NCV2 Mathematics Hands-On Training 2010 Syllabus - Sample Chapter

Mathematics Hands-On Training
Sample Chapter
Dear lecturer
We have completely revised our Mathematics NCV 2 textbook according to

the new curriculum to be implemented in 2011. The completed learner book
and lecturer guide will be submitted to the DOE for screening on
15 November 2010. We are confident that the book will be approved.
The book will be completed and ready to order by early December 2010.
This is a sample chapter to give you an idea of the look and feel of the revised
book. As you will notice, we have made the learner book more user-friendly
by including the following features:
• Pre-knowledge sections
• Interesting ‘Did you know’ facts
• Hints to assist with understanding calculations
• Relevant definitions
• Many worked-out examples
• A variety of formative and summative assessments
• Chapter summary
• Answers to activities
The learner book will be accompanied by a comprehensive lecturer guide

that will include:
• New revised curriculum

• Pace setter
• Worked-out answers to all activities in learner book
• Additional activities (formative assessments) with solutions
• Examples of examination type questions
You will find a catalogue and order form included in the pack. Please contact
us at info@futuremanagers.net or 021-462 3572 for any queries.
© Future Managers 2010
All rights reserved. No part of this book may be reproduced in any form, electronic, mechanical,
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ISBN 9781920364274
First published 2010
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Chapter 1
Numbers
After completing this chapter, you will be able to:
1. Use computational tools and strategies and make estimates and approximations.
1.1 Use a scientific calculator correctly to solve expressions involving addition,
subtraction, multiplication, division, squares, cubes, square roots and cube
roots.
1.2 Estimate and approximate physical quantities to solve problems in practical
situations. Quantities include length, time, mass and temperature.
2. Demonstrate an understanding of numbers, relationships among numbers and

number systems and represent numbers in different ways.
2.1 Identify rational and irrational numbers.
2.2 Round off rational and irrational numbers to an appropriate degree of
accuracy.
2.3 Convert rational numbers between terminating and recurring decimals to
a  ; a, b ∈ Z; b ≠ 0
the form  __
b
2.4 Apply the following laws of exponents.
am × an = am + n am ÷ an = am – n
(am)n = am×n (ab)m = ambm
( __ ba   )
am  
m
(ambn)p = amp bnp =  ___
bm
( ___
m p
 a    ) =  ____
a    1   
mp
a-n =  ___
n
b b
np an
1   =
 ___   an a0 = 1
a-n
n ___ __
 m   
√  am  =
  an
2.5 Rationalise fractions with surd denominators (binomial and monomial
denominators) without using a calculator.
2.6 Add, subtract, multiply and divide simple surds.
2.7 Manipulate simple technical and non-technical formulae.
2.8 Solve an unknown variable in simple technical and non-technical formulae.
2.9 Identify and work with arithmetic sequences and series.
1
Chapter 1
1.1 Use computational tools and strategies and

make estimates and approximations
1.1.1 How to use a scientific calculator
Introduction
Learning how to use a scientific calculator will require time and patience as
no one can teach you how to do it. You should be quite familiar with your
calculator by now. Your lecturer may be able to assist, but you should also refer
to the instruction booklet provided with your specific calculator.
Pre-knowledge
If a calculation has more than one operation we use BODMAS/BIDMAS to
Definition
An algorithm is a perform the calculation in a fixed order. The scientific calculator is programmed
set of step-by-step to follow this order automatically. Remember that you have to press the right
procedure that
produces an answer to keys to get to the correct answers! Calculators have different ways in which
a particular problem
the sequence of numbers is punched in. This is known as the algorithms of
arithmetic or the priority of calculations.
BODMAS or BIDMAS
B – Brackets B – Brackets
O – Off I – Indices
D – Division D – Division
M – Multiplication M – Multiplication
A – Addition A – Addition
S – Subtraction S – Subtraction
Definition Remember
BODMAS is an
acronym that serves
The operations x and ÷ should be done before + and –
as a reminder of • 3 + 4 × 5 = 3 + 20
the order in which
= 23
certain operations
have to be carried If the operations have equal priority, you should work from left to right
out when working • 8 + 4 – 5 = 12 – 5
with equations and
formulas. =7
If there are brackets, you should work out the part in the brackets first
• 10 × (7 – 5) ÷ 4 = 10 × 2 ÷ 4
= 20 ÷ 4
=5
Work with someone in your class who has the same calculator as you to
calculate the following:
Calculate: Solution:
102 – 34 × 5 + 96 28
102 – 34 × (5 + 96) -3 332
(102 – 34) × 5 + 96 436
(102 – 34) × (5 + 96) 6 868
2
Numbers
Rounding off to THREE decimal places

Let us briefly revise the method for rounding 514,342615 off to THREE decimal
Note places:
You will learn more
about rounding off
when you deal with If the fourth decimal place is 5 or higher, the third decimal is increased by 1.
irrational numbers on " the third decimal will be 3
page 13.
If the fourth decimal place is 4 or lower, the third decimal remains the same.
" the third decimal will remain 2
∴ 514,342615 ≈ 514,343
Using the different keys on your calculator

Note The diagram illustrates an electronic scientific calculator.
≈ is the symbol Many of the keys have meanings that are the same as
for ‘approximately
equal to’. the corresponding symbols in arithmetic and algebra.
The display is at the top of the calculator. As you type

the numbers, they will appear in the display. The
results of the calculations will also appear in the display.
Below is a table with useful keys of some of the functions:
Did you know? Keys Function Example

It is acceptable to use a
comma (,) or point (.) +/− Changes the sign of a Press 3 +/− ; Answer = −3 or
as a decimal separator
in South Africa. number from positive to
For example we can negative Press −3; Answer = −3
write either 2,346 or
2.346.  x1 ; x−1
__ Inverts the value of the Press 4 _ x1   =  14 = 0,25
; Answer = __
We will use the
comma (,) as a display
separator to avoid
confusion. π Enters the value of π to ≈ 3,141592654
the full accuracy the
calculator is capable of
x2 Calculates the square of a Press 3 x2 = ; Answer = 9

number ∴ 32 = 9
x3 Calculates the cube of a Press 3 x3 = ; Answer = 27

number ∴ 33 = 27
yx xy Calculates all other Press 2 yx 4 = ; Answer = 16

x ^ powers
∴ 24 = 16
sin Calculates the sin 30° = 0,5; tan 45° = 1;

cos corresponding cos 30° = 0,866
tan trigonometric function of These functions will be described in
the value in the display the next chapter.
∙ Enters the decimal point Press 3.4

Hint into the display. When This is the same as 3,4
Some of the keys of
different calculators using the calculator A calculator uses a decimal point, not
have different you must work with the decimal comma
notations, but have
meanings that decimal point, not the
are the same. decimal comma
3
Chapter 1
b __
a  __ 
  Fraction key
c      b   2 =
1  ; press 1 a __
To find  __
2 c
 b   2 a __
2  press 1 a __
or to find 1 __  b   3 =
Did you know? 3 c c
e1 = 2,718
2nd F or Second function key is 3
__
Press: 1 ex = ; Press SHIFT √  R   8 = ; Answer = 2
SHIFT used to do the functions 3
__
Answer = 2,718
that are written above the ∴ √  8  =
  2
Proof: 2 keys.
  x     
ex = 1 + x + _____ +
1×2
EXP or Changes a number from To write 4,2 × 10–3 as an ordinary
  x     
3
_________
1×2×3 ×10x scientific notation to an number press: 4,2 ×10x –3 = ;
+   x4 
____________
    + …
1×2×3×4 ordinary number Answer = 0,0042
___ __
__
e1 = 1 + 1 + __  1   + __
2
 1   
3
   √R  
√ Calculates the value of a Press √R   25 = ; Answer = 5
2 6
1
+ ___
4
     + …
  square root
24 __ ___
3 3 __
= 2,718 √  R   √     Calculates the value of a 3
Press √  R   27 = ; Answer = 3
cube root
__ __
 x __
√     √  R   Calculates the value of all Press 9 x√  R   512 = ; Answer = 2
y_  
1  other roots 9
____
∴ √  512  =
x
  2
n! Calculates the factorial of If the display contains 4 and you press

X! a number. this key, the calculator will work out
the value of 4 × 3 × 2 × 1 = 24
% Calculates percentages 12   as a percentage:
To write  ___
50
(per one hundred) ( =
Press 12 ÷ 50 SHIFT ;
Answer = 24 %
Other helpful keys that you may need:

M+ Stores the value in the display in the memory of the calculator.
RCL or MR Inserts the contents of the calculator’s memory into the display.
AC or CE Clears the contents of the display.
Addition, subtraction, multiplication and division by using a calculator

You can practice the examples below to familiarise yourself with a specific
calculator.
Examples Key Sequence Answer
1.  9 –  3  
_____   9 – 3 = ÷ 2 = 3
2
2. (9 − 3) ÷ 2 ( 9 – 3 ) ÷ 2 = 3
3. 9−3÷2 9 – 3 ÷ 2 = 7,5
4. 3
9 −  __  9 – ( 3 ÷ 2 ) = 7,5
Hint 2
( " opens a −16
bracket 5. 16 + 4 [8 × (3 − 4)] 16 + 4 ( 8 × ( 3 – 4 ) =
) " closes a
6.   1    
_______ 1 ÷ ( 7,5 – 3,6 ) = 0,256
bracket
7,5 − 3,6
Explanations:
• F
or no. 1:
– The entire numerator is divided by 2, therefore = must be entered after
9 − 3 before dividing by 2.
4
Numbers
• For no. 2:
– Brackets are used in the calculation
– Question 1 and 2 are identical
• For no. 3 and 4:
– The calculator divides 3 by 2 before subtracting from 9. (BODMAS).
– Therefore the answer is not 3 as the case in no. 1 and 2.
• For no. 5 and 6:
– Make sure that you enter the brackets as explained in the example.
Calculating squares, cubes and higher powers by using a calculator

The following keys on different calculators perform the same function:
yx = xy = x = ^
Note Examples Key Sequence Answer

The examples are
1. 246 2
246 x2 = 60516
explained according to
the keys and functions
on a “Casio fx − 82 ES” 2. 133 13 x3 = 2197
scientific calculator..
3. 27 2 x 7 = 128
4. 20 × 122 20 × 12 x2 = 2880
5. 232 − 163 23 x2 – 16 x3 = −3567
6. (26 + 15)3 ( 26 + 15 ) x3 = 68921
7. (152 − 92)4 ( 15 x2 – 9 x2 ) x 4 = 429 981 696
8. (−1,4)4 ( – 1,4 ) x 4 = 3,842
Calculating square roots, cube roots and higher roots by using a

calculator
The following keys on different calculators perform the same function:
___ 1 1 x
__
√    = x y  = y x  = √  y  
__ __

Examples Key Sequence Answer (rounded off

to 3 decimal places)
____ ___
1. √
144      144
√ = 12
_____ ___
2.
3
√  4216   3
SHIFT √    4216 = 16,155
_____ ___
3.
5
√  1883   √    1883 =
5 SHIFT  4,518
______ ___
4. √
9 + 16     
√ ( 9 + 16 ) = 5
____ ___
3 3 ___ ___ 2,009
5. √  612  −
  √ 42     612 =
√    – √   42 =
_ 1  
6. 3,8 2 3,8 x 1 ÷ 2 = 1,949
5
Chapter 1
Examples
Solve for x with the aid of a calculator to three decimal places:
Example 1
_____________
3
√ (  )
4,1 3
x =   (3,2)4 − ___
    
2π
     
Solution:
3 ___
SHIFT √     ( 3,2 ) x 4 ) – ( 4,1 ÷ ( 2 × π ) ) x3 =
Answer: 4,711
Note
The solutions Example 2
to the exercises 9,4
and summative x = 4,2(2 + 6,1)3,2 −  _____   
assessments of each (1,3)2
module are given in
the back of this book. Solution: 4,2 ( 2 + 6,1 ) x 3,2 − ( 9,4 ÷ 1,3 x2 ) =
Use this to check your
answers. Answer: 3386,012
Assessment activity 1.1

Work with someone in your class who has the same calculator as yours to do
the following activity.
1. Use your calculator to calculate the following: (Round your answers off to
THREE decimal places)
(a) (100 − 84) ÷ 3 (b) 840 ÷ 21 + 3 (c) 522 − 143
_____
(d) (43,6 − 19,2)4 1     
(e)  _____
3
(f) √  1314  
_____ ____ 2,8π2
5
(g) (√  1256  +
  √ 315  
)2
2. Solve for x with the aid of a calculator to THREE decimal places:

_________
1    
(a) x =  ____________
(2,36 − 1,2)2 √
(b) x = (16,42)2,1 + 13,4 −  __ π2    
4
____ (13,2)3
3,4
3
  ______
(c) x = √  436  +     −  
  1     
  ____ (d) x = 6,4 (3 − 1,2)2,1 −  _____     
_____
12 3π 2
(4,2) 2
_______________
√
0,36  −
√
  (3,27)2
(e) x =  ______________
_____  
   
1,57  
3
√     
2,6(  )
3,91 3
(f) x =   (5,99)4 + _____      
1.1.2 Estimate and approximate physical quantities for

example length, time, mass and temperature
Definition Introduction
An approximation (≈)
is a stated value of a A physical quantity is a physical property that can be quantified. This means
number that is close that it can be measured and/or calculated. It can be expressed in numbers, for
to (but not equal to)
the true value of that example:
number.
For example: A decimal • ‘weight’ is a physical quantity that can be expressed by a basic measurement
fraction like 145,65 can such as kilograms.
be approximated to 146
or to one decimal place • ‘length’ is a physical quantity that can be expressed by a basic measurement
145,7 etc.
such as meter.
6
Numbers
Examples
Definition 1. You can estimate the amount of money you would need to attend the
An estimation is soccer cup finals:
an approximation of
a quantity which • Transport by taxi: R 55
has been decided by • Ticket: R 60
judgement rather
than carrying out
• Food : R 35
the process needed • Supporter’s cap: R 45
to produce a more
• Approximate amount of money needed: ≈ R 195
accurate answer.
For example: You can
estimate the number of 2. Estimate the following answer:
people in the room as 30,
when the actual count • 3,9 × 6,2 ≈ 4 x 6 ≈ 24
shows it is 26. The actual answer on the calculator is: 24,18
Measuring instruments
Scientists, engineers and other humans use a vast range of instruments to
perform their measurements. These instruments may range from simple
objects such as rulers to electronic microscopes.
You need to know some of the measuring instruments, as well as the units of
measurement. The table below is a summary of the physical quantities that
you need to know. Other quantities that are not in the curriculum for level 2
students are volume, capacity, force, energy, speed, area, etc.
All measuring instruments are subjected to varying degrees of instrument
error and measurement uncertainty. Therefore all measurements done are
approximate.
Quantity Units Symbols Measuring instrument Conversions

Length millimetres mm rulers 1cm = 10 mm
(distance) centimetres cm vernier callipers 1m = 100 cm
metres m measuring tape 1m = 1000 mm
kilometres km Odometer 1 km = 1000 m
Time seconds s Analogue watches 1 min = 60 s

minutes min Digital watches 1 h = 60 min
hours h Stopwatches 1 day = 24 h
day d Clocks 1 year = 365 /
year y Calender (by counting days) 366 days
Egg timer
Sun dial
Mass milligrams mg Kitchen scales 1 g = 10 mg
grams g Bathroom scales 1 kg = 1000 g
kilograms kg Balances 1 t = 1000 kg
tons t Mass spectrometer
Temperature degrees Celsius °C Thermometer 0 °C ≈ 273 K

Kelvin 100 °C ≈ 373 K
K 0 K ≈ -273 °C
7
Chapter 1
Measuring length
Rulers are used to measure smaller distances in mm or cm.
Vernier clippers can be used to measure very small lengths, for example a
fraction of a mm.
Electronic devices are used to measure longer distances, for example the odometer.
Measuring time
Analogue clocks are marked in 12-hour intervals.
• 11 a.m. means 11 o’clock in the morning
• 11 p.m. means 11 o’clock in the evening
Digital clocks measure 24-hour time.
• 11:00 means 11 o’clock in the morning
• 23:00 means 11 o’clock in the evening
Measuring mass
Kitchen scales are used to measure quantities in grams or kilograms, for
example, 250 g of flour.
Measuring temperature
Thermometers are used to measure temperature in degrees Celsius.
The human body has a normal temperature of 37 °C.
To change temperatures between the Celsius and Kelvin scales use:
• Temperature in °C = temperature in Kelvin minus 273
• Temperature in K = temperature in °C plus 273
Examples
Examples of conversions between different metric units:
Convert: Method:
1. 2 cm to mm 1 cm = 10 mm
∴ 2 cm = 2 × 10 = 20 mm
2. 24,3 cm to mm 1 cm = 10 mm
∴ 24,3 cm = 24,3 × 10 = 243 mm
3. 2 kg to gram 1 kg = 1000 g
∴ 2 kg = 2 × 1000 = 2 000 g
4. 0,32 kg to g 1 kg = 1000 g
0,32 kg = 0,32 × 1000 = 320 g
5. 1260 g to kg 1 kg = 1000 g
1260  =
∴ 1260 g =  _____  1,26 kg
1000
6. 3 h to min 1 h = 60 min
∴ 3 h = 60 × 3 = 180 min
7. 4 min to s 1 min = 60 s
∴ 4 min = 4 × 60 = 240 s
8. 8 pm to digital time 20:00
9. 15:45 to analogue time 3:45 pm
10 20°C to K 20°C + 273 = 293 K
Remember: 0°C ≈ 273 K
8
Numbers

Convert the following measurements to the given units:
1. 0,65 kg to g 2. 1548 g to kg
3. 11 am to digital time 4. 13:15 to analogue time
5. 10 p.m. to digital time 6. 18,5 cm to mm
7. 50,54 km to m 8. 2 m to mm
9. 12,5 g to mg 10. 3,2 t to kg
11. 0,008 t to g 12. 200 mg to g
13. 65 000 kg to t 14. 200 mm to cm
15. 14,5 g to kg 16. 4 425,63 m to km
17. 37°C to K 18. -1°C to K
19. 273K to °C 20. 301K to °C
1.2 Demonstrate an understanding of numbers

and relationships among numbers and number
systems and represent numbers in different
ways
Introduction
Did you know?
Zero was only accepted We work with numbers on a daily basis, often without really thinking about
by people from the them. Numbers are used in newspapers (prices, dates), on television or the
18th century onwards.
The natural number radio, time, soccer results, labels on food, bar codes, addresses, cellular phones,
set was extended to money, etc. This is why it is important for you to be able to work with numbers
include 0. This number
set is called the whole and to have an understanding of the number system.
numbers:
N0 = {0; 1; 2; 3; 4;…} Below is a summary of the relationships among several types of numbers
illustrated with a flat two dimensional Venn-diagram.
Complex numbers
REAL NUMBERS (R)
RATIONAL NUMBERS (Q)
INTEGERS (Z)
IRRATIONAL
NUMBERS
WHOLE NUMBERS (No)
(Q__1) IMAGINARY
NATURAL √2   NUMBERS
NUMBERS 1,414 213 2 + 3i
(N) π__ 3 –___
2i
1; 2; 3; 4 … √5   √ –2 
 
_____
(Decimal √
–513  
0; 1; 2; 3; 4 …
does not
repeat)
… -3; -2; -1; 0; 1; 2; 3 …
___ ___
3 2 1 3
  __  ; 0; 1 __  ; √  –8 ;  4; 317; …
… √  –8 ; –  
3 2
9
Chapter 1
Below is a detailed explanation of the different number systems:
Classification Symbol Definition Example

of numbers
Natural N Numbers used for counting; starts at 1 N = {1; 2; 3; 4; 5; …}
numbers
Whole No Natural numbers plus the number 0 No = {0; 1; 2; 3; 4; 5; …}
numbers
Integers Z Positive and negative whole numbers Z = {... −3; −2; −1; 0; 1; 2; 3; …}
2 ; − __ 8
4 ; − __ 1 ; 619 …}
Rational Q Any number that can be written in the Q = {… − __ 7
 ; 4;  __
4
a 3 9
numbers form  __  ; a and b are integers; b≠0
b
Irrational Q1 Any number that cannot be expressed as Square roots of prime
a
numbers an integer divided by an integer;  __ . numbers __and__π are __
included.
b
The decimals never terminate and never √ √ √
Q = {… 2  ; 3  ; 5  … π …}
1
repeat with a pattern

Real numbers R Rational and irrational numbers Q and Q1
___ ___ ___ ___
Imaginary i= Square roots of negative numbers {√−2  ; √−3  ; √−4  ; √−5  …}
 
numbers imaginary
unit
Complex C Combination of a real number and an 3 + 2 i or 3 + 2 j (This will be
numbers imaginary number; a + bi or a + bj covered in Level 3 and 4)
Prime Numbers that are only divisible by 1 or the {2; 3; 4; 7; 11; 13 …}
numbers number itself without a remainder (1 is not a prime number)
Even Are whole numbers which, when divided by 2 {2; 4; 6; 8 …}
numbers have no remainder
Uneven Are whole numbers which, when divided {1; 3; 5; 7; …}
numbers by 2 have a remainder of 1
1.2.1 Rational and irrational numbers
The nature of rational and irrational numbers
Introduction
__ ___
  √ 16  can
Numbers such as √4  and   be written as numbers that we are familiar
with, for example:
__
• √
4  =
  2
___
• √16  =
  4
These numbers are called rational numbers

__
However, when you try to write down the value of √ 2  , you need to use your
__
calculator. The answer for √2  on
  your calculator will be an approximation as
Did you know? the calculator can only display a limited number of decimal places.
Negative numbers like __
–3 was only accepted • √2  ≈
  1,414213562
in the 17th century. ______
People thought that • √112,2  ≈
  10,59245014
4 – 7 had no answer!
These numbers are called irrational numbers
10
Numbers
Rational numbers
 a , where a and b are integers and
A rational number can be written in the form __
b
b≠0.
For example:
3  
• 3 =  __
1
3  
• –  __
4
• •
• 0,14 (This number is called a terminating decimal and can be written as a
fraction. This will be explained later in this chapter.)
Examples
 a :
The following numbers are all rational since they can be written in the form __
b
• •
Number −3,5 1 
1  __ 0,09090909… 3,142857 8
3
Written in
a
the form  __ 
7 
−  __ 4 
 __ 11
1   
 ___ 22   
 ___
7
   81 
__
2 3
b
Rational numbers (Q) include integers, whole numbers and natural numbers
as well as fractions.
The table below provide you with examples to work through in groups/pairs
in the classroom.
Number  a 
Write in form __ a, b E Z b≠0; Rational:
b
Yes/No Yes/No
 2  
1 __ 8  
 __
1. 3 3 Yes Yes
2. 2, 5 2 ___  25  = __
  5   = ___  5   Yes Yes
10 10 2
3.  10  
− ___ − ___  10  or _____ − 10
     Yes Yes
3 3 3
___ ___
4. √
16   √16  = 4 or __  4   Yes Yes
1
____ −3  or ___
5.
3
√  −27   −3 =  ___   3    Yes Yes
1 −1
6. −5 − __  − 5  
 5   or ____  or ___   5    Yes Yes
1 1 −1
__ __
__ √7  is not an No,
7. √
7   √7 
 ___   
1 integer irrational
8. π 3,141592654 (cannot be No,
 a  )
written as __ irrational
b
Hint Irrational numbers

Division of a number
by zero is undefined in Irrational numbers can only be written in number form (using no symbols)
any number system, as a never-ending, non-repeating decimal fraction. Irrational numbers cannot
a   undefined,
e.g.  __
0 be expressed as an integer divided by an integer. These numbers cannot be
0
but  __
a  = 0.
A whole number  a .
expressed as fractions in the form __
b
multiplied by 0 For example:
equals 0.
You can check all of
• 1,234567891011....
___
the above with your • √10  = 3,162277...
calculator.
• π = 3,1415927....
11
Chapter 1
Irrational numbers do represent real quantities.

You may be tempted to think that irrational numbers do not represent real
__ Note quantities in__ our everyday world. You would not think of going into a shop and
√2 ,  for example, is __
called a surd.
√
asking for 2  kg
  √
of sugar or asking for 2  slices
  of cake.
We will be doing
calculations with surds
later in this chapter.
Let's look at the simple right-angled triangle shown in the diagram below. Each
of the two shorter sides is 1m long.
In this section we will make use of a geometric fact known as the Theorem of
Pythagoras. This theorem tells us the relationship that exists between the three
sides of any right-angled triangle. The longest side of a right-angled triangle,
the side opposite the right angle, is known as the hypotenuse. If we denote the
length of the hypotenuse by c and the lengths of the other two sides by a and b,
then we will always find that:
c2 = a2 + b2
The following diagram shows a right angled

B
triangle in which a and b are both 1 unit long.
c2 = a2 + b2
= 12 + 12 c = ? metre a = 1 metre
=1+1
= 2__
A C
∴ c = √2   b = 1 metre
__
What this shows us is that √2  can
  represent an actual physical quantity. It is
the length of the line in the diagram above.
This leads us to the very interesting conclusion that there are some actual
measurements that cannot be written down exactly, even though they exist!
A number
__
that can only be expressed exactly by using a root sign is called a surd.

• √  4 ,  for example is not a surd. It can be expressed as 2 which is a rational
number.
__
3
• √  2 ,  for example is a surd. It cannot be expressed as an exact value.

Are the following numbers rational or irrational?
Draw and complete the table below:
Number Rational or Number Rational or
Irrational Irrational
•
6. 22  
 ___
1. 7,8 7
__ ___
2. 5√4   7. 3
√  64  
__
3. 2√3   8. 4, 12
1   
−  ___
4. 4,128 128 … 9. 12
5. π 10. 2,13612143
12
Numbers
1.2.2 Rounding off rational and irrational numbers

Introduction
In everyday measurements and amounts of money we often need to work with
approximate numbers or numbers that have been rounded off. In Mathematics
you will be asked to round off to a given number of decimal places.
For example, the instruction in the final examination paper can be as follows:
‘Round your answers off to THREE decimal places, unless stated otherwise.’
Pre-knowledge
Use the following rules to assist you when rounding off:
1. Look at the value of the digit to right of the specified digit.
2. Round up if the value is 5, 6, 7, 8 or 9.
Add 1 to the specified digit.
For example:
– Round 17,5867 off to 1 decimal place
∴ 17,5867 ≈ 17,6
Round 17,5867 off to 2 decimal places
∴ 17,5867 ≈17,59
Round 17,5867 off to 3 decimal places
∴ 17,5867 ≈ 17,587
If the value is 0, 1, 2, 3, or 4 the digit must be left unchanged.
Did you know? Example

Irrational numbers can π can be shown to be an irrational number. It has been calculated to over a
be approximated to
rational numbers by million decimal places and no recurring pattern in the digits has been found.
rounding them off to Here are the first digits:
any required degree of
accuracy. 3.1415926535897932384626433832795028841971693993751058209749445923
07816406286208998628034825342117067982148086513282306647093844609
550582231725359408128
Express π as an approximate rational number to 4 decimal places.
Solution
π ≈ 3,1416. The 4th decimal place is a 5, but the 5th is a 9. Therefore change the
5 to a 6.
Fractional approximations to π
The first few fractional approximations of π are as follows: 3,  ___ 333  
22  ,  ____ 355  
,  ____ ,
103993 104348 7 106 113
 _______  
,  _______  
.
33102 33215

1. C alculate and give the answers correct to THREE decimal places:
(a) 3,864 × 0,236 (b) 0,006749 ÷ 0,000382 (c) 0,00745 ÷ 1,7
2. Calculate and give the answers correct to TWO decimal places:
(a) 2π(1,2)2 (b) π(3,05)2 × 0,006
3. R
ound 98,784035 to:
(a) 2 decimal places (b) 1 decimal place (c) 5 decimal places
13
Chapter 1
1.2.3 Convert rational numbers between terminating and

recurring decimals
Introduction
Decimals are used for example to measure distance, length and amounts of
Note 1  or 11  .
All fractions can be money. You will not express a price as R20  __  R162  ___
2 12
written as decimals.
This will be expressed as R20,50 or R162,92 respectively.
A fraction can be converted to a decimal by dividing the numerator by the
denominator. The answer will either be a terminating decimal or a recurring
decimal.
Pre-knowledge
numerator = top number
 3   " denominator = bottom number
__
4 "
3  =
∴  __  0,75
4
Hint Powers of ten are as follows:
The number of the • 101 =10
decimals is the
same as the number • 102 =100
of the zeros in the • 103 =1000
denominator.
• 104 =10 000, etc.
Terminating decimals
A terminating decimal can be described in everyday language as a decimal
fraction that does not go on forever. It has a fixed number of decimal places.
For example:
• 0,4 ; 0,123 ; 1,61; 0,747474
Example 1
Definition
A terminating decimal How to convert a terminating decimal to a fraction:
is a rational number
that can be written as   5   =  
• 0,5: which can be written as ___   __ 1   ! use 10 as the denominator
10 2
a fraction with a power
of 10 as a denominator.   42   
• 0,42: which can be written as ____ ! use 100 as the denominator
Therefore decimals 100
can be converted 21
=  ___   ! simplify
to fractions by 50
representing them as 543
• 4,543: which can be written as 4  _____     ! use 1 000 as the denominator
tenths, hundredths, 1 000
thousandths, etc.
or  4543
_____  
   
1 000

1. C
onvert each rational number to a decimal. Round your answers off to
THREE decimals:
 3  
(a) __ 12  
(b)  ___ 4  
(c) − __ 4  
(d) 3  __
4 17 9 5
2. C
onvert the following decimals to fractions in the simplest form:
(a) 0,3 (b) 0,54 (c) 0,613
(d) 0,0035 (e) 3,34 (f) 0,001
14
Numbers
Recurring decimals
Recurring decimals go on forever and are much too long to work with. You have
to round them off. Recurring decimals cannot be written as fractions with a
denominator that is a power of 10.
Definition Examples
A recurring decimal
is a decimal fraction
Examples of recurring decimals are:
•
which goes on 0,666 666 666... = 0,6 ! the dot shows that it is only the 6 that repeats
••
REPEATING itself
2, 141414... =2.14 ! the dot shows that both the 1 and the 4 repeat
without end. •
3,5222222... = 3,52 ! the dot shows that the 2 repeats, but not the 5
• •
16,315 315... = 16,315 ! the dot shows that all the numbers between the
dots repeat
It is important for you to know how your calculator deals with recurring
decimals.
Note Examples
π = 3,141592654.....:
Irrational; non-
terminating; non- Example 1
recurring decimal
 22
___    = 3,142857142...... :
Enter 1 ÷ 6 on your calculator:
7
Rational; recurring • If you get 0,166 666 666 7 then your calculator rounds off the last decimal
decimal
place
• If you get 0,166 666 666 6 then your calculator truncates (cuts off) the last
recurring decimal
 1  =
∴ __
•
  0,16
6
Example 2
18  on
Enter  ___  your calculator:
7
• Answer = 2,571428571
• •
= 2,571428
Remember
 22
___    is an approximation Conclusion: Some calculators will round them off and others will cut them
7
for π off at the end of the display area.

Work in groups:
Write the following as recurring decimals:
1. (a) 0,8888…… (b) 13,626262……
(c) 3,6777……  5  
(d) __
6
(e) 32,435 435 435…… (f) 67,08910891……
2  
(g) 1  __ (h) 2,1 732 732 732……
3
2. State whether the following are terminating or recurring decimals:

(a) 2,333…… (b) 0,600000……
Note (c) 4,333 (d) 2,463 297
Remember to simplify (e) 6,352 631 927…… (f) 3,261 261……
all answers to the
(g) 6,060606……
simplest form!
15
Chapter 1
a ; where a, b∈Z ; b ≠ 0 ].

Converting recurring decimals to fractions [ __
b
Examples
Did you know?
A South African
mathematician, Write each recurring decimal as a fraction in the simplest form:
Stanley Skewes, claims
•
that he has created Example 1 0,5
one of the largest
numbers used in Solution
Mathematics: Let x = 0,555… (1) • Let the decimal be equal to x
34
10
• 1010 Then 10x = 5,555… (2) • Multiply by 10 to move the comma
after the FIRST recurring digit.
10x − x = 5,555 − 0,555 • Subtract equation (1) from (2)
∴ 9x = 5
 5  
x = __ • Divide both sides by 9
9
• Check the answer on your calculator
∴ 0,5 =  5  
•
__
9
••
Example 2 0,18
Solution
Let x = 0,181818… (1) • Let the decimal be equal to x
Then 100x = 18,181818… (2) • Multiply by 100 to move the comma
after the SECOND repeating digit
100x – x =18,181818 – 0,181818 • Subtract equation (1) from (2)
99x = 18
• Divide by 99 both sides
 18  
x = ___
99 • Write in the simplest form
∴ x =   2   
___ • Check the answer on your calculator
11
∴ 0,18 =   2   
••
___
11
• •
Example 3 0,514
Hint Solution
We use algebra to Let x = 0,514514514… (1) • Let the decimal be equal to x
convert recurring
decimals to fractions.
Then 1000x = 514,514514514… (2) • Multiply by 1000 to move the
comma after the THIRD repeating
1000x − x = 514,514514 − 0,514514 digit.
∴ 999x = 514 • Subtract equation (1) from (2)
514 • Divide both sides by 999
x = ____
    
999 • Check the answer on your
 514  
• •
∴ 0,514 = ____ calculator
999
••
Example 4 0,028
Solution
Let x = 0,0282828 • Let the decimal be equal to x
10x = 0,282828… (1) • Multiply by 10
1000x = 28,282828… (2) • Multiply by 1000
1000x − 10x = 28,282828 − 0,282828 • Subtract: Equation (2) – equation (1)
990x = 28 • Divide both sides by 990
Note
Remember that you   28   
x = ____ • Simplify the fraction
can use your calculator 990
to check your answers.
14   
∴ x =  ____
Example: 495 • Check the answer on your calculator
Press 14 ÷ 495 =
  14   
••
∴ x = 0,028 = ____
Answer: 0,0282828…… 495
16
Numbers

1. E
xpress each rational number as a recurring or terminating decimal:
 5  
(a) __ 11  
(b)  ___ 16  
(c)  ___
8 6 37
8
__
(d)      23
___
(e) 4     
7 99
2. Converting the following recurring decimals to common fractions in the

simplest form:
• • • • •
(a) 0,8 (b) 0,6 3 (c) 0,312
• • • • •
(d) 0,36 (e) 0,016 (f) 1,24
• •
(g) 3,345
1.2.4 Laws of exponents

Exponents (Indices)
Introduction
We use scientific notation when we work with many digits (in very large or
Definition
An exponent (index) very small numbers). Scientific notation is used to express numbers in a more
is a mathematical manageable form.
way of representing a
very large number or a For example: 0,00011123 is written in scientific notation as 1,1 x 10 –4.
very small number in Therefore we can write very large numbers and very small numbers in a more
a format that is user
friendly.
manageable form.
You need to understand exponential notation effectively in order to understand
scientific notation.
You have already worked with the laws of exponents. You must know these
Remember laws and also how to use them. You must also understand negative and positive
a0 = 1 (a ∈ R; a ≠ 0) and exponents. All of this will assist you when you have to simplify or solve algebraic
00 = meaningless
expressions and solve equations.
Pre-knowledge
You have already learnt how to apply the following laws of exponents in
Hint
Laws of exponents are previous grades:
only valid for × and ÷ 1. am × an = am + n 2. am ÷ an = am − n (m>n for natural numbers)
They are not valid for
+ and – 3. (ab)n = anbn 4. (am)n = amn
Where n, m ∈ N
Remember that:
• a + a + a + a + a = 5a
• a × a × a × a × a = a5
Definition
an = a.a.a.a.a. .....a
(n times) where
n∈N and a>0
−3 xm
For example:
28 = 2 × 2 × 2 × 2 × 2 × exponent (index) = m
coefficient = −3 base = x
2 × 2 × 2
and x5= x × x × x × x × x power = xm
17
Chapter 1
Example Base Exponent Coefficient of x:

1. x 3
x 3 1; Remember that x3 = 1.x3
Definition
Coefficients are the 2. 4x2 x 2 4
numerical parts of the
expression  _1   1  
 __
A power comprises 3. −2x 2 x −2
of the following two
2
components: the base
4.  1   ax
− __ x 1 1  a; Remember that x = x1
−  __
and the exponent 4 4
• +×+=+
• +×−=−
• −×+=−
• −×−=+
If the signs are the same, the answer is +
If the signs are different, the answer is −
Also, when dividing:
• + ÷ + = +
• + ÷ − = −
• − ÷ + = −
• − ÷ − = +
Below is a table with a summary of the laws of exponents and their applications:
Law Example Explanation
1. am × an = am + n 1. a4 × a2 = a4 + 2 = a6 When you multiply powers with the
2. x3 × x2 = x3 + 2 = x5 same base, you add the exponents.
The base stays the same.
3. 23.24 = 2 3 + 4 = 27
4. 2x2y3 × 4xy3 = 8x3y6
5. 3 × 32x × 33 = 32x + 4 Remember:
6. x × x = x
3 −2
=x
3 + (−2)
=x3–2 (+) × (−) = (−)
 a n  = am − n  a3  = a6−3 =a3

m 6
2. ___ 1. __ When you divide powers with the same
a a
base, you subtract the exponents.
2. 24 ÷ 2 = 24−1 = 23 = 8
For example no.3: Refer to deduction
32
__  13   = ___
= 3–3 = __ 1   
3.  35  = 3
2–5
3 27 no. 1
6x6 
4.  ____  = 3x4 Divide the coefficients and subtract
2x2 exponents (indices)
 a 3  = a6x−3
6x
5. ___
a
3. (am)n = amn 1. (a4)2 = a4 × 2 = a8 When you raise a power to a power, you
2. (23)2 = 26= 64 must multiply exponents.
 _1  
3. (x−3 . y 3.z)3 = x−9 yz3
yz3 See deduction no. 2
=  ___   
x9
 _23   _ 2  
 3   × __
Remember: __  2   = 2
4. (27) = (33) 3 1 3
= 32 = 9
5. (2x−3)2 = 22(x−3) = 22x−6
6. [(32)4]2 = [38]2
= 316
= 43046721
18
Numbers
4. (a.b)m = ambm 1. (a b)2 = a2b2 When you raise a product in a bracket

2. (2 a) = 2 a 3 3 3 to a power, each factor will be raised to
that power.
3. = 8a3
6x = (2.3)x
4. = 2 .3
x x
(2xn−3)2 = 22x2(n−3) = 4x2n−6
(  )
 a    = ___
 am  
m
__
(  )
m
5.  a    = ___
1. __
2
 a2  
2 When you raise a fraction in a bracket
b b b b to a power, the numerator and the
(  )
3a    3 = ____ 33a6 
3 3
2.  ____   denominator will both be raised to that
2b 2
2b
or power.
 27a6  
3
= _____
8b
3.
( __ ba   ) (  )
 b ( ___ ( 
x   ) =   x   
 12 )
22.3  a+3
−m m
= __
a+3
____
a   
 bm    2 a+3 .3  
m 2a+6 a+3
= ___ = ________  
a 4. x
(  ) (  )
 32     =  __ x    
2 3
__
−3
x 3
5. x
=      
_____
6
27
(  ) (  )
 3−1    = __  2   
−1 −2 −2
___
2 3
(  )  3   
2
= __
2
9
__
=     
4
= 2  __ 1  
4
___ __
√  am  = a n    _ 3  
m
6. n
3
__ Expressions that can be written in
1. √  a3  = a 3 = a1 = a n ___
__ _ 3   the form √  am  for a>0 and n∈N are
or 2. √
53  = 5 2 called surds. The left- hand side of this
___ _ 1   __ equation is therefore the surd form of
__
a n    = √  am   3. 4 2 = √
m n
4  = 2
4
__ _ 3   the right-hand side.
4. √  x3  = x 4
 1   × 9 = __
5. __  9   = 3
 1   × __
3 3 1
6. 2 ×  __ 1  = 1
2
4 ×  1   = 2
__
2
Deductions Applications
1. a = 1 (a ≠ 0)
0
1. x0 = 1
2. 40 = 1
Hint 3. (a + b)0 = 1
An exponent is an 4. 2 (a + b)0 = 2(1) = 2
index. The plural of
index is indices. 5. (−2)0 = 1
Laws of exponents =
Laws of indices. 6. −(20) = − (1) = − 1
19
Chapter 1
2.   1m   
a−m = ___ 1. a−4 = __  14   
a a
or 2. 3−2 = __  12   
3
= __  1  
  1−m    = am
____ 9
a 2    =  ____
−2
1    
3.  ___
3 223
= ___   1   
4.3
=   1    ___
12
(  ) (  )
 3    = __  2   
−2 2
4. __
2 3
 22  
2
= __
3
= __  4  
Hints 9
The reciprocal of 5. x   = x y4
 ___
1 
• 2 is  __ y−4
2
1 = –3
• −  __ 6. a−2 b2 
 ______ b. b2 
 =  _____   
3 a3 b−1 a3.a2
This is known as the
 b5  
3
multiplicative inverse. = ___
a

1. U
se appropriate index laws (laws of exponents)to simplify the following:
(a) 2x2y × 3xy2 (b) x4 . x−2 (c) 2x+y . 2x−y
(d) a3x ÷ a2x 2x+y 

(e)  ____  15h6 d 
(f)  _______
4
 
 
2x−y 3d h
3 2
(g) 16 k3 t7 ÷ 48 kt5 (h) (3x3)3 (  3r )

5p2q3 4
(i)  ______
   
 
(j) (3x+1)2
2. Evaluate by using the first deduction law: a0 = 1
(a) 30 (b) 2xy0 (c) (3xy7)0
(d) 2 (8x)0 (e) 4a0 − 2 (f) 3x0 − (2y)0
( 
(g) a + ___
4
0
)
 3b    (h) x3. 2x2. 3x. x0. (2x)0
3. Express the following expressions in the simplest form and with positive
exponents:
(a) x−5 (b) 3x−6 3   
(c)  ___
x−4
(d) (4x−3)4 (e) 3 p−4 q−2 z3 (f) a−4 . a3
(g) x−6 y4 × x3 y−2 (h) 6 x4 b3 × 3x−5 b (i) x3y5 ÷ x2 y7
3x2y
(j)  _____2  
9xy
20
Numbers
Simplify the following by using exponential laws. Leave your answers with
positive exponents.
Remember Example 1
A negative exponent 1  
2a0 × b ÷  __
means invert, it
5
b
does NOT result in a 1  
= 2(1) × b ÷  __ • Apply deduction no. 1
negative answer.
5
b
A negative exponent = 2(1) × b × b5
indicates division.
Example 1
= 2(1) × b6 • Apply law no. 2
2 ≠ –2
–1 = 2 × b6
but
1  
= 2 b6
2–1 =  __
2
Example 2 Example 2
10–1 =  ___ 1    3a a
−5 2
10  _______ 
  
and 3 a b
−1 −2 −4
10–2 =  _______ 1    =  
 ____ 1    
3.3.a2.a2b4
10 × 10 102 =  _________
     • Apply deduction no. 2
a5
9a b4 4
=  _____  
5    • Apply law no.1
a
9b 4
=  ___  
a    • Apply law no.2
Example 3
(xy2)3
 _____   ×
  (x3y−2)3
x−2y
Remember
• 1n = 1 x3y6 • Apply law no.3
=  ____   × x9y−6
 
x−2y Raise the powers first
Therefore 15 = 5
x3.x2y6 __ x9 • Make exponents positive
• (–1)n = 1 if n is even =  _______
y   ×  
     
y6 Apply deduction no. 2
Example: (-1)6 = 1
x14y6 • Apply law no. 1
=  _____  
 
• (–1) = –1 if n is
n y7
uneven x14   • Apply law no. 2 or
=  ___
y
Example: (–1) = –1 y6 1
 __7  =
  y6 − 7 = y−1 =  __
5
y  
y
Example 4
[(−2x2)3]−2
= [−23x6]−2 • Apply law no.3
Simplify the inner brackets first: ( )
= [−8x6]−2 • 23 = 2 × 2 × 2 = 8
1    
=  _______ • Apply deduction no. 2 (Work with positive
[−8x6]2
exponents where possible)
1     
=  _____ • (−8)(−8) = +64
82x12
1    
=  _____
64x12
21
Chapter 1
Example 5
6(a−3b5)2 ________
  a−3b 2 2  
2 5
 ________
  ×  
 
ab
3 −4
(3a b )
6a−6b10  ×  
=  _______ a2b5   
  _______
  • Apply law no.3
ab
3 −4
3a b
2 −6 4
6b10.b  ×  
4
=  _______ a2b5a 
  ______
 
6
 
  • Apply deduction no. 2
a .a
6 3
9b4
6b10.b4.a2.b   .a
5 6
=  ______________
     a   ×  __
• __ c   =  ______
a × c   
9.a .a .b
6 3 4
b d b×d
6a8b19  
=  ______ • Apply law no.1
9a9b4
2b15  
=  ____ 6   =  __
• Simplify:  __ 2  
3a 9 3
Example 6
x4y + 6z.x3y  
 ___________
− 3z
  
x 4y + z
x4y + 6z + 3y  
=  ___________
− 3z
   • Apply law no.1
x4y + z
x7y + 3z  
=  ______ • Add like terms (in numerator)
x4y + z
= x7y + 3z − (4y + z) • Apply law no. 2
Remember the BRACKET!
= x7y + 3z − 4y − z • Remove brackets: multiply
= x3y + 2z • Add like terms
Pre-knowledge: Remember your laws of fractions

a   ×  __
•  __ c   =  ___
ac   
b d bd
a   ÷  __
•  __ c   =  __
a   ×  __
d  =  
ad  
  ___
b d b c bc
a   +  __
•  __ c   =  ________
ad + bc     
b d bd

Simplify the following expressions by using exponential laws. Leave your
answers with positive exponents.
−3x2y 2
1. (x3y4)4 × (3x2y4) 2. ( ______  
)
2xy3
(xy2)2
 m−4n 7  ×  
m−2n4 
3 −6
3. (x3y−2)3 ×  _____   
4. ______   ______  
xy
5 −6
m n m5n−9
2(x−1)3y4
5. ________
 
(xy )
2 3
   _____
  ×
 
x3y −3(  )
x −4y2 3
 
   6. [(−3x3)4]−3 × (2x)0
(−3x3)(−2x3y4z)(−3z2)
___________________ 3(x2y−4)2 ________
________ (xy)−3
7.   3   
    8.    
 ÷      
(4x z)(−3yz)(−3xyz) 2(xy2)2 (3x−2y4)2
(3a−2b3c)2 × 2a3b−4
_________________ 4a + 1 × 36 −a − 1
9.       
  10.  ___________________
−a + 1 a        
(6a−1b2c3)3 45 ×5 −1
× 81−1
_1
( 
x15y10  3   ____
11.  ______
x y
 
−6 −14
    )
×   x2 3    
xy
−1
a3x − 2y.a4x  
12.  ____________
a2x + 6y
− 3y
   
22
Numbers
For the following examples we use law no. 6:

n ___ _ 1   __
 m   
√  am  =
  (am) n = a n
Example
__
7 __
3 3
√  x3   √  x3  
 _3   or
_ 1  
= x3 = (x3) 3
=x =x
Example
_____
8
√
81x   
6
_ 1  
= (92x6) 2
_ 1   _ 1  
= 92 × 2x6 × 2
= 9x3
Example
____
9
√9x   
4
_ 1  
= (9x4) 2
_ 1  
= (32x4) 2
_ 1   _ 1  
= 32 × 2 .x4 × 2
= 3x2
Example
______
10 or ______
3 3
√  27x y   
6 9
√  27x6y9  
______ _ 1  
3
= √  33x6y9   = (27x6y9) 3
_ 3   _ 6   _ 9   _ 1  
= 3 3x 3y 3 = (33x6y9) 3
= 3x2y3 = 3x2y3
Example 11 __
4 __
_ 1   __ _ 1  
√  a  .(bc)− 2.√c3 . √ b  .(a3) 4 • Apply deduction no. 3 and law no. 3
_ 1   _1
−     
_1 _3 _1 _3
−  2    2    2    4  
= a 4.b 2.c .c .b .a •  __ 3  =  
1   +  __   __ 4  =
  1 and
4 4 4
_1 + _3   −  _1  + _ 1   − _ 1  + _ 3  
= a 4    4 .b 2 2.c 2 2
–  __ 3  =  
1   +  __  __2  =
  1
_ 2   2 2 2
= a.b0.c 2 • b0 = 1
= ac1
= ac
Example 12
______
√ 27x y
3 7 13
  ______
  xy   
 
 
_______
3
 = √  27x6y12   • Apply law no. 2
_1
= (27x6y12) 3   • Apply deduction no. 3
_1
= (33x6y12) 3   • Apply law no. 3: 3 × 3 × 3 = 27
= 3x2y4

Simplify the following expressions by using exponential laws. Leave your
answers with positive exponents.
_2
1. 27 3  
_1
2. (−81) 4  
_____
3. √81x2  
23
Chapter 1
_3 _2
4. (x3y 4 )  3  
__
a−2  ) −3 × 3√  a6  
5. ( ____
2b 0
_______
√
6.    64a2 2b   
3 _______ 11 5
 
 
ab
__
 3__a  b
√   –2
7. _______   
√a3  b
  −4
1.2.5 Rationalise fractions with surd denominators

Introduction
There are a number of times when it is more appropriate to leave the result of
an equation in surd form rather than to write down an approximate decimal or
fractional form. These would include:
• If the result is an intermediate stage of a calculation.

• If the result is of theoretical rather than practical importance.
• An exact rather than an approximate solution is required.
A surd is a square root of a whole number which produces an irrational number.

It can also be a cube (or other) root and is sometimes applied to an expression which
contains a surd or surds.
The square root of any prime number is a surd.

For example: __ ___ 3 ___ __
• The irrational numbers √2  (≈ , √  24 ,  2√3  , are all surds.
  1,414…) √ 11  
__
Press √3    on your calculator. The answer on your calculator is ≈ 1,732050808.
The digits never end and do not recur. This surd is an irrational number.
In short: surds cannot be written as fractions.
Examples
__
Hint • √__
2  ≈
  1,4142135: surd ......can’t be simplified further
__
If it is a root and • √4  =
  2: not a surd ......can be simplified: √4  =
  2
irrational, it is a surd 3
___
Also take note: not all • √  ___
11  =
  2,2239800: surd ......can’t be simplified further
___
3 3
roots are surds • √  27  =
  3: not a surd ......can be simplified: √  27  =
  3
Calculations with surds

All the calculations in this section of the work will be done WITHOUT the use
Note of a calculator.
These two rules
ONLY apply if the In order to simplify surd forms, you can make use of the following two basic
surds are the same
rules:
___ n __ __ n ___ n __ __
Rule 1: √xy  =
  √ x  ×
  √ y  or
  √ xy  =
  √ x  ×
  √ y  
Examples
__ __
_____ ___
  √ 3  =  
• √5  ×   √  3 × 5  =
  √ 15  
___ __ __
• √xy  =
  √ x  ×
  √ y  
__ __ __ n __
 x __
x    n __  x √ x    
Rule 2: __ √ ___
√ ___
√
y     =  √y   or
  y     =  n√ __
y  
24
Numbers
Examples
___ ___
√
 15
• __4
√
  15 
    = ____
 √  4  
__
 

__  
3 __
Remember •  3   =    x
__
• √ 4  = √
_____
2 × 2  
x   3 __
√  __
___
√  y   √
y    
=2
Perfect square
3 ___ 3 _________
• √  27  = √  3 × 3 × 3  
Examples
= 3 Example 1___ Solution
___ _____ ___
• √18  = √__ 2.3.3   Simplify √
75   √75  
= 3√2   ______
Not a perfect square = √25 × 3    (25 is the largest perfect square that is
___ __
a factor of 75)
Remember also that
n ___
√  xn  = x
= √25  ×__√3  
= 5 ×__√3  
= 5√3  
Example 2____ Solution

____
Simplify √
108   √108   
______
√
= 36 × 3    (36 is the largest perfect square that is
___ __
a factor of 108)

√
=   36  √
 × 3  
__
= 6√3  
Example 3___ Solution
___
√27 
____
√ __  
  27 
Simplify ____      __   

√3   √3  _____
√ × 3  
  9 __
= ______      
√
__ 3   __
√
9  × √ 3  
=  _______
__   
 
 √  3  
__
= √9  
=3
Example
__ __
4
5√6  × 4√3  
_____
= 5 × 4√6 × 3   • Multiply the whole numbers first: 5 × 4
___
= 20 × √18   Then multiply the surds
_____
= 20 × √9 × 2   • Simplify: 9 is the largest__perfect square that is a
factor
_____
of 18
__
(Remember
__
√9  = 3)
__ __
= 20 × √9  × __
√
2   • √9 × 2  
=√ 9  × √
2  : Rule no. 1

Hint = 20 ×__3 × √  2  
perfect squares are = 60√2  
12, 22, 32, 42, 52,etc
Example 5
__
4 √__8  
____
    
√
4   _____
Remember
√
= 4 _____ 4 ×4 2 
  
  • Rule no. 2
______ __ __
__
__
√ 3  
  __
___
√3  
  = 1 = 4√2    4 ×4 2  
• Simplify: _____  √
= __
   √
 84   = √
2  
Rationalise the denominator

When you simplify surd forms, you must always ensure that the surds are in
the numerator and not in the denominator. We can make the denominator of a
fraction a rational number if the fraction is a surd.
25
Chapter 1
To get rid of the surd in the denominator you can multiply the numerator and the
denominator by the same quantity. This process is called RATIONALISATION.
Examples
Example 1
  1__   
___
__
√5  
√
__
5  
1__    ×  ___
=  ___   
√5   √
5  
__ • Rationalise: multiply the denominator
1__× √5 
=  _______ __  
   and
__
numerator
__ ___
by the same surd
√
__   √ 5  
5  ×
√
5   • √5  ×   √ 25  =
  √ 5  =   5
=  ___
5
  
Example 2
  3__   
___
__
√
2  
3__ ___ √
2  
=  ___     ×   __   • Multiply the denominator and numerator
√
2   √ 2  
__ by__the __ same __surd
√
3__× 2 
=  _______ __  
  √ √
•     2  ×
    √  4  =
2  =     2
√2  ×
  √ 2  
__
3√2  
____
 =      
 
2
In the next examples you will need to find the conjugate.
Definition For example

__
conjugate of:
the __
Conjugate angles are • 3 + √__   3 − √ 2   
2  is __

pairs of angles which " The sign of the square root changes
√
• 2 − 7  is √
  2 + 7  
are added to get 360°
Pre-knowledge
When we multiply two binomials, we use FOIL.
For example: (a + b)(c + d)
F : first × first = a × c = ac
O : outer × outer = a × d = ad
I : inner × inner = b × c = bc
L : last × last = b × d = bd
∴ (a + b)(c + d) = ac + ad + bc + bd
__ __
When you multiply (2 + √2 )(2
  − √ 2 )  you will be using FOIL.
__ __
∴ (2 + √2 )(2
  − √ 2 ) 
__ __
= 4 + 2√2  −
  2√ 2  −
  2
=4–2
=2
26
Numbers
Example 3
  3 __  
_______
2 + √3   __
Remember 3
_______ 2 √
−
_______3   
Remember that =    __  ×  
  __   • Multiply by the conjugate
_____ __ __ 2 + √3   2 − √3  
√x + y  ≠
  √ x  +
  √ y   __
3(2 − √3  ) • Use FOIL:
___
• For example
__ ___ =  _______________
__       __   __ __ __
√   √ 9  ≠
16  +   √ 25  because
  (2 + √3  )(2 − √3  ) 3(2 − √3 )  = 3(2) – 3(√3  ) = 6 − 3√3  
___ __ __
√16  +
  √ 9  =  4+3=7 __ __ __
3√3   
6__−   
=  _________________
 
__   • √__   √ 3  =
3  ×   √ 9  =  3
__
4 + 2√3  −
  2√ 3  −
  3 √3  ×
  2 = 2√ 3  
__ __ __
6 − 3√ 3   • 2√3  −
  2√ 3  =
=  ________
       0
1 __
= 6 − 3√3  
Example 4
  3 __  
_______
3 − √3   __
3
_______ 3 √__
+
_______3   
=       ×  
__     • Multiply by the conjugate
3 − √3   3 + √3  
__
3(3 + √3  )
=  _______________
__       __  
(3 − √3  )(3 + √3  )
__
3√3   
9__+   
=  _________________
 
__   • Use FOIL
9 − 3√3  +
  3√ 3  −
  3
__
9 + 3√ 3   • Factorise (This will be revised in Chapter 2)
=  ________
   
 
6
__
3(3 + √3  )
=  _________
     • 3 is a common factor
6
__
3 + √ 3   
=  _______
    • Simplify
2

1. Write the following surds in the simplest form without the use of your
calculator.
___ ___ ___
3
(a) √20    (b) √45   (c) √  16  
____
__ 3
√ __ ___
   343 
(e) _____   
3
(d) √  8     
  (f) √2  .√18  
5
2. R
ationalise the denominators:
  5__    
(a) ___ 7__    
(b)  ___ 1__
(c)  ____    
√
5   √
2   3√3   __
  1 __   
(d) _______ 5 __  
(e)  _______ 2 + √5 
(f)  _______ __  
  
7 − √3   8 − √6   2 − √5  
  4 __   
(g) _______ __10    
(h)  _______ __2    
(i)  _______
4 + √2   √
5  +  2 √
6  −
  2
1.2.6 Add, multiply and divide simple surds
Pre-knowledge
In the previous section we explained the methods of the multiplication and
division of surds.
We will focus on the addition and subtracting of surds in this section.
27
Chapter 1
We can add or subtract surds when the terms contain like terms or the same terms.
exampleS
Example
__ __
1 Example
__ __
2 Example
__ __
3 Example
__ __
4 __ Example
__ __
5
√ √
3  +__ 3   √
2 5  __ √
+ 3 5   √
5 2  __ √
− 3 2   √ − 3 2  + √
6 2  __ √ 2   √
3  __ √
+ 2 2  __
= 2√3   = 5√5   = 2√2   = 4√2   = √3  + 2√2  

Simplify without the use of a calculator:
__ __
1. −3√2  + √
2  
__ __ __ __
2. 4√2  − 5√3  + √
2  + 2√3  
__ __
3. √6  + √
3  
___
√18 
4.  ______  
 
6√2  
__ __
5. 2√3  × 3√2  
___ ___ __
√54  − 3√ 24   
6.  _________________
____ +  √ 6  
2
  
√150  
1.2.7 Manipulation of simple technical and non-technical

formulae
Introduction
Definition
Manipulation Engineers, technicians, accountants and many other professions use the skill of
or changing the
subject of a formula manipulating formulae daily.
is rearranging
(transposing) it so that
the value of a different Formulae are written so that:
quantity from that • a single variable, the subject of the formula, is on the left -hand side of the
given can be worked
out. Manipulation is equation.
nothing more than • everything else goes on the right-hand side of the equation.
solving equations
which you have been
doing in grade 9 General rules that you should remember when manipulating formulae:
For example:
• The formula Rule Examples: change the subject to ‘a’
A = π r2 is 1. Additive inverse a + b = c • subtract ‘b’ from both sides
rearranged to give
a + b − b = c − b
 A
r = __π  
• The equation ∴ a = c – b
4x + y = 3 can be a − b = c • add ‘b’ to both sides
transposed to
y = –4x + 3 a − b + b = c + b
∴ a = c + b
2. Multiplicative ab = c • divide both sides by ‘b’
inverse  ___ ab  =
  __  c  
b b
∴ a =  c   __
Definition b
An equation is a a
statement where  __   = c • multiply both sides by ‘b’
b
two expressions (one b   × __
of which may be a  __  a   = c × __  b  
1 b 1
constant) have the
same value
∴ a = bc
For example:
3x + 2 = 12 and
3. Raising to a power a2 = b __ • raise both sides of the
2(x + 4) = 3x – 16 a = ±√b   equation to the same power
28
Numbers
__
√a   = b • square both sides of the
__
(√a  )2 = (b)2 equation
∴ a = b2
Or
_1
a 2    = b
_ 1  
(a 2)2 = b2
∴ a = b2
3 __
√  a   = b
3 __ 3
(√  a  ) = b3
∴ a = b3
Or
_1
a 3    = b
_1
(a 3 ) 3 = b3
∴ a = b3
4. Inversion 1   =  __
__
 a 1   +  __
1   • Y
ou can only invert a single
b c
Definition 1 _____ c + b 
term.
A formula is a  __
a   =   bc   ∴ find the LCM of the right-
statement, usually bc    hand side before you invert
written as an equation, ∴ a =  _____
c+b both sides
giving the exact
relationship between
certain quantities so
that when one or more
values are known, the
Pre-knowledge
value of one particular LCM
quantity can be found. The lowest common denominator of two (or more) fractions is the smallest
For example: number, into which all of their denominators will divide. It is the LCM of the
For a cylinder of radius
r and height h, the denominators.
volume V can be found For example:
from the formula V = 2  ;  __
1  and  
1  is
π r2h • the LCM of  __   __   24
3 8 6
Examples
Solve for x:
Example 1
x − 6 + 4 = 2x
x − x − 6 + 4 = 2x − x • Subtract x on both sides
−2 = x • Add like terms
x = −2 • Swop sides so that ‘x’ is on the left -hand
side (LHS)
Example 2
3(x + 4) − 9 = 6
3x + 12 − 9 = 6 • Remove brackets: multiply
3x + 3 = 6 • Add like terms
Note 3x + 3 − 3 = 6 − 3 • Subtract 3 on both sides
Note to the lecturer:
Solving of linear 3x = 3
equations will be dealt
3x 3  
     =  __
___ • Divide by 3 on both sides
with again in 3 3
Chapter 2. x = 1 • Simplify
29
Chapter 1
Solve for a:
Example 3
a  +
 __  4 = 6
3
3
__ a
__
    ×  
    4 ×  __
  + 3  = 3  
  6 ×  __
1 3 1 1
a + 12 = 18 • Multiply both sides by 3
a + 12 − 12 = 18 − 12 • Simplify
a = 6 • Subtract 12 on both sides
• Simplify
Example 4
a + 2 __ a
 _____
       = 6
+  
4
3
12
___ a + 2 __
_____ a 12 12  
 1   ×          ×  ___
+      = 6 ×  ___ • Multiply by the LCM on both sides: LCM = 12
3 4 1 1
4(a + 2) + 3a = 72 • Remove brackets: multiply
4a + 8 + 3a = 72
7a = 72 − 8 • Subtract 8 on both sides
7a = 64
64 • Divide by 7 on both sides
a =  ___
7
  
1 
∴ a = 9  __
7
• Simplify
Example 5
2(1 − 3a) + 4 = 3(a − 2) + 2

2 − 6a + 4 = 3a − 6 + 2 • Remove brackets: multiply
6 − 6a = 3a − 4 • Add like terms
6 + 4 = 3a + 6a • Add 4 to both sides and add 6a to both sides
10 = 9a
Hint
When manipulating 9a = 10 • Swop sides
10
formulae: Work step a =  ___
   • Divide both sides by 9
by step and do ONE 9
1 
∴ a = 1  __
operation at a time.
9

Make the symbol which appears in brackets after each equation the subject of
the formula:
1. 3x + 4 = 7 (x)
2. 11 + 5x = 13y + 4x (x)
3. p − 2y = 5 − q − 3y (y)
2
__
4.     x = 4 (x)
3
5. 2x − y = 5 (y)
6. 3ax = 5by (x)
7. 5a =   c 
2 3bx
____   (x)
p __ y
8. __
    =  
     (y)
4 2
9. 3(x + 4) − 9 = 6 (x)
10. V = l × b × h (b)
11. I =  __V 
  (R)
R
12. P = VI (I)
s
__
13. v =       (t)
a   + t1 = y
14.  __ (x)
x
30
Numbers
Examples
Example 1
Make ‘u’ the subject of the formula:
v = u + at • ‘v’ is the subject

v − at = u + at − at • Subtract ‘at’ from both sides
v − at = u • Simplify
∴ u = v − at • Swop sides so that the subject is on
the LHS
Example 2
Make ‘t’ the subject of the formula:
v = u + at • ‘v’ is the subject

v − u = u + at − u • Subtract ‘u’ from both sides
v − u = at • Simplify
 v −a  =  
_____ u  at  
  ___a
• Divide both sides by ‘a’
v
_____− u
  a   = t
  • Simplify
v −  u  • Swop sides so that the subject is on
t =  _____ a   the LHS
Example 3
Make ‘h’ the subject of the formula:
V = l × b × h
l × b × h = V • Swop sides so that the subject is on
the LHS
 l × b ×  
________ h  V    
=  _____
  • Divide both sides by ‘l × b’
l×b l×b
V   
h =  __
lb
Example 4
Make ‘a’ the subject of the formula:
ac    
b =  _______
ab + d
(ab + d)
ac    ×  
b(ab + d) =  _______  ________     • Multiply both sides by (ab + d)
ab + d 1
ab2 + bd = ac • Remove brackets: multiply
ab2 + bd −bd = ac − bd • Subtract ‘bd’ from both sides
ab − ac = ac − bd − ac
2
• Subtract ‘ac’ from both sides to get
the terms with subject ‘a’ on the left
side
ab2 − ac = −bd
a(b2 − c) = −bd • Take out ‘a’ as a common factor
a(b2 − c) ______
________
  2 =   −bd   
   • Divide both sides by ‘b2 − c’
(b − c) b2 − c
−bd   
a =  ______
b2 − c
31
Chapter 1
Example 5
Make ‘F’ the subject of the formula:
5(F − 32)
C = _________
       • ‘C’ is the subject
9
5(F − 32)
9 × C =  _________      9  
× __ • Multiply by 9 on both sides to undo
9 1
the dividing by 9
9C = 5(F − 32) • Simplify
9C  = 5(F − 32) • Divide each side by 5 to undo the
 ___    _________
    
5 5 multiplying by 5
9C
___
    =   F− 32 • Simplify
5
9C  + 32 = F − 32 + 32 • Add 32 to both sides
 ___
5
9C  + 32 = F • Simplify
 ___
5 • Swop sides
∴ F =  ___ 9C  + 32
5
Example 6
Make ‘c’ the subject of the formula:
A = (3bc)2 • ‘A’ is the subject
(3bc)2 = A __ • Swop sides
3bc = ±√A   • Raise both sides of the equation to
 1 
__ _ 1  
__ the same power:[(3bc)2] 2 = (A) 2
±√A 
3bc   =  _____
 ____    
  • Divide by 3b on both sides
3b 3b__
±√A 
c =  _____   
  • Simplify
3b
Example 7
Make ‘r’ the subject of the formula:
1  πr3h
V =  __ • ‘V’ is the subject
3
3
__ __  3  
     × V =  1   πr3h × __ • Multiply by 3 on both sides to undo
1 3 1
the dividing by 3
3V = πr3h
3V  = πr3h   • Divide each side by ‘πh’ to undo the
 ___    _____
πh πh multiplying by πh
3V  =
 ___   r3 • Simplify
πh
___
• Raise both sides of the equation to
√
3 3V
  ___
     =
πh
   r
___ the same power
√
3 3V
r =   ___
      
πh • Swop sides
Example 8
Make ‘t’ the subject of the formula:
 __ 1   + __
1 __ 1
s  t    =  w   
 __ 1 __
1   + __ 1 __ 1 __ 1 1   from both sides
• Subtract  __
s  t   −  s   =  w   −  s   s
 __  1   − __
1    = __  1  
t w s • Simplify
 __  s ws
−w
1    = ______     • Find the LCM of the right side to get
t
the right side to a single term before
you invert
 s ws
∴ t = ______
−w   
• Invert both sides
32
Numbers
Example 9
Make ‘I’ the subject of the formula:
______ ______
WL = √
I2 − R2   • Remember √I2 − R2  
≠I−R
______
(WL)2 = (√I2 − R2  
)2 • Square both sides
(WL) = I − R
2 2 2
(WL)2 + R2 = I2 − R2 + R2 • Add ‘R2’ to both sides

(WL)2 + R2 = I2 • Simplify
_________
±√
W2L2 + R2  =
  I • (WL)2 = W2L2
_________
∴ I = ±√W2L2 + R2   • Swop sides
Example 10
Make ‘y’ the subject of the formula:
y + 4 __ y
 _____     +       = 3
3 4
y + 4 __
12  × _____ y 12
 ___  +      × ___
      12  
      = 3 × ___
1 3 4 1 1
• Multiply by the LCM = 12 on both
4(y + 4) + 3y = 36 sides; each term
12(y + 4)
4y + 16 + 3y = 36 •  _________
   = 4(y + 4)
 
3
7y + 16 = 36 • Remove brackets (Multiply)
7y + 16 − 16 = 36 − 16 • Add like terms
7y = 20 • Subtract 16 from both sides
7y • Simplify
 20  
 ___    = ___
7 7 • Divide both sides by 7
20
___
y =     
7
6    20  = 2 __
• Simplify ___  6  
y = 2  __ 7 7
7
Remember these guidelines when changing the subject of the formula before
you do the next exercise.
• Get rid of the root signs.

• Get rid of the fractions by multiplying by the LCM of the denominators.
• Get rid of all the brackets.
• Change the equation so that all the terms with the variable you want as the
subject are on the left side of the equation and all the other terms on the
right side.
• Collect and add or subtract all the like terms.
• Divide both sides by the coefficient of the variable you want as the subject
of the formula.
• Before you invert fractions, get both sides to one term first.

Make the variable which appears in brackets after each equation the subject of
the formula:
x + 
2 
1.  _____  x   = 3
 + __ (x)
3 4
2. v = u + at (a)
33
Chapter 1
1  = __
3.  __  1   + __
 1    (r2)
R r1 r2
4. A = πr(1 + rh) (h)
1   mv2 = E
5.  __ (v)
2
6. V = __  4   πr3 (r)
3
7. A = πr2 (r)
8. A = P(1 + in) (P)
9. A = P(1 + in) (i)
10. x + y = r
2 2 2
(y)
__________
√
sw(T − w)
11. __________
 
12a___
    = D
 
  (T)
12. T = 2π __
G √
 L       (G)
1.2.8 Solving an unknown variable by means of substitution

Examples
Example 1
Calculate the value of ‘I’ if P = I2R and P = 650 and R = 1,23
P = I2R
I2R = P • Swop sides
I2R P 
 ___
R
   =  __
R
• Divide by ‘R’ on both sides
P 
I2 =  __ • Remember: a2 = b __
R
__ ∴ a = ±√b  
∴ I = ± __
 R √____
P   
√ 1,23
 650   
I = ± ____    • Substitute the given values for ‘P’
and ‘R’
I = ±22,988
Example 2
mv 2 
Calculate the value of ‘v’ if T =  ____
g  and T = 15,3, m = 0,4 and g = 9,8
Solution
mv 2 
T =  ____
g  ………(v)
mv   
2
 ____
g  = T • Swop sides so that ‘v’ is on the left-
hand side
 mv
2
g × ____
g    = T × g • Multiply by ‘g’ on both sides
g
 mv
2
mv2 = Tg • Simplify:  __
1
 × ____  
g   
mv  2 Tg
 ____m    =  ___
m   • Divide by ‘m’ on both sides
Tg • Simplify
v2 =  ___
m ___
 
• Raise both sides of the equation to
Hint

Tg
v = ± ___ √
 m    
__________
the same power
Changing the subject • Substitute: T = 15,3, m = 0.4 and
of a formula is the
same as solving the
equation.
√(15,3)(9,8)
v = ± __________
 
0,4
   
 
  g = 9,8
v = ±19,361 • Use your calculator
34
Numbers
Example 3
Given: A = π(R2 − r2)
Calculate the value of ‘r’ if A = 310 and R = 21
A = π(R2 − r2)
 A
__
π   = (R − r )
2 2
• Divide both sides by π
A  −
 __
π   R = −r • Subtract R2 from both sides
2 2
−__  A
π  +
  R2 = r2 • Multiply by −1 on both sides
A  
r2 = R2 −  __ • Swop sides
π
_______
√___________
A    
r = ± R2 −  __
π
r = ±√(21) −  ____
310 • Substitute the given value
π   
2
  
∴ r = ±18,502

1. Calculate the value of “T” in Pv = nRT if n = 14, R = 25,4, v = 12 and P = 200.
2. Calculate the total resistance, “R” in Ω if r1 = 3Ω, r2 = 4Ω and r3 = 2Ω and
__ 1   =  __
1   +  
  __ 1   +  
  __ 1  . 
R r1 r2 r3__
3. Given: T = 2π __
______
√ ℓ   .  Calculate the value of “g” if T = 36 and “ℓ” = 54.
 g
4. If A = πr√h2 + r2 , 
calculate the value of “h” if A = 106 and r = 0,2.
5. (a) Make ‘h’ the subject of the formula if S = 2πr(h + r).
(b) D
etermine ‘h’ if r = 5,5 and S = 1 102. Give your answer correct to THREE
decimal places.
6. Calculate ‘d’ if T2 = −12, a = −24 and n = 2 in T2 = a + (n − 1)d.
_________
7. If Z = √R2 − W2L2 , 
calculate the value of “L” if R = 156, W = 315 and Z = 124.
C  =
8. Calculate the value of “F” if C = 28 in  __ 32  
  F −  ___
5 9 xyz
9. Calculate the value of ‘x’ if a = 2,1, y = 3,4, b = 21 and z = 1,5 in a =  ______    
.
xy + b
( 
 1 + r    . )
n
10. Calculate the value of ‘r’ if P = 1 400, n = 3 and At =1895 in At = P _____
100
1.2.9 Arithmetic sequences and series

Formulas used with arithmetic sequences and arithmetic series:
To find any term of an arithmetic To find the sum of a certain number
sequence: of terms of an arithmetic sequence:
Tn = a + (n − 1)d n [  2a + (n − 1)d]

Sn =  ___
2
where ‘a’ is the first term of the where Sn is the sum of n terms
sequence, ‘d’ is the common (nth partial sum), a is the first term,
difference, ‘n’ is the number of Tn is the nth term.
the term to find.
35
Chapter 1
Arithmetic sequences
A progression is a set of numbers or variables having a pattern which enables
the next item to be determined in terms of the previous items. Here are some
examples of progressions.
Try to determine the pattern in each of the following examples.
1: 3; 5; 7; 9; 11; …
2: 10; 5; 0; −5; −10; …
3: 2; 4; 8; 16; 32; …
4: 27; 9; 3; 1;  __ 1  ; …
1  ;  __
3 9
Definition EXAMPLES
An arithmetic
sequence or
arithmetic progression Example 1
is a sequence where
• 3; 5; 7; 9; 11; 13; ... is an arithmetic sequence with a common difference
each new term after
the first is calculated of 2
by adding a constant
amount to the previous
term. A sequence usually has a rule, which is a way to find the value of each term.
It is an ordered set of For example: the sequence {3; 5; 7; 9; …} starts at 3 and jumps 2 every time:
numbers or variables.
3; 5; 7; 9 … +2 +2 +2 +2
T1 T2 T3
First Second Third
term term term 0 1 2 3 4 5 6 7 8 9 10
dots mean
goes on forever
(infinite) The common difference = d
d = T2 – T1 and d = T3- T2......... d = Tn- Tn – 1
‘d’ can be calculated as follows:

d = T2 – T1 or d = T3 – T2
= 5 – 3 =9–7
= 2 =2
Example 2
• 5; 2; -1; -4; -7; ... is an arithmetic sequence with a common difference
of -3
Note ‘d’ can be calculated as follows:

The difference between
any two successive d = T2 – T1 or d = T3 – T2
numbers of the = 2 – 5 = –1 –2
sequence is a constant.
= –3 = –3
The behaviour of the arithmetic sequence depends on the common difference

‘d’. If the common difference is:
• Positive: The terms will grow towards positive infinity.(Refer to example 1
above)
• Negative: The terms will grow towards negative infinity. (Refer to example 2
above)
The following variables (letters) are used to represent the terms in a sequence:
• The value of the first term of an arithmetic sequence: a
• The constant difference: d
36
Numbers
• Terms: T
• First term: T1
• Tenth term: T10 (the same for term 2, 3 etc)
• Any unknown term: Tn (the n th term)
The following is an example to prove that the following sequence is an
arithmetic sequence.
Example
Show that 5; 10; 15; 20; ... is an arithmetic sequence

Note
To find any term in an • 10 – 5 = 15 – 10 = 20 – 15 = 5
arithmetic sequence There is a common difference of 5
the formula/equation
is:
• a = T1 = 5 and
Tn = a + (n-1)d d = T2 – T1 = 10 – 5 = 5
To calculate term 1, term 2, term 3, etc., we use the following equations:

T1 = a T2 = a + d
T3 = a + 2d T4 = a + 3d
For example in the sequence:

• 3; 5; 7; 9; 11; 13; ...and with a common difference d = 2
T1 = a = 3 T2 = a + d = 3 + 2 = 5
T3 = a + 2d = 3 +2(2) = 7 T4 = a + 3d = 3 + 3(2) = 9 etc.
Examples
Example 1
Calculate the twelfth term of the arithmetic sequence:
5; 14; 23; 32; …
Solution
a=5 • First term

d = T2 − T1 • Common difference
= 14 − 5
= 9
n =12
T12 = ? • Calculate the 12th term
∴ Tn = a + (n − 1)d • Equation
T12 = 5 + (12 − 1)(5) • Substitute values
= 5 + (11)(5)
= 5 + 55 • Simplify the brackets
∴ T12 = 60 • The twelfth term is 60
37
Chapter 1
Example 2
Determine the 30th term of:

65; 60; 55; …
Given:
a = 65 • First term
d = 60 − 65 • Common difference
= −5
n = 30 • Number of terms
∴ T30 = ? • Find the 30th term
Tn = a + (n − 1)d • Equation
T30 = 65 + (30 − 1)(−5) • Substitute values
= 65 + (29)(−5) • Simplify
= 65 − 145 • (+) × (−) = (−)
∴ T30 = −80 • 30th term is −80
Example 3
Calculate the common difference of an arithmetic progression if the eighth

term is 122 and the first term is −4.
Solution
Given:
T8 = 122
T1 = −4 = a
T8 = −4 + (8 − 1)d • Substitute values
122 = −4 + 7d • T8 = 122
122 + 4 = 7d • Add 4 to both sides
7d = 126
d = 18 • Divide both sides by 7
∴ Common difference is d = 18
Example 4
The value of a term, Tn, in an arithmetic sequence is 3. Calculate the number

of the term if the first term is 18 and the constant difference is −3.
Solution
Given:
a = 18
d = −3
Tn = 3
38
Numbers
3 = 18 + (n − 1)(−3) • Substitute values
3 = 18 − 3n + 3 • −3(n − 1) = −3n + 3
3 = 21 − 3n • Add like terms
3n = 21 − 3 • Add −3n on both sides and
subtract 3 on both sides
3n = 18 • Divide by 3 on both sides
n = 6
∴ T6 = 3 • The sixth term is 3
Example 5
Calculate the first 3 terms of an arithmetic sequence if the fourth term is 25

and the eighteenth term is 123.
Solution
Given:
T4 = 25
T18 = 123
Calculate: T1; T2 and T3

T4 = a + (n − 1)d • T4 is given: fourth term
25 = a + (4 − 1)d • Substitute: T4 = 25
∴ 25 = a + 3d ………(1) • Simplify
Tn = a + (n − 1)d
T18 = a + (n − 1)d • T18 is given: eighteenth term
123 = a + (18 − 1)d • Substitute: T18 = 123
123 = a + 17d ………(2) • Simplify
To find the first three terms we have to calculate the values of ‘a’ and ‘d’ first
by solving the two equations, no. (1) and (2) simultaneously.
∴ 25 = a + 3d ………(1)
123 = a + 17d ………(2)
Equations (2) − (1):

123 – 25 = 17d – 3d
98 = 14d
∴ d = 7 • Common difference
Substitute d = 7 in equation (1) • You can substitute d = 7 in

equation (1) or (2)
∴ 25 = a + 3d
25 = a + 3(7) • Substitute in equation (1)
25 = a + 21 • Simplify
25 − 21 = a
a = 4
39
Chapter 1
∴ Tn = a + (n − 1)d
• T1 = 4
• T2 = 4 + (2 − 1)(7) • T1 = a
= 4 + (1)(7) • Substitute
= 11 • Simplify
• T3 = 4 + (3 − 1)(7)
= 4 + (2)(7) • Substitute
= 18 • Simplify
∴ The sequence is 4; 11; 18; 25; …

1. Which of the following are arithmetic sequences and which are not?
(a) −5; 2; 9; 16; … (b) 20; 14; 8; 2; −4; …
(c) 3; 6; 12; 24; … (d) 100; 50; 25; …
(e) 9; 9; 9; 9; 9; … (f) 8; −8; 8; −8; …
(g) 12 ; 11,5 ; 11 ; 10,5 ; … (h) 3; 9; 27; 81; 243; …
(i) 1; 4; 9; 16; 25; … (j) 3  ;  __
 __ 1  ;  __
1  ; 0; −  __
1  ; −  __
1  ; …
4 2 4 4 2
2. Find the next two terms in the following arithmetic sequences. Use the
formula: Tn = a + (n − 1)d.
(a) 5; 11; 17; 23; … (b) 7; 16; 25; 34; …
(c) 20; 13; 6; −1; … (d) −8; −15; −22; −29; 36; …
1
__ 1
__ 3
__
(e)     ;     ;     ; 1; …
4 2 4
3. Calculate the ninth term of the following arithmetic sequences:

(a) 6; 15; 24; 33; … (b) 6,8; 14,1; 21,4; 28,7; … (c) 9; 6; 3; 0; −3; …
4. Calculate the first four terms in the sequence if the first term is 7 and the
common difference = −4.
5. Which term in the sequence 15; 12; 9; … is equal to −39?
6. Which term in the following arithmetic sequence is equal to 5,02?
0,97; 1,00; 1,03; 1,06; …
7. Find the twenty-first term of an arithmetic sequence of which the 6th term is
3 and the 14th term is 19.
Arithmetic series
The following is not for examination purposes:
Formula for the sum of an arithmetic series
Suppose we wish to sum the series 3 + 7 + 11 + 15 + 19. For a small number of

terms, you could just add them up, but we are looking for a general method.
Write the series down, then underneath it write it in reverse order.
S5 = 3 + 7 + 11 + 15 + 19 ........... (1)
S5 = 19 + 15 + 11 + 7 + 3 ........... (1)
40
Numbers
Now add the equations: (1) + (2)

2S5 = 22 + 22 +22 +22 +22 = 5 × 22 = 110
Hence
110
S5 =  ____
  =
  55
 
2
Notice that when you add the pairs of terms, each pair adds up to the same
total. This method can be used to find a general sum to n terms for any
arithmetic series.
Sn = a + (a + d) + (a + 2d) + (a + 3d) + … + [a + (n − 1)d] .............(3)

Sn = [a + (n − 1)d] + [a + (n − 2)d] +[a + (n −3)d] + … + a ............(4)
Adding both equations: (3) + (4)

2Sn = [2a + (n − 1)d] + [2a + (n − 1)d] +[2a + (n − 1)d] + … + [2a + (n − 1)d] … n terms
= n[2a + (n − 1)d]
Hence
n  [2a + (n − 1)d]
Sn =  __
2
The sum ( or total) of all the components of an arithmetic sequence is called an

Definition
An arithmetic arithmetic series. For example:
series is an • If the arithmetic sequence is given as: 3; 7; 11; 15; 19; ...
arithmetic sequence
or progression • the series is 3 + 7 + 11 + 15 + 19 + ...
wth addition (or The following examples are for for examination purposes.
subtraction) signs
inserted between the
various terms Examples
Example 1
Determine the sum of the first 20 terms of the arithmetic sequence:
3 + 8 + 13 + …
Solution
a=3 • First term
d = T2 − T1 = 8 − 3 = 5
n = 20 • 20 terms
n  [2a + (n − 1)d]
∴ S20 =  __ • Use the equation: Sn
2
20
___
=     [2(3) + (20 − 1)(5)] • Substitute values
2
= 10[6 + 95] • Simplify
∴ S20 = 1 010 • The sum is 1 010
Example 2
Determine ‘d’ if the first term in an arithmetic series is 3 and the sum of the
first 15 terms is −165.
Solution
T1 = a = 3
S15 =−165
d=?
n = 15
41
Chapter 1
n  [2a + (n − 1)d]
Sn =  __
2
15
−165 =  ___  [2(3) + (15 − 1)d] • Substitute
2
15  [6 + (15 − 1)d]
−165 =  ___ • Simplify brackets
2
−330 = 15[6 + 14d] • Multiply both sides by 2
330  
−  ____ = 6 + 14d • Divide both sides by 15
15
−22 − 6 = 14d • Subtract 6 on both sides
−28 = 14d
14d = −28 • Swop sides
d = −2 • Divide 14 on both sides
Example 3
Calculate the first term of an arithmetic sequence if the sum of 10 terms is
230 and the constant difference is 4.
Solution
S10 = 230
n = 10
d=4
n  [2a + (n − 1)d]
Sn =  __
2
10
___
230 =     [2a + (10 −1)(4)] • Substitute
2
230 = 5[2a + 9(4)]
230 = 5[2a + 36] • Remove brackets: Multiply
230 = 10a + 180
230 − 180 = 10a • Subtract 180 on both sides
50 = 10a • Divide by 10 on both sides
a = 5
Example 4
A theatre has 60 seats in the first row, 68 seats in the second row, 76 seats in
the third row and so forth in the same increasing pattern. If the theatre has
20 rows of seats, how many seats are in the theatre?
Solution
The seating pattern is forming an arithmetic sequence.
60, 68, 76, …
We wish to find ‘the sum’ of all the seats.

n = 20, a = 60, d = 8 and we need S20 for the sum.
n  [2a + (n − 1)d]
Sn =  __
2
=  20  [2(60) + (20 − 1)(8)]
___
2
= 10[120 + 19(8)]
= 2 720
∴ There are 2 720 seats in the theatre.
42
Numbers
Example 5
Calculate the sum of the following series:
Note 35 + 32 + 29 + … + 5
When solving for n, be
sure your answer is a
positive integer. There Solution
is no such thing as a
fractional or negative
We need to know how many terms are in the series. Therefore we need to
number of terms in a calculate the value of n first:
sequence!
n = a + (n − 1)d
T
5 = 35 + (n − 1)(−3) • a = 35; d = 32 − 35 = −3
5 = 35 − 3n + 3 • −3(n − 1) = −3n + 3
5 = 38 − 3n
3n = 38 − 5
3n = 33
n = 11
n  [2a + (n − 1)d]
∴ Sn =  __
2
11
=  ___  [2(35) + (11 − 1)(−3)] • n = 11
2
11  [70 + 10(−3)]
=  ___
2
11  [70 − 30)
=  ___
2
11
=  ___  [40] • (+) × (−) = (−)
2
= 220
∴ S11 = 35 + 32 + 29 + … + 5
= 220
Example 6
Calculate the sum of the first 15 terms of an arithmetic series if the first term
is 12 and the 20th term is 1 380.
Solution
T1 = a = 12
T20 = 1 380
n = 15
d=?
∴ Tn = a + (n − 1)d • We need the value for ‘d’
T20 = 12 + (20 − 1)d • Substitute
1 380 = 12 + 19d • Simplify
1 368 = 19d • Divide both sides by 19
d = 72
n  [2a + (n − 1)d]
Sn =  __
2
15  [2(12) + (15 − 1)(72)]
S15 =  ___
2
15
=  ___  [24 + 14(72)]
2
15  [1 032]
=  ___
2
= 7 740
43
Chapter 1
1. F
or each of the following arithmetic progressions, write down the sum of the
first 18 terms.
(a) 6; 9; 12; 15; … (b) −4; −2; 0; 2; … (c) 15,5; 15; 14,5; 14; …
2. W
rite down S4 and S6 for the following arithmetic progressions where:
(a) a = 5 and d = −2 (b) a = −4 and d = 3
3. D
etermine ‘a’ if:
(a) d = 2 and S8 = 16 (b) d = −5 and S7 = −126
4. Determine ‘d’ if:

(a) a = 7 and S8 = 140 (b) a = 7 and S10 = −110
5. (a) Show that 4; 10; 16; 22; … is an arithmetic sequence.

(b) Write down a and d.
(c) Find formulas for Tn and Sn
(d) Hence determine T20 and S20
6. (a) 5  ; 1;  __

Show that  __ 1  ; −  __
1  ; −1; … is an arithmetic sequence.
3 3 3
(c) Find formulas for Tn and Sn
(d) Hence determine T10 and S10
7. (a) Show that 20; 13; 6; −1; … is an arithmetic sequence.

(c) Determine a formula for Tn
(d) Hence determine T15
(e) Using the results in (a) and (d), determine S15
8. In an arithmetic sequence, T3 = 7 and T11 = 39.

(a) Determine a and d. (b) Find Tn and Sn
9. In an arithmetic sequence, T4 = 12 and T7 = −3.

(a) Determine T2 (b) Determine S10
10. If 2; x; 11; y are four successive (follow one after the other) terms of an
arithmetic sequence, determine x and y.
11. A farmer examines a small plant he recently planted. He notices a single

shoot on the stem. A week later, there are four shoots, a week later seven
shoots and by the fourth week there are ten shoots. If the pattern continues,
how many shoots would the farmer expect after ten weeks?
44
Numbers
SUMMARY OF CHAPTER 1
Before you do the summative assessments you should know the following:
1. How your calculator works for:

• Addition, multiplication, division, squares, cubes, square roots, cube roots
etc.
2. The number system
Complex numbers
REAL NUMBERS (R)
RATIONAL NUMBERS (Q)
INTEGERS (Z)
IRRATIONAL
NUMBERS
WHOLE NUMBERS (No)
(Q__1) IMAGINARY
NATURAL √2   NUMBERS
NUMBERS 1,414 213 2 + 3i
(N) π__ 3 –___
2i
1; 2; 3; 4 … √5   √ –2 
 
_____
(Decimal √
–513  
0; 1; 2; 3; 4 …
does not
repeat)
… -3; -2; -1; 0; 1; 2; 3 …
___ ___
3 2 1 3
  __  ; 0; 1 __  ; √  –8 ;  4; 317; …
… √  –8 ; –  
3 2
• Identify rational numbers as numbers that can be written as fractions in

a .
the form  __
b
2
Q = {… −     ; −  __
__ 8  ; 4;  __
4  ; −  __ 1  ; 619 …}
3 7 9 4
• Irrational numbers cannot be expressed as fractions in the form  __ a .
b
Irrational numbers are non-recurring, non-terminating numbers
Square roots of prime numbers and π are included.
__ __ __
Q1 = {… √2  ; √3  ; √5  … π …}
3. Remember the rules for rounding off.

• Look at the value of the digit to right of the specified digit.
• Round off by adding 1 to the digit if the value is 5, 6, 7, 8 or 9.
• If the value is 0, 1, 2, 3, or 4 the digit must be left unchanged.
4. How to convert rational numbers between terminating and recurring

decimals.
• A terminating decimal is a rational number that can be written as a
fraction with a power of 10 as a denominator. A terminal decimal has a
fixed number of decimal places.
0,4 ; 0,123; 1,61; 0,747474
45
Chapter 1
  42    
0,42 : which can be written as ____ ! use 100 as the denominator
100
21  
=  ___ ! simplify
50
• A recurring decimal is a decimal fraction which goes on REPEATING itself
without end.
Recurring decimals go on forever and are much too long to work with.
You have to round them off. Recurring decimals cannot be written as
fractions with a denominator that is a power of 10.
•
0,666 666 666... = 0,6 ! the dot shows that it is only the 6 that repeats
5. Laws of exponents Deductions
am × an = am + n a0 = 1 (a ≠ 0)
 a n  = am − n
m
___
a a−m = ___   1m   
a
(am)n = amn or
  1−m    = am
____
(a.b)m = ambm a
(  )
 a    = ___
 am  
m m
__
b b
or
(  ) (  )
m
 a    = __
 b
−m
__ a   
 
b
 bm  
m
= ___
a
n ___
√  am  = am/n
or
n ___
am/n = √  am  
6. How to rationalise fractions with surd denominators without a calculator.

• In order to simplify surd forms, you can make use of the following two
basic rules:
___ __ __ ___ n __ __
Rule 1: √xy  = √ x  × √ y  or n√  xy  = √  x  × n√  y  
__ __ ___ n __
 x __x      x   = √  __
x    
Rule 2: __ √  = ____
√ n __ ___
√
  
 
y √y     or      
y    n√   y 
__  
a     
√__ __ __
• Also remember that:  ____ = 1 and √ a  × √ a  = a
a  
√
1
___
  __   
√
5   __
1
___ √

___5    
=   __   ×   __
√
5   √ 5  
__
1__× √5 
=  ________ __  
  
√
5  × √ 5  
__
√5 
=  ___   
5
  3 __  
_______
2+√ 3  
__
√ 3  
3 __  
=  _______  2 − __
× _______   
2 + √  3   2 − √

3  
__
3(2 − √ 3 ) 
=  _________________
__      
__  
4 – 2√3  + 2√3  – 3
__
3(2 – √3  )
=  _________
    
1
__
= 6 − 3√3  
46
Numbers
7. How to add, subtract, multiply and divide surds.

• We can only add or subtract surds when the terms contain like terms or
the
__
same__
terms.
__
√
3  + √
  2 3  =  3√ 3  and
 
__ __ __
4√2  –
  6√ 2  =
  –2√ 2  
8. How to manipulate formula / changing the subject of a formula.

• Remember to keep the subject in mind. It may influence your method
• Know all the steps when manipulating. Refer to page 32.
9. How to work with arithmetic sequences and series.

Know the formulas used with arithmetic sequences and arithmetic series:
• To find any term of an arithmetic sequence use the following formula:
Tn = a + (n − 1)d , where a is the first term of the sequence, d is the

common difference, n is the number of the term to find.
• To find the sum of a certain number of terms of an arithmetic sequence

use the following formula:
n  [2a + (n − 1)d] , where S is the sum of n terms (nth partial sum), a is

Sn =  __
2 n
the first term, Tn is the nth term.
Summative assessment
MARK ALLOCATION: 40 TIME: 1 h 15 min
Question 1
Multiple choice questions
Various possible options are provided as answers to the following questions.
Choose the correct answers and write only the letters (A-D) next to the question
numbers (1.1 – 1.3) in your work book.
1.1 Which of the following numbers
___
is an example of a rational number?
__
A (1 + π) 3
3
B √  −8   1__    
C  ___ D (1 + √3 )  2 (1)
√3  
1.2 If −3y + x = 6, then:

1  x − 6
A y =  __ 1  x + 2
B y = −  __ 1  x + 6
C y = −  __ 1  x − 2 (1)
D y =  __
3 3 3 3
1.3 Which of the following is a false statement?

A  __ 3  ; ∴ x = 6
1   =  __ 5   =  ___
B  __ x  ;  ∴ x = 20
2 x 7 28
x  =  
C  __  ___ 15  =  
3  ;  ∴ x = 1 D  ___  __ x  ; ∴ x = 10 (1)
9 27 30 5
[3]
Question 2
2.1 With the aid of a calculator, solve the following to THREE decimal places:
8,4
2.1.1 2,4(2 + 6,1)3,1 −  _____     (1)
(0,3)2
2.1.2 Solve__________________
for x:

3
√
 
3,6
x =   ______
(15,4)4
   −
 π2 +   
(3,4)6  (1)
47
Chapter 1
2.2 Convert the following measurement:

1 000 000 mm to cm (1)
a  ; a; b ∈Z; b ≠ 0.
2.3 Convert the following decimal fractions to the form  __
b
Express your answer in the simplest form.
2.3.1 0,425 (2)
• •
2.3.2 0,4 1 (3)
2.4 Rationalise __ the denominator:

3 √__5  
____
2.4.1      (2)
√6  
2.4.2   __8    
_______ (3)
√
5  −
  1
2.5 Simplify the following without using a calculator:

___ __ ___
√
  5√
54  +   3√ 24  
6  −
_________________
  ____  
  
   (3)
√150  
[16]
Question 3
3.1 S
implify the following by using laws of exponents. Leave answers with
positive exponents.
x5y2
3.1.1 x4y−3 ×  ____   ×
  x3y−2 (2)
xy6
(  ) 9(2m−2n3)3
×  __________
4 3 2
3.1.2  3m n   
______     (3)
2mn 3mn
 2 
(  )
− __
3.1.3   27     3
____ (3)
125
3.2 Make___ the letter in brackets the subject of the formula.

3
√ 3v 
r =  ____  ………(v)
   
  (3)
4π
1 __
3.3 Solve for ‘b’ in  __ 1 __ 1  a = 2,5 and c = 3,71
a   =  b   +  c  if (4)
[15]
Question 4
Susan builds the following three figures using cubes. She continues using the
same pattern.
Figure 1 Figure 2 Figure 3
4.1 How many cubes will she use to build the 18th figure? (3)
4.2 If she only builds 35 figures, how many cubes would she have used
in total? (3)
[6]
Total: 40
48
Numbers
Answers
ASSESSMENT ACTIVITY 1.1
1a. 5,333 2a. 0,743
1b. 43 2b. 359,990
1c. -40 2c. 199,213
1d. 354 453,530 2d. 21,799
1e. 0,036 2e. -8,055
1f. 10,953 2f. 10,888
1g. 480,267

1. 650g 5. 22:00 9. 125mg 13. 65t 17. 310K
2. 1,548kg 6. 185mm 10. 3200kg 14. 20cm 18. 272K
3. 11:00 7. 50 540m 11. 8000g 15. 0,0145kg 19. 0 °C
4. 1:15 pm 8. 2000mm 12. 20g 16. 4,426km 20. 28 °C

1. Rational 6. Rational
3. Irrational 8. Rational
5. Irrational 10. Rational

1a. 0,912 2a. 9,05 3a. 98,78
1b. 17,668 2b. 0,18 3b. 98,8
1c. 0,004 3c. 98,78454

1a. 0,750 2a. __3   
 10
1b. 0,706
2b. __
 27    
1c. -0,444 50
1d. 3,800 2c. ____
613   
 1000
2d. ____7    
 2000
2e. 3 __
 17    
50
2f. ____1    
 1000

•
1a. 0,8 2a. recurring
• •
1b. 13,62 2b. recurring
•
1c. 3,67 2c. terminating
•
1d. 0,83 2d. terminating
• •
1e. 32,435 2e. non-recurring, non-terminating
• •
1f. 67,0891 2f. recurring
•
1g. 1,6 2g. recurring
• •
1h. 2,1732
49
Chapter 1

1a. 0,625 2a. x = __
 89  
•
1b. 1,83 2b. x = __
 117   
• •
1c. 0,432 2c. x = ___
 104  
  
333
• •
1d. 1,142857 2d. x = __
 11    
30
• •
1e. 4,23 2e. x = ___
 4958    
2f x = __
 41    
33
2g. x = ___ 184    
55

1a. 6x3y3 2a. 1 3a. __
 15   
x
1b. x2 2b. 2x 3b. __
 36   
x
1c. 2 2x
2c. 1 3c. 3x4
1d. ax 2d. 2 3d. ___
 256   
x12
3e. ____
 3z
3
1e. 22y 2e. 2    
p4q2
1f. 5h4d 2f. 2 3f. __
 a1  
1g. ____
y2
 k3 t   3g. __
2 2
  2g. 1   3  
x
3h. ____
 18b
4
1h. 27x9 2h. 24x8 x     
625p8q12
1i.  _______  
    3i. __ x
  2   
81r4 y
1j. 3 3j. __ x   
 3y
2x + 2

x2y2
1. 3x14y20 4. 1 7. – ____
  2      10. 1
___ 2y
___
13
 9x4    ___
2
2.
4y
5.   27  
x
  8.  27x
2y
    11. x4y5
3. x6y4 6. ________
  1  36   9. _____
  a 4 7  
2
12. a5x – 11y
531441x 12b c

1. 9 5. __
 84   
a
2. 3 6. 4a3b
3. 9x 7. ___
 3b
6
 
a   
4. x2y 2
 
1
__ 

__ __
5  
1a. 2√ 2a. √ 5  
__ __
1b. 3√ 5    7√2 2   
2b. ____  
__
__
  3     
√
1c. 2√  3   2c. ___
3
9 __
2d.   +   3   
______
7 √
1d. 2
46
 
__
1e. __
 75    40 +585 √6   
2e. _______  
__
1f. 6 2f. – 9 – 4√ 5  
__
 8 – 72 √2   
2g. ______  
__
2h. 10√ 5  – 20
__
2i. √ 6  + 2
50
Numbers
ASSESSMENT ACTIVITY 1.12 __

__ __ __ __
1. – 2√ 2   3. √ 6  + √ 3   5. 6√ 6   7.  √2     
___
__ __ 2
2. 5√ 2  – 3√ 3   4.  __
1   6. – __
 15  
2

x = __
 16   x = ____
 5a c    10. b = __  V    13. t = __
 vs  
2
1. x=1 4. 7.  
3b lh
2. x = 13y –11 5. y = –5+2x 8.
p
__
y =      11. R = __  VI    14. x = ____
 y a– 1  
2
5yb
3. y=5–q–p 6. x = ___
 3a     9. x=1 12. I = __
 VP  
ASSESSMENT ACTIVITY 1.14 __ _____

h = _____
 A – 2πr   √A 
r =  ___
  
π    10. y = ±√ r2 − x2  

1. x=4 4.     7.
πr___
a = ____
 v –t u    V = ± __ √  2E P = _____
  A     11. T = __________
 12aDSW +  SW
2 2
m          
2. 5. 8.
___ 1 + in
Rr
r2 = _____
 r – 1R    r =   ___
√
3 3V
i = _____
 APn−  P  12. G = ____
 4π 2L   
2
3. 6.  4π      9.    
1 T

1. T = 6,749 6 d = 12
2. R = __
 12   Ω 7 L = 0,3
13
3. g = 1,645 8 F = 82,4
4. h = 168,704 9 x = -21,618
h =  ______
s − 2πr 2
5a
2πr
      10 r = 10,618
5b h = 26,389

1a. Yes 2a. T5 = 29; T6 = 35 3a. T9=78 4. 7; 3; -1; -5; ….
1b. Yes 2b. T5 = 43; T6 = 50 3b. T9=65,2 5. T19=-39
1c. No 2c. T5 = -8; T6 = -15 3c. T9=-15 6. T136=5,02
1d. No 2d. T6 = -43; T7 = -15 7. T21=33
1e. No 2e. T5 = __
 54  ; T6 = __
 32  
1f. No
1g. Yes
1h. No
1i. No
1j. Yes

1a. S18=567 2a. S4=8; S6=0 3a. a=-5 4a. d=3
1b. S18=234 2b. S4=2; S6=21 3b. a=-3 4b. d=-4
1c. S18=202,5
5a. constant difference of 6 6a. constant difference

5b. a = 4 d = 6 6b. a = __   d = - __
 53   23  
5c. Tn = 6n - 2 Sn = n + 3n2 6c. Tn = __  3  – __
7  3  n Sn = 2n – __
2  13  n2
5d. S20 = 1220 T20 = 118 6d. T10 = - __  13   S10 = - __
    40   
3 3
7a. constant difference 8a. a = -1; d = 4 9a. T2 = 22 10. y = __

 31   ;  x = __
 13   
2 2
7b. a = 20; d = -7 8b. Tn = 4n − 5 Sn = −3n + 2n 2
9b. S10 = 45 11. T10 = 28
7c. Tn = 27 − 7n
7d. T15 = 78
7e. S15 = -435
51

NCV2 Mathematics Hands-On Training 2010 Syllabus - Sample Chapter

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NCV2 Mathematics Hands-On Training 2010 Syllabus - Sample Chapter

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Mathematics Hands-On Training

We have completely revised our Mathematics NCV 2 textbook according to

The learner book will be accompanied by a comprehensive lecturer guide

• New revised curriculum

First published 2010

2. Demonstrate an understanding of numbers, relationships among numbers and

1.1 Use computational tools and strategies and

Rounding off to THREE decimal places

Using the different keys on your calculator

The display is at the top of the calculator. As you type

Below is a table with useful keys of some of the functions:

Did you know? Keys Function Example

x2 Calculates the square of a Press 3 x2 = ; Answer = 9

x3 Calculates the cube of a Press 3 x3 = ; Answer = 27

yx xy Calculates all other Press 2 yx 4 = ; Answer = 16

sin Calculates the sin 30° = 0,5; tan 45° = 1;

∙ Enters the decimal point Press 3.4

n! Calculates the factorial of If the display contains 4 and you press

Other helpful keys that you may need:

Addition, subtraction, multiplication and division by using a calculator

Calculating squares, cubes and higher powers by using a calculator

Note Examples Key Sequence Answer

5. 232 − 163 23 x2 – 16 x3 = −3567

6. (26 + 15)3 ( 26 + 15 ) x3 = 68921

7. (152 − 92)4 ( 15 x2 – 9 x2 ) x 4 = 429 981 696

8. (−1,4)4 ( – 1,4 ) x 4 = 3,842

Calculating square roots, cube roots and higher roots by using a

Examples Key Sequence Answer (rounded off

Assessment activity 1.1

2. Solve for x with the aid of a calculator to THREE decimal places:

1.1.2 Estimate and approximate physical quantities for

Quantity Units Symbols Measuring instrument Conversions

Time seconds s Analogue watches 1 min = 60 s

Temperature degrees Celsius °C Thermometer 0 °C ≈ 273 K

Assessment activity 1.2

1.2 Demonstrate an understanding of numbers

RATIONAL NUMBERS (Q)

Below is a detailed explanation of the different number systems:

Classification Symbol Definition Example

repeat with a pattern

1.2.1 Rational and irrational numbers

The nature of rational and irrational numbers

These numbers are called rational numbers

Hint Irrational numbers

Irrational numbers do represent real quantities.

The following diagram shows a right angled

Assessment activity 1.3

1.2.2 Rounding off rational and irrational numbers

Did you know? Example

Assessment activity 1.4

1.2.3 Convert rational numbers between terminating and

Assessment activity 1.5

Assessment activity 1.6

2. State whether the following are terminating or recurring decimals:

a ​; where a, b∈Z ; b ≠ 0 ].

Assessment activity 1.7

2. Converting the following recurring decimals to common fractions in the

1.2.4 Laws of exponents

Example Base Exponent Coefficient of x:

​ a n ​ = am − n ​ a3 ​ = a6−3 =a3

4. (a.b)m = ambm 1. (a b)2 = a2b2 When you raise a product in a bracket

(2xn−3)2 = 22x2(n−3) = 4x2n−6

Assessment activity 1.8

1.2.3 Convert rational numbers between terminating and

a ; where a, b∈Z ; b ≠ 0 ].

 a n  = am − n  a3  = a6−3 =a3

(d) a3x ÷ a2x 2x+y 

(g) 16 k3 t7 ÷ 48 kt5 (h) (3x3)3 (  3r )

Tn = a + (n − 1)d n [  2a + (n − 1)d]

6. (a) 5  ; 1;  __