Beruflich Dokumente
Kultur Dokumente
Mr Enver Surty,
Deputy Minister
of Basic Education
We sincerely hope that children will enjoy working through the book
as they grow and learn, and that you, the teacher, will share their
pleasure.
We wish you and your learners every success in using these
workbooks.
Grade
Name:
GRADE 8 - TERMS 3&4
ISBN 978-1-4315-0224-0
ISBN 978-1-4315-0224-0
MATHEMATICS IN ENGLISH
Class:
MATHEMATICS in ENGLISH
Term 3&4
8
Published by the Department of Basic Education
222 Struben Street
Pretoria
South Africa
Department of Basic Education
First published in 2011
ISBN 978-1-4315-0224-0
The Department of Basic Education has made every effort to trace copyright
holders but if any have been inadvertently overlooked the Department will be
pleased to make the necessary arrangements at the first opportunity.
Multiplication table
3 x 4=12
1
10
11
12
13
14
15
16
17
18
19
20
10
12
14
16
18
20
22
24
26
28
30
32
34
36
38
40
12
15
18
21
24
27
30
33
36
39
42
45
48
51
54
57
60
12
16
20
24
28
32
36
40
44
48
52
56
60
64
68
72
76
80
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
90
95
100
12
18
24
30
36
42
48
54
60
66
72
78
84
90
96
102
108
114
120
14
21
28
35
42
49
56
63
70
77
84
91
98
105
112
119
126
133
140
16
24
32
40
48
56
64
72
80
88
96
104
112
120
128
136
144
152
160
18
27
36
45
54
63
72
81
90
99
108
117
126
135
144
153
162
171
180
10
20
30
40
50
60
70
80
90
100
110
120
130
140
150
160
170
180
190
200
11
22
33
44
55
66
77
88
99
110
121
132
143
154
165
176
187
198
209
220
12
24
36
48
60
72
84
96
108
120
132
144
156
168
180
192
204
216
228
240
13
26
39
52
65
78
91
104
117
130
143
156
169
182
195
208
221
234
247
260
14
28
42
56
70
84
98
112
126
140
154
168
182
196
210
224
238
252
266
280
15
30
45
60
75
90
105
120
135
150
165
180
195
210
225
240
255
270
285
300
16
32
48
64
80
96
112
128
144
160
176
192
208
224
240
256
272
288
304
320
17
34
51
68
85
102
119
136
153
170
187
204
221
238
255
272
289
306
323
340
18
36
54
72
90
108
126
144
162
180
198
216
234
252
270
288
306
324
342
360
19
38
57
76
95
114
133
152
171
190
209
228
247
266
285
304
323
342
361
380
20
40
60
80
100
120
140
160
180
200
220
240
260
280
300
320
340
360
380
400
Grade
ENGLISH
h e m a t i c s
a t
M
in ENGLISH
Name:
8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
Gr8 81-90.indd 1
Book
2
1
15/01/2012 7:00 AM
81
numerator
denominator
An improper fraction is a
fraction in which the number in
the numerator is greater than
or equal to the number in the
denominator.
Term 3 - Week 1
2
6
5
2
2
13
A mixed number is
a number that has a
whole number part
and a fractional part.
If 2 is 4 ; 6 ; 8 ; 10 and 12 in its
simplest form, what will the following
be in its simplest form?
4
6
6
8
3
9
6
10
12 ; 15
2
4
b.
6
2
c. 1 14
d.
8
5
e.
1
5
f.
7
4
b. 3 23
c. 4 12
d. 6 13
e. 2 34
f. 2 45
4
3
5 divided by 3 is
1 remainder 2.
5
3
2
= 13
a.
2
5
4
5
b.
5
9
6
9
c.
3
4
2
4
Gr8 81-90.indd 2
15/01/2012 7:00 AM
d.
7
10
5
10
e.
5
6
3
6
f.
5
7
6
9
1
3
Where is the 6
coming from?
5
6
2
= 13
1
3
1
6
a.
1
4
1
2
b.
1
5
1
10
c.
d.
1
8
1
4
e.
1
5
1
4
f.
1
4
c. 2 14 + 8 =
+1
1
5
1
2
1
3
2
1
17
6
= 1 56
a. 1 +
d. 4
1
2
1
2
5
6
b.
1
3
1
3
3
2
e. 2
1
6
f. 7 12 1 34 =
Problem solving
Add up any proper, improper and mixed numbers with different denominators.
Gr8 81-90.indd 3
15/01/2012 7:00 AM
82
Multiply fractions
Let us multiply
fractions:
1
2
1
4
Identify the
numerators:
1
2
1
4
1
4
Term 3 - Week 1
1
8
1. Calculate.
6
7
30
42
Example:
a.
1
5
2
3
5
6
Simplify.
Factors of 30 = {1, 2, 3, 5, 6, 15, 30}
Factors of 42 = {1, 2, 3, 6, 7, 14, 21, 42}
GCF (Greatest common factor): 6
Can we simplify
this fraction?
b.
2
4
1
3
c.
1
6
3
7
30
42
+6
+6
5
7
Example:
3
3
a. __ __ =
3
4
9
12
4
9
b. __ __ =
8
14
c. __ __ =
6
8
8
=
8
1
8
4
1
4
1
4
=2
a. 2
3
5
b. 4
5
6
c. 11
3
10
Gr8 81-90.indd 4
15/01/2012 7:00 AM
4. What whole number and fraction will give you the following answer?
Example:
2
3
___ ___ =
2
1
1
3
=2
1
3
a. __ __ =
4
6
b. __ __ =
9
18
c. __ __ =
3
8
3
12
1
4
Example:
a.
1
2
4
8
3
4
3 is the
GCF
3 +3
12 +3
b.
7
7
3
6
c.
8
10
10
12
b.
6
3
6
5
c.
8
7
6
4
30
8
Example:
5
2
= 38
3
= 34
a.
3
2
7
6
GCF is 2
Problem solving
What fraction is four
months of 10 years?
What fraction is 12
minutes of an hour?
Gr8 81-90.indd 5
15/01/2012 7:00 AM
83
3
4
3
1
1
2
4
3
8
5
4
1
=
5
2
5
8
= (simplify)
1
=4
Term 3 - Week 1
1
2
1
6
2
3
3
4
1 12 2 14
1
2
6
1
2
3
4
3
3
2
9
4
6
2
8
9
3
2
4
9
1
1
2
3
2
3
=3
=22
1. Calculate.
Example:
2
=
2
1
8
3
=2
3
4
4
3
2
3
a. 4
4
5
b. 7
7
9
c. 12
d. 9
9
11
e. 5
5
6
f. 10
12
15
10
11
2. Calculate.
Example:
a. 3
6
7
b. 6
18
19
c. 8
16
18
Gr8 81-90.indd 6
15/01/2012 7:00 AM
d. 2
8
9
e. 4
12
16
21
23
f. 7
3. Calculate.
Example:
a.
2
3
1
4
b.
5
9
1
5
c.
d.
2
8
4
5
e.
4
5
2
3
f.
6
7
8
10
1
8
6
7
4. Calculate.
Example:
a. 1 12 2 14 =
b. 1 12 2 34 =
c. 3 23 4 23 =
d. 3 13 7 15 =
e. 5 22 2 45 =
f. 5 14 3 26 =
Sharing
Write a word sum for twelve divided by a hundred and eight-tenths.
Divide eight-ninths by eighteen halves.
Gr8 81-90.indd 7
15/01/2012 7:00 AM
84
3 =
Term 3 - Week 1
16
25
32
42
16
25
9
16
3
2 ( 4 )3 =
4
5
4 =
3
8
27
33
43
8
3
27
=
=
27
64
2
3
1. Calculate.
Example:
a. ( 14 )2
b. ( 27 )2
c. ( 56 )2
d. ( 58 )2
e. ( 34 )2
f. ( 25 )2
2. Revision: calculate.
Example:
a. 49
b. 49
81
16
c. 100
d. 36
64
e. 169
81
f. 100
Gr8 81-90.indd 8
15/01/2012 7:00 AM
3. Calculate.
Example:
a. ( 14 )3
b. ( 13 )3
c. ( 66 )3
d. ( 48 )3
e. ( 23 )3
f. ( 27 )3
2. Revision: calculate.
Example:
8
a. 127
b. 641
64
c. 125
d. 125
64
e. 11
8
f. 125
Problem solving
What is sixteen squared divided by twenty-ve?
Gr8 81-90.indd 9
15/01/2012 7:00 AM
85
60
100
40
320
3
5
Term 3 - Week 1
=
=
R105
1
I can write
60
60% as 100
R105
1
R105
5
60
100
simplied is
6
10
3
5
4000
320
100
8
100
1
4000
320
simplied is
100
8
= R63
= 12,5%
24
60
100
1
1
10
240
60
100
1
100
10
= 10%
= 40%
18% or
=
9
50
18
100
or 0,18
18
100
simplied is
9
50
a. 37%
b. 25%
c. 83%
d. 9%
e. 56%
f. 3%
10
Gr8 81-90.indd 10
15/01/2012 7:00 AM
10%
Fraction
10
100
Simplest form
1
10
20%
30%
40%
50%
60%
70%
80%
90%
100%
3. Calculate.
Example:
40% of R20
=
40
100
R20
1
= R800
100
= R8
a. 20% of R24
b. 70% of R15
c. 60% of R95
d. 80% of R74
e. 30% of R90
f. 50% of R65
continued
11
Gr8 81-90.indd 11
15/01/2012 7:00 AM
85b
Term 3 - Week 1
Example:
40
320
4000
320
100
8
100
1
= 12,5%
a. 30c of R1,80
b. 80c of R1,60
c. 40c of R8,40
d. 70c of R2,10
e. 50c of R7,00
f. 30c of R3,60
12
Gr8 81-90.indd 12
15/01/2012 7:00 AM
b. R80 to R120
c. R15 to R18
d. R25 to R30
e. R100 to R120
f. R36 to R54
b. R50 of R45
c. R18 of R15
d. R24 of R18
e. R90 of R80
f. R28 of R21
Problem solving
I bought a shirt for R175. I got 25% discount. How much did I pay for it?
Calculate the percentage decrease if the price of petrol goes down from R10,35 to R10,15.
13
Gr8 81-90.indd 13
15/01/2012 7:00 AM
86
Percentage problems
Term 3 - Week 2
Say: Underline the important information. Put the problem in your own
words.
14
Gr8 81-90.indd 14
15/01/2012 7:00 AM
continued
Gr8 81-90.indd 15
15
15/01/2012 7:01 AM
86b
Term 3 - Week 2
a. The original price of a shirt was R200. The price was then decreased by R150. What
is the percentage decrease of the price of this shirt?
b. Mary earns a monthly salary of R12 000. She spends R2 800 per month on food.
What percentage of her monthly salary does she spend on food?
16
Gr8 81-90.indd 16
15/01/2012 7:01 AM
e. Calculate the percentage increase if the price of a bus ticket is increased from
R60 to R84.
f. Calculate the percentage decrease if the price of petrol goes down from R10,50
a litre to R9,75 cents a litre.
g. Calculate how much a car will cost if its original price of R150 000 is reduced by
15%. This calculation involves nding 15% of R150 000 and then subtracting that
amount from the original price.
Family time
Share any problem with a family member.
17
Gr8 81-90.indd 17
15/01/2012 7:01 AM
87
tenths
hundredths
thousandths
Term 3 - Week 2
8,924
How will you write this decimal fraction in expanded notation?
8, 924 = 8 + 0,9 + 0,02 + 0,004
1. Write the following in expanded notation:
Example:
5,763
= 5 + 0,7 + 0,06 + 0,003
a. 9,371
b. 6,215
c. 34,672
d. 8,076
e. 9,304
f. 8,004
g. 16,003
h. 19,020
i. 56,003
j. 900,009
5,872
= 5 units + 8 tenths + 7 hundredths + 2 thousandths
a. 3,378
______________________________________________________________________
b. 6,2914
______________________________________________________________________
c. 2,588
______________________________________________________________________
d. 2,037
______________________________________________________________________
e. 2,003
______________________________________________________________________
f. 14,030
______________________________________________________________________
18
Gr8 81-90.indd 18
15/01/2012 7:01 AM
tens
units
a. 2,869
tenths hundredths
,
thousandths
b. 24,328
c. 18,003
d. 376,02
e. 8674,5
f.
2874,345
g. 987,001
h. 400,08
i.
2000,203
3,476
= 0,07 or 7 hundredths
a. 6,857
b. 4,37
c. 3,809
d. 8,949
e. 85,080
f. 34,004
Problem solving
What would you do to change this decimal fraction from 9,768 to 9,008?
19
Gr8 81-90.indd 19
15/01/2012 7:01 AM
88
5,62 6
7,321 7
3,2 3
5,18 5
7,329 7
Term 3 - Week 2
3,765 3,8
5,293 5,3
8,21 8,2
3,768 3,8
5,224 5,2
8,925 8,93
3,478 3,48
7,342 7,34
b. Tenth
c. Hundredth
d. Thousandth
6,7 7
a. 9,2
______
b. 4,5
d. 6,4
______
e. 5,68
______
______
c. 4,8
f. 5,999
______
______
20
Gr8 81-90.indd 20
15/01/2012 7:01 AM
g. 3,34
______
j. 100,383
h. 7,82
______
i. 9,321
______
______
c. 5,55 ______
______
5,84 5,8
a. 5,24
______
b. 3,53
d. 9,39
______
e. 7,513
______
f. 2,329
h. 1,189
______
i. 6,7631
g. 8,632
______
j. 8,9789
______
______
______
8,957 8,96
a. 1,181
______
b. 2,345
______
c. 8,655 ______
d. 7,942
______
e. 5,229
______
f. 3,494
g. 4,715
______
h. 8,537
______
i. 5,9676
j. 8,6972
______
______
______
18,2576 18,258
a. 5,1272
______
b. 2,7864
______
c. 6,6628 ______
d. 5,2336
______
e. 1,9813
______
f. 3,3336
______
g. 9,4581
______
h. 7,7857
______
i. 7,8176
______
j. 8,6491
______
Problem solving
In everyday life, why do we round off decimal numbers? Give ve examples.
21
Gr8 81-90.indd 21
15/01/2012 7:01 AM
89
Can you remember how to write this decimal fraction as a common fraction?
Look at the following
0,5 =
5
10
Term 3 - Week 2
0,08 =
We say ve-tenths
8
100
We say eight-hundredths
0,007 =
7
1000
0,287 =
2
10
8
100
We say seven-thousandths
7
1000
6
100
= 0,06
a.
7
10
b.
6
100
c.
d.
8
10
e.
3
1000
f.
1
1000
g.
9
100
h.
8
1000
i.
2
100
j.
9
1000
4
1000
73
100
= 0,73
a.
76
100
b.
83
100
c.
d.
28
100
e.
873
1000
f.
92
1000
g.
31
1000
h.
74
1000
i.
38
1000
j.
64
100
784
1000
51
10
= 5,1
a.
92
10
b.
8476
100
c.
92
10
22
Gr8 81-90.indd 22
15/01/2012 7:01 AM
d.
5600
100
e.
374
10
f.
8732
100
g.
76599
1000
h.
8732
1000
i.
65
10
j.
784
100
a. 8,2
b. 18,19
c. 7,654
d. 4,73
e. 48,003
f. 8,2
g. 3,4
h. 62,38
i. 376,5
j. 8,476
2
5
1
25
=
=
4
10
4
100
= 0,4
= 0,04
a.
1
5
b.
1
4
c.
d.
3
5
e.
2
4
f.
1
25
g.
1
50
h.
20
25
i.
3
20
j.
1
2
40
50
Problem solving
If the tenths digit is six and the units digit is three, what should I do to get an answer of 7,644?
23
Gr8 81-90.indd 23
15/01/2012 7:01 AM
90
Term 3 - Week 2
Remember that
in South Africa we
mainly use a decimal
comma. We also get
the decimal point
that is the same.
add
subtract
multiply
decimal fractions?
1. Calculate.
Example:
2. Calculate.
Example:
0,2 0,3
0,02 0,3
0,02 0,03
= 0,06
= 0,006
= 0,0006
a. 0,3 x 0,4 =
b. 0,5 x 0,1 =
d. 0,6 x 0,7 =
e. 0,04 x 0,02 =
c. 0,7 x 0,8 =
24
Gr8 81-90.indd 24
15/01/2012 7:01 AM
3. Calculate.
Example:
0,2 10
=2
a. 0,7 8 = _____
b. 0,4 9 = _____
d. 0,03 8 = _____
e. 0,06 5 = _____
c. 0,7 8 = _____
4. Calculate.
Example:
a. 0,3 0,5 10 =
b. 0,9 0,02 10 =
5. Calculate.
Example:
5,276 30
= (5 30) + (0,2 30) + (0,07 30) + (0,006 30)
= 150 + 6 + 2,1 + 0,18
= 150 + 6 + 2 + 0,1 + 0,1 + 0,08
= 1 562 + 0,2 + 0,08
= 1 562,28
a. 1,365 10 =
b. 4,932 30 =
d. 17,654 60 =
e. 28,342 20 =
c. 2,578 40 =
Length
Weight
Capacity
Money
25
Gr8 81-90.indd 25
15/01/2012 7:01 AM
91
Dividing decimals
Term 3 - Week 3
35 7 =
42 7 =
55 5 =
63 9 =
12 2 =
30 5 =
16 4 =
81 9 =
121 11 =
54 6 =
42 6 =
35 5 =
125 25 =
144 12 =
0,4 2
= 0,2
a. 0,8 4 = ______
b. 0,6 3 = ______
d. 0,03 8 = _____
e. 0,06 5 = _____
c. 0,6 2 = ______
b. __________
c. __________
d. __________
e. __________
0,25 5
= 0,05
a. 0,81 9 = ______
b. 0,35 7 = ______
d. 0,54 6 = _____
e. 0,12 4 = _____
c. 0,63 7 = ______
b. __________
c. __________
d. __________
e. __________
26
Gr8 91-100.indd 26
15/01/2012 7:00 AM
b. My mother bought 12,8 m of rope. She has to divide it into four pieces.
How long will each piece be?
c. You need seven equal pieces from 28,7 m of rope. How long will each piece be?
2,4 m
c.
5,4 kg
Divide by 2
Divide by 8
Divide by 9
d.
R3,75
e.
2,5 l
f.
1,44 kg
Divide by 25
Divide by 5
Divide by 12
Problem solving
Divide a decimal with two places after the decimal by a whole number.
27
Gr8 91-100.indd 27
15/01/2012 7:00 AM
92
(0,7)2
= 0,49
= 0,7 0,7
or
( 107 )2
7
= 10 10
49
Term 3 - Week 3
= 100
= 0,49
0,0004
= 0,02 0,02
or
= 0,02
4
1000
2
2
= 100 100
0,04
= 0,2 0,2
or
= 0,2
(0,04)2
= 0,04 0,04
or
4
100
2
2
= 10 10
2
= 100
= 10
= 0,02
= 0,2
4
( 1000
)2
4
Where in
everyday life
will you use this?
= 100 100
= 0,0016
16
= 10000
= 0,0016
(0,1)3
= 0,1 0,1 0,1
= 0,001
or
( 101 )3
1
1
1
= 10 10 10
1
= 1000
= 0,001
(0,01)3
= 0,01 0,01 0,01
1 3
(100
)
1
= 0,000001
or
= 1000000
= 0,000001
28
Gr8 91-100.indd 28
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1. Calculate
Example 1:
(0,7)2
Example 2:
(1,5)
= 0,7 0,7
= 1,5 1,5
= 0,49
= 2,25
a. (0,6)2
b. (0,2)2
c. (0,3)2
d. (0,1)2
e. (0,5)2
f. (0,4)2
g. Add up a, b, c and d.
You may
use a
calculator.
2. Calculate
Example 1:
(0,06)2
Example 2:
= 0,06 0,06
(0,13)
= 0,0169
= 0,0036
a. (0,03)2
b. (0,05)2
c. (0,01)2
d. (0,04)2
e. (0,12)2
f. (0,16)2
continued
29
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92b
3. Calculate
Example:
0,04
= 0,2 0,2
Term 3 - Week 3
= 0,2
a. 0,9
b. 0,1
c. 0,25
d. 0,36
e. 0,49
f. 0,81
a. 0,009
b. 0,0016
c. 0,0001
d. 0,0049
e. 0,0004
f. 0,0121
b. (0,1)3
c. (0,4)3
4. Calculate
Example:
0,0004
= 0,02 0,02
= 0,02
5. Calculate
Example:
(0,2)3
= 0,2 0,2 0,2
= 0,008
a. (0,3)3
30
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6. Calculate
Example:
(0,02)3
= 0,02 0,02 0,02
= 0,000008
b. (0,02)3
a. (0,03)3
c. (0,04)3
7. Calculate
Example:
0,027
3
= 0,3 0,3 0,3
= 0,3
c. 0,001
c. - 0,001
b. 0,064
a. 0,008
8. Calculate
Example:
- 0,027
3
= - 0,3 - 0,3 - 0,3
= - 0,3
a. - 0,008
b. - 0,064
31
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93
Pythagoras theorem
Term 3 - Week 3
32 = 3 3
42 = 4 4
52 = 5 5
32 + 42 = 52
9 + 16 = 25
25 = 25
a.
Side A
Side B
Side C
a.
10
b.
15
20
25
c.
27
36
45
d.
12
16
20
e.
21
28
135
b.
32
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15/01/2012 7:01 AM
c.
d.
e.
Problem solving
Give two examples of where we can use Pythagoras' theorem in everyday life.
33
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94
Term 3 - Week 3
a2 + b2 = c2
42 + 32 = 52
16 + 9 = 25
25 = 25
78
130
3
c.
d.
33
68
51
55
85
44
2. Write an equation for the following:
a.
b.
o
c.
d.
g
h
i
s
r
t
34
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A fractal is geometric
shape all of the parts of
which are similar to each
other whatever the scale.
If you split a fractal into
parts each part is (at
least approximately) a
reduced-size copy of the
whole.
3. This is a fractal using the Theorem of Pythagoras. Copy and explain it.
Now try to draw this.
35
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95
What is x?
x = (3cm)2 + (4cm)2
x = 9cm + 16cm
2
x = 25cm2
3 cm
Remember the
hypotenuse is the side
opposite the right angle in
a right-angled triangle.
x = 25cm2
Term 3 - Week 3
x = 5cm
4 cm
1. Find the lengths of the unknown sides in the following right-angled triangles. You
may use a calculator
Example:
See introduction.
a.
b.
a
4 cm
3,5 cm
5 cm
6,4 cm
c.
d.
a
7 cm
10 cm
15 cm
12 cm
36
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15/01/2012 7:01 AM
e.
f.
a
7 cm
75 cm
0,5 cm
10 cm
hypotenuse = 42 + 62
= 16 + 36
opposite = 4 cm
= 52
= 7,2 cm
adjacent = 6 cm
a.
opposite = 4 cm
adjacent = 6 cm
b.
opposite = 3 cm
adjacent = 6 cm
Problem solving
Give two examples of where we can use Pythagoras in everyday life.
37
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96
Theorem of Pythagoras
Find the length of the diagonal of the triangle. Work through these examples
8 cm
4 cm
x
Term 3 - Week 4
3 cm
5 cm
x = (3 cm)2 + (4 cm)2
x = (5 cm)2 + (8 cm)2
x = 9 cm2 + 16 cm2
x = 25 cm2 + 64 cm2
x = 25 cm2
x2 = 89 cm2
x = 25 cm2
x = 9,43 cm
x = 5 cm
1. Find the lengths of the of the diagonal of the rectangle
a.
b.
21 mm
28 mm
48 m
36 m
c.
50 mm
38
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10
8m
81
mm
d.
9,2 cm
b.
2 cm
1,2 cm
c.
12,2 cm
d.
11 c
3,3 c
10,1
1,2 c
m
cm
Problem solving
Create your own Theorem of Pythagoras problem.
39
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97
Theorem of Pythagoras
Term 3 - Week 4
16 cm
x2 = 131 cm2
x2 = 131 cm2
x = 11,45 cm
10 cm
1. Find the unknown side.
b.
a.
10,8 cm
5,4 cm
75 mm
6 cm
40
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15/01/2012 7:01 AM
d.
m
24
12
cm
96
c.
155 m
2. Solve the following: Grant and Lebo are meeting at the Corner-cafe on the corner
of Park and Tree Street. Presently, Grant is on Park Street to and is 8 kilometres
away. Meanwhile, Lebo is on Tree Street 7 kilometres away. What is the direct
distance they are from each other?
Problem solving
A truck is moving up a ramp. It is now 1 metre higher than the ground level. The distance from the
beginning of the ramp to where the truck is now is 2 metres. How long is the ramp?
41
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98
Term 3 - Week 4
4,5 cm
Perimeter
Area
P = 4l
A = l2
= 4 (4,5 cm)
= 4,5 cm 4,5 cm
= 18 cm
= 20,25 cm2
Answers in mm
= 4 (45 mm)
= 45 mm 45 mm
= 180 mm
= 2 025 mm2
= 20,25 cm2
1. Calculate
a. Area
b. Perimeter
Give your answers in mm, cm and m.
Example:
Perimeter
Area
P = 4l
A=lb
= 4 (4,5 cm)
= 2,5 cm 2,5 cm
= 10 cm
= 6,25 cm2
Millimetre
= 4 (25 mm)
= 25 mm 25 mm
= 100 mm
= 6,25 mm2
Metre
= 4 (0,025)
= 0,025 m 0,025 m
= 0,1 m
= 0,000625 m2
42
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c. 45 mm
b. 0,4 m
a. 4,1 cm
2. If this is the area of a square, what is the length of one side? Calculate the
perimeter.
Example:
1,44 mm2
1,2 cm2 because
Area: 1,2 cm 1,2 cm = 1,44 cm2
Perimeter: 4 (1,2 cm) = 4,8 cm
a. 6,76 m2
b. 102,01 cm2
c. 29,16 cm2
d. 51,84 m2
b.
continued
Gr8 91-100.indd 43
43
15/01/2012 7:01 AM
98b
Term 3 - Week 4
c.
d.
1,44 cm2
1,2 cm 1,2 cm
12 mm 12 mm
1,44
= 1,2
144 mm2
a. 3,24 cm2
b. 5,29 cm2
256 mm2
256 mm2
100
= 2,56 cm2
a. 576 mm2
b. 3 769 mm2
44
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15/01/2012 7:02 AM
c. 1 681 mm2
21 cm 21 cm
= 441 cm2
411 cm2
= 10 000
1 m = 100 cm
1 m2 = 1 m 1 m
1 m2 = 100 cm 100 cm
1 m2 = 10 000 cm2
21 cm 21 cm
= 0,21 m 0,21 m
= 0,0441 m2
= 0,0441 m2
a. 15 cm 15 cm
b. 24 cm 24 cm
Problem solving
I have 32 tiles of 30 cm 30 cm. Will I be able to cover 3m2?
45
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99
Term 3 - Week 4
2,1 cm
Perimeter
Area
P = 2 (l + b)
A=lb
= 2 (3,8 cm + 18 cm)
= 3,8 cm 2,1 cm
= 2 (5,9 cm)
= 14,44 cm2
= 11,8 cm
The area in mm2 and m2 are:
mm2
= 14,44 cm2
= 14,44 cm2 100
= 1 444 mm2
1 cm = 10 mm
1 cm2 = 1 cm 1 cm
1 cm2 = 10 mm 10 mm
1 cm2 = 100 mm2
m2
14,44 m2
= 10 000
1 m = 100 cm
1 m2 = 100 cm 100 cm
1 m2 = 10 000 cm2
= 0,001444 m2
1. Calculate
a. Area
b. Perimeter
Give your answers in mm, cm and m.
Example:
2,1 cm 1,8 cm
Perimeter
Area
2 (l + b)
lb
= 2,1 cm 1,8 cm
= 7,8 cm
= 3,78 cm2
Millimetres
= 78 mm
Metres
= 0,078 m
3,78 cm2
= 10 000
= 0,000378 m2
46
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15/01/2012 7:02 AM
a. 0,9 cm 1,5 cm
c. 2,1 cm 1,9 cm
2. If this is the area of a rectangle, what is the possible length and breadth?
Example:
4,14 cm2
Area: 2,3 cm 1,8 cm
Perimeter: 2(2,3 cm + 1,8 cm)
= 8,2 cm
a. 2,7 m2
b. 24,7 m2
c. 17,94 m2
d. 46,92 m2
Problem solving
You need to tile a room of 4,2 m 3,5 m. The tiles you want to buy are 45 cm 45 cm. How many tiles do
you need?
47
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100
1
2
1
2
bh
(5 cm) 2,3 cm
= 2,5 cm 2,3 cm
2,3 cm
Term 3 - Week 4
= 5,75 cm2
Answer in m2
Answer in mm2
= 5,75 cm 100
= 575 mm
2
5 cm
5,75 cm2
10 000
= 0,000575 m2
1. Calculate
a. Area
b. Perimeter
Give your answers in mm, cm and m.
Example:
Base = 6 cm
Area:
Height = 2,6 cm
Millimetres:
Area:
1
2
b+h
7,8 cm2
10 000
1
2
(6 cm) 2,6 cm
= 780 mm2
= 0,00078 m2
= 3 cm 2,6 cm
= 7,8 cm2
a. Base: 8 cm; Height: 1,5 cm
48
Gr8 91-100.indd 48
15/01/2012 7:02 AM
If b = 7 cm
7,35 cm2
1
2
(7 cm) h
7,35 cm2
3,5 cm
h = 2,1 cm
c. 33,12 m2
b. 5,52 cm2
a. 16,2 cm2
3. Draw the height of each triangle and calculate the area. You will need a ruler.
Note: the height of a triangle is the line segment drawn from any vertex perpendicular
to the opposite side.
A
Example:
h
B
a.
D
b.
c.
A
d.
C
C
B
B
Problem solving
The triangular area is 10,5 m2. You have 2 025 cm2 tiles. How many do you need to tile the area?
49
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101
Term 3 - Week 5
c i rc u m f e
re n
ce
er
et
am
di
ra
circumference
diameter
di
us
==
22
= 3,14159
7
22
or 3,14 are
7
approximate rational
values.
d = 2r
Circumference of a circle:
c=
A = x r2
or
2 d
b. 2,8 cm
c. 3,7 cm
d. 4,3 cm
e. 5,9 cm
f. 10,1 cm
50
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a. 12,566 cm2
b. 78,54 cm2
c. 113,098 cm2
d. 314,159cm2
Did you know that thousands of years ago the Egyptians
developed rules for determining the areas of rectangles,
triangles, trapeziums and circles?
35 cm
25 cm
4. Solve the following: A sprinkler that sprays water in a circular area can be
adjusted to spray up to 10 m. To the nearest tenth, what is the maximum area of
lawn that can be watered by the sprinkler?
Problem solving
Mandla draws a circle with a diameter of 16 cm. He colours one half of the circle. What is the area of
the area of the shaded part?
51
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102
Term 3 - Week 5
lxb
Perimeter of a rectangle
d = 2r
Area of a square
r2
Area of a triangle
4l
Diameter of a circle
1
2
Area of a rectangle
2 (l x b) or 2l + 2b
Circumference of a circle
d or 2 r
Area of a circle
l2
(b x h)
b. You live in a rectangular-shaped home that is 150 m long and 902 m wide. You
want to plant shrubs around the house. You are to plant the shrubs 70 m apart.
Approximately how many shrubs will you need to surround the house?
52
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c. A room of which the area is 14,82 m2 has a length of 100 cm longer that
the width. What are the dimensions of the room?
d. Find the area of a circular sector of which the cord is the side lf the square
inscribed in a circle with 3 cm radius.
53
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Term 3 - Week 5
103
Volume of a cube
Capacity of a cube
V = l3
An object with a
volume of 1 cm3 will
displace exactly 1
ml of water.
An object with a
volume of 1 m3 will
displace exactly 1 kl
of water.
1. Label and complete calculate the volume, capacity and surface area of the
following.
Example:
Volume
Capacity
Volume of a solid
is the amount of
space it occupies.
4 cm
Surface area
V = l3
V = (4 cm)3
V = 64 cm3
Cubic m
Litre
1 000
1 000 000
1 000
0,001
1 000
0,000001
0,001
Cubic mm
Cubic cm
4 cm
54
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2 cm
a.
b.
3,2 cm
c. Length: 4,6 cm
Breadth: _________
Height: _________
e. Length: _________
Breadth: _________
Height: 1,2 m
Prolem solving
How much water can a container of 32 cm by 32 cm by 32 cm contain?
55
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104
Volume of a prism
Capacity of a prism
V=lxbxh
An object with a
volume of 1 cm3 will
displace exactly 1 ml
of water.
An object with a
volume of 1 m3 will
displace exactly 1 kl
of water.
Term 3 - Week 5
Volume
4 cm
2 cm
Capacity
Surface area
4 cm
2 cm
1,5 cm
1,5 cm
V=lbh
V = 4 cm 2 cm 1,5 cm
V = 12 cm3
Cubic m
Litre
1 000
1 000 000
1 000
0,001
1 000
0,000001
0,001
Cubic mm
Cubic cm
Surface area:
A = 2bl + 2lh + 2hb
= 2 (1,5 cm 4 cm) + 2 (4 cm
2 cm) + 2(2 cm 1,5 cm)
= 12 cm2 + 16 cm2 + 6cm2
= 34 cm2
56
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15/01/2012 7:02 AM
5 cm
a.
b.
8,5 cm
3,2 cm
2,9 cm
3,2 cm
2,1 cm
c. Length: 7,3 cm
Breadth: 5,5 cm
Height: 3,8 cm
2. Give examples of where you would need to work out the volume and the surface
area of a rectangular prism:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Prolem solving
A box has a square base of 8 cm. What is the height lf the box if its volume is 384 cm3?
57
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105
Volume of a
triangular prism
V = 12 b x h x 1
height (h)
Term 3 - Week 5
Surface area of a
rectangular prism
length (l)
base (b)
An object with a
volume of 1 cm3 will
displace exactly 1
ml of water.
An object with a
volume of 1 m3 will
displace exactly 1
kl of water.
Revise
If 1 cm = 10 mm, then 1 cm2 = 100 mm2
If 1 cm = 100 cm, then 1 m2 = 10 000 cm2
If 1 cm = 10 mm, then 1 cm3 = 1 000 mm3
If 1 cm = 100 cm, then 1 cm3 = 1 000 000 cm3 or 106 cm3
V=bhl
V=
Capacity
(6 cm) 4 cm 3 cm
V = 3 cm 4 cm 3 cm
4 cm
6 cm
1
2
3 cm
V = 36 cm3
Surface area
5 cm
4 cm
6 cm
5 cm
3 cm
58
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15/01/2012 7:02 AM
a.
4 cm
6 cm
3 cm
Prolem solving
What is the volume, capacity and surface area of a triangular prism with a base rectangle of 16 cm3
which is 4 cm long and 3 cm high?
59
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106
Term 3 - Week 6
b. The length, breadth and height of a rectangular prism is 4,25 m, 3,75 m and
2.95 m.
60
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2. You want to paint the walls and ceiling of a room that measures 3 m x 4 m and 2,7
m high. One litre tin of paint will cover 8 m2. How many tins of paint will you need.
Problem solving
Create your own word problems to solve the volume, capacity and surface area of a:
cube
rectangular prism
triangular prism
61
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107
Revise
Volume of a cube
V = l2
Volume of a
rectangular prism
Volume of a
triangular prism
V = lx b x h
V=
1
2
bxhxl
Term 3 - Week 6
B
D
62
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2. What is the volume, capacity and surface area of this cubic water
container? The length of one side is 1,2 m.
3. You want to wrap a box with brown paper. The box is 20 cm x 30 cm x 50 cm.
How many rolls of paper do you need if a roll is 30 cm wide and 1 m on a roll?
Problem solving
You want to collect rain water for your vegetable garden. The roof of you house is 100 m2 and the
average annual rainfall in South Africa is 500 mm. How big must the tank be if you want to collect all
the water that falls on the roof?
63
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108
Data collection
Data handling is a cycle. In the worksheet to follow we are going to learn about
this cycle. The part we learning about will be in green with some notes.
Term 3 - Week 6
er
sw ns, e
An estio , pos ns
qu dict estio
pre w qu
ne
Start with a
question
Co
lle
c
da t the
ta
Inte
rpr
e
gra t the
ph
Represent
the data in a
graph
d
an
ise ata
n
d
ga
Or cord
re
64
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Example:
Classify the following examples as "continuous data" or discrete data".
The number of men and women who attended an event (discrete)
The mass of the children in your class. (continuous)
The number of questions in a test(discrete)
The length of hair-growth over a one-month period (continuous)
You think most people in your school get to school by bus. You want to investigate this by means of
a survey. A tally chart can be used to record your data. Write a hypothesis for your survey.
Hypothesis: most learners from our school use the bus to get to school.Who will you use for your
survey?
Answer: population all learners of the school, or a sample only a portion of them, randomly
selected, say 20% per grade.
If the population is too big and you need to select a sample, how will you go about selecting a
sample to eliminate bias?
To eliminate bias the sample must be randomly selected across the grades and across the possible
transport methods. If we decided to only survey 20% of the population, it will be biased to stand at
the bus stop and ask every fth learner. It will also be biased if we only ask learners in the higher or
lower grades. Instead, it will be less biased if we take an alphabetical list of all learners and select
every fth name to participate in the survey.
Design a simple questionnaire for your survey, using multiple choice questions. Your data must also
include:
a. Grade of learner
b. Gender
c. Transport method
Transport survey for Georgetown High
We want to determine the most popular method of transport to school.
Please assist us by answering a few questions.
Which grade are you? (tick the correct box)
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Girl
Which transport method do you use MOST to get to school? (only tick one box)
Walk
Bicycle
Bus
Motorcar
Other
continued
Gr8 101-110.indd 65
65
15/01/2012 7:03 AM
108b
Term 3 - Week 6
a. The number of times that a movement authority is sent to a train from a relay
station is recorded for several trains over a two-week period. The movement
authority, which is an electronic transmission, is sent repeatedly until a return signal
is received from the train.
b. A quality technician records the length of material in a roll product for several
products selected from a production line.
c. The number of potatoes in a bag is noted by a restaurant cook over several weeks
of work.
2. Survey people in your school to nd out what their favourite movie is.
a. Write a hypothesis for your survey project.
66
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67
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109
Organise data
Term 3 - Week 6
er
sw ns, e
An estio , pos ns
qu dict estio
pre w qu
ne
Start with a
question
Co
lle
c
da t the
ta
Inte
rpr
e
gra t the
ph
Represent
the data in a
graph
d
an
ise ata
n
d
ga
Or cord
re
=8
Tally is a way of counting data to make it easy to display in a table. A tally mark
is used to keep track of counting.
Frequency tables
A frequency table has rows and columns. When the set of data values are
spread out, it is difcult to set up a frequency table for every data value as there
will be too many rows in the table. So we group the data into class intervals (or
groups) to help us organise, interpret and analyse the data.
Stem-and-leaf tables
Stem-and-leaf tables (plots) are special tables where each data value is split into
leaf (usually the last digit) and a stem (the other digits). The "stem" values
are listed down, and the "leaf" values go right (or left) from the stem values. The
"stem" is used to group the scores and each "leaf" indicates the individual scores
within each group.
68
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Example:
The number of calls from motorists per day for roadside service was recorded for a month. The
results were as follows:
28
122
217
130
120
86
80
90
120
140
70
40
145
187
113
90
68
174
194
170
100
75
104
97
75
123
100
82
109
120
81
How will we group these numbers into class intervals? What do you suggest?
Discuss with others.
Now look at this method.
Smallest value = 28
Highest value = 217
Difference
= highest value - smallest value
= 217 - 28
= 189
Now we decide that we want ve class intervals.
189
Class interval
Tally
Note: we need
six groups (one
more than we
thought at rst).
Frequency
0 - 39
40 - 79
80 - 119
120 - 159
160 - 199
200 - 239
Class
interval
Tally
Frequency
0 - 39
40 - 79
80 - 119
12
120 - 159
160 - 199
200 - 239
continued
Gr8 101-110.indd 69
69
15/01/2012 7:03 AM
109b
Term 3 - Week 6
1. The data shows the mass of 40 students in a class to the nearest kg. Construct a
frequency table for the data using appropriate class intervals.
55
70
57
73
55
59
64
72
60
48
58
54
69
51
63
78
75
64
65
57
71
78
76
62
49
66
62
76
61
63
63
76
52
76
71
61
53
56
67
71
2. The following table represents the time taken by a group of learners to answer
mental maths questions (in seconds). Construct a frequency table for the data
using an appropriate scale.
20
25
24
33
13
26
19
31
11
16
21
17
11
34
14
15
21
18
17
70
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15/01/2012 7:03 AM
Problem solving
The following table represents the test scores of your class in mathematics.
Construct a frequency table for the data, using an appropriate scale.
58
68
60
71
53
62
64
72
63
46
61
52
67
54
63
78
78
62
68
55
69
81
76
62
52
64
65
74
59
66
63
76
55
74
74
59
51
59
67
71
71
Gr8 101-110.indd 71
15/01/2012 7:03 AM
110
Summarise data
Term 3 - Week 6
Denition
How to calculate
Example
Data set: 2, 2, 3, 5, 5, 7, 8
Mean
Median
To nd the median,
you need to put the
values in order, then
nd the middle value.
If there are two values
in the middle, then
you nd the mean
of these two values.
Mode
Range
The range is the
1. Calculate.
difference between
the biggest and the
smallest number.
72
Gr8 101-110.indd 72
15/01/2012 7:03 AM
The mean
average is not
always a whole
number.
Remember to start
by arranging the
data from small to
big when looking at
the median..
Range
Mean
Median
Mode
Range
Mean
Median
Mode
Range
Mean
Median
Mode
14
15
50
-6
19
37
12
10
a. The mean
b. The median
c. The mode
73
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110b
d. Minimum value
Term 3 - Week 6
e. Maximum value
f. The range
3. David made a frequency table to show the numbers of pets owned by 10 people.
The range is 6. What might the total number of pets be? Explain.
5. Peters scores in six subjects are 72, 48, 72, 72, 72, and 84. What is his average
score?
74
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6. The following table represents the ages of the people who own motor cars.
Find the range of the given data.
Age in years
15-24
17.9
15-34
45.6
35-44
66.2
45-54
74.9
Fruit sold
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
10
12
16
14
Problem solving
The scores of learners of four teams A, B, C, and D in their math tests were recorded.
Each team reported a result of 90%.
Which of the measures of central tendency was used by each team to report its result?
Team A: 85, 81, 91, 96, 97 __________________________
Team B: 93, 92, 90, 90, 91
__________________________
Remember:
We use the following
as measures of central
tendency:
mean
median
mode
75
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111
Bar graphs
Term 3 - Week 7
er
sw ns, e
An estio , pos ns
qu dict estio
pre w qu
ne
Start with a
question
Co
lle
c
da t the
ta
Inte
rpr
e
gra t the
ph
Represent
the data in a
graph
nd
ea
nis ata
ga rd d
r
O co
re
Bar graph
A bar graph is a visual
display used to compare
the frequency of
occurrence of different
characteristics of data.
This type of display allows us to:
compare groups of data
make quick generalisations about the
data.
1. The following table shows the sales of cars per month at a second hand car
dealership. Create a bar graph for the data.
Month
Cars sold
January
15
February
14
March
13
April
11
May
June
July
August
September
October
11
November
12
December
14
Analyse and interpret your graph and answer the following questions.
a. Where do you think this data came from?
76
15/01/2012 7:02 AM
b. How can this data and graph be useful for the car dealer?
c. What scale did you used for your graph? Explain why.
continued
77
15/01/2012 7:02 AM
111b
Term 3 - Week 7
h. Is there any extreme data (very small or large data)? Why do you think this data
varies so much from the mean?
i. If you want to determine the sales for all second hand car dealers, how will you go
about that?
78
15/01/2012 7:02 AM
j.
k. If you want to determine the most popular movie star in your school, how will you go about that?
i.
Name
Movie star
Name
Movie star
Denis
Johnny Depp
Elias
Julia Roberts
John
Julia Roberts
Simon
Nicolas Cage
Jason
Julia Roberts
Thabo
Will Smith
Matapelo
Denzil Washington
Susan
Julia Roberts
Ann
Brad Pitt
James
Johnny Depp
Opelo
Eddie Murphy
Ben
Brad Pitt
Lisa
Amanda Seifried
Lauren
Will Smith
Gugu
Jamie Foxx
Tefo
Denzil Washington
Sipho
Julia Roberts
Alicia
Johnny Depp
Lorato
Charlene Theron
Mandla
Julia Roberts
79
15/01/2012 7:02 AM
112
Term 3 - Week 7
er
sw ns, e
An estio , pos ns
qu dict estio
pre w qu
ne
Start with a
question
lle
c
da t the
ta
Inte
rpr
e
gra t the
ph
Co
Represent
the data in a
graph
nd
ea
nis ata
ga rd d
r
O co
re
Example:
Test results
Remember that
the two sets of
data on a double
bar graph must
be related.
80
60
40
20
0
Term 1
Term 2
Literacy %
Term 3
Term 4
Mathematics %
1. The table below represents the expenditure per learner for primary and high
schools. Draw a bar graph.
Expenditure per learner
Year
Primary schools
High schools
1985
325
225
1990
361
240
1995
418
274
2000
425
277
80
15/01/2012 7:02 AM
2. From 1994 to 2006, the percentage of households in this town that recycled
increased. Examine the table to see how many households are helping our
environment:
Households that recycle
Metal cans
Plastics
Paper
1994
56%
52%
58%
2006
81%
84%
83%
continued
81
15/01/2012 7:02 AM
112b
Term 3 - Week 7
b. How can this data and graph be useful for recycle companies?
c. What scale did you used for your graph? Explain why.
82
15/01/2012 7:02 AM
3. The table shows the median age of men and women at the time of their rst
marriage. Create a double bar graph to represent this data. What conclusions can
you draw?
Year
1940
1950
1960
1970
1980
1990
Men
24,3
22,8
22,8
23,2
24,7
26,1
Women
21,5
20,3
20,3
20,8
22
23,9
TV
Study
0,5
1,5
1,5
1,5
2,5
0,5
0,25
0,25
0,25
1,5
TV
Study
0,5
2,5
1,5
3,5
2,5
1,5
1,5
83
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113
Histograms
Histogram
A histogram is a particular
kind of bar graph that
summarises data points
falling in various ranges.
Term 3 - Week 7
er
sw ns, e
An estio , pos ns
qu dict estio
pre w qu
ne
Start with a
question
Co
lle
c
da t the
ta
Inte
rpr
e
gra t the
ph
Represent
the data in a
graph
nd
ea
nis ata
ga rd d
r
O co
re
Height of learners
161-165
156-160
151-155
146-150
141-145
135-140
7
6
5
4
3
2
1
0
122
217
130
120
86
80
90
120
140
70
40
145
187
113
90
68
174
194
170
100
75
104
97
75
123
100
82
109
120
81
Arrange from small to large, it will be:
28 40 68 70 75 75 80 81 82 86 90 90 97 100 100 104 109 113 120 120 120 122 123 130 140 145 170 174 187 194 217
Smallest value = 28
Highest value = 217
Difference
= highest value - smallest value
= 217 - 28
= 189
15/01/2012 7:03 AM
Once we determined the range and the class intervals, we must organise the data into a frequency
table.
Class
interval
Tally
Frequency
0 - 39
40 - 79
80 - 119
12
120 - 159
160 - 199
200 - 239
Histogram example
200-239
160-199
120-159
80-119
40-79
0-39
14
12
10
8
6
4
2
0
55
83
85
90
90
95
96
97
101
105
105
112
115
115
119
124
128
135
135
135
137
138
145
155
160
185
189
202
209
232
15
56
70
98
100
105
105
110
111
112
116
120
120
127
130
130
134
continued
85
15/01/2012 7:03 AM
113b
Histograms continued
Term 3 - Week 7
e. Count the number of points in each interval from the frequency table.
86
15/01/2012 7:03 AM
35
73
65
80
70
85
76
87
81
95
85
102
95
105
114
108
125
115
125
117
128
125
145
140
175
169
192
189
222
16
28
56
58
63
63
68
69
70
74
78
78
85
88
88
92
97 101 108 108 108 110 111 118 128 133 158 162 175 182
Problem solving
A bank wants to improve its customer service. Before deciding to hire more workers, the manager
decides to get some information on the waiting times customers currently experience. During a week,
50 customers were randomly selected, and their waiting times recorded. This is the data collected:
a.
b.
Create a histogram.
c.
18,5
9,1
3,1
6,2
1,3
0,5
4,2
5,2
0,0
10,8
5,8
1,8
1,5
1,9
0,4
3,5
8,5
11,1
0,3
1,2
4,4
3,8
5,8
1,9
3,6
2,5
4,5
5,8
1,5
0,7
0,8
0,1
9,7
2,6
0,8
1,2
2,9
3,0
3,2
2,8
10,9 0,1 5,9 1,4 0,3 5,5 4,8 0,9 1,6 2,2
87
15/01/2012 7:03 AM
114
More on histograms
Frequency
Term 3 - Week 7
8
6
4
2
0
0-10
Example:
Histograms can come in different shapes. The two most common shapes
are the bell-shaped curve also known as the normal distribution and the
skewed distribution.
Histogram A
Histogram B
Normal distribution
(Bell-shaped)
Skewed distribution
(Skewed to the left)
8
6
4
2
0
Skewed distribution
(Skewed to the right)
131-135
136-140
141-145
146-150
151-155
156-160
161-165
131-135
136-140
141-145
146-150
151-155
156-160
161-165
8
6
4
2
0
131-135
136-140
141-145
146-150
151-155
156-160
161-165
6
4
2
0
Histogram C
Height of learners
Height of learners
Height of learners
Looking at these three histograms, what can you tell us regarding the height of the learners in the
class?
In histogram A, most learners are close to the average height, with few learners taller and few
shorter.
In histogram B, most learners are short with few learners that are very tall.
In histogram C, most learners are tall with a few learners that are very short.
88
15/01/2012 7:03 AM
72
63
60
40
24
20
0
1990-1995
1996-2000
2001-2005
2006-2010
g. What can you conclude about jazz music lovers if you look at this graph?
continued
89
15/01/2012 7:03 AM
114b
Term 3 - Week 7
30
25
20
15
10
5
0
25
20
15
5
1-10
Hours
11-20
Hours
21-30
Hours
31-40
Hours
Number of people
90
15/01/2012 7:03 AM
e. What is the total number of people working at least between 31to 40 hours?
Problem solving
Consider the following data set.
57
66
73
92
77
31
60
32
22
25
45
36
49
42
56
37
88
41
54
42
57
63
59
15
62
32
82
48
37
78
18
39
77
97
91
15/01/2012 7:03 AM
115
Pie charts
Term 3 - Week 7
er
sw ns, e
An estio , pos ns
qu dict estio
pre w qu
ne
Start with a
question
Co
lle
c
da t the
ta
Inte
rpr
e
gra t the
ph
Pie Chart
A pie chart is a circular
chart in which the circle is
divided into sectors.
Represent
the data in a
graph
nd
ea
nis ata
ga rd d
r
O co
re
Steps:
1. Convert all of your data points to percentages of the whole data set.
2. Convert the percentages into angles. Since a full circle is 360 degrees, multiply this by the
percentages to get the angle for each section of the pie.
3. Draw a circle on a blank sheet of paper, using the compass. While a compass is not necessary,
using one will make the chart much neater and clearer by ensuring that the circle is even.
4. Draw a horizontal line, or radius, from the centre to the right edge of the circle, using a ruler or
straight edge. This will be the rst base line.
5. Measure the largest angle in the data with the protractor, starting at the baseline, and mark it
on the edge of the circle. Use the ruler to draw another radius to that point.
6. Use this new radius as a base line for your next largest angle and continue this process until
you get to the last data point. You will only need to measure the last angle to verify its value
since both lines will already be drawn.
7. Label and shade the sections of the pie chart to highlight whatever data is important for your
use.
180
90
90
92
15/01/2012 7:03 AM
9%
11%
Flea market
25%
Dance
Cake sale
14%
Flower sale
24%
17%
Dinner
Car wash
c. What percentage of the total money was raised at the car wash?
continued
93
15/01/2012 7:03 AM
115b
e. How much more money was raised at the ea market than at the car wash?
Term 3 - Week 7
g. How much more money was raised at the dance than at the cake sale?
h. Find the difference between the money raised at the ower sale and at the
dinner.
i. Ahmed offered a suggestion for next year. Since the ea market and dance raised
about half of the total amount of money, he feels that the class should have two
dances and two ea markets instead of the car wash and dinner dinner. Do you
agree? Explain.
94
15/01/2012 7:04 AM
Other
Bus
Bike
Walk
Walk
Bike
Bus
Other
Car
School A
School B
Value
Rent
450,75
Food
220,50
Transport
77,88
Problem solving
A sample shows that on average every person in South Africa generates about 240 g of plastic waste
per day.
This table shows the different categories of plastic waste and the amount in grams generated per day.
Draw a pie chart to display this information.
category
PET
120
PVC
48
PS
24
HDPE
12
LDPE
31,2
PP
4,8
95
15/01/2012 7:04 AM
116
The data is plotted as a series of points that are joined by straight lines
To record data one can use a broken line graph
Term 3 - Week 8
er
sw ns, e
An estio , pos ns
qu dict estio
pre w qu
ne
Start with a
question
Co
lle
c
da t the
ta
Inte
rpr
e
gra t the
ph
Represent
the data in a
graph
nd
ea
nis ata
ga rd d
r
O co
re
Line graphs are useful as they show trends and can easily be extended.
The line graph below shows rainfall measured over a period of six months for Town A.
Town A
A line graph
basically shows it
going straight up.
What happens to
this graph?
Rainfall in mm
120
100
80
60
40
Maximum
20
A broken line
graph will have
numbers all over
the place.
June
May
April
March
Febuary
January
It simply means
it can go up and
down, like this
example.
96
15/01/2012 7:04 AM
The prot in April was R90, in May R100 and in June R150.
The points, March, April, May and June, are connected with straight lines that show prot
increased over these months.
The prot in July was R90, in August R80, September R60 and in October R50
The points, March, April, May and June, are connected with straight lines that shows prot
decreased over these months.
The graph goes up and down showing prot increase and decrease.
continued
97
15/01/2012 7:04 AM
116b
Term 3 - Week 8
1. Draw a broken line graph of the pulse (heart beat) rate of a Grade 8 learner.
Time of the day
9:00
68
9:30
73
10:00
88
10:30
120
11:00
77
11:30
75
12:00
72
12:30
72
13:00
100
b. Explain why you think the heart rate increases at a certain time of the day.
98
15/01/2012 7:04 AM
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
13:00
Problem solving
Find a broken-line graph in a newspaper or the internet. Redraw it and then describe it.
99
15/01/2012 7:04 AM
117
Revise graphs. Make a simple drawing and give a short description of each
graph learnt so far.
Double bar
graph
Histogram
Pie chart
Broken line
graph
Term 3 - Week 8
Bar graph
1. Choose which of the following graphs will you use to best represent your data in
the following research projects.
A. Bar graph
B. Histogram
C. Pie chart
15/01/2012 7:04 AM
Problem solving
The following table shows the number of glasses of water you drink during the week.
Day
Glasses of water
Monday
Tuesday
Wednesday
Thursday
Friday
10
Saturday
12
Sunday
101
15/01/2012 7:04 AM
118
Report data
Term 3 - Week 8
Aim
Start with a
question
er
sw ns, e
An estio , pos ns
qu dict estio
pre w qu
ne
Co
lle
c
da t the
ta
rpr
e
gra t the
ph
Represent
the data in a
graph
Hypothesis
Plan
Analysis
Inte
nd
ea
nis ata
ga rd d
r
O co
re
Interpretation
Conclusion
Appendices
References
1. Use the information from this favourite sport survey of 20 learners and write a report
summarising the data and draw conclusions.
Name
Favourite sport
Name
Favourite sport
Denise
Tennis
Elias
Squash
John
Rugby
Simon
Soccer
Jason
Soccer
Edward
Rugby
Matapelo
Soccer
Susan
Rugby
Mandla
Rugby
Philip
Tennis
Opelo
Tennis
Ben
Squash
Lisa
Soccer
Lauren
Soccer
Gugu
Tennis
Tefo
Rugby
Sipho
Soccer
Alicia
Soccer
Lorato
Squash
Masa
Soccer
a. Aim:
b. Hypothesis:
A specic statement or
prediction that you can show
to be true or false.
102
15/01/2012 7:04 AM
c. Plan:
What data do you need?
_____________________________________________________________________________
103
15/01/2012 7:04 AM
118b
Term 3 - Week 8
d. Analysis:
e. Conclusions:
Do your results agree with the hypothesis?
_____________________________________________________________________________
_____________________________________________________________________________
How condent are you?
_____________________________________________________________________________
What went wrong? How did you deal with it?
_____________________________________________________________________________
_____________________________________________________________________________
What would you do differently if you did the research again?
_____________________________________________________________________________
104
15/01/2012 7:04 AM
f. Appendices:
g. References:
Problem solving
Hypothesis: Boys prefer sciences and maths above
art, history and languages.
Use the following data set and write a report on your ndings. Include
your frequency table, graphs and conclusions. Also compare the
favourite subjects of boys to those of girls.
Name
Favourite
subject
Name
Favourite
subject
Denise
Maths
Elias
History
John
Art
Simon
Maths
Jason
History
Edward
Sciences
Matapelo
Sciences
Susan
History
Mandla
History
Philip
Art
Opelo
Maths
Ben
Maths
Lisa
History
Lauren
Language
Gugu
Art
Tefo
Maths
Sipho
Maths
Alicia
History
Lorato
Maths
Masa
Language
105
15/01/2012 7:04 AM
119
Term 3 - Week 8
er
sw ns, e
An estio , pos ns
qu dict estio
pre w qu
ne
Start with a
question
Co
lle
c
da t the
ta
Inte
rpr
e
gra t the
ph
Represent
the data in a
graph
nd
ea
nis data
a
g
Or cord
re
Data handling
Data handling is a process
of collecting, organising,
representing, analysing and
interpreting data
106
15/01/2012 7:05 AM
Preparing
Now that your plans are submitted you should start collecting and recording the data you need.
107
15/01/2012 7:05 AM
120
In this lesson you will continue with the data handling cycle.
Term 3 - Week 8
er
sw ns, e
An estio , pos ns
u
q dict estio
pre w qu
ne
Start with a
question
Co
lle
c
da t the
ta
Inte
rpr
e
gra t the
ph
Represent
the data in a
graph
nd
ea
nis data
a
g
Or cord
re
The average number of steps of a grade 8 boy over a 100 metre distance
is less than the average number of steps of a grade 8 girl over the same
distance.
1. Use the data you collected and recorded to:
a. Organize your data in a frequency table.
108
15/01/2012 7:05 AM
e. Represent your data in a graph. You may use more than one type of graph.
109
15/01/2012 7:05 AM
121
Patterns
Give a rule to describe the relationship between the numbers in a sequence. Use the
rule to determine the next three numbers in the pattern.
adding 4 or
counting in 4s
or adding 4 to the
previous number.
Term 4 - Week 1
e. 8; 16; 24; 32
110
15/01/2012 7:04 AM
4. What is the constant difference and ratio between the consecutive terms?
a. 8; 32; 128; 512
b. 1; 8; 27; 64
d. 18; 8; 1; -6
f. 4; 9; 16; 25
Position
Rule
Value of
the term
10
15
22
31
n2 - 6
n2 + 6
a.
Term
62
214
510
b.
Term
Value of the term
Rule: ___________
12
108
Rule: ___________
continued
111
15/01/2012 7:04 AM
121b
Patterns continued
Term 4 - Week 1
a.
Term
15
14
24
25
35
Term
Rule: ___________
27
125
Rule: ___________
Term
-52
-65
10
Term
Value of the term
-20
-30
-50
112
15/01/2012 7:04 AM
Term
27
125
Term
Value of the term
16
0,4
25
1,6
36
3,6
Term
Value of the term
12
16
11
13
Term
-3
-1
Prolem solving
If the constant ratio is -8, what could the sequence be?
113
15/01/2012 7:04 AM
122
Term 4 - Week 1
4, 7, 10, 13
Description 1: add 3 to the previous term.
Description 2: (3 x the position of the term )+ 1.
Term
10
10
13
31
or
or
or
or
or
or
1+3
1 + 3(2)
1 + 3(3)
1 + 3(4)
1 +3(10)
1 + 3(n)
19
13
16
19
17
26
35
44
53
Term
18
17
26
35
161
9(n-1)
a.
Term
17
114
15/01/2012 7:04 AM
b.
Term
22
41
42
c.
Term
d.
Term
1
Add 2 to the previous position
1
2 x the position of the term + 1
1
continued
115
15/01/2012 7:04 AM
Term 4 - Week 1
122b
18
17
26
35
161
9n-1
Term
18
17
22
Term
13
28
c.
Term
16/01/2012 11:28 AM
d.
Term
41
42
41
Term
1
2 x the position of ther term + 1
1
Term
Prolem solving
If 3(-2) + 1 is the third term, what will the nth term be?
117
19/01/2012 1:30 PM
123
Geometric patterns
Term 4 - Week 1
(2 x 6)
n is the position
of the term.
Position of pattern
(sections per side)
Number of sections
12
18
24
10
60
nx6
Position of patter
10
Number of sections
16
25
100
n2
n2
1x1
=1
2x2
=4
3x3
=9
4x4
= 16
5x5
= 25
10 x 10
= 100
a. Nonagonal pattern
118
15/01/2012 7:04 AM
Position of patter
Number of sections
b. Triskaidecagon pattern
Position of patter
Number of sections
c. Chiliagon pattern
Position of patter
Number of sections
d. Pentacontagon pattern
Position of patter
Number of sections
e. Enneadecagon pattern
Position of patter
Number of sections
Prolem solving
What is the fth term in a googolgon pattern?
119
15/01/2012 7:04 AM
124
Geometric sequences
In a geometric sequence, any term can be derived from the preceding term by
multiplying (or dividing) by a constant factor called the common ratio.
What will the next three terms in the sequence be?
Term 4 - Week 1
Example 1:
Term
10
Value
First term
Second term
Third term
Fourth term
Tenth term
nth term
=
=
=
=
=
=
1
2x1
2x2x1
2x2x2x1
2 x 2 x 2 x 2 x 2 x 2 x 2 x 2 x 2 x1
2n-1
To the power of n
is one smaller than
the term n, i.e. n-1
Value of the
nth term
= 2(n 1)
To the power of 1
is one smaller than
the term 2
or 20
or 21
or 22
or 23
or 29
To the power of 2
is one smaller than
the term 3
To the power of 9
is one smaller than
the term 10
To the power of 3
is one smaller than
the term 4
Example 2:
Term
10
Value
16
100
1,
4,
nth term = n
9,
16,
25,
36,
49
(1 x 1),
(2 x 2),
(3 x 3),
(4 x 4),
(5 x 5),
(6 x 6),
(7 x 7)
120
15/01/2012 7:04 AM
Term
Value
25
125
5n-1
a.
Term
Value
36
216
17
Rule_______________________________________________________________________
b.
Term
Value
49
343
32
Rule_______________________________________________________________________
c.
Term
Value
81
729
47
Rule_______________________________________________________________________
continued
121
15/01/2012 7:04 AM
124b
Term 4 - Week 1
d.
Term
Value
10
100
1000
22
Rule_______________________________________________________________________
e.
Term
Value
136
169
2197
55
Rule_______________________________________________________________________
2. Write a rule for, and complete the table.
Example:
Term
Value
64
512
55
n
8n-1
a.
Term
Value
256
6 561
65 536
Rule_______________________________________________________________________
122
15/01/2012 7:04 AM
b.
Term
Value
64
729
4 096
22
Rule_______________________________________________________________________
c.
Term
Value
128
2 187
16
34
384
Rule_______________________________________________________________________
d.
Term
Value
1 024
59 049
104 857 6
57
Rule_______________________________________________________________________
e.
Term
Value
2 048
177 147
419 430 4
44
Rule_______________________________________________________________________
Prolem solving
If the nth term is 2n + 1, what could the second term be?
123
15/01/2012 7:05 AM
125
Term 4 - Week 1
t
-0
Rule
-8
Rule
-9
-5
t=px3+1
-14
t = p x 1 x -3
-15
-7
-20
-21
-9
-26
-27
(t = 0 x 3 + 1), (t = - 3 x 3 + 1),
(t = - 5 x 3 + 1), (t = - 7 x 3 + 1),
(t = - 9 x 3 + 1)
1. Complete the following diagrams.
a.
b.
16
23
c.
p
10
13
t=px3+7
14
16
15
19
6
8
14
d.
t = p x 2 - 10
8
14
t=px6-2
17
22
22
45
t = p x 2 - 16
124
16/01/2012 11:28 AM
e.
12
9
15
t = p 3 - 30
7
3
a.
c.
b.
44
12
62
12
60
33
146
20
92
28
126
36
156
50
214
68
284
45
194
d.
38
256
26
94
14
112
16
28
35
224
37
149
22
146
29
109
49
309
43
179
e.
48
325
15
94
19
122
27
178
36
241
Prolem solving
125
15/01/2012 7:05 AM
126
Tables
Term 4 - Week 2
If the rule for nding y in the table below is y = - 3x 1, nd y for the given x values.
x
-1
-7
16
10
50
100
y = 3x 1
= - 3(0) 1
=01
= -1
y = 3x 1
= - 3(1) 1
=-31
=-4
y = 3x 1
= - 3(2) 1
=-61
=-7
y = 3x 1
= - 3(10) 1
= - 30 1
= - 31
y = 3x 1
= - 3(50) 1
= - 150 1
= - 151
y = 3x 1
= - 3(100) 1
= - 300 1
= - 301
y = 3x 1
= - 3(5) 1
= - 15 1
= - 16
1. Describe the relationship between the numbers in the top row and bottom row in
the table.
a.
20
50
100
10
64
154
304
_______________________________________________________________________
b.
15
30
45
60
75
90
73
148
223
298
373
448
_______________________________________________________________________
c.
-2
-1
-1
-2
_______________________________________________________________________
d.
12
14
16
20
60
110
10
30
55
_______________________________________________________________________
126
15/01/2012 7:05 AM
e.
10
29
66
127
218
345
1 002
_______________________________________________________________________
2. Describe the relationship between the numbers in the top row and bottom row in
the table. Then write down the values of m and n.
a.
b.
c.
d.
e.
-2
-1
28
24
-3
-2
-4
-3
-13
-8
12
-1
17
11
15
19
23
-37
-49
-61
-4
-2
43
23
13
-7
71
m=
n=
m=
n=
m=
n=
m=
n=
m=
n=
Prolem solving
y = -2 x - 4. Show this in a table with -3, -2, -1, 0, 1, 2.
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127
Algebraic equations
What is an equation?
Examples of
equations:
Term 4 - Week 2
19 = 4 + 15
x=9
5=5
Many simple
rules exist for
simplifying
equations.
9 =x
t+5=8
3 x n + 10 = 90
x2 + 3 = 12
Test:
x + 6 = -9
x + 6 -6 = -6 -6
-15 + 6 = -9
x = -15
-9 = -9
a. x + 3 = 8
b. x - 7 = 9
c. x - 3 = 8
d. x + 4 = -4
e. x - 12 = 4
c. x - 18 = -9
Test:
-2x = 8
-2 (-2) = 8
8=8
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15/01/2012 7:05 AM
a. 5x = 15
b. 3x = 39
c. -2x = 16
d. 9x = -27
e. -7x = 56
f. -11x = 66
Test:
3x + 1 = 7
LHS = RHS
3x + 1 - 1 = 7 - 1
3x = 6
x=2
a. 5x + 1 = 11
b. 7x + 5 = 12
c. 8x - 10 = 6
d. 2x - 8 = -4
e. -2x - 6 = -2
f. 3x - 6 = -6
Problem solving
John has R95 to spend. How much more does he need to buy a computer game that costs R350?
(R95 + x = R350).
Find the area of a rectangle with length 4x cm and breadth 2x + 1cm.
If the area of a rectangle is (6x2 - 12x) cm2, and its breadth is 3x cm, what will its length be in terms of x?
3 times a number is 93. What is the number?
4 times a number, decreased by twenty, is 8. What is the number?
If y = x3 + 1, calculate when x = -9
Thandi is 9 years older than Sophie. In 3 years time Thandi will be twice as old as Sophie. How old is
Thandi now?
129
15/01/2012 7:05 AM
128
-3
-1
11
-1
-4
y = -3 (-3) +
2 =+9+2
= 11
y = -3 (-1) + 2
=3+2 =5
These are
ordered pairs.
y = -3 (0) + 2
=0+2 =2
y = -3(1) + 2
= -3 + 2 = -1
y = -3(2) + 2
= -6 + 2 = -4
y-axis
(-3,11)
y=
-3x
+2
Term 4 - Week 2
Complete the x and y values in the table below for the equation y = -3x + 2
(-1,5)
(0,2)
x-axis
(1,-1)
(2,-4)
130
15/01/2012 7:05 AM
1. Complete the table below for x and y values for the equation:
Plot it on the Cartesian plane.
b. y = 5x + 6
a. y = 3x + 2
x
-2
-1
-1
-1
d. y = -4x + 5
-3
-1
-4
f. y = -3x - 2
e. y = -6x + 2
x
-1
c. y = 8x + 3
x
-2
-6
-5
-2
More graphs
Compare the following graphs: 2x + 1, -2x + 1, 2x - 1, -2x -1
131
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129
Algebraic equations
y = x8 + 2
-2
-1
-2
-1
Term 4 - Week 2
(2,8)
(-2,6)
(1,6)
y = 2x + 4
(0,4)
(2,6)
(-1,3)
(-1,2)
(1,3)
(0,2)
y = x2 + 2
(-2,0)
This is a parabola.
1. Complete the table for x and y values for the equation. Plot it on the Cartesian
plane.
a. y = x 2 + 4
x
y
-2
b. y = x 2 + 5
-1
-2
-1
132
15/01/2012 7:05 AM
c. y = x 2 - 3
x
-3
d. y = x 2 - 5
-1
-4
-1
-1
e. y = 2 x 2 + 1
x
-6
f. y = 2 x 2 - 1
-5
-2
Problem solving
Compare the following graph: y = x2 - 1; y = -x2 -1; y = -x2 + 1; y = x2 + 1
133
15/01/2012 7:05 AM
130
Term 4 - Week 2
There are
different words to
describe graphs.
maximum
maximum
minimum
minimum
linear
linear
increasing
increasing
non-linear
Nonlinear
decreasing
decreasing
134
15/01/2012 7:05 AM
1. Answer the following questions using the graph on the next page
20
80
18
70
16
60
14
50
12
40
10
0
mm
30
20
10
0
Jan
____
____
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
continued
135
15/01/2012 7:05 AM
130b
Constant: A line is constant when the y-value remains the same while the x-value
increases.
Term 4 - Week 2
Increasing: The slope of a line increases when the y-value increases while the x-value
increases.
Decreasing: The slope of a line decreases when the y-value decreases while the
x-value increases.
136
15/01/2012 7:06 AM
Maximum
Minimum
Average
temperature
temperature
rainfall
January
February
March
April
May
June
July
Augustus
September
October
November
December
2a.
Problem solving
Draw a graph showing the maximum and minimum temperatures annually for any country in the
southern and northern hemispheres.
137
15/01/2012 7:06 AM
131
Term 4 - Week 3
You have decided to visit this country for a month. Which month will you visit and
why?
138
15/01/2012 7:05 AM
d. Precipitation (cm)
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
139
15/01/2012 7:05 AM
132
Interpreting graphs
Constant
Linear
Non- linear
1. Describe what is happening in each graph below. Then create a situation that
corresponds to the graph.
Example:
Distance
Term 4 - Week 3
Increase
Looking at the graph from left to right, you can see that as
time increases, the distance travelled increases.
Time
Speed
a.
Time
140
15/01/2012 7:05 AM
Temperature
b.
Time
Distance
c.
Time
Height
d.
Time
Prolem solving
Create a graph making use of key words such as decrease, increase, constant, linear or non-linear.
141
15/01/2012 7:05 AM
133
10
Term 4 - Week 3
9
8
3
2
1
0
9 10
X- and y-axis
x-axis
142
15/01/2012 7:05 AM
a. (5,8)
b. (7,3)
continued
143
15/01/2012 7:05 AM
133b
e. (1,1)
f. (2,4)
Term 4 - Week 3
c. (0,9)
144
15/01/2012 7:05 AM
b.
f.
h.
c.
g.
e.
i.
d.
Ex
a.
Example:
Ex. (8,2)
a. _________
b. _________
c. _________
d. _________
e. _________
f. _________
g. _________
h. _________
i. _________
Prolem solving
Plot the following: eight units along and two units up. Write down four other points to form a zig-zag
pattern with this co-ordinate.
145
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134
Ordered pairs
Term 4 - Week 3
9 10
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1
146
15/01/2012 7:05 AM
a. (1, 3)
_________________________________________
_________________________________________
b. (1,-3)
_________________________________________
_________________________________________
c. (-1,-3)
_________________________________________
_________________________________________
d. (-1,3)
_________________________________________
_________________________________________
e. (-5,2)
f. (-5,-2)
g. (5,2)
h. (5,-2)
i. (0,-2)
j. (-2,0)
k. (9, 3)
l. (9,-3)
m. (-9,-3)
n. (-9,3)
o. (-2,7)
p. (-7,-2)
q. (2,7)
r. (-2,7)
s. (0,-10)
t. (-10,0)
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Prolem solving
Find these positions on the Cartesian plane:
Go back 4 along the x-axis then go up 7.
Go forward 3 along the x-axis then go down 9.
147
15/01/2012 7:06 AM
135
Term 4 - Week 3
ii
iii
iv
In pairs give 5 more examples from each quadrant and then plot them on the Cartesian plane.
You should explain each coordinate in words.
x: (horizontal)
y: (vertical)
Positive
ii
iii
Five examples
(-8,6)
Negative
iv
2. Explain each coordinate in words. Plot it on a Cartesian plane. Note that you
have to draw your own Cartesian plane on a piece of paper.
Example: (5,2) is 5 units along, and 2 units up.
Both x and y are positive, so the point is in Quadrant 1.
a. (9,3)
d. (-6,-9)
b. (1,-7)
e. (1,0)
c. (-8,5)
f. (4,-8)
148
15/01/2012 7:06 AM
3. Give an example for a coordinate for each of these: Plot each coordinate.
Example: : x and y are negative
(-11,-9)
b. only x is positive
c. only y is positive
d. quadrant iv
g. quadrant iv
f. Quadrant i
Prolem solving
Plot coordinates in the rst, second, third and fourth quadrant. Connect the coordinates. What
polygon did you draw?
149
15/01/2012 7:06 AM
136
Term 4 - Week 4
-4
-3
-2
-1
19
12
12
19
y = x2 + 3
= 16 + 3
= 19
y = x2 + 3
=9+3
= 12
y = x2 + 3
=4+3
=7
y = x2 + 3
=4+3
=7
y = x2 + 3
=9+3
= 12
y = x2 + 3
= 16 + 3
= 19
y = x2 + 3
=1+3
=4
y = x2 + 3
=0+3
=3
y = x2 + 3
=1+3
=4
1. Complete the table of ordered pairs for the equation, and then:
plot the co-ordinate points on the Cartesian plane on the next page.
join the points to form a graph
say if the graph has a maximum or minimum point
a. y = x2 + 4
x
-4
-3
b. y = x2 + 2
-2
-1
-4
-3
-2
-1
______________________________________
______________________________________
______________________________________
______________________________________
150
15/01/2012 7:06 AM
d. y = x2 + 3
c. y = x2 + 1
x
-4
-3
-2
-1
-4
-3
-2
-1
______________________________________
______________________________________
______________________________________
______________________________________
c. y = x2 + 6
d. y = x2 + 5
-4
-3
-2
-1
-4
-3
-2
-1
______________________________________
______________________________________
______________________________________
______________________________________
Problem solving
Describe the graph y = x2 + 10
151
15/01/2012 7:06 AM
137
Transformation (revision)
Term 4 - Week 4
Reection: a reection is a
transformation that has the same
effect as a mirror.
Line of reection
Rotation: a rotation is a
transformation that moves points so
that they stay the same distance
from a xed point, the centre of
rotation.
Centre of rotation
90
152
15/01/2012 7:06 AM
Flip
The distance from the
centre to any point on
the shape stays the
same.
Turning around a
centre.
It means moving
without rotating,
ipping or resizing.
It is a ip over a line.
153
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138
Reflection
A
Revision
Term 4 - Week 4
HIJK:
The coordinates of
ABC are: (-6,8); (-2,8)
and (-6,3).
1. Look at the architectural design and describe using the words symmetry or
transformations.
154
15/01/2012 7:06 AM
C
C
Note were
angle B is.
B
Problem solving
Draw the following triangles on the Cartesion plane and then reect it over the given axis.
(-2, -3); (-2, -7); (-6,-3) over the x-axis. (-2, -3); (-2,-7); (-6,-3) over the y-axis.
155
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139
Rotation
Look at the diagram and the table. What do you notice? Why is there a dotted
square in the middle?
The co-ordinates are:
Term 4 - Week 4
Triangle A
(-2,2)
(-10,2)
(-6,8)
Triangle B
(2,2)
(2,10)
(8,6)
Triangle C
(2,-2)
(10,2)
(6,-8)
Triangle D
(-2,-2)
(-2,-10)
(-8,-6)
C
D
1. Look at the following architectural designs and describe each one using symmetry
or transformations.
a.
156
15/01/2012 7:06 AM
B
C
B
A
C
A
More graphs
Rotate each of the following gures: (-2,-5); (-6,-5); (-2,-2): 90; 180; 120
157
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140
Translations
Term 4 - Week 4
Example 2:
The triangles ABC co-ordinates are (-6,9);
(-6,5); (0,5).
A
B
C
The new coordinates of
A1 B1 C1: (2,5); (2,1); (6,1)
Explain each translation vector
(2,4) two to the right and four up
(-2,-4) two to the left and four up
(2,-4) two to the right and four down
(-2,-4) two to the left and four down.
158
15/01/2012 9:57 AM
object
C
2,3 cm
1,4 cm
F
E
image
C
continued
159
15/01/2012 9:57 AM
140b
Translations continued
Term 4 - Week 4
2. Look at this architectural designs and describe it using the words symmetry or
transformations.
________________________________.
C
A
160
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