BEAMS Latest 24 Mac 2010 - Edited Version

Basic Essential Additional Mathematics Skills
Curriculum Development Division

Ministry of Education Malaysia
Putrajaya
2010
First published 2010
Curriculum Development Division,

Aras 4-8, Blok E9
Pusat Pentadbiran Kerajaan Persekutuan
62604 Putrajaya
Tel.: 03-88842000 Fax.: 03-88889917
Website: http://www.moe.gov.my/bpk
Copyright reserved. Except for use in a review, the reproduction or utilization of this
work in any form or by any electronic, mechanical, or other means, now known or
hereafter invented, including photocopying, and recording is forbidden without prior
written permission from the Director of the Curriculum Development Division, Ministry
of Education Malaysia.
TABLE OF CONTENTS
Preface
Acknowledgement
ii
Introduction
iii
Objective
iii
Module Layout
iii
BEAMS Module:
Unit 1:
Negative Numbers
Unit 2:
Fractions
Unit 3:
Algebraic Expressions and Algebraic Formulae
Unit 4:
Linear Equations
Unit 5:
Indices
Unit 6:
Coordinates and Graphs of Functions
Unit 7:
Linear Inequalities
Unit 8:
Trigonometry
Panel of Contributors
ACKNOWLEDGEMENT
The Curriculum Development Division,

Ministry of Education wishes to express our
deepest gratitude and appreciation to all
panel of contributors for their expert
views and opinions, dedication,
and continuous support in
the development of
this module.
ii
INTRODUCTION
Additional Mathematics is an elective subject taught at the upper secondary level. This
subject demands a higher level of mathematical thinking and skills compared to that required
by the more general Mathematics KBSM. A sound foundation in mathematics is deemed
crucial for pupils not only to be able to grasp important concepts taught in Additional
Mathematics classes, but also in preparing them for tertiary education and life in general.
This Basic Essential Additional Mathematics Skills (BEAMS) Module is one of the
continuous efforts initiated by the Curriculum Development Division, Ministry of Education,
to ensure optimal development of mathematical skills amongst pupils at large. By the
acronym BEAMS itself, it is hoped that this module will serve as a concrete essential
support that will fruitfully diminish mathematics anxiety amongst pupils. Having gone
through the BEAMS Module, it is hoped that fears induced by inadequate basic
mathematical skills will vanish, and pupils will learn mathematics with the due excitement
and enjoyment.
OBJECTIVE
The main objective of this module is to help pupils develop a solid essential mathematics
foundation and hence, be able to apply confidently their mathematical skills, specifically
in school and more significantly in real-life situations.
MODULE LAYOUT
This module encompasses all mathematical skills and knowledge
taught in the lower secondary level and is divided into eight units as
follows:
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
Unit 8:
Negative Numbers
Fractions
Algebraic Expressions and Algebraic Formulae
Linear Equations
Indices
Coordinates and Graphs of Functions
Linear Inequalities
Trigonometry
iii
Each unit stands alone and can be used as a comprehensive revision of a particular topic.
Most of the units follow as much as possible the following layout:
Module Overview
Objectives
Teaching and Learning Strategies
Lesson Notes
Examples
Test Yourself
Answers
The Lesson Notes, Examples and Test Yourself in each unit can be used as
supplementary or reinforcement handouts to help pupils recall and understand the basic
concepts and skills needed in each topic.
Teachers are advised to study the whole unit prior to classroom teaching so as to familiarize
with its content. By completely examining the unit, teachers should be able to select any part
in the unit that best fit the needs of their pupils. It is reminded that each unit in this module is
by no means a complete lesson, rather as a supporting material that should be ingeniously
integrated into the Additional Mathematics teaching and learning processes.
At the outset, this module is aimed at furnishing pupils with the basic mathematics
foundation prior to the learning of Additional Mathematics, however the usage could be
broadened. This module can also be benefited by all pupils, especially those who are
preparing for the Penilaian Menengah Rendah (PMR) Examination.
iv
PANEL OF CONTRIBUTORS
Advisors:
Haji Ali bin Ab. Ghani AMN
Director
Dr. Lee Boon Hua
Deputy Director (Humanities)
Mohd. Zanal bin Dirin
Deputy Director (Science and Technology)
Editorial Advisor:
Aziz bin Saad
Principal Assistant Director
(Head of Science and Mathematics Sector)
Editors:
Dr. Rusilawati binti Othman
Assistant Director
(Head of Secondary Mathematics Unit)
Aszunarni binti Ayob
Assistant Director
Rosita binti Mat Zain
Assistant Director
Writers:
Abdul Rahim bin Bujang

SM Tun Fatimah, Johor
Hon May Wan

SMK Tasek Damai, Ipoh, Perak
Ali Akbar bin Asri

SM Sains, Labuan
Horsiah binti Ahmad

SMK Tun Perak, Jasin, Melaka
Amrah bin Bahari

SMK Dato Sheikh Ahmad, Arau, Perlis
Kalaimathi a/p Rajagopal

SMK Sungai Layar, Sungai Petani, Kedah
Aziyah binti Paimin

SMK Kompleks KLIA, , Negeri Sembilan
Kho Choong Quan

SMK Ulu Kinta, Ipoh, Perak
Bashirah binti Seleman

SMK Sultan Abdul Halim, Jitra, Kedah
Lau Choi Fong

SMK Hulu Klang, Selangor
Bibi Kismete binti Kabul Khan

SMK Jelapang Jaya, Ipoh, Perak
Loh Peh Choo

SMK Bandar Baru Sungai Buloh, Selangor
Che Rokiah binti Md. Isa

SMK Dato Wan Mohd. Saman, Kedah
Mohd. Misbah bin Ramli

SMK Tunku Sulong, Gurun, Kedah
Cheong Nyok Tai

SMK Perempuan, Kota Kinabalu, Sabah
Noor Aida binti Mohd. Zin

SMK Tinggi Kajang, Kajang, Selangor
Ding Hong Eng

SM Sains Alam Shah, Kuala Lumpur
Noor Ishak bin Mohd. Salleh

SMK Laksamana, Kota Tinggi, Johor
Esah binti Daud

SMK Seri Budiman, Kuala Terengganu
Noorliah binti Ahmat

SM Teknik, Kuala Lumpur
Haspiah binti Basiran

SMK Tun Perak, Jasin, Melaka
Nor Aidah binti Johari

SMK Teknik Setapak, Selangor
Noorliah binti Ahmat
SM Teknik, Kuala Lumpur
Ali Akbar bin Asri
Nor Aidah binti Johari
SM Sains, Labuan
SMK Teknik Setapak, Selangor
Amrah bin Bahari
Nor Dalina binti Idris
SMK Dato Sheikh Ahmad, Arau, Perlis
SMK Syed Alwi, Kangar, Perlis
Writers:
Nor Dalina binti Idris

SMK Syed Alwi, Kangar, Perlis
Suhaimi bin Mohd. Tabiee

SMK Datuk Haji Abdul Kadir, Pulau Pinang
Norizatun binti Abdul Samid

SMK Sultan Badlishah, Kulim, Kedah
Suraiya binti Abdul Halim

SMK Pokok Sena, Pulau Pinang
Pahimi bin Wan Salleh

Maktab Sultan Ismail, Kelantan
Tan Lee Fang

SMK Perlis, Perlis
Rauziah binti Mohd. Ayob

SMK Bandar Baru Salak Tinggi, Selangor
Tempawan binti Abdul Aziz

SMK Mahsuri, Langkawi, Kedah
Rohaya binti Shaari

SMK Tinggi Bukit Merajam, Pulau Pinang
Turasima binti Marjuki

SMKA Simpang Lima, Selangor
Roziah binti Hj. Zakaria

SMK Taman Inderawasih, Pulau Pinang
Wan Azlilah binti Wan Nawi

SMK Putrajaya Presint 9(1), WP Putrajaya
Shakiroh binti Awang

SM Teknik Tuanku Jaafar, Negeri Sembilan
Zainah binti Kebi

SMK Pandan, Kuantan, Pahang
Sharina binti Mohd. Zulkifli

SMK Agama, Arau, Perlis
Zaleha binti Tomijan

SMK Ayer Puteh Dalam, Pendang, Kedah
Sim Kwang Yaw

SMK Petra, Kuching, Sarawak
Zariah binti Hassan

SMK Dato Onn, Butterworth, Pulau Pinang
Layout and Illustration:

Aszunarni binti Ayob
Assistant Director
Mohd. Lufti bin Mahpudz

Assistant Director
Basic Essential
Additional Mathematics Skills
UNIT 1
NEGATIVE NUMBERS
Unit 1:
Negative Numbers

TABLE OF CONTENTS
Module Overview
Part A:
Addition and Subtraction of Integers Using Number Lines

1.0 Representing Integers on a Number Line
2.0 Addition and Subtraction of Positive Integers
3.0 Addition and Subtraction of Negative Integers
Part B:
Addition and Subtraction of Integers Using the Sign Model
15
Part C:
Further Practice on Addition and Subtraction of Integers
19
Part D:
Addition and Subtraction of Integers Including the Use of Brackets
25
Part E:
Multiplication of Integers
33
Part F:
Multiplication of Integers Using the Accept-Reject Model
37
Part G:
Division of Integers
40
Part H:
Division of Integers Using the Accept-Reject Model
44
Part I:
Combined Operations Involving Integers
49
Answers
52
Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers
MODULE OVERVIEW
1. Negative Numbers is the very basic topic which must be mastered by every
pupil.
2. The concept of negative numbers is widely used in many Additional
Mathematics topics, for example:
(a) Functions
(b) Quadratic Equations
(c) Quadratic Functions
(d) Coordinate Geometry
(e) Differentiation
(f) Trigonometry
Thus, pupils must master negative numbers in order to cope with topics in
Additional Mathematics.
3. The aim of this module is to reinforce pupils understanding on the concept of
negative numbers.
4. This module is designed to enhance the pupils skills in
using the concept of number line;

using the arithmetic operations involving negative numbers;
solving problems involving addition, subtraction, multiplication and
division of negative numbers; and
applying the order of operations to solve problems.
5. It is hoped that this module will enhance pupils understanding on negative

numbers using the Sign Model and the Accept-Reject Model.
6. This module consists of nine parts and each part consists of learning objectives
which can be taught separately. Teachers may use any parts of the module as
and when it is required.


PART A:
ADDITION AND SUBTRACTION
OF INTEGERS USING
NUMBER LINES
LEARNING OBJECTIVE
Upon completion of Part A, pupils will be able to perform computations
involving combined operations of addition and subtraction of integers using a
number lines.
TEACHING AND LEARNING STRATEGIES

The concept of negative numbers can be confusing and difficult for pupils to
grasp. Pupils face difficulty when dealing with operations involving positive and
negative integers.
Strategy:
Teacher should ensure that pupils understand the concept of positive and negative
integers using number lines. Pupils are also expected to be able to perform
computations involving addition and subtraction of integers with the use of the
number line.


PART A:
ADDITION AND SUBTRACTION OF INTEGERS
USING NUMBER LINES
LESSON NOTES
1.0
Representing Integers on a Number Line
Positive whole numbers, negative numbers and zero are all integers.
Integers can be represented on a number line.
Note:
2.0
Positive integers
may have a plus sign
in front of them,
like +3, or no sign in
front, like 3.
i)
3 is the opposite of +3
ii)
(2) becomes the opposite of negative 2, that is, positive 2.
Addition and Subtraction of Positive Integers

Rules for Adding and Subtracting Positive Integers
When adding a positive integer, you move to the right on a

number line.
When subtracting a positive integer, you move to the left

on a number line.


EXAMPLES
(i) 2 + 3
Add a
positive 3
Start
with 2
Adding a positive integer:

Start by drawing an arrow from 0 to 2, and then,
draw an arrow of 3 units to the right:
2+3=5
Alternative Method:
Make sure you start from
the position of the first
integer.

Start at 2 and move 3 units to the right:
2+3=5


(ii)
2 + 5
Add a
positive 5

draw an arrow of 5 units to the right:
2 + 5 = 3
Alternative Method:
integer.

2 + 5 = 3


(iii) 2 5 = 3
Subtract a
positive 5
Subtracting a positive integer:

draw an arrow of 5 units to the left:
2 5 = 3
Alternative Method:

integer.

Start at 2 and move 5 units to the left:
2 5 = 3


(iv) 3 2 = 5
Subtract a
positive 2

Start by drawing an arrow from 0 to 3, and
then, draw an arrow of 2 units to the left:
3 2 = 5
Alternative Method:

integer.

3 2 = 5


3.0
Addition and Subtraction of Negative Integers
Consider the following operations:
4 + (1) = 3
41=3
3
4
4 + (2) = 2
42=2
3
43=1
4 + (3) = 1
3
4
4 + (4) = 0
44=0
3
4
4 + (5) = 1
4 5 = 1
3
4
4 + (6) = 2
4 6 = 2
3
Note that subtracting an integer gives the same result as adding its opposite. Adding or
subtracting a negative integer goes in the opposite direction to adding or subtracting a positive
integer.


Rules for Adding and Subtracting Negative Integers
When adding a negative integer, you move to the left on a

number line.
When subtracting a negative integer, you move to the right

on a number line.


EXAMPLES
(i)
2 + (1) = 3
This operation of
2 + (1) = 3
is the same as
2 1 = 3.
Add a
negative 1
Adding a negative integer:

then, draw an arrow of 1 unit to the left:
2 + (1) = 3
Alternative Method:

integer.

Start at 2 and move 1 unit to the left:
2 + (1) = 3

10

(ii)
1 + (3) = 2
This operation of
1 + (3) = 2
is the same as
1 3 = 2
Add a
negative 3

Start by drawing an arrow from 0 to 1, then, draw an arrow of
3 units to the left:
1 + (3) = 2
Alternative Method:
integer.

1 + (3) = 2

11

(iii)
3 (3) = 6
This operation of
3 (3) = 6
is the same as
3+3=6
Subtract a
negative 3
Subtracting a negative integer:

then, draw an arrow of 3 units to the right:
3 (3) = 6
Alternative Method:
integer.

3 (3) = 6

12

(iv) 5 (8) = 3
This operation of
5 (8) = 3
is the same as
5 + 8 = 3
Subtract a
negative 8
3+3=6

then, draw an arrow of 8 units to the right:
5 (8) = 3
Alternative Method:

5 (8) = 3

13

TEST YOURSELF A
Solve the following.

1.
2 + 4
2.
3 5 + (2)
5.
2 (4)
4.
3 + (6)
3.
5 + 8 + (5)

14

PART B:
OF INTEGERS USING
THE SIGN MODEL
LEARNING OBJECTIVE
Upon completion of Part B, pupils will be able to perform computations
involving combined operations of addition and subtraction of integers using
the Sign Model.

This part emphasises the first alternative method which include activities and
mathematical games that can help pupils understand further and master the
operations of positive and negative integers.
Strategy:
Teacher should ensure that pupils are able to perform computations involving
addition and subtraction of integers using the Sign Model.

15

PART B:
USING THE SIGN MODEL
LESSON NOTES
In order to help pupils have a better understanding of positive and negative integers, we have
designed the Sign Model.
The Sign Model
This model uses the + and signs.

A positive number is represented by + sign.
A negative number is represented by sign.
EXAMPLES
Example 1
What is the value of 3 5?
NUMBER
SIGN
+ + +
WORKINGS
i.
Pair up the opposite signs.
ii. The number of the unpaired signs is

the answer.
Answer

16

Example 2
What is the value of 3 5 ?
NUMBER
SIGN
_ _ _
WORKINGS
There is no opposite sign to pair up, so
just count the number of signs.
_ _ _ _ _ _ _ _
Answer
Example 3
What is the value of 3 5 ?
NUMBER
3
+5
+ + + + +
WORKINGS
i.
SIGN
Pair up the opposite signs.
ii. The number of unpaired signs is the

answer.
Answer

17

TEST YOURSELF B

1.
4 + 8
2.
8 4
3.
12 7
4.
5 5
5.
574
6.
7 + 4 3
7.
4+37
8.
62 +8
9.
3 + 4 + 6

18

PART C:
FURTHER PRACTICE ON
OF INTEGERS
LEARNING OBJECTIVE
Upon completion of Part C, pupils will be able to perform computations
involving addition and subtraction of large integers.

This part emphasises addition and subtraction of large positive and negative integers.
Strategy:
Teacher should ensure the pupils are able to perform computation involving addition
and subtraction of large integers.

19

PART C:
FURTHER PRACTICE ON ADDITION AND SUBTRACTION OF INTEGERS
LESSON NOTES
In Part A and Part B, the method of counting off the answer on a number line and the Sign
Model were used to perform computations involving addition and subtraction of small integers.
However, these methods are not suitable if we are dealing with large integers. We can use the
following Table Model in order to perform computations involving addition and subtraction
of large integers.
Steps for Adding and Subtracting

Integers
1.
Draw a table that has a column for + and a column

for .
2.
Write down all the numbers accordingly in the

column.
3.
If the operation involves numbers with the same

signs, simply add the numbers and then put the
respective sign in the answer. (Note that we
normally do not put positive sign in front of a
positive number)
4.
If the operation involves numbers with different

signs, always subtract the smaller number from
the larger number and then put the sign of the
larger number in the answer.

20

Examples:
i)
34 + 37 =
+
34
37
Add the numbers and then put the

positive sign in the answer.
We can just write the answer as
71 instead of +71.
+71
ii)
65 20 =
+
65
20
We can just write the answer as

45 instead of +45.
+45
iii)
73 + 22 =
+
22
73
51
iv)
Subtract the smaller number from

the larger number and put the sign
of the larger number in the
answer.

answer.
228 338 =
+
228
338
110


answer.
21

v)
428 316 =
428
316
negative sign in the answer.
744
863 127 + 225 =
vi)
225
863
127
225
990
765
vii)
Add the two numbers in the

column and bring down the number
in the + column.
the larger number in the third row
and put the sign of the larger
number in the answer.
234 675 567 =

+
234
675
567
234
1242
1008


in the + column.
22

viii)
482 + 236 718 =

+
236
482
718
236
1200
964

in the + column.
765 984 + 432 =
ix)
432
765
984
1749
432
1317
x)

in the + column.
1782 + 436 + 652 =

+
436
1782
652
1782
1088
694

Add the two numbers in the +

in the column.
23

TEST YOURSELF C

1.
47 89
2.
54 48
3.
33 125
4.
352 556
5.
345 437 456
6.
237 + 564 318
7.
431 + 366 778
8.
652 517 + 887
9.
233 + 408 689

24

PART D:
OF INTEGERS INCLUDING THE
USE OF BRACKETS
LEARNING OBJECTIVE
Upon completion of Part D, pupils will be able to perform computations
involving combined operations of addition and subtraction of integers, including
the use of brackets, using the Accept-Reject Model.

This part emphasises the second alternative method which include activities to
enhance pupils understanding and mastery of the addition and subtraction of
integers, including the use of brackets.
Strategy:
Teacher should ensure that pupils understand the concept of addition and subtraction
of integers, including the use of brackets, using the Accept-Reject Model.

25

PART D:
INCLUDING THE USE OF BRACKETS
LESSON NOTES
The Accept - Reject Model
+ sign means to accept.
sign means to reject.
To Accept or To Reject?
Answer
+(5)
Accept +5
+5
(2)
Reject +2
+ (4)
Accept 4
(8)
Reject 8
+8

26

EXAMPLES
i) 5 + (1) =
Number
Answer
5
+ (1)
Accept 5
Accept 1
+5
1
+ + + + +
5 + (1) =
This operation of
5 + (1) = 4
is the same as
51=4
We can also solve this question by using the Table Model as follows:
5 + (1) = 5 1
1
+4


answer.
We can just write the answer as 4
instead of +4.
27

ii) 6 + (3) =
Number
Answer
6
+ (3)
Reject 6
Accept 3
6
3

6 + (3) =
This operation of
6 + (3) = 9
is the same as
6 3 = 9
6 + (3) = 6 3 =
6
3


28

iii)
7 (4) =
Number
Answer
7
(4)
Reject 7
Reject 4
7
+4

+ + + +
7 (4) =
This operation of
7 (4) = 3
is the same as
7 + 4 = 3
7 (4) = 7 + 4 =
+
4
7
3


answer.
29

iv) 5 (3) =
Number
Answer
5
(3)
Reject 5
Reject 3
5
3

5 (3) =
This operation of
5 (3) = 8
is the same as
5 3 = 8
5 (3) = 5 3 =
5
3


30

v) 35 + (57) = 35 57 =
This operation of
35 + (57)
is the same as
35 57
Using the Table Model:
35
57

92
vi) 123 (62) = 123 + 62 =

This operation of
123 (62)
is the same as
123 + 62
Using the Table Model:
62
123
61


of the larger number in the answer.
31

TEST YOURSELF D
1.
4 + (8)
2.
8 (4)
3.
12 + (7)
4.
5 + (5)
5.
5 (7) + (4)
6.
7 + (4) (3)
7.
4 + (3) (7)
8.
6 (2) + (8)
9.
3 + (4) + (6)
10. 44 + (81)
11.
118 (43)
12. 125 + (77)
13. 125 + (239)
14.
125 (347) + (234)
15. 237 + (465) (378)
16. 412 + (334) (712)
17.
612 (245) + (876)
18. 319 + (412) + (606)

32

PART E:
MULTIPLICATION OF
INTEGERS
LEARNING OBJECTIVE
Upon completion of Part E, pupils will be able to perform computations
involving multiplication of integers.

This part emphasises the multiplication rules of integers.
Strategy:
Teacher should ensure that pupils understand the multiplication rules to perform
computations involving multiplication of integers.

33

PART E:
MULTIPLICATION OF INTEGERS
LESSON NOTES
Consider the following pattern:
33=9
3 2 6
positive positive = positive
(+)
(+) = (+)
3 1 3
3 0 0
The result is reduced by 3 in
3 (1) 3
every step.
positive negative = negative

(+)
() = ()
3 (2) 6
3 (3) 9
(3) 3 9
(3) 2 6
negative positive = negative
(3) 1 3
()
(3) 0 0
The result is increased by 3 in
(3) (1) 3
every step.
(+)
()
negative negative = positive

()
()
(+)
(3) (2) 6
(3) (3) 9
Multiplication Rules of Integers
1. When multiplying two integers of the same signs, the answer is positive integer.
2. When multiplying two integers of different signs, the answer is negative integer.
3. When any integer is multiplied by zero, the answer is always zero.

34

EXAMPLES
1. When multiplying two integers of the same signs, the answer is positive integer.
(a)
4 3 = 12
(b)
8 6 = 48
2. When multiplying two integers of the different signs, the answer is negative integer.
(a)
4 (3) = 12
(b)
8 (6) = 48
3. When any integer is multiplied by zero, the answer is always zero.

(a)
(4) 0 = 0
(b)
(8) 0 = 0
(c)
0 (5) = 0
(d)
0 (7) = 0

35

TEST YOURSELF E
1.
4 (8)
2.
8 (4)
3.
12 (7)
4.
5 (5)
5.
5 (7) (4)
6.
7 (4) (3)
7.
4 (3) (7)
8.
(6) (2) (8)
9.
(3) (4) (6)

36

PART F:
USING
THE ACCEPT-REJECT MODEL
LEARNING OBJECTIVE
Upon completion of Part F, pupils will be able to perform computations

involving multiplication of integers using the Accept-Reject Model.

This part emphasises the second alternative method which include activities to
enhance the pupils understanding and mastery of the multiplication of integers.
Strategy:
Teacher should ensure that pupils understand the multiplication rules of integers
using the Accept-Reject Model. Pupils can then perform computations involving
multiplication of integers.

37

PART F:
USING THE ACCEPT-REJECT MODEL
LESSON NOTES
The Accept-Reject Model
In order to help pupils have a better understanding of multiplication of integers, we have

designed the Accept-Reject Model.
Notes:
(+) (+) : The first sign in the operation will determine whether to accept
or to reject the second sign.
Multiplication Rules:
Sign
To Accept or To Reject
Answer
(+) (+)
Accept +
() ()
Reject
(+) ()
Accept
() (+)
Reject +
EXAMPLES
To Accept or to Reject
Answer
(2) (3)
Accept +
(2) (3)
Reject
(2) (3)
Accept
(2) (3)
Reject +

38

TEST YOURSELF F

1.
3 (5) =
2.
4 (8) =
3.
6 (5) =
4.
8 (6) =
5.
(5) 7 =
6.
(30) (4) =
7.
4 9 (6) =
8.
(3) 5 (6) =
9.
(2) ( 9) (6) =
10.
5 (3) (+4) =
11.
7 (2) (+3) =
12.
5 8 (2) =

39

PART G:
DIVISION OF INTEGERS
LEARNING OBJECTIVE
Upon completion of Part G, pupils will be able to perform computations

involving division of integers.

This part emphasises the division rules of integers.
Strategy:
Teacher should ensure that pupils understand the division rules of integers to
perform computation involving division of integers.

40

PART G:
LESSON NOTES
Consider the following pattern:

3 2 = 6,
then
62=3
and
63=2
3 (2) = 6,
then
(6) 3 = 2
and
(6) (2) = 3
(3) 2 = 6,
then
(6) 2 = 3
and
(6) (3) = 2
(3) (2) = 6,
then
6 (3) = 2
and 6 (2) = 3
Rules of Division
1. Division of two integers of the same signs results in a positive integer.
i.e.
positive positive = positive

(+)
(+)
(+)
negative negative = positive

()
()
= (+)
2. Division of two integers of different signs results in a negative integer.

i.e.
positive negative = negative

(+)
()
()
negative positive = negative

()
(+)
()
3. Division of any number by zero is undefined.

Undefined means this

operation does not have a
meaning and is thus not
assigned an interpretation!
Source:
http://www.sn0wb0ard.com
41

EXAMPLES
1. Division of two integers of the same signs results in a positive integer.

(a)
(12) (3) = 4
(b)
(8) (2) = 4
2. Division of two integers of different signs results in a negative integer.

(a)
(12) (3) = 4
(b)
(+8) (2) = 4
3. Division of zero by any number will always give zero as an answer.

(a)
0 (5) = 0
(b)
0 (7) = 0

42

TEST YOURSELF G
1.
(24) (8)
2.
8 (4)
3.
(21) (7)
4.
(5) (5)
5.
60 (5) (4)
6.
36 (4) (3)
7.
42 (3) (7)
8.
(16) (2) (8)
9.
(48) (4) (6)

43

PART H:
USING
THE ACCEPT-REJECT MODEL
LEARNING OBJECTIVE
Upon completion of Part H, pupils will be able to perform computations

involving division of integers using the Accept-Reject Model.

This part emphasises the alternative method that include activities to help pupils
further understand and master division of integers.
Strategy:
Teacher should make sure that pupils understand the division rules of integers using
the Accept-Reject Model. Pupils can then perform division of integers, including
the use of brackets.

44

PART H:
DIVISION OF INTEGERS USING THE ACCEPT-REJECT MODEL
LESSON NOTES
In order to help pupils have a better understanding of division of integers, we have designed
the Accept-Reject Model.
Notes:
(+) (+) : The first sign in the operation will determine whether to accept
or to reject the second sign.
()
()
: The sign of the numerator will determine whether to accept or

to reject the sign of the denominator.
Division Rules:
Sign
Answer
(+) (+)
Accept +
() ()
Reject
(+) ()
Accept
() (+)
Reject +

45

EXAMPLES
Answer
(6) (3)
Accept +
(6) (3)
Reject
(+6) (3)
Accept
(6) (3)
Reject +
Sign
Answer
()
()
Accept +
()
()
Reject
()
()
Accept
()
()
Reject +
Division [Fraction Form]:

46

EXAMPLES
Answer
( 8)
( 2)
Accept +
( 8)
( 2)
Reject
( 8)
( 2)
Accept
( 8)
( 2)
Reject +

47

TEST YOURSELF H
1.
18 (6)
4.
2.
12
2
25
5
5.
6
3
7.
(32) (4)
8.
(45) 9 (5)
10.
80
(5)
11.
12 (3) (2)

3.
24
8
6.
(35) 7
9.
12.
(30 )
(6)
(6) (3)
48

PART I:
COMBINED OPERATIONS
INVOLVING INTEGERS
LEARNING OBJECTIVES
Upon completion of Part I, pupils will be able to:

1. perform computations involving combined operations of addition,
subtraction, multiplication and division of integers to solve problems; and
2. apply the order of operations to solve the given problems.

This part emphasises the order of operations when solving combined operations
involving integers.
Strategy:
Teacher should make sure that pupils are able to understand the order of operations
or also known as the BODMAS rule. Pupils can then perform combined operations
involving integers.

49

PART I:
COMBINED OPERATIONS INVOLVING INTEGERS
LESSON NOTES
A standard order of operations for calculations involving +, , , and

brackets:
Step 1: First, perform all calculations inside the brackets.

Step 2: Next, perform all multiplications and divisions,
working from left to right.
Step 3: Lastly, perform all additions and subtractions, working
from left to right.
The above order of operations is also known as the BODMAS Rule

and can be summarized as:
Brackets
power of
Division
Multiplication
Addition
Subtraction
EXAMPLES
1.
10 (4) 3
2.
=10 (12)
= 10 + 12
(4) (8 3 )
= (4) (11 )
= 44
3.
(6) + (3 + 8 ) 5
= (6 )+ (5) 5
= (6 )+ 1
= 5
= 22

50

TEST YOURSELF I

1.
12 + (8 2)
2.
(3 5) 2
3.
4 (16 2) 2
4.
( 4) 2 + 6 3
5.
( 25) (35 7)
6.
(20) (3 + 4) 2
7.
(12) + (4 6) 3
8.
16 4 + (2)
9.

(18 2) + 5 (4)
51

ANSWERS
TEST YOURSELF A:
1.
2.
3.
4.
5.

52

TEST YOURSELF B:
1)
2)
12
3)
4)
10
5)
6)
7)
8)
12
9)
TEST YOURSELF C:
1)
42
2)
102
3)
92
4)
908
5)
548
6)
7)
843
8)
282
9)
514
TEST YOURSELF D:
1)
12
2)
12
3)
19
4)
10
5)
6)
7)
8)
9)
10) 125
11) 161
12) 202
13) 364
14) 238
15) 606
16) 790
17) 19
18) 125
TEST YOURSELF E:
1)
32
2)
32
3)
84
4)
25
5)
140
6)
84
7)
84
8)
96
9)
72

53

TEST YOURSELF F:
1)
15
2)
32
3)
30
4)
48
5)
35
6)
120
7)
216
8)
90
9)
108
10)
60
11) 42
12) 80
TEST YOURSELF G:
1)
2)
3)
4)
5)
6)
7)
8)
9)
TEST YOURSELF H:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
16
11.
12.
TEST YOURSELF I:
1.
16
2.
16
3.
12
4.
10
5.
6.
34
8.
9.
7.

54
Basic Essential
UNIT 2
FRACTIONS
Unit 1:
Negative Numbers

TABLE OF CONTENTS
Module Overview
Part A: Addition and Subtraction of Fractions
1.0 Addition and Subtraction of Fractions with the Same Denominator
1.1 Addition of Fractions with the Same Denominators
1.2 Subtraction of Fractions with The Same Denominators
1.3 Addition and Subtraction Involving Whole Numbers and Fractions
1.4 Addition or Subtraction Involving Mixed Numbers and Fractions
2.0 Addition and Subtraction of Fractions with Different Denominator
10
2.1 Addition and Subtraction of Fractions When the Denominator

of One Fraction is A Multiple of That of the Other Fraction
11
2.2 Addition and Subtraction of Fractions When the Denominators

Are Not Multiple of One Another
13
2.3 Addition or Subtraction of Mixed Numbers with Different

Denominators
16
2.4 Addition or Subtraction of Algebraic Expression with Different

Denominators
17
Part B: Multiplication and Division of Fractions
22
1.0 Multiplication of Fractions
24
1.1 Multiplication of Simple Fractions
28
1.2 Multiplication of Fractions with Common Factors
29
1.3 Multiplication of a Whole Number and a Fraction
29
1.4 Multiplication of Algebraic Fractions
31
2.0 Division of Fractions
33
2.1 Division of Simple Fractions
36
2.2 Division of Fractions with Common Factors
37
Answers
42

UNIT 2: Fractions
MODULE OVERVIEW
1. The aim of this module is to reinforce pupils understanding of the concept
of fractions.
2. It serves as a guide for teachers in helping pupils to master the basic
computation skills (addition, subtraction, multiplication and division)
involving integers and fractions.
3. This module consists of two parts, and each part consists of learning
objectives which can be taught separately. Teachers may use any parts of the
module as and when it is required.
PART 1


UNIT 2: Fractions
PART A:
OF FRACTIONS
LEARNING OBJECTIVES
Upon completion of Part A, pupils will be able to:

1. perform computations involving combination of two or more operations
on integers and fractions;
2. pose and solve problems involving integers and fractions;
3. add or subtract two algebraic fractions with the same denominators;
4. add or subtract two algebraic fractions with one denominator as a
multiple of the other denominator; and
5. add or subtract two algebraic fractions with denominators:
(i)
not having any common factor;
(ii)
having a common factor.


UNIT 2: Fractions
Pupils have difficulties in adding and subtracting fractions with different

denominators.
Strategy:
Teachers should emphasise that pupils have to find the equivalent form of
the fractions with common denominators by finding the lowest common
multiple (LCM) of the denominators.


UNIT 2: Fractions
LESSON NOTES
Fraction is written in the form of:
a
b
numerator
denominator
Examples:
2 4
,
3 3
Proper Fraction
Improper Fraction
Mixed Numbers
The numerator is smaller

than the denominator.
The numerator is larger

than or equal to the denominator.
A whole number and

a fraction combined.
Examples:
Examples:
Examples:
2 9
,
3 20
15 108
,
4 12
2 17 , 8 56
Rules for Adding or Subtracting Fractions

1.
When the denominators are the same, add or subtract only the numerators and
keep the denominator the same in the answer.
2.
When the denominators are different, find the equivalent fractions that have the
same denominator.
Note:
Emphasise that mixed numbers and whole numbers must be converted to improper
fractions before adding or subtracting fractions.


UNIT 2: Fractions
EXAMPLES
1.0 Addition And Subtraction of Fractions with the Same Denominator
1.1 Addition of Fractions with the Same Denominators
i)
1
8
ii)
iii)
Add only the numerators and keep the

denominator same.
1 4 5

8 8 8
1 3 4

8 8 8
1
1 5 6

f
f
f

4
8
5
8

denominator the same.
Write the fraction in its simplest form.


UNIT 2: Fractions
1.2 Subtraction of Fractions with The Same Denominators
i)
Subtract only the numerators and keep

the denominator the same.
5 1
4

8 8
8
1
5
8
ii)
1 5
4

7 7
7
iii)
3 1 2

n n n

1
8
4
1
8
2



UNIT 2: Fractions
1.3 Addition and Subtraction Involving Whole Numbers and Fractions

1
i) Calculate 1 .
8
1
8
8
8
1
8
9
8
1
1
8
First, convert the whole number to an improper fraction with the

same denominator as that of the other fraction.
Then, add or subtract only the numerators and keep the denominator
the same.
1
28
1
7
7
7
29
7
1
7

2
20
2
5
5
5
18
5
1
12
1
y
y
3
3
3
12 y
3
3
5

UNIT 2: Fractions
First, convert the whole number to an improper fraction with

the same denominator as that of the other fraction.
Then, add or subtract only the numerators and keep the
5
2n
5
n
n
n
2n 5
n

2
2
3
k
k
3k
k
2 3k
k

UNIT 2: Fractions
1.4 Addition or Subtraction Involving Mixed Numbers and Fractions

i) Calculate 1
1 4
.
8 8
1
8
9
8
4
8
4
8
13
8
First, convert the mixed number to improper fraction.

Then, add or subtract only the numerators and keep the
1
5
15
5
7
7
7
7
2
4
29
4
9
9
9
9
6
20
= 2
7
7

7
25
= 2
9
9
3
x
11
x
8
8
8
8
11 x
8
5
8

UNIT 2: Fractions
2.0 Addition and Subtraction of Fractions with Different Denominators

i) Calculate
1 1
.
8 2
The denominators are not the same.

See how the slices are different in
sizes? Before we can add the
fractions, we need to make them the
same, because we can't add them
together like this!
?
1
8
1
2
To make the denominators the same, multiply both the numerator and the denominator of
the second fraction by 4:
4
1
2
4
8
Now, the denominators

are the same. Therefore,
we can add the fractions
together!
Now, the question can be visualized like this:
1
8

4
8
5
8
10

UNIT 2: Fractions
Hint:
Before adding or subtracting fractions with different denominators, we must

convert each fraction to an equivalent fraction with the same denominator.
2.1 Addition and Subtraction of Fractions When the Denominator of One Fraction is
A Multiple of That of the Other Fraction
Multiply both the numerator and the denominator with an integer that makes the
denominators the same.
1
5
3
6
(i)
2
5
6
6
7
6
=1
1
6
Change the first fraction to an equivalent

fraction with denominator 6.
(Multiply both the numerator and the
denominator of the first fraction by 2):
2
1
2
3
6
2

Convert the fraction to a mixed number.
7
3
12
4
(ii)
Change the second fraction to an equivalent

fraction with denominator 12.
denominator of the second fraction by 3):
3
7
9
12
12
3
9
4
12
3
2
12
1

6
Subtract only the numerators and keep the


11

UNIT 2: Fractions
1
9
v
5v
(iii)
5
9
5v
5v
14
5v

Change the first fraction to an equivalent

fraction with denominator 5v.
denominator of the first fraction by 5):
5
1
5
v
5v
5

12

UNIT 2: Fractions
2.2
Addition and Subtraction of Fractions When the Denominators Are Not Multiple of
One Another
Method I
1
6
Method II
3
4
(i) Find the Least Common Multiple (LCM)

of the denominators.
1
6
LCM = 2 2 3 = 12
1 4
6 4
4
24
22
24
11
12
The LCM of 4 and 6 is 12.
1
6
2
12
11
12
2
2
33
43
3
4
(i) Multiply the numerator and the

denominator of the first fraction with
the denominator of the second fraction
and vice versa.
2) 4 , 6
2) 2 , 3
3) 1 , 3
- , 1
(ii) Change each fraction to an equivalent

fraction using the LCM as the
denominator.
denominator of each fraction by a whole
number
that
will
make
their
denominators the same as the LCM
value).
3 6
4 6
18
24
Write the fraction in its

simplest form.
This method is preferred but you

must remember to give the
answer in its simplest form.
9
12

13

UNIT 2: Fractions
EXAMPLES
1.
2
3
1
5
2 5
=
3 5
2.
10
15
13
15
5
6
Multiply the first fraction with the second denominator

and
multiply the second fraction with the first denominator.
Multiply the first fraction by the
denominator of the second fraction and
multiply the second fraction by the
denominator of the first fraction.
3
15

5
=
6
1 3
5 3
3
8
3
8
6
6
40
18
48
48

22
48

11
24

14

UNIT 2: Fractions
3.
2
g
3
14 g 3
21 21
14 g 3
21
2g
3
1 3
7 3
Write as a single fraction.
h
5
3
3
10 g 3h
15 15

10 g 3h
15
6
c

h
5
2g
5.
1
7
2g 7
3 7
4.
4
d
6 d
c d
6d 4c
cd cd
6d 4c
cd
4 c
d c


15

UNIT 2: Fractions
2.3
Addition or Subtraction of Mixed Numbers with Different Denominators
1.
5
2
5 2
2 2
10
4
21
4

1
4
Change the fraction back to a mixed number.
2.
5
6
3
4
11
4
23
6
11
4
Change the first fraction to an equivalent fraction

with denominator 4.
(Multiply both the numerator and the denominator
of the first fraction by 2)
11
4
Convert the mixed numbers to improper fractions.

3
4
7
4
23 4
=
6 4
7 6
4 6
The denominators are not multiples of one another:

Multiply the first fraction by the denominator
of the second fraction.
Multiply the second fraction by the
92 42
24 24
50
24

25
12
= 2
1
12

16

UNIT 2: Fractions
2.4 Addition or Subtraction of Algebraic Expression with Different Denominators

1.
m
m2
The
denominators
multiples
one
another
The
denominators
areare
notnot
multiples
of of
one
another:
m
=
m2
m
2
2m
mm 2
2m 2 2m 2
2m m(m 2)
2(m 2)
2m m 2 2 m
2(m 2)
2.
m
2
( m2)
( m2)
Multiply the first fraction with the second denominator

Multiply the second fraction with the first denominator
Multiply the first fraction by the denominator

Remember to use
brackets
Write the above fractions as a single fraction.
Expand:
m (m 2) = m2 2m
m2
2(m 2)
y
y 1
y 1
y
y y
y 1 y
y 2 ( y 1)( y 1)
y ( y 1)
y 1 ( y 1)
y ( y 1)
y 2 ( y 2 1)
=
y ( y 1)
y2 y2 1
y ( y 1)
1
y ( y 1)


The denominators are not multiples of one another
the first
fraction
with the
denominator
Multiply
Multiply
the first
fraction
bysecond
the denominator
Write the fractions as a single fraction.
Expand:
(y 1) (y + 1) = y2 + y y 12
= y2 1
Expand:
(y2 1) = y2 + 1
17

UNIT 2: Fractions
3.
3
5n
8n
4n 2
4n 2
5 n 8n
4 n 2 8n
3
8n 4n 2
8n (5 n)
12n 2
2
8n(4n ) 8n(4n 2 )
12 n 2
The denominators
are not multiples
of one another
Multiply
the first fraction
by the denominator
Multiply
the
first
fraction
with
the
second
denominator
8n (5 n)
8n(4n 2 )
Expand:
12 n 2
40 n 8n 2
8n(4n 2 )
4n 2
40 n
8n (5 + n) = 40n 8n2
Subtract the like terms.
8n ( 4 n 2 )
4n (n 10 )
4n(8n 2 )
Factorise and simplify the fraction by canceling

out the common factors.
n 10
8n 2

18

UNIT 2: Fractions
TEST YOURSELF A
Calculate each of the following.

1.
2 1

7 7
2.
11 5
12 12
3.
2 1
7 14
4.
2 5
3 12
5.
2 4

7 5
6.
1 5

2 7
7. 2
9.
2
3
13
2 1

s s

2
7
8. 4 2
5
9
10.
11 5

w w
19

UNIT 2: Fractions
11.
2 1
a 2a
12.
2
5
f 3f
13.
2 4

a b
14.
1 5

p q
5
2
2
3
15. m n m n
7
5
7
5
17.
2 x 3 y 3x y
2
5
19.
x
x 1
x 1
x

16.
p 1
(2 p)
2
18.
12 4 x
5

2x
x
20.
x
x4
x2 x2
20

UNIT 2: Fractions
21.
6x 3 y 4x 8 y
2
4
r 5 2r 2
23.
5
15 r
22.
4n
2
3n
9n 2
24.
p3 p2
2p
p2
25.
2n 3 4n 3
10n
5n 2
26.
3m n n 3
mn
n
27.
5m mn
5m
mn
28.
m3 nm
3m
mn
29.
3 5n
8n 4n 2
30.
p 1 p
3m
m

21

UNIT 2: Fractions
PART B:
MULTIPLICATION AND DIVISION
OF FRACTIONS
LEARNING OBJECTIVES
Upon completion of Part B, pupils will be able to:
1. multiply:
(i)
a whole number by a fraction or mixed number;
(ii)
a fraction by a whole number (include mixed numbers); and
(iii)
a fraction by a fraction.
(i)
a fraction by a whole number;
(ii)
a fraction by a fraction;
(iii)
a whole number by a fraction; and
(iv)
a mixed number by a mixed number.
2. divide:
3. solve problems involving combined operations of addition, subtraction,

multiplication and division of fractions, including the use of brackets.

22

UNIT 2: Fractions

Pupils face problems in multiplication and division of fractions.
Strategy:
Teacher should emphasise on how to divide fractions correctly. Teacher should

also highlight the changes in the positive (+) and negative () signs as follows:
Multiplication
(+) (+) =
(+) () =
() (+) =
() () =

(+)
(+)
()
()
Division
(+)
()
(+)
()
=
=
=
=
23

UNIT 2: Fractions
LESSON NOTES
1.0 Multiplication of Fractions
Recall that multiplication is just repeated addition.

Consider the following:
2 3
First, lets assume this box
as 1 whole unit.
Therefore, the above multiplication 2 3 can be represented visually as follows:
2 groups of 3 units
This means that 3 units are being repeated twice, or mathematically can be written as:
23 3 3
6
Now, lets calculate 2 x 2. This multiplication can be represented visually as:

2 groups of 2 units
This means that 2 units are being repeated twice, or mathematically can be written as:
2 2 2 2
4

24

UNIT 2: Fractions
Now, lets calculate 2 x 1. This multiplication can be represented visually as:
2 groups of 1 unit
1
This means that 1 unit is being repeated twice, or mathematically can be written as:
2 1 1 1 2
It looks simple when we multiply a whole number by a whole number. What if we

have a multiplication of a fraction by a whole number? Can we represent it visually?
Lets consider 2
Since
1
.
2
represents 1 whole unit, therefore
1
unit can be represented by the
2
following shaded area:
Then, we can represent visually the multiplication of 2
2 groups of
1
unit
2
1
1
+
2
2
This means that
1
as follows:
2
2
1
2
1
unit is being repeated twice, or mathematically can be written as:
2
1 1 1
2
2 2 2
2
2
1

25

UNIT 2: Fractions
1
1
2. What does it mean? It means out of 2 units and the
2
2
visualization will be like this:
Lets consider again
1
out of 2 units
2
Notice that the multiplications 2
How about
1
2 1
2
1
1
and 2 will give the same answer, that is, 1.
2
2
1
2?
3
Since
represents 1 whole unit, therefore
1
unit can be represented by the
3
following shaded area:
The shaded area is
1
unit.
3
1
2 as follows:
3
Then, we can represent visually the multiplication
1
1
+
3
3
This means that
2
3
1
unit is being repeated twice, or mathematically can be written as:
3
1
1 1
2
3
3 3
2

26

UNIT 2: Fractions
1
1
2 . What does it mean? It means out of 2 units and the visualization
3
3
will be like this:
Lets consider
1
out of 2 units
3
Notice that the multiplications 2
1
2
2
3
3
2
1
1
and 2 will give the same answer, that is,
.
3
3
3
Consider now the multiplication of a fraction by a fraction, like this:
1 1
3 2
This means
1
1
out of units and the visualization will be like this:
3
2
1
1
out of
units
3
2
1
unit
2
1 1 1

3 2 6
Consider now this multiplication:
2 1
3 2
This means
2
1
out of units and the visualization will be like this:
2
3
1
unit
2
1
2
out of
units
2
3

2 1 2

3 2 6
27

UNIT 2: Fractions
What do you notice so far?

The answer to the above multiplication of a fraction by a fraction can be obtained by
just multiplying both the numerator together and the denominator together:
1 2
2
3
3 9
1 1
1
3
2 6
So, what do you think the answer for
1
1 1
as the answer?
? Do you get
4 3
12
The steps to multiply a fraction by a fraction can therefore be summarized as follows:

Steps to Multiply Fractions:
Remember!!!
1) Multiply the numerators together and
(+)
(+)
()
()
multiply the denominators together.

2) Simplify the fraction (if needed).
1.1
=
=
=
=
(+)
()
(+)
()
Multiplication of Simple Fractions

Examples:
a)
2
3
5
7
c)
6
35
6
2
12

7
5
35
b)
2
3
6

7
5
35
d)
6
2

7
5
12
35
Multiply the two numerators together and the two denominators together.

28

UNIT 2: Fractions
1.2
Multiplication of Fractions with Common Factors

12 5
12
5
or

7 6
7
6
First Method:
Second Method:
(ii) Multiply the two numerators

together
and
the
two
denominators together:
(i) Simplify the fraction by canceling

out the common factors.
2 12
7
12
5
60
=
42
7
6
(ii) Then, simplify.

6010 10
3
1
42
7
7
7
5
61
(i) Then,
multiply
the
two
numerators together and the two
denominators
together,
and
convert to a mixed number, if
needed.
2
12
5
7
6
10
3
1
7
7
1.3
Multiplication of a Whole Number and a Fraction
Remember
2= 2
1
2 5
6
2 31

1 6
31
=
1 6
3
12
31
3
1
= 10
3

Convert the mixed number to improper

fraction.
Simplify by canceling out the common
factors.
Multiply the two numerators together and
the two denominators together.
Remember: (+) () = ()
29

UNIT 2: Fractions
EXAMPLES
1. Find
5
15
12 10
1
Solution:
5
15 5
12
10 2
4
2. Find
5
8
21
2
6
5
Solution :
Simplify by canceling out the common factors.
Multiply the two numerators together and the

two denominators together.
Remember: (+) () = ()

factors.
21
2 1
6
5
3
21
2 1
= 7
6
5
Note that
21
can be further simplified.
3
Simplify further by canceling out the

common factors.
7
5
2
1
5

Remember: (+) () = ()
Change the fraction back to a mixed
number.

30

UNIT 2: Fractions
1.4
Multiplication of Algebraic Fractions
1.
2
5x
x
4
Simplify
2
5x 1
Solution : 1
x
4
Simplify the fraction by canceling out the xs.

5
=
2
= 2
2. Simplify
Solution:
Change the fraction back to a mixed

number.
1
2
n 9
4m
2 n
n 9
4m
2 n
n9
n 4m

2 n 1
2
1
1
n ( 2m)
9
=
2
1
Simplify the fraction by canceling the

common factor and the n.
9
2nm
2

Multiply the two numerators together

and the two denominators together.
31

UNIT 2: Fractions
TEST YOURSELF B1
1. Calculate
9
25
5
27
11
3. Calculate 2
4
2. Calculate
45
3
14

12
7
20
4. Calculate
1 1
4
3 5
5. Simplify
m
3
k
6. Simplify
n
(5m)
2
7. Simplify
1 3x
1
6 14
8. Simplify
n
(2a 3d )
2
9. Simplify
10. Simplify
x
1
20
4
x
2
3
y
5x
10

32

UNIT 2: Fractions
LESSON NOTES
2.0
Division of Fractions
Consider the following:
6 3
First, lets assume this circle
as 1 whole unit.
Therefore, the above division can be represented visually as follows:

6 units are being divided into a group of 3
units:
6 3 2
This means that 6 units are being divided into a group of 3 units, or mathematically
can be written as:
6 3 2
The above division can also be interpreted as how many 3s can fit into 6. The answer is
2 groups of 3 units can fit into 6 units.
Consider now a division of a fraction by a fraction like this:
1 1
.
2 8

How many
1
is in
8
1
?
2
33

UNIT 2: Fractions
This means How many
is in
1
8
1
2
The answer is 4:
Consider now this division:

How many
3 1
.
4 4
This means How many
is in
1
4
The answer is 3:

1
3
is in ?
4
4
3
4
But, how do you

calculate the answer?
34

UNIT 2: Fractions
Consider again 6 3 2.
Actually, the above division can be written as follows:
63
These operations are the same!
6
3
1
3
The reciprocal
of 3 is
1
.
3
Notice that we can write the division in the multiplication form. But here, we have to
change the second number to its reciprocal.
Therefore, if we have a division of fraction by a fraction, we can do the same, that is,
we have to change the second fraction to its reciprocal and then multiply the
fractions.
Therefore, in our earlier examples, we can have:

(i)
1 1
2 8
1 8

2 1
8
2
4
Change the second fraction to its

reciprocal and change the sign to .
The reciprocal
of
1
8
is .
8
1
The reciprocal of a
fraction is found by
inverting the
fraction.

35

UNIT 2: Fractions
(ii)
3 1
4 4
3 4

4 1
3
Change the second fraction to its

The reciprocal
of
1
4
is .
4
1
The steps to divide fractions can therefore be summarized as follows:
Steps to Divide Fractions:

1. Change the second fraction to its
2. Multiply the numerators together and
multiply the denominators together.
Tips:
(+)
(+)
()
()
(+)
()
(+)
()
=
=
=
=
3. Simplify the fraction (if needed).
2.1
Division of Simple Fractions

Example:
2
3
5
7
2
7
=
5
3
14
=
15
Change the second fraction to its reciprocal

and change the sign to .


36

UNIT 2: Fractions
2.2
Division of Fractions With Common Factors

Examples:
10
2

21
9
10
9
=

21
2
10
9
=5
3
21
7 21
15
=
7
1
= 2
7
Change the second fraction to its reciprocal and

change the sign to .
Simplify by canceling out the common factors.
Remember: (+) () = ()
3
5
6
7
3
6
5
7
1
3
7
5
62
7
10

Express the fraction in division form.

Then, simplify by canceling out the common
factors.

37

UNIT 2: Fractions
EXAMPLES
1. Find
35
25
12
6
35
25
12
6
Solution :
35
61
= 7
25
2 12
5
7
10
2. Simplify

Then, simplify by canceling out the common
factors.
5x
4
Solution :
3. Simplify
4
5x
8
5x 2
Multiply the two numerators together and the two

denominators together.
y
x
2
Solution :
Method I
Express the fraction in division form.
y
2
x
y
1

x
2
y

2x

and change to .
Multiply the two numerators together and the two
denominators together.
Remember: (+) () = ()

38

UNIT 2: Fractions
Method II
The given fraction.
y
x
2
The numerator is also

a fraction with
denominator x
y
x
2
x
x
Multiply the
the numerator
numerator and
Multiply
and the
the denominator
denominator of
of the
given
fraction
by
x.
the given fraction with x
y
x
x
2 x
y
2x
(1 1 )
r
4. Simplify
Solution:
(1 1 )
r is the denominator of
1
.
r
1
)
r r
r
5
r 1
5r
(1
=
=
Multiply the given fraction with
r
.
r
Note that:
1
(1 ) r r 1
r

39

UNIT 2: Fractions
TEST YOURSELF B2
1.
Calculate
3.
Simplify
5.
Simplify
7.
Simplify
3
21

7
2
5
7
5

9
8
16
2.
Calculate
8
4y

y
3
4.
Simplify
2
5 x
3
6.
Simplify
8.
Simplify
4
y 1
8

16
2
k
4m
2m 2

n
3n
x
1
1
x
40

UNIT 2: Fractions
3 (1 1 )
9.
Calculate
Simplify
10.
x 1 4
11.
5 1
Simplify
2
3

12.
Simplify
1
p
1
1
5
41

UNIT 2: Fractions
ANSWERS
TEST YOURSELF A:
1.
3
7
2.
1
2
3.
4.
1
4
5.
3
38
or 1
35
35
6.
7.
67
2
or 5
13
13
8.
73
28
or 1
45
45
9.
5
2a
10.
6
w
11.
13.
2b 4a
ab
q 5p
14.
pq
16.
3p 3
2
17.
19.
1
x( x 1)
7n 4
22.
9n 2
16 x 17 y
10
12.
5
14
3
14
3
s
1
3f
15. m n
18.
2x 1
x
20. 2
21.
8x y
2
r 2 1
23.
3r
p2 6
24.
2 p2
25.
7 n 4n 2 6
10 n 2
26.
1 m
m
27.
n5
5n
28.
n3
3n
29.
n 10
8n 2
30.
4p 3
3m

42

UNIT 2: Fractions
TEST YOURSELF B1:
1.
5
2
or 1
3
3
4.
7.
x
4
10.
5x
7
2
or 1
5
5
9
1
or 1
8
8
2.
5.
3m
k
8.
na
3
nd
2
3.
11
1
or 5
2
2
6.
5mn
2
9.
10
3
x y
3
5
1
4
TEST YOURSELF B2:
1.
2
49
2.
5.
14
5
or 1
9
9
6
5 x
6.
6
m
9.
9
20
12.
4.
8k
7.
1
2( y 1)
8.
x2
x 1
10.
5x 1
xy
11.
13x
6

3.
y2
5
4p
43
Basic Essential
UNIT 3
ALGEBRAIC EXPRESSIONS
AND
ALGEBRAIC
FORMULAE
Unit
1:
Negative Numbers

TABLE OF CONTENTS
Module Overview
Part A: Performing Operations on Algebraic Expressions
Part B: Expansion of Algebraic Expressions
10
Part C: Factorisation of Algebraic Expressions and Quadratic Expressions
15
Part D: Changing the Subject of a Formula
23
Activities
Crossword Puzzle
31
Riddles
33
Further Exploration
37
Answers
38
Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae
MODULE OVERVIEW
1. The aim of this module is to reinforce pupils understanding of the concepts and skills
in Algebraic Expressions, Quadratic Expressions and Algebraic Formulae.
2. The concepts and skills in Algebraic Expressions, Quadratic Expressions and
Algebraic Formulae are required in almost every topic in Additional Mathematics,
especially when dealing with solving simultaneous equations, simplifying
expressions, factorising and changing the subject of a formula.
3. It is hoped that this module will provide a solid foundation for studies of Additional
Mathematics topics such as:
Functions
Quadratic Equations and Quadratic Functions
Simultaneous Equations
Indices and Logarithms
Progressions
Differentiation
Integration
4. This module consists of four parts and each part deals with specific skills. This format
provides the teacher with the freedom to choose any parts that is relevant to the skills
to be reinforced.


PART A:
PERFORMING OPERATIONS ON
ALGEBRAIC EXPRESSIONS
LEARNING OBJECTIVES
Upon completion of Part A, pupils will be able to perform operations on algebraic
expressions.
Pupils who face problem in performing operations on algebraic expressions might have
difficulties learning the following topics:
Simultaneous Equations - Pupils need to be skilful in simplifying the algebraic

expressions in order to solve two simultaneous equations.
Functions - Simplifying algebraic expressions is essential in finding composite

functions.
Coordinate Geometry - When finding the equation of locus which involves

distance formula, the techniques of simplifying algebraic expressions are required.
Differentiation - While performing differentiation of polynomial functions, skills

in simplifying algebraic expressions are needed.
Strategy:
1. Teacher reinforces the related terminologies such as: unknowns, algebraic terms,
like terms, unlike terms, algebraic expressions, etc.
2. Teacher explains and shows examples of algebraic expressions such as:
8k,
3p + 2,
4x (2y + 3xy)
3. Referring to the Lesson Notes and Examples given, teacher explains how to
perform addition, subtraction, multiplication and division on algebraic expressions.
4. Teacher emphasises on the rules of simplifying algebraic expressions.


LESSON NOTES
PART A:
PERFORMING BASIC ARITHMETIC OPERATIONS ON ALGEBRAIC EXPRESSIONS
1.
An algebraic expression is a mathematical term or a sum or difference of mathematical

terms that may use numbers, unknowns, or both.
Examples of algebraic expressions:
2r, 3x + 2y,
6x2 +7x + 10, 8c + 3a n2,
3
g
2.
An unknown is a symbol that represents a number. We normally use letters such as n, t, or

x for unknowns.
3.
The basic unit of an algebraic expression is a term. In general, a term is either a number
or a product of a number and one or more unknowns. The numerical part of the term, is
known as the coefficient.
Coefficient
Unknowns
6 xy
Examples:
4.
2r,
Algebraic expression with two terms:
3x + 2y, 6s 7t
Algebraic expression with three terms:
6x2 +7x + 10, 8c + 3a n2
3
g
Like terms are terms with the same unknowns and the same powers.
Examples:
5.
Algebraic expression with one term:
3ab,
5ab are like terms.
3x2,
2 2
x
5
are like terms.
Unlike terms are terms with different unknowns or different powers.

Examples: 1.5m,
9k,
3xy,

2x2y are all unlike terms.

6.
An algebraic expression with like terms can be simplified by adding or subtracting the
coefficients of the unknown in algebraic terms.
7.
To simplify an algebraic expression with like terms and unlike terms, group the like terms
first, and then simplify them.
8.
An algebraic expression with unlike terms cannot be simplified.
9.
Algebraic fractions are fractions involving algebraic terms or expressions.

Examples:
3m 2
4r 2 g
x2 y2
,
,
,
.
15 6h 2rg g 2 x 2 2 xy y 2
10. To simplify an algebraic fraction, identify the common factor of both the numerator and the
denominator. Then, simplify it by elimination.


EXAMPLES
Simplify the following algebraic expressions and algebraic fractions:
s t
4 6
(a)
5x (3x 4x)
( e)
(b)
3r 9s + 6r + 7s
(f )
5x 3 y
6 2z
(c)
4r 2 g
2rg g 2
(g )
e
2g
f
(d )
Solutions:
(a)
3x
3 4
p q
5x (3x 4x)
(h)
1
2
3x
Algebraic expression with like terms can be simplified by

adding or subtracting the coefficients of the unknown.
= 5x ( x)
Perform the operation in the bracket.
= 5x + x
= 6x
(b)
3r 9s + 6r + 7s
= 3r + 6r 9s + 7s
= 3r 2s
(c)
Arrange the algebraic terms according to the like terms.
Unlike terms cannot be simplified.

Leave the answer in the simplest form as shown.
4r 2 g
2rg g 2
4r 2 g 1
g ( 2r g )
1
4r 2
2r g
Simplify by canceling out the common factor and the

same unknowns in both the numerator and the
denominator.


3 4
p q
3q 4 p
pq pq
3q 4 p
pq
(d )
(e)
s t
4 6
3s
2t
43 6 2
3s 2t
12
5x 3 y 5x y
(f )
6 2z 2 2z
2
5 xy
4z
(g )
The LCM of p and q is pq.
e
e 1
2g
f
f 2g
e
2 fg
(h )
The LCM of 4 and 6 is 12.

factor, then multiply the numerators
together and followed by the
denominators.
Change division to multiplication of the

reciprocal of 2g.
1 3 x(2) 1
3x
2 2
2
3x
3x
6x 1
2
3x
6x 1 1
2
3x
6x 1
6x

Equate the denominator.

ALTERNATIVE METHOD
Simplify the following algebraic fractions:
3x
(a)
1
2
3x
3x
2 2
3x
2
1
3 x(2) (2)
2
=
3 x(2)
(b)
3
2
x
5
Each of the terms in the numerator and

denominator of the algebraic fraction is
multiplied by 2.
6x 1
6x
2
x
x
=
5
x
3
( x ) 2( x )
x
5( x)
3 2x
5x
3
3
8
8 2 x
2x
2 x
(c)
2
2
2x
3
8(2 x) (2 x)
2x
2( 2 x )
1
is 2 . Therefore,
2
2
multiply the algebraic fraction by .
2
The denominator of
3
is x. Therefore,
x
x
multiply the algebraic fraction by .
x
The denominator of

denominator is multiplied by x.
3
is 2x. Therefore,
2x
2x
multiply the algebraic fraction by
.
2x
The denominator of

denominator is multiplied by 2x.
16 x 3
4x


(d )
3
3
7
7
8 x
8 x
4
4
7
7
3(7)
8 x
( 7 ) 4( 7 )
7
21
8 x 28
21
36 x

The denominator of
8 x
is 7.
7
Therefore, multiply the algebraic

fraction by
7
.
7
Each of the terms in the numerator

and denominator is multiplied by 7.
Simplify the denominator.

TEST YOURSELF A
Simplify the following algebraic expressions:
1. 2a 3b + 7a 2b
2. 4m + 5n + 2m 9n
3. 8k ( 4k 2k )
4. 6p ( 8p 4p )
5.
3 1
y 5x
6.
7.
4a 3b
7 2c
8.
4c d
8
2
3c d
10.
u
uv
vw 2w
9.
11 .
xy
yz
z
2
5
6
x

4h 2k
3
5
4
2
x
12.
4
5
x

PART B:
EXPANSION OF ALGEBRAIC
EXPRESSIONS
LEARNING OBJECTIVE
Upon completion of Part B, pupils will be able to expand algebraic
expressions.
Pupils who face problem in expanding algebraic expressions might have

difficulties in learning of the following topics:
Simultaneous Equations pupils need to be skilful in expanding the

algebraic expressions in order to solve two simultaneous equations.
Functions Expanding algebraic expressions is essential when finding

composite function.
Coordinate Geometry when finding the equation of locus which

involves distance formula, the techniques of expansion are applied.
Strategy:
Pupils must revise the basic skills involving expanding algebraic expressions.

10

LESSON NOTES
PART B:
EXPANSION OF ALGEBRAIC EXPRESSIONS
1.
Expansion is the result of multiplying an algebraic expression by a term or another

algebraic expression.
2.
An algebraic expression in a single bracket is expanded by multiplying each term in the

bracket with another term outside the bracket.
3(2b 6c 3) = 6b 18c 9
3.
Algebraic expressions involving two brackets can be expanded by multiplying each term of
algebraic expression in the first bracket with every term in the second bracket.
(2a + 3b)(6a 5b) = 12a2 10ab + 18ab 15b2

= 12a2 + 8ab 15b2
4.
Useful expansion tips:

(i)
(a + b)2 = a2 + 2ab + b2
(ii)
(a b)2 = a2 2ab + b2
(iii) (a b)(a + b) = (a + b)(a b)

= a2 b2

11

EXAMPLES
Expand each of the following algebraic expressions:

(a)
2(x + 3y)
(b) 3a (6b + 5 4c)
( c)
2
9 y 12
3
(d ) ( a 3) 2
(e) 32k 5
(f ) ( p 2)( p 5)
Solutions:
(a)
2 (x + 3y)
= 2x + 6y
(b)
3a (6b + 5 4c)
= 18ab 15a + 12ac
(c)
2
9 y 12
3
4
2 3
2
=
9 y 12
1 3
1 3
When expanding a bracket, each term

within the bracket is multiplied by the term
outside the bracket.
When expanding a bracket, each term

within the bracket is multiplied by the term
outside the bracket.

factor, then multiply the numerators
together and followed by the denominators.
6y + 8
(d ) (a 3) 2
=
(a + 3) (a + 3)
= a2 + 3a + 3a + 9
= a2 + 6a + 9

When expanding two brackets, each term

within the first bracket is multiplied by
every term within the second bracket.
12

(e) 32k 5
= 3(2k + 5) (2k + 5)
= 3(4k2 + 20k + 25)

= 12k2 60k 75
(f ) ( p 2) (q 5)
= pq 5p + 2q 10

ALTERNATIVE METHOD
Expanding two brackets
(a)
(a + 3) (a + 3)
= a2 + 3a + 3a + 9
= a2 + 6a + 9
(b)
(2p + 3q) (6p 5q)
When expanding two

brackets, write down the
product of expansion and
then, simplify the like
terms. 5y)
(c) (4x 3y)(6x
18 xy
20 xy
38 xy
= 24x2 38 xy + 15y2
= 12p2 10 pq + 18 pq 15q2
= 12p2 + 8 pq 15q2

13

TEST YOURSELF B
Simplify the following expressions and give your answers in the simplest form.
1.
4 2n
4
3. 6 x2 x 3 y
5.
2( p 3) ( p 6)
7.
9.
2.
1
6q 1
2
4. 2a b 2(a b)
6.
1
6 x y x 2 y
3
3
e 12 2e 1
8.
m n 2 m2m n
10 .
h i h i 2ih 3i
g f g g 2 f g

14

PART C:
FACTORISATION OF
ALGEBRAIC EXPRESSIONS AND
QUADRATIC EXPRESSIONS
LEARNING OBJECTIVE
Upon completion of Part C, pupils will be able to factorise algebraic expressions
and quadratic expressions.
Some pupils may face problem in factorising the algebraic expressions. For
example, in the Differentiation topic which involves differentiation using the
combination of Product Rule and Chain Rule or the combination of Quotient
Rule and Chain Rule, pupils need to simplify the answers using factorisation.
Examples:
1.
y 2 x 3 (7 x 5) 4
dy
2 x 3 [28(7 x 5) 3 ] (7 x 5) 4 (6 x 2 )
dx
2 x 2 (7 x 5) 3 (49 x 15)
2.
(3 x) 3
7 2x
dy (7 2 x)[3(3 x) 2 ] (3 x) 3 (2)
dx
(7 2 x ) 2
(3 x) 2 (4 x 15)
(7 2 x ) 2
Strategy
1. Pupils revise the techniques of factorisation.

15

LESSON NOTES
PART C:
FACTORISATION OF
ALGEBRAIC EXPRESSIONS AND QUADRATIC EXPRESSIONS
1. Factorisation is the process of finding the factors of the terms in an algebraic expression. It
is the reverse process of expansion.
2. Here are the methods used to factorise algebraic expressions:
(i)
Express an algebraic expression as a product of the Highest Common Factor (HCF) of

its terms and another algebraic expression.
ab bc = b(a c)
(ii)
Express an algebraic expression with three algebraic terms as a complete square of two
algebraic terms.
a2 + 2ab + b2 = (a + b)2
a2 2ab + b2 = (a b)2
(iii) Express an algebraic expression with four algebraic terms as a product of two algebraic
expressions.
ab + ac + bd + cd = a(b + c) + d(b + c)
= (a + d)(b + c)
(iv) Express an algebraic expression in the form of difference of two squares as a product of
two algebraic expressions.
a2 b2 = (a + b)(a b)
3. Quadratic expressions are expressions which fulfill the following characteristics:
(i)
(ii)
have only one unknown; and

the highest power of the unknown is 2.
4. Quadratic expressions can be factorised using the methods in 2(i) and 2(ii).
5. The Cross Method can be used to factorise algebraic expression in the general form of
ax2 + bx + c, where a, b, c are constants and a 0, b 0, c 0.

16

EXAMPLES
(a)
Factorising the Common Factors
i)
Factorise the common factor m.
mn + m = m (n +1)
.
ii)
Factorise the common factor p.
3mp + pq = p (3m + q)
.
Factorise the common factor 2n.
iii) 2mn 6n = 2n (m 3)
.
(b)
Factorising Algebraic Expressions with Four Terms
i)
Factorise the first and the second terms

with the common factor y, then factorise
the third and fourth terms with the
common factor z.
vy + wy + vz + wz
= y (v + w) + z (v + w)
= (v + w)(y + z)
ii)
21bm 7bs + 6cm 2cs

= 7b(3m s) + 2c(3m s)
(v + w) is the common factor.
Factorise the first and the second terms with

common factor 7b, then factorise the third
and fourth terms with common factor 2c.
= (3m s)(7b + 2c)

(3m s) is the common factor.

17

(c)
Factorising the Algebraic Expressions by Using Difference of Two Squares

a2 b2 = (a + b)(a b)
x2 16 = x2 42
i)
= (x + 4)(x 4)
ii)
4x2 25 = (2x)2 52
= (2x + 5)(2x 5)
(d)
Factorising the Expressions by Using the Cross Method

i)
x2 5x + 6
x
3 x 2 x 5 x
The summation of the cross

multiplication products should
equal to the middle term of the
quadratic expression in the
general form.
x2 5x + 6 = (x 3) (x 2)
ii)
3x2 + 4x 4
3x
2x 6x 4x
The summation of the cross

multiplication products should
equal to the middle term of the
quadratic expression in the
general form.
3x2 + 4x 4 = (3x 2) (x + 2)

18

ALTERNATIVE METHOD
Factorise the following quadratic expressions:
An algebraic expression can

be represented in the general
form of ax2 + bx + c, where
a, b, c are constants and
a 0, b 0, c 0.
x 5x + 6
i)
b= 5
a=+1
c =+6
+1 (+ 6) = + 6
ac
+6
(x 2)
REMEMBER!!!
2 (3) = +6
2 + (3) = 5
(x 3)
x 2 5x 6 ( x 2)(x 3)
x 2 5x 6
ii)
a=+1
b= 5
c = 6
+1 (6) = 6
ac
+1
(x + 1)
(x 6)
+1 (6) = 6
+1 6 = 5
x 2 5x 6 ( x 1)(x 6)

19

2x2 11x + 5
(iii)
a=+2
b = 11
c =+5
(+2) (+5) = +10
ac
+ 10
11
1
2
(2x 1)
10
1 (10) = +10
10
2
1 + (10) = 11
The coefficient of x2 is 2,
divide each number by 2.
The coefficient of x2 is 2,
multiply by 2:
(x 5)
x 12 x 5
2x 12 x 5
2 x 1)(x 5
2x 2 11x 5 (2x 1)(x 5)
TEST YOURSELF C
3x2 + 4x 4
(iv)
a =+ 3
c = 4
b=+ 4
ac
3 ( 4) = 12
12
+4
+6
2
3
2
3
(3x 2)
6
3
2 + 6 = 4
The coefficient of x2 is 3, divide each

number by 3.
The coefficient of x2 is 3, multiply by 3:
x 23 x 2
3x 23 x 2
3x 2)(x 2
(x + 2)
3x 2 4x 4 (3x 2)(x 2)
20

TEST YOURSELF C
Factorise the following quadratic expressions completely.

1.
3p 2 15
2.
2x 2 6
3.
x 2 4x
4.
5m 2 + 12m
5.
pq 2p
6.
7m + 14mn
7.
k2 144
8.
4p 2 1
9.
2x 2 18
10.

9m2 169
21

11.
2x 2 + x 10
12.
3x 2 + 2x 8
13.
3p 2 5p 12
14.
4p2 3p 1
15.
2x 3x 5
16.
4x 2 12x + 5
17.
5p 2 + p 6
18.
2x
19.
3p + k + 9pr + 3kr
20.
4c2 2ct 6cw + 3tw

11x + 12
22

PART D:
CHANGING THE SUBJECT
OF A FORMULA
LEARNING OBJECTIVE
Upon completion of this module, pupils will be able to change the subject of
a formula.
If pupils have difficulties in changing the subject of a formula, they probably

face problems in the following topics:
Functions Changing the subject of the formula is essential in finding

the inverse function.
Circular Measure Changing the subject of the formula is needed to

find the r or
from the formulae s = r or A 1 r 2 .

2
Simultaneous Equations Changing the subject of the formula is the

first step of solving simultaneous equations.
Strategy:
1. Teacher gives examples of formulae and asks pupils to indicate the subject
of each of the formula.
Examples:
y=x2
y, A and V are the
1
A bh
subjects of the
2
formulae.
V r 2 h

23

LESSON NOTES
PART D:
CHANGING THE SUBJECT OF A FORMULA
1. An algebraic formula is an equation which connects a few unknowns with an equal

sign.
Examples:
1
A bh
2
V r 2 h
2. The subject of a formula is a single unknown with a power of one and a coefficient
of one, expressed in terms of other unknowns.
Examples:
1
bh
2
A is the subject of the formula because it is

expressed in terms of other unknowns.
a2 = b2 + c2
a2 is not the subject of the formula

because the power 1
1 2
Tr h
2
T is not the subject of the formula

because it is found on both sides of the
equation.
3. A formula can be rearranged to change the subject of the formula. Here are the
suggested steps that can be used to change the subject of the formula:
(i)
Fraction :
Get rid of fraction by multiplying each term in the formula with

the denominator of the fraction.
(ii)
Brackets :
Expand the terms in the bracket.
(iii)
Group
Group all the like terms on the left or right side of the formula.
(iv)
Factorise :
Factorise the terms with common factor.
(v)
Solve
Make the coefficient and the power of the subject equal to one.

24

EXAMPLES
Steps to Change the Subject of a Formula

(i)
(ii)
(iii)
(iv)
(v)
1.
Fraction
Brackets
Group
Factorise
Solve
Given that 2x + y = 2, express x in terms of y.

Solution:
No fraction and brackets.
2x + y = 2
2x = 2 y
x=
2 y
2
Group:
Retain the x term on the left hand side of the
equation by grouping all the y term to the
right hand side of the equation.
Solve:
Divide both sides of the equation by 2 to
make the coefficient of x equal to 1.
2.
Given that
3x y
5 y , express x in terms of y.
2
Solution:
3x y
5y
2
Fraction:
Multiply both sides of the equation by 2.
3x + y = 10y
3x = 10y y
3x = 9y
x=
9y
3
x = 3y

Group:
Retain the x term on the left hand side of the
equation by grouping all the y term to the
right hand side of the equation.
Solve:
25

3.
Given that
x 2 y , express x in terms of y.
Solution:
Solve:
Square both sides of the equation to make the
power of x equal to 1.
x 2y
x = (2y)
x = 4y
4.
Given that
x
p , express x in terms of p.
3
Solution:
x
p
3
Fraction:
Multiply both sides of the equation by 3.
x 3p
x (3 p ) 2
Solve:
x 9 p2
Square both sides of the equation to make

the power of x equal to1.
5.
Given that 3 x 2 x y , express x in terms of y.

Solution:
3 x 2
Group:
Group the like terms
xy
3 x x y2
Simplify the terms.
2 x y2
y2
x
2
y 2
x
Solve:
Solve:
Square both sides of equation to make the
power of x equal to 1.

26

6.
Given that
11x
2(1 y) = 2 xp , express x in terms of y and p.
4
Solution:
11x
2 (1 y) = 2 xp
4
Fraction:
Multiply both sides of the equation
by 4.
11x 8(1 y) = 8 xp
11x 8 + 8y = 8xp
11x 8xp = 8 8y
x(11 8p) = 8 8y
x=
8 8y
11 8 p
Bracket:
Expand the bracket.
Group:
Group the like terms.
Factorise:
Factorise the x term.
Solve:
Divide both sides by (11 8p) to
7.
Given that
2 p 3x
= 1 p , express p in terms of x and n.
5n
Solution:
2 p 3x
=1p
5n
2p 3x = 5n 5pn
2p + 5pn = 5n + 3x
Fraction:
Multiply both sides of the equation by
5n.
Group:
Group the like p terms.
p(2 + 5n) = 5n + 3x
p=
5n 3x
2 5n
Factorise:
Factorise the p terms.
Solve:
Divide both sides of the equation by
(2 + 5n) to make the coefficient of p
equal to 1.

27

TEST YOURSELF D
1.
Express x in terms of y.
a) x y 2 0
c) 2 y x 1
e) 3x y 5

b) 2 x y 3 0
d)
1
x y 2
2
f) 3 y x 4
28

2. Express x in terms of y.
a) y
b) 2 y x
c) 2 y
x
3
d) y 1 3 x
e) 3 x y x 1

f)
x 1 y
29

3. Change the subject of the following formulae:

a) Given that
xa
2 , express x in terms
xa
of a .
b) Given that y
1 x
, express x in terms
1 x
of y .
c) Given that 1 1 1 , express u in

f
terms of v and f .
e) Given that p 3m 2mn , express m in

terms of n and p .
d) Given that 2 p q 3 , express p in

2p q
terms of q.
f) Given that A B C 1 , express C in

C
terms of A and B .
g) Given that
2y x
2 y , express y in
x
terms of x.

h) Given that T 2
l
, express g in
g
terms of T and l.
30

ACTIVITIES
CROSSWORD PUZZLE
HORIZONTAL
1)
4p, 10q and 7r are called algebraic
3)
An algebraic term is the
4)
4m and 8m are called
terms.
5)
V r 2 h , then V is the
of the formula.
7)
An
10)
.
of unknowns and numbers.
can be represented by a letter.

x 2 3x 2 x 1x 2 .

31

VERTICAL
2)
An algebraic
consists of two or more algebraic terms combined by
addition or subtraction or both.

6)
2 x 1x 2 2 x 2 5 x 2 .
8)
terms are terms with different unknowns.
9)
The number attached in front of an unknown is called

32

RIDDLES
RIDDLE 1
1. You are given 9 multiple-choice questions.
2. For each of the questions, choose the correct answer and fill the alphabet in the box
below.
3. Rearrange the alphabets to form a word.
4. What is the word?
1
2
1. Calculate
1
5.
D)
1
5
O) 1
W)
11
3
N)
11
15
2. Simplify 3x 9 y 6 x 7 y .
F) 3x 2 y
W) 9 x 16 y
E) 3x 2 y
X) 9 x 2 y
3. Simplify
p q
.
3 2
L)
2 p 3q
6
A)
2 p 3q
6
N)
3q 2 p
6
R)
3 p 2q
6

33

4. Expand 2( x 4) ( x 7) .
A) x 1
D) x 15
U) 3x 1
C) 3x 15
5. Expand 3a(2b 5c) .

S ) 6ab 15ac
C) 6ab 15ac
T) 6ab 15ac
R) 6ab 15ac
6. Factorise x 2 25 .
E) ( x 5)(x 5)
T) ( x 5)(x 5)
I) ( x 5)(x 5)
C) ( x 25)(x 25)
7. Factorise pq 4q .
D) pq(1 4q)
E) q( p 4)
T) p(q 4)
S) q( p 4)
8. Factorise x 2 8x 12 .
I ) ( x 2)(x 6)
W) ( x 2)(x 6)
F) ( x 4)(x 3)
C) ( x 4)(x 3)
9. Given that
L) x
T) x
3x y
4 , express x in terms of y.
2x
y
5
y
11

C) x
y
5
N) x
8 y
3
34

RIDDLE 2
1. You are given 9 multiple-choice questions.
2. For each of the questions, choose the correct answer and fill the alphabet in the box
below.
3. Rearrange the alphabets to form a word.
4. What is the word?
1
1.
5
1
x
Calculate
.
3
5 x
3
3x
I)
x5
5 x
3x
3
N)
x5
A)
2. Simplify
O)
3p q
.
4 5r
F)
15 pr
4q
R)
4q
15 pr
W)
3 pq
20r
B)
3 pq
5r
D)
x2
2z 2
3. Simplify
N)
x xy
.
yz 2 z
2
y2
x
L)
2z 2
x2
I) 2
z
4. Solve x y 2 x(3x y).

E)
2 x 2 y 2 xy
D) 2 x 2 y 2 xy
I)
x 2 y 2 3x 2 xy
N) 2 x 2 y 2 xy

35

5. Expand
p 5 2 .
I) p 2 25
N) p 2 25
D) p 2 10 p 25
L) p 2 10 p 25
6. Factorise 2 y 2 7 y 15 .
F) (2 y 3)( y 5)
D) (2 y 3)( y 5)
W) (2 y 3)( y 5)
L) ( y 3)(2 y 5)
7. Factorise 2 p 2 11 p 5 .
R) (2 p 1)( p 5)
B) (2 p 1)( p 5)
F) ( p 1)( p 5)
W) ( p 1)(2 p 5)
8. Given that
B
(C 1) A , express C in terms of A and B.
C
L) C
B
BA
R) C
1
BA
C) C
AB
BA
N) C
AB
BA
9. Given that 5 x y x 2 , express x in terms of y.

O) x
y2 4
16
y 1
I) x
B) x
2

y2 4
24
y 2
U) x
36

FURTHER
EXPLORATION
SUGGESTED WEBSITES:
1. http://www.themathpage.com/alg/algebraic-expressions.htm
2. http://www.wtamu.edu/academic/anns/mps/math/mathlab/beg_algebra/beg_alg_tut11_si
mp.htm
3. http://www.helpalgebra.com/onlinebook/simplifyingalgebraicexpressions.htm
4. http://www.tutor.com.my/tutor/daily/eharian_06.asp?h=60104&e=PMR&S=MAT&ft=F
TN

37

ANSWERS
TEST YOURSELF A:
1. 9a 5b
3. 6k
2.
2m 4n
4.
2p
5.
15 x y
5 xy
6.
20h 6k
15
7.
6ab
7c
8.
4(4c d )
3c d
9.
x
z2
10.
2
v2
12.
4 2x
4 5x
2x
11.
5 6x
TEST YOURSELF B:
1. 8n + 3
2. 3q +
1
2
6. x + y
7. e 2
3. 12x2 + 18xy
8. n 2 m 2 mn
4. 3b
9. f 2 2 fg
5.
10. h 2 2ih 5i 2

38

TEST YOURSELF C:
1.
3(p 2 5)
2.
2(x 2 3)
3.
x(x 4)
4.
m(5m + 12)
5.
p(q 2)
6.
7m (1 + 2n)
7.
(k + 12)(k 12)
8.
(2p 1)(2p + 1)
9.
2(x 3)(x + 3)
10.
(3m + 13)(3m 13)
11.
(2x + 5)(x 2)
12.
(3x 4)(x + 2)
13.
(3p + 4)(p 3)
14.
(4p + 1)(p 1)
15.
(2x 5)(x +1)
16.
(2x 5)(2x 1)
17.
(5p + 6)(p 1)
18.
(2x 3)(x 4)
19.
(1 + 3r)(3p + k)
20.
(2c t)(2c 3w)
TEST YOURSELF D:
1.
2.
(a) x = 2 y
3 y
2
5 y
3
(d) x = 4 y
(e)
(a) x = y2
(b) x 4 y 2
y 1
(d) x
3
3.
(b) x
1 y
( e) x
(c)
(f)
x = 2y 1
x = 3y 4
(c) x 36 y 2
2
(f) x y 2 1
(a)
x 3a
(b)
y 1
y 1
(c) u
fv
v f
(d)
7q
p
2
(e)
p
2n 3
(f) C
B
B A
(h)
4 2 l
T2
(g) y
x
2( x 1)

39

ACTIVITIES
CROSSWORD PUZZLE
RIDDLES
RIDDLE 1
2
RIDDLE 2
2

40
Basic Essential
UNIT 4
LINEAR EQUATIONS
Unit 1:
Negative Numbers

TABLE OF CONTENTS
Module Overview
Part A:
Linear Equations
Part B:
Solving Linear Equations in the Forms of x + a = b and x a = b
Part C:
Solving Linear Equations in the Forms of ax = b and
Part D:
Solving Linear Equations in the Form of ax + b = c
12
Part E:
Solving Linear Equations in the Form of
x
+b=c
a
15
Part F:
Further Practice on Solving Linear Equations
Answers
x
=b
a
18
23
Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations
MODULE OVERVIEW
1. The aim of this module is to reinforce pupils understanding on the concept involved in
solving linear equations.
2. The module is written as a guide for teachers to help pupils master the basic skills
required to solve linear equations.
3. This module consists of six parts and each part deals with a few specific skills.
Teachers may use any parts of the module as and when it is required.
4. Overall lesson notes are given in Part A, to stress on the important facts and concepts
required for this topic.


PART A:
LINEAR EQUATIONS
LEARNING OBJECTIVES
1. understand and use the concept of equality;
2. understand and use the concept of linear equations in one unknown; and
3. understand the concept of solutions of linear equations in one unknown
by determining if a numerical value is a solution of a given linear
equation in one unknown.
a. determine
if a numerical
value is a solution
of a given linear equation
TEACHING
AND LEARNING
STRATEGIES
in one unknown;
The concepts of can be confusing and difficult for pupils to grasp. Pupils might
face difficulty when dealing with problems involving linear equations.
Strategy:
Teacher should emphasise the importance of checking the solutions obtained.
Teacher should also ensure that pupils understand the concept of equality and
linear equations by emphasising the properties of equality.


OVERALL LESSON NOTES
GUIDELINES:
1.
2.
The solution to an equation is the value that makes the equation true. Therefore,
solutions obtained can be checked by substituting them back into the original
equation, and make sure that you get a true statement.
Take note of the following properties of equality:
(a) Subtraction
Arithmetic
Algebra
8 = (4) (2)
a=b
8 3 = (4) (2) 3
ac=bc
(b) Addition
Arithmetic
Algebra
8 = (4) (2)
a =; b
8 + 3 = (4) (2) + 3
a+c=b+c
Arithmetic
Algebra
8=6+2
a=b
(c) Division
8 62
3
3
a b
c c
c0
(d) Multiplication
Arithmetic
Algebra
8 = (6 +2)
a=b
(8)(3) = (6+2) (3)
ac = bc


PART A:
LINEAR EQUATIONS
LESSON NOTES
1.
An equation shows the equality of two expressions and is joined by an equal sign.
Example:
2.
2 4=7+1
An equation can also contain an unknown, which can take the place of a number.
Example:
x + 1 = 3,
where x is an unknown
A linear equation in one unknown is an equation that consists of only one unknown.
3.
To solve an equation is to find the value of the unknown in the linear equation.
4.
When solving equations,

(i) always write each step on a new line;
(ii) keep the left hand side (LHS) and the right hand side (RHS) balanced by:
adding the same number or term to both sides of the equation;
subtracting the same number or term from both sides of the equations;
multiplying both sides of the equation by the same number or term;
dividing both sides of the equation by the same number or term; and
(iii) simplify (whenever possible).
5.
When pupils have mastered the skills and concepts involved in solving linear equations,
they can solve the questions by using alternative method.
What is solving
an equation?
Solving an equation is like solving a puzzle to find the value of the unknown.


The puzzle can be visualised by using real life and concrete examples.
1. The equality in an equation can be visualised as the state of equilibrium of a balance.
(a) x + 2 = 5
x=3
x=?
2.
2. The equality in an equation can also be explained by using tiles (preferably coloured tiles).
xx
xx +
+ 22 == 55
x + 2x + 2 =25= 5 2 2
x =3 3
x=


PART B:
SOLVING LINEAR EQUATIONS IN
THE FORMS OF
x+a=b
AND x a = b
LEARNING OBJECTIVES
Upon completion of Part B, pupils will be able to understand the concept of
solutions of linear equations in one unknown by solving equations in the
form of:
(i)
x+a=b
(ii) x a = b
where a, b, c are integers and x is an unknown.

Some pupils might face difficulty when solving linear equations in one
unknown by solving equations in the form of:
(i)
x+a=b
(ii)
xa=b
Strategy:
Teacher should emphasise the idea of balancing the linear equations. When pupils
have mastered the skills and concepts involved in solving linear equations, they
can solve the questions using the alternative method.


PART B:
SOLVING LINEAR EQUATIONS IN THE FORM OF
x+a=b
OR
xa=b
EXAMPLES
Solve the following equations.

(i) x 2 5
(ii) x 3 5
Solutions:
(i)
x25
Subtract 2 from both

sides of the equation.
x+22=52
x=52
x=3
(ii)
Simplify the LHS.
Alternative Method:
x25
x 52
x3
Simplify the RHS.
x35
x3+3=5+3
Add 3 to both sides of

the equation.
Alternative Method:
x 35
x=5+3
Simplify the LHS.
x 53
x=8
Simplify the RHS.
x 8


TEST YOURSELF B

1.
x+1=6
2.
x2 = 4
3.
x7=2
4.
7+x=5
5.
5+x= 2
6.
9 + x = 12
7.
12 + x = 36
8.
x 9 = 54
9.
28 + x = 78
10.
x + 9 = 102
11.
19 + x = 38
12.
x 5 = 92
13.
13 + x = 120
14.
35 + x = 212
15.
82 + x = 197


PART C:
THE FORMS OF
ax = b
AND
x
b
a
LEARNING OBJECTIVES
Upon completion of Part C, pupils will be able to understand the concept of
form of:
(a) ax = b
x
(b) b
a

Pupils face difficulty when solving linear equations in one unknown by solving
equations in the form of:
(a) ax = b
x
(b) b
a
Strategy:


PART C:
SOLVING LINEAR EQUATION
ax = b AND
x
b
a
EXAMPLES

(i) 3m = 12
(ii)
m
4
3
Solutions:
(i)
3 m = 12
3 m 12
3
3
m
12
3
m=4
(ii)
Divide both sides of

the equation by 3.
Simplify the LHS.
Alternative Method:
3m 12
12
m
3
m4
Simplify the RHS.
m
4
3
m
3 43
3
Multiply both sides of

the equation by 3.
m = 4 3
Simplify the LHS.
m = 12
Simplify the RHS.
Alternative Method:
m
4
3
m 3 4
m 12

10

TEST YOURSELF C
1.
2p = 6
2.
5k = 20
3.
4h = 24
4.
7l 56
5.
8 j 72
6.
5n 60
7.
6v 72
8.
7 y 42
9.
12z 96
10.
m
4
2
11.
r
=5
4
12.
13.
14.
s
9
12
15.
t
8
8

w
= 7
8
u
6
5
11

PART D:
THE FORM OF
ax + b = c
LEARNING OBJECTIVE
Upon completion of Part D, pupils will be able to understand the concept of
form of ax + b = c where a, b, c are integers and x is an unknown.

Some pupils might face difficulty when solving linear equations in one
unknown by solving equations in the form of ax + b = c where a, b, c are
integers and x is an unknown.
Strategy:

12

PART D:
SOLVING LINEAR EQUATIONS IN THE FORM OF ax + b = c
EXAMPLES
Solve the equation 2x 3 = 11.

Solution:
Method 1
2x 3 = 11
2x 3 + 3 = 11 + 3
2x = 14
2 x 14
2
2
x
14
2
x=7

the equation.
Alternative Method:
2 x 3 11
Simplify both sides of
the equation.
the equation by 2.
2 x 11 3
2 x 14
14
2
x2
x
Simplify the LHS.

Simplify the RHS.
Method 2
2x 3 11
2 x 3 11

2 2 2
x
x
3 11
2 2
3 3 11 3

2 2 2 2

the equation by 2.
Simplify the LHS.
Add
3
to both sides
2
of the equation.
14
x
2
x7

Alternative Method:
2 x 3 11
2 x 3 11

2 2 2
11 3
x
2 2
14
x
2
x7

the equation.
13

TEST YOURSELF D
1.
2m + 3 = 7
2.
3p 1 = 11
3.
3k + 4 = 10
4.
4m 3 = 9
5.
4y + 3 = 9
6.
4p + 8 = 11
7.
2 + 3p = 8
8.
4 + 3k = 10
9.
5 + 4x = 1
10.
4 3p = 7
11. 10 2p = 4
12.
8 2m = 6

14

PART E
THE FORM OF
x
bc
a
LEARNING OBJECTIVES
Upon completion of Part E, pupils will be able to understand the concept of
solutions of linear equations in one unknown by solving equations in the form
x
of b where a, b, c are integers and x is an unknown.
a

Pupils face difficulty when solving linear equations in one unknown by solving
x
equations in the form of b where a, b, c are integers and x is an unknown.
a
Strategy:

15

PART E:
SOLVING LINEAR EQUATIONS IN THE FORM OF
x
bc
a
EXAMPLES
Solve the equation
x
4 1.
3
Solution:
Method 1
x
4 1
3
x
44 = 1 + 4
3
x
5
3
x
3 5 3
3
x 5 3
x = 15

the equation.
the equation.
the equation by 3.
Simplify both sides of the
equation.
Alternative
Method:
x
4 1
3
x
1 4
3
x
5
3
x 3 5
x 15
Method 2
x
4 3 1 3
3

the equation by 3.
x
3 4 3 1 3
3
Expand the LHS.
x 12 3
x 12 + 12 = 3 + 12
x 3 12
x 15


the equation.
the equation.
the equation.
16

TEST YOURSELF E

2.
b
2 1
3
h
=5
2
5.
4+
h
5
4
1.
m
35
2
4.
3+
7.
10.
3 2m = 7
3.
k
27
3
h
=6
5
6.
m
1 2
4
8.
k
+3=1
6
9.
11.
12.
12 + 5h = 2

m
7
2
h
2
5
17

PART F:
FURTHER PRACTICE ON SOLVING
LINEAR EQUATIONS
LEARNING OBJECTIVE
Upon completion of Part F, pupils will be able to apply the concept of
solutions of linear equations in one unknown when solving equations of
various forms.

Pupils face difficulty when solving linear equations of various forms.
Strategy:

18

PART F:
FURTHER PRACTICE
EXAMPLES
Solve the following equations:

(i) 4x 5 = 2x + 7
Alternative Method:
4x 5 2x 7
4x 2x 7 5
6 x 12
Solution:
12
6
x 2
x
Method 1
4x 5 2x 7
4x 2x 5 = 2x 2x + 7
6x 5 7
6x 5 5 7 5
6 x 12
6 x 12
6
6
x 2
Subtract 2x from both sides of the equation.

Simplify both sides of the equation.
Add 5 to both sides of the equation.
Divide both sides of the equation by 6.
Method 2
4x 5 2x 7
4x 5 + 5 = 2x + 7 + 5
4x = 2x + 12
4x 2x = 2x 2x + 12

Subtract 2x from both sides of the equation.
6x = 12
6 x 12
6 6
x 2


19

(ii) 3(n 2) 2(n 1) = 2 (n + 5)

Expand both sides of the equation.
3n 6 2n + 2 = 2n + 10
n 4 = 2n + 10
Simplify the LHS.
n 2n 4 = 2n 2n + 10
Subtract 2n from both sides of the equation.
n 4 = 10
n 4 + 4 = 10 + 4
n = 14
n 14
1 1
n 14
Alternative Method:
3(n 2) 2(n 1) 2(n 5)

3n 6 2n 2 2n 10
n 4 2n 10
n 14
n 14

20

(iii)
2x 3 x 1
3
3
2
2x 3 x 1
6
6(3)
2
3
2x 3 x 1
6
6
6(3)
3 2
2(2 x 3) 3( x 1) 18
4 x 6 3 x 3 18
7 x 3 18
7 x 3 3 18 3
7 x 21
7 x 21
7
7
x3
Multiply both sides of the equation by the

LCM.
Expand the brackets.

Simplify LHS.
Alternative Method:
2x 3 x 1
3
3
2
2x 3 x 1
6
3 6
2
3
2(2 x 3) 3( x 1) 18
4 x 6 3 x 3 18
7 x 3 18
7 x 18 3
7 x 21
21
7
x3
x

21

TEST YOURSELF F
1.
4x 5 + 2x = 8x 3 x
2.
4(x 2) 3(x 1) = 2 (x + 6)
3.
3(2n 5) = 2(4n + 7)
4.
3x 9
4 2
5.
x 2 5

2 3 6
6.
x x
2
3 5
7.
y
13 y
5
2
6
8.
x 2 x 1 9
3
4
2
9.
2 x 5 3x 4
0
6
8
10.

2x 7
x7
4
9
12
22

ANSWERS
TEST YOURSELF B:
1.
x=5
2.
x=6
3.
x=9
4.
x = 2
5.
x = 7
6.
x = 3
7.
x = 48
8.
x = 45
9.
x = 50
10.
x = 111
11.
x = 57
12.
x = 87
13.
x = 107
14.
x = 247
15.
x = 115
TEST YOURSELF C:
1.
p=3
2.
k=4
3. h = 6
4.
l=8
5.
j=9
6. n = 12
7.
v = 12
8.
y=6
9.
10.
m=8
11. r = 20
12. w = 56
13.
t = 64
14. s = 108
15. u = 30
3.
z=8
TEST YOURSELF D:
1.
m=2
2.
4.
m=3
5. y
7.
p=2
8. k = 2
9.
11. p = 3
12. m = 1
10. p = 1
p=4
3
2
k=2
6. p
3
4
x = 1
TEST YOURSELF E:
1.
m=4
10. b = 9
11. k = 15
4.
h=4
5.
h = 10
6.
m = 12
7.
h = 12
8.
k = 12
9.
h=5
10. m = 2
11. m = 8

12. h = 2
23

TEST YOURSELF F:
1.
x=2
2.
x = 17
3. n
5.
x=3
6.
x = 15
7.
9.
x = 8
10.
x = 19

1
14
y=3
4.
x=6
8.
x=7
24
Basic Essential
UNIT 5
INDICES
Unit 1:
Negative Numbers

TABLE OF CONTENTS
Module Overview
Part A:
Indices I
1.0
Expressing Repeated Multiplication as an and Vice Versa
2.0
Finding the Value of an
3.0
Verifying a a a
4.0
Simplifying Multiplication of Numbers, Expressed in Index
m n
Notation with the Same Base

5.0
Indices II
m
n
mn
Verifying a a a
2.0
Simplifying Division of Numbers, Expressed In Index Notation

with the Same Base
10

Notation with Different Bases
5.0
Simplifying Division of Algebraic Terms, Expressed in Index

4.0
5
8
1.0
3.0
Simplifying Multiplication of Algebraic Terms Expressed in Index

Part B:

7.0
Simplifying Multiplication of Algebraic Terms, Expressed in Index

6.0
10
Simplifying Multiplication of Algebraic Terms, Expressed in

Index Notation with Different Bases
10
Part C:
Indices III
12
1.0
Verifying (a ) a
2.0
Simplifying Numbers Expressed in Index Notation Raised
m n
mn
to a Power
3.0
13
Simplifying Algebraic Terms Expressed in Index Notation Raised

to a Power
4.0
5.0
13
Verifying
Verifying
14
a n
1
an
1
an
na
15
16
Activity
20
Answers
22

UNIT 5: Indices
MODULE OVERVIEW
1.
The aim of this module is to reinforce pupils understanding on the

concept of indices.
2.
This module aims to provide the basic essential skills for the learning of
Additional Mathematics topics such as:
Indices and Logarithms
Progressions
Functions
Quadratic Functions
Quadratic Equations
Simultaneous Equations
Differentiation
Linear Law
Integration
Motion Along a Straight Line
PART 1
3. Teachers can use this module as part of the materials for teaching the
sub-topic of Indices in Form 4. Teachers can also use this module after
PMR as preparatory work for Form 4 Mathematics and Additional
Mathematics. Nevertheless, students can also use this module for selfassessed learning.
4. This module is divided into three parts. Each part consists of a few learning
objectives which can be taught separately. Teachers are advised to use any
sections of the module as and when it is required.


UNIT 5: Indices
PART A:
INDICES I
LEARNING OBJECTIVES
1. express repeated multiplication as an and vice versa;
2. find the value of an;
3. verify a m a n a m n ;
4. simplify multiplication of
(a) numbers;
(b) algebraic terms, expressed in index notation with the same base;
5. simplify multiplication of
(a) numbers; and
(b) algebraic terms, expressed in index notation with different bases.

The concept of indices is not easy for some pupils to grasp and hence they
have phobia when dealing with multiplication of indices.
Strategy:
Pupils learn from the pre-requisite of repeated multiplication starting from
squares and cubes of numbers. Through pattern recognition, pupils make
generalisations by using the inductive method.
The multiplication of indices should be introduced by using numbers and
simple fractions first, and then followed by algebraic terms. This is intended
to help pupils build confidence to solve questions involving indices.


UNIT 5: Indices
LESSON NOTES A
1.0
Expressing Repeated Multiplication As an and Vice Versa

(i)
32 3 3
2 factors of 3
(ii)
(4)3 (4)(4)(4)
32 is read as
three to the power of 2
or
three to the second power.
32
index
3 factors of (4)
base
(iii)
r3 r r r
3 factors of r
(iv)
(6 m) 2 (6 m)( 6 m)
(a) What is 24?

(b) What is (1)3?
(c) What is an?
2 factors of (6+m)
2.0
Finding the Value of an

(i )
25 2 2 2 2 2
32
(ii )
( 5)3 ( 5)(5)(5)
125
4
(iii)
24
2
4
3
3
2 2 2 2

3 3 3 3
16
81


UNIT 5: Indices
3.0
Verifying a a a
m
(i)
m n
23 24 (2 2 2) (2 2 2 2)
27
(ii )
7 7 2 7 (7 7 )
73
(iii )
234
7 12
( y 1) 2 ( y 1)3 [( y 1)( y 1)] [( y 1)( y 1)( y 1)]

( y 1)5
( y 1) 23
am an amn
4.0
Simplifying Multiplication of Numbers, Expressed In Index Notation with the Same

Base
(i)
6 3 6 4 6 6 3 41
68
(ii ) (5) 3 (5) 8 (5) 38

(5)11
5
(iii )
1 1 1

3 3 3
1

3
15


UNIT 5: Indices
5.0
Simplifying Multiplication of Algebraic Terms, Expressed In Index Notation with the

Same Base
(i)
p 2 p 4 p 2 4 p 6
(ab) 5 a 5 b 5
Conversely,
a 5 b 5 (ab) 5
(ii ) 2 w9 3w11 w 20 6 w911 20 6 w 40

(iii ) (ab) 3 (ab) 2 ab
3 2
s s
s
(iv )
t t
t
6.0
31
(ab) 5
s

t
s
s
4
t
t
Conversely,
s4 s

t4 t
Simplifying Multiplication of Numbers, Expressed In Index Notation with Different

Bases
(i) 34 38 2 3 348 2 3 312 2 3
(ii ) 53 5 7 714 7 3 537 7143 510 717
3
1 1 3
1
(iii )
2 2 5
2
7.0
3 2
3
1 3

5
2 5
Note:
Sum up the indices
with the same
base.
numbers with
different bases
cannot be
simplified.
Simplifying Multiplication of Algebraic Terms Expressed In Index Notation with

Different Bases
(i) m 5 m 2 n 5 n 5 m 52 n 55 m 7 n10
(ii) 3t 6 2s 3 5r 2 30t 6 s 3 r 2
(iii )
2
4
1
4 13 3
4 4 3
p p3 q3
p q
p q
3
5
2
15
15


UNIT 5: Indices
EXAMPLES & TEST YOURSELF A
1. Find the value of each of the following.

(a)
35 3 3 3 3 3
(b)
63
(d)
1

5
243
(c)
(4) 4
(e)
3

4
(f)
1
2
5
(g)
74
(h)
2

3
(b)
5b 2 3b 4 b
(d)
7 p 3 (2 p 2 ) ( p)3
2. Simplify the following.

(a)
3m 3 4m 2 12m 3 2
12m 5
(c)
2 x 2 (3x 4 ) 3x 3


UNIT 5: Indices

(a)
43 32 64 9
(b)
(3) 2 23 2 2
576
(c)
(1)3 (7) 4 (7)3
(d)
1 1 4

3 3 5
(e)
2 23 52 54
(f)
2 2 2 2

3 7 3 7

(a)
4 f 4 3g 2 12 f 4 g 2
(b)
(3r ) 2 2r 3 3s 2
(c)
(w) 3 (7w) 4 (3v) 3
(d)
3 1 4
h k k
7 5 5


UNIT 5: Indices
PART B:
INDICES II
LEARNING OBJECTIVES

1.
2.
m
n
mn
verify a a a
;
simplify division of
(a) numbers;
(b) algebraic terms, expressed in index notation with the same base;
3. simplify division of
(a) numbers; and
(b) algebraic terms, expressed in index notation with different bases.

Some pupils might have difficulties in when dealing with division of indices.
Strategy:
Pupils should be able to make generalisations by using the inductive method.
The divisions of indices are first introduced by using numbers and simple
fractions, and then followed by algebraic terms. This is intended to help
pupils build confidence to solve questions involving indices.


UNIT 5: Indices
LESSON NOTES B
1.0
Verifying a a a
m
(i) 2 2
5
mn
1
2 2 2 2 2
/ / /
21 21 2 1
2
2
2 53
1
(a) What is 25 25?

(b) What is 20?
(c) What is a0?
555555555
(ii) 5 5 / /
51 51
7
5
5 9 2
9
(2 p )(2 p )(2 p )
(iii) (2 p ) 3 (2 p ) 2
(2 p )(2 p ) 1
1
(2 p)
( 2 p ) 3 2
Note:
a a m a mm a 0
m
am an amn
am
1
am
a0 1
am am
2. 0 Simplifying Division of Numbers, Expressed In Index Notation with the Same Base
(i)
48 4 2 48 2
46
(ii)
79 73 7 2 79 3 2
74
(iii)
(iv)
510
510 3
3
5
57
312
312 4 5
4
5
3 3
33


UNIT 5: Indices
3.0
Simplifying Division of Algebraic Terms, Expressed In Index Notation with the Same
Base
(i)
n 6 n 4 n 6 4 n 2
(ii)
20k 7
4k 73 4k 4
3
5k
(iii)
4.0
8h 3
8
8
h 32 h
2
3h
3
3
Simplifying Multiplication of Numbers, Expressed In Index Notation With Different

Bases
REMEMBER!!!
Numbers with
different bases cannot
be simplified.
5.0
Simplifying Multiplication of Algebraic Terms, Expressed In Index Notation with

Different Bases
9h15
3h 4 k 6
3h15 4
3h11
h11
3 6
k6
k6
k
(i) 9h15 3h 4 k 6
(ii )
48 p 8 q 6
4 83 6 2
p q
3 2
5
60 p q
4
p5q 4
5

10

UNIT 5: Indices
EXAMPLES & TEST YOURSELF B

(a)
12 5 12 3 12 53
12
(b)
910 93 9
144
(c)
83
(d)
2
2

3
3
(e)
(5) 20
(5)18
(f)
318 310
324
(b)
4 y9 8 y7
(d)
214 b11
28 b8
(b)
64c16d 13
12c 6 d 7
(d)
8u 9 7v8 3u 4
12u 6v5
18
12

(a)
q12 q 5 q125
q7
(c)
35m10
15m8

(a)
(c)
36m9 n 5 9 94 51
m n
2
8m 4 n
9
m5 n 4
2
4 f 6 6 fg 9
12 f 4 g 3

11

UNIT 5: Indices
PART C:
INDICES III
LEARNING OBJECTIVES
Upon completion of Part C of the module, pupils will be able to:

1.
2.
3.
m n
mn
derive (a ) a ;
simplify
(a) numbers;
(b) algebraic terms, expressed in index notation raised to a power;
n
verify a
1
; and
an
4.
verify a n n a .

The concept of indices is not easy for some pupils to grasp and hence they
have phobia when dealing with algebraic terms.
Strategy:
Pupils learn from the pre-requisite of repeated multiplication starting from
squares and cubes of numbers. Through pattern recognition, pupils make
generalisations by using the inductive method.
In each part of the module, the indices are first introduced using numbers and
simple fractions, and then followed by algebraic terms. This is intended to
help pupils build confidence to solve questions involving indices.

12

UNIT 5: Indices
LESSON NOTES C
1.0
Verifying
(i)
(a m )n a mn
(23 ) 2 23 23
23 3
26
2 3 2
(ii ) (39 2 5 ) 3 (39 2 5 )(39 2 5 )(39 2 5 )

39 9 9 2 5 5 5
327 215 39 3 2 5 3
113
(iii ) 4
15
113
4
15
113
154
113 3
4 4
15
116
158
113 2
154 2
(a m ) n a mn
2. 0 Simplifying Numbers Expressed In Index Notation Raised to a Power
(i) (102 )6 102 6 1012
(ii) (27 93 )5 27 5 93 5 235 915
5
(iii) 43 (710 )2 43 5 710 2 415 720

3
13 3
613
639
6
(iv)
58
58 3
524

13

UNIT 5: Indices
3.0
Simplifying Algebraic Terms Expressed In Index Notation Raised to a Power
(i)
(3 x 2 ) 5 35 x 25
35 x10
(ii )
(e 2 f 3 g 4 ) 5 e 25 f 35 g 45
e10 f 15 g 20
4
1
(iii ) a 3b a 34 b14
5
5
a12b 4
54
a12b 4
625
1 12 4
a b
625
2m 4
(iv )
3
n
( v)
(2) 5 m 45

n 35
(2) 5 m 20
n15
32m 20
n15
m 20
32 15
n
Note:
A negative number raised to
an even power is positive.
A negative number raised to
an odd power is negative.
(2 p 3 ) 5 4 p 6 q 7 2 5 4 p 35 p 6 q 7
12
12 p 3 q 2
p 3q 2
32 p1563 q 72
3
18 5
32 p q
3
32 18 5
p q
3

14

UNIT 5: Indices
n
4. 0 Verifying a
1
an
3 3 3 3
3 3 3 3 3 3
1
2 3 4 6 3 2
3
1
3 2 2
3
(i)
34 36
(ii )
7 2 75
77
77777
1
3 7 2 5 7 3
7
a n
1
an
Alternative Method
104 10 000
10 1000
3
Hint:
1000
100
?
102 100
101 10
100 1
1
1
1
10 10
1
1
2
100
10
101
102
10n

1
10n
15

UNIT 5: Indices
5.0
Verifying
(i)
1
an
1
32

na
2
32
1
32

1
32
31
1 1
3 2 3 2

1
32
(ii)
1
25

Take square root on both sides

of the equation.
1
5
25
1
25

5
1
5 25
1
2 5
1
25

1
2 5
21
1
2 5
1
2 5
(iii )
1
p m p
1
p
p
(a) What is 4 2 ?
(b) What is 4 2 ?
1
25
1
m p
(c) What
m
is a n
m1
1
p
Note:
1
n
a n a
a
a
1
n
m
n
a
n
16

UNIT 5: Indices
EXAMPLES & TEST YOURSELF C

(a)
(b)
5 3
53
[(1) 2 ] 3
215 32768
(c)
23
2
7
(d)
(e)
32
(f)
2. (a)
3 2

5
23 2
Simplify the following.
(i)
(ii)
2 5
(iv)
3 2

4 5
7 3

4 7
(vi)
5

12
32
2 64 3 24
6 4
3 2
2 24 38
(iii)
(v)
4 4
2 3
1 5

32 4 4
17

UNIT 5: Indices
2.
(b)
Simplify the following.
2 x
(i)
3 5
(215 )( x 35 )
(ii)
x y
(iv)
4 y
7 6
25 x15
32 x15
(iii)
(v)
3.
w12
36 p 9 q 5

8 6
9p q
8y7
(vi)
2m n 3mn
4 4
3 2
Simplify the following expressions:

1
(a)
2 5
1
25
1
32
(b)
3

4
(c)
x
2
3y
(d)
2st 4
6s 1t 5
(f)
8ab 2 c 3
3 6
2a b
(e)
m 2 n 1
3 2
2m k

18

UNIT 5: Indices
4.
Find the value of each of the following.

(a)
(b)
64 3 3 64
100 2
(c)
81
(e)
3
4
(d)
a (a
1
10 5
3 2
) (a m ) m

1
2
1
2
3 27
(f)
1

27
19

UNIT 5: Indices
ACTIVITY
Solve the questions to discover the WONDERWORD!
You are given 11 multiple choice questions.
Choose the correct answer for each of the question.
Use the alphabets for each of the answer to form the WONDERWORD!
1.
410
4 2 45
2.
40
417
413
105 56
105 55
10145 6
32
22
32
42
42
3
4 y 11
x4
y1 x 2
4
4y7
x2
2 9 36
2 20 36
2 9 38
m10n 8
m7 n 6
m10n 6
107 102 53 5 2
T 10145 5
3.
43
2 2 32
42
22
4
9
3
2
4. 2 y x 8 y x
y7 x2
M
4
5.
32
20
8
A 2 3
5
2
2
4
6. m m n n
m7 n8

20

UNIT 5: Indices
3
7.
2 2
2 2

5
5

5 5
2

5
12
2

5
2

5
2

5
77
15
4
15a 6 b 5
1 2

3 5
3 p9q9
72
3
4
8.
9.
710
15
4
5a 3b 8
71 0
8
4
25a 9 b 5
5a 6 b 3
L 15a15b 8
5a 3b 2
1 2

3 5
1 1 2 2

3 3 5 5
10.
1 2

3 5
11.
77
8
4
12 p 6 q 7
3 p 3q 2
10
1 2

3 5
10
p3q5
3
A 4 p3q5
1
3 p9q9
Congratulations! You have completed this activity.

1
10
11
The WONDERWORD IS: ........................................................

21

UNIT 5: Indices
ANSWERS
TEST YOURSELF A:
1.
(a) 243
(b)
216
(c) 256
(d)
(e)
27
64
(f)
1
3125
21
4
25
(g)
2401
(h)
32
243
(b)
15b 7
2.
(a) 12m5
(c)
18x 9
(d)
14 p 8
(a)
576
(b)
288
(d)
16
6075
(f)
3.
(c) 823543
(e)
250 000

256
83 349
22

UNIT 5: Indices
4.
(a)
12 f 4 g 2
(b)
(c)
64 827 w7 v 3
(d)
54r 5 s 2
144
h2k 5
153125
TEST YOURSELF B:
1.
(a) 144
(b)
531 441
(c)
262 144
(d)
64
729
(e)
25
(f)
81
(a)
q7
(b)
1 2
y
2
(c)
7 2
m
3
(d)
64b3
(b)
16 1 0 6
c d
3
(d)
14u 7 v 3
2.
3.
(a)
(c)
9 5 4
m n
2
2 f 3g6

23

UNIT 5: Indices
TEST YOURSELF C:
1.
(a) 32768
(b)
(c)
(d)
729
3

15625
5
(f)
2 24 16 777 216
(e)
64
2401
36
729
3
125
5
2. (a)
(i)
2 24 3
(iii)
411
(v)
2.
7(32 )
43
(ii)
224 56
(iv)
32
2(53 )
(vi)
36 (414 )
52
(b)
(i)
32x15
(ii)
x 24 y 42
(iii)
1
w30
(iv)
y1 4
27
(v)
p
16
q

(vi)
162m 7 n18
24

UNIT 5: Indices
3.
(a)
1
1
5
32
2
(b)
4
3
y8
x4
(d)
1 s2
3 t 9
(e)
8k 6 m 3 n 3
(f)
1 a 4c6
16 b16
(a)
(b)
100000
(c)
1
27
(d)
(e)
a5
(f)
1
81
(c)
81
4.
ACTIVITY:
The WONDERWORD is ONEMALAYSIA

25
Basic Essential
UNIT 6
COORDINATES
AND
GRAPHS
OF FUNCTIONS
Unit
1:
Negative Numbers

TABLE OF CONTENTS
Module Overview
Part A:
Coordinates
Part A1: State the Coordinates of the Given Points
Activity A1
Part A2: Plot the Point on the Cartesian Plane Given Its Coordinates
Activity A2
13
Graphs of Functions
14
Part B1: Mark Numbers on the x-Axis and y-Axis Based on the Scales Given
16
Part B2: Draw Graph of a Function Given a Table for Values of x and y
20
Activity B1
23
Part B3: State the Values of x and y on the Axes
24
Part B:
Part B4: State the Value of y Given the Value x from the Graph and Vice Versa 28
Activity B2
Answers
34
35

Unit 6: Coordinates and Graphs of Functions
MODULE OVERVIEW
1. The aim of this module is to reinforce pupils understanding of the concept of
coordinates and graphs.
2. It is hoped that this module will provide a solid foundation for the studies of
Additional Mathematics topics such as:
Coordinate Geometry
Linear Law
Linear Programming
Trigonometric Functions
Statistics
Vectors
3. Basically, this module is designed to enhance the pupils skills in:
stating coordinates of points plotted on a Cartesian plane;
plotting points on a Cartesian plane given the coordinates of the points;
drawing graphs of functions on a Cartesian plane; and
stating the y-coordinate given the x-coordinate of a point on a graph and
vice versa.
4. This module consists of two parts. Part A deals with coordinates in two sections
whereas Part B covers graphs of functions in four sections. Each section deals
with one particular skill. This format provides the teacher with the freedom of
choosing any section that is relevant to the skills to be reinforced.
5. Activities are also included to make the reinforcement of basic essential skills
more enjoyable and meaningful.


PART A:
COORDINATES
LEARNING OBJECTIVES

1. state the coordinates of points plotted on a Cartesian plane; and
2. plot points on the Cartesian plane, given the coordinates of the points.

Some pupils may find difficulty in stating the coordinates of a point. The
concept of negative coordinates is even more difficult for them to grasp.
The reverse process of plotting a point given its coordinates is yet another
problem area for some pupils.
Strategy:
Pupils at Form 4 level know what translation is. Capitalizing on this, the
teacher can use the translation
, where O is the origin and P
is a point on the Cartesian plane, to state the coordinates of P as (h, k).

Likewise, given the coordinates of P as ( h , k ), the pupils can carry out
the translation
to determine the position of P on the Cartesian
plane.
This common approach will definitely make the reinforcement of both the
basic skills mentioned above much easier for the pupils. This approach
of integrating coordinates with vectors will also give the pupils a head start
in the topic of Vectors.


PART A:
COORDINATES
LESSON NOTES
1.
Start from the

origin.
k units
x
h units
Coordinates of P = (h, k)
2. The translation must start from the origin O horizontally [left or right] and then vertically
[up or down] to reach the point P.
3. The appropriate sign must be given to the components of the translation, h and k, as shown in the
following table.
Component
Movement
Sign
left
h
right
+
up
+
k
down
4. If there is no horizontal movement, the x-coordinate is 0.

If there is no vertical movement, the y-coordinate is 0.
5. With this system, the coordinates of the Origin O are (0, 0).


PART A1:
State the coordinates of the given points.
EXAMPLES
TEST
TESTYOURSELF
YOURSELF
EXAMPLES
1.
1.
y
4
Start from
the origin,
move 2 units
to the right.
y
4
3
2
Next, move
3 units up.
1
4 3 2 1
0
1
2
1
4 3 2 1 0
1
4 x
Coordinates of A = (2, 3)
4 x
4 x
4 x
Coordinates of A =
2.
2.
Start from the
origin, move 3 units
to the left.
y
4
3
2
y
4
3
2
4 3 2 1 0
-1
1
1
4 3 2 1 0
1
4 x
Next, move
1 unit up.
2
3
2
3
Coordinates of B = (3, 1)
Coordinates of B =
3.
3.
y
Start from
the origin,
move 2 units
to the left.
y
4
4 3 2 1 0
1
Next, move 2
units down.
4 x
2
3
4
Coordinates of C = (2, 2)

4 3 2 1 0
1
2
3
4
Coordinates of C =

PART A1: State the coordinates of the given points.
EXAMPLES
TEST
TESTYOURSELF
YOURSELF
EXAMPLES
4.
4.
y
y
4
Start from
the origin,
move 4 units
to the right.
4
Next, move
3 units
down.
3
2
3
2
4 3 2 1 0
1
4 3 2 1 0
1
4 x
4 x
Coordinates of D = (4, 3)
Coordinates of D =
5.
5.
Start from the
to the right.
y
4
2
1
1
4 3 2 1 0
1
Do not move
along the y-axis
since y = 0.
4 3 2 1 0
1
4 x
Coordinates of E = (3, 0)
4 x
Coordinates of E =
6.
6.
y
Start from
the origin,
move 3 units
up.
y
4
4 3 2 1 0
1
2
3
4
4 x
Do not move
along the x-axis
since x = 0.
Coordinates of F = (0, 3)

4 3 2 1 0
1
4 x
2
3
4
Coordinates of F =

EXAMPLES
TEST
TESTYOURSELF
YOURSELF
EXAMPLES
7.
7.
y
Start from
the origin,
move 2 units
to the left.
y
4
4 3 2 1 0
1
4 3 2 1 0
1
4 x
Coordinates of G = (2, 0)
4 x
4 x
Coordinates of G =
8.
8.
Start from the
down.
y
4
y
4
4 3 2 1 0
1
4 3 2 1 0
1
4 x
Coordinates of H = (0, 2)
Coordinates of H =
9.
9.
y
Start from
the origin,
move 6 units
to the right.
8
6
y
8
4
2
8 6 4 2 0
2
6
Next, move
8units up.
4
2
8 x
8 6 4 2 0
2
Coordinates of J = (6, 8)

8 x
Coordinates of J =

EXAMPLES
TEST YOURSELF
TEST YOURSELF
EXAMPLES
10.
10.
y
Start from
the origin,
move 6 units
to the left.
6
4
8
6
4
2
8 6 4 2 0
2
Next, move
6 units up.
2
2
8 6 4 2
8 x
0
2
Coordinates of K = ( 6 , 6)
11.
8 x
10 15 20 x
Coordinates of K =
11.
Start from the

to the left.
y
20
y
20
15
15
10
10
20 15 10 5 0
5
10 15
20 15 10 5 0
5
20 x
10
Next, move
20 units
down.
15
20
15
20
L
Coordinates of L = (15, 20)
12.
10
Coordinates of L =
12.
Start from
the origin,
move 3 units
to the right.
Next, move 4
units down.
4 x
Coordinates of M = (3, 4)

0
2
4 x
Coordinates of M =

ACTIVITY A1
Write the step by step directions involving integer coordinates that

will get the mouse through the maze to the cheese.
y
7
6
5
4
3
2
1
6 5 4
3 2 1
0
1
x
1
2
3
4
5
6


PART A2: Plot the point on the Cartesian plane given its coordinates.
EXAMPLES
TEST
TESTYOURSELF
YOURSELF
EXAMPLES
1.
Plot point A (3, 4)
Plot point A (2, 3)
y
4
4
3
4 3 2 1 0
1
2.
1.
4 3 2 1 0
1
4 x
Plot point B (2, 3)
2.
1
1
4 3
4 x
2 -1 0
1
Plot point C (1, 3)
3.
4 x
y
4
4 3 2 1 0
1
4 x
4 3
2 1 0
1

4 x
Plot point C (1, 2)
y
4
4 3 2 1 0
1
3.
Plot point B (3, 4)
4 x

PART A2: Plot the point on the Cartesian plane given the coordinates.
EXAMPLES
TEST
YOURSELF
TEST
YOURSELF
EXAMPLES
4.
Plot point D (2, 4)
4.
Plot point D (1, 3)
4 3
y
4
2 1 0
1
4 3
4 x
Plot point E (1, 0)
5.
4 x
4 x
4 x
Plot point E (2, 0)

y
1
4 3 2 1 0
1
4 x
3 2 1 0
1
Plot point F (0, 4)

y
6.
2 1 0
1
5.
6.
Plot point F (0, 3)

y
4
4 3 2 1 0
1
4 x
4 3 2 1 0
1

10

EXAMPLES
TEST
TESTYOURSELF
YOURSELF
EXAMPLES
7.
Plot point G (2, 0)
7.
Plot point G ( 4,0)
y
4
4 3 2 1 0
1
8.
4 3 2 1 0
1
4 x
Plot point H (0, 4)
8.
y
4
1
1
4 3 2 1 0
1
4 x
9.
Plot point J (6, 4)
9.
4 x
4 x
8 x
Plot point J (8, 6)
y
8
2
8 6 4
Plot point H (0, 2)
4 3 2 1 0
1
2 0
2
2
2
8 x
8 6 4
2 0
2

11

EXAMPLES
TEST
TESTYOURSELF
YOURSELF
EXAMPLES
10.
Plot point K ( 4, 6)
10.
Plot point K ( 6, 2)
11.
8 x
10
20
-4
0
4
11.
y
20
10
10
10
20
20 x
10
10
10
20
20
12.
y
20
10
10
20
10
20

40 x
8 x
10
20 x
Plot point M (10, 25)
y
20
Plot point L (20, 5)
y
29
Plot point M (30, 15)
40
-8
Plot point L (15, 10)
20
12.
y
8
40
20
20
40 x
10
20
12

ACTIVITY A2
Exclusive News:
A group of robbers stole RM 1 million from a bank. They hid the money
somewhere near the Yakomi Islands. As an expert in treasure hunting, you
are required to locate the money! Carry out the following tasks to get the
clue to the location of the money.
Mark the location with the symbol.
1.
Enjoy
yourself !
Plot the following points on the Cartesian
plane.
P(3, 3) , Q(6, 3) , R(3, 1) , S(6, 1) , T(6, 2) , U(3, 2) ,
A(3, 3) , B(5, 1) , C(2, 1) , D(3, 2) , E(1, 1) , F(2, 1).
2.
Draw the following line segments:

AB, AD, BC, EF, PQ, PR, RS, UT, ST
YAKOMI ISLANDS
y
4
2
2
4

13

PART B:
GRAPHS OF FUNCTIONS
LEARNING OBJECTIVES

1. understand and use the concept of scales for the coordinate axes;
2. draw graphs of functions; and
3. state the y-coordinate given the x-coordinate of a point on a graph and
vice versa.

Drawing a graph on the graph paper is a challenge to some pupils. The concept
of scales used on both the x-axis and y-axis is equally difficult. Stating the
coordinates of points lying on a particular graph drawn is yet another
problematic area.
Strategy:
Before a proper graph can be drawn, pupils need to know how to mark numbers
on the number line, specifically both the axes, given the scales to be used.
Practice makes perfect. Thus, basic skill practices in this area are given in Part
B1. Combining this basic skills with the knowledge of plotting points
on the Cartesian plane, the skill of drawing graphs of functions, given the
values of x and y, is then further enhanced in Part B2.
Using a similar strategy, Stating the values of numbers on the axes is
done in Part B3 followed by Stating coordinates of points on a graph in
Part B4.
For both the skills mentioned above, only the common scales used in the
drawing of graphs are considered.

14

PART B:
GRAPHS OF FUNCTIONS
LESSON NOTES
1.
For a standard graph paper, 2 cm is represented by 10 small squares.
2 cm
2 cm
2.
Some common scales used are as follows:

Scale
Note
2 cm to 10 units
10 small squares represent 10 units

1 small square represents 1 unit
2 cm to 5 units

1 small square represents 0.5 unit
2 cm to 2 units

2 cm to 1 unit
10 small squares represent 1 unit

2 cm to 0.1 unit
10 small squares represent 0.1 unit


15

PART B1:
Mark numbers on the x-axis and y-axis based on the scales given.
EXAMPLES
1.
TEST YOURSELF
Mark 4. 7, 16 and 27on the x-axis.

Scale: 2 cm to 10 units.
[ 1 small square represents 1 unit ]
1.
Mark 6 4, 15 and 26 on the x-axis.

x
10
2.
10
16
27 30
20
Mark 7, 2, 3 and 8on the x-axis.

[ 1 small square represents 0.5 unit ]
2.
Mark 8, 3, 2 and 6, on the x-axis.

x
10
3.
10
Mark 3.4, 0.8, 1 and 2.6, on the x-axis.

3.
Mark 3.2, 1, 1.2 and 2.8 on the x-axis.

x
4 3.4
4.
0.8
2.6
Mark 1.3, 0.6, 0.5 and 1.6 on the x-axis.

Scale: 2 cm to 1 unit.
4.
x
2
1.3 1 0.6
0.5

1.6
Mark 1.7, 0.7, 0.7 and 1.5 on the x-axis.

16

PART B1:
EXAMPLES
5.
TEST YOURSELF
Mark 0.15, 0.04, 0.03 and 0.17 on the

x-axis.
5.
Scale: 2 cm to 0.1 unit

Mark 0.17, 0.06, 0.04 and 0.13 on the

x-axis.
Scale: 2 cm to 0.1 unit
x
0.2
6.
0.15 0.1
0.04
0 0.03
0.1
0.17 0.2
Mark 13, 8, 2 and 14 on the y-axis.

Scale: 2 cm to 10 units
y
6.

Scale: 2 cm to 10 units
y
20
14
10
8
10
13
20

17

PART B1:
EXAMPLES
7.
TEST YOURSELF
7.
y

y
10
0
3
5
9
10
8.
Mark 3.2, 0.6, 1.4 and 2.4 on the y-axis.

y
8.

y
2.4
2
1.4
0
0.6
3.2
4

18

PART B1:
EXAMPLES
9.

y
TEST YOURSELF
9.

y
2
1.5
1
0.4
0
0.4
1.6
2
10. Mark 0.17, 0.06, 0.08 and 0.16 on the

y-axis.
10. Mark 0.18, 0.03, 0.05 and 0.14 on the

y-axis.
Scale: 2 cm to 0.1 unit.

y
Scale: 2 cm to 0.1 units.

y
0.2
0.16
0.1
0.08
0
0.06
0.1
0.17
0.2

19

PART B2:
Draw graph of a function given a table for values of x and y.
EXAMPLES
1.
TEST YOURSELF
The table shows some values of two variables, x and y,

of a function.
1.
x
2
1
0
1
2
y
2
0
2
4
6
By using a scale of 2 cm to 1 unit on the x-axis and
2 cm to 2 units on the y-axis, draw the graph of the
function.

of a function.
x
3
2
1
0
1
y
2
0
2
4
6
function.
4
2
2
2.
0
2

of a function.
x
2
1
0
1
2
y
5
3
1
1
3
function.
2.

of a function.
x
2
1
0
1
2
y
7
5
3
1
1
function.
y
6
4
2
0
2

20

PART B2:

EXAMPLES
3.
TEST YOURSELF

of a function.
3.
x
4
3
2
1
0
1
2
y
15
5
1
3
1
5
15
function.

of a function.
x
1
0
1
2
3
4
5
y
19
4
5
8
5
4
19
function.
15
10
4.

of a function.
x
2
1
0
1
2
3
4
y
7
2
1
2
1
2
7
function.
4.

of a function.
x
2
1
0
1
2
3
y
8
4
2
2
4
8
function.
y
2
2
1 0
2

21

PART B2:
EXAMPLES
5.
TEST YOURSELF

of a function.
5.
x
2
1
0
1
2
y
7
1
1
3
11
function.

of a function.
x
2
1
0
1
2
y
6
2
4
6
16
function.
y
15
10
5
2
6.
0
5

of a function.
x
3
2
1
0
1
2
3
y
22
5
0
1
2
3
20
function.
6.

of a function.
x
3
2
1
0
1
2
3
y
21
4
1
0
1
4
21
function.
20
10
0
1
10
20

22

ACTIVITY B1
Each table below shows the values of x and y for a certain function.
x
y
FUNCTION 1
3
2
17
18
4
16
x
y
4
16
x
y
3
9
3
9
1
19
0
20
FUNCTION 3
1
0
1
0
2
4
2
14
x
y
1
17
FUNCTION 4
0
18
0
20
1
1
FUNCTION 2
1
2
19
18
2
4
3
17
4
16
3
9
1
17
4
16
2
14
3
9
x
y
3
9
2
8
FUNCTION 5
1.5
1
7.9
7
0.5
4.6
0
0
x
y
0
0
0.5
4.6
FUNCTION 6
1
1.5
7
7.9
2
8
3
9
The graphs of all these functions, when drawn on the same axes, form a beautiful logo. Draw the logo on
the graph paper provided by using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 2 units on the y-axis.
x
0
23

PART B3:
State the values of x and y on the axes.
EXAMPLES
1.
TEST YOURSELF
State the values of a, b, c and d on the x-axis

below.
1.

below.
x
20
10
10
x
20 d
20
10
10
20
a = 7, b = 13, c = 4, d = 14
2.

below.
2.

below.
x
10
10
10
10
a = 2, b = 7.5, c = 3, d = 8.5
3.

below.
3.

below.
x
4
4d
2 c
2 b
a = 0.6, b = 3.4, c = 1.2, d = 2.6

24

PART B3:

EXAMPLES
4.
TEST YOURSELF

below.
4.

below.
x
2
a 1
x
2
b 2
a = 0.8, b = 1.4, c = 0.3, d = 1.6
5.

below.
5.

below.
x
0.2
0.1
0.1
0.2
0.2 d
0.1
c 0
a 0.1
0.2

a = 0.04, b = 0.14, c = 0.03, d = 0.16
6.
State the values of a, b, c and d on the y-axis

y
below.
20
b
[ 1 small square
represents 1 unit ]
a = 3, b = 17
c = 6, d = 15
10
6.

y
below.
20
b
10
a
0
c
c
10
10
d
d
20

20
25

PART B3:
EXAMPLES
7.
TEST YOURSELF

below.
y
[ 1 small square
represents 0.5 unit ]
7.
10
b

below.
y
10
b
a = 4, b = 9.5
c = 2, d = 7.5
0
c
d
d
10
8.

below.
y
4
[ 1 small square
8.

below.
y
4
b
a =
10
0.8, b = 3.2
2
a
c = 1.2, d = 2.6
0
c
c
2
d
d
4

26

PART B3:
EXAMPLES
9.
TEST YOURSELF

below.
y
9.

below.
y
[ 1 small square
2
b
a = 0.7, b = 1.2
c = 0.6, d = 1.4
0
c
c
1
d
d
2
10. State the values of a, b, c and d on the y-axis

below.
y
[ 1 small square
0.2
b
0.1
10. State the values of a, b, c and d on the y-axis

below.
y
0.2
b
0.1
a
a = 0.03, b = 0.07
a
c = 0.04, d = 0.18
c
c
0.1
0.1
d
d
0.2

0.2
27

PART B4:
State the value of y given the value x from the graph and vice versa.
EXAMPLES
1.
TEST YOURSELF
Based on the graph below, find the value of y

when (a) x = 1.5
(b) x = 2.8
1.

when (a) x = 0.6
(b) x = 1.7
y
7
2.8
(a)
2.
0
2
1.5
1.6
(b)
1.6
(a)

when ( a ) x = 0.14
( b ) x = 0.26
2.
(b)

when ( a ) x = 0.07
( b ) x = 0.18
y
11.5
10
0
2
10
1.5
0.26
0. 2 0.1
(a)
1.5
0.14
0.1
0.2
0. 2
0.1
10
10
(b)
11.5

(a)
0.1
0.2
(b)
28

PART B4:
EXAMPLES
3.
TEST YOURSELF

when ( a ) x = 0.6
( b ) x = 2.7
3.

when ( a ) x = 1.2
( b ) x = 1.8
15
15
11
10
10
2.7
0.6
3.5
(a)
4.
11
(b)
3.5
(a)

when (a) x = 1.4
(b) x = 1.5
4.
(b)

when (a) x = 2.7
(b) x = 2.1
y
3
1.5
1.4
(a)
5.8
(b)
5.8

(a)
(b)
29

PART B4:
EXAMPLES
5.
TEST YOURSELF

when (a) x = 1.7
(b) x = 1.3
5.

when (a) x = 1.2
(b) x = 1.9
15
15
10
10
5.5
1.3
(a)
6.
5.5
3.5
1.7
3.5
(b)
(a)

when (a) x = 1.6
(b) x = 2.3
6.
(b)

when (a) x = 2.8
(b) x = 2.6
y
25
20
20
10
10
1.6
2.3
1 0
9
10
20
(a)
1 0
10
20
(b)
25

(a)
(b)
30

PART B4:
EXAMPLES
7.
TEST YOURSELF
Based on the graph below, find the value of x

when (a) y = 5.4
(b) y = 1.6
7.

when (a) y = 2.8
(b) y = 2.4
5.4
2.8
8.
(a)
1.4
0
2
1.6
1.4
2.8
(b)
(a)

when ( a ) y = 4
( b ) y = 7.5
y
8.
0
2
(b)

when ( a ) y = 6.5
( b ) y = 7
y
10
10
5
4
0.08
0.07
0. 2
0.1
0.1
0.2
0. 2
5
7.5
0.07
0.1
0.2
10
(a)
0.1
10
(b)
0.08

(a)
(b)
31

PART B4:
EXAMPLES
TEST YOURSELF
9. Based on the graph below, find the values of x

when (a) y = 8.5
(b) y = 0

when (a) y = 3.5
(b) y = 0
15
15
10
10
8.5
5
4
3.1
2.1
(a)
3.1 , 2.1
2 , 1
(b)
(a)

when (a) y = 2.6
(b) y = 4.8
(b)

when (a) y = 1.2
(b) y = 4.4
2.6
1.2
3.9
0.6
2.1
1 0
2
4.8
(a)
0.6 , 2.1
(b)
1.2 , 3.9

(a)
(b)
32

PART B4:
EXAMPLES
TEST YOURSELF
11. Based on the graph below, find the value of x

when (a) y = 14
(b) y = 17

when (a) y = 11
(b) y = 23
20
20
14
10
10
2.3
1 0
10
2.6
1 0
10
17
20
(a)
20
2.6
(b)
2.3
(a)
(b)

when (a) y = 6.5
(b) y = 0
(c) y = 6

when (a) y = 7.5
(b ) y = 0
(c) y = 9
15
15
10
10
6.5
0.8
1.3
2.3
(a) 0.8 (b) 1.3 (c) 2.3

(a)
(b)
(c)
33

ACTIVITY B2
There is smuggling at sea and you know two possible locations.

As a responsible citizen, you need to report to the marine police these two locations.
Task 1:
Two points on the graph given are (6.5, k) and (h, 45).
Find the values of h and k.
Task 2:
Smuggling takes place at the locations with coordinates (h, k).

State each location in terms of coordinates.
60
55
50
45
40
35
30
25
20
15
10
5
0
x
1

34

ANSWERS
PART A:
PART A1:
1.
2.
3.
A (4, 2)
2.
B ( 4, 3)
C (3, 3)
4.
D (3, 4)
5.
E (2, 0)
6.
F (0, 2)
7.
G (1, 0)
8.
H (0, 1)
9.
J (8, 6)
10.
K ( 4, 8)
11.
L (10, 15)
12.
M (4, 3)
ACTIVITY A1:
Start at (5, 3).
Then, move in order to (4, 3), (4, 3), (3, 3), (3, 2), (1, 2) , (1, 3) , (3, 3) , (3, 3),
( 4, 3), (
4, 5), (3, 5) and (3, 6).

35

PART A2:
1.
4.
y
4
y
4
3
2
3
2
1
4 3 2 1 0
1
1
1
4 3 2 1 0
1
4 x
2.
4 x
5.
B
y
4
4 3 2 1 0
1
-4
3.
4 3 2 1 0
1
4 x
4 x
4 x
6.
y
4
y
4
4 3 2 1 0
1
4 x
4 3 2 1 0
1

36

7.
10.
y
y
8
4
3
2
4 3 2 1 0
1
4 x
8 x
10
20 x
20
40 x
3
4
8.
11.
y
y
20
4
3
2
10
1
4 3 2 1 0
1
-2
20
4 x
10
0
10
3
4
20
9.
12.
y
8
y
20
6
4
10
2
8 6 4 2 0
2
8 x
40
20
0
10
6
8

20
37

ACTIVITY A2:
YAKOMI ISLANDS
y
4
A
2
E
4
2
C
B
D
O
2
4

F
2
RM 1 million
38

PART B1:
1
2.
x
10
10
26
20
15
x
10
30
3.
5 6
10
4.
x
4
3.2
1.2
2.8
x
2 1.7
1 0.7
0.7
1.5
y
5.
6.
20
15
x
0.2 0.16
0.1 0.06
0.1 0.13
0.04
10
0.2
0
4
10
16
20
7.
10
8.
y
4
9.
y
2
10.
0.2
1.7
0.14
2.8
6
0.8
0.1
0.05
0.3
0
0.03
4
5
1.4
2
0.8
1
1.5
3.4
10
0.1

0.18
0.2
39

PART B2:
y
1.
2.
2
3
3.
0
2
4.
15
0
2
10
5.
6.
15
20
10
5
0
10
3
1

1 0
10
20
40

ACTIVITY B1:
y
20
18
16
14
12
10

x
1
41

PART B3:
1.
a = 3, b = 16, c = 3, d = 18
2.
a = 3.5, b = 7, c = 2.5, d = 8
3.
a = 1.4, b = 2.4, c = 1.6, d = 3.8
4.
a = 0.7, b = 1.8, c = 0.5, d = 1.4
5.
a = 0.08, b = 0.16, c = 0.02, d = 0.17
6.
a = 6, b = 15, c = 3, d = 17
7.
a = 2, b = 8, c = 0.5, d = 8.5
8.
a = 1.4, b = 3.6, c = 0.8, d = 3.4
9.
a = 0.5, b = 1.7, c = 0.4, d = 1.6
10.
a = 0.06, b = 0.16, c = 0.07, d = 0.15
PART B4:
1.
(a)
6.4
(b)
2.8
2.
(a)
12
(b)
13
3.
(a)
2.5
(b)
4.
(a)
0.6
(b)
5.4
5.
(a)
(b)
6.5
6.
(a)
16
(b)
22
7.
(a)
0.7
(b)
1.3
8.
(a)
0.08
(b)
0.12
9.
(a)
3.5, 1.5
(b)
3,1
10.
(a)
1.6, 0.6
(b)
2.7, 1.7
11.
(a)
2.2
(b)
3.5
12.
(a)
2.3
(b)
0.6
(c)
1.4
ACTIVITY B2:
k =15, h = 1.1, 8.9
Two possible locations: (1.1, 15), (8.9, 15)

42
Basic Essential
UNIT 7
LINEAR INEQUALITIES
Unit 1:
Negative Numbers

TABLE OF CONTENTS
Module Overview
Part A: Linear Inequalities
1.0
Inequality Signs
2.0
Inequality and Number Line
3.0
Properties of Inequalities
4.0
Linear Inequality in One Unknown
Part B: Possible Solutions for a Given Linear Inequality in One Unknown
Part C: Computations Involving Addition and Subtraction on Linear Inequalities
10
Part D: Computations Involving Division and Multiplication on Linear Inequalities
14
Part D1: Computations Involving Multiplication and Division on

Linear Inequalities
15
Part D2: Perform Computations Involving Multiplication of Linear

Inequalities
19
Part E: Further Practice on Computations Involving Linear Inequalities
21
Activity
27
Answers
29

Unit 7: Linear Inequalities
MODULE OVERVIEW
1. The aim of this module is to reinforce pupils understanding of the concept involved
in performing computations on linear inequalities.
2. This module can be used as a guide for teachers to help pupils master the basic skills
required to learn this topic.
3. This module consists of six parts and each part deals with a few specific skills.
Teachers may use any parts of the module as and when it is required.
4. Overall lesson notes given in Part A stresses on important facts and concepts required
for this topic.


PART A:
LINEAR INEQUALITIES
LEARNING OBJECTIVE
Upon completion of Part A, pupils will be able to understand and use the
concept of inequality.

Some pupils might face problems in understanding the concept of linear
inequalities in one unknown.
Strategy:
Teacher should ensure that pupils are able to understand the concept of inequality
by emphasising the properties of inequalities. Linear inequalities can also be
taught using number lines as it is an effective way to teach and learn inequalities.
______________________________________________________________________________

PART A:
LINEAR INEQUALITY
OVERALL LESSON NOTES
1.0
Inequality Signs
a. The sign < means less than.
Example: 3 < 5
b. The sign > means greater than.
Example: 5 > 3
c. The sign means less than or equal to.
d. The sign means greater than or equal to.
2.0 Inequality and Number Line
3 < 1
3 is less than 1
1<3
1 is less than 3
and
and
1 > 3
1 is greater than 3
3>1
3 is greater than 1
______________________________________________________________________________

3.0
Properties of Inequalities
(a) Addition Involving Inequalities
Arithmetic Form
12 8 so 12 4 8 4
29
so 2 6 9 6
Algebraic Form
If a > b, then a c b c
If a < b, then a c b c
(b) Subtraction Involving Inequalities

Arithmetic Form
7 > 3 so 7 5 3 5
2 < 9 so 2 6 9 6
(c)
Algebraic Form
If a > b, then a c b c
If a < b, then a c b c
Multiplication and Division by Positive Integers
When multiply or divide each side of an inequality by the same positive number, the
relationship between the sides of the inequality sign remains the same.
Arithmetic Form
5>3
so 5 (7) > 3(7)

12 9
12 > 9 so
3 3
25
so 2(3) 5(3)
8 12 so
8 12
2 2
Algebraic Form
If a > b and c > 0 , then ac > bc

a b
If a > b and c > 0, then
c c
If a b and c 0 , then ac bc
a b
If a b and c 0 , then
c c
______________________________________________________________________________

(d) Multiplication and Division by Negative Integers

When multiply or divide both sides of an inequality by the same negative number, the
relationship between the sides of the inequality sign is reversed.
Arithmetic Form
8>2
6<7
so
so
8(5) < 2(5)

6(3) > 7(3)
16 > 8
so
16
8
4 4
10 15
5 5
10 <15 so
Algebraic Form
If a > b and c < 0, then ac < bc

If a < b and c < 0, then ac > bc
a b
If a > b and c < 0, then
c c
a b
If a < b and c < 0, then
c c
Note: Highlight that an inequality expresses a relationship. To maintain the same

relationship or balance, pupils must perform equal operations on both sides of
the inequality.
4.0
Linear Inequality in One Unknown

(a)
A linear inequality in one unknown is a relationship between an unknown and a

number.
Example:
x > 12
4m
(b)
A solution of an inequality is any value of the variable that satisfies the inequality.
Examples:
(i)
Consider the inequality x 3

The solution to this inequality includes every number that is greater than 3.
What numbers are greater than 3? 4 is greater than 3. And so are 5, 6, 7, 8, and
so on. What about 5.5? What about 5.99? And 5.000001? All these numbers are
greater than 3, meaning that there are infinitely many solutions!
But, if the values of x are integers, then x 3 can be written as
x 4, 5, 6, 7, 8,...
______________________________________________________________________________

A number line is normally used to represent all the solutions of an inequality.

To draw a number line representing x 3 , place an
open dot on the number 3. An open dot indicates that
the number is not part of the solution set. Then, to
show that all numbers to the right of 3 are included in
the solution, draw an arrow to the right of 3.
(ii)
The open dot

means the value
2 is not
included.
x>2
o
2
(iii)
The solid dot

means the value
3 is included.
x3
x
3
______________________________________________________________________________

PART B:
POSSIBLE SOLUTIONS FOR A
GIVEN LINEAR INEQUALITY IN
ONE UNKNOWN
LEARNING OBJECTIVES
Upon completion of Part B, pupils will be able to solve linear
inequalities in one unknown by:
(i) determining the possible solution for a given linear inequality in one
unknown:
(a) x h
(b) x h
(c) x h
(d) x h
(ii) representing a linear inequality:
(a) x h
(b) x h
(c) x h
(d) x h
on a number line and vice versa.

Some pupils might have difficulties in finding the possible solution for a given
linear inequality in one unknown and representing a linear inequality on a number
line.
Strategy:
Teacher should emphasise the importance of using a number line in order to solve
linear inequalities and should ensure that pupils are able to draw correctly the
arrow that represents the linear inequalities.
______________________________________________________________________________

PART B:
POSSIBLE SOLUTIONS FOR
A GIVEN LINEAR INEQUALITY IN ONE UNKNOWN
EXAMPLES
List out all the possible integer values for x in the following inequalities: (You can use the
number line to represent the solutions)
(1)
x>4
Solution:
10
The possible integers are: 5, 6, 7,
(2)
x 3
Solution:
The possible integers are: 4, 5, 6,
(3)
3 x 1
Solution:
The possible integers are: 2, 1, 0, and 1.
______________________________________________________________________________

TEST YOURSELF B
Draw a number line to represent the following inequalities:

(a)
x>1
(b)
x2
(c)
x 2
(d)
x3
______________________________________________________________________________

PART C:
COMPUTATIONS INVOLVING
ADDITION AND SUBTRACTION ON
LINEAR INEQUALITIES
LEARNING OBJECTIVES
Upon completion of Part C, pupils will be able perform computations
involving addition and subtraction on inequalities by stating a new
inequality for a given inequality when a number is:
(a) added to; and
(b) subtracted from
both sides of the inequalities.

Some pupils might have difficulties when dealing with problems involving
addition and subtraction on linear inequalities.
Strategy:
Teacher should emphasise the following rule:
1) When a number is added or subtracted from both sides of the inequality,
the inequality sign remains the same.
______________________________________________________________________________
10

PART C:
COMPUTATIONS INVOLVING ADDITION AND SUBTRACTION
ON LINEAR INEQUALITIES
LESSON NOTES
Operation on Inequalities
1) When a number is added or subtracted from both sides of the inequality, the inequality
sign remains the same.
Examples:
(i) 2 < 4
2<4
x
1
Adding 1 to both sides of the inequality:
The inequality
sign is
unchanged.
2+1<4+1
3<5
x
2
______________________________________________________________________________
11

(ii)
4>2
4>2
x
1
Subtracting 3 from both sides of the inequality:

43>23
1>1
The inequality
sign is
unchanged.
x
0
EXAMPLES
(1)
Solve x 5 14 .
Solution:
x 5 14
x 5 5 14 5
x9
(2)
Subtract 5 from both sides

of the inequality.
Simplify.
Solve p 3 2.
Solution:
p3 2
p 3 3 2 3
p5
Add 3 to both sides of the

inequality.
Simplify.
______________________________________________________________________________
12

TEST YOURSELF C
Solve the following inequalities:
(1)
m 4 2
(2)
x 3.4 2.6
(3)
x 13 6
(4)
4.5 d 6
(5)
23 m 17
(6)
y 78 54
(7)
9 d 5
(8)
p 2 1
(9)
(10)
3 x 8
1
3
2
______________________________________________________________________________
13

PART D:
DIVISION AND MULTIPLICATION
ON LINEAR INEQUALITIES
LEARNING OBJECTIVES
Upon completion of Part D, pupils will be able perform computations
involving division and multiplication on inequalities by stating a new
inequality for a given inequality when both sides of the inequalities are
divided or multiplied by a number.

The computations involving division and multiplication on inequalities can be
confusing and difficult for pupils to grasp.
Strategy:
Teacher should emphasise the following rules:
1) When both sides of the inequality is multiplied or divided by a positive
number, the inequality sign remains the same.
2) When both sides of the inequality is multiplied or divided by a negative
number, the inequality sign is reversed.
3)
______________________________________________________________________________
14

PART D1:
MULTIPLICATION AND DIVISION ON LINEAR INEQUALITIES
LESSON NOTES
1. When both sides of the inequality is multiplied or divided by a positive number, the
inequality sign remains the same.
Examples:
(i)
2<4
2<4
x
2
Multiplying both sides of the inequality by 3:

The inequality
sign is
unchanged.
2 3<4 3
6 < 12
x
6
10
12
14
______________________________________________________________________________
15

(ii)
4<2
4<2
Dividing both sides of the inequality by 2:

The inequality
sign is
unchanged.
4 2<2 2
2 <1
2.
When both sides of the inequality is multiplied or divided by a negative number, the
inequality sign is reversed.
Examples:
(i)
4<6
4<6
x
3
Dividing both sides of the inequality by 1:

4 (1) > 6
The inequality
sign is reversed.
(1)
4>6
6
5
4
3
______________________________________________________________________________
16

(ii)
1 > 3
1 > 3
x
0
Multiply both sides of the inequality by 1:
The inequality
sign is reversed.
( 1) (1) < (1) (3)

1 3
x
0
EXAMPLES
Solve the inequality 3q 12 .

Solution:
(i)
3q 12
3q 12
3 3
q 4
Divide each side of the

inequality by 3.
The inequality
sign is reversed.
Simplify.
______________________________________________________________________________
17

TEST YOURSELF D1

(1) 7 p 49
(2) 6 x 18
(3) 5c > 15
(4) 200 < 40p
(5) 3d 24
(6) 2x 8
(7) 12 3x
(8) 25 5 y
(9) 2m 16
(10) 6b 27
______________________________________________________________________________
18

PART D2:
PERFORM COMPUTATIONS INVOLVING
MULTIPLICATION OF LINEAR INEQUALITIES
EXAMPLES
Solve the inequality
x
3.
2
Solution:
x
3.
2
x
2( ) (2)3
2
x 6
Multiply both sides of the

inequality by 2.
Simplify.
The inequality
sign is reversed.
______________________________________________________________________________
19

TEST YOURSELF D2
1. Solve the following inequalities:
d
3
8
(1)
(3)
10
(5)
(2)
y
5
0 12
n
8
2
(4) 6
x
8
(6)
b
7
x
0
6
______________________________________________________________________________
20

PART E:
FURTHER PRACTICE ON
LINEAR INEQUALITIES
LEARNING OBJECTIVES
Upon completion of Part E, pupils will be able perform computations
involving linear inequalities.

Pupils might face problems when dealing with problems involving linear
inequalities.
Strategy:
Teacher should ensure that pupils are given further practice in order to enhance
their skills in solving problems involving linear inequalities.
______________________________________________________________________________
21

PART E:
FURTHER PRACTICE ON COMPUTATIONS
INVOLVING LINEAR INEQUALITIES
TEST YOURSELF E1
1.
2.
(a)
m5 0
(b)
x26
(c)
3+m>4
(a)
3m < 12
(b)
2m > 42
(c) 4x > 18
______________________________________________________________________________
22

3.
4.
(a)
m + 4 > 4m + 1
(b)
14 m 6 m
(c)
3 3m 4 m
(a)
4 x 6
(b)
15 3m 12
(c)
x
5
4
______________________________________________________________________________
23

(d)
5x 3 18
(e)
1 3 p 10
(f)
x
3 4
2
(g) 3
(h)
x
8
5
p2
4
3
______________________________________________________________________________
24

EXAMPLES
What is the smallest integer for x if 5x 3 18 ?
A number line can

be used to obtain the
answer.
Solution:
5x 3 18
5x 18 3
x3
5x 15
x 3
O
0
x = 4, 5, 6,
Therefore, the smallest integer for x is 4.
______________________________________________________________________________
25

TEST YOURSELF E2
3x 1 14, what is the smallest integer for x?
1.
If
2.
What is the greatest integer for m if m 7 4m 1 ?
3.
4.
5.
If
x
3 4 , find the greatest integer value of x.
2
If
p2
4 , what is the greatest integer for p?
3
What is the smallest integer for m if
3 m
9?
2
______________________________________________________________________________
26

ACTIVITY
10
11
12
______________________________________________________________________________
27

HORIZONTAL:
4.
1 3 is an ___________.
5.
An inequality can be represented on a number __________.
7.
2 6 is read as 2 is __________ than 6.
9.
Given 2x 1 9 , x 5 is a _____________ of the inequality.
11.
3x 12
x 4
The inequality sign is reversed when divided by a ____________ integer.
VERTICAL:
1.
x
1
2
x 2
The inequality sign remains unchanged when multiplied by a ___________ integer.

2.
6 x 24 equals to x 4 when both sides are _____________ by 6.
3.
x 5 equals to 3x 15 when both sides are _____________ by 3.
6.
___________ inequalities are inequalities with the same solution(s).
8.
x 2 is represented by a ____________ dot on a number line.
10.
3x 6 is an example of ____________ inequality.
12.
5 3 is read as 5 is _____________ than 3.
______________________________________________________________________________
28

ANSWERS
TEST YOURSELF B:
(a)
x
3
(b)
x
3
(c)
x
3
3
x
(d)
TEST YOURSELF C:
(1) m 6
(2) x 6
(8) p 3
(4) d 1.5 (5) m 6

5
(9) m
(10) x 5
2
(2) x 3
(3) c 3
(4) p 5
(5)
(7) x 4
(8) y 5
(9) m 8
(10) b
(3) y 50
(4) b 42
(5) x 96
(6) y 24 (7) d 4
(3) x 19
TEST YOURSELF D1:

(1)
p7
(6) x 4
d 8
9
2
TEST YOURSELF D2:

(1) d 24
(2) n 16
(6) x 48
______________________________________________________________________________
29

TEST YOURSELF E1:

1. (a) m 5
(b) x 8
(c ) m 1
9
(b) m 21
2. (a) m 4
(c ) x
2
1
3. (a ) m 1 (b) m 4 (c) m
2
4. (a) x 10 (b) m 1 (c) x 8 (d) x 3 (e) p 3 (f) x 2 (g) x 25 (h) p 10
TEST YOURSELF E2:

(1) x 6
(2) m 1
(3) x 13
(4) p 9
(5) m 14
ACTIVITY:
1. positive
2. divided
3. multiplied
4. inequality
5. line
6. Equivalent
7. less
8. solid
9. solution
10. linear
11. negative
12. greater
______________________________________________________________________________
30
Basic Essential
UNIT 8
TRIGONOMETRY
Unit 1:
Negative Numbers

TABLE OF CONTENTS
Module Overview
Part A:
Trigonometry I
Part B:
Trigonometry II
Part C:
Trigonometry III
11
Part D:
Trigonometry IV
15
Part E:
Trigonometry V
19
Part F:
Trigonometry VI
21
Part G:
Trigonometry VII
25
Part H:
Trigonometry VIII
29
Answers
33
Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry
MODULE OVERVIEW
1. The aim of this module is to reinforce pupils understanding of the concept
of trigonometry and to provide pupils with a solid foundation for the study
of trigonometric functions.
2. This module is to be used as a guide for teacher on how to help pupils to
master the basic skills required for this topic. Part of the module can be
used as a supplement or handout in the teaching and learning involving
trigonometric functions.
3. This module consists of eight parts and each part deals with one specific
skills. This format provides the teacher with the freedom of choosing any
parts that is relevant to the skills to be reinforced.
4. Note that Part A to D covers the Form Three syllabus whereas Part E to H
covers the Form Four syllabus.


PART A:
TRIGONOMETRY I
LEARNING OBJECTIVE
Upon completion of Part A, pupils will be able to identify opposite,
adjacent and hypotenuse sides of a right-angled triangle with reference
to a given angle.

Some pupils may face difficulties in remembering the definition and
how to identify the correct sides of a right-angled triangle in order to
find the ratio of a trigonometric function.
Strategy:
Teacher should make sure that pupils can identify the side opposite to
the angle, the side adjacent to the angle and the hypotenuse side
through diagrams and drilling.


LESSON NOTES
Opposite side is the side opposite or facing the angle .

Adjacent side is the side next to the angle .
Hypotenuse side is the side facing the right angle and is the longest side.


EXAMPLES
Example 1:
AB is the side facing the angle , thus AB is the opposite side.

BC is the side next to the angle , thus BC is the adjacent side.
AC is the side facing the right angle and it is the longest side, thus AC is the
hypotenuse side.
Example 2:
QR is the side facing the angle , thus QR is the opposite side.

PQ is the side next to the angle , thus PQ is the adjacent side.
PR is the side facing the right angle or is the longest side, thus PR is the
hypotenuse side.


TEST YOURSELF A
Identify the opposite, adjacent and hypotenuse sides of the following right-angled triangles.
1.
2.
Opposite side =
Adjacent side =
Hypotenuse side =
4.
3.
Opposite side =
Adjacent side =
Hypotenuse side =
5.
Opposite side =
Adjacent side =
Hypotenuse side =
Opposite side =
Adjacent side =
Hypotenuse side =
6.
Opposite side =
Adjacent side =
Hypotenuse side =

Opposite side =
Adjacent side =
Hypotenuse side =

PART B:
TRIGONOMETRY II
LEARNING OBJECTIVE
Upon completion of Part B, pupils will be able to state the definition
of the trigonometric functions and use it to write the trigonometric
ratio from a right-angled triangle.
Some pupils may face problem in

(i)
defining trigonometric functions; and
(ii)
writing the trigonometric ratios from a given right-angled

triangle.
Strategy:
Teacher must reinforce the definition of the trigonometric functions
through diagrams and examples. Acronyms SOH, CAH and TOA can
be used in defining the trigonometric ratios.


LESSON NOTES
Definition of the Three Trigonometric Functions
Acronym:
opposite side
sin =
hypotenuse side
(i)
(ii)
cos =
(iii) tan =
SOH:
Sine Opposite - Hypotenuse
Acronym:
adjacent side
hypotenuse side
CAH:
Cosine Adjacent - Hypotenuse
opposite side
adjacent side
Acronym:
TOA:
Tangent Opposite - Adjacent
sin =
AB
opposite side
=
hypotenuse side
AC
cos =
BC
adjacent side
=
hypotenuse side
AC
tan =
opposite side
AB
=
adjacent side
BC


EXAMPLES
Example 1:
AB is the side facing the angle , thus AB is the opposite side.

BC is the side next to the angle , thus BC is the adjacent side.
AC is the side facing the right angle and is the longest side, thus AC is the hypotenuse
side.
Thus
AB
opposite side
=
hypotenuse side
AC
cos =
BC
adjacent side
=
hypotenuse side
AC
tan =
opposite side
adjacent side
sin

AB
BC

Example 2:
You have to identify the

opposite, adjacent and
hypotenuse sides.
WU is the side facing the angle, thus WU is the opposite side.

TU is the side next to the angle, thus TU is the adjacent side.
TW is the side facing the right angle and is the longest side, thus TW is the hypotenuse
side.
Thus,
sin =
WU
opposite side
=
hypotenuse side
TW
cos =
TU
adjacent side
=
hypotenuse side
TW
tan =
WU
opposite side
=
adjacent side
TU


TEST YOURSELF B
Write the ratios of the trigonometric functions, sin , cos and tan , for each of the diagrams
below:
1.
2.
3.
sin =
sin =
sin =
cos =
cos =
cos =
tan =
tan =
tan =
4.
5.
6.
sin =
sin =
sin =
cos =
cos =
cos =
tan =
tan =
tan =

10

PART C:
TRIGONOMETRY III
LEARNING OBJECTIVE
Upon completion of Part C, pupils will be able to find the angle of
a right-angled triangle given the length of any two sides.
Some pupils may face problem in finding the angle when given
two sides of a right-angled triangle and they also lack skills in
using calculator to find the angle.
Strategy:
1. Teacher should train pupils to use the definition of each
trigonometric ratio to write out the correct ratio of the sides
of the right-angle triangle.
2. Teacher should train pupils to use the inverse trigonometric
functions to find the angles and express the angles in degree
and minute.

11

LESSON NOTES
Since sin =
opposite
hypotenuse
Since cos =
adjacent
hypotenuse
Since tan =
opposite
adjacent
then = sin-1
opposite
hypotenuse
then = cos-1
adjacent
hypotenuse
then = tan-1
opposite
adjacent
1 degree = 60 minutes
1o = 60
1 minute = 60 seconds
1 = 60
Use the key D M S or
on your calculator to express the angle in degree and minute.
Note that the calculator expresses the angle in degree, minute and second. The angle in
second has to be rounded off. ( 30, add 1 minute and < 30, cancel off.)
EXAMPLES
Find the angle in degrees and minutes.

Example 1:
Example 2:
o 2
h 5
= sin-1 2
5
sin =
= 23o 34 4l
= 23o 35
(Note that 34 41 is rounded off to 35)

a
3
=
5
h
= cos-1 3
5
cos =
= 53o 7 48
= 53o 8
(Note that 7 48 is rounded off to 8)
12

Example 3:
Example 4:
tan = o = 7
a
cos = a = 5
= cos-1 5
= tan-1 7
= 49o 23 55
= 44o 24 55
= 49o 24
= 44o 25
Example 5:
Example 6:
sin =
o
4
=
h
7
= sin-1 4
7
= 34o 50 59
= 34o 51

tan =
o
5
=
6
a
= tan-1 5
6
= 39o 48 20
= 39o 48
13

TEST YOURSELF C
Find the value of in degrees and minutes.
1.
2.
3.
4.
5.
6.

14

PART D:
TRIGONOMETRY IV
LEARNING OBJECTIVE
Upon completion of Part D, pupils will be able to find the
angle of a right-angled triangle given the length of any two
sides.
Pupils may face problem in finding the length of the side of a

right-angled triangle given one angle and any other side.
Strategy:
By referring to the sides given, choose the correct trigonometric
ratio to write the relation between the sides.
1. Find the length of the unknown side with the aid of a
calculator.

15

LESSON NOTES
Find the length of PR.
Find the length of TS.
With reference to the given angle, PR is the With reference to the given angle, TR is the
adjacent side and TS is the hypotenuse
opposite side and QR is the adjacent side.
side.
Thus tangent ratio is used to form the
Thus cosine ratio is used to form the
relation of the sides.
relation of the sides.
PR
o
tan 50 =
8
5
cos 32o =
PR = 5 tan 50
TS
TS cos 32o = 8
TS =

8
cos 32o
16

EXAMPLES
Find the value of x in each of the following.

Example 1:
Example 2:
tan 25o =
x =
3
x
sin 41.27o =
3
tan 25o
x = 5 sin 41.27o
= 6.434 cm
Example 3:
x
5
= 3.298 cm
Example 4:
cos 34o 12 =
x
6
x = 6 cos 34o 12
= 4.962 cm
tan 63o =
x
9
x = 9 tan 63o
= 17.66 cm

17

TEST YOURSELF D
Find the value of x for each of the following.

1.
2.
3.
4.
10 cm
6 cm
5.
6.
13 cm

18

PART E:
TRIGONOMETRY V
LEARNING OBJECTIVE
Upon completion of Part E, pupils will be able to state the
definition of trigonometric functions in terms of the
coordinates of a given point on the Cartesian plane and use
the coordinates of the given point to determine the ratio of the
trigonometric functions.
Pupils may face problem in relating the coordinates of a given

point to the definition of the trigonometric functions.
Strategy:
Teacher should use the Cartesian plane to relate the coordinates
of a point to the opposite side, adjacent side and the hypotenuse
side of a right-angled triangle.

19

LESSON NOTES
In the diagram, with reference to the angle , PR is the opposite side, OP is the adjacent side
and OR is the hypotenuse side.
sin
opposite
PR y
hypotenuse OR r
cos
adjacent
OP x
hypotenuse OR r
tan

opposite PR y
adjacent OP x
20

PART F:
TRIGONOMETRY VI
LEARNING OBJECTIVE
Upon completion of Part F, pupils will be able to relate the sign of the
trigonometric functions to the sign of x-coordinate and y-coordinate and to
determine the sign of each trigonometric ratio in each of the four quadrants.

Pupils may face difficulties in determining that the sign of the x-coordinate
and y-coordinate affect the sign of the trigonometric functions.
Strategy:
Teacher should use the Cartesian plane and use the points on the four
quadrants and the values of the x-coordinate and y-coordinate to show how the
sign of the trigonometric ratio is affected by the signs of the x-coordinate and
y-coordinate.
Based on the A S T C, the teacher should guide the pupils to determine
on which quadrant the angle is when given the sign of the trigonometric ratio
is given.
(a)
For sin to be positive, the angle must be in the first or second

quadrant.
(b)
For cos to be positive, the angle must be in the first or fourth

quadrant.
(c)
For tan to be positive, the angle must be in the first or third quadrant.

21

LESSON NOTES
First Quadrant
Second Quadrant
y
(Positive)
r
x
cos = (Positive)
r
y
tan = (Positive)
x
sin =
y
(Positive)
r
x
cos =
(Negative)
r
y
tan =
(Negative)
x
sin =
(All trigonometric ratios are positive in the

first quadrant)
(Only sine is positive in the second

quadrant)
Third Quadrant
Fourth Quadrant
y
(Negative)
r
x
cos =
(Negative)
r
y y
tan =
(Positive)
x x
sin =
(Only tangent is positive in the third

quadrant)

y
(Negative)
r
x
cos = (Positive)
r
y
tan =
(Negative)
x
sin =
(Only cosine is positive in the fourth

quadrant)
22

Using acronym: Add Sugar To Coffee (ASTC)

sin is positive
cos is positive
tan is positive
sin is negative
cos is negative
tan is negative
S only sin is positive
T only tan is positive

A All positive
C only cos is positive
23

TEST YOURSELF F
State the quadrants the angle is situated and show the position using a sketch.
1. sin = 0.5
2. tan = 1.2
3. cos = 0.16
4. cos = 0.32
5. sin = 0.26
6. tan = 0.362

24

PART G:
TRIGONOMETRY VII
LEARNING OBJECTIVE
Upon completion of Part G, pupils will be able to calculate the length
of the side of right-angled triangle on a Cartesian plane and write the
value of the trigonometric ratios given a point on the Cartesian plane
Pupils may face problem in calculating the length of the sides of a

right-angled triangle drawn on a Cartesian plane and determining the
value of the trigonometric ratios when a point on the Cartesian plane is
given.
Strategy:
Teacher should revise the Pythagoras Theorem and help pupils to
recall the right-angled triangles commonly used, known as the
Pythagorean Triples.

25

LESSON NOTES
The Pythagoras Theorem:
The sum of the squares of two sides of

a right-angled triangle is equal to the
square of the hypotenuse side.
PR2 + QR2 = PQ2
(a) 3, 4, 5 or equivalent
(b) 5, 12, 13 or equivalent

(c) 8, 15, 17 or equivalent
26

EXAMPLES
1. Write the values of sin , cos and tan

from the diagram below.
2. Write the values of sin , cos and tan

from the diagram below.
OA2 = (6)2 + 82
= 100
OA = 100
= 10
y 8 4
r 10 5
x 6
3
cos =
r 10
5
y 8
4
tan =
x 6
3
sin =

OB2 = (12)2 + (5)2

= 144 + 25
= 169
OB = 169
= 13
sin =
y
5
r
13
cos = x 12
tan
r
13
5
5
=
12 12
27

TEST YOURSELF G
Write the value of the trigonometric ratios from the diagrams below.
1.
2.
3.
y
B(5,4)
B(5,12)
sin =
sin =
sin =
cos =
cos =
cos =
tan =
tan =
tan =
4.
5.
6.
sin =
sin =
sin =
cos =
cos =
cos =
tan =
tan =
tan =

28

PART H:
TRIGONOMETRY VIII
LEARNING OBJECTIVE
Upon completion of Part H, pupils will be able to sketch the
trigonometric function graphs and know the important features of the
graphs.
Pupils may find difficulties in remembering the shape of the

trigonometric function graphs and the important features of the
graphs.
Strategy:
Teacher should help pupils to recall the trigonometric graphs which
pupils learned in Form 4. Geometers Sketchpad can be used to
explore the graphs of the trigonometric functions.

29

LESSON NOTES
(a)
y = sin x
The domain for x can be from 0o to 360o or 0 to 2 in radians.

Important points: (0, 0), (90o, 1), (180o, 0), (270o, 1) and (360o, 0)
Important features: Maximum point (90o, 1), Maximum value = 1
Minimum point (270o, 1), Minimum value = 1
(b)
y = cos x
Important points:(0o, 1), (90o, 0), (180o, 1), (270o, 0) and (360o, 1)
Important features: Maximum point (0o, 1) and (360o, 1),
Maximum value = 1
Minimum point (180o, 1)
Minimum value = 1

30

(c)
y = tan x
Important points: (0o, 0), (180o, 0) and (360o, 0)
Is there any
maximum or
minimum point
for the tangent
graph?

31

TEST YOURSELF H
1. Write the following trigonometric functions to the graphs below:

y = cos x
y = sin x
y = tan x
2. Write the coordinates of the points below:

(a)
(b)
y = cos x
y = sin x
A(0,1)

32

ANSWERS
TEST YOURSELF A:
1. Opposite side
= AB
2. Opposite side
= PQ
3. Opposite side
= YZ
Adjacent side
= AC
Adjacent side
= QR
Adjacent side
= XZ
Hypotenuse side = BC
Hypotenuse side = PR
Hypotenuse side = XY
4. Opposite side
= LN
5. Opposite side
= UV
6. Opposite side
= RT
Adjacent side
= MN
Adjacent side
= TU
Adjacent side
= ST
Hypotenuse side = LM
Hypotenuse side = TV
Hypotenuse side = RS
TEST YOURSELF B:
AB
BC
AC
cos =
BC
AB
tan =
AC
2. sin =
LN
LM
MN
cos =
LM
LN
tan =
MN
5. sin =
1. sin =
4. sin =
PQ
PR
QR
cos =
PR
PQ
tan =
QR
3. sin =
UV
TV
UT
cos =
TV
UV
tan =
UT
6. sin =

YZ
YX
XZ
cos =
XY
YZ
tan =
XZ
RT
RS
ST
cos =
RS
RT
tan =
TS
33

TEST YOURSELF C:
1. sin = 1
2. cos = 1
= sin-1 1 = 19o 28
= cos-1 1 = 60o
3. tan = 5
4. cos = 5
= tan-1 5 = 59o 2
= cos-1 5 = 51o 19
5. tan = 7.5
6. sin = 6.5
9.2
8.4
= tan-1 7.5 = 39o 11
= sin-1 6.5 = 50o 42
9.2
8.4
TEST YOURSELF D:
1. tan 32o =
x=
4
x
2. sin 53.17o =
x = 7 sin 53.17o = 5.603 cm
4
= 6.401 cm
tan 32o
3. cos 74o 25 =
x
10
4. sin 55
1
6
=
3
x
x = 10 cos 74o 25
x=
= 2.686 cm
5. tan 47o =
x
13
x = 13 tan 47o = 13.94 cm

x
7
6.
cos 61o =
x=
6
= 7.295 cm
o
sin 55 13
10
x
10
= 20.63 cm
cos 61o
34

TEST YOURSELF F:
1. 1ST and 2nd
2. 1st and 3rd
3. 2nd and 3rd
4. 1st and 4th
5. 3rd and 4th
6. 2nd and 4th
TEST YOURSELF G:
1.
4.
4
5
3
cos =
5
4
tan =
3
sin =
4
5
3
cos =
5
4
tan =
3
sin =
2.
5.
12
13
5
cos =
13
12
tan =
5
sin =
8
17
15
cos =
17
8
tan =
15
sin =

3.
sin =
4
5
3
5
4
tan =
3
cos =
6.
5
13
12
cos =
13
5
tan =
12
sin =
35

TEST YOURSELF H:
1.
y = tan x
2. (a)
y = sin x
y = cos x
A (0, 1), B (90o, 0), C (180o, 1), D (270o, 0)
(b) P (90o, 1), Q (180o, 0), R (270o, 1), S (360o, 0)

36

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Basic Essential Additional Mathematics Skills

Curriculum Development Division

First published 2010

Curriculum Development Division,

Algebraic Expressions and Algebraic Formulae

Coordinates and Graphs of Functions

The Curriculum Development Division,

Abdul Rahim bin Bujang

Hon May Wan

Ali Akbar bin Asri

Horsiah binti Ahmad

Amrah bin Bahari

Kalaimathi a/p Rajagopal

Aziyah binti Paimin

Kho Choong Quan

Bashirah binti Seleman

Lau Choi Fong

Bibi Kismete binti Kabul Khan

Loh Peh Choo

Che Rokiah binti Md. Isa

Mohd. Misbah bin Ramli

Cheong Nyok Tai

Noor Aida binti Mohd. Zin

Ding Hong Eng

Noor Ishak bin Mohd. Salleh

Esah binti Daud

Noorliah binti Ahmat

Haspiah binti Basiran

Nor Aidah binti Johari

Ali Akbar bin Asri

Nor Aidah binti Johari

SMK Teknik Setapak, Selangor

Amrah bin Bahari

Nor Dalina binti Idris

SMK Dato Sheikh Ahmad, Arau, Perlis

SMK Syed Alwi, Kangar, Perlis

Nor Dalina binti Idris

Suhaimi bin Mohd. Tabiee

Norizatun binti Abdul Samid

Suraiya binti Abdul Halim

Pahimi bin Wan Salleh

Tan Lee Fang

Rauziah binti Mohd. Ayob

Tempawan binti Abdul Aziz

Rohaya binti Shaari

Turasima binti Marjuki

Roziah binti Hj. Zakaria

Wan Azlilah binti Wan Nawi

Shakiroh binti Awang

Zainah binti Kebi

Sharina binti Mohd. Zulkifli

Zaleha binti Tomijan

Sim Kwang Yaw

Zariah binti Hassan

Layout and Illustration:

Mohd. Lufti bin Mahpudz

Curriculum Development Division

Addition and Subtraction of Integers Using Number Lines

2.0 Addition and Subtraction of Positive Integers

3.0 Addition and Subtraction of Negative Integers

Addition and Subtraction of Integers Using the Sign Model

Further Practice on Addition and Subtraction of Integers

Addition and Subtraction of Integers Including the Use of Brackets

Multiplication of Integers Using the Accept-Reject Model