 the rule is 2 × 6 = 12. Does this rule (n × 6) hold true for
the other positions? What is the value of the 1st term?
a o atch t c to a th n t patt n n a u nc o h a on
Hexagon pattern 1: Hexagon pattern 2:
Term 1
What will the next

pattern be?
The rule: add one
matchstick to each
side.
(1 × 6)
a cu at th nu o atch t c u d
a. 1st hexagon has 1 matchstick per side 1 × 6 = 6
b. 2nd hexagon has 2 matchsticks per side
c. 3rd hexagon has 3 matchsticks per side
d. 4th hexagon has 4 matchsticks per side

n is the position
3. Record your results in this table. of the term.
Position of hexagon in pattern 1 2 3 4 5 6 10 n

Number of matches
10th hexagon =
nth hexagon =
5 8
Example: 8, 15, 22, 29, …

Term 1 2 3 4 18 n
Value of the term 8 15 22 29 127 7(n) +1
Add 7 to the previous position.
7 × the position of the term + 1 ___.
7(n) + 1, where “n” is the position of the term.
7(n) + 1, where “n” is a natural number.
a. 13, 25, 37, 49…

Term 1 2 3 4 17 n
Value of the term
b. 6, 11 16, 21 …
Term 1 2 3 4 22 n
Value of the term
c. 3, 5, 7, 9 …
Term 1 2 3 4 41 n
Value of the term
5. Draw and complete your own tables using the following information:
a. 4(n) + 1
Term n
Value of the term
b. 6(n) + 1
Term n
Value of the term
c. 8(n) + 3
Term n
Value of the term
Problem solving
sition
m. a ra the first three terms o a trian ar n mber attern as o did or a he a on sin matches
in question 1).
Identify the rule.
Complete the table.
Position of ___ in pattern 1 2 3 4 5 10 n

Number of matches Sign:
b hen do simi ar tab es b t on or the first three terms or these atterns

i. Square number pattern ii. Pentagonal number pattern Date:
iii. Octagonal number pattern
5 9
28 Input and output values
In Grade 7 you learned about input and output values. Make a drawing to illustrate input and
output values.
Input Process Output

Term 1
Example: t=p×2+3 This is the rule for this

p t o dia ram
0 × 2 + 3 = 3 (t = 3)
0 3 2 × 2 + 3 = 7 (t = 7)
2 7
4 × 2 + 3 = 11 (t = 11)
4 t = p ×2+ 3 11
6 × 2 + 3 = 15 (t = 15)
6 15
8 19 8 × 2 + 3 = 19 (t = 19)
p t p t
a. b.
7 3
10 7
13 t = p × 4 –2 11 g= p ×2+ 10
16 15
19 19
p t p t
c. d.
4 18
12 32
20 t = p ×2+ 7 46 t = p ×4–8
28 60
36 74
60
2. What is the rule?
Example: 4(8) – 1 = 31
p t 4(12) – 1 = 47
8 31 4(20) – 1 = 79
12 47
4(36) – 1 = 143
20 79
4(68) – 1 = 271
36 143
68 271 The rule is: 4(p) – 1 = t
p t p t
a. b.
4 7 40 22
13 52 18 11
22 97 –16 –6
31 142 –44 –20
40 187 –72 –34
p t p t
c. d.
2 –2 8 28
4 6 32 172
6 14 64 364
8 22 512 3052
10 30 1024 6124
Input and output values.

3. Describe the relationship between the numbers in the top row and those in the
bottom row of the table. Then write down the values for m and n.
Example:
x –2 –1 0 m 2 3 m= 1 n = 24
y 30 27 n 21 18 15 Rule is y = –3x + 24
a. x –3 –2 m 0 1 2 m= n=
y –1 0 1 2 3 n Rule is ________________
b. x 1 2 3 4 m 6 m= n=
y 4 n 14 Rule is ________________
Sign:
Problem solving
If s = r × 5 – 9, where r = –2, what is s? Date:
y = – x + (– 3) is the rule. Show this in a table with x = to –3, –2, –1, 0, 1, 2
61
29a Algebraic vocabulary
Match the words with the algebraic equation. This is an algebraic

equation
variable power = exponent
operator
co fic nt
4a2 + 5 =12
constant
constant
base of the power
An algebraic expression looks like this: 4a² + 5 =

We read: four times a to the power of 2, plus 5.
Term 1
1. Circle the variable.

a. x + 7 = 10 b. 2x + 5 = 9 c. 8 + x = 10
2. Circle the constant.

a. x + 8 = 14 b. 3x + 10 = 19 c. 5 + 9 = 20
c th co fic nt
a. 8x b. 9a c. 4x + 2 = 10
4. Circle the operator.

a. 8 × x b. 9a c. 4x + 2 = 10
5. Circle the power/exponent.

a. 52 b. 33 + 22 = 31 c. 42 + 13 = 17
c th uat on th t
a. 6a + 7a = b. 2a + 3b = c. 7b + 19 = Like and unlike terms:
We can add “3 apples”
and “4 apples”, but we
c th uat on th un t cannot add “3 apples” and
“4 pears”.
a. 6a + 3a = b. 7x + 2y = c. 7x + 2x =
8. Circle the algebraic expression.

a. 2a + 7 b. 7a c. 3a + 22
62
c th a ac uat on
a. 3a + 2 = 10 b. 10b c. 7b + 2 = 16
10. Revision: Write an algebraic expression for each of the following descriptions:
a. Six more than a certain number.
b. Six less than a certain number.
c. A certain number less than six.
d. A number repeated as a term three times.
e. A certain number times itself.
Sign:
Date:
continued ☛
63
29b Algebraic vocabulary continued
11. Explain the following algebraic terms in your own words:
a. What does 3n mean in 3, 9, 27, 81...3n?

Term 1
b. What does 2n + 1 mean in 3, 5, 9, ...2n + 1 ?
b. What does 3n – 7 mean in –4, 2, 20, ...3n – 7?
64
d. For which values of n will the sequence: 16, 22, 28, 34, 40, …, have the
rule 6(n + 1) + 4?
e. What does n represent in the following sequence: 8, 10, 14, 22, …, with the rule
6 + 2n?
f. What is the role of 7(n)+2 in the sequence 9, 16, 23, 30, …7(n) + 2?
Sign:
Problem solving
Create an algebraic expression with three like and three unlike terms. Date:
What does n mean in 7(n + 2)? (nth term)
65
30 Like terms: whole numbers
Discuss this:
We can add “3 apples” and “4 apples”, but we cannot add “3 apples” and “4
pears”.
Give 5 examples of like terms.
1. Simplify.
Underline the a. 5a + 3a = b. 6m – 2m=
Example: 3a + 4a
Term 1
= 7a variable in red.
Underline the
constant in blue.
c. 7x – 2x = d. 1n + 5n = e. 9z + 7z = f. 3t + 5t =
2. Simplify.
Underline the a. 1a2 + 2a2 = b. 8r2 + 5r2 =
Example: 3a2 + 5a2
= 8a2 variable in red.
Note: 3a2 + 5a2 Underline the
is not 8a4 constant in blue.
c. 2x2 + 4x2 = d. 4t2 – 3t2 = e. 3m2 – 2m2 = f. 5b2 – 2b2 =
3. Calculate.
Example 1: 5x2 + 4x2 = 9x2 Example 2: 5x + 4x2 = 5x + 4x2
a. 4x2 + 2x2 = b. 5x2 + 5x = c. 8a2 – 5b2 =
d. 8a3 + 2a = e. 3b3 + 3b = f. 8c3 – 2c3 =
66
4. Simplify.
Example: 3a2 × 4a2
= (3a2)(4a2) = 3 × 4 × a2 × a2 = 12 × a4
= 12a4
a. 2a × 3a = b. 2c2 × 5c2 =
c. 5b2 × 4b2 = d. 7c × 8c =
e. 6b × 2b = f. 5a2 × 4a2 =
5. Simplify.
Example: 3a2 ÷ 4a2
= 3a2 = 3 × a2
2 2
4a 4 a
3
= 4
a. 1a ÷ 7a = b. 3f ÷ 5f =
c. 4a2 ÷ 2a2 = d. 5b3 ÷ 2b3 =
e. 9c ÷ 9c = f. 3x ÷ 6x =
Create a sum with six like terms. Simplify it.

Date:
67
31 Like terms: integers
What is an integer? Give some examples.

A positive number × a positive number = a positive number
A negative number × a negative number = a positive number
A negative number × a positive number = a negative number
A positive number + a positive number = a positive number
A negative number + a negative number = a negative number
A positive number + a negative number = a positive or a negative number
1. Simplify.
Underline the a. –5a + 3a = b. –6m – 2m =
Example: – 3a – 4a
Term 1
= –7a variable in red.

Underline the
constant in blue.
c. –7x – 2x = d. 1n – 5n = e. –9z + 7z = f. –3t + 5t =
2. Simplify.
Underline the a. 1a2 – 2a2 = b. –8r2 – 5r2 =
Example: –3a2 – 5a2
= –8a2 variable in red.
Underline the
constant in blue.
c. 2x2 – x2 = d. –4t2 – 3t2 = e. 3m2 – 2m2 = f. –5b2 – 2b2 =
3. Simplify.
Example 1: 5x2 – 4x2 = x2 Example 2: 5x + 4x2 = 5x + 4x2
a. –4x2 + 2x2 = b. –5x2 + 5x = c. –8a2 – 5b2 =
d. –8a3 + 2a = e. –3b3 + 3b = f. –8c3 – 2c3 =
68
4. Simplify.
a. 2a × –3a = b. –2c2 × –5c2 =
Example: 3a2 × 4a2
= (3a2)(4a2)
= 12a4
c. –5b2 × 4b2 = d. –7c × 8c = e. –6b × 2b = f. 3a2 × –4a2 =
5. Calculate.
Example: 3a2 ÷ 4a2 a. –1a ÷ 7a = b. 3f ÷ –5f =
3a2
=– 4a2
3
=– 4
c. –4a2 ÷ 2a2 = d. –5b3 ÷ –2b3 = e. –9c ÷ –9c = f. –3x ÷ 6x =
Share with your family what like terms are.

Date:
69
32 Writing number sentences
Read through this problem and underline the key concepts.

The relationship between a boy’s age (x years old) and his mother’s age is given
as 25 + x o can this re ationshi be sed to find the mother s a e i e no
the boy’s age (in this example, 11 years)?
25 + 11 = 36 ere o m st reco nise that to find the mother s a e o m st

substitute the boy’s current age into the rule 25 + x. You should also
recognise that this rule means that this boy’s mother is 25 years
older than he is.
1. Write a number sentence, algebraic expression or algebraic equation to help you

solf the following problems:
Term 1
a. If Peter is seven years younger than Jabu and Jabu is two years older than Tshepo,
how old are Jabu and Tshepo if Peter is 12 years old?
b. Sandra buys three more apples than Lebo bought. Lebo has seven apples left
after he has sold 17 apples. If Sandra only sells eight apples, how many does she
have left?
c. Thabo is 10 cm taller than Lebo, and Lebo is 7cm shorter than Mpho. How tall is
Mpho if Thabo is 178 cm tall?
70
d. Tshepo gets R5 more than Alwin. Alwin get R2 less than Lebo.
How much more does Tshepo get than Lebo if Lebo gets R20?
e. James weighs 80 kg and Jenny weighs x kg less. How much do they weigh
together?
f. Tea Company A makes 700 more tea–bags than Tea Company B. Tea Company
B makes 300 tea–bags less than Tea Company C. How much more must Tea
Company A produce to make 5 000 tea–bags per day, if Tea Company C
produces 3 600 tea bags per day?
Create your own word problem and get a friend to try it out.
Date:
71
33 Set up algebraic equations
Talk about this: Altogether
i ho has seven marb es and ohn has five o man do the have a to ether
What is the keyword in the problem telling you which operation to use?
What does “altogether” tell us? Addition is probably the
operation (that is needed)
What are the quantities?
Sipho’s 7 marbles
John’s 5 marbles
What is the relationship?
The relationship is Sipho’s marbles + John’s marbles = total marbles
Term 1
The number sentence is: 7 + 5 = _____

Example:
Sipho has 7n marbles and John has 5n. How many do they have altogether?
Keyword: addition
Relationship: Sipho’s marbles + John’s marble = total marbles
Number sentence: 7n + 5n = 12n
a. Mpho, Ryna and Gugu have 15 books altogether. Mpho has two books and
Gugu has nine books. How many books does Ryna have?
Keyword: ______________________________________________________________
Relationship: ______________________________________________________________
Number sentence: ______________________________________________________________
b. Belinda is on page 84 of her book. The book has 250 pages. How many pages
does she still have to read?
Keyword: ______________________________________________________________
Relationship: ______________________________________________________________
Number sentence: ______________________________________________________________
72
c. Thomas read 64 pages and Linda read 52. How many more pages did
Thomas read?
Keyword: ______________________________________________________________
Relationship: ______________________________________________________________
Number sentence: ______________________________________________________________
d. Thabo buys x amount of toffees. He has eight left from yesterday. If today he eats
half of all the toffees he bought, he will have 3 left for tomorrow. How many did
he buy?
Keyword: ______________________________________________________________
Relationship: ______________________________________________________________
Number sentence: ______________________________________________________________
2. Write a different number sentences for each statement.
a. Money earned each month – expenses = money available each month

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
b. Speed × time = distance
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
c. Distance from A to B + distance from B to C = distance A to C.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Kabelo has a certain number of computer games. He gets four more for his birthday. How many games
Date:
did he have before his birthday if he now has 37 games?
73
34 Additive inverse and reciprocal
The additive inverse of –4 is 4, and the Talk about the reciprocal of a

additive inverse of 4 is –4. number.
number additive inverse number its reciprocal
1
–4 + 4 = 0 4 4
4 + –4 = 0 What do you notice? To get the

reciprocal of a number, just divide
number additive inverse 1 by the number.
1. Revision.
Term 1
a. What is the inverse operation of addition? ______________________________________

b. What is the inverse operation of subtraction? ___________________________________
c. What is the inverse operation of multiplication? _________________________________
d. What is the inverse operation of division? _______________________________________
2. Complete.
Example: –4 ___ = 0
= –4 + 4 = 0
a. –5 ___ = 0 b. –9 ___ = 0 c. 11 ___ = 0
d. 6 ___ = 0 e. –10 ___ = 0 f. –2 ___ = 0

3. What is the additive inverse? Show your calculation to check that the sum of
a number and its additive inverse equals zero.
Example: –9
–9 + 9 = 0 9 is the additive inverse, since –9 + 9 = 0
a. –7 b. –9 c. –10
d. –20 e. 3 f. –15
74
4. Complete.
Example: 4 × ___ = 1
1
4× 4 =1
a. 5 × ___ = 1 b. 7 × ___ = 1 c. 1
× ___ = 1
15
1 1
d. ___ × 2 =1 e. ___ × 12 =1 f. 9 × ___ = 1
5. What is the reciprical of the following? Show your calculation to check that a
number multiplied by its reciprocal equals 1.
Example:
The reciprocal of 4 is 1 since 4 × 1 =1
4 4
a. 5 b.
1
c. 1
8 10
d. 7 e. 3 f. 11
What is the multiplicative and additive inverse of 32?

Date:
75
35 Balance an equation
How will you balance these?
2x + 3 5 8x 49 – 1
o t do n fi d nt uat on
1. Solve for x.
Example: x + 5 = –4
Term 1
x + 5 – 5 = –4 – 5
x = –9
a. x + 3 = 7 b. x – 6 = 2
c. x – 10 = 5 d. x – 8 = 6
e. x + 5 = 4 f. x – 11 = 7
2. Solve for x:
Example: x + 3 + 2 = –8
x + 5 = –8
x + 5 – 5 = –8 – 5
x = –13
a. x + 2 – 4 = 6 b. x + 7 + 2 – 3 = 9
c. x + 5 + –8 = –5 d. x – 8 + 3 = 7
e. x + 4 – 2 + 6 = –2 f. x + 11 – 7 + 9 = 7
76
3. Solve for x:
a. x + 3 + 2 = 4 b. x + 8 + 7 = –8
Example: x – 2 + 3 = –5
x + 1 = –5
x + 1 – 1 = –5 –1
x = –6
c. x + 6 + 6 = 3 d. x – 9 – 8 = –3 e. x – 5 – 4 = 7 f. x – 11 + 5 = –7
4. Solve for x: a. 3x = 27 b. 5x + x = 18
Example: 2x = 16
2x 16
2 = 2
x=8
c. 2x – 4 = 10 d. 7x = 28 e. 5m = 25 f. 15ab = 30
5. Solve for x:
4x x
2x
a. 6
= 12 b. 5 = 15
Example: 3 = 12
2x
3 × 3 = 12 × 3
2x 36
2 = 2
x = 18
x x x x
c. 2
= 30 d. 3 =6 e. 3
= 24 f. 7 =7
Solve for a, if a divided by 25 equals 100. Date:
77
36a Substitution
3. If x = 3, then:
Example: x2 + 5
= (3)2 + 5
What does it mean to substitute in mathematics? =9+5
In algebra, letters = 14
These letters can be The value of the
such as x or y are
used in equations or variable may be
used to represent
expressions to help given to you, e.g. if a. x2 + 2 = b. x2 + 11 = c. x3 + 10 =
values which are
solve a variety of a = 2 and b = 3, then
usually unknown.
problems. a+b=2+3=5
d. x2 – 3 = e. x3 + 30 = f. x2 – 14 =
1. If x = 2, then:
Example: 2x + 5 An expression is numbers,
= 2(2) + 5 symbols and operators
(+, –, × and ÷) grouped 4. Do the same sums but this time with x = –3
=4+5
together to show the
=9 value of something.
Term 1
a. x2 + 2 = b. x2 + 11 = c. x3 + 10 =
a. 4x + 8 = b. 6 + 3x = c. 5x + 3x =
d. x2 – 3 = e. x3 + 30 = f. x2 – 14 =
d. 8x + 3 = e. 9 + 5x = f. 7x – 4x =
5. If x = 4, then:
Example: (x2)–x
2. Do the same sums but this time with x = –2. = (42) – (4)
= 16 – 4
a. 4x + 8 = b. 6 + 3x = c. 5x + 3x = = 12
a. x2 + x = b. –x + x2 = c. x2 + x2 =
d. 8x + 3 = e. 9 + 5x = f. 7x – 4x =
d. x3 – x = e. –x3 – x = f. x – x3 = Sign:
Date:
☛
78 79
36b Substitution continued
8. Solve for x:
Example: 2x – 6x = 16
6. Do the same sums but this time x = –4.
–4x = 16
–4x 16
a. x2 – x = b. –x + x2 = c. x2 + x2 =
–4 = –4
x = –4
a. 4x – 5x = 8 b. 8x + 4x = 4 c. –2x – 10x = 3
d. x3 – x = e. –x3 – x = f. x – x3 =
Term 1
7. Solve for x:
Example: –5x = 10
–5x 10
d. 3x + 11x = 7 e. 9x – 4x = 5 f. x – 3x = 2
–5 = –5
x = –2
a. –2 = 10 b. –6x = –12 c. 2x = 4
Problem solving
d. –3x = 9 e. 7x = 14 f. –4x = 16
Create a three-term algebraic expression using x as your variable and then substitute –6 for x.
You must include fractions in your expression.

Sign:
What is the value of your expression if x = 3?

Date:
80 81
37 Algebraic equations
2. Solve for x and test your answer.
Example:
You know that an expression is a collection of quantities linked by operators Solve for x if 3x + 1 = 7
(+, –, × and ÷) that together show the value of something. To solve the equation requires two steps.
Add –1 to both sides of the equation.
What is an equation? An equation uses 3x + 1 –1 = 7 – 1
the equal (=) sign. 3x = 6
An equation says Example:
that two things are Then divide both sides of the equation by 3
the same, using 6 + 4 = 11 – 1 3x 6
mathematical 3 = 3
symbols. x=2
Test: 3x + 1
= 3(2) + 1
=6+1
1. Solve for x and test your answer. =7
Example:
a. 4x + 1 = 9 b. 5x + 2 = 12 c. 2x – 4 = 6
Solve for x if –2x = 8 To solve the equation: divide both sides of the equation by –2
–2x = 8
Term 1
–2x 8
–2 = –2
x = –4 –2
Note that –2 ÷ –2 = –2 = 1 (positive one)
Test: –2x
= –2(–4)
=8
a. 4x = 16 b. 5x = 25 c. –8x = 64
d. 2x – 8 = –10 e. –2x – 6 = –14 f. 3x – 6 = –3
d. 9x = – 81 e. –7x = 49 f. –11x = 88
Problem solving
Sign:
Write an algebraic equation for twice a number is twenty-four.

Date:
Write an algebraic equation for twice a number, decreased by twenty-nine, is seven.
82 83
38 Solving problems
d. Find the area of a rectangle with a length of 2x cm and a breadth of
2x + 1 cm. Write your answer in terms of x.
Write down the key words you use when solving a problem.
e. If the area of a rectangle is (4x2 – 6x) cm2, and its breadth is 2x cm, what will its
1. Revision: Solve for x. length be in terms of x?
a. x + 5 = 13 b. x – 8 = 16 c. x – 7 = –9
d. –2x = 4 e. –3x = –6 f. 3x + 1 = 13
Term 1
f. If y = x3 + 1, calculate y when x = 4

a. When six is added to four times a number the result is 50. Find the number.
g. Thandi is six years older than Sophie. In three years Thandi will be twice as old as
Sophie. How old is Thandi now?
b. The sum of a number and nine is multiplied by –2 and the answer is –8. Find the
number.
c. The length of a rectangular map is 37,5 cm and the perimeter is 125 cm. Find the h. In a given amount of time, Mr Shabalala drove twice as far as Mrs Shabalala.
width. Altogether they drove180 km. Find the number of kilometres driven by each.
Sign:
Date:
84 85
Divide monomials, binomials and
39 trinomials by integers or monomials 2. Simplify.
x4 – x2 x4 – x2
Example: This is a binomial T through substitution:
Test x2 – 1
x2 x2
Look and discuss x4 x=2 = (2)2 – 1
= x2
=3
Monomial (1 term) 8x4 x4 x2 24 – 2 2
exponents = x2 – x2 = 22
= x2 – 1 16 – 4
Binomial (2 terms) 3x2 + 4 = 4
4 2 12
2x + x + 6x –1 = 4
Trinomial (3 terms) 4x2 + x2 + 3 = 3
x6 – x2 x9 – x3 x8 – x4
terms 2 2 2 a. = b. = c. =
Polynomial 4x – 5xy + y + 2 x2 x3 x4
1. Simplify. Test your answer.

x4
Example: x2 Test through substitution: x = 2
xxxx This is a monomial x4
= x2
xx x2
24 = (2)2
= x.x = 22
Term 2
=4
= x2 Another method is to use the law of exponents 16
=
x4 4
x2 = x4-2 = x2
= 4 3. Simplify.
x4 – 6x2 – 1 x4 – 6x2 – 1 1
x2 x3 x3 Example: x2 Test through substitution: x2 x2 – 6 – x2
a. x b. x2 c. x x4 2
1 24 – 6(2)2 – 1 1
= x2
– 6x
x2
– x2
x=2 = x2 = (2)2 – 6 – (2)2
1 16 – 24 –1 1
= x2 – 6 – x2
= 4 =4–6– 4
–9 1
= 4 = –2 – 4
1 1
= –2 4 = –2 4
x4 – 2x2 – 3 x6 – 2x3 – 1 x8 – 2x4 – 2

a. x2 = b. x3 = c. x2 =
4x2 6x3 8x2

d. 2x e. 2x2 f. 4x
Divide a polynominial (multi-term algebraic expression) by a monomial. Solve it.

Date:
86 87
40 Simplify algebraic expressions
c. 5 (x + 2) = d. 6 (3 + x) =
Look at the following. What do you notice?

2 ( x + 5) 2 ( x2 + 3x + 4)
x x2 e. 3 (6 + x) = f. 7 (x – 9) =
2 5 2 3x 4
2 x + 10 2x2 + 6x + 8
Why are these called algebraic expressions?
3. Simplify.
1. Revision: calculate the following making use of the distributive property:
Example: 2 (x2 × x + 3) 2 (x2 + x + 3) x2 x 3
Example: 2 (3 + 4) 2
You can write 2 3 4 3 and 4 are = (2 × x2) + (2 × x) + (2 × 3) = 2x2 + 2x + 6
= 2 × 3 + 2 × 4 or it in brackets, 2
rows so we = 2 x2 + 2 x + 6 2x + 2x + 6
= (2 × 3) + (2 × 4) if that is can add
easier for 6+8
=6+8 them.
you.
= 14 a. 2 (x2 + x + 4) = b. 4 (3 + x + x2) =
Term 2
a. 2 (3 + 6) = b. 4 (8 + 1) =
c. 6 (9 + 4) = d. 8 (2 + 3) =
c. 6 (7 + x + x2) = d. 7 (2 + x + x2) =
e. 3 (5 + 6) = f. 10 (7 + 8) =
2. Simplify. e. 3 (x2 + x + 3) = f. 3 (5 + x + x2) =
Example: 2 (x + 5) 2 (x + 5) x 5
2
= (2 × x) + (2 × 5) = 2 x + 10
= 2 x + 10 2x + 100 x and 5 are not
like terms. We
= 2x 100 cannot simplify
(x + 5).
a. 2 (x + 4) = b. 4 (x + 7) =
Multiply any number by a trinomial (three-term algebraic expression). Simplify it. Date:
88 89
Calculate the square numbers, cube
41 numbers and square roots of single
3. Use the example to complete the following:
algebraic terms
Examples: 4x6
Revise: laws of exponents. = 2x3 × 2x3
It is very important to study the laws
of exponents.
xm × xn = xm + n Write down three you already a. 16x4 = _____ × _____ b. 18x10 = _____ × _____ c. 64x4 = _____ × _____
know.
d. 15x8 e. 60x6 f. 144x12
1. Revision: calculate.
Example: xm × xn
= xm + n 4. Calculate.
Example: √ 36x36
Term 2
a. xa × xb = b. ac × ad = c. ce × cf =
= √6x18 × 6x18
= 6x18
a.√ 25x4 b. √49x9
d. ma × mb = e. yc × ya = f. tx × ty =
c. √100x6 d. √4x12
2. Revision: calculate.
Example: x2 × x3
= x2 + 3
= x5 e. √16x18 f. √121x22
4 3 5 2 6 4
a. x × x = b. a × a = c. b × b =
d. c3 × c2 = e. m4 × m5 = f. x3 × x3 = Problem solving Sign:
Date:
Write five different equations where the answers are all equal to: x = –9.
90 91
42 Multiple operations: rational numbers
2. Simplify:
Example: 2 2 2 2 2 2
Do this activity with a friend. What do you ( 12 a + 14 a )+(3a + 4a ) + (3a – 4a )
notice?
2 2 2 2
1 1 1 1
= ( 2 a + 1 a )+7a + (–a )
a2 + a2 = a2 – a2 = 4 4
3 4 3 4
3 a2 6 a2
= +
1 1 1 1
4 1
a2 × a2 = a2 ÷ a2 =
3 4 3 4 =
3 a2 24 a2
+
4 4
27 a2
=
4
1. Calculate the following: 3 2
= 6 a
4
Example: 2 2 2 2 What are the
( 12 a + 15 a )+ (12 a × 12 a )= like terms?
1 2 1 2
a. (7a2 + 2a2) + a + a + (6a2 – 4a2) = b. 2 2 2 2 2 2
5a + 2a 2
1 2 2 (
4 ) ( 12 y + 15 y )+ (–9y – 2y ) – (8y ÷ 4y ) =
= + a4
Term 2
10 4
7a2 a4
= +
10 4
a. 2 2 2 2 b. 2 2 2 2
( 18 a + 18 a )+ (28 a × 18 a )= ( 15 x + 12 x )+ (15 a + 101 a )=
c. 2 2 2 2 2 2
( 12 x + 12 x )+ (7x × 2x ) – (8x – 3x ) = Make notes about what you learned.
___________________________________
___________________________________
___________________________________
c. 1 2 1 2 1 1 Make notes about what you learned.
y + y + y2 × y2 =
( 2 3 2 3 )( ) ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Sign:
___________________________________
Problem solving
___________________________________ Date:
Write a polynomial using rational numbers, like and unlike terms. Simplify.
___________________________________
92 93
43 More multiple operations 2. Simplify.
Example: 2 2 2 2
( 13 a × 14 a )+4(3a + 4a ) + a(2a + 4)
Do this activity with a friend. What are the 1 a4 + 4 × 7a2 + 2a2 + 4a
like terms?
=
12
1 a4 + 30a2 + 4a
1 1 1 1 =
x2 + x2 = x2 – x2 = 12
5 6 5 6
a. 2(x2 + x + 8) + x(5x + 2) + (9x2 – 5x) =
1 1 1 1
x2 × x2 = x2 ÷ x2 =
5 6 5 6
1. Calculate:
2 2 2 2
Example: 2(5 + x – x2) – x(3x + 1) b. ( 14 x + 15 x ) – x(–9x – x ) – 2(x + 2x + 8) =
This will help you to multiply the
= 10 + 2x – 2x2 – 3x2 – x constant with all the terms.
Term 2
= –5x2 + 1x + 10
2(5 + x – x2) – x(3x + 1)
= –5x2 + x + 10
1 2 1 2
a. 2(x2 + x + 4) – x(2x + 1) = b. 5(x + x2 + 2)+ x(4x + 3) = ( )
c. (3x2 + 6x2) + 6 x – 3 x + (2x2 ÷ 3x2) =
1 2 1 2
d. 5(4x + 3x2 + 6) – (8x2 × 4x2) + x × x = ( )
4 5
c. 3(x2 + x + 6) – x(5x + 2) = Make notes about what you learned.

1 2 1 2
e. 4(6 + 3x + 2x2) + x ÷ x – x(–5x +2x) =
___________________________________ 9 5 ( )
___________________________________
___________________________________
___________________________________ Sign:
___________________________________ Problem solving

Date:
___________________________________ Write a polynomial using rational numbers and like and unlike terms. Simplify it.
94 95
44 Division operations
2. Calculate.
4 2
Example: 2 2
1
Compare the three blocks. 2 3 x2 + 1 x2 + 2(5 + x – x) + (–x)(3x + 1)
( x + 6xx – 1)+ (3x + 4x ) +( 3 )
2 1 2 2
= x + 6 – 2 + 7x2 + x + 10 – 3x2 – x
x 3
Which are Are any 2 1

x2(x2 + 1) x4 + x2 x4 x2 different? = x2 + 7x2 – 3x2 + x2 + 10 + 6 – 2 – x
the same? + 3 x
x2 x2 x2 x2
2 2 1
= 5x2 + 3 x – x + 16 – 2
x
15 2
= 3
x + 2 x2 –x + 16 – 12
3 x
17 2 1
1. Revision: calculate. = x –x + 16 – 2
3 x
4 2 2 2 1
Example: x – 6x – 1 = 5 x – x – x2 + 16
x2 3
x4 6x2 1
= – – 2 2
x2 x2 x2 a. 3(7 + x – x2) + 2(3x + 1)
Term 2
2 2
( 2x1 + 4x1 )+ (2x – 2x ) =
1
= x2 – 6 – 2
x
5 2
a. x + 3x2 + 2 b. x4 + 2x2 – 3
x x3
5 3 4 4 1 1
b. x + 2x3 + 4 + 2(4x2 + 2x2) + x – 6x2 – 2 – 2 ÷ 2 =
( x ) x (3x 4x )( )
6 2
c. x + 4x + 2 + 1 2 ÷ 1 2 – (4x2 + 2x2) – x5 + x4
c. x3 – 4x2 + 6 ( x2 3x 4x)( ) x3 ( )
x2
Sign:
Problem solving
Date:
Write a polynomial using rational and whole numbers and like and unlike terms. Simplify it.
96 97
45a Constructing geometric figures
1. Label and measure the following angles. You might need to extend
the lines.

a. Acute angle: ABC b. Right angle: DEF
Step 1: Step 2: Step 3:
Draw a line. Label a Place the protractor Using (in this case) the
segment AB. so that the origin (small inner scale, find the
hole) is over point A. angle desired – here 45°.
Rotate the protractor
so that the base line is
exactly along the line AB.
A B
Term 2
A B
Step 4: Step 5: Step 6: c. Obtuse angle: ABC d. Reflex angle: XYS

Make a mark at this With a ruler, draw a line The line drawn (a ray)
angle, and remove the from A to the mark you makes an angle with a
protractor. have just made. Label measure of 45° between
this point C. the two rays AC and AB.
A B
Sign:
Date:
continued ☛
98 99
45b Constructing geometric figures 2. Draw the following using a protractor. Label your geometric figures.
continued
Example: a 60º angle ABC.
e. Acute angle: GHI f. Reflex angle: KLM Step 1
Step 2 In the questions that follow the ray of the angle

A may be too short to reach the scale on the
protractor. Use your ruler to extend the ray to
make it easier to read the measurement. The
second ray on this angle above points to 45, so
this is a 45° angle.
B 60º C
a. Right angle b. Acute angle
Term 2
g. Obtuse angle: MNO h. Obtuse angle: PQR
An angle with a 90º angle.

c. Reflex angle d. Scalene triangle
i. Right angle: GHI

j. List all the different kinds of angles. e. Right angled triangle f. Isosceles triangle
Use the first one to guide you.
An acute angle is smaller than 90º.
______________________________
Remember that angles

______________________________ are parts of a circle.
This will help you to Sign:
Problem solving understand the design of

______________________________ the protractor .
Date:
How would you construct an angle with a protractor that is bigger than 180º?
?
A straight line _________________
100 101
46 Construction with a protractor
2. Use the example to guide you. Construct a quadrilateral with the
two angles given. Label it.
Example: a quadrilateral of which the angles include a 70º Remember that

the angles of a
Remember that if the ray of angle and a 80º angle. quadrilateral always
an angle does not reach the Geometry requires the use of polygons such as
add up to 360º.
scale on the protractor, then triangles and quadrilaterals. You should know how to
use the ruler to extend the construct these shapes.While some of these shapes ep 1
Step Step 2
can be created with a compass and ruler, it is often C
ray to make it easier to read D
the measurement. faster to create them with a protractor.
fas 121º 89º
Fin
protr d out wh
acto o use
rs in
their
jobs.
70º 80º
A B
1. Use the example to guide you. Construct a triangle with two given angles. Name a. 68º and 118º b. 135º and 70º
the type of triangle.
Example: a triangle of which the angles include 45º and 65º.
Term 2
Step 1 Step 2 C
A 45º 65º B
a. 90º and 45º b. 65º and 75º

c. 70º and 110º d. Write down step by step what you did.
d. Write down step by step what

c. 80º and 45º
you did.
Problem solving
Sign:
Using a protractor, construct:

(a) any polygon other than a triangle, and Date:
(b) a quadrilateral.
102 103
47 Parallel and perpendicular lines
4. Revision: Construct a perpendicular line to bisect a given line.
Use the guidelines to help you
Step 1 Step 2 Step 3 Step 4
Look at this structure – it is the Nelson Draw a line and mark Leaving the compass With the compasses' width the Draw a line through
points A and B on it. Put the point on A, draw an same, move the compass point points C and D bisecting
Mandela bridge in Johannesburg. compass point on A and arc with the compass to B and draw another arc which the line AB at E.
Identify the parallel lines, perpendicular open it so that the pencil approximately two thirds crosses the first arc at two points.
touches point B. (So you of the line length. Label these points C and D. C
lines and line segments. “measured” the length of AB
with the pair of compasses.) C
E
A B
A B
A B
A B D D
1. Who will use a compass in their work? For what?
5. Draw lines perpendicular to these using a protractor.
Term 2
2. Revision: Match column B with column A.
Column A Column B
Line segment
Parallel lines
Perpendicular lines
3. Draw the following line segments with a ruler.

5,23 cm
Problem solving
7,55 cm Are these lines parallel or not? Say why or why not.
65,5 mm
Sign:
23,5 mm
Date:
8,95 cm
104 105
48a Construct angles and a triangle 3. Construct an equilateral triangle. Follow the steps and construct
your triangle below.
Step 1 Step 2 Step 3
Draw a line AB. Put the compass point on A Leaving the compass point on A,
Identify the triangles and estimate the size of the angles. and open it so that the pencil draw an arc with the compass
touches B. (So you have roughly where you think the other
“measured” the length of AB vertex (corner) of the triangle is
with the pair of compasses.) going to be. (The distance from
A to this point is going to be the
same as the length of AB.)
1. Construct a 45º angle. Use the guidelines to help you. ) )

A B A B A B
Step 1 Step 2 Step 3
Follow the steps for Place the compass point on C and draw an arc with the Draw a line through F to E.
drawing a perpendicular compass a little more than half way between C and B. Then This creates two 45° angles
line. place the compass point on B and draw a same size arc (FEC and FEB). Step 4 Step 5
crossing the first one. Label the crossing point F Do not adjust your compass. Now Step 5: Since the lengths of AC and
move the compass point to B and BC are both equal to the length
C C draw another arc which crosses the of AB, we have three points all the
C first. Label it C. same distance from each other. If
Term 2
F
F we join them up, we therefore have
an equilateral triangle, with each
E E angle equal to 60°.
E
A B A B
A B C
C
D D
D
A B A B
Sign:
2. Give five real-life examples of where we might find 45º angles.

Date:
continued ☛
106 107
48b Construct angles and a triangle
continued 5. Construct a 30º angle. Use the guidelines below.
Follow the steps to construct a 60º angle (as in Question 2) and then bisect it (as in
4. Construct a triangle of your own choice that is different from the previous one. question 1).
C C
Step 1 C Step 2 Step 3
D
A B A B A B
Term 2
6. How will you construct a 15º angle? Construct it showing it step by step.
7. Construct a triangle with one 30º angle.
Date:
Construct any figure with at least one 30º and one 45º angle.
108 109
49 The sum of the interior angles of any 2. Find angle x.
triangle equals 1800 a. b.
How can you prove that the sum of the interior angles of a triangle is equal to 180º 62º
using paper and some glue? Paste your proof here.
xº + 90º + 45º = 180º 45º 59º

90º x
xº = 180º – 90º – 45º
xº = 45º x=
c. d.
1. Measure the interior angles of the triangles and add them together. What do you
notice? 127º
100º
a. b.
A A = 60º 24º
30º
A 50º
Term 2
B = 60º x= x=
C = 60º
e. f.
112150º
º 40º
30º
B C 225
8ºº
A+ B+ C B C
= 60º + 60º + 60º = 180º
c. A d. A
70º
x= x=
B
3. If the one angle is ____º, what can the other two be? Give 2 pairs of options.
a. 41
B
C b. 63
C
c. 90
e. f.
A A B d. 72
e. 100
Sign:
B C Problem solving
Date:
If one angle of the triangle equals 32º, give five pairs of possible answers for what the other angles could
C be.
110 111
50a Constructing quadrilaterals 2. Use a ruler and a pair of compasses to construct a rectangle
with a length of six centimetres and a width of four centimetres.
Step 1: Use a ruler Step 2: Draw arcs 1 cm Step 3: Use the arcs to Step 4: Join DC.
to draw a line and on either side of A. Do construct lines that are
What is a quadrilateral? You can read the rest of the comic strip at the end of this label point A on the the same at point B. perpendicular to AB, one
worksheet. line. With your pair of through A and one through
Yes, I compasses set at 6 B. Set your pair of compasses
remember – cm, mark point B. at 4 cm. Place the compass-
parallel lines! point at A and mark off and
Today we are going to look at label D on the perpendicular
quadrilaterals. Does anyone
line. Using the same compass
remember what we call it when
2 lines run side-by-side and never setting, place the compass-
cross? point at B and mark off
GREAT! and label point C on the
perpendicular line.
1. Construct and label a quadrilateral with a 90º angle ABC.
What type of quadrilateral(s) could this be? D C D C
Step 1: Use a ruler to draw a line Step 2: Draw arcs 1 cm on either Step 3: Use the arcs to construct
and label point A on the line. side of A. Do the same at point lines that are perpendicular
With your pair of compasses set B. to AB, one through A and one A 6 cm B A B A B A B
at 6 cm, mark point B. through B. When drawing the
Term 2
arcs set your compass to 6 cm.
A 6 cm B A B A B
Step 4: Label the crossing points Step 5: Join points D and C. Step 6: Use your protractor to Measure the angles of ABCD.
D and C. check that the angles are 90o
each. 3. Construct the following using a compass:
a. A square with sides equal to 4 cm. b. A rectangle with sides equal to
3,5 cm and 4,2 cm.
D C C
D D C
A B A B A B
Sign:
Problem solving
Date:
Can you construct a quadrilateral with only one 90º angle? Show it.
Measure the angles of the quadrilateral ABCD.
continued ☛
112 113
50b Constructing quadrilaterals continued
This is a
trapezium. What about other
polygons?
What do you think You guessed right.

a parallelogram is? A parallelogram
has two pairs of You tell me,
opposite sides that what can you
A quadrilateral Is a trapezium a
are parallel. remember?
has four sides. parallelogram as
well?
Oh, so the top

is parallel to the I know a
bottom and the Why do you
I think a parallelogram is a No, because the trapezium quadrilateral
sides are parallel say so?
quadrilateral with parallel has one pair of parallel sides is a polygon.
sides. to each other.
and a parallelogram has two
pairs of parallel sides!
Term 2
So a parallelogram
WELL DONE! Do you know about What! Tell us!
Wh You still didn’t tell
is a polygon with Excellent!
the rhombus? us why you say a
four sides and a
A rhombus is a Oh, now quadrilateral is a
parallelogram
parallelogram, but I can polygon.
has two pairs of
all four sides have remember
opposite sides that
the same length. what a
are parallel.
polygon is.
So a shape such as A polygon is a closed 2D Let me think … Quadrilaterals

the parallelogram figure formed by three or
So a rhombus is are formed by four lines and a
has four sides. We more straight lines that do
a special kind of polygon is formed by three or
call a shape with four not cross over each other.
parallelogram! more lines. So a quadrilateral is a
sides a quadrilateral.
polygon.
What is the difference

between a rectangle and The opposite sides
are also parallel. We have learned
a square?
about geometric
figures up to 10
sides. What about
geometric figures
with more than
Both have 4 sides, ten sides?
but the sides
differ. A square
has equal sides. In Aha, so rectangles
Sign:
a rectangle, only and squares are Why don’t you
opposite sides parallelograms as explore this?
have to be equal. well. Date:
114 115
51 Constructing polygons
2. Use a ruler and compasses to construct a pentagon on a separate
sheet of paper.
What is a polygon? Step 1: Draw a circle around A with radius AB. Step 2: Draw a circle around B with radius AB.
Polygons can be regular or Draw a line to join A to B. Call their intersection points C and D.
irregular. Regular means a
A polygon is a closed two–dimensional figure polygon’s sides are all equal.
Irregular means a polygon’s
formed by three or more line segments that sides are not equal. A B
do not cross over each other.
A B
C
triangle square pentagon hexagon octagon A B
1. Use a ruler and pair of compasses to construct a hexagon. D
Step 1: Draw a circle. Measure Step 2: Make markings the Step 3: Label and join the points. Step 3: Draw a circle around D with radius DA. Step 4: Draw a straight line from F through E to
the radius with a pair of same distance apart on the Circle D intersects line CD at E, circle A at F and intersect circle B at H and a line from G through E
compasses. circumference, using the circle B at G. to intersect circle A at I.
compasses.
Term 2
A B C I C H
E E
A B A B
F C
F D G F D G
E D
Step 5: Draw an arc at I with radius IA. Draw an Step 6: All the points A, B, I, H and J are vertices
arc at H with radius HB. Arcs I and H intersect at J.
J
I C H
E
A B
F G
D
Construct a polygon different from the ones in this worksheet.

Date:
116 117
52 Polygons
5. Use this fl ow diagram to prepare for a 5 minute presentation.
Polygon
The formula for calculating the sum of the interior angles of a polygon is:
(number of sides – 2) × 180° Shapes with more

Triangles Quadrilaterals
Show that this formula is correct. than 4 sides
• right-angled triangle • parallelogram • pentagon
• scalene triangle • rectangle • hexagon
• isosceles triangle • square • heptagon
• equilateral triangle • rhombus • octagon

1. Complete the table. 2. What is this? What polygon/s can
you identify? • kite • nonagon
Number of Total sum
Polygon Angle size
sides of angles a. • trapezium • decagon
6. Divide a kite into four triangles and describe the triangles.
Term 2
A
B O D
b.
C
7. Divide a trapezium into triangles and describe the triangles.

A D
3. What geometric figure do you see? B E C

a. b.
8. Identify and then name the following polygons. Describe each quadrilateral.
_______________________ _______________________
4. What do you think this is?

Sign:
____________________________________________________________ Problem solving
Which shapes would you find on this object? What polygon patterns will you find on a giraffe? Describe them using sides and angles. Date:
Which quadrilaterals have at least one pair of parallel lines?

____________________________________________________________
118 119
53 More about polygons
b. Name each polygon.
c. Label the equal and parallel sides on each polygon.
Revision: How do you label a geometric How do you label a What is a regular
figure showing the sides are equal? geometric showing and an irregular Quadrilateral
parallel sides? polygon? A A A
A B A B
E B
D B
D C C D C
C D B
C
Square ______________ ______________ ______________ ______________
I Polygon
1. Complete the following using Cut-out 1. A
A
A B H B A
B
a. Identify IOGF b. Identify ABO and c. Identify HGO and DIF F B
G C J K
What fraction of the ADO and make a square. and make a square.
square ABCD is this shape? What fraction of the What fraction of the D C E C D C
F D
Term 2
A B square ABCD is this square ABCD is this E L D
H square? square? ______________ ______________ ______________ Hexagon ______________
O E
I 3. State whether or not the following shapes are polygons. Give reasons for your
G
D F C answers.
d. What shape can you e. What shape can you f. What shape can you a. b. c. d. e. f.
make from HGO, DIF, make from HGO, DIF make from HGO, DIF,
and ECF? What fraction and HBEG? What fraction ABO, HBEG and IOGF?
of the square ABCD is this of square ABCD is this
shape? shape?
2. Look at the shapes on the next page.

a. What are the differences and similarities between the quadrilaterals and other
polygons?
Name the first ten polygons. Try to give an everyday example of each.
Date:
120 121
54 Similar Triangles
RAR rule (Ratio Angle Ratio)
If the angle of one triangle is the same as the angle of another triangle and the
What is similarity? sides containing these angles are in the same ratio, then the triangles are similar.
Similar triangles have the following properties:
• They have the same shape but not the same size.
• Each corresponding pair of angles is equal. 4 6 a
• The ratio of any pair of corresponding sides is the same. 2
These triangles are similar.
34º 34º
10 5
b. Given the following triangles, find the length of a.

We can tell whether two triangles are similar without testing all the sides and all the
angles of the two triangles. There are two rules to check for similar triangles. They
Solution:
are called the AA rule and RAR rule. As long as one of the rules is true, the two
triangles are similar. Step 1: The triangles are similar because of the RAR rule
Step 2: The ratios of the lengths are equal.
1. Discuss these rules.
Term 2
AA rule (Angle Angle) Step 3: The length of a is 3.
If two angles of one triangle are equal to two angles of another triangle, then the
2. Find the length of a. State the rule you are using.
triangles are similar.
a. Given the following triangles, find the length of a. a. b.
24 18 12
4 8 2 a a
a 29º 40º 53º 18º 53º

6 9 2 29º
18º
40º
34º 29º a = _______________ a = _______________

34º 29º
Solution: c.
d.
a 2 12 8
Step 1: The triangles are similar because of the AA rule. 6 8 a
3
Step 2: The ratios of the lengths are equal. 6 = 9 35º 35º 25º 32º 25º 32º
2 a 6
12
Step 3: Make use of cross-multiplication to find the unknown value. a = _______________
a = _______________
6 = 9 or 6 9
2
× 2a = a× 2a
2 a
6a = 18 A ratio shows
6a = 18 Problem solving Sign:
a=3 the relative
a=3 sizes of two or
more values. Describe how you would find a missing angle or side of a triangle that is similar to another. Date:
Example: 2:3
122 123
55a Congruent triangles
SAS rule (Side Angle Side)

Congruent triangles are triangles that have the same size and shape. This means
If two sides and the included angle of one triangle are equal to two sides and the
that the corresponding sides are equal and the corresponding angles are equal.
included angle of another triangle, then the triangles are congruent.
A D
y t
S S
A A
x z s u S
B F E S
C
• The corresponding sides are: AC and DF, AB and DE and CB and FE. b. Draw congruent triangles using the SAS rule. Indicate the length of the sides of the
• The corresponding angles are: y and t, x and s, z and u. triangles.
There are four rules to check for congruent triangles. They are called the SSS rule,
Term 2
SAS rule, ASA rule and AAS rule.
1. Discuss the following and draw:
SSS rule (Side Side Side)

If three sides of one triangle are equal to three sides of another triangle then the
triangles are congruent.
S S S S
ASA rule (Angle Side Angle)

S S If two angles and the included side of one triangle are equal to two angles and the
included side of another triangle, then the triangles are congruent.
a. Draw congruent triangles using the SSS rule. Indicate the length of the sides of the
triangles.
A A A A
S S Sign:
Date:
continued ☛
124 125
55b Congruent triangles continued
2. Which of the following conditions would be sufficient for the
above triangles to be congruent? Give an explanation for each.
x u
c. Draw congruent triangles using the ASA rule. Indicate the length of the sides of the
triangles. b d
a e
y s
z t
c f
a. a=e, x=u, c=f
b. a=e, y=s, z=t
Term 2
AAS rule (Angle Angle Side)
If two angles and a non–included side of one triangle are equal to two angles and
a non–included side of another triangle, then the triangles are congruent. Note
that we can also say SAA.
S S c. x=u, y=t, z=s
A A A A
d. Draw congruent triangles using the AAS rule. Indicate the length of the sides of the
triangles.
d. a=f, y=t, z=s
Where in everyday life will we find congruent triangles? Date:
126 127
56 Similar triangles problems 2. A traffic light has a shadow 450 cm long. Ben is 200 cm tall
and his shadow is 100 cm long. What is the height of the traffic light?
Your friend gave you his two drawings to help you. He explained it and gave you
some incomplete notes. Complete it.
What is the ratio between the sides of these triangles? You might need a
calculator. Make the corresponding sides the same colour.
Draw the
traffic light
and Ben.
1. Solve for x.
Example:
A
ABC ~ DEF
We know that the ratio of
corresponding sides are equal.
~ means
similar
A
b
Draw the similar triangle next to them.
Term 2
D AB = BC = AC
D
DE EF DF
We only need
x x = 200 two sides to
100
100 100 calculate x.
We do cross multiplication.
B 200 C E 100 F 100x = 20 000
x = 200
a.
A
D
B The shadow is
450 cm
b C
E The shadow is F
100 cm
120 240
BC = ___ AB = AB
Label the triangles
es EF EF 200
ABC ~ DEF The symbol ~
means similar
We do cross multiplication
B x C E 300 F
__________________________________
So we can say: __________________________________
b.
A AB = ___ = AC
D DE DF __________________________________
210 70 Problem solving Sign:
Write your own problem using ‘similarity of triangles’ to solve it. Date:
B 300 C E x F
128 129
57 Quadrilaterals, triangles & angles 3. One of the interior angles of
a triangle is 60º. The largest
angle in the triangle is twice
as large as the smallest.
Name the quadrilaterals, triangles and angles. What are the two other
angle sizes of this triangle?
Make a drawing.
4. Two opposite angles of a quadrilateral

are 110º each. What will the other two
angles measure?
5. A quadrilateral with
two pairs of equal sides
and four equal angles is
1. Explore these sets of three angles each. divided into two congruent
triangles. What are the
a. What do they have in common? What could each set of angles represent?
possible sizes of the angles
(30º, 120º, 30º); (50º, 80º, 50º); (55º, 70º, 55º); (20º, 140º, 20º); (70º, 40º, 70º)
of the triangles? Explain
and make a drawing.
Term 2
6. Identify all the triangles and quadrilaterals
b. Draw, label and name the geometric figures. in this net?
________________________________________
________________________________________
What other polygons can you identify?
________________________________________
7. Which will make the strongest shape? These are called

truss bridges.
2. Explore these sets of four angles each. Explain.
a. What do they have in common? What could each set of angles represent?
(90º, 90º, 90º, 90º); (120º, 60º, 120º, 60º); (135º, 62º, 47º, 116º); (71º, 130º, 109º, 50º).
b. Draw, label and name the geometric figures.

Where is this strongest shape used often?
________________________________________
Sign:
Problem solving
Date:
Find a structure in your environment made up with triangles and quadrilaterals. Draw and describe it.
130 131
58 Polygons and quadrilaterals 3. Look at the geometric figures on these knitted hats.
Look at these quadrilaterals and name them. Divide each so that it forms two
triangles. Name the triangles.
a. Identify the triangles on these hats.

1. Look at this photograph.
b. Identify the quadrilaterals on these hats.
Term 2
c. Don’t measure the angles with a protractor to answer this question. What are the
sizes of the angles? Make drawings to support your answer.
a. What quadrilateral do the beams form? ________________________________________

b. What will the sum of the interior angles be? Calculate it without the use of a
protractor. ____________________________________________________________________
c. Identify the triangles. __________________________________________________________
d. What will the sum of the angles be? ____________________________________________ 4. Divide:
e. What do you notice about the length of the sides? ______________________________ a. An equilateral triangle into 4 b. A hexagon into triangles.
equilateral triangles.
2. The bottom row of the structure in the photograph is made up of squares divided
into triangles. The sides of the squares are equal, and the sides of the triangles are
equal. Now answer these questions.
a. What about the diagonals – are they the same length as each side of the four
triangles?
_______________________________________________________________________________
b. Are the diagonals the same length as the square sides? Check this.
Sign:
_______________________________________________________________________________ Problem solving
Date:
c. Why do we use diagonals and triangles in the structures? _______________________ Share some of these drawing with your family members. Ask them what shapes they can see in them.
_______________________________________________________________________________
132 133
59 Diagonals
3. Draw a trapezium and draw in two diagonals.
(You could cut the trapezium up into the triangles, to help you to find the answer.)
What is a diagonal? Oh, so we can say, if you join

two vertices of a polygon
which are not already joined
by one edge, you get a
A diagonal is a straight line inside diagonal.
a shape drawn between two
vertices that are not adjacent to
each other.
1. Identify the quadrilaterals outlined on a knitted piece of fabric then, in

accordance with the definition, identify the diagnals of these quadrilaterals.
4. Complete the table.
Term 2
A quadrilaterial has
two more diagonals
nce
Difference than a triangle
Number of Number of
Shape between number
umber of
sides diagonals
diagonals
nals
2. Look at the previous worksheet again.
Triangle 3 0 This template will
a. Draw all the quadrilaterals and triangles done in the previous worksheet. }2 help you.
Quadrilateral 4
Pentagon 5
}1
Hexagon
}
Heptagon
}
Octagon }
Nonagon }
Decagon }
b. Draw as many diagonal lines on them as you can.

c. What do you notice? Problem solving Sign:
Find five patterns in your immediate environment with diagonals.

Date:
134 135
60a Quadrilaterals, angles and diagrams c. What kind of triangle is shown in the first practical activity at
the top of the previous page?
Do the following practical activities in pairs.

A
Fold a right-angled triangle
Draw any triangle (like
as shown in the diagrams.
ABC) on paper and cut it middle middle A
out. Find the middle of AB
and of AC, and draw a line
joining them up. Label it XY.
B C
d. Guess whether the paper–folding experiment will work equally well for an
X Y
obtuse triangle.
Fold vertex A down over the
line XY so that vertex A just
touches BC. B C
B C
A
X Y
What is the sum of

A
Fold B and C over as shown.
Term 2
BC
the sizes of the acute
angles of the right–
B C
A
angled triangle?
Angles A, B and C fit e. Perform the same experiment using an obtuse triangle cut out of paper. Was
together along the your prediction correct?
bottom edge of the
paper (straight line).
So the sum of ∠A, ∠B
and ∠C are 180º
1. What do you notice?

Look at the drawings above and answer these questions:
a. What geometric figure is formed after the triangles are folded?

f. Show that the sum of the angles of a quadrilateral is 360º. Use the introduction
to guide you.
b. What geometric figure is formed by the sum of the three angles of the triangle?
Sign:
Date:
continued ☛
136 137
60b Quadrilaterals, angles and diagrams
continued 3. Answer these questions.
a. An isosceles triangle has two angles that each measure 40º. What is the size of
the third angle?
2. In this activity you will work with angle sum relationships. Determine the size of
angle A in each shape below.
a. b. c.
b. Determine the size of the third angle of a triangle if the sizes of the other two
A B angles are 110º and 38º.
A 60º
B
C 48º
48º 103º
55º
55º 68º
A 54º C
º C
B c. Determine the size of the fourth angle of a quadrilateral if the other three angles
are 80º, 79º and 120º.
Term 2
d. e. f.
A B d. One of the acute angles of a right-angled triangle measures 39º. Determine the
A size of the other acute angle.
60º
56º 39º C 18º B 72º

C B A
e. An obtuse angle of an isosceles triangle measures 110º. Determine the size of

one of the acute angles.
g. h. i.
C B B C A
82º 59º 120º 60º 71º
130º 109º Problem solving

102º 120º D C
D A D Sign:
a. If I draw two diagonal lines on a square, what will the sizes of the angles of each of the triangles be?
A b. If I draw two diagonal lines on a parallelogram, one of the triangles has angle sizes of 27º, 27º and 126º.
What are the sizes of the angles of the other triangles? Make a drawing to show your answer. Date:
138 139
61 Parallel and perpendicular lines 3. Draw two parallel lines with a line intersecting them.
Number the angles.
Parallel lines are always The red lines are transversals. Describe them.
the same distance apart
and will never meet. We
called it equidistant. Make
a drawing.
Perpendicular lines are

Measure the angles.
lines at right angles (90º)
to each other. Make a
drawing.
A transversal is a straight line intersecting two or more straight lines.

4. Answer the questions on the following diagram.
C
1. Highlight the parallel lines in these pictures. A 2 F
1
Looking at what you 43
highlighted, write your own 6
definition for parallel lines. 5
Term 2
87
E D
B
a. Name a a pair of parallel lines.
b. How do we know they are parallel?
c. Name a transversal.
2. Identify the parallel and perpendicular lines in these photographs.
What is each one a photo of?
d. Measure the angles where the transversal crosses other lines.
Sign:
Problem solving
Date:
Find a picture of a building and identify all the perpendicular and parallel lines.
140 141
62 Pairs of angles
2. Explain what you see in this diagram using only words, without any
calculations. How would you work out each angle, if only angle 1 was
given?
When parallel lines are
crossed by another line (a 120º 60º
9
transversal) there is a regular 60º 120º 12 10
pattern in the angles around
These angles form pairs of 11
the crossing point. Why do
angles which have special
many of the angles in this
120º 60º names.
diagram look the same?
60º 120º 13 14 5 6
16 15 7 8
1 2
4 3
1a. Identify the pairs of vertically opposite angles.
(Show it by using coloured pencils or symbols.) Use the information
below to help you.
i. ii.
Term 2
a b
c d
b. Identify the corresponding angles. e f
i. ii. g h
Parallel lines
Transversal
Vertically opposite angles:

c. Identify the alternate angles. a = d; b = c; e = h; f = g
i. ii. Corresponding angles:
a = e; b = f; c = g; d = h
Alternate interior angles

c = f; d = e
d. Identify all angles that will be equal to the
Alternate exterior angles
one marked.
a = h; b = g
i. • ii.
Consecutive interior angles
• Sign:
(also called co-interior
Problem solving
angles) Date:
c + e = d + f = 180º Find a picture and identify alternate and corresponding angles.
142 143
63 Problems
d. If A, B and C are three angles on a straight line, with A = 24º,
B = 49º, what is the size of C? Construct and name it.

Without measuring the angles, what could the possible angles be? Work in a pair
to come up with a possible answer.

e. If A, B and C are the angles of a triangle, with A = 40º and B = 64º, what size is
a. If A, B and C are three angles on a straight line, with A = 55º, B = 75º, what is
C? Construct and name it.
the size of C? Construct and name it.
Term 2
b. If A, B and C are the angles of a triangle, with A = 90º and B = 35º, what size is
C? Construct and name it.
f. If A, B, C and D are the angles of a quadrilateral, with A = 99º, B = 48º and
C = 72º, what size is D? Construct and name it.
c. If A, B, C and D are the angles of a quadrilateral, with A = 150º, B = 30º and C

= 150º, what size is D? Construct and name it.
In which job will a person need to calculate angles. Give an example of such a person and why the Date:
person is calculating angles.
144 145
64 Geometric figures puzzle fun
2. Complete the crossword puzzle.
Warm up!
p How fast can y
you solve the following?
g
How many squares are on
How do you play Identify parallel lines
a Sudoku puzzle? Think
Sudoku? on the Sudoku puzzle. Across
carefully.
2. A geometric figure with six
6 1 6 7 8 4 6 1 sides.
6 5 1 8 9 5 3 6 5 1 4. An angle that is ninety
1 7 6 2 1 8 1 7 6 2 degrees.
6 2 3 5 9 4 3 5 6 9 8 6 2 3 5 9 4
7. Lines that are always the
3 2 2 9 3 2
same distance apart and
4 8 9 7 3 6 5 2 4 7 3 4 8 9 7 3 6
9 6 4 8 4 7 9 6 4 8
will never meet.
7 9 4 2 8 3 1 7 9 4 10. Lines that are at right
5 7 5 4 6 8 5 7 angles (90º) to each other.
11. A triangle with two sides
1. Identify the names of six quadrilaterals, three types of angles and three types of equal.
triangles.
Term 2
T G P B C S B E J M E E M E J Down
1. A polygon with the least
R S U B M O H R N S L A A R D
sides.
A W E S V P T R U E R B V A T 3. An angle bigger than ninety
degrees.
P D N T E K R T I G L F M U C
5. A straight line inside a shape
E A C U T E B E O G N A P Q L that goes from one vertex
to another but not the side.
Z C D X C O N L C A H J C S Y 6. An angle smaller than
I U G U J I E E R T H T N S I ninety degrees.
8. Geometric figure with four
U E Q U I L A T E R A L D S B sides.
9. Line that intersects (crosses
M I A X L D A E Y W R N O W D
over) parallel lines.
U U M A K W D M G B J S G P R
T S R N I I T A Q W C Q B L W
J A U T T N T D V E I M O U E
P W U B E B A V L W G W D W Z
Sign:
T K J Q Q R B E L R I E D Y V Puzzles
Date:
Find some puzzles in a newspaper and solve them with a family member.
X H Q L F K S K B S Y V T W V
146 147
Mathematics Grade 8 Cut-out 1

Math ENG Gr8 B1

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COMMEMORATING 120 YEARS

OF NKOSI SIKELEL’ iAFRICA

MATHEMATICS IN ENGLISH –– Grade

Nkosi Sikelel’ iAfrika became the first stanza of our new

THIS BOOK MAY NOT BE SOLD.

R14 Perimeter and area xxxviii or monomials

31 Adding by filling the tens

and discuss the topic of the worksheet.) 8+7= or 10 + 5 =

1. Fill up the tens.

3+7 = 10 8+2 = 10 Are there more combinations that

37 + 3 = 40 25 + 5 = 30 Find another ﬁve combinations

Colour code for content area 79 + 1

Content Side bar colour

3. Fill up the hundreds.

d. 519 e. 225 f. 568

g. 274 h. 479 i. 383

4. Calculate the following:

a. 3 526 + 97 = b. 6 537 + 84 = c. 4 833 + 95 =

Fun/challenge/problem solving activity

Teacher assessment rating,

2. Calculate. hat is arithmetic?

3. Calculate. t dea s ith the

6. Use the commutative property to make the equation equal.

7. Use the commutative property to make the equation equal.

8. Use the commutative property to make the equation equal.

9. Use the commutative property to make the equation equal.

ither chan e the estion into a n mber sentence or so ve it

R2 Multiples and factors activities

What did we learn before? Factor is a n mber hich divides e act

hat a th ﬁ t 5 utp o Example: ti es o

3. What are the factors of: Example: Factors o and

Example: Factors o are

5. Explain the following in your own words:

ive a the rime n mbers rom to Date:

What square number and root does the diagram represent?

What is a cube root? Which diagram represents this?

o can com ete

1. Write the following in exponential form:

Example: 13 × 13 = 13² a ×2= b ×7=

2. Write the following as multiplication sentences:

3. Identify in 3² the following: a. the base number b. the exponent

4. Write the following in exponential form:

5. Expand the expression as shown in the example.

6. Calculate the answers.

7. Calculate the answers.

8. Calculate the cube root.

13. Calculate the following as fast as you can:

21. How fast can you calculate the following?

24. Expand the expression as shown in the example.

smallest Write down all the Wr

he inte er ero is ne tra t is neither ositive nor ne ative

3. Put the integers in order from smallest to greatest.

5. Calculate the following:

7. Write a sum for:

8. Calculate the following:

9. Calculate the following:

10. Calculate the following:

11. Calculate the following:

12. Solve the following:

Problem solving Sign:

Proper fraction Improper fraction Mixed number

Improper fraction to mixed number Mixed number to improper fraction

1. What other fraction equals: Draw a diagram to show it.