GRADE9

FEDERAL DEMOCRATI
C REPUBLI
C OFETHI
OPI
A

MI
NISTRY OFEDUCATI
ON
MATHEMATICS
TEACHER’S GUIDE
GRADE 9

Authors, Editors and Reviewers:

C.K. Bansal (B.Sc., M.A.)
Rachel Mary Z. (B.Sc.)
Dawod Adem (M.Sc.)
Kassa Michael (M.Sc.)
Berhanu Guta (Ph.D.)

Evaluators:

Tesfaye Ayele
Dagnachew Yalew
Tekeste Woldetensai

FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA

MINISTRY OF EDUCATION
Published E.C. 2002 by the Federal Democratic Republic of Ethiopia, Ministry
of Education, under the General Education Quality Improvement Project
(GEQIP) supported by IDA Credit No. 4535-ET, the Fast Track Initiative
Catalytic Fund and the Governments of Finland, Italy, Netherlands and the
United Kingdom.

© 2010 by the Federal Democratic Republic of Ethiopia, Ministry of Education. All

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 INTRODUCTION

The study of mathematics at this cycle, grades 9 -10, prepares our students for the
future, both practically and philosophically. Studying mathematics provides them not
only with specific skills in mathematics, but also with tools and attitudes for
constructing the future of our society. As well as learning to think efficiently and
effectively, our students come to understand how mathematics underlies daily life and,
on a higher level, the dynamics of national and international activity. The students
automatically begin to apply high-level reasoning and values to daily life and also to
their understanding of the social, economic, political and cultural realities of the
country. In turn, this will help them to actively and effectively participate in the
ongoing process of developing the nation.
At this cycle, our students gain a solid knowledge of the fundamental mathematical
theories, theorems, rules and procedures. They also develop reliable skills for using this
knowledge to solve problems independently. To this end, the objectives of mathematics
learning at this cycle are to enable students to
• gain a solid knowledge of mathematics.
• appreciate the power, elegance and structure of mathematics.
• use mathematics in daily life.
• understand the essential contributions of mathematics to the fields of
engineering, science, economics and so on.
Recent research gives strong arguments for changing the way in which mathematics has
been taught. The rote-learning paradigm has been replaced by the student-centered
model. A student-centered classroom stimulates student inquiry, and the teacher serves
as a mentor who guides students as they construct their own knowledge base and skills.
A primary goal when you teach a concept is for the students to discover the concept for
themselves, particularly as they recognize threads and patterns in the data and theories
that they encounter under your guidance.
One of our teaching goals is particularly fostered by the student-oriented approach. We
want our students to develop personal qualities that will help them in real life.
For example, student-oriented teachers encourage students’ self confidence and their
confidence in their knowledge, skills and general abilities. We motivate our students to
express their ideas and observations with courage and confidence. Because we want
them to feel comfortable addressing individuals and groups and to present themselves
and their ideas well, we give them safe opportunities to stand before the class and
present their work. Similarly, we help them learn to learn to answer questions posed
directly to them by other members of the class.

I
II Mathematics Grade 9

Teamwork is also emphasized in a student-centered classroom. For example, the

teacher creates favorable conditions for students to come together in groups and
exchange ideas about what they have learned and about material they have read. In this
process, the students are given many opportunities to openly discuss the knowledge they
have acquired and to talk about issues raised in the course of the discussion.
This teacher's guide will help you teach well. For example, it is very helpful for
budgeting your teaching time as you plan how to approach a topic. The guide suggests
tested teaching-time periods for each subject you will teach. Also, the guide contains
answers to the review questions at the end of each topic.
Each section of your teacher’s guide includes student-assessment guidelines. Use them
to evaluate your students’ work. Based on your conclusions, you will give special
attention to students who are working either above or below the standard level of
achievement. Check each student’s performance against the learning competencies
presented by the guide. Be sure to consider both the standard competencies and the
minimum competencies. Note that the minimum requirement level is not the standard
level of achievement. To achieve the standard level, your students must fulfill all of their
grade-level’s competencies successfully.
When you identify students who are working either below the standard level or below
the minimum level, give them extra help. For example, give them supplementary
presentations and reviews of the material in the section, give them extra time to study,
and develop extra activities to offer them. You can also encourage high-level students in
this way. You can develop high-level activities and extra exercises for them and can
offer high-level individual and group discussions. Be sure to show the high-level
students that you appreciate their good performance, and encourage them to work hard.
Also, be sure to discourage any tendencies toward complacency that you might observe.
Some helpful reference materials are listed at the end of this teacher’s guide. For
example, the internet is a rich resource for teachers, and searching for new web sites is
well worth your time as you investigate your subject matter. Use one of the many search
engines that exist – for example, Yahoo and Google.
Do not forget that, although this guide provides many ideas and guidelines, you are
encouraged to be innovative and creative in the ways you put them into practice in your
classroom. Use your own knowledge and insights in the same way as you encourage
your students to use theirs.
 Table of Contents
Active Learning and Continuous Assessment
Required...................................................................................... 1

Unit 1 The Number System……………………. .. 7

1.1 Revision on the set of rational numbers ............. 8
1.2 The real number system…………………............ ....23

Unit 2 Solution of Equation............................. 57

2.1 Equations involving exponents and radicals .....58
2.2 Systems of linear equations in two
Variables ...................................................................61
2.3 Equations involving absolute value ..................70
2.4 Quadratic equations ........................................72

Unit 3 Further on Sets. ................................... .83

3.1 Ways to describe sets ......................................84
3.2 The notation of sets .........................................88
3.3 Operations on sets ...........................................94

Unit 4 Relations and Functions. ................. 107

4.1 Relations .............................................. 108
4.2 Functions ......................................... …..115
4.3 Graphs of functions ......................... …..120
Unit 5 Geometry and Measurement………..139
5.1 Regular polygons ................................. 141
5.2 Further on congruency and
similarity .............................................. 157
5.3 Further on trigonometry ...................... 168
5.4 Circles .................................................. 175
5.5 Measurement ...................................... 180

Unit 6 Statistics and Probability……………..189

6.1 Statistical data ..................................... 190
6.2 Probability ........................................... 208

Unit 7 Vectors in Two Dimensions………….219

7.1 Introduction to vectors and scalars… ... 220
7.2 Representation of a vector................... 222
7.3 Addition and subtraction of vectors and
multiplication of a vector by a scalar. ... 226
7.4 Position vector of a point ..................... 232
Table of Trigonometric Functions ........................ 240
Sample Lesson Plan…………………………………………...241
Syllabus of Grade 9…………………………………………….242
Allotment of Periods .................................... 248
Unit 1 The Number System……………………… . 251
Unit 2 Solution of Equation…………………….... 257
Unit 3 Further on Set………………………………… 259
Unit 4 Relations and Functions ………………. .. 262
Unit 5 Geometry and Measurement……….... 265
Unit 6 Statistics and Probability………………. . 277
Unit 7 Vectors in Two Dimensions…….. ....... 282
 ACTIVE LEARNING AND CONTINUOUS ASSESSMENT REQUIRED!
Dear mathematics teacher! For generations the technique of teaching mathematics at
any level was dominated by what is commonly called the direct instruction. That is,
students are given the exact tools and formulas they need to solve a certain
mathematical problem, sometimes without a clear explanation as to why, and they are
told to do certain steps in a certain order and in turn are expected to do them as such at
all times. This leaves little room for solving varying types of problems. It can also lead
to misconceptions and students may not gain the full understanding of the concepts that
are being taught.
You just sit back for a while and try to think the most common activities that you, as a
mathematics teacher, are doing in the class.
Either you explain (lecture) the new topic to them, and expect your
students to remember and use the contents of this new topic or you
demonstrate with examples how a particular kind of problem is solved
and students routinely imitate these steps and procedures to find
answers to a great number of similar mathematical problems.
But this method of teaching revealed little or nothing of the meaning behind the
mathematical process the students were imitating.
We may think that teaching is telling students something, and learning occurs if students
remember it. But research reveals that teaching is not “pouring” information into
students’ brain and expecting them to process it and apply it correctly later.
Most educationalists agree that learning is an active meaning-making process and
students will learn best by trying to make sense of something on their own with the
teacher as a guide to help them along the way. This is the central idea of the concept
Active Learning.
Active learning, as the name suggests, is a process whereby learners
are actively engaged (involved) in the learning process, rather than
"passively" absorbing lectures. Students are rather encouraged to think,
solve problems, do activities carefully selected by the teacher, answer
questions, formulate questions of their own, discuss, explain, debate, or
brainstorm, explore and discover, work cooperatively in groups to solve
problems and workout projects.
The design of the course materials (student textbooks and teachers guides) for
mathematics envisages active learning to be dominantly used. With this strategy, we
feel that you should be in a position to help students understand the concepts through
relevant, meaningful and concrete activities. The activities should be carried out by
students to explore the world of mathematics, to learn, to discover and to develop
interest in the subject. Though it is your role to exploit the opportunity of using active
learning at an optimal level, for the sake of helping you get an insight, we recommend
that you do the following as frequently as possible during your teaching:

1
2 Mathematics Grade 9

 Engage your students in more relevant and meaningful activities than just
listening.
 Include learning materials having examples that relate to students life, so that
they can make sense of the information.
 Let students be involved in dialog, debate, writing, and problem solving, as
well as higher-order thinking, e.g., analysis, synthesis, evaluation.
 Encourage students’ critical thinking and inquiry by asking them thoughtful,
open-ended questions, and encourage them to ask questions to each other.
 Have the habit of asking learners to apply the information in a practical
situation. This facilitates personal interpretation and relevance.
 Guide them to arrive at an understanding of a new mathematical concept,
formula, theorem, rule or any generalization, by themselves. You may
realize this by giving them an activity in which students sequentially uncover
layers of mathematical information one step at a time and discover new
mathematics.
 Select assignments and projects that should allow learners to choose
meaningful activities to help them apply and personalize the information.
These need to help students undertake initiatives, discover mathematical
results and even design new experiments to verify results.
 Let them frequently work in peers or groups. Working with other learners
gives learners real-life experience of working in a group, and allows them to
use their metacognitive skills. Learners will also be able to use the strengths
of other learners, and to learn from others. When assigning learners for
group work membership, it is advisable if it is based on the expertise level
and learning style of individual group members, so that individual team
members can benefit from one another's strengths.
In general, if mathematics is to develop creative and imaginative mathematical minds,
you must overhaul your traditional methods of presentation to the more active and
participatory strategies and provide learning opportunities that allow your students to be
actively involved in the learning process.
While students are engaged with activities, group discussions, projects, presentations
and many others they need to be continuously assessed.
Continuous Assessment
You know that continuous assessment is an integral part of the teaching learning
process. Continuous assessment is the periodic and systematic method of assessing and
evaluating a person’s attributes and performance. Information collected from continuous
behavioral change of students will help teachers to better understand their strengths and
weaknesses in addition to providing a comprehensive picture of each student over a
period of time. Continuous assessment will afford student to readily see his/her
development pattern through the data. It will also help to strengthen the parent teacher
Active Learning and Continuous Assessment Required 3

relationship and collaboration. It is an ongoing process more than giving a test or exam
frequently and recording the marks.
Continuous assessment enables you to assess a wide range of learning competencies and
behaviors using a variety of instruments some of which are:
 Tests/ quizzes (written, oral or practical)
 Class room discussions, exercises, assignments or group works.
 Projects
 Observations
 Interview
 group discussions
 questionnaires
Different competencies may require different assessment techniques and instruments.
For example, oral questions and interviews may serve to assess listening and speaking
abilities. They also help to assess whether or not students are paying attention, and
whether they can correctly express ideas. You can use oral questions and interviews to
ask students to restate a definition, note or theorem, etc. Questionnaires, observations
and discussions can help to assess the interest, participation and attitudes of a student.
Written tests/exams can also help to assess student’s ability to read, to do and correctly
write answers for questions.
When to Assess
Continuous assessment and instruction are integrated in three different time frames
namely, Pre-instruction, During-instruction and Post-instruction. To highlight each
briefly
1. Pre‐instruction assessment
This is to assess what students luck to start a lesson. Hence you should start a
lesson by using opportunities to fill any observed gap. If students do well in the
pre-instruction assessment, then you can begin instructing the lesson. Otherwise,
you may need to revise important concepts.
The following are some suggestions to perform or make use of pre-instruction
assessment.
i. assess whether or not students have the prerequisite knowledge and skill
to be successful, through different approaches.
ii. make your teaching strategies motivating.
iii. plan how you form groups and how to give marks.
iv. create interest on students to learn the lesson.
2. Assessment During Instruction:
This is an assessment during the course of instruction rather than before it is
started or after it is completed. The following are some of the strategies you
may use to assess during instruction.
4 Mathematics Grade 9

i. observe and monitor students’ learning.

ii. check that students are understanding the lesson. You may use varying
approaches such as oral questions, asking students to do their work on
the board, stimulate discussion, etc.
iii. identify which students need extra help and which students should be left
alone.
iv. ask a balanced type of exercise problems according to the students
ability, help weaker students and give additional exercise for fast
students.
v. monitor how class works and group discussions are conducted
3. Post Instruction Assessment:!!!
This is an assessment after instruction is completed. It is conducted usually for
the purpose of documenting the marks and checking whether competencies are
achieved. Based on the results students scored, you can decide whether or not
there is anything the class didn’t understand because of which you may revise
some of the lessons or there is something you need to adjust on the approach of
teaching. This also help you analyze whether or not the results really reflect
what students know and what they can do, and decide how to treat the next
lesson.
Forming and managing groups
You can form groups through various approaches: mixed ability, similar ability, gender
or other social factors such as socioeconomic factors. When you form groups, however,
care need to be taken in that you should monitor their effort. For example, if students
are grouped by mixed ability the following problems may happen.
1. Mixed ability grouping may hold back high-ability students. Here, you should
give enrichment activities for high ability students.
2. High ability students and low ability students might form a teacher – student
relationship and exclude the medium ability students from group discussion. In
this case you should group medium ability students together.
When you assign group work, the work might be divided among the group members,
who work individually. Then the members get together to integrate, summarize and
present their finding as a group project. Your role is to facilitate investigation and
maintain cooperative effort.
Highlights about assessing students
You may use different instruments to assess different competencies. For example,
consider each of the following competencies and the corresponding assessment
instruments.
Active Learning and Continuous Assessment Required 5

Competency 1. Define quadratic equation.

Instrument: Oral question.
Question: What is a quadratic equation?
Competency 2 - Students will solve quadratic equations.
Instrument: class work/homework/ quiz /test
Question: a. Solve x 2  7 x  8  0 .
b. Solve 2 x 2  6 x  8  0 .
Competency 3 – Apply quadratic equations in daily life problems.
Instrument: Exam/Assignment/project.
Question: A farmer has a rectangular plot of land whose area is 1120m2. If the
perimeter is 136m, find the dimensions of the plot of land.
How often to assess !
Here are some suggestions which may help you how often to assess.
 Class activities / class works: Every day (when convenient).
 Homework/Group work: as required.
 Quizzes: at the end of every one (or two) sub topics.
 Tests: at the end of every unit.
 Exams: once or twice in every semester.
How to Mark
The following are some suggestions which may help you get well prepared before you
start marking:
 use computers to reduce the burden for record keeping.
 although low marks may diminish the students motivation to learn, don’t give
inflated marks for inflated marks can also cause reluctance.
The following are some suggestions on how to mark a semester’s achievement.
1. One final semester exam 30%.
2. Tests 25%
3. Quizzes 10%
4. Homework 10%
5. Class activities, class work, presentation demonstration skills 15%
6. Project work, in groups or individually 10%.
Moreover
In a group work allow students to evaluate themselves as follows using format of the
following type.
6 Mathematics Grade 9

A B C D
The ability to communicate
The ability to express written works
Motivation
Responsibility
Leadership quality
Concern for others
Participation
Over all
You can shift the leadership position or regroup the students according to the result of
the self evaluation. You can also consider your observation.
Reporting students’ progress and marks to parents
Parents should be informed about their children’s progress and performance in the class
room. This can be done through different methods.
1. The report card: two to four times per year.
2. Written progress report: Per week/two weeks/per month/two months.
3. Parent – teacher conferences (as scheduled by the school).
The report should be about the student performance say, on tests, quizzes, projects, oral
reports, etc that need to be reported. You can also include motivation or cooperation
behavior. When presenting to parents your report can help them appraise fast learner,
pay additional concern and care for low achieving student, and keep track of their
child’s education. In addition, this provides an opportunity for giving parents helpful
information about how they can be partners with you in helping the student learn more
effectively.
The following are some suggested strategies that may help you to communicate with
parents concerning marks, assessment and student learning.
1. Review the student’s performance before you meet with parents.
2. Discuss with parents the students good and poor performances.
3. Do not give false hopes. If a student has low ability, it should be clearly
informed to his/her parents.
4. Give more opportunities for parents to contribute to the conversation.
5. Do not talk about other students. Don’t compare the student with another
student.
6. Focus on solutions
NB. All you need to do is thus plan what type of assessment and how many of each
you are going to use beforehand (preferably during the beginning of the
year/semester).
 1
The main task of this unit is to survey systematically the numbers we have been dealing
with so far and to calculate with them. The intention is to make the students familiar
with the notion of real numbers and calculating with them. As an introduction, you can
revise the number systems like integers and rational numbers and their essential
properties that were covered in their previous grade levels.
The classification of the real numbers as rational and irrational numbers should be clear
to the students. To let them know irrational numbers, locating a point on the number
line and trying to represent it as a rational number will be considered. Locating a point
on the number line was also dealt with previously. In Grade 8, students have already
learned that there are points on the number line to which no rational number can be
assigned. In this unit, students will learn about irrational numbers and real numbers.
The notion of irrational number as infinite non periodic decimal will also be discussed
in this unit. The correspondence between number and point on a number line should be
stressed.
In addition to these, students should study how the concept of the square root of a
number such as 2 leads to the definition of an irrational number. In relation to this,
the concept of radicals, the notion of rationalization and its use in simplifying
expressions involving radicals should be covered. After dealing with the number
systems, some related concepts such as approximation, accuracy and scientific notation
will be discussed.
Unit Outcomes
After completing this unit, students will be able to;
know basic concepts and important facts about real numbers.
justify methods and procedures in computation with real numbers.
solve mathematical problems involving real numbers.

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8 Mathematics grade 9

Although teaching aids may not be excessively exploited for this unit, you can present
different charts that manifest squares of whole numbers and multiplication tables.
However, in the teaching of irrational numbers, you need a pair of compass and ruler to
locate irrational numbers such as 2 , 3, etc. on the number line. You also need
scientific calculators.

Periods allotted: 3 periods

Competencies
At the end of this subunit, the students will be able to:
identify natural numbers, whole numbers and integers.
define prime numbers and composite numbers.
determine common factors and common multiples of pairs of numbers.
Vocabulary: Factor, Multiple, Prime number, Composite number, Prime factorization

This sub-unit deals with revising the set of rational numbers together with their
important properties. However, this is done first by discussing the set of natural
numbers, prime numbers, composite numbers and integers. Related to these numbers,
the concepts of factors, multiples, prime factorization, common factors, common
multiples, greatest common factor and least common multiple are discussed. For each
concept, an activity and group work are provided to refresh the memory of the students
or to guide them to the concepts.

So as to begin, it is better to motivate the students by giving an insight of the course and
the units. You can also highlight the subtopics of this unit. Following these discussions,
you can continue to discuss the subsections.

You can start the lesson by revising the natural numbers, prime numbers, composite
numbers and integers. To do this, you may use Activity 1.1 for the purpose of revising
student’s prior knowledge on the various number systems. Group your students and let
them discuss Activity 1.1. After they discuss in group, let some of the groups present
their discussion to the whole class. You can then facilitate their discussion. For more
facts about the sets of natural numbers, prime numbers, composite numbers and
integers, you can proceed to Activity 1.2 given on page 3 of the student text. Group the
students and ask them to do the activity. Let some of the groups present their work to
the class. Then start discussing the answer to each question with the students. This will
Unit-1 The Number System 9

again lead you to discuss the definitions about the vocabularies (terms) indicated above.
Make sure that students understand the definitions and concepts given in the lesson; in
particular, make sure that they can distinguish between the set of natural numbers, and
integers, prime numbers and composite numbers. Some students confuse prime numbers
with odd numbers. Here, you are expected to make sure that students are able to
distinguish between a prime number and an odd number.
Answers to Activity 1.1
1. a. ℕ, , ℤ, and ℚ b. ℤ, ℚ c. ℚ
d. ℚ e. ℚ
2. i. a. The set of natural numbers denoted by ℕ, is described by
ℕ = {1, 2, 3, . . .}.
b. The set of whole numbers denoted by is described by
= {0, 1, 2, 3, . . .}.
c. The set of integers denoted by ℤ is described by
ℤ = {. . ., –3, –2, –1, 0, 1, 2, 3,. . . }
d. The set of rational numbers denoted by ℚ is described by
a
ℚ= : a and b are integers and b 0 .
b
ii. a. ℕ ℤ ℚ
Answers to Activity 1.2
1. a. True
b. False (because 0 is not in the set.)
c. True
d. True
e. False (because 1 is neither prime nor composite)
f. True
g. True
h. False (because units digit of 72 is neither 0 nor 5)
i. True
j. False (because 87 is not even. Thus 2 cannot be a common factor.)
k. False (because there are infinite multiples such as, 36, 48, . ..)
l. True
2. a. If there is a natural number c such that b = a c
b. If there is a natural number d such that a = b d
c. If there is a natural number d such that a = b d
In order for students to be able to distinguish between a prime number and a composite
number, it is necessary that students should know how to find factors of a number. To
this end, students need to revise the Divisibility Test. After introducing divisibility test
10 Mathematics grade 9

given on page 4 of the student textbook as an illustration you have to discuss example 1
which helps students how to determine the divisibility of a certain number. Further to
get into these concepts, you can let your students do Group work 1.1. The purpose of
Group work 1.1 is to enable the students realize how to use divisibility test to find
factors of a given number. So you are expected to discuss with the students how to find
factors of a given number using the divisibility test. While applying the divisibility test;
if a number does not have factors other than 1 and itself, then the number is prime
otherwise it will be composite. That is, a number that has at least one factor other than 1
and itself is a composite number.
Answers to Group work 1.1
1. To list all the factors of 24, we check all those natural numbers that divide 24
starting from the smallest natural numbers.
Thus 1 divides 24 ∴ 1 is a factor of 24
2 divides 24 ∴ 2 is a factor of 24
3 divides 24 ∴ 3 is a factor of 24
4 divides 24 ∴ 4 is a factor of 24
5 does not divide 24 ∴ 5 is not a factor of 24
6 divides 24 ∴ 6 is a factor of 24.
7 does not divide 24 ∴ 7 is not a factor of 24
8 divides 24 ∴ 8 is a factor of 24
9, 10 , 11 do not divide 24 ∴ they are not factors of 24
12 divides 24 ∴ 12 is a factor of 24
24 divides 24 ∴ 24 is a factor of 24
∴ All factors of 24 are the numbers 1, 2, 3, 4, 6, 8, 12 and 24.
2. To find the possible length and width of the rectangle means to find all factors of
432. We find that all factors of 432 are 1, 2, 3, 4, 6, 8, 9, 12, 16, 18, 24, 27, 36,
48, 54, 72, 108, 144, 216, 432.
3. To find the prime factorization of 360, we first factorize 360 into 36 and 10 and
then factorize the factors into prime factors. Thus 360 = 36 × 10
=4×9×2×5
= 22 × 32 × 2 × 5
= 23 × 32 × 5
∴ 360 = 23 × 32 × 5
From the group work, you may ask the students to envisage if there is any short cut way
to determine the divisibility of a number so that obtaining its factors can be easier.
Following their imagination, it could be possible to discuss divisibility tests. The
divisibility tests for checking the divisibility of a number are listed on page 4 of the
student text.

Example 1 Find all factors of 24.

Solution i. obviously 24 is divisible by 1 24 = 1 24
Unit-1 The Number System 11

ii. by the divisibly test, 24 is divisible by 2 24 = 2 12

iii. by the divisibly test, 24 is divisible by 3 24 = 3 8
iv. by the divisibly test, 24 is divisible by 4 24 = 4 6
All Factors of 24 are 1, 2, 3, 4, 6, 8, 12, 24.
Divisibility tests are also useful to check whether or not a prime number divides a given
number, and these divisibility tests can also be used to find all prime numbers that are
less than or equal to a given number.
Example 2 List all prime numbers that are less than or equal to 50 using divisibility
tests.
Solution: Make an array of the first 50 natural numbers as shown in the table below.
Skip the number 1. Then cross out all the numbers greater than 2 that are
divisible by 2 (every even number except 2).

1 2 3 4 5 6 7 8 9 10

1 12 1 14 15 16 1 18 1 20

21 22 2 24 25 26 27 28 2 30

3 32 33 34 35 36 3 38 39 40

4 42 4 44 45 46 4 48 49 50

Next, cross out all numbers divisible by 3 (even if it had been crossed out before) but
don’t cross out 3. Notice that 4, the next consecutive number, has already been crossed
out. Cross out all numbers divisible by 5 except 5 itself. Continue this process for every
natural number up to 50 that has not been crossed out. When this task is completed,
circle the numbers not crossed out; the array will look like the table shown.
The numbers circled in this array are prime numbers less than or equal to 50 and the
numbers crossed out are composite numbers less than or equal to 50. Notice again that 1
is neither prime nor composite. That is why 1 is excluded in the above example. You
can give such a type of exercises for students to do.
The procedure used above to find the prime numbers is called the sieve of
Eratosthenes.
After making sure that the students can determine factors and the prime numbers below
some number, you can proceed to finding the prime factorization of numbers which is a
very useful way of determining factors of a number.
12 Mathematics grade 9

For the purpose of finding prime factorization of a number, note to the students that it
will be essential to consider that the number under consideration is composite. This is so
because, if the number is prime, there is no need to look for prime factorization. If the
number is composite, however, there is prime factorization and let the students
understand that there are two methods for determining prime factorization of a number.
The first method consists of repeated division starting with the smallest prime that
divides the number. That is, dividing by the smallest prime number as long as it divides
the last quotient; then going to the next larger prime; and continuing until all prime
factors have been obtained. Notice that this method is employed in Example 2 of page 6
in the student text.
For example, to find the prime factors of 72, we proceed as follows.
72 ÷ 2 = 36
36 ÷ 2 = 18
18 ÷ 2 = 9 here 9 cannot be divided by 2, and thus we need to consider the next
larger prime number. That is, 3.
9÷3=3
3÷3=1
72 = 2 2 2 3 3 = 23 32.
The second method involves factoring the number into any two easily recognized
factors and then factoring the factors.
72 = (12) (6) = (4 3)(3 2) (2 2 3) (3 2) 2 2 2 3 3
To illustrate this method, factor trees are sometimes employed as discussed in the
student text on page 5. Whichever method is employed to find the prime factors of a
composite number you have to make students notice that the set of prime factors
involved in the prime factorization is unique. For example, the prime factorization of 48
is 24 3. Thus, the set {2, 3} is the only set to express 48 in terms of prime factors. To
help slow learners to understand this concept you may ask them if the expression 6 8 is
the only way to express 48. That is, you ask if the set {6, 8} is the only set of composite
factors of 48. After you discuss this you state the fundamental theorem of arithmetic
which is a generalization of your discussion.

From the previous discussions, guide the students to revise the concepts of common
factors and common multiples before treating each separately. To do so, ask the
students to tell, for example
Unit-1 The Number System 13

i. the set of common multiples of 3 and 4.

ii. the set of common factors of 12 and 18.
Let some of the students present their work to the class. Leaving them with open eyes to
the concepts tell them that they are going to discuss each one by one. But, before they
proceed to discuss each it is advisable to revise some of the ideas related to factors,
multiples, common factors, common multiples, prime factorization, etc with active
participation of the students.

Students are expected to recall the discussions they held and what they have learned
from Questions 1 (h), 1 (i), 1 (j) and Question 2 of Activity 1.2 of last subsection 1.1.1.
You may write these questions on the blackboard and you can ask students to answer
these questions again. After you make sure that students have grasped the concept of
what is meant by “a is a factor of b” when a and b are natural numbers and what is
meant by a prime factorization of a natural number, you may start the lesson by making
the student do Activity 1.3. The purpose of Activity 1.3 is to help students go further
than simply finding common factors. So, let students do the activity in groups and based
on their results, give the correct generalization of what is meant by greatest common
factor.
As indicated, Example 1 given in page 6 of student textbook illustrates one of the
methods used to find the GCF of two or more natural numbers. After you finish the
discussion of Activity 1.3 you are expected also to discuss in the class the method used
in the example. One way you do this is that you may let one of the fast learner students
to do and explain the example on the black board. At this point it is necessary to assess
or check whether the students have understood the concept. To this end, you may give
Question 9 and 10 of Exercise 1.1 on page 11 or similar questions you may think as a
class work or homework. In addition to this, you may assign to the fast learners
Question 3 of review exercises on unit one on page 61 or similar questions.
Answers to Activity 1.3
1. a. {1, 3, 5, 15} b. 15
2. a. {1, 2, 3, 6} b. 6
Using the Divisibility Test, you may discuss how to list the factors of a natural number
say 24. Another method to find factors is to use (apply) the prime factorization of the
number.
Example 3 Find all the factors of 24. (you may discuss examples of such a type in
tutorial periods)
Solution: 24 = 23 3.
Therefore, all factors of 24 are made up of product of at most 3 twos and 1 three (i.e., 2
occurring three times and 3 occurring only once). All such combinations are contained
in the following table.
14 Mathematics grade 9

Exponent of 2 Exponent of 3 Factors of 24

0 0 20 30 1
1 0 21 30 2
2 0 22 30 4
3 0 23 30 8
0 1 20 31 3
1 1 21 31 6
2 1 22 31 12
3 1 23 31 24
Thus, 24 has 8 factors, namely 1, 2, 3, 4, 6, 8, 12, 24.
The technique used in Example 2 above can be used with any whole number that is
expressed as the product of primes with their respective exponents. To find the number
of factors of 23 52 , a similar list could be constructed. The exponent of 2 would range
from 0 to 3 (four possibilities) and the exponent of 5 would range from 0 to 2 (three
possibilities). In all, there would be 4 3 combinations or 12 factors of 23 52 as shown
in the following table.
Exponent of 2 Exponent of 5 Factors of 23 52
0 0 20 50 1
1 0 21 50 2
2 0 22 50 4
3 0 23 50 8
0 1 20 51 5
1 1 21 51 10
2 1 22 51 20
3 1 23 51 40
0 2 20 52 25
1 2 21 52 50
2 2 22 52 100
3 2 23 52 200
Thus 23 52 ( 200) have 12 factors, namely 1, 2, 4, 5, 8, 10, 20, 25, 40, 50, 100, 200.
The method enables us to list the factors of a number and to tell the number of factors
that the number has. This is summarized as follows.
Suppose the natural number n is expressed as a product of distinct primes
with their respective exponents, say ,then the
number of factors of n is the product (e1+1) (e2+1)(e3+1) (em+1)
Example 4 Find the number of factors of
a. 144 b. 23 57 74 c. 95 112
Unit-1 The Number System 15

Solution: a. 144 = 24 32. the number of factors is

(4 + 1) (2 + 1) = 15
b. 23 57 74 has (3 + 1) (7 + 1) (4 + 1) = 160 factors
c. 95 112 = 310 112 has (10 + 1) (2 + 1) = 33 factors
After making sure that the students are capable of determining factors of a number, it
will be possible to discuss greatest common factor of two or more numbers. To do so,
we can first list all factors and then identify the common ones to determine the greatest
common factor, or apply prime factorization method.
Example 5 Find the greatest common factor of 24 and 18
Solution: First, we need to list factors of each.
F24 = {1, 2, 3, 4, 6, 8, 12, 24} and F18 = {1, 2, 3, 6, 9, 18}
Second, we determine the common factors of both numbers.
Common factors of 24 and 18 = {1, 2, 3, 6}
Therefore, the greatest common factor is 6. That is GCF (24, 18) = 6
Afterwards, make sure that the students can find common factors and greatest common
factor (GCF) of two or more natural numbers.
To this end, discuss thoroughly in the class, the definitions and illustrative examples
given in the textbook.
Once the students are able to determine the GCF by listing the common factors, it will
be helpful to proceed to using prime factorization method to determine the GCF. For
this purpose, let the students discuss the activities given in Group Work 1.2 and make
sure that they understand the phrases in 1d and 1e and conclude that they give the same
result (GCF). Explain to the students that the definition of GCF of two or more
numbers can be given either in terms of 1d or 1e as well. The prime factorization
method to find GCF of two or more natural numbers is illustrated in Example 2 on page
8 of the student textbook. It is worth to write the example together with its solution on
the board and discuss the steps elaborated. However, this by itself is not enough. It is
necessary to assess whether the students have understood. You may assign as class
work or homework Questions 9 and 10 of Exercise 1.1 on page 11 or similar questions.
In addition to this you may assign to the fast learners Question 3 of review exercises on
page 61. (Note that at this time you have to tell them to solve the questions using only
the prime factorization method).
Answers to Group work 1.2
1. a. The prime factorization of a and b are a = 1800 = 23 × 32 × 52 and
b = 756 = 22 × 33 × 7
b. The prime factors that are common to both a = 1800 and b = 756
are 2 and 3
c. The product of the lower powers of the prime that are common in
the two prime factorization is 22 × 32 = 36
16 Mathematics grade 9

d. The highest powers of prime factor that are common to the two
prime factorization are 22 and 32
e. The product of the highest powers of prime factors that are
common to the two prime factorization is 22 × 32 = 36.
2. To answer Question 2 (a) and 2 (b) we have to find GCF (1800, 756). Here, we
use the method used in Example 1, that is, first we list the factors of the numbers
and then select the greatest common factor.
Thus; Set of factors of 1800 that is
1,2,3,4,5,6,8,9,10,12,15 1,2,3,4,6,7,9
18,20,24,25,30,36,40,45 12,14,18,21,27
F1800 = 50,60,72,75,90,100,120 and that of 756 is F756 = 28,36,42,54,63
150,180,200,225,300,360 84,108,126,189
450,600,900,1800 252,378,756
F1800 F756 1, 2,3, 4, 6,9,12,18,36
∴ GCF (1800, 756) = 36
a. The result of (1c) as seen is 36. Therefore, GCF (1800, 756) is 36.
∴ The answer is yes they are the same. That is, the product of the
common prime factors with the smallest respective exponent is the same
with the GCF.
b. The result of (1e) as seen is 36 and GCF (1800, 756) is 36. We
conclude that the product of the highest powers of primes common to the
two factorizations is the same with the GCF of the numbers.
From the result of this Group work, lead the students to the following
fact.
That is, “The GCF of two or more natural numbers is the product of the
common primes with the smallest respective exponents in any of the
numbers”.
Notice that the set of common factors for some natural numbers may be only {1}. For
example, 12 and 17. When the set of common factors of two numbers is only {1}, the
numbers are called relatively prime. That is, two numbers are relatively prime if their
GCF is 1.
Right after students have captured the idea of greatest common factor you can proceed
to discuss the least common multiple.

Students must recall the concept of multiples of a natural number and common
multiples of two or more natural numbers which they have discussed in the previous
subsection 1.1.1, in particular, question number 1 (g) and 2 (c) of Activity 1.2. Write
Unit-1 The Number System 17

these questions once again on the blackboard and let them discuss in groups. Make sure
that students can say in their own words what is meant by multiples of a number and
common multiples of two or more natural numbers to understand more about these
concepts. Group the students and let them do Group Work 1.3 as enlisted. Encourage
and assist them to solve the problems as well. Let some of the groups present their
findings to the class.
Finally, discuss the findings of the group and lead the discussion to Definition 1.3.
Make sure that students understand the definition. You let them tell the definition orally
or restate it. To this end, discuss in the class Example 3 and Example 4 given in the
student text on page 9. To assess whether the students understood the different
methods illustrated in examples 3 and 4 you may ask the students, for example to solve
questions of the following form.
Using the different methods shown in examples 3 and 4, for each question, find
1. LCM (18, 15)
2. LCM (10, 12, 14)
For fast students you can give them more numbers such as
3. LCM (180, 270)
4. LCM (68, 120, 144, 168)

Answers to Group work 1.3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40 41 42 43 44 45

46 47 48 49 50 51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70 71 72 73 74 75

76 77 78 79 80 81 82 83 84 85 86 87 88 89 90

91 92 93 94 9596 97 98 99 100
While you guide the group work, you can do the following by using colored chalks or
white board markers:
1. Cross out multiples of 10 by red color. Again, cross out multiples of 8 by blue
color. From this, assist the students to realize that:
2. 40 and 80 are crossed by both colors.
18 Mathematics grade 9

3. These two numbers that are crossed out by the two colors are common multiples
of 10 and 8.
4. The least number crossed out by both colors is the number 40.
5. This number, that is the number 40, is the least common multiple of 10 and 8.
Following the discussion conducted above, you can give various examples or exercises
and you may inquire students to imagine any possible relationship between GCF and
LCM of two numbers, and between LCM of numbers whose GCF is 1. It is easy to
discover the relationship between the GCF and LCM of two natural numbers. Activity
1.4 helps the students to discover the relationship between the GCF and LCM of two
natural numbers. Group the students and let them do the activity in the class. Let a
group present the result of the activity. Discuss the result presented by the group.
Encourage and assist the students to reach the following generalization.

For any natural numbers a and b, GCF (a, b) × LCM (a, b) = a × b

Answer to Activity 1.4

1. a. GCF (36, 48) = 12, LCM (36, 48) = 144
b. GCF (36, 48) × LCM (36, 48) = 1728
c. 36 × 48 = 1728
2. From 1 (b) and 1 (c) we see that
GCF (36, 48) × LCM (36, 48) = 12 × 144 = 36 × 48
From this we see that for natural numbers a and b,
GCF (a, b) × LCM (a, b) = a × b
Using this fact let the students check
i. GCF (8, 18) LCM (8, 18) = 2 × 72 = 8 18
ii. GCF (36, 42) LCM (36, 42) =6 × 252 =36 42
Finally, ask the students whether the given generalization works for more than two
numbers.
To this end, let them calculate:
i. GCF (12, 60, 90) ii. LCM (12, 60, 90)
iii. 12 60 90 iv. GCF (12, 60, 90) LCM (12, 60, 40)
and let them compare the results of (iii) and (iv)
Unit-1 The Number System 19

You may start the lesson by asking the students whether the set
= {… –3, –2, –1, 0, 1, 2, 3, …} is closed under division. In particular, you may ask
the students whether the division 2÷3 has an answer on the set of integers. Make them
understand the fact that the division 2÷3 has no answer on the set of integers leads us to
2
define a new number denoted by the fraction . You discuss that this new number is
3
called a rational number and hence you write or discuss Definition 1.4 which is given in
the student text on page 10. At this juncture, it may be useful to explain the use of
rational numbers in our daily life. We share resources from which we may take some
part of it. We also deal with measurements that we may not always express them with
integers. You can practically show the students some examples for which rational
numbers are useful. Example: proportion of female students in the class. After
explaining the use of rational numbers and their representation, you can discuss with the
students the important property of rational numbers. That is, many rational numbers
may represent the same number concept. For example, the rational numbers
2 4 6 12 30
, , , , represent the same number concept of these rational numbers.
3 6 9 18 45
2
Mention that is a rational number in its lowest term.
3
In relation to this property, you have to discuss the closure property of the set of rational
numbers with respect to addition, subtraction, multiplication and division excluding
division by zero. To this end, discuss question number 20 of Exercise 1.1 given in the
student text page 12.
To show that the set of rational number is closed under addition,
a c ad bc
Consider (addition of rational numbers).
b d bd
Since is closed under addition and multiplication, it follows that ad , bc and
hence ad bc
This shows that the sum of any two rational numbers is a rational number. In the same
way, discuss the other properties. To answer question 20 (b) of Exercise 1.1, you have
to be sure that students know how to find a rational number between two given rational
numbers; namely

If are two rational numbers such that then the average of these

numbers is a rational number between

20 Mathematics grade 9

In addition to the given problem in question 20 (b), you may ask additional questions
such as “write 3 rational numbers between and ”. Using this additional question lead
the students to conclude that there are infinite rational numbers between two given
rational numbers. Due to this, we say that the rational numbers are dense. Here, you
may ask the students the question “Is any number between two rational numbers a
rational number?”. Since there are irrational numbers as well whose discussion will be
on the next section, the answer is actually “No”. However, you do not need to tell them
the answer. Leave them questioning.
Assessment
Always think of the minimum learning competencies that are expected at the end of the
section. For this purpose, the syllabus is attached at the end. Use different formal and
informal assessment techniques to get feedback about the level of student understanding
of the topic.
Ask them to define the terms: prime number, composite number, prime factorization,
multiples and factors of numbers. Ask them also to find: the prime factorization of a
composite number, common multiples and common factors, greatest common factor and
least common multiple of two or more natural numbers.
Oral questions, group work, class activities, quizzes, homework and assignments will
help you as formative assessment techniques to collect relevant data about the
performance of the students so that you can assist individual students during instruction.
Have the habit of asking 2 or 3 questions at the end of every class in written form. This
will motivate students to attentively listen to the daily lesson and read the topic in
advance.
Answers to Exercise 1.1
1. a. 45 is a composite number
b. 23 is a prime number
c. 91 is a (composite number because 7 13 = 91)
d. 153 is a composite number (because 153 = 17 9)
2. i. a and c are twin primes
ii. 3 and 5, 5 and 7, 11 and 13, 17 and 19
3. a. i. The one digit, 8, is divisible by 2. So, 48 is divisible by 2
ii. 4 + 8 or 12 is divisible by 3. So, 48 is divisible by 3
iii. 48 is divisible by 4 because the number formed by the last two digits
which is 48 itself is divisible by 4
iv. The unit’s digit is neither 0 nor 5. So, 48 is not divisible by 5.
v. 48 is divisible by 2 and 3. So, 48 is divisible by 6
vi. 48 is divisible by 8
vii. 4 + 8 or 12 is not divisible by 9. So, 48 is not divisible by 9
viii. The last digit is 8. So 48 is not divisible by 10.
So, 48 is divisible by 2, 3, 4, 6, and 8
b. i. The unit’s digit, 3, is not divisible by 2. So, 153 is not divisible by 2
Unit-1 The Number System 21

ii. 1 + 5 + 3 or 9 is divisible by 3. So, 153 is divisible by 3

iii. 53 is not divisible by 4. So, 153 is not divisible by 4
iv. The ones digit, 3, is neither 0 nor 5. So, 153 is not divisible by 5
v. 153 is not divisible by both 2 and 3. So, 153 is not divisible by 6.
vi. 153 is not divisible by 8
vii. 1 + 5 + 3 or 9 is divisible by 9. So, 153 is divisible by 9.
viii. The last digit is not 0. So, 153 is not divisible by 10.
Thus, 153 is divisible only by 3 and 9
c. 2, 470 is divisible only by 2, 5 and 10 (for the same reason in (a) and b)
d. 144 is divisible by 2, 3, 4, 6, 8, 9 (for the same reason in (a) and (b))
e. 12, 357 is divisible only by 3 and 9 (for the same reason in (a) and (b))
4. a. Yes: (7 + 7 + 7 or 21 is divisible by 3) 3 259 = 777.
So, 3 is a factor of 777.
b. No, because 9 + 8 + 9 or 26 is not divisible by 9
c. Yes, because 48 is divisible 4
5. i. 2 42 = 84 ii. 4 21 = 84 iii. 3 28 = 84
6. a. 25 = 52 b. 36 = 22 32
c. 117 = 32 13 d. 3,825 = 32 52 17
7. When a = 11 and b = 7, the expression 2a + 3b becomes 43 which is a prime
number.
8. Let F30 be the set of factors of 30 and F42 the set of factors of 42.
Thus, F30 = { 1, 2, 3, 5, 6, 10, 15, 30} and F42 = { 1, 2, 3, 6, 7, 14, 21, 42 }
F30 F42 = {1, 2, 3, 6}
Thus, all common factors of 30 and 42 are 1, 2, 3 and 6.
9. a. 24 = 23 3
36 = 22 32 GCF (24, 36) = 22 3 = 12
b. 35 = 5 7
49 = 72 GCF (35, 49, 84) = 7
2
84 = 2 3 7
10. Set of factors of 2 33 52 is
{1, 2, 3, 5, 6, 9, 10, 45, 50, 75, 90, 150, 275, 450}
and set of factors 23 3 52 is
{ 1, 2, 3, 4, 5, 6, 8, 10, 60, 75, 100, 120, 150, 200, 300, 600}
All common factors of 2 33 52 and 23 3 52 are
{1, 2, 3, 5, 6, 10, 75, 150} and hence GCF (2 33 52, 23 3 52) = 150
11. 98, 70 and 21 are three numbers whose GCF is 7. You have to explain to the
students that the answer to this question can be any other three numbers that are
multiples of 7. Where
i. one of them has only one 7 as a factor
ii. all the three should not have other common prime factor
12. a. 7, 14, 21, 28, 35 , 42 b. 5, 10, 15, 20, 25, 30
c. 14, 28, 42, 56, 70, 84 d. 25, 50, 75, 100, 125, 150
e. 150, 300, 450, 600, 750, 900
22 Mathematics grade 9

13. a. LCM (12, 16) = 48 c. LCM (15, 18) = 90

b. LCM (10, 12, 14) = 420 d. LCM (7, 10) =70
14. When the two numbers are relatively prime.
1 1 2 36
15. a. b. c. d.
3 5 3 49
16. a. 6, they are 1, 2, 3, 4, 6 and 12
b. 6, they are 1, 2, 3, 6, 9 and 18
c. 8, they are 1, 2, 3, 4, 6, 8, 12 and 24
d. 12, the factors are 1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36 and 72
17. 175
18. 59
3 180
19. The other number is 12
45
a c ad bc
20. a. i. (Addition of rational numbers since the
b d bd
set ℤ is closed under multiplication and addition it follows that
ad ℤ, bc ℤ, bd ℤ and hence ad + bc ℤ
ad bc
ℚ, where a, b, c and d are nonzero integers.
bd
ii, iii and iv are done similarly.
Therefore, addition, multiplication and division (by nonzero) are closed
on the set of rational numbers.
1 3
b. Consider the average of and that is
3 4
1 3
3 4 1 1 3 1 13 13
2 2 3 4 2 12 24
1 13 3
(the average of two numbers is always between the
3 24 4
numbers)
13 1 3
is one rational number between and
24 3 4
1 13
7
Similarly, consider 3 24 which is
2 16
1 7 13
3 16 24
1 7 13 3
So we have
3 16 24 4
7 13 1 3
and are two rational numbers between and
16 24 3 4
Unit-1 The Number System 23

Periods allotted: 30
Competencies
At the end of this sub unit, students will be able to:
show that repeating decimals are also rational numbers.
identify irrational numbers.
locate some irrational numbers on a number line.
define real numbers.
describe the correspondence between real numbers and points on a numbers
line.
realize the relationship between a power with fractional exponent and a
radical form.
convert powers with fractional exponent to radical form and vice-versa.
perform any one of the four operations on the set of real numbers.
use the laws of exponents to simplify expression.
give appropriate upper and lower bounds for a given data to a specified
accuracy (e.g. rounding off).
express any positive rational number in its standard form.
explain the notion of rationalization.
identify a rationalizing factor for a given expression.
p
use the Euclid’s division algorithm to express given quotients of the form
q
where p > q.
Vocabulary: Terminating decimal, Repeating decimal, Radical, Radicand index,
Power, Exponent, Upper bound, Lower bound, Accuracy, Significant
figure, Decimal point, Scientific notation, Rationalization, Division
algorithm, Exponent, Base, Square root, Perfect power, Principal square
root, Principal nth root, Radical and radical sign, Terminating decimal,
Repeating decimal.

The main task of this sub-unit is to make students familiar with the notion of real
numbers and their properties systematically. In the process of doing this, first it will be
useful to discuss the representation of a rational number by a decimal. You can also
inquire the students whether it is possible to locate all rational numbers on a number
line and vice-versa. After discussing these and necessity of irrational numbers to make a
complete set of real numbers, the set of irrational numbers will be defined. In relation to
the irrational numbers, the concept of radicals and their simplification will be
considered. Finally, after defining the set of real numbers as the union of the set of
rational and irrational numbers, some related concepts such as approximation, accuracy
and scientific notation will be considered.
24 Mathematics grade 9

To address this sub-unit, the presentation is classified into several sessions. Each of
them are discussed and guided in this sub-unit. Participation of students is required in
each discussion.

Although considerably more useful than whole numbers, fractions are not always
adequate and many times lead to awkward manipulative procedures. For example,
4621 5641
suppose you were asked to add , with a hand calculator. These can be
7839 8441
easily converted to decimals and the answer will be given to the accuracy of the
calculator. This shows that decimals are a convenient numeration system for fraction.
Thus, in this lesson, students will learn how to convert fractions to decimals and vice-
versa. Especially, for converting fractions to decimals students might be inclined to use
calculators. Though it is good to have such an option for converting fractions to
decimals, it is advisable to know how the mathematics helps doing so. Thus, students
need to know why they have to study this sub-section. But, you should make the
students realize that the use of calculators will enable them to easily determine
whether a number is rational. They will discuss this issue in subsequent lesson.
To start the lesson, first group the students and make them do Activity 1.5. The purpose
of this activity is to help the students realize the concept that every fraction can be
represented by either a terminating or repeating decimal and vice-versa. To lead the
students to this generalization, you divide the lesson into subtopics as follows.

You many start this subtopic by grouping your students and asking to do the following
activity.
Activity: - Rewrite the following fractions as decimals.
1 1 7 123 7
i. ii. iii. iv. v.
10 100 100 10, 000 8

1000 100 10 1 1 1 1
10 100 1000
Thousands

Hundreds

Tens

Ones

Tenths

Hundredths

Thousandths
Unit-1 The Number System 25

To motivate them, you may remind them our usual place-value base ten notation by
drawing the above table.
Remind the students that the places to the right of the ones place are called tenths,
hundredths and thousandths.
Encourage and assist some of the groups to present their answers to the class. Finally,
discuss the answers and write on the blackboard and discuss that
1 1 7
i. = 0.1 ii. = 0.01 iii. = 0.07
10 100 100
123 100 20 3 100 20 3 1 2 3
iv. 0.0123
10, 000 10, 000 10, 000 10, 000 10, 000 100 1000 10,000
7 7 7 5 5 5 875 800 70 5 800 7 5
v. 0.875
8 2 2 2 2 2 2 5 5 5 1000 1000 10 100 1000
Remind the students that if the denominator is 10, there is one digit to the right of the
decimal point. If the denominator is 100, there are two digits to the right of the decimal
point. If the denominator is 1000, there are three and so on.
Write the following on the blackboard and let the students read each.
0.004 (four thousandths)
0.006 (six thousandths)
0.016 (sixteen thousandths)
0.369 (three hundred and sixty-nine thousandths)
7
Next, ask the students if the fraction can be converted to a decimal without writing its
8
denominator as a power of 10. Simply ask them to divide 7 by 8. Thus, when 7 is
divided by 8, the result is 0.875. So you may generalize this result, that is, a fraction can
be converted to a decimal form by dividing the numerator by the denominator.
Make sure that students noticed that a fraction can be represented by a terminating
decimal if its denominator can be written only in the form 2m 5n where m and n are
non-negative integers. In other words, fractions whose denominators have only factors 2
or 5 or both 2 and 5 can always be expressed in decimal form since they have equivalent
fractional form whose denominators are powers of 10.
To check their level of understanding regarding this concept, assign them to do question
number 4 of Exercise 1.2 in the student text.

To start the discussion of this concept, first you have to discuss fraction of the form
11 3 7
, , whose denominators are of the form 2m 5n where m and n are non negative
80 4 20
integers and can be changed to decimal in two methods.
The 1st method is by finding its equivalent fractional form whose denominator is a
3 3 25 75
power of 10. For example 0.75.
4 4 25 100
26 Mathematics grade 9

The other method is using the long division algorithm for decimals. After you give this
brief discussion, you start changing fractions whose denominator have a prime factor
7
other than 2 or 5. Thus you may discuss the one given in Example 1, namely, or any
12
other example whose denominator contains a prime factor other than 2 or 5.
Finally, you are expected to discuss the generalization given namely, “Any rational
a
number can be expressed as a terminating or non terminating repeating decimal by
b
dividing the numerator a by the denominator b.” As explained above to convert a
fraction to a decimal we divide the numerator by the denominator. This is elaborated in
example 1 on page 13 of the student textbook. You write the example on the board and
discuss the outcome of the division. The activity given on page 24 of the Teachers
Guide is meant for the slow learners. So you are expected to discuss the given problems
and also give some similar questions. To assess student level of understanding the
concept you may give question 1 of Exercise 1.2 on page 17 and other similar questions
as class work. Examples 2 and 3 on page 14 and 15 of student text elaborate the reverse
process. That is, expressing terminating and repeating decimals as fractions. So you
have to discuss the workout of the given example. Make sure that students understand
10n d d 10k p 10k
the formulas d and d which are the results of the examples
10n 10k p 10k
of 2 and 3 respectively. You may assess the students by asking them to generalize the
outcomes of examples 1, 2, 3 and 4. In addition, you may assign Question 5 of Exercise
1.2 as class work. In addition to these for fast learners you may ask the derivation of the
d 10k p 10k
formula d . You may also ask them to write the result of, for example,
10k p 10k
0.31
, 2.13 0.3 as fractions.
0.6
Answers to Activity 1.5
1. a. It is a way of writing fractions. b. 3.001, 4.501
3 1
2. 0.75 ; 0.3
4 3
4 2 134 67
3. 0.4 = ; 1.34 =
10 5 100 50
Assessment
You can assess you students by giving them various exercises of converting fractions
form into decimals and decimals into fractions. You can let students do these as
homework and present their work.
Unit-1 The Number System 27

Answers to Exercise 1.2

1. a. 0.4 b. 0.12 c. 1.571428 d. 5.6
e. 37.06 f. 3.142857
3 1 3 369
2. a. 0.3 = b. 0.004 = c. 0.12 = d. 0.369 =
10 250 25 1000
1
3. a. 4mm in fraction is m and in decimal it is 0.004m
250
64 8
b. 6cm 4mm when given in meters as a fraction it is m or m
1000 125
and when given as a decimal it is 0.064m.
56 4 141
c. 56cm 4mm as a fraction is or m and 0.564m as a
100 1000 250
decimal.
4. a ,d, g and h are non-terminating decimals where as b ,c ,e and f are expressed
as terminating decimals
a
A fraction (in its lowest form) has a terminating decimal representation if b can be
b
written as 2m 5n where m and n are non-negative integers. That is, if b is a multiple of
2 or 5 or both 2 and 5. Thus, for example
7
b) has a terminating decimal representation because 10 = 21 51 similarly
10
69
c) has terminating decimal representation because 64 = 26 5o and soon.
64
Similarly e) and f) has terminating decimal representations.
22 7 5
5. a. b. c.
25 9 6
177 2 52 3311 11
d. 7 e. f. 1
25 25 99 3300 3300
6. a. 0.45 b. 0.1345
7. a. 0.1313131313 . . . b. –0.3053053053 . . .
b. 0.3818181818 . . .
275 714
8. a. 0.275 = , 0.714 =
999 999
275 714 989 989
0.275 + 0.714 = + = . But = 0.989
999 999 999 999
6 1142856
b. 0.6 = and 1.142857 =
9 999999
6 1142856
0.6 1.142857 = = 0.476190
9 999999
This shows that 0.6 1.142857 = 0.476190
28 Mathematics grade 9

You may start the lesson by asking the students to indicate which of the following are
rational numbers (or you may use any other numbers you feel convenient)
a. 0.36 b. 0.846333 c. 0.333…
d. 0.1454545… e. 4 f. 0.04
g. 0.73773777377773… h. 0.4271271 i. 2
3 3
j. 5 k. 0.027 l. 9
m. 3.2020020002…
Give them about 10 minutes to discuss in pairs. You may list on the blackboard those
numbers on which the students agree to be rational numbers. Then you start discussing
their answers and lead them to generalize. You remind them what they have learned in
the previous lesson; that terminating and non terminating repeating decimals are rational
3
numbers: moreover, perfect roots such as 9, 0.04 and 0.027 are rational
numbers. In this way, you lead the students to conclude that numbers like those
indicated in (g) (i) (j) (l) and (m) are not rational numbers and hence are called irrational
numbers. So encourage the students to reach the following generalization.
i) A decimal that is neither a terminating nor a repeating decimal is an irrational
number.
ii) Roots that are not perfect are irrational numbers.
Make sure that students can distinguish between a non-terminating repeating decimal
such as 0.16666… and a non-terminating, non-repeating decimal such as 0.737737773
… where the number of 7’s between successive 3’s increases by 1 each time. This
number is an irrational number because it is a non-terminating, non-repeating decimal.
It is non-repeating because each pair of consecutive 3’s has one more 7 between them
than the preceding pair.
Discuss with the students that roots that are not perfect are also irrational numbers.
Because, by using scientific calculators, they can see that such numbers have decimal
representations that are non-terminating and non-repeating. To this end, using
calculator, you may discuss that 5 = 2.236067977… which is non terminating and
non repeating. Thus, it is irrational number.
1
The most famous irrational number is Pi ( ). Some students take as 3 or 3.1416.
7
You have to discuss and emphasize is a non-terminating and non repeating decimal
whose first few digits are given by 3.14159265358979323846.

You may start this lesson by asking the students whether the rational numbers “fill up”
the number line or whether there are points on the number line that are not occupied by
Unit-1 The Number System 29

rational numbers. You may remind the student the dense property of rational numbers
which states that there are infinite rational numbers between two given rational
numbers.
Because of this property, it seems that the rational numbers may “fill up” the number
line. But this is not correct. To help the students capture the idea, you can guide them to
do Group Work 1.4. The purpose of Group Work 1.4 is to demonstrate that the irrational
numbers are also represented by points on the number line.
In other words, the purpose of this Group work is to justify that the rational numbers
don’t “fill up” the number line, because there are points on the number line that
corresponds to irrational numbers. Thus, make sure that students understand not only
the geometrical skill of locating the irrational numbers on the number line, but equally
important students should understand that, the irrational numbers fill up the holes on the
number line, that the rational numbers could not and hence make the number line
complete in the sense that for each point on the number line there is a number be it
rational or irrational that corresponds to it and vice versa.
In order for students to do Group Work 1.4, you are supposed to tell the students to
bring to the class a pair of compass and ruler. After students bring those necessary
equipment to the class, group the students and let each group perform the group work.
You are supposed to monitor and assist each group to do the group work in accordance
with the steps enlisted in the student text. Let at least one group present its performance
of the given Group Work on the black board.
Answers to Group Work 1.4
1. By following the steps mentioned in the student textbook you will get the result to be
Figure 1.5 of the textbook.
2. Follow the same procedure and get your answer to be figure 1.7 of the student
textbook.
Once they have discussed the topic of locating irrational numbers in group, they need to
be individually able to do the same. For this purpose, you can guide them to do Activity
1.6. Explain that the purpose of Activity 1.6 is the same as Group work 1.4; but here
some of the questions may require the application of the 2 which they have located, in
Group Work 1.4. So, you are expected to assist the students in handling this question.
At this moment, you need to limit the activity to questions 1 and 2. You may use
question 3 of the activity for fast students. After they finalize the activity, however, you
need to support all students to realize how question 3 is located.
30 Mathematics grade 9

Answers to Activity 1.6

1. a. b. c.

c 1
1 1

0 1 2 3 2 2 1 0 0 1 2 5 6 3

12 ( 2) 2 3
Figure1.1 Figure1.2 Figure1.3
2. a) look at 1) (a).
2 2
b) since 2 + 2 = 6, we can use 2 in locating 6.
3. a. b. c.

2 2
1 1 1
1 1
1 2 1 2 3 3 2 1 2 2 0
1 3 2 2 3

Figure 1.4 Figure 1.5 Figure 1.6

After having made sure that they have acquired the ability to locate irrational numbers,
you can guide them to do Activity 1.7 for conducting operations on numbers. The
purpose of Activity 1.7 is to lead students to reach the conclusion that the set of
irrational numbers is not closed under addition, subtraction, multiplication and division.
So make sure that students get this idea. On the other hand, discuss with students the
objective of Example 2 given in student text page 20; that the sum of a rational number
and an irrational number is an irrational number. In the same way, you may encourage
the students to show that for example say
i) 3 – 2 ii) 3 2 and iii) 3 2 are irrational numbers and hence lead them to
conclude that the difference, product and quotient of a rational number and an irrational
number are also irrational numbers.

Answers to Activity 1.7

1. 0.4 2. 0.3 3. 7 4. 2
Unit-1 The Number System 31

Assessment
Here you can assess students through several approaches. You can give the students
irrational numbers and ask them to locate each on the number line. You can also ask
them to describe the properties like closure on the set of irrational numbers. You may
also ask them to identify rational and irrational numbers.
Answers to Exercise 1.3
5
1. a. is a rational number b. 2. 34 is a rational number
6
c. – 0.1213141516 . . . is an irrational number
d. 0.81 is a rational number because 0.81 is a perfect square.
e. 0.121121112 . . . . . is an irrational number
f. 5 2 is an irrational number
3
g. 72 is an irrational number because 72 is not a perfect cube.
h. 1+ 3 is an irrational number.
2. Any radical n
a which defines as an irrational number if a is not a perfect nth
3
power. Thus i. 9 is an irrational number
ii. 0.3131131113 . . . is an irrational number.
3. a. False. Let x = 0.3131131113 . . .
and y = 0.4646646664 . . .
Now x + y = 0.777 . . . = 0. 7 which is a rational number.
b. True
c. True
d. False. take 0 the rational number and 2 the irrational number, then 0
2 =0 which is a rational number.

You may start the lesson by asking the students

i. To list the sets of numbers they have learned so far
ii. To tell the set(s) of numbers that each of the following numbers belongs to
3
a. 23 b. –14 c. d. 72
7 3
e. 0.615 f. –1.75 g. 14 h. 0.130330333…
i. 2 5 j. 2 – 0.1010010001…
Discuss the answers of these two questions with the students and, in particular, assist
the students to notice the answers of (ii) will be either rational or irrationals number and
32 Mathematics grade 9

hence lead them to define by themselves that a real number is either a rational number
or an irrational number.
Based on this fact, guide them to realize that the number line will be filled up by real
numbers. In other words, discuss that every real number, rational or irrational can be
associated with a unique point on the number line and conversely that every point on the
number line can be associated with a unique real number (rational or irrational).
Explain to the students that this relation is expressed by saying that there is a one-to-one
correspondence between the set of points on the number line and the set of real
numbers.
Since every real number can be located on the number line, make them notice that the
number line can be used to compare and order all real numbers. Based on this concept,
discuss example 1 given on page 23 of student text. You may give similar questions.
For example, let the students arrange the following numbers in order from the smallest
to the largest.
i. 0.58, 0.085, 0.85
ii. 781.345, 781.354, 780.999
iii. 4.9, 4.09, 4.99, 4.099
iv. 0.45, 0.4, 0.44, 0.45445445..., 0.45, 0.455
These will point out some idea about order property of numbers. As a follow up it is
advisable if students can discuss the Trichotomy property and Transitive property of
real numbers and reach at concluding the statements of these properties.
Assessment
To assess the students level of understanding you can ask through oral question and
answer about the number systems. You can then give to the students some numbers and
ask them to locate each into some number system, and can ask them to tell about the
properties of order, trichotomy and transitivity.
Answers to Exercise 1.4
6 2
1. a. a= , b = 0. 6 =
4 3
6 3 4
Since a2 = and b2
16 8 9
3 3 9 27
We have a2 = = =
8 8 9 72
4 8 32
b2 = =
9 8 72
27 32 6
a2 = < b2 which implies a < b i.e < 0.6
72 72 4
Unit-1 The Number System 33

b. a = 0.432 and b = 0.437

Since 4 = 4, 3 = 3 but 2 < 7
it follows that a = 0.432 < 0.437 = b
c. a = –0.128 and b = –0.123
Since 1 = 1, 2 = 2 but 8 > 3 and since the numbers are negatives, it
follows that a = –0.128 < –0.123 = b
2. a. is closed under addition and multiplication.
b. is closed under addition, subtraction and multiplication.
c. is closed under addition, subtraction, multiplication and division
excluding division by zero.
d. The set of irrational numbers is not closed under any of the operations.
e. is closed under addition, subtraction, multiplication and division
excluding division by zero.

This sub-unit is concerned largely with the meaning of square root and more generally
the nth root of a real number whenever it is defined and the manipulation of radicals.
Moreover, the subunit deals with the relationship between a power with a fractional
exponent and radical form. The important points in the subunit are the definitions of
square root, cube root and nth root; and multiplication and division properties of
radicals. So, make sure that the students understand these important points.
You may start the lesson by discussing a number that can be pictured in squares of dots
as shown in the student text. For example, you may take the number 9 pictured by nine
dots as follows

9
3 3

Using this picture, discuss with the students by asking them the relationship between the
total number of dots and the number of dots in each row or column. They are supposed
to answer that the total number of dots is the square of the number of dots in each row
or column. Or the number of dots in each row or column is the square root of the total
number of dots. If they are not clear about the relationship, assist them to understand.
Tell them that this relation can be written as 9 = 32 similarly 16 = 42, 25 = 52, etc.
34 Mathematics grade 9

Next, ask them how to express 3 in terms of 9 and how to write 3 symbolically in terms
of 9. In this way, you may lead the discussion to the definition of square root. After
making sure that the students grasped the concept of square root, you extend your
discussion to the cube root and then to the nth root as discussed in the student text. Make
sure that students understand the definitions and the examples given in their text.

Previously students are aware of squares and square roots. The way these roots can be
expressed will drive us into fractional exponents. For the purpose of explaining this
concept, you may start the lesson by asking the students about the meanings of integral
exponents that they learned in lower grade mathematics, namely, ask the meanings of
i. 22, 23, 32 ii. 3-3, 52, etc
iii. When you are convinced that they answer such questions easily, let the students
discuss the following Activity.
Activity I
Group the students in pairs. Then using scientific calculator let them find the
values of
1
a. 4 2 and 4 (using square root definition they may find 4 without
calculator)
1

b. 5 2 and 5
1

c. 814 and 4 81
1
a. Assist the students how to use the calculator to find 4 pressing the 2

buttons in the following sequence

1
1
4 xy 2 Inv we obtain 4 2 2 .
x
To find 4 press the button 4 then the square button we find 4 2.
1

∴ we see that 4
2
4
1
b. To find 5 press
2
the buttons in the following sequence
1
1
5 x1 2 Inv we obtain 5 2
2.236067978
x
To find 5 press the button 5 then the square button we find that
5 2.236067978 .
1
52 5
Unit-1 The Number System 35

1
c. To find 81 4
press the buttons in the following sequences
1
81 xy 4 Inv we obtain 3.
x
4
To find 81 press the buttons in the following sequence
4
81 INV x y 4 you obtain 3. That means, 81 = 3
1
We see that 814 4 81
Finally, after they compare the results, encourage them to do Activity 1.8 individually
and give generalization. Thus, you may lead the students to state the related definition,
namely, Definition 1.10.
To stabilize this definition, discuss the examples given in the student text. Make sure
that students understand Definition 1.10.
Answers to Activity 1.8
1
1. Another name for 2 is 4 2 , i.e. the fourth root of 2.
4

1
2. By 2 it meant that 2 , the square root of 2 and similarly 20.5 means 2 .
2

3. Since 32 = 2 × 2 × 2 × 2 × 2 = 25, we see that 32 2 i.e. the number is 32.

Once the students make generalization of type definition 1.10, to enable them to see
various generalizations, you can let them do Group Work 1.5 and write down their
observations.
Answers to Group work 1.5
1 1 1
i. a. (8 27) 3 [(2 2 2) (3 3 3)]3 [(2 3) (2 3) (2 3)]3
=2×3=6
1 1 1 1
b. 83 27 3 (2 2 2) 3 (3 3 3) 3 2 3 6
3
ii. a. 8 27 3 (2 2 2) (3 3 3) 3 (2 3) (2 3) (2 3)
2 3 6
3 3 3 3
b. 8 27 2 2 2 3 3 3 2 3 6
1 1
2
iii. a. (36 49) [(6 6) (7 7)] 2 [6 7] 42
1 1 1 1
2 2 2 2
b. 36 49 (6 6) (7 7) 6 7 42
iv. a. 36 49 (6 6) (7 7) (6 7) (6 7) 6 7 42
b. 36 49 6 6 7 7 6 7 42
From the above, you might have observed that
1 1 1
3 3 3
i. (8 27) 3 83 27 3 and ii. 8 27 8 27 , and
36 Mathematics grade 9

1 1 1

iii. (36 49) 2

36 2 49 2 and iv. 36 49 36 49 are equal.
After discussing the equality of such expressions, you can ask the students to imagine
their generalization. This generalization will lead them to stating theorem 1.2. After you
established Theorem 1.2, the next step is to discuss Theorem 1.3 which is helpful to
simplify division of radicals. To do so, it will be useful if students can do Activity 1.9 in
group. The purpose of Activity 1.9 is to lead the students to state Theorem 1.3 which
states that for any two real numbers a and b where b ≠ 0 and for all integers n ≥ 2,
1 1
an a n
1
.
n
b
b
From the above results it is clear that
1 1 1 1 1 1
64 5 64 5 82 8 2 27 3 27 3
i. 1
ii. 1
iii. 1
5
2 2
2 729
2 2 729 3
Discuss that the formulas given in theorem 1.2 and 1.3 are helpful in simplifying
radicals. To this end, you may discuss Example 7 and 8 given right below Theorem 1.2
and Theorem 1.3 in the student text. Pursuant to this, you may also give Activity 1.10 to
students to do it in class and lead them to getting the idea of definition 1.11. To check
whether the students have understood theorems 1.2 and 1.3 and their applications in
simplifications which are illustrated in examples 7 and 8 you may assign Questions 7
and 9 of Exercise 1.5 on page 32 of the student textbook. For slow learners you may
ask the same questions repeatedly by varying the radicand and the indices. For
3
81 4 32
example, questions of the form simplify 8 2 , 3 16 3 4 , 3 , 4 , etc and for
3 2
fast learners you may ask questions similar to question 7 (g), 7 (h) of Exercise 1.5.
Answers to Activity 1.9
1 1 1 1
1 1
64 5 (2 32) 5 2 5 32 5
i. a. 1 1 1
32 5 (2 2 2 2 2) 5 = 2
25 25 25
1
1
64 5
5
b. 32 2
2
1 1 1 1
2 2 2 2 1 1
8 (2 4) 2 4 2 2
ii. a. 1 1 1
4 (2 2) 2
2 2 2
2 2 2
1
1 1
8 2
b. 42 (2 2) 2 2
2
Unit-1 The Number System 37

1 1 1
27 3 27 3 27 3 1 1 1
iii. a. 1 1 1 1 1 1
3 3 3 3 3 3
3
729 (27 27) 27 27 27 (3 3 3)
1 1 1 1
27 3 27 3 1 3 1 1 1 3 1
b.
729 27 27 27 3 3 3 3
Answers to Activity 1.10
7 1 7 9 1 9
2 2 2 2
1. a. 2 means 2 b. 2 means 2

3 1 3
2 2
2. 5 5

Assessment
To make sure that students have understood the statements of the theorems and their
applications you can give them exercises as homework or assignment that require
application of the theorems and check their answers.
Answers to Exercise 1.5
1 1
1. a. 64 3 43 3 4 or using the radical notation we have
1
64 3 3
64 4 because 43 = 64
1 1 1
b. 256 8 28 8 2 or 2568 8
256 2 because 28 = 256
1 1 1
c. 125 3
5 3 3
5 or 125 3 3
125 5 because 53 = 125
3
2. a. 3 b. 3 c. 2 d. e. 0.2
2
f. 0.2 g. 3
3. Commutative and associative property of multiplication.
1 1
2 2
4. a. [(5 5) (11 11)] [(5 11) (5 11)]
1 1
= [(5 11) 2 ]2 5 11 55
1 1
4 4
b. [(25× 25)×(4× 4)] = [(5×5×5×5)×(2× 2× 2× 2)]
1
= [(5× 2)×(5× 2)×(5× 2)×(5× 2)] 4
1
2 4
= [(5 2) ] 10
38 Mathematics grade 9

1
c. Similarly as (a) and (b) above, (1024× 243) 5 = 12.
n n
5. ab a . n b for a 0, b 0 and n 2.
6. Since
1 1 4 1 4 1 4
4 4 4 4
a. 7 5 7 5

1 1 1 1 1 1 1 1
= 74 74 74 74 54 54 54 54 = 7 5

1 1
th 4 4
It follows by definition of n that 7 5 is the fourth root of 7 5 that is
1 1 1 1 1
4 4
4 7 5 7 4
5 4 or 7 5 4 7 5
2 2 2
b. Since 5 3 5 3 =5 3
5 3 5 3 by definition.
1 1 1
3 3 3 3
c. Since 7 9 7 93 (7 9) 3 7 9
1 1 1
d. By definition, 117 ×6 7 = 7 11×6 = (11×6) 7
7. a. 2 b. 3 c. 2 d. 2 e. 4
f. 2 g. 3 h. 2
8. For any two real numbers a and b (b ≠ 0) and for all integer
1 1
n n
a n an a a a a
n 2, 1 n
n . That is, n
n
b n b b b b
b
1 2 2
9. a. 2 b. c. d. e. 2
3 3 3
f. 2 g. 2 h. 5
9 11 5
10. a. 13 5
b. 12 5
c. 11 6

1 7 1 6 1 5 1 2
11. a. 35 b. 53 c. 64 6 d. 729 3
9 11 5
5 5 6
12. a. 13 b. 12 c. 11
7 6 5 2
5 3 6 3
13. a. 3 b. 5 c. 64 d. 729
14. a. 243 b. 243 c. 2
15. a. 2 b. 729 c. 2
d. 729 e. 64 f. 64
Unit-1 The Number System 39

In addition to the above formulas given in Theorem 1.2 and 1.3 to compute and simplify
expressions involving radicals, it is often necessary to distinguish between roots with
odd indices and those with even indices. The purpose of Activity 1.11 is to motivate the
students to state in their own words the rules related to even and odd indices. To discuss
this, group the students in pairs and let them do and discuss the problems given in the
activity. Encourage and assist them to state the rules required. Finally, you may explain
the details of such indices and help them understand by doing all of the examples from
the student text. Right after this explanation you can assign Question 1(c) ,1(f), 2(d),
and 4(g) of Exercise 1.6,
Answers to Activity 1.11
1. a. 3
( 2)3 3 ( 2)( 2)( 2) 2

b. ( 3)2 | 3 | 3 ( 3)2 9 3

c. 4
( 5)4 ( 5)( 5)( 5)( 5) 4
625 5
5
d. 45 5
4 4 4 4 4 4
2
e. 2 2 2 2
f. 7
( 1)7 ( 1)( 1)( 1)( 1)( 1)( 1)( 1) ( 1) 1
2. Yes, For any real number a and a positive integer n ≥ 1.
n
i) an a when n is odd.
n
ii) a n | a | when n is even.
Assessment
Here you can give to students exercises of simplification that consist of different
indices. Or assess while students work Activity 1.11.
Answers to Exercise 1.6
1 a. 2 2 b. 20 2 c. 6 2 x d. 11 3
e. 8 f. 3x xy g. 34 5
2. a. 50
5 5 2 5 2 b. 2 36 2 6 6 2 6 12
1 1 1
c. 72 6 6 2 6 2 2 2
3 3 3
d. 3 8x2 3 4 2 x2 6 2 | x| e. a3 | a | a
27 9 3
f. 0.27 3 3
100 100 10
40 Mathematics grade 9

g. 63 3 7
180 36 5 6 2
h. 5 5 i. 3
16 2 3 2
9 9 9 3
j. 3
54 33 2
3. a. The error is that the student takes 25 3 25 3 which is wrong
25 3 25 3
28 4 7 4 7 2 7
b. Simplifying 72 to 4 18 is correct but the mistake of the student is taking
2 18 as the simplified answer. 2 18 can be simplified further to
2 9 2 to 2 9 2 to 6 2 i.e. 72 36 2 36 2 6 2
c. The mistake of the student is applying the square root to the exponent of the
radicand i.e taking x9 x 9
x3 which is wrong.
The correct simplification is 7 x9 7 x8 x 7 x4 x x4 7 x
4. a. 40 10 b. 2 3 10 c. 5 d. 2
e. 3 f. 16 g. x 2y h. 24 6
5. a. 9600 units b. The production will be doubled i.e.
12 2 K 2 L 24 KL

You may start by discussing how problems of the following types were simplified,
namely
3
i. 2 16 ii. 5 3 25 , etc
Then you ask the students to simplify the following types of problems:
3
i) 2 + 18 ii) 81 iii) 6+ 5 iv) 98 + 3 16
After the students try to respond to the questions, you discuss the answers that students
have given to these problems by explaining to them the radicals that can be added or
subtracted as not every radical is possible to add or subtract. You may also discuss the
example from the student text or any similar example to elaborate the concept.
Finally, you select related problems from Exercise 1.7 question number 2 and assign
them as class work or home work.
Assessment
You can assess by giving class work or homework on simplifying radicals with same
index and same radicand.
Unit-1 The Number System 41

Answers to Exercise 1.7

1. a. 10 b. 3 2 c. 105
1 10
d. 4x, x 0 e. 1 f.
4 3
2 6
g. 5y, (y > 0) h. 6 i. 4 j.
75
2. a. 7 3 b. 4 2 c. 3 3
d. 7 e. 3 f. 3 2
g. 4 2 x h. 13 3 2 i. 10 6
a b
j. 1 because k. , b 0, a 0
ab
2

a 2 ab b a b
a > 0, b > 0
a b a b
a b
= =1
a b
3. a. 89 28 10
b. i. let x = 5+2 6 5 2 6 , then
2
x =8 x= 2 2
5+2 6 5 2 6 = 2 2.
7 + 24 7 24
ii. Similar to (i), let x = +
2 2
2
4x = 24 x= 6
7 + 24 7 24
+ = 6.
2 2
iii. 2; p2 1
4. d = 0.215m

In this subsection, students are reminded of the four operations they studied on the set of
rational numbers. To this end, you group the students and ask them to do questions of
the following types and Activity 1.12.
1. Indicate whether each of the following statements is true or false. In each case,
justify your answer.
42 Mathematics grade 9

a. i) 2 5 is a rational number.
3 4
2 5
ii) where is the set of integer
3 4
iii) 0.45 0.19 ( where is the set of rational numbers)
2
iv) 0.25
5
b) 0.3 + 0.25 = 0.25 + 0.3
c) 1 2+1 = 2+ 1
3 7 3 21 24
2. State the property that is used in each of (a) – (g)
a) 3 9 4 9 b) 3 3 1 3 1 3
7 14 7 14 7 8 4 7 4 8
c) 5 4 6 4 d) 1 3 5 1 3 5
13 9 9 9 18 11 9 18 11 9
e) 5 3 6 3 f) 2 1 3 1 2 3 1
9 4 9 4 3 4 11 4 3 11 4
g) 5 1 1 5 1 1
9 9 7 9 7 9

The purpose of Activity 1.12 is to help students recall and understand the operations on
rational numbers.
Answers to Activity 1.12
2 3 7 2 7 3 2 7 3 9 3 9 3 3 8
1. a. 1 1.6
9 5 9 9 9 5 9 9 5 9 5 9 5 5 5

3 11 3 11 11 3 ( 3) 11
b. 0 0
7 21 7 21 21 7 7 21

3 5 ( 3) 3 3 5 3 ( 3) 5 5 5
c. 0
7 6 7 7 7 6 7 7 6 6 6

9 23 7 23 9 7 23 9 7 23 23
d. 1
7 27 9 27 7 9 27 7 9 27 27

2. a. Associative property of multiplication in ℚ.

b. Commutative property of addition in ℚ.
c. Adding or subtracting the same number to both sides of an inequality.
After you discuss questions of the above type on the rational numbers and those given
in Activity 1.12, you extend this discussion to the set of real numbers by considering
radicals and the decimal representation of real numbers.
Unit-1 The Number System 43

To do this, let students do Group Work 1.6. The purpose of Group Work 1.6 is the same
as that of Activity 1.12 in the sense that it helps students to understand the four
operations and their properties on the set of real numbers. After doing Group Work 1.6,
it is hoped that students understand that the four operations and their properties hold
also in the set of real numbers.
To effect the intention of doing Group Work 1.6, let each student do and discuss the
problems in the Group Work 1.6 with a partner and finally let some of the groups
present their work to the class. From the answers of the questions given in the group
work, assist the students to state in their own words: the laws of exponents, the
properties of the four operations in the set of real numbers; the results that can be
obtained when the four operations are operated on the set of irrational numbers, and on
a rational and irrational number. In particular, assist the students to fill in the table for
Question 7 and encourage them to generalize their observation.
Answer to Group work 1.6
1.
Factors Product Product written as a power
3 2
2 ×2 32 25
101 × 101 100 102

1 1
3 1 1
4

5 5 625 5
2.
Division Quotient Quotient written as a power
105 ÷ 101 10,000 104
35 ÷ 32 27 33

1
4
1
2 1 1
2

2 2 4 2
3.
a. True b. True c. True d. False
Because
i. let a 3 2 and b 3 2 both are irrational numbers then
a b 3 2 3 2 6 is a rational number and

a b 3 2 3 2 7 is a rational number . This shows that the set of

irrational numbers is not closed under addition and multiplication.
44 Mathematics grade 9

ii. Consider x 1 2 and x 1 2 where both are irrational numbers then

x y 1 2 1 2 2 a rational number.
∴ The set of irrational numbers is not closed under subtraction.
iii. Let a 8, b 2 where both are irrational numbers but
a b 8 2 2 which is a rational number.
i.e the set of irrational numbers is not closed under division.
Questions 4, 5 and 6 can be handled as the justification given for question 3(d).
7.
Number Rational irrational Real
number number number
a 2 Yes No Yes
b 3 No Yes Yes
c 2 Yes No Yes
3
d 3 No Yes Yes
2
e 1.23 Yes No Yes
f 1.20220222. . . No Yes Yes
g 2 Yes No Yes
1.23
3
h 75 1.23 No Yes Yes
i 75 3 No Yes Yes
j 1.20220222. . . + 0.13113111. . . Yes No Yes
From the results given in the table we can give the following generalization.
i. A real number is either a rational or an irrational number.
ii. The product of two rational numbers is a rational number.
iii. The sum of a rational and an irrational number is an irrational.
iv. The sum of two irrational numbers can be a rational or irrational number.
(Example. 2 2 0 is rational and 2 3 is irrational)
etc.
Following such an effort, you can assign groups of students and guide them to do
Activity 1.13 which is supposed to help them see if they have any missing idea during
their generalization.
To be sure that the students can perform the four operations and their properties on the
set of real numbers, you may ask the students questions which enable them to apply the
four operations and their properties as indicated below from Activity 1.14.
Unit-1 The Number System 45

Question: Explain each step in the following simplification.

3 3
6 2 15 20 6 2 15 20 …Commutative
3 3

3 3
16 2 15 20 …Distributive of multiplication over subtraction
3 3

18 3
6 2 15 20 …Theorem 1.2
3 3

9 2 2 9 5
20 …Theorem 1.2
3 3

3 2 2 3 5
20 …Simplification of radicals
3 3
2 2 5 20 …Cancellation

2 2 5 2 5 …Simplification

2 2 5 2 5 …Associativity

= 2 . . . Additive inverse
After you discuss problems of the above type, then, finally the intention is to state and
discuss the properties of the operations given on page 42 of the student text. But, to
verify the failure of the closure property of the set of irrational numbers under the
operations of addition, subtraction, multiplication and division, you can let them work
on Activity 1.13. You can also give them some other additional examples.
Answers to Activity 1.13
1. a. 6 b. 5 2 3
2. a. 0 b. 5 2
3. a. 2 b. 6 6
5
4. a. b. 3 2
3
When students discuss and get a better understanding, you can state the common laws
of exponents and guide them to realize that these laws also hold on real numbers. You
can also use the activities given in Group Work 1.6 to help them realize the laws.
an
1. an am = an + m 2. m
a n m , ( n m)
a
3. (an)m = an m = (am)n 4. (a b)n = an bn
46 Mathematics grade 9

Finally you give them Activity 1.14 either as class work or homework to help them do
more on identifying additive and multiplicative inverses and use each in simplification.
Answers to Activity 1.14
1
1. a. –5 b. c. 2 1
2
d. 2.45 e. –2.1010010001 . . .
1
1 1 1 6
2. a. b. c. d. 2
3 5 1 3
1 3 1 3
e. f. g.
1.71 2 1.3 4
3 3
3. 6 2 5 20 6 2 5 20 2.
3 3
Assessment
You can assess whether students have mastered simplifying operations involving radicals, you
can let them do Exercise 1.8 either as homework or assignment.
Answers to Exercise 1.8
6 26 20 3 2
1. a. 2 –9 b. 3 11 c.
2
d. –0.1 e. 1.2
19 5
15
2. a. 6 b. 2 c. 32
1 1
d. 7 4
e. 15 4
f. 1
12 2
g. 7 h.
3
3. a. 3, 1 + 3 b. 5, 2 + 5
c. 0.383383338 . . ., 0.535535550 . . . d. 0.123456 . . ., 1. 123456...
e. 0.3030003 . . ., 0.0303330 . . .

In this subsection, we are trying to give students a feeling for numerical value of
measurements and size to help them judge when to approximate and how to
approximate. This is perhaps rather sophisticated and we do not expect full answers in
every case.
In choosing suitable examples, an attempt has been made to make the work relevant to
student’s life. It is hoped that teachers will think of other projects similar to those in the
textbook, projects better suited to the environment of their particular cases.
Unit-1 The Number System 47

An important distinction is drawn between counting and measuring. The idea of

approximation and the fact that many problems cannot have an exact answer are
introduced. The inevitable inaccuracy of measuring is obvious as soon as different
students measure the same thing.
The questions in the section are suitable for group discussion. The distinction between
counting and measuring should be discussed so that all students see the differences.
Counting answers are exact. If there is any disagreement, we can find who is correct by
checking provided that we agree on what is to be counted. To help them get into the
required aim, you can let them do Activity 1.15.
Answers to Activity 1.15
1. a. 30,000 b. 29,000 c. 28,600
2.
a. i. 7.9 ii.6.4 iii. 4.6
b. i. 7.86 ii.6.44 iii. 4.57
3. a. 43 b) 43.3
4. lower bound 5.35 and upper bound 5.45; 5.35 ≤ 5.4 < 5.45
Answers which are results of measurement are not exact and we may have
disagreement. That is, we may have different measurement values that are more or less
close to each other. The possible causes that impact difference in measurements can be
attributed to rounding, consideration of decimal places, or significant figures. However,
there is an important concept namely accuracy in measurement that can alleviate
possible wider gaps in measurement.

This section will show students that, when asked to measure some things, we need to
know
i. how accurately we are required to measure or
ii. to what accuracy it is sensible to try to measure. The idea of sensible
answers is the more difficult to realize. But, students will actually have
to measure to get this idea.

Teach decimal places and significant figures separately as they are easily confused.
A. Decimal Places
Students should have come across the idea of correcting a given number of decimal
places in their lower grades. However, they may not be able to give 5.02 to one decimal
place.
The word "correct" in the instruction 'correct your answer to one decimal place' is
unfortunate. The answer may be wrong. We really mean 'give your answer to one
decimal place'.
48 Mathematics grade 9

There is emphasis on 4.3 (to one decimal place) to be a number between 4.25 and 4.35.
This is where the word 'correct' interpreted as 'exact' worries the students.
In fact if d = 4.3 correct to 1 decimal place, then we mean
4.25 d < 4.35.
It is helpful to use a number line to show that 4.3 correct to 1 decimal place means
nearer to 4.3 than to 4.2 or 4.4.

4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10
Figure 1.1

The dark black part on the number line shows possible values of d. One possible error
by the students is to think that d = 4.3 (to 1 decimal place) means that
4.25 < d 4.35.
This error occurs because students are often already working to 2 decimal places when
they correct to one. This problem occurs when the maximum value of d is not given so
that students can have a reference for approximation. For example, a discussion of this
issue brings out the idea of limit so that d could be 4.349999 but not 4.35.
B. Significant figures
Significant figures may be more useful than decimal places as a means of specifying
accuracy because they are independent of the unit used. For example 49m = 4900 cm =
0.049 km. In each case, it is implied that the length is accurate to two significant
figures.
Assessment
Limits of accuracy and issues of estimation or approximation is one of the problems
students need to clearly know and identify. In order to assess student understanding you
can give them an assignment by setting questions or using Exercise 1.9 in group which
may help them discuss one another and report their answers. You check their answers
and conduct discussion to clear any observed gap.
Answers to Exercise 1.9
1. a. 7000 b. 74000 c. 89000 d. 100,000
2. a. 78500 b. 1000 c. 14100 d. 3000
3. a. 490 b. 690 c. 8850 d. 0
e. 80
4. i. a. 5.6 b. 4.0 c. 157.4 d. 15.0
ii. a. 157.4 b. 12.0 c. 1.0 d. 3.0
iii. a. 6.47 b. 9.59 c. 0.01 d. 100.0
iv. a. 16.48 b. 3.00 c. 9.30 d. 12.05
Unit-1 The Number System 49

5. a. 50000 b. 48600 c. 2.57 d. 2000

e. 0.09 f. 0.95 g. 0.0031 h. 1.0
6. a. i. lower bound = 5.5 b. i. lower bound = 82.5
upper bound = 6.5 upper bound = 83.5
ii. 5.5 ≤ x < 6.5 ii. 82.5 ≤ x < 83.5
c. i. lower bound = 150.5 d. i. lower bound = 999.5
upper bound = 151.5 upper bound = 1000.5
ii. 150.5 ≤ x < 151.5 ii. 999.5 ≤ x < 1000.5
7. a. i. lower bound = 3.75 b. i. lower bound = 15.55
upper bound = 3.85 upper bound = 15.65
ii. 3.75 ≤ x < 3.85 ii. 15.55 ≤ x < 15.65
c. i. lower bound = 0.95 d. i. lower bound = 0.25
upper bound = 1.05 upper bound = 0.35
ii. 0.95 ≤ x < 1.05 ii. 0.25 ≤ x < 0.35
e. i. lower bound = –0.25
upper bound = –0.15
ii. –0.25 ≤ x < –0.15
8. a. i. lower bound = 4.15 b. i. lower bound = 0.835
upper bound = 4.25 upper bound = 0.845
ii. 4.15 ≤ x < 4.25 ii. 0.835 ≤ x < 0.845
c. i. lower bound = 415 d. i. lower bound = 4950
upper bound = 425 upper bound = 5050
ii. 415 ≤ x < 425 ii. 4950 ≤ x < 5050
e. i. lower bound = 0.0445
upper bound = 0.050
ii. 0.0445 ≤ x < 0.050
9. a. upper bound is 71.3475 and lower bound is 73.0575
b. upper bound is 170.2725 and lower bound is 172.9325
c. The quotient lies between 1.449 and 1.4569
d. the quotient lies between 3.072 and 3.123
e. the quotient lies between 4.23 and 4.47
10. a.
•
5.35
o
5.45
b. 5.35 ≤ M < 5.45
11. lower bound is 3.90kg and upper bound is 4.10kg
12. 316.8m perimeter < 317.2m
13. 26.41cm x < 26.74cm
50 Mathematics grade 9

In this sub section, you are expected to assist students to practice writing standard
notations of positive rational numbers and to recognize that this notation is useful in
writing very small and very large positive numbers. For the students to have candid
realization of this fact, you may group your students and encourage them to do Activity
1.16. Some examples that can help the students to realize usefulness of scientific
notation is to guide them to note the following questions. What is the mass of the earth?
How many neutrons does an atom have? What is the diameter of electron? etc.
Answers to Activity 1.16
1. a. 101 b. 102 c. 103
13 = 1.3 101
130 = 1.3 102
1,300 = 1.3 103
13,000 =1.3 104
1,300,000 = 1.3 106
2.
13.0 = 1.3 10 = 1.3 101
1.3 = 1.3 1 = 1.3 100
1
0.13 = 1.3 1.3 10 1
10
1
0.013 = 1.3 1.3 10 2
100
1
0.0013 = 1.3 1.3 10 3
1000
1
0.00013 = 1.3 1.3 10 4
10000
1
0.000013 = 1.3 1.3 10 5
100, 000
1 6
0.0000013 = 1.3 1.3 10
1, 000, 000

When the students perform the Activity you can give them several examples that consist
of expressing a number in scientific form and expressing a number given in scientific
form in decimal form. You can also let them see the calculator representation of
numbers given in scientific form. Here, you can form group of students and give them
an assignment to collect different measurements expressed in scientific form such as
speed of light.
Unit-1 The Number System 51

Assessment
You can assess students understanding through the assignment or you can give them
Exercise 1.10 for the purpose of assessment. You can ask them to bring examples that
require scientific notation such as neutrons, protons, speed of light, etc and share.
Answers to Exercise 1.10
1. a. 7.67 10-3 b. 5.75 109 c. 8.3 10-4
d. 4.004 105 e. 5.4 10-2
2. a. 488,200 b. 0.0000119 c. 202.1
–13
3. 4 10

Before starting this lesson, you may pose an inquiry by asking the students what we
mean by rationalization and why we rationalize numbers. For this purpose, you may
encourage students to do Activity 1.17. You may then proceed to the lesson by
discussing the examples given in the student textbook. With active participation of the
students, discuss the rules of rationalization with the help of these examples. In doing
so, it is essential to give emphasis on how to determine the rationalizing factors.
Emphasize on rationalizing the denominator as it is commonly used.
Answers to Activity 1.17
1 1 2 2 2
i. = 0.707107 ii. 0.707107
2 2 2 2 2
Following this Activity let students do more examples on rationalizing the denominator.
Then, let them write their observation to lead them into the rule stated on student
textbook on page 53.
Assessment
You can assess the students understanding by giving them exercises on rationalizing the
denominator and checking their work. You can also use Exercise 1.11 for the purpose
of assessment.
Answers to Exercise 1.11
2 2 2 2 2 2
a. = = = 2 . Rationalizing factor
2 2 2 2 2
2 1 1 1 3 3 3 6
b. = = = = . Rationalizing factor ,
6 3 3 3 3 3 3 6
will also do, but it is not the simplest.
52 Mathematics grade 9

5 2 5 2 5 1 5 1 5 5 5 5
c. = = = = = Rationalizing
4 10 4 10 4 5 4 5 5 4 5 4
5 10
factor , will also do, but it is not the simplest.
5 10
12 12 12 12 1 1 3 4 3
d. = = = =4 = .
27 9 3 9 3 3 3 3 3 3
3 27
Rationalizing factor will also do
3 27
5 5 5 5 5 5 2 10
e. = = = = = = .
18 18 9 2 9 2 3 2 3 2 2 6
2 18
Rationalizing factor will also do
2 18
33 3
3 39 9 33 9 3 9 9
f. 3 . Rationalizing factor 3
23 3 23 3 3 9 2 3 27 2 3 2 9
3 3 3 3
1 1 2 2 2 2
g. 3 = 3 = 3 3 = 3 = . Rationalizing factor 3
4 4 4 2 8 2 2
9 3
h. = a 0 .No rationalizing factor required
a2 a
3
20 3 20 3
i. 3
= = 5 . No rationalizing factor required
4 4
4 4 2 2 5 2 5 5
j. = = = . = . Rationalizing factor
5 5 5 5 5 5 5
From the above discussion, students might be able to rationalize denominator where
there is single rationalizing factor. But in practice we may need to rationalize where the
rationalizing factor might be a combination. We may also need to apply the four
operations of numbers that may need rationalization.
To give chance for the students to arrive at the required conclusion, you may guide them
to do Activity 1.18.
Answers to Activity 1.18
17
1. 1 2. 7 3.
4
When the students do this Activity you can lead them in to the generalization given on
page 54 of the student textbook. Then, let them practice with more examples.
Assessment
You can use Exercise 1.12 for assessing students understanding. You can give them
this Exercise as homework and check their work.
Unit-1 The Number System 53

Answers to Exercise 1.12

1 1 3+ 5 3+ 5 3+ 5
a. = = 2
= .
3 5 3 5 3+ 5 32 5 4

18 18 5 +3 18 5 +3 9
b. = = = 5 +3 .
5 3 5 3 5 +3 4 2

2 2 5+ 3 2 5+ 3
c. = = = 5 + 3.
5 3 5 3 5+ 3 2

3 +4 3 +2 3 + 2 3 + 4 3 + 8 11 + 6 3
d. = = = 11 6 3.
3 2 3 +2 1 -1

10 10 7+ 2 10 7+ 2
e. = = =2 7+ 2 .
7 2 7 2 7+ 2 5

3 2+ 3 3 2+ 3 3 2 +2 3 18 + 6 6 + 3 6 + 6
f. = =
3 2 2 3 3 2 2 3 3 2 +2 3 18 12
24 + 9 6 8+3 6
= = .
6 2
1 1 2 3 1
g. = =
2+ 3 1 2+ 3 1 2+ 3 1 2 3 1
2 3 +1
=
2+2 3
2 3 +1 2 2 3
=
2+2 3 2 2 3
2 6 +2 2+ 6 2
= = .
4 4

You may start this lesson by assisting students to express, state and generalize the
Euclid’s division algorithm, i.e, given two numbers p and d where p > d then
p = q.d + r, where q is the quotient and r is the remainder and r 0. In doing so give
emphasis on the nature of the numbers, i.e. all p, q, d and r are non-negative integers
and 0 r < d. In addition to this, the students can also try to use Euclid’s division
algorithm to determine the greatest common factor of two numbers. You thus need to
54 Mathematics grade 9

give exercises and problems on the application of the Euclid’s algorithm like
GCF (72, 12). However, to go about discussing each, it is recommended to group your
students and give them Activity 1.19 to help them recall the concepts of factors,
multiples and closure property under division. Dealing with the Euclid’s division
algorithm and some of the examples, you can give exercise 1.13 as a class work or
homework.
Answers to Activity 1.19
2
1. No (example )
3
2. a. There is a non-negative integer c such that a = bc
b. No (counter example: We can’t find a number (non-negative integer)
for 2 and 3 such that 3 = 2(c), c )
Assessment
You can assess students while they do their class work on expressing two numbers in
the form of a = (q b) + r using Euclidean Division Algorithm.
Answers to Exercise 1.13
a. 72 = 11 (6) + 6 b. 16 = 9 (1) + 7
c. 11 = 18 (0) + 11 d. 106 = 13 (8) + 2
e. 176 = 21 (8) + 8 f. 25 = 39 (0) + 25
After deliberation of the Euclid’s division algorithm, ask the students to repeat the
algorithm and tell their observation. Example, Considering 64 and 13 we have:
64 = 13 × 4 + 12
13 = 12 × 1 + 1
12 = 1×12 + 0
Simply leave them questioning themselves and proceed to give them Activity 1.20
which will guide them to do the tasks one by one and let them reach at their own
conclusion. Finally, trace the ideas to arrive at how this repeated application of Euclid’s
division algorithm helps them to find the greatest common factor of pair of numbers.
Answers to Activity 1.20
1. 12 2. 12 3. 12
4. They are equal.
5. If a, b, q and r are positive integers, such that a = q b + r, then,
GCF (a, b) = GCF (b, r).
Unit-1 The Number System 55

Assessment
You can give to the students several pairs of numbers so that they can apply continued
Euclidean Division Algorithm to determine their GCF. You can do this as class work or
homework. You can also use the pairs of numbers in Exercise 1.14 for the purpose of
assessment. As this is end of the unit you can also give test/quiz encompassing all parts
of the unit.
Answers to Exercise 1.14
1. 224 = 25 7 84 = 22 3 7
84 = 22 3 7 56 = 23 7
2
GCF (224, 84) = 2 7 = 28 GCF (84, 56) = 22 7 = 28
6 = 23 7
28 = 22 7
GCF (56, 28) = 22 7 = 28
Hence, GCF (224, 84) = GCF (84, 56) = GCF (56, 28)
2. a. 18 = 1 12 + 6 d. 1,295 = 3 407 + 74
GCF (18, 12) = GCF (12, 6) 407 = 5 74 + 37
12 = 2 6 + 0 74 = 2 37 + 0
GCF (12, 6) = 6 GCF (1,295, 407) = 37
GCF (18, 12) = 6
b. 269 = 3 88 + 5 e. 85 = 1 68 + 17
88 = 5 17 + 3 68 = 4 17 + 0
17 = 3 5 + 2 GCF (85, 68) = 17
5=2 2+1 f. 7286 = 4 1684 + 550
2=1 2+0 1684 = 3 550 + 34
GCF (269, 88) = 1 550 = 16 34 + 6
c. 143 = 3 39 + 26 34 = 5 6 + 4
39 = 1 26 + 13 6= 1 4+2
26 = 2 13 + 0 4=2 2+0
GCF (143, 39) = 13 GCF (7286, 1684) = 2
Answers to Review Exercises on Unit 1
1. a. 533 is not divisible by any one of 2, 3, 4, 5, 6, 8, 9, and 10.
b. 4,299 is divisible only by 3
c. 111 is divisible only by 3
2. a. 150 = 2 3 52 b. 202 = 2 101 c. 63 = 32 7
3. a. GCF (64, 16) = 16 b. GCF(480, 320, 160) = 160
5 4
4. a. = 0.625 c. 5 5.4
8 9
16 1
b. = 0.48 d. 3 3.142857
33 7
56 Mathematics grade 9

13 2430
5. a. 0.65 = d. 24.54
20 99
3 2
b. 0.075 = e. 0.02
40 99
16
c. 0.16 =
99
3 71 23 16 11 2 67
6. a. c.
2 100 30 27 18 3 100
b. 3.2 < 3. 22 < 3. 23 < 3. 23
7. a. 180 6 5 c. 3
250 = 5 3 2
169 13
b. d. it cannot be simplified
196 14
1 1
8. a. 15 2 c. x y 3

1
1
13 4
b. a b 2 d.
16
4
15 5 3 5 7 13
9. a. 2 1 b. c. d.
3 4 2
2
10. a. 3 7 9 b. 4 c. d. 6
9
11. 2.778
5
12. x 2, y.
6
13. a. 7.41 × 105 b. 6.48 ×10-5 c. 2.056 × 10-3 d. 1.24 ×10-5
14. a. 2.7 × 104 b. 7.96 × 1011 c. 6.4 ×10-7
15. 3.56 20 km 16 km
UNIT

INTRODUCTION
2 SOLUTION OF
EQUATION

This unit reviews students’ previous concepts in regards to equations and their
solutions. The unit gives much emphasis to equations involving exponents and radicals,
systems of linear equation in two variables, equations involving absolute value, and
quadratic equations. Different approaches to determining a solution to such types of
equations is also elaborated with descriptive examples. Practical and application
problems are also dealt to entail the fundamental use of the equations that model the
problem and solving such problems is also addressed in the unit. Apart from these,
some of the derivations of rules in solving equations and particularly that of quadratic
equations are delivered in good detail in the unit. In general, the concepts discussed in
this unit enable students to solve the types of equations stated above and to perform
some of their application.

Unit Outcomes
After completing this unit, students will be able to:
 solve problems on equations involving exponents and radicals.
 solve systems of simultaneous equations in two variables.
 solve simple equations involving absolute values.
 solve quadratic equations.

57
58 Mathematics Grade 9

Suggested Teaching Aids in Unit 2

Although teaching aids may not be excessively exploited for this unit, you can present
different charts that manifest graphical solutions to systems of equations. You can also
encourage students to prepare different representative graphs of systems of linear
equations by themselves.
Apart from use of the student textbook, you need to elaborate more application
problems from your surrounding so that students can best appreciate and see how useful
linear equations and systems of linear equations are.
You can group students, give them hints on a problem and let them assess such a
problem from their daily life to develop their mathematical form, where the problems
are either represented as a system of equations or can be reduced to a quadratic equation
form.

2.1 EQUATIONS INVOLVING EXPONENTS AND

RADICALS
Periods allotted: 3 Periods
Competency
At the end of this subunit, students will be able to:
 solve equations that involve exponents and radicals by applying law of
exponents.
Vocabulary: Equations, Power, Exponents, Radicals, Bases
Introduction
Dealing with equations is a quite common experience in Mathematics. From the many
different types of equations students dealt with in previous grade levels they are going
to deal with those equations that involve exponents and radicals in this sub-unit. When
you begin to explain equations with exponents and radicals it will be fundamental to
revisit some of the laws of exponents discussed in unit 1. It is also recommended to look
for practical applications whereby students can easily capture the meaning and get
deeper understanding.
Teaching Notes
Students are expected to have some background on exponents and radicals. You may
ask students to present and describe some of the rules of exponents they studied in unit
one. After deliberation by students, you may start this lesson with introducing one of the
rules for exponents that states “for a > 0, ax = ay, if and only if x = y”. It is possible to
encourage students, through question and answer, to revise the terms such as power,
base and exponent, and illustrate with examples from real numbers which they have
Unit 2- Solution of Equation 59

studied in unit one. For instance, 16 = 16 is always true. 16 can be expressed as a power
as 24 = 24 or 42 = 42, in which case if the bases are the same, then their exponent
must also be the same.
After pointing out these, let the students observe what the value of x must be if 24 = 2x.
Following this, ask perhaps a question to the students to determine any relation between
x and y, in the case ax = ay where a > 0. Without mentioning the rule, give some
exercises or the Activity 2.1 in the student textbook and group the students so that they
can practice to solve. You need to facilitate their work. The purpose of this activity is to
help the students to revise some of the rules of exponents, and to check whether they are
capable of forming power form of numbers. At this moment if there are fast students to
whom these exercises and the Activity could be easier, you can ask them to determine
any relation between x and y, in the case ax = ay where a < 0 which may help them to
generalize the rule for any a  0. It may also inquire them to think of the parity (being
even or odd) of the exponent. The possible answers for Activity 2.1 are as follows.
Answers to Activity 2.1
1. a. False b. True c. True
d. False e. True
2. a. 8 = 23 b. 27 = 33 c. 625 = 54 or 625 = 252
d. 343 = 73.
After ensuring the ability of the students in conducting Activity 2.1 select voluntary
students and encourage them to do each of the equations presented as example 1 on the
board. With students participation you need to assist them to tell the reasons for each of
the steps when they solve the questions. You may then give Activity 2.2 so that each
student will do by his/her own. This activity is prepared for the students to apply the
rules of exponents in solving equations. Before they do, you can hint them to use
example 3a as a guide for doing Activity 2.2. At this stage you may round to identify
those who need further assistance and those who are fast enough to solve each, and put
record. For those who are fast enough you can give them additional problems from the
Exercise 2.1 or examples of type  9   27 3 so that they will think of what x must be
x 2x

and how such different bases may be equated. For all other students you can solve each
of the questions of Activity 2.2 on the board by giving chance for each student to
participate. You may then give chance for students to solve example 2 and example 3 on
the board. The solutions of Activity 2.2 are the following.
Answers to Activity 2.2
1
a. x=2 b. x = –2 c. x
8
Finally you can ask the students to state the rule of exponents they applied here and
check if they have gained the insight.
60 Mathematics Grade 9

You can add more exercises for consolidating the rules and their use in solving
equations involving exponents and radicals.
At this stage, you may help students to realize the rule “for a > 0, ax = ay if and only if
x = y” and pose a question for them why is a > 0, in the rule? What will happen if a < 0
or a = 0?
You can give hint by asking them to solve x 2  9 which leads to x 2  3 2 in which x = 3
may be the immediate solution, as we had a > 0 in the rule, and leave them with the
question what if we take x = –3? You can also add an example say x 3  27 which is
expressed as x 3  33 in which the only solution is x = 3 so that they can develop more
critical thinking on the rules of exponents and the restrictions.
You can also give application problems. For example, the area of a square with
unknown length of sides is 16cm2. Find the length of the side of the square whose
solution can be as follows.
Area of a square is x 2 where x is the length of the side. Thus, x 2  16 implies x 2  4 2 .
From this we see that the length of the side of the square is 4cm by applying the rule.
They need to reason out why x = -4 cannot be a solution, even if (-4)2 = 16.
After delivering the lesson, since all students may not go in parallel, it is necessary to
develop additional exercises of different capacity apart from the ones given in the
student textbook that need to be solved by students themselves. You can also encourage
students, either as a group work or as an assignment, to come up with different exercises
and share each with one another.
For checking the student participation and understanding you can give Exercise 2.1 as
homework, check their work and put a record.
Assessment
Apart from the details mentioned above, you can also use any one of the following for
assessing students learning: class activities, group discussions, assignments, exercise
problems on equations involving exponents and radicals similar to the problems in
Exercise 2.1, and a quiz or a test.
Answers to Exercise 2.1
1  13
1. a. x=3 b. x = 2 c. x= d. x =
12 20
3 4
e. x= f. x = 16 g) x=1 h. x =
2 5
2
2. x = 4 or x = 
5
1 2  10
3. a. x= b. x =  c. x =
7 5 33
Unit 2- Solution of Equation 61

2.2 SYSTEMS OF LINEAR EQUATIONS IN TWO

VARIABLES
Periods allotted: 8 Periods
Competencies

At the end of this subunit, students will be able to:

 solve simultaneous equations (systems of equations in two variables).
 identify the three cases of solutions of simultaneous equations (a unique
solution, no solution, infinitely many solutions).
Vocabulary: Equations in two variables, System of equations, linear
Introduction
This sub-unit is devoted to discussing systems of linear equations particularly in two
variables. Before beginning to discuss systems of linear equations in two variables and
their solutions, students need to recall what a linear equation is and need to realize what
happens if two or more equations are considered at a time. How to proceed to deal with
this sub-unit may differ from one authority to another but some guide that you can use
as a spring board is outlined hereunder.
Teaching Notes
You can introduce the unit by revising linear equations and solving linear equations. By
forming groups of students, you can give them exercises on solving linear equations of
type 2x + 3 = 7 and 2x + 3y = 5. Enable students to determine solution to a linear
equation and see different equivalent equations, which is a basis for solving. Let them
critically understand the difference between the solutions of a linear equation in one
variable of type 2x + 3 = 7 and linear equation in two variables of type 2x + 3y = 5, as a
single number and as infinitely many respectively.
For a better entry let each student do Activity 2.3. The purpose of this activity is to help
students to revise solving linear equations in one variable and recognize that a linear
equation in one variable has one solution. The following is a solution for Activity 2.3.
Answers to Activity 2.3
1. a. x = 9 b. x = -4 c. x = 2 d. x=6 e. x=3
2. One solution
Following this Activity, form group of students and let them perform Group Work 2.1.
At this stage students are expected to reach at the conclusion that such equations may
have exactly one solution, no solution or infinitely many solutions. When the students
finish the group work, identify the better three groups and let them do their work on the
board. With question and answer, assist students to arrive at the anticipated conclusion.
62 Mathematics Grade 9

Answers to Group Work 2.1

1. a. 7x – 3 = 2(3x + 2)  7x – 3 = 6x + 4  x = 7
b. –3(2x + 4) = 2(–3x – 6)
 –6x –12 = –6x – 12  0 = 0, which is always true for any x (ℝ).
c. 2x + 4 = 2(x + 5)
 2x + 4 = 2x + 10 0 = 6, which is always false ().
2. (a) has only one solution, (b) has infinitely many solutions and (c) has no
solution.
3. The conclusion is that a linear equation of such a type can have either one
solution, infinitely many solutions or no solution.
After identifying these, give the students as many linear equations as possible to
practice how to reduce and solve them. Here for a better understanding to solving, you
may also need to give them equations to check if they are equivalent, and clarify how
useful it is to form equivalent equations for solving as a revision from their previous
grades. It is possible to give such equations as an assignment so that students will have
ample options to approaching each question and discuss among one another.
While giving exercises or assignments you have to take care in selecting linear
equations involving one variable so that the students can see the characteristics of a
solution in that a linear equation may have no solution, may have only one solution, or
may have infinitely many solutions.
So far students are aware of linear equations in one variable. At this stage, it is expected
that students will be able to identify linear equations in two variables and determine the
number of solutions such equations can have. This is done so to lay a foundation for
discussing the concept of solving systems of linear equations.
In order to begin, let each student perform Activity 2.4 to identify linear equations in
two variables and possible number of solutions for a linear equation in two variables.
You can do the first question through oral question in class and giving chance for the
students to give reasons. For questions 2 and 3, you can give chance for students to
come out and answer each on the board. The answer to each of the questions in Activity
2.4 is as follows.
Answers to Activity 2.4
1. 2x – y = 5 and –x + 7 = y are linear equations in two variables.
2x + 3 = 4 is linear equation but it has only one variable.
1 1
2x – y2 = 7 and   6 have two variables but they are not linear equations.
x y
2. The number of solutions for each of the linear equations is infinitely many.
3. a. y = 24000x + 400
b. 24000x + 2y = 106000
Unit 2- Solution of Equation 63

Here, you may need to show to students that the geometric solution to linear equations
is a point on the real line for linear equations of type 2x + 3 = 7 and is a straight line for
linear equations in two variables of type 2x + 3y = 5, because this will help you deal
with solution of a system of linear equations. You can elaborate these through the
example in the student text.
From the example let the students discuss how to determine a value of one variable
given a value of the other. They need also to discuss plotting the points they determined.
From possible plots of some points encourage the students to discuss the number of
solutions and point out why there will be infinitely many solutions for such equations in
two variables if it has at least two pairs of numbers that satisfy the equation. At this
moment you may ask fast learners to determine the equation of a line from its plot
points. You can also give them arbitrary plot points, say (1, 0), (2, 1), (3, 4) and (4, 8)
and ask them whether they represent a linear line or not. Its answer is “Not”. This will
help them to visualize what plots of points of linear equation must look like.
Pursuant to the discussion and after ensuring the ability of plotting points on a
coordinate plane, let students perform Activity 2.5 by forming groups. Through this
activity students are expected to be able to determine coordinate points from linear
equation in two variables and plot such coordinate points on a coordinate plane. They
are also expected to make an understanding that a common point on both plots is a
solution to a system of linear equations.
Answers to Activity 2.5
1. The value of each y based on each values of x gives the following list of ordered
pairs (–2, –1), (1, 0), (0, 1), (1, 2) and (2, 3) for y = x + 1 and (2, 3), (1, 2),
(0, 1), (1, 0) and (2, 1) for y = x + 1.
2. You are supposed to plot these points on a coordinate plane. You can draw the
plot of these points on a flip chart before you come to class so that you can use
that for display during discussion in class.
3. Form group of students and help each group of students to plot each of the
points on one coordinate plane and report their observation.
4. Here you need to help them observe that the point (0, 1) satisfies both equations.
You can now display the flip chart you drawn at and verify that that the point
(0, 1) is the solution to both equations, and leave this for the students to arrive at
the conclusion that the point (0, 1) is a solution to the system of the linear
 y  x 1
equations  which simply can be considered as a joint consideration of
 y  x 1
these two linear equations.
64 Mathematics Grade 9

Pursuant to this discussion, you can ask to students what a system of linear equations is
all about and you may proceed to introducing the general form of a system of two linear
equations (sometimes called as simultaneous equations) given in definition 2.2 and with
the help of examples as described in the student text, and guide them to tell what a
solution to a system of linear equations is. Considering that students would have a clue
to these concepts, give them an activity to explain what a solution to a system of linear
equations is and give them also some systems of linear equations as offered in the
student textbook for them to try to solve, and note the solution they give. Here, you may
not need to limit them in their approach to solving the systems of linear equations you
give them. They can try to solve each in any of the approaches they know or they feel
are suitable.
After their deliberations and observations you can state the formal definition of a
solution to a system of linear equations. Here you can pose a question of how we solve
a solution to a system of linear equations. Give chance for the students to discuss on
this issue. From their previous observation or prior background, students can respond
differently. Before telling the details of each, you can list some pairs of numbers that
satisfy the equations in the system and check if they have a common one. At this
moment students can think of listing the proper pairs, which may not be always easy.
However, to give them another insight, it is advisable for you to let students do Group
Work 2.2 so that they can discuss each question and reach at a conclusion that a system
may have exactly one solution, no solution or infinitely many solutions irrespective of
their approaches. They will also be sensitized with the applications of systems of linear
equations in real life problems.
Answers to Group Work 2.2
1. From this group work please note that the lines from the system given in question
1 (a) are intersecting which means that they have one common solution, those
from question 1(b) are parallel implying that they do not have a common point
and thus has no solution, and those from question 1(c) are the same (one
coinciding one over the other) implying that there are infinitely many solutions to
the system.
2. The reply for question 2 will be that: the pairs in (a) intersect only at one point; the
pairs in (b) do not intersect, and the pairs in (c) overlap one over the other to mean
that there are infinite intersection points.
3. The conclusion from the tasks in (1) and (2) is that: If the lines of each of the
systems of equations intersect at one point, then the point of intersection is the
solution to the system. If they do not intersect at a point, however, either the
system has infinitely many solutions or there is no solution.
These three possibilities are listed in the student textbook as well immediate to the
Group Work..
4. a. If (t, r) represents the pairing of time against rate then we have two ordered pairs
at 1990 where t = 0, r = 5% and at 2002 where t = 12, r = 0.05% which are
Unit 2- Solution of Equation 65

 5   0.05 
 0,  and  12,  . Applying two points equation we find that the
 100   100 
equation of the straight line is r  0.00413t  0.05 . From this equation if
r = 0.001% then the time will be 0.00001  0.00413t  0.05 implying that
required t will be more than 12 years.
b. Students can first identify possible pairs and then determine models to fit the
reality. Example they can consider average number of patients visiting health
center around them in two consecutive months and the average cost for
medication in both months. This means that they will have the pairs (n1, c1) and
(n2, c2) where n1 is number in month 1 and c1 is constant in month 1, and where
n2 is number in month 2 and c2 is constant in month 2.
At this stage majority of the students may think of plotting as a way to solving systems
of linear equations from the observation they made earlier. Acknowledging their
possible feeling and expectation you first hint them that there are different approaches
to solving systems of linear equations. You may tell them that the approach described
earlier is not frequently used one. Instead there are other approaches that are commonly
used in solving systems of linear equations that these include graphical method,
substitution method, and elimination method. After finishing this, please inform your
students to come to the next lesson with a ruler.
Giving them time to think and get prepared, in subsequent lesson you can start
discussing the graphical method to solving system of linear equations. What you need to
do this time is inform your students to do activity 2.6 individually and check if they can
locate the solution to each of the systems of equations. You may then encourage
students to come out and do each on the board. You need also assist them when
essential for clarification purpose. You then help them do and discuss the example given
in the student textbook. Here, there could be some students who are fast enough to get
the solution easier since they are integer solution and may not consider it useful. For this
purpose you can give additional exercises whose intersection point contains fraction so
that they will be engaged in thinking of such a solution which you are going to discuss
later.
x  4 y  2  10 1 
Example: Solve the system  whose solution is  ,  .
3x  2 y  4  7 7
One of the points that need to be understood is that the graphical method may not
always give us the exact point of intersection which makes it less used. What would
happen if the pairs of lines intersect at a point which cannot be determined through
observation? How can we determine the solution? You need to leave these questions for
the students to discuss on. After discussing on these, it is expected that the students can
understand the need for having other methods of solving systems of linear equations.
You may elaborate this for better understanding and guide them that the points of
subsequent discussion will be the other two methods of solution, namely substitution
and elimination methods.
66 Mathematics Grade 9

Here you need to give chance for students to discuss Group Work 2.3. The guidelines
for dealing with this group work are offered in the student textbook. You need to
facilitate helping the students to follow each of the steps outlined in the student
textbook. This time you may record student abilities and their performance for the
purpose of assessment.
Answers to Group Work 2.3
x  4 y  2
1. 
3x  4 y  6
By substitution method, we take one of the equations and express one of the variables in
terms of the other.
Say we take x + 4y = 2 and we solve for x in terms of y which will be x = 2 – 4y.
Substituting this in the second equation, we get 3(2-4y) – 4y = 6
 6 – 12y – 4y = 6
 –16y = 0  y = 0
After finding this value of y, to find the value of x replace this value of y in any one of
the equations which will give x = 2.
Therefore the solution set is {(2, 0)}
By elimination method, the interest is to make any of the coefficients of one variable (x
or y) equal and opposite in sign. For this system the coefficients of y are equal and
opposite in sign. We can add the equations and get 4x = 8 which eliminates the variable
y. (That is why it is called method of elimination).
From this we see that x = 2.
Now replace this value of x and find the value of y which is 2 + 4y = 2 (if we replace
x = 2 in equation 1)
From this 4y = 0  y = 0
Therefore, the solution set is {(2, 0)}
 x  2 y  4
2.  In the same way as we did above, the solution set is {(2, 3)}
3x  y  3
Through the discussions delivered previously, the students may become capable of
applying the three approaches to solving systems of linear equations. To enrich their
understanding of each method you can let them discuss the examples presented in the
students textbook. If there are fast students who finish the examples earlier than others
you can add some more examples for them. From doing the examples each student can
tell whether a system has one solution, many solutions or no solution. However, it will
be after performing all those long steps that the students can tell about the solutions
which may not be good to practice and it will be wastage when a system does not have a
solution. Thus it is essential to be able to identify whether a system has a solution or
not before performing the solution steps. The next section deals on this issue.
Unit 2- Solution of Equation 67

At this stage, you may need to facilitate discussion on Activity 2.7. On this activity
students will be doing each of the leading questions and you will facilitate the
discussion. After the students have tried, you can formulate some of the essential steps
as outlined in the student textbook and give them additional examples with which the
students will practice on.
This activity 2.7 is organized to help them relate the solution to a system of linear
equations and equality of the ratios of corresponding coefficients.
Answers to Activity 2.7
1. a. has only one solution
b. has no solution
c. has infinite solutions
3 1 2 1 2 3 2 3 1
2. For (a)   . For (b)   . For (c)  
1 2 3 2 4 5 4 6 2
3. The relation is:
a. If the ratios of the coefficients of the variables are not equal then there is
one solution.
b. If the ratios of the coefficients of the variables are equal but are not equal
with the ratio of the constants then there is no solution.
c. If the ratios of the coefficients of the variables and the constants are all
equal then there are infinite solutions.
4. The solution for 4 is outlined in the student text.
In doing so, help the students to reach at the conclusion that a system of linear equations
a b c
may have no solution where 1  1  1 , may have one and unique solution where
a2 b2 c2
a1 b1 a b c
 or may have infinitely many solutions where 1  1  1 . You need to give
a2 b2 a2 b2 c2
more examples and exercises with which the students can tell whether they have one
solution, many solutions or no solution, and help them understand that they only need to
solve a system only if it has a solution.
After ensuring their ability of solving systems of linear equations, you can proceed to
developing word problems that leads to a system of linear equations. You can let the
students do Group Work 2.4 as given in the student textbook. The intention of this
group work is to help students formulate the mathematical form of a problem and solve
the problem. You may also need to deal with the examples from the students textbook
and you can give an assignment (may be as a group work) to the students to come up
with some real problems whose equation leads to a system of linear equations with their
mathematical formulation. The assumption here is that the students are already capable
of solving formulated system of linear equations and what is essential for them is to
practice the formulation of problems through mathematical equations.
68 Mathematics Grade 9

Answers to Group Work 2.4

1. i. Let x be the cost for a pencil and y be the cost for a rubber eraser
ii. Now, Teshome’s cost is 6x + 2y = 3
Meskerem’s cost is 4x + 3y = 3
If we consider these two equations simultaneously we get the system of
6 x  2 y  3
linear equations 
4 x  3 y  3
iii. The solution of this system of linear equations is {(0.3, 0.6)}
That is the cost of pencil is 0.3Birr or 30 cents and the cost of rubber
eraser is 0.6 Birr or 60 cents.
2. i. Let x be the cost for fertilizer brand A and y be the cost for fertilizer
brand B
ii. Now, Cooperative’s cost is 10x + 27y = 20,000
Tolossa’s cost is 15x + 9y = 14,250
If we consider these two equations simultaneously, we get the system of
10 x  27 y  20000
linear equations 
15x  9 y  14250
iii. The solution of this system of linear equations is {(650, 500)}
That is the cost of fertilizer brand A is Birr 600 and the cost of fertilizer
brand B is Birr 500.
After delivering the lesson, since all students may not go in parallel, it is important to
develop additional exercises of different capacity apart from the ones given in the
student textbook that need to be solved by students themselves. When students do
certain activity or group work, if there are students who are in a better position, you may
give them additional problems separately, and if you face difficulty with some students
lagging behind it will be essential to organize them with the capable students so that
they can get help from their peers, and you may also need to arrange some special
program to assist them. You need also deliver additional exercises as deemed necessary
for a better understanding.
Assessment
Apart from the assessments highlighted in each section; class activities, group
discussions, homework/assignments, exercise problems on the application of each of the
methods for solving systems of linear equations, and tests/quizzes can also be used
based on your school situation.
Unit 2- Solution of Equation 69

Answers to Exercises 2.2

1. a and c are linear equations in two variables. Others are not.
2. Assuming the smaller number is x and the larger number is y, the two numbers are
 x  y  64
solved from the system  and the two numbers are 36 and 100.
5 y  2 y  20
 x  y  14
3. The numbers are obtained from the system  and the numbers are 5 and
2 x  y  1
9, meaning the number is 59.
 10   2 
4. a. one solution  ,3 b. one solution  5,  
 3   5 
c. one solution  3, 2 d. one solution 3, 2 
 21 16 
5. a.  ,  , because the lines intersect at one point.
 13 13 
b. No solution, because the lines are parallel.
c. No solution, because the lines are parallel.
 1
d.  2,  , because the lines intersect at one point.
 2
e. (2, 0), the lines intersect at one point.
6. a. No solution or   b. No solution or   c. Infinite solutions
 5 
d. 1,  e. 1, 0 
 2 
7. a.  0, 5 b.  3, 2  c.  3, 0 
d. 2 ,  2  e. 1, 0 
8. a. 1,  6 
2a  3b  2
b. First replace the equation in terms of a and b as  .
4a  5b  1
  7  5 
After solving for a and b, we get  ,  in terms of a and b which in turn gives
 22 11 
1 7  22 1 5  11
a from which x  and  b  from which y  .
x 22 7 y 11 5
2 3
 x  y  2   22  11 

Therefore, the solution to  is  ,  .
4
  1 5  7 5 
 x y
70 Mathematics Grade 9

3b  c  5
9. By substituting each we produce the system  whose solution is
 4b  c  9
b , c   2 ,  1 . Therefore b = 2 and c = –1.
10. Let x = the first solution and y = the second solution. From these conditions, we
x  y  100
produce the system  and the solution is  x , y   60 , 40 
0.2 x  0.45 y  30
Therefore, the student should mix 60ml of solution one and 40ml of solution two to
obtain a 100ml solution whose 30% is acid.
2.3 EQUATIONS INVOLVING ABSOLUTE VALUE
Periods allotted: 3 Periods
Competency
At the end of this subunit, students will be able to:
 solve equations involving absolute values.

Vocabulary: Absolute value, Equations involving absolute values

Introduction
Some measurements such as distance, area and volume always assume positive
magnitude. Pursuant to such considerations, discussion on absolute values is
fundamental. In this sub-unit students need to discuss on absolute values first and then
they need to proceed into discussing equations that involve absolute values. Some
properties of absolute values are also highlighted in this sub-unit.
Teaching Notes
Students are expected to have some background about absolute value. You may start
this subunit by asking students to state the meaning of absolute value. You can do this
through question and answer. Depending on how they state absolute value, you may get
various forms. You then need to give chance for the students to discuss on the possible
different settings of the meaning of absolute value. After discussion, you can state the
definition in the students textbook. You can also deliver the following as an alternative.
 x; x >0

Absolute value of a number x means x  0; x =0
  x; x <0

You may now give additional questions and the examples given in the student textbook
to lead the students towards solving equations that involve absolute values of linear
expressions. Based on their effort, you can ask them if they can state some of the
Unit 2- Solution of Equation 71

observed properties of absolute values. After the students have tried the questions, you
can add the critical notes such as:
1. For any real number x,x=x.
2. For any real number x,xis always positive.
3. For any non-negative number a ( a  0); x  a means x=a or x=–a.
4. For any non-negative number a ( a  0); x  a ; x  a means or x = a or x = –a.

After discussing these points, you may give further activities for students to solve
problems that involve absolute values similar to what is stated, as examples, in the
student textbook. Finally, state properties of absolute values and give exercises that are
solved by applying these properties.
To keep all students on board, offer additional exercises or Activities to support slow
learners and enrich further notes of activities and/or exercises for gifted learners.
Assessment
It is possible to use any one of the following assessment techniques: class activities,
group discussions, homework/assignments, exercise problems on solving equations
involving absolute value of linear expression, and/or tests/quizzes.
Answers to Exercise 2.3
1. a. 5 b. 5 c. 7 d. 4
2. a.   , since absolute value cannot be negative b. 0, 10 
  5 11
c.  2 ,5 d.  ,  e. 9, 3 f. 2, 8
 4 4
3
3. a. 1, 3 b.   c. { }
2
  11 3  1 7
d.  ,  e.  , 
 4 2  2 4
  3 15   3
4. a.  ,  b.  5,  c. 3,5
 2 2  2
 13   4  5 11
d. 3,  e. 2,  f.  , 
 5  3 2 2 
5. a. y  x  x  y , where x = –2 and y = 3 because,
3  ( 2)  3   2  3  2  3   2  5  3   2  5  5 is true.
b. (3 x  7) 2  3 x  7 where x = 5 because,
(3  5  7 ) 2  3  5  7  (15  7) 2  15  7  (8) 2  8 .
72 Mathematics Grade 9

2.4 QUADRATIC EQUATIONS

Periods allotted: 8 Periods
Competencies
At the end of this subunit, students will be able to:
 solve quadratic equations by using any one of the three methods.
 apply Viete’s theorem to solve problems related to roots of a quadratic
equation.
Vocabulary: Quadratic equations, Factorization, Roots, Viete’s theorem
Introduction
In previous sub-units students were discussing linear equations. In this sub-unit they are
expected to discuss quadratic equations. For this purpose, initially students need to
discuss factorization and then they will discuss on solving quadratic equations, whereby
factorization is applied. As a means for generalizing solutions for quadratic equations,
they will also discuss completing the square and apply this completing the square
method for generalized quadratic equation of the form ax 2  bx  c  0 , a  0 to derive
the general solution for quadratic equation. Finally they will try to relate roots of
quadratic equations with coefficients of the generalized form of a quadratic equation.
Cognizant of this, they are also expected to discuss some of the applications of
quadratic equations in modeling and solving real life problems.
Teaching Notes
You may start the lesson by recalling a linear equation and factors in a linear equation.
You may also proceed to introducing the general form of a quadratic equation. You can
do this by asking students to explain before you state it. After understanding the general
form of a quadratic equation give the chance for students to discuss on “factorization:
factorizing expressions, factorizing difference of two squares, and factoring trinomials”.
To let the students better understand factors and factorization, you can let them do
Activity 2.8 so that they can multiply factors to get their products and practice going
back from products to factorizing. Help them do the examples in the student textbook
and more questions of such a type, and ensure that they are capable of factorizing
expressions.
Answers to Activity 2.8
1. a. x(x + 9) = x2 + 9x
b. (x + 3)(x – 3) = x2 – 9
c. (x + 2)(x + 3) = x2 + 5x +6
2. a. x2 – 9 = (x + 3)(x – 3)
b. x2 + 9x = x(x + 9)
c. x2 + 5x +6 = (x + 2)(x + 3)
Unit 2- Solution of Equation 73

Following this, you can proceed to let the students perform Activity 2.9 to see
difference of two squares and help them see how factorization makes things simple.
Answers to Activity 2.9
1. To solve 752252 we can apply even the direct method. But it seems cumbersome
and unwise.
We can apply difference of two squares and solve it easily as
(75 – 25)(75 + 25) = (50)(100) = 5000.
2. 2002  1002 = (200 – 100)(200 + 100) = (100)(300) = 30000.
You need here to give more examples for students to practice on factorization which can
be in a form of homework. While they do factorization problems guide them to
checkout if they can express the relation between sum of the factoring numbers with the
middle coefficient and their product with the constant term. Before telling them
anything, you can then proceed to factorizing more other forms by giving chance for the
students to perform Activity 2.10. Give them further examples similar to the questions
in the activity and hint them how useful factorization is for solving quadratic equations.
You need also make sure that students can tell why they need to factorize expressions
before proceeding to the next.

Answers to Activity 2.10

a. 2x2 + 10x +12 = 2x2 + 4x + 6x +12 = (2x2 + 4x) + (6x +12)
= 2x(x + 2) + 6(x + 2) = (2x + 6)(x + 2)
= 2(x + 3)(x + 2)
2 2 2
b. 2x – x – 21 = 2x +6x – 7x – 21 = (2x + 6x) – (7x –21)
= 2x(x + 3) – 7(x + 3)
= (2x – 7)(x + 3)
c. 5x + 14x +9 = 5x + 5x + 9x +9 = (5x2 + 5x) + (9x +9)
2 2

= 5x(x + 1) + 9(x + 1) = (5x + 9)(x + 1)

While you realize that the students can factorize expressions, you may raise a discussion
point on how to solve a quadratic equation. Give them an activity to solve different
quadratic equations that can be solved by factorization. For example, you can let
students solve the problems from the student textbook on the board and allow a
discussion so that students can tell something on each step. After ensuring their ability
of solving quadratic equation by using factorization, give them an exercise to solve a
quadratic equation that cannot be factored and let them discuss on the possibilities of
solving such problems. This may lead to raising a notice for use of other approaches.
74 Mathematics Grade 9

But to better understand solving quadratic equations using factorization you can give
them Exercise 2.4 as homework.
Assessment
You can assess the understanding of your students by giving them quadratic expressions
and quadratic equations and ask them to factorize and solve. They need to submit their
work and you should correct and record points for each.
Answers to Exercise 2.4
1. a. x = –4 or x = 3 b. x = 0 or x = 3 c. x = 0 or x = 3
6
d. x = –2 or x = 2 e. x = 0 or x = f. x = 0 or x = 9
5
g. No real solution h. No real solution
5
2. a. x = 1 or x = 5 b. x = 1 or x = c. x = –9 or x = 2
3
1 2
d. x = –9 or x = 1 e. y = or y = 1 f. z = – 4 or z =
5 3
  1  1  5  5 2  5  5 2 
3. a.  ,  b.  ,  c. 1, 3
 4 2  4 4 
At this stage the students need to realize that factorization method does not work for all
quadratic equations. Thus, there is a need for other method. Owing to the need for
having other approaches to solving quadratic equations, you can proceed to completing
the square method and deliberate on with various examples. Before giving examples,
however, let the students do Group Work 2.5 and guide them how completing the
square is performed. The detail of completing the square is to create a perfect square
which can be easily factorized. Why we need to build a perfect square in completing the
square? will then be important to be understood by the students. Following this, give as
many examples as possible for the students to better understand the method of
completing the square which will be the basis for deriving the general quadratic
formula. This time you can give any of the assessment techniques such as test/quiz to
check if the students have understood completing the square.
Answers to Group Work 2.5
5
1. Divide each coefficient by 2 gives x 2  x20
2
5
2. Transfer the constant term to the right side of the equation and get x 2  x  2
2
Unit 2- Solution of Equation 75

5 25 25
3. Add the square of half of the middle term to both sides x 2  x  2
2 16 16
2
5 25  5
4. Yes we have a perfect square because x 2  x x 
2 16  4
2
 5  57
5. From this we observe that  x    from (3) and (4).
 4  16
5  57  5
2
 57
6. The solution will then be  x     x    
 4  16  4 16
5 57
x 
4 16
5  57 5  57
Therefore, the solutions are x  or x  and the solution set is
4 4
 5  57 5  57 
 , 
 4 4 

Assessment
To check if the students have understood completing the square method and that they
can apply it in solving quadratic equations, you can give them several quadratic
equations or Exercise 2.5, solve each using completing the square method and submit
their work. You then check and discuss the answers with students, and keep record.
Answers to Exercise 2.5
3
1. a. No real solution b. x = 2 or x = 10 c. x= or x = 2
2
1
d. x = –2 or x = e. No real solution f. No real solution
2
 5  185 5  185  1 2 
2. a.  ,  b. 3, 5 c.  , 
 20 20   2 3
 5 4   4  3 2  4  3 2 
d.  ,  e.  6 ,  5 f.  , 
 2 7  2 2 
5  53 5  53
3. a. x 2  5 x  7  0, x  or
2 2
b. x 2  6 x  15  0, x  3  2 6 or x  3  2 6
5  65 5  65
c. 5 x 2  5 x  20, x  or x 
5 5
76 Mathematics Grade 9

11  89 11  89
d. 2 x 2  11x  4  0, x  or x 
4 4
11  401 11  401
e. 10 x 2  22 x  28  0, x  or x 
10 10
As a consequence, let the students try to apply completing the square method on the
general form of a quadratic equation, ax 2  bx  c  0 , a  0. You can continue with this
by letting students do Group Work 2.6. Let the students follow each of the steps
outlined in the group work and reason out for each step. You may need to verify this in
class as follows:
Answers to Group Work 2.6
b c
1. Divide all by a and get x 2  x   0 (the reason why we divide by a could be:
a a
1. a  0, and 2. We want to create a perfect square which will be easy when the
leading coefficient is 1.)
2. Transfer the constant term to the right side of the equation and get
b c
x2  x  
a a
b
3. Determine half of the coefficient of x which is , add its square to both sides of
2a
the equation and solve.
b c
x2   
a a
b b2 c b2
 x2  x  2    2
a 4a a 4a
b  4ac  b 2
2

 x   
 2a  4a 2
b  b 2  4ac
2

 x   
 2a  4a 2
 b  b2  4ac
 x    
 2a  4a 2
 b  b 2  4ac
 x    
 2a  2a
b b 2  4ac
x 
2a 2a
b  b 2  4ac
x
2a
Unit 2- Solution of Equation 77

 b  b 2  4ac b  b 2  4ac 
Therefore, the solution set is  , 
 2a 2a 
If you explain it this way, the students can capture the essence of completing the square
and the general formula for solving any quadratic equation.
b  b 2  4 ac
After deriving x  , raise a question for the students to characterize
2a
b  b 2  4 ac
x and b 2  4 ac , and finally discuss with them that
2a
b  b 2  4 ac
x stands for two roots.
2a
After doing this you can give them an example, and pose a question “what will the
solution be if b2-4ac =0 and b2 – 4ac < 0?. Students need to see that the value of
b  b 2  4 ac
x depends on the value of b 2  4 ac in that there are three
2a
conditions. To help them capture the idea, you can let the students perform Activity
2.11.
Answers to Activity 2.11
b  b 2  4ac
a. when b 2  4 ac  0 the solution x becomes x  on which
2a
b 2  4 ac is defined. Thus there will be two solutions namely
b  b  4 ac
2
b  b  4ac 2
x and x  .
2a 2a
b  b 2  4 ac
b. When b 2  4 ac  0 the solution x becomes x  on which
2a
b
b 2  4 ac = 0. Thus there will be one solutions namely x  .
2a
b  b 2  4 ac
c. When b 2  4 ac  0 , though the solution x is x  , since b 2  4 ac
2a
b  b 2  4ac
in x  is not defined, we conclude that the equation do not have a
2a
solution.
In order to do the Activity you need to let the students do the Activity being in pairs by
themselves and help them reach at the three conditions that, b 2  4 ac  0 (giving rise to
two solutions), b 2  4 ac  0 (giving rise to only one solution), b 2  4 ac  0 (giving rise
to no real solution). Show them how these conditions work by giving more examples.
Note that question 4 in exercise 2.6 is offered for clever students.
78 Mathematics Grade 9

Assessment
To assess whether students grasped the idea of general quadratic formula and possible
conditions of the discriminant, you can give them quadratic equations and let them
check if they have real roots by using the discriminant, and solve whenever there are
roots.
Answers to Exercise 2.6
6  30 6  30
1. a. x = –3 or x = –5 b. x= or x =
3 3
1 2 1 2  3  17  3  17
c. x= or x = d. x= or x =
2 2 2 2
2  10 2  10
e. No real solution f. x= or x =
3 3
9 
2. a)  4 ,  2 d.  
2
 3
b)   e. No real solution or  
 5
  4  14  4  14 
c. No real solution or   f.  , 
 2 2 
5  137 5  137
3. a. 4 x 2  55 x  7  0; x  or x =
8 8
2
b. x + 2x + 8 = 0; No real solution
c. x2 – x + 6 = 0; No real solution
1  85 1  85
d. 7 x 2  x  3  0; x  or x =
14 14
 1  41  1  41
e. x2 – x + 6 = 0; x = or x =
10 10
4. Current number of class rooms is 20 and the number of students per class is 60.
At this moment students are expected to realize any quadratic equation will either have
one root, or two roots or no root. When they realize that there are roots for a quadratic
equation, you need to relate the roots with the coefficients of the quadratic equation
similar with the concept they saw during factorization. While they solve quadratic
equation using factorization, they saw how the roots are related with the middle term
and the constant term of a quadratic equation. i.e., the sum of the roots is equal to the
middle term and the product is equal to the constant term. Recalling this it is also
possible here to seek a relation between roots of quadratic equations and the coefficients
Unit 2- Solution of Equation 79

in a quadratic equation. In order to deal with these it is advisable to encourage students

to do Activity 2.12.
The purpose of this activity is to let students identify the relation between the roots of a
quadratic equation ax 2  bx  c  0 and its coefficients a, b and c, by adding
b  b 2  4 ac b  b 2  4ac
x and x  , and by multiplying the same. This will
2a 2a
lead to Viete’s theorem stated in the student textbook. You can group the students and
give one of the questions (adding roots) for one group and the other (multiplying) for
the other group. Give them chance to present their work. You can also assess how they
performed each task.
After dwelling with these points, give them more exercises for practice and encourage
them to develop problems from their surrounding that lead to quadratic equations, so
that they can solve the problems by using the discussion of the unit and appreciate
application of quadratic equations.
Finally, diagnosing your students’ level, add more exercises to help slow learners work
hard, if any, and trigger further notes and more exercises for those gifted students.
Answers to Activity 2.12
b  b 2  4ac b  b 2  4ac
1. a. The sum of the roots is r1 + r2 = 
2a 2a

b  b 2  4ac  b  b 2  4ac

2a
b  b 2b b
  
2a 2a a
b  b 2  4ac b  b 2  4ac
b. The product of the roots is r1 × r2 = 
2a 2a

 b    b 2  4ac 
2
4ac c
 2
 
4a 4a 2 a
2. The relationship between the sum and product roots of a quadratic equation and its
coefficients is stated as a theorem called Vieteis theorem given in the student
text.
7 5
3. r1  r2  and r1  r2 
2 2
Assessment
At this stage you can give test/quiz representing the whole unit to assess student
competencies.
80 Mathematics Grade 9

Answers to Exercise 2.7

 11
1. a. Sum of the roots = 9 b. Sum of the roots =
4
c. Sum of the roots = –3
3
2. a. Product of roots = –9 b. Product of roots =
2
1
c. Product of roots =
3
3. k = –21
4. k=3
5. the two roots are 1 and 3 and the value of k = 3
6. k=2
Up until now, the students discussed the various ways that we can use to solve quadratic
equations. They also know how the general formula can help to determine whether a
quadratic equation has a solution or not, and how many roots a quadratic equation has
whenever it has a solution. After ensuring their ability of solving quadratic equations of
any type, you can lead them to see how such an equation is useful in daily life problems.
Some examples of applications in daily life are given in the student textbook from page
99 -100. You may discuss each example in class. Afterwards, you can use Exercise 2.8
for further practice for the students.
Assessment
You can assess the students’ ability in formulating and solving word problems by using
Exercise 2.8. You can form multiple ability group and let them do each question in
group and present their work.
Answers to Exercise 2.8
1. The dimensions of the rectangle are 3cm and 7cm.
2. The equilateral triangle has a side length of = 4 3 units
3. x = 13 and x = 16
4. 12 and 13
5. The piece is 20 metre long and the original price is 10 Birr per metre.
6. 50 persons
7. 476 days
8. 3 hours
9. 60 km/hr
Unit 2- Solution of Equation 81

Answers to Review Exercises on Unit 2

3 5 2
1. a. x=6 b. x= or x = c. x=
2 2 3
d. x=7 e. x=0
8 7
2. a. x=1 b. x= c. x=
7 19
d. No solution e. All real numbers or ℝ
3. a. One solution b. No solution c. Infinite solutions
4. a. All pairs of numbers that satisfy the line 2x + 3y = -5 or
 50  5   110 35 
SS = {(x, y):2x + 3y = -5} b.  ,  c.  , 
 13 13   19 19 
4 10
5. a. x = 0 or x = 3 b. x= or x =
3 3
4
c. x = 1 or x = d. No solution
3
3
e. x = –15 or x = 35 f. x = 0 or x =
4
2
g. x =8 or x = h. All real numbers or ℝ
3
 10 14 3
i. x= or x = j. x = 3 or x =
7 5 2
k. No solution
6) a. x 2  16 x = x ( x  16)
b. 4 x 2  16 x  12 = 4( x 2  4 x  3) = 4( x  1)( x  3)
c. 1  4 x 2 = 12  (2 x)2 = (1  2 x )(1  2 x )
d. 12 x  48 x 2 = 12 x (1  4 x )
e. x 2  11x  42 = ( x  14)( x  3)
7) a. x=8 b. x =  2  2 2 or x =  2  2 2
c. No solution d. x = –7 or x = –6
 1  141  1  141
e. x= or x =
14 14
8) a. Two solutions b. Two solutions
c. No solution d. One solution
9. x2  x  6  0
82 Mathematics Grade 9

10. Let the numbers be x and y. We are given x + y = 13  y = 13 x and xy = 42.

By substituting this y in xy = 42, we get x(13-x) = 42. This is quadratic equation
x 2  13 x  42  0 whose solution gives the numbers to be 6 and 7.
x y
11.  7  x + y = 14  y = 14x , and xy = 45  x(14 – x) = 45 whose
2
solution gives
x = 5 or x = 9. Thus, the scores are 5 and 9.

3 3 3 3
12. Let a  and b  . Then,
3 3
2 1 1
a. a+b=2 b. ab  c.  3
3 a b

1 1 9 8 20 3
d.   e. a 2  b2  f. a 3  b3   or
a  2 b  2 13 3 9
20 3 3 3 3 3
a 3  b3  when b  and a 
9 3 3
13. p = 5 and q = 2
14. t will be the solution to the quadratic equation 15   16 t 2  64 t which is the
same as 16 t 2  64 t  15  0
1 3 7 9
a. t  sec or t  3 sec b. t  sec or t  sec
4 4 4 4
1 3
15. k or k 
2 2
16. 6 km/hour
 UNIT

INTRODUCTION
3 FURTHER ON
SETS
This unit has two main tasks. The first one is to systematically review all those elements
of set theory that had been implicit components of mathematics instruction in Grades 1
to 8 and the second aim is to make students familiar with operations on sets and enable
them to perform such operations independently.
In the introduction, we discuss the essential and fundamental notions of set theory for
revision. We define the fundamental notions in succession. The set operations will be
defined and illustrated through various forms. These also include use of Venn diagram.
Using the defined operations, students must be able to solve simple problems
independently. Solving problems regularly deepens the basic knowledge on set theory.
Thus, discussion on word problems related to students’ daily life need to be conducted,
especially those that can be solved with the help of Venn diagrams should be discussed.

Unit Outcomes
After completing this unit, students will be able to:
 understand additional facts and principles about sets.
 apply rules of operation on sets and find the result.
 demonstrate correct usage of Venn-diagram in set operations.
 apply rules and principles of set theory to practical situations.

83
84 Mathematics Grade 9

Suggested Teaching Aids in Unit 3

This unit is meant for developing the concepts on sets and operations on sets. Since sets
are quite essential for the development of modern mathematics, letting students practice
in good details about sets will be of paramount importance. For this purpose, it is
essential to deliver this unit by offering practical examples that represent sets from our
surroundings. Different associations, student community, football teams, collection of
animals, etc are among the practical examples that you can use to support teaching sets.
Different drawings of Venn diagrams that represent sets are also useful as a teaching aid
for this unit.

3.1 WAYS TO DESCRIBE SETS

Periods allotted: 2 periods
Competency
At the end of this sub-unit, students will be able to:
 describe sets in different ways.
Vocabulary: Set, Element. Describing set
Introduction
Set theory is one of the basis for studying mathematics. Students have been studying
sets and elements since primary grade level. In this sub-unit, an attempt will be made to
discuss ways to describe sets. With this in mind, sets and elements, and description of
sets that include the verbal method, listing method and set-builder methods will be
discussed in this sub-unit.

Teaching Notes
To introduce this sub-unit, you need to revise important points about sets and their
description from previous grades. For doing so, you can give chance to the students to
do activity 3.1 whose answer is outlined below. The purpose of this activity is to
encourage students recall the concepts about sets they have discussed in previous
grades. Since students may have varying backgrounds, it will be better if the students
can do the activity by forming groups. Approaching this activity as a group work can
bring various options to one idea and students can discuss each option.
Answers to Activity 3.1
1. A set is any well-defined collection of objects. An element of a set is that which
belongs to the set. In other words, an element satisfies the characterization of the
set.
2. a. All the possible two numbers that belong to this set that are composite.
These may include 4 and 6, 4 and 8, 4 and 9, 6 and 8, 6 and 9, and 8 and 9.
Unit 3- Further on Set 85

b. There are many some of which are:3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36,
39, 42, 45, 48. Of these you are expected to give only two say 12 and 15.
c. There is no whole number between 0 and 1.
d. There are infinite real numbers between 0 and 1. Some of them can be 0.5,
0.6; 0.7, 0.8; etc.
e. 1,2; 4, 6; 100, 107; 0, 1; etc.
f. We can consider 0 and 2; there are many other such numbers. We can
consider any two integers.
3. i. a. {4, 6, 8, 9}.
b. {3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, 39, 42, 45, 48} or
{3n / nℕ and n  16}.
c.  or { }.
d. {x  ℝ| 0 < x < 1}.
e. {0, 1, 2, . . .}or the set of whole numbers.
f. {. . . , 2, 1, 0, 1, 2, . . .} or the set of integers.
ii. a. 4 b. 16 c. 0
d. infinite e. infinite f. infinite
iii. In 3 ways (complete listing method, partial listing method and set builder
method).
But you do not need to mention them this time.
4. a. c b. a, b, c c. d, e and f

3.1.1 Sets and Elements

This lesson deals with a number of important ideas concerned with sets and elements.
The words 'set' and 'element' do not have formal definitions. The definition presented in
the student textbook is an intuitive definition. However, given any element and any set,
we can be interested in what relations they have. We would like to describe or explain
whether a given element belongs to a given set. After discussing this fact, you may ask
the students oral questions such as, give elements that belong to the following sets.
1. A = positive factors of 72

2. M = {All natural numbers less than 100 that are divisible by 3}

Whose answers are:
A = {1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36, 72} and
B = {3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, 39, 42, 45, 48, 51, 54, 57, 60, 63, 66,
69,72, 75, 78, 81, 84, 87, 90, 93, 96, 99}
You can also give additional other questions with which students will be familiar with
possible relation between a set and an element. This time, you need to make sure that
86 Mathematics Grade 9

students understood the concept of set. After such deliberations on expressing a set and
an element and prevailing relation between them, it is possible to proceed to ways of
describing a set.
3.1.2 Description of Sets
You may start the lesson by reminding the students some of the sets of numbers they
learned in previous grade levels.
Example:
i. The set of prime numbers less than 20.
ii. The set of positive factors of 72.
iii. The set of positive multiples of 4.
After demonstrating the examples stated above, you can give chance for the students to
look for possible options of representing the sets. One way, for example, to represent
the last set by using mathematical formula is as follows, i.e. 4n : n  N  .
For clarity and better understanding, it is worth discussing all the examples given in the
student textbook. Pursuant to this discussion, assign some of the questions in Exercise
3.1 as a class work and the remaining ones as homework. Before you give feedback,
pick some students at random and ask them some questions from the exercise. You can
make them do that on the board.
Assessment
Apart from the details mentioned above, you can also use any one of the following for
assessing students learning: class activities, group discussions, assignments, exercise
problems from Exercise 3.1.
Answers to Exercise 3.1
1. a. The set of natural numbers between 4 and 10 or the set of integers between
4 and 10.
b. The set of all prime numbers between 1 and 14.
c. The set of natural numbers greater than 7 or the set of integers greater than
7.
d. The set of all odd natural numbers less than 100 or the set of odd integers
between 0 and 100.
2. a. {2, 3} e. { 2, 4, 6, . . .}
b. { 5, 10, 15, 20, . . ., 110} f.  ..., 9, 6, 3,0,3,6,9,...
c. {0, 1, 2, 3, . . .} g. not possible to list the elements
d. not possible to list the elements
After revising what the students know about set description including verbal method
and complete listing method, introduce the new way of describing sets called set builder
method by using several examples. In order to introduce this way of describing sets, you
can give activity 3.2 as a class work with which students can match between the sets
given in column A with those sets in column B, because this activity is intended to
Unit 3- Further on Set 87

guide students into the new way of describing sets, set-builder method. By doing some
more examples of describing sets using set-builder method, you can proceed to exercise
3.2. This time you can record some score for student’s effort and ability to perform the
activity.
Answers to Activity 3.2
1. d 2. c 3. b 4. A
Assessment
To make sure that students have understood sets and their descriptions, you can give
them Exercise 3.2 as homework and let selected students present it to class. You check
their work and the overall discussion during presentation. You can also give them
several sets and let them represent each set using several ways.
Answers to Exercise 3.2
1. c and d are well defined.
2. a. False b. True c. True
3. a. i. A = { m, a, t, h, e, i, c, s}.
ii. A = { x: x is a letter in the word “Mathematics”}.
b. i. B = {Amahara, Tigrai, Oromia, Afar, SNNP, Gambela, Harari,
Benshangul Gumuz, Somali}.
ii. B = {x: x is a regional state in Ethiopia}.
c. i. A = { 6, 7, 8, 9, 10, 11, 12}.
ii. A = {x: x ϵ and 5 < x< 13}.
d. i. if we consider integers, C = { 2, 3, 6, 8, 10, 12, 14, 16, 18}.
ii. C = {x: x = 2n<19 for some n ϵ ℕ}.
e. i. It can be listed.
ii. {x : x is a student in Ethiopia}.
f. i. {1, 3, 5, 7, 9 . . .}.
ii. {x : x = 2n – 1 for some nϵ ℕ}.
4. a. i. The set of all Natural numbers less than 11, or
{all natural numbers less than11}.
ii. N  {x : x   and x  10} .
b. i. The set of all odd natural numbers, or {all odd natural numbers}.
ii. A = {x: x =2n – 1 for some n ϵ ℕ}.
c. i. The set of all natural numbers that are multiples of 5, or
{all multiples of 5}.
ii. R = {x: x = 5n for some n ϵ ℕ }.
d. i. The second and the fourth days of a week.
ii. { x : x is a second or fourth day of a week}.
e. i. The set of all prime natural numbers.
ii. { x : x is a prime natural number}.
88 Mathematics Grade 9

3.2 THE NOTION OF SETS

Periods allotted:4 periods
Competencies
At the end of this subunit, students will be able to:
 identify the elements of a given set.
 explain the notion “empty set” and “universal set”
 determine the number of subsets of a given finite set and list them.
 give the power set of a given set.
 determine the number of proper subsets of a given finite set and list them.
 distinguish between equal sets and equivalent sets.
 find equal sets and equivalent sets to a given set.
Vocabulary: Set, Empty set, Universal set, Proper subset, Power set, Finite set, Equal
sets, Equivalent sets
Introduction
Once students study sets, elements and different ways of describing sets, it will be
essential to characterize sets. In this sub-unit, emphasis will be given to the notions of
sets that include empty sets, finite and infinite sets, subset and proper subsets. Universal
sets, equal and equivalent sets and Venn-diagram representation of sets will also be
discussed in this sub-unit.
Teaching Notes
You may start this sub-unit by encouraging and assisting students to name some
elements of a given set and encourage them to explain whether a given object/number
belongs to the set or not and to use the appropriate symbol accordingly. By doing this,
when the students are able to describe different sets (using either word description or set
builder method) that they have discussed in the previous sub-unit, let the students
identify which of these set(s) is/are empty set/s. So, to do each of these, follow the sub
topics discussed in this sub-section.

3.2.1 Empty Set, Finite Set, Infinite Set, Subset, Proper

Subset
Pursuant to the discussion above, allow students to compare and characterize different
sets by ways of determining number of elements, and descriptive relations. For these
purposes you may start this lesson by letting students discuss Activity 3.3 as a class
activity. First, group the students in pairs and let each pair discuss the problems in the
activity. After a few minutes let each pair present its outcome to the class. At this stage,
the activity is expected to help students to determine the number of elements of a given
set and need to realize that
Unit 3- Further on Set 89

- a set may have no elements

- a set may have a limited number of elements
- a set may have an unlimited number of elements
From their results as well, they are expected to describe pair wise relations among the
sets. For example, the elements in set in e) X = {2, 4, 6, . . .} are all contained in the set
in d) E = {x: x is an integer}. The other observation is that the number of elements in set
D = {x: x {1, 2, 3}} is 3 and hence finite and that of X = {2, 4, 6, . . . } is infinite.
Answers to Activity 3.3
1. a. 0 b. 8 c. 3
d. infinite e. infinite
2. D, C, X, ⊆ E
E contains C, D and X
You may also proceed to Activity 3.4 with which students will be able to determine the
number of elements in a given set. Based on this activity, students will be able to
proceed to defining finite and infinite sets.

Answers to Activity 3.4

1. It has infinite number of elements (i.e. unlimited number of elements).
2. It has finite (limited) number of elements. In fact the set is {8, 9, 10, . . .,7100-1}.
3. It has infinite (unlimited) number of elements. The set is {3, 6, 9, …}.
4. It has no element. Therefore we say it has limited (finite) number of elements.
5. It has finite (limited) number of elements. The set is {5, 10, 15, …, (1014-1)}.
Right after identifying a number of elements of a set, you may proceed to Activity 3.5
so that students can do in pairs with which they can describe relationship between pairs
of sets. At the end of this activity, make sure that the students have noticed that a set
may be contained in another set. From this activity, students are required to brainstorm
ideas that lead them into the concepts of subset, power set and proper subset. For
discussion, let the students do Group Work 3.1 in order to be able to list all subsets of a
set and determine the number of subsets a given set may have. This time, you can give a
test with which you can record students’ ability and understanding.
Answers to Activity 3.5
1. All elements of N are contained in M
2. B contains all elements of A
3. E contains all elements of F and F contains all elements of E.
Answers to Group Work 3.1
1. , {a}, {b}, {c}, {a, b}, { a, c}, { b, c}, {a, b, c}.
2. 8
90 Mathematics Grade 9

Following the discussion on subsets, it will be essential to check if students can list all
possible proper subsets of a given set. For realizing this, you can proceed to Activity 3.6
so that students can practice identifying proper subsets of a given set.
Answers to Activity 3.6
i. , {–1}, {0}, {1}, {–1, 0}, {–1, 1} and { 0, 1}
ii. 7
Finally, before reaching conclusion on the number of subsets and proper subsets of a
given set, please let the students perform Activity 3.7 and then generalize the rule for
determining the number of subsets and proper subsets. For the generalization on number
of subsets and proper subsets of a set, refer page 114 of the student textbook.
Following these activities, you can give exercise 3.3 as homework to the students with
which you can assess students understanding.
Answers to Activity 3.7
1. a. n(subsets of A) = 1 c. n(subsets of C) = 4
n(proper subsets of A) = 0 n(proper subsets of C) = 3
b. n(subsets of B) = 2 d. n(subsets of D) = 8
n(proper subsets of B) = 1 n(proper subsets of D) = 7
2.
Set No of Subsets No of Proper No of
elements Subsets Subsets Proper
Subsets
a  0  1 = 20 - 0 = 20 – 1
b {0} 1 , {0} 2 = 21  1 = 21–1
c {–1, 0} 2 , {–1}, {0}, 4 = 22 , {-1}, {0} 3 = 22–1
{–1. 0}
d {–1, 0, 3 , {–1}, {0}, 8 = 23 , {–1}, {0}, 7 = 23–1
1} {1}, {–1. 0}, {1}, {-1. 0},
{–1, 1}, {0, 1}
{–1, 1}, {0, 1},
{–1, 0, 1}

Assessment:
For assessing students learning apart from class activities, group discussions and
assignments, you can give test/quiz.
Unit 3- Further on Set 91

Answers to Exercise 3.3

1. i. a ii. a, c iii. a, c iv. a, d, e
2. a. , {0}, {1}, {2}, {0,1}, {0,2}, {1,2}, {0,1,2}.
b. , {0}, {{1, 2}}, {0, {1, 2}}.
3. a True b. False because for any set A , A ⊆ A
c. False because {4} ϵ {{4}} d. True
In the previous discussion, students were acquainted with notions of sets that include
number of elements of a set, finite set, infinite set, subset and proper subset. Now, the
students can relate sets based on the number of elements they have. Beyond the
equality of the number of elements two sets may have, they will also relate sets by
comparing their elements that will lead them to determining equality and equivalence of
sets. For deliberation on these concepts, you can give Activity 3.8 to students as a class
work.
Answers to Activity 3.8
1. a.  c. 
b.  d. 
2. a. b.

1, 2, 3, . . 0, 1, 2, . .

. . ., –2, –1, 0, 1, 2, …

c. d.

1, 2, 3, . . . …,- 2, -1, 0, 1, 2, . . .

a
. . ., –2, –1, 0,1 , 2,… : a, b  , b  0
b

3.

ℚ
ℤ

ℕ
92 Mathematics Grade 9

Universal Set and Complement

When we think and talk about sets, it is very helpful to have the members of a set from
some specified "population". For example, if we want to talk about sets of students, it is
helpful if we have some general population members of our set. We might want to focus
our attentions on the students in a single school or we may want to consider all grade
nine students in Ethiopia if we focus on grade nine students. If we specify a particular
set of students to which we shall limit ourselves in drawing members for other sets to be
discussed, then this specified set is called the universal set, or simply the universe of
our discussion.
Thus, in any particular discussion involving sets, every set in the discussion is a subset
of the universal set. A universal set is denoted by a symbol similar to the capital letter
U.
If U={People in Wereda 1 in Addis Ababa}and A= {People in Kebele 05 of Wereda 1}
The set of people which are not members of A but members of U is called the
complement of set A and is denoted by A' or U - A. Before directly writing the
definition of a universal set and complement of a set, you may relate two sets by way of
pictorial representation called Venn diagram and illustrate when and how to use it,
especially for illustration of relations among sets.
Assessment
To assess students understanding on using Venn diagram to represent sets and describe
relationships between sets you can give them Exercise 3.4 as homework and check how
they do.
Answers to Exercise 3.4
1. a. b.
A B M
L
4 i b
1 o a
9 8
7 e c
2 u
d

c. d.
C N
F=Q

1,2,3,4,5 6,9,10,8,7 3, 5, 7, 9, 11
Unit 3- Further on Set 93

2.
U M
U B
C G

a. b.

Equal and Equivalent Sets

Up until now, students were able to determine the number of elements of a set, and the
relationship of two sets in a form of one as subset or proper subset. This time, students
are expected to be capable of determining a relationship between two or more sets based
on the number of members of a set and the members themselves. This will lead to the
concepts of equality and equivalence of sets. You may start this subunit by encouraging
students to do Activity 3.9 that requires them to match those sets that have equal
number of elements and those that have identical elements. Pursuant to the discussion,
you can define equivalence and equality of sets.
i. Equal sets
Two sets are said to be equal if they have exactly the same elements. Thus, saying two
sets A and B are equal is the same as saying A  B and B  A.
Make the students discuss and investigate that the sets
E =  x   : x 2  5x + 6 = 0 and F =  x   :1 < x < 4 satisfy the equality
property of sets.
ii. Equivalent sets
The notion of an exact match or one - to - one correspondence between two sets is basic
to the process of counting. In order to say that two finite sets are equivalent, we should
know that they have the same number of elements. In other words, we say two finite sets
are equivalent when they have a one-to-one correspondence between them.
Make sure that the students can distinguish between equal sets and equivalent sets. After
explaining the meaning of "equal sets" and "equivalent sets" by using several examples,
assist the students to determine equal sets and equivalent sets to a given set.
In order to help them practice distinguishing equal and equivalent sets, you can give
them exercise 3.5 as homework.
Answer to Activity 3.9
1. all the pairs in a, b, c, d and e have the same number of elements.
2. a, d and e have exactly the same elements.
94 Mathematics Grade 9

Assessment
You can assess through oral question and answer to check if students can identify
between equal sets and equivalent sets.
Answers to Exercise 3.5
1. Equivalent sets
2. Neither equal nor equivalent sets
3. Equivalent sets
4. Neither equal nor equivalent sets
5. Equal sets
3.3 OPERATIONS ON SETS
Periods allotted: 9 periods
Competencies
At the end of this subunit, students will be able to:
 determine the number of elements in the union of two finite set.
 describe the properties of “union” and “intersection” of sets.
 determine the absolute complement of a given set.
 determine the relative complement of two sets.
 determine the symmetric difference of two sets.
 determine the Cartesian product of two sets.

Vocabulary: Union, Intersection, Difference of sets, Complement

Introduction
This sub-unit is meant for discussing the different operations on sets (union,
intersection, and difference of sets), and consequences including symmetric difference,
De Morgan’s Law and distributive property of the operations of sets. After discussing
these ideas, finally, the students will gain necessary background for discussing relations
and functions in the subsequent unit, by discussing the concept of Cartesian product of
sets. The ordered pair form of representing members of product of sets will be the
concern of the last section of this subunit.
Teaching Notes
Before being engaged in the discussion on operations on sets, it is advisable if we can
give chance for students to tell, through question and answer, about the operations on
numbers (addition and multiplication) and proceed to subtraction to describe it in
relation to addition. In a similar way, give them chance to think of operations on sets
(union and intersection) and to imagine how it is possible to express complement of a
given set. Through this entry, you can then continue to discuss these operations one by
one.
Unit 3- Further on Set 95

Union, Intersection and Difference of Sets

A. Union of sets and their properties
Before starting this lesson, allow students to tell about sets described by listing elements
of the following type. Example, if we have two sets presented as A = {1, 2, 3, 2, 4, 3,
1} and B = {1, 2, 3, 4}, the question What relations and differences do these sets have?
can be a leading question for students to discuss.
Following some views forwarded by the students, give them two sets A and B which are
disjoint, say A = {1, 2, 3} and B = {4, 5, 6} and ask them what the resulting set will be
if we collect all of them in one set. The answer is obviously {1, 2, 3, 4, 5, 6}. Check if
they can explain what this set is. In the same way, give them two sets which are not
disjoint, for example, A = {1, 2, 3}and B = {2, 3, 4} and ask them the same question of
listing them in one set. Students may frequently answer this by writing the list of
elements of A followed by the list of elements of B. This seems quite correct. However,
the students should be encouraged to observe that
1, 2, 3, 2, 3, 4 = 1, 2, 3, 4
because these two sets do indeed have exactly the same elements. In short, it is incorrect
and also confusing to list some of the elements several times when listing a set. In this
case, the resulting set is thus {1, 2, 3, 4}.
After discussing such representations, you can define union of two or more sets and
enrich students understanding with several examples. You can give them Activity 3.10
as a group work in class so that they can further discuss it among themselves. The
purpose of this activity is to motivate students to perform the operation of union and
observe some of the properties of union. After they do their group work, ask them to
present their observations in class. This will lead them to identifying commutative,
associative and identity properties.
Before you state the properties of union of sets, it is worth discussing additional
examples. After doing enough examples, encourage and lead the students to state the
properties in their own words. Then you can finally list the formal statement of these
properties.
Answers to Activity 3.10
1. a. A  B = {1, 2, 3, 4, 6, 8}and b. B  A = {1, 2, 3, 4, 6, 8}
The relationship between these two sets is B  A = A  B
2. a. A  B = {1, 2, 3, 4, 6, 8}
b. ( A  B )  C = {1, 2, 3, 4, 5, 6, 8}
c. B  C = {2, 3, 4, 5, 6, 8}
d. A   B  C  = {1, 2, 3, 4, 5, 6, 8}
  A  B   C = A  B  C
3. A   = {1,2,3,4} = A
 A   = A for any set A.
96 Mathematics Grade 9

Assessment
In addition to the possible assessments mentioned earlier, you can also use anyone of
the following for assessing students learning: class activities, group discussions,
assignments and a quiz or a test.
Answers to Exercise 3.6
1. a. A  B = 1, 2, 3 , 3 b. B  C = 2, 3, 3 , 4
c. A  C = 1, 2, 3 , 4 d. A   B  C = 1, 2, 3, 3 , 4
e.  A  B  C = 1, 2, 3 , 3, 4
2. a. False b. True c. True d. True e. True
f. True g. True h. False
i. False (if AB then A∪B=B=C where as B⊄C) j. True
3.
U A
A
A B
B A B B

a b c d

B. Intersection of two sets and their properties

You can approach the intersection of two or more sets in a similar way with that of the
union discussed previously. You may also give chance to students to discuss and draw
the investigation given in the student textbook by doing activity 3.11. Then proceed
with writing the definition of intersection of sets. Using the examples given in the
student textbook, consolidate the understanding on intersection of sets.
Answers to Activity 3.11
a. b.
G H G H

6, 8 2 6, 8 2 1, 3, 5
1, 3, 5
10,12 4 10,12 4

G  H = {2, 4}
Pursuant to the definition of intersection of sets, it is likely possible to proceed into the
properties of intersection of sets. For this purpose, lead your students to conclude that
the commutative and associative properties of "intersection" of sets holds true by giving
them chance to do activity 3.12.
Unit 3- Further on Set 97

Answers to Activity 3.12

1. a.  A  C  = {2, 3}
b. C  A = {2, 3}
A C = C A
2. a. A  B = {0,2}
b.  A  B   C = {2}
c. B  C = {2, 6}
d. A   B  C  = {2}
  A  B   C = A  B  C
3. AU =A

Assessment
To assess students understanding on performing set operations and their properties, you
can give exercises that the students must do individually and you check their work.
Answers to Exercise 3.7
1. a. A  B = b c. BC = 
b. A  C = c d. A   B  C = 

2. a. False b. True c. False

d. True e. True f. True
g. False (example A = {1, 2, 3} and B = {4, 5} but A  B =  )
h. True i. False j. False k. True
3.
A B A B A
B A B
C C
C

(a) (c) (d)

C
(b)

A B A B
C
C

(e) (f)
98 Mathematics Grade 9

C. Difference and symmetric difference of sets

Here, there are two concerns in discussing difference of sets, the relative and absolute
difference. It is advisable if students discuss difference of two sets first and then
proceed to the absolute difference.
1. The relative complement (or difference) of two sets
To start this lesson, first revise the concept of complement of a set through question and
answer. It is expected that students can have prior knowledge of complement of a set
and particularly absolute complement that was discussed before. To this end, you can
give a quick revision activity such as:
If A = {2, 4, 6, 8} and
B = {1, 3, 6, 10}, find
a. The elements in A that are not in B (denoted as A\B or A – B)
b. The elements in B that are not in A (denoted as B\A or B – A)
A – B = {2, 4, 8} and B – A = {1, 3, 10}
You can give them additional examples and proceed to let them do activity 3.13 which
will help them realize that relative complement is neither commutative nor associative.
After they do activity 3.13, you can give them the following example as an exercise
If U = {xx is a natural number less than 10}, A = {1, 3, 4, 5, 6, 7} and
B = {2, 3, 6, 8, 9} then find
a. U – A b. U – B' c. U – ( A  B ) d. U – ( A  B )'
This will help you to proceed into discussing absolute complement.
Answers to Activity 3.13
a. {3, 5, 7} b. {4, 6, 8} c. {5, 7} d. {2, 3, 5, 7}
2. The complement of a set
After the students have discussed the quick revision activity and the exercise outlined
above, it will be easy for them to see the difference between A – B and U – B. Although
both seem to be relative complements, the second set (U – B) which we see here as a
relative complement of B with respect to U is of interest here. Such a set is what we call
the absolute complement (or simply the complement) of B and we denote it as B'.
In another way, we can see the absolute complement to be a relative complement with
respect to a universal set.
To help students reach an understanding of relative and absolute complements, you can
ask them by means of a group work to do some examples and draw their own
conclusion of what a complement (difference of sets) is all about, and finally give them
the definition stated in the student textbook.
Once they capture the concept of relative and absolute complements, you can proceed to
expressing complements in terms of the set operations. For this purpose, you can give
Unit 3- Further on Set 99

example 6 of the student text as a class activity so that students can realize the relation
A\B = A  B'.
In a similar way, you can ask them to present any further observation they may have. In
this case (A  B)' = A'  B'. For clarity and purpose of generalizations, you can let them
do activity 3.14 so that they will be able to put their own generalization.
When you feel they have done so, please let them discuss in group and do group work
3.2 so that they can reach at the statements of De Morgan’ laws.
Answers to Activity 3.14
a.
U
A B
A B'

b.
U U U
A B A B A B
A B'
 =

A' B' A'  B'

2. From a) and b) above, (A  B)' = A'  B'

Answers to Group Work 3.2

After shading the regions for the sets described, the students need to reach at the
conclusions usually known as De Morgan’s law.
1.

A B A B A B A B

a. (A  B)' b. A'  B' c. (A  B)' d. A'  B'

2. (A  B)' = A'  B' and (A  B)' = A'  B'
Assessment
You can give several problems that require use of Venn diagram to perform set
operations or give them Exercise 3.8 for assessing your students.
100 Mathematics Grade 9

Answers to Exercise 3.8

1. a. B – A = d, e b. A – B = a c. B – A = d,e
2.
A A B
AB B B A

a. b. c. d.
3. a. False b. True c. True d. True
e. False f. True g. True h. True i. True
4. a. A ' = 5, 6, 7, 8, 9 b. B ' = 1, 3, 5, 7, 9
c.  A  C ' = 7, 8, 9 d.  A  B ' = 2, 4, 5, 6, 7, 8, 9
e. A' B' = 5, 7, 9 f.  A  B ' = 5, 7, 9
g.  A' ' = A = 1, 2, 3, 4 h. B – C = 2, 8
i. B  C' = 2, 8
3. The symmetric difference between two sets.
Up until now, students are aware of complements of a set (both relative and absolute).
They also know that such relative complements are sets. If we have two sets A and B,
we have two possible relative complements A – B or B – A. From previous discussions,
they saw that A – B  B – A. After giving this as an introduction, you can leave them
with the questions: i. What will be (A – B)  (B – A)?
ii. What will be (A – B)  (B – A)?
iii. What will be (A  B) – (A  B)?
You can then proceed to giving them Activity 3.15 as a class work so that it will guide
them to defining and understanding of symmetric difference of sets. It will be better if
students do this activity individually. You can use this activity for assessment purpose
because it also requires the use of previous discussions.
Once students discuss the activity, you can give the formal definition of symmetric
difference and enrich their understanding by doing several examples.
Answers to Activity 3.15
a. A ⋂ B = {b, d}
b. A ⋃ B = {a, b, d, e}
c. A \ B = {a}
d. B \ A = {e}
e. (A ⋃ B) ⋃ (B \ A) = {a, e}
f. (A \ B) ⋃ (B \ A) = {a, e}
∴ (A ⋃ B) \ (A ⋂ B) = (A \ B) ⋃ (B \ A)
Right after ensuring the understanding of the students on issues of De Morgan’s laws
and symmetric difference, you may proceed to Group work 3.3 which is intended to
Unit 3- Further on Set 101

give chance for the students to shade parts of the given sets and realize the property of
distributive property of intersection over union and equally distributive property of
union over intersection.
A   B  C   A  B   A  C and
A   B  C   A  B   A  C holds true.
You can let some students draw Venn diagrams for this group work before they come to
class on a flip chart so that you can use it as a teaching aid right after the students
discuss the group work. After their Group work, you can let some group members
present their findings in front of other students.
Answers to Group work 3.3
1. A. A ∪(B ∩C) b. (A ∪B) ∩( A ∪C)

U U
A A
B B

C C

c. A ∩ (B ∪C) d. (A ∩ B) ∪ (A ∩C)
U
U
A A
B B

C C
2. A ∪(B ∩C) = (A ∪B) ∩( A ∪C)
A ∩ (B ∪C) = (A ∩ B) ∪ (A ∩C)
Assessment
You can assess your students by giving them several exercise problems that require
application of distributive property of set operations similar to those given in Exercise
3.9.
Answers to Exercise 3.9
1. A   B  C = {1, 0, –1, 2, 3}
2. a. A   A  B  A b. P'   P  Q  P'  Q
c. A   A'  B  A  B d. P   P  Q  P
102 Mathematics Grade 9

The Cartesian product of sets

This subunit is devoted to introducing how to form a new set of ordered pairs from two
given sets by taking the cross product and proceed to discussing the Cartesian product
named after Rene Descartes. You may start this lesson by discussing the activity in
Group Work 3.4 given in the student textbook. The purpose of this group work is to
introduce to students the concept of ordered pairs and introduce sets whose elements are
ordered pairs. After discussing this group work, you can ask students if they can
construct sets with ordered pairs as elements. You can give them example 1 as hint for
constructing sets of this kind. Then, write the definition of an ordered pair and discuss it
using examples given in the student textbook. In addition to these, you can let your
students determine cross product of sets and solve problems that involve determining
number of elements of sets constructed to have elements as ordered pairs. For this
purpose, you can let them do Activity 3.16 as a class activity whose answers are as
follows.
Answers to Activity 3.16
1. a. A  B = {(2, 0), (2, 1), (2, 2), (3, 0) (3, 1), (3, 2)}
b. B  A ={(0, 2), (0, 3), (1, 2), (1, 3), (2, 2), (2, 3)}
c. n(A  B) = n(A). n(B) = (2) (3) = 6
 n(A  B) = 6
2 a. A  (B  C) = {(a, c), (a, e), (b, c), (b, e)}
b. A (B  C) = {(a, f), (a, e), (a, c), (a, d), (b, f), (b, e), (b, c), (b, d)}
c. (A  B)  (A  C) = {(a, c), (a, e), (b, c), (b, e)}
d. (A  B)  (A C) = {(a, c), (a, e), (b, c), (b, e,), (a, d), (a, f), (b, d), (b, f)}
Pursuant to their effort in doing activity 3.16, you can assess their understanding by
giving exercise 3.10 as homework.
Assessment
In order to assess students understanding of the concept Cartesian product you can use
the questions in Exercise 3.10. You can give this exercise as homework or assignment.
Answers to Exercise 3.10
1. a. A×B =  2, 1 ,  2, 5 b. B×A = 1, 2  ,  5, 2
c. B×C = 1, –1 , 1, 1 ,  5, –1 ,  5, 1 d. A×  B  C = (2, 1)
e.  A  C  B =  –1, 1 ,  –1, 5 , 1, 1 , 1, 5 ,  2, 1 ,  2, 5
f.  A  B   A  C =  2, 1 ,  2, 5 ,  2, –1
g. B×B = 1, 1 , 1, 5 ,  5, 1 ,  5, 5
2. a. B = 1, 4 b. C = 1, 2, 3
Unit 3- Further on Set 103

c. C×B = 1, 1 , 1, 4 ,  2, 1 ,  2, 4 ,  3, 1 ,  3, 4

3. n(B) = 6
4. a. A '×C ' = 1, 1 , 1, 6 , 1, 7 , 1, 8 , 1, 9 ,  3, 1 ,  3, 6 ,
 3, 7  ,  3, 8 ,  3, 9  ,  5, 1 ,  5, 6  ,  5, 7  ,  5, 8  ,  5, 9  ,
(7, 1) (7, 6), (7, 7), (7, 8), (7, 9)}
b. B×A ' = 1, 1 , 1, 3 , 1, 5 , 1, 7  ,  3, 1 ,  3, 3 ,  3, 5 ,  3, 7  ,
 6, 1 ,  6, 3 ,  6, 5 ,  6, 7  ,  8, 1 , 8, 3 ,  8, 5 ,  8, 7 
c. B× (A'  C) = {(1,1), (1, 7), (3,1), (3, 7), (6,1), (6, 7), (8,1), (8, 7)}
5. x = 2 and y = 2
Owing to the fact that students have gained enough of sets and their operations, it is
time to discuss problems involving sets. Focus of such problems that involve sets
revolves around determining number of members of a set. From the outset, it seems that
number of members of a set, say A  B is the sum of a number of elements of set A and
of set B, but the reality is not. For describing this you can use Venn diagram to list
elements of sets A and B and determine the total number of members of A  B.
Example: Let A = {1, 2, 3, 4, 5, 6} and B = {3, 6, 7, 8}
To determine the number of elements of A  B, first we can construct the Venn diagram
of these sets.
U

A B
1
2 4 3
5 7
6 8

n (A) = 6 and n (B) = 4, but n (A  B) = 8 and not n (A) + n (B).

Encourage your students to discuss how they can determine such number of sets and
help them reach at a generalization that n (A  B) = n (A) + n (B) – n (A  B).
You can then give them additional illustrative examples. Finally, give them exercise
3.11 as group assignment because it will help them practice more and you can use this
for assessment as well.
Assessment
As this is end of the unit, you can give quiz/test to assess students understanding.
104 Mathematics Grade 9

Answers to Exercise 3.11

1. a. Since n  A  B = 9, n  A   5, n(B)  5
n  A  B = 1 we have n  A  + n(B)  n  A  B = 5 + 5 
b. A×B =  2, 6 ,  2, 7 ,  2, 8 ,  2, 9 ,  2, 10 ,  3, 6 ,  3, 7 ,
 3, 8 ,  3, 9 ,  3, 10 , (4, 6), (4, 7), (4, 8), (4, 9), (4, 10) (5, 6),
(5, 7), (5, 8), (5, 9), (5, 10), (6, 6), (6, 7), (6, 9), (6, 10), (6, 8) }
 n  A × B = 25, n  A  = 5, n(B) = 5
 n  A × B = n  A  .n (B)
c. n  A × A  = 25, n  A   5,
 n  A  A  = n  A  . n(A)
2. n  C  D = 6, but n  C  D  = n  C  n  C  D
 n  C  n  C  D  = 6
But, n  C  D  = 8
 n  C  8 = 6
 n  C  8 + 6 = 14
3. a. Given n  Q  P  = 4, n  P  Q = 5 and n  P  = 7
Now, n  Q  P  = n  Q   n  Q  P  = 4
n  P  Q  = n(P)  n  P  Q  = 5
i.e, n  P  n  P  Q  = 5
 7  n  P  Q = 5
 n  P  Q = 2
 n  Q = 4 + n  Q  P  = 4 + 2 = 6
b. From the hypothesis, we have
n (R'  S') + n (R'  S) = 3 so n ((U)  (R  S)) + n (S  R) = 3.
i.e, n (U)  n (R  S) + n(S)  n(R  S) = 3
n (U)  n (R)  n(S) + n (R  S) + n(S)  n(R  S) = 3
n (U)  n (R) = 3
n (U) = 3 + n (R)
But, n (S'  R) = n (R  S) = n (R)  n (R  S) = n (R) – 4 = 7
So, n (R) = 7 + 4 = 11
 n (U) = 3 + n (R) = 3 + 11 = 14
4. a. False, If A = 1, 2, 3 , B = 2, 4, 5, 6
Then n  A  B  n  A  + n  B
Unit 3- Further on Set 105

b. False Let A = 1, 2, 3 B = 2, 4, 5, 6

then, n  A  B = n  A   n  A  B = 2
but n  A   n  B = 3  4 = –1
c. False Let A = a, b ; B = 3, 4
n  A   n  B = 2
 n  A  = n  B but A  B
d. True e. True
f. False Let A = 1, 2, 3 and B = 2, 4, 5, 6
n  A  = 3 and n  B = 4
n  A  B  = 6, n  A  B = 1
 n  A  + n  B  n  A  B   n  A  B 
g. False Let A ' = 2, 7, 9 and B ' = 7, 4, 1
n  A' B ' = n  A' + n  B'  n  A'  B'
But, n   A  B  ' = n  A'  B' = 1
h. True i. True
5. a. n (A ⋃ B) = 29 b. n (A \ B) = 6
c. n (A∆B) = 25 d. n (B \ A) = 19
6. 3
7. a. 15 b. 50 c. 25
8. a. 16 b. 20 c. 3 d. 8
Answers to Review Exercises on Unit 3
1. b, c and e
2. a. B =  x, y, z, w b. 3 B
c. 
D = x  : 2 < x < 5  d. H = 3n: n
3. a. 1, 2, 3, 4, 5 m, n, o, p, q
b. They are not equivalent.
c. a, b, c, d, e, f ...m  1, 2, 3, 4...13
4. A = C, D = F, E=G
5. a. A' = a, c, e, g b. B ' = c, d c. A  B = b, f, h
d.  A  B ' = a, c, d, e, g e. A' B' = c
6. i. I=A–B ii. AB iii. B–A iv.  A  B '
106 Mathematics Grade 9

7. a. b. c.

A B A B A B

C C C

A   B  C A   B  C A   B  C
8. a. A ' = 0, 6, 7, 8, 9 b. B – A = 0, 6, 8
c. A  C' = 1, 2, 4, 5
d. C   A  B =  3, 1 ,  3, 2 ,  6, 1 ,  6, 2 ,  9, 1 ,  9, 2
e.  B  A  C =  0, 3,  0, 6,  0, 9,  6, 3,  6, 6,  6, 9, 8, 3, 8, 6, 8, 9
9. a. 7 b. 0
10. a. n  A' = 9 b. n  B' = 4 c. 7 d. 12
11. n (U)  (P  C)) = 5, where P and C represent for students who study physics
and chemistry respectively.
n (U)  n(P  C) = 31  n (P  C) = 5
 n (P  C) = 5  31
So, n (P  C) = 26
= n (P) + n (C)  n (P  C)
= 22 + 20  n (P  C)
n (P  C) = 42  26 = 16
n (P  C) = 16
 n (P  C) = 16 = the number of students who study both subjects.
12. Given that
n (A  B) = 20, n (A  B) = 7, and n(B) = 2n(A), then
n(A  B) = n(A) + n(B) – n (A  B) = n(A) + 2n(A) – n (A  B)
27
 20 = 3n (A) – n (A  B) = 3n (A) – 7 So, n (A) = 9
3
 n (A) = 9 and n(B) = 18
13. a, b and c are infinite whereas d, e and f are finite sets.
14. 21
15. 77
16. a. maximum n(A  B) = 27 (possible number)
b. minimum n(A  B) = 15 (possible number)
c. maximum n(A  B) = 12 (possible number)
d. minimum n(A  B) = 0 (possible number)
 UNIT
4 RELATIONS AND
FUNCTIONS
INTRODUCTION
This unit, among others, is expressed by its essence in our daily life. It is common to
express different types of relations in every aspect: such as fatherhood, brotherhood,
nationality, neighborhood, etc. It is also common to speak of a relation between any two
things that possess some relating phrase. We may say: Abebe is taller than Habte. Here,
Abebe and Habte are those that relate one another, and “is taller than” is a relating
phrase.
A relation in mathematics has many fundamental details and uses for developing other
consequences. It is quite common to talk about functions in mathematics which are
types of relations with some peculiarities. In spite of its simplicity, a relation is thus
crucial to discuss. In this unit, students are expected to see relations and relations in
their mathematical sense. After discussing relations, they need to proceed to functions
that are types of relations with determined properties.
In regard to the mathematical sense of a relation and a function, notions of Cartesian
product, notions of relations and their graphs, functions and their combinations, and
their graphs will be deliberated upon in this unit. Involvement of students in various
aspects of this unit is sought to help for a better realization of the concepts as well.
Considering this fact, try to explore local issues that can best describe a relation and a
function along with the discussions of the ideas and examples delivered in the student
textbook.
Unit Outcomes
After completing this unit, students will be able to:
 know specific facts about relation and function.
 understand basic concepts and principles about combination of functions.
 sketch graphs of relations and functions (i.e. of linear and quadratic
functions).

107
108 Mathematics Grade 9

Suggested Teaching Aids in Unit 4

It is expected that all students are aware of a relation in its meaning from daily life. So
as to be able to make their understanding up to standard, enabling students to participate
in conception of relations and functions is of importance. The discussions hold in class
along this line may not be exhaustive in themselves. Thus, it may be essential to look
for various inputs via teaching aids and active participation of students.
Therefore, constituting different groups, students can develop local examples which will
help as an additional teaching aid for a better and easy understanding of the notions of a
relation and a function. You can also use charts that describe relations of different type,
and also graphs of relations. You can also use software(s) such as Geometers’
Sketchpad, Mathematica, Matlab, etc.
4.1 RELATIONS
Periods allotted: 7 Periods
Competencies
At the end of this subunit, students will be able to:
 define the notions “relation”, “domain” and “range’’.
 draw graphs of relations.
 use graphs of relation to determine domain and range.
Vocabulary: Cartesian product, Relation, domain, range, graph
Introduction
Relation is one of the commonly used descriptions in daily life of every one. We relate
two or more things somehow and in some way. Trying to represent such relations
mathematically is important. For this purpose students need to get acquainted with the
concept of a relation. In this sub-unit, students need to get ideas on notions of relations,
mathematical definition of a relation, domain and range of a relation, and graphs of
relations.
Teaching Notes
You may start the lesson by giving chance to the students to explain their understanding
about relation from their daily life. For this purpose, you can let the students perform
group work 4.1 so that they can
1. explain and discuss the meaning of “relation” in their daily life.
2. give some examples of relations from their daily life.
3. discuss how they understand relations in mathematical language.

You can restate some explanatory relations which can be easily understood by the
students. For example, we usually say many issues related to relations among and
between human beings, our surroundings, and many others, such as someone is a father
of some others, 5 is greater than 3, Addis Ababa is the capital of Ethiopia, Wallia Ibex is
endemic to Ethiopia, etc.
Unit – 4 Relations and Functions 109

You can consider a relation as in its dictionary meaning “the existence or effect of a
connection, correspondence, contrast, or feeling prevailing between persons or things,
especially when qualified in some way”; you can take some examples such as “teacher-
student relation, friendship, neighborhood”, etc as examples in their daily life.
Mathematically, you can explain a relation as a connection between two sets.
Finally, you need to ensure that in any relation, there are two concepts, namely “those
two things that relate one another” and, “a relating phrase”. Here you need to give them
more examples apart from the examples given in the student textbook. You can ask
students to give more examples from their own understanding as an activity. You can
also let them do activity 4.1. Encourage them to give as many examples of relations
from their daily life and guide their view of how ordered pair representation helps in
describing a relation.
Answers to Activity 4.1
1. a. {(4, 3), (6, 3), (6, 5), (7, 3), (7, 5)}
b. {(1, 5), (1, 12), (2, 12), (4, 12), (6, 12), (1, 7), (7, 7), (1, 9), (1, 8), (2, 8), (4, 8),
(1, 3)}
c. {(1, 12), (1, 8), (2, 5), (2, 7), (2, 9), (2, 3), (4, 5), (4,, 7), (4, 9), (4, 3), (6, 5),
(6, 7), (6, 9), (6, 3), (7, 12), (7, 8)}
d. {(4, 8), (6, 12)}
2. a. {(0, 0), (1, 0), (2, 0), (3, 0), (4, 0), (5, 0), (6, 0), (7, 0), (8, 0), (9, 0), (1, 1), (1, 2),
(1, 3), (1, 4), (1, 5), (1, 6), (1, 7), (1, 8), (1, 9), (2, 2), (2, 4), (2, 6), (2, 8), (3, 3),
(3, 6), (3, 9), (4, 4), (4, 8), (5, 5), (6, 6), (7, 7), (8, 8), (9, 9)}
b. {(1, 1), (4, 2), (9, 3), (0, 0)}
c. {(0, 1), (0, 2), (0, 3), (0, 4), (0, 5), (0, 6), (0, 7), (0, 8), (0, 9), (1, 2), (1, 3), (1, 4),
(1, 5), (1, 6), (1, 7), (1, 8), (1, 9), (2, 3), (2, 4), (2, 5), (2, 6), (2, 7), (2, 8), (2, 9),
(3, 4), (3, 5), (3, 6), (3, 7), (3, 8), (3, 9), (4, 5), (4, 6), (4, 7), (4, 8), (4, 9), (5, 6),
(5, 7), (5, 8), (5, 9), (6, 7), (6, 8), (6, 9), (7, 8), (7, 9), (8, 9)}
d. {(2, 2), (2, 4), (2, 6), (2, 8), (3, 3), (3, 6), (3, 9), (5, 5), (7, 7)}
3. This problem depends on each section. You may not feasibly do this for all
students in a section. What is possible in this case is selecting some students,
encourage them to stand in front of the students and ask each student to create
possible pairing of the students based on the questions in the students textbook.
While students discuss the activity, you may need to help students realize that, in a
relation, there are two fundamental conceptions: the related objects and the relating
phrase. In a relation, the issues of order and the establishment of pairing between
objects are fundamentals that every student needs to underscore.
110 Mathematics Grade 9

After deliberating on a relation, you may need to formally define a relation and give
more examples which the students need to do in class. You can also give a chance for
students to do exercise 4.1 either individually or in group.
Assessment
For the purpose of assessing students understanding, you can give them various
exercises of relations and let them describe relating phrase or describe them in the form
of ordered pairs.
Answers to Exercise 4.1
1. a. “is taller than” b. “is the square root of”
c. “is twice of” because R can be expressed as R = {(x, y): y is twice of x}. It
can also be “is two times of”
2. a. R = {(x, y): x is equal to y; x, y A}
b. No. Because in a relation from A to B all the first coordinates must befrom
set A. For example (1, 2)  R, but 1 A. The same is true for (3, 4)
and (5, 6).
c. R = {(2, 1), (4, 3), (6, 5)}
3. R = {(1, 3), (2, 5)}
4. R = {(2, 1), (3, 1), (3, 2), ...}
You may also elaborate the foundation of coordinate plane as a Cartesian product. For
this purpose, you can proceed to deliver the lesson by revising the Cartesian product of
two sets which have been discussed in unit one. You can also explain about the famous
mathematician René Descartes (1596 –1650) who greatly contributed to the
development of Cartesian product that is named after his candid and unreserved
contribution. You can begin by giving an activity to students to develop some relation
from which they will try to identify the members in each relating sets, and help them to
recapitulate their understanding of a Cartesian product from the first unit. Then you can
proceed to the concepts of domain and range. However, before determining domain and
range of a certain relation, it will be better for the students to practice on examples of
relations from their daily life and try to give domain and range of such relations. After
this practice, it could be possible to go into a relation expressed as an ordered pair in a
Cartesian plane for a relation is mathematically, a set of ordered pairs. This is so,
because, if A and B are two sets, then the relation from A to B is the set of order pairs
from A  B or simply any subset of A  B. This time, it is possible to describe a
relation in the following way: If A and B are any two sets and R  (A  B), we call R a
binary relation from A to B or a binary relation between A and B. A relation
R  (A  A) is called a relation in or on A.
When students realize what a relation is from their daily life experience and some of the
mathematical presentations, you can dwell upon domain and range in that domain is
Unit – 4 Relations and Functions 111

simply the set of the first coordinates and the range is the set of the second coordinates
in a Cartesian product. So as to deal on this, you can let the students do Activity 4.2
individually.
Answers to Activity 4.2
a. D = {4, 6, 7} b. D = {4, 6}

c. R = {3, 5} d. R = {8, 12}

This activity is meant to support students understand the concept of domain and range.
The set of the first coordinates satisfying a certain relation being domain and the set of
the second coordinates being range. You can give further examples and state definition
4.2.

Assessment
You can present similar examples to those given in the student textbook and assess
students understanding through oral question and answer, or give them exercise 4.2 as
homework and record their achievement.

Answers to Exercise 4.2

1. Domain = {2, 5} and Range = {2, 3, 4}
2. R = {(1, 2), (2, 3), (3, 4)}; Domain = {1, 2, 3} and Range = {2, 3, 4}
3. a. Domain = {x: x  0} and Range = { y: y  0}
b. Domain = the set of all real numbers and Range = {y: y  0}
c. Here domain can be expressed in many different ways, some of which can
be “all sections in grade nine or all sections in a school” and range is set of
all mathematics teachers teaching in section 9.
4. Domain = {4, 6, 8} and Range = {4, 6, 8}
4.1.3 Graphs of Relations
Up until now, students have discussed meaning of a relation and its representation in a
form of ordered pairs. They also have discussed domain and range. Pursuant to the
meaning of a relation, and domain and range, it is now possible to discuss how to sketch
a graph of a relation. Graphs are alternative representations of relations. In order to
proceed, you can let students do activity 4.3 so that they can discuss coordinate plane, a
point on a coordinate plane and a region on a coordinate plane. For this purpose, you
can prepare a flipchart that consists of a coordinate plane and points and a region on it.
Encourage students to discuss plots of points on a coordinate plane and their
representation as an ordered pair. You can also ask them to list the pairs of numbers
represented as a point on a coordinate plane. Examples of other forms of representations
such as arrow diagrams are also given in the student textbook.
After you do these, group students (different ability groups) and assign them to do
Group Work 4.2 so that they can help each other. The purpose of this group work is to
enable them determine a region representing a relation.
112 Mathematics Grade 9

Answers to Group Work 4.2

1. The graph of the line y = x is given below. We use broken line because the given
relation is inequality (strict less than)
2. Any two ordered pairs can be (0, 4) and (4, 0).
3. The region that contains the ordered pair satisfying the relation is the solution.
4. The shaded part is the one given on the graph below.
5. The domain and range are both sets of real numbers.
y
4
3
2
1 y=x
x
3 2 1 1 2 3 4
1
2
3

Figure 4.1
Following this group work, ask each student to do activity 4.4 individually and by
rounding help each. You can assess how much they have done properly. You can also
give additional exercise for those who are fast to sketch the graph until others finish the
activity.
Answers to Activity 4.4
1. First they need to draw the line y = 2x with solid line because it is not strict
inequality.
2. Select two points on both sides, say (0, 4) and (4, 0).
3. The part that satisfies the relation is the one which shaded in the figure below.
y
5
4  (0, 4)
3 y = 2x
2
1
x
2 1 1 2 3 4
1
2
3  (0, −3)
4

Figure 4.2
You can then give additional examples for practice and understanding and let them do
each of the examples. Once students have become capable of sketching graphs of
relations with inequalities, especially with one inequality, you can proceed by giving
Unit – 4 Relations and Functions 113

them the chance to sketch graphs of relations with mixed inequalities. For this purpose,
group students and ask them to do activity 4.5.
Answers to Activity 4.5
1. The sketches of the relations are:
a b c
y y y
4 4
4
3
3 3
2
2 2
1 R
1 1 x
x x
y=0 3 2 1 1 2 3 4
2 1 1 2 3 4 1
1 3 2 1 1 2 3 4
1
2 2
2 3
3 x=0
Figure 4.3 Figure 4.4 Figure 4.5
2. The possible observation is that the region sketched for R3 is the intersection of
the regions sketched from R1 and R2.
Pursuant to this, encourage students to sketch the graphs of the relations given as
examples and let them describe why they do each step.
It is now time to let the students determine the domain and range of relations with
mixed inequalities from their graphs. Before proceeding into the group work presented
for this purpose, you can ask students to explain how they can determine domain and
range for brainstorming. Then ask them to do Group Work 4.3.
Answers to Group Work 4.3
1. Students can come up with varieties of replies for this question. Entertain each
and guide them towards the following possibility stated as a short cut for
determining domain and range.
2. In order to determine domain and range from graph of a relation, they need to
notice that they use vertical and horizontal lines. The region that intersects with a
vertical line passing through the x-axis stands for domain and the region which
intersects with a horizontal line passing through the y-axis stands for range of the
relation.
You enrich their understanding by giving more examples and give them exercise 4.3 as
an assignment for each student so that they can practice sketching graphs of relation and
determine domain and range. While they do examples in class you can add exercises of
the following type for fast learners.
Sketch the graph of the following relations:
a. R = {(x, y): y < x and y > x} whose graph is empty and
b. R = {(x, y): y  x and y  x} whose graph is the line y = x.
114 Mathematics Grade 9

Assessment
You can give them different relations and ask them to sketch their graphs and determine
domain and range for each graph. Let them also submit their work and you check and
keep record. You can post the best works in class.
Answers to Exercise 4.3
1. a. b.
Domain = {5} Domain = {2, 3, 5}
Range = {15} Range = {6, 10, 15}
y y
16 16
(5, 15)  (5, 15)
14 14 (3, 15)
10 10  (5, 10)
8 (2, 10)
8
6 6  (3, 6)
4 4 (2, 6)

2 2
x x
4 2 2 4 6 8 10 4 2 2 4 6 8 10
2 2
4 4

Figure 4.6 Figure 4.7

2. a. b). c.
1
Domain= ℝ Domain = {x: x  } Domain = ℝ
2
Range = ℝ Range = ℝ
y
4 Range = ℝ
3 y
y 4
R 2 y = 3x  2 4
3
1 3
x 2
2
4 3 2 1 1 2 3 4 y = 2x −1 1
1 1 x
x
2 2 1 1 2 3 4
4 3 2 1 1 2 3 4
1 1
3
2
y = −2x + 1 2
4 y = 2x 1
3 3
4 4

Figure 4.8 Figure 4.9 Figure 4.10

3. a. R = {(x, y): y  x+1 and x  2}; Domain = {x: x  2} and Range = {y: y  3}
b. R = {(x, y): y  x, x  4 and y  0}; Domain = {x: 0  x  4} and
Range = {y: 0  y  4}}
Unit – 4 Relations and Functions 115

4.2 FUNCTIONS
Periods allotted: 6 Periods
Competencies
At the end of this subunit, students will be able to:
 define function.
 determine the domain and range of a given function.
 determine the sum, difference, product and quotient of functions.
 evaluate combination of functions for a given value from their respective
domain.
Vocabulary: Function, Equations in two variables, System of equations, linear function
Introduction
As a particular type of relation which students have discussed in the previous sub-unit,
in this sub-unit they will discuss functions. First they will see ordered pair
representations of functions and arrow diagram representations. Second they will see
domain and range of functions. After discussing these representations, domain and
range; they need to realize that value of a function at a point is a real number. Pursuant
to these they need to discuss the possibility of applying operations on such values of
functions which will lead them into combinations of functions.
Teaching Notes
This subunit seeks further look at relations that fulfill certain characteristics and called
functions.
4.2.1 Functions
You can introduce the unit by revising different types of relations that are expressed by
using set of ordered pairs as a result of Cartesian product. You also need to let students
perform group work 4.4 to recall concept of a relation, describe relations in a form of
ordered pairs and characterize possible observations on such ordered pair representation
which will help them in constituting functions.
While giving examples of such ordered paired relations, you need to assist students to
identify the representations of one-to-one, many-to-one and one-to-many, and let them
discuss each if they can see their characteristics.
Answers to Group Work 4.4
1. a. The observation could be that all are given in ordered pairs. However, the
setting of the pairs are not all the same in each relation.
b. In R1, each first coordinate is paired with unique second coordinate.
In R2, although each first coordinate is paired with unique second coordinate,
two different first coordinates are paired with one second coordinate (1, 2)
and (3, 2).
116 Mathematics Grade 9

In R3 each first coordinate is not paired with unique second coordinate. i.e.,
one first coordinate is paired with two second coordinates (1, 2) and (1, 4).
c. Such ordered pairs are found only in R3.
2. There is change in the fatherhood. The pairings are also interpreted differently.
For example, the R1 one father may have one child or may have more than one
child. This can be one-to-one or many-to-one. In R2 many x cannot be fathers of y.
After doing so, you can proceed to the formal definition of a function. From the Group
Work students are capable of identifying the order pair form of relations and those that
are functions. As an alternative form of representing relations you can also discuss
representations of such relations in form of Venn diagram. You then lead the students
to do several examples so that they can assimilate their understanding.
Function is a (special) type of a relation that does not pair (or map) elements of the first
coordinate to two or more elements of the second coordinate. That is, every element of
the first coordinate is paired (or mapped) with exactly one and unique element in the
second coordinate. In this regard, you can help students to identify that a relation is a
function if it is either one-to-one or many-to-one. In both cases the second coordinate is
unique. At this stage, you may need to give chance for the students to give examples of
relations which are functions.
Once students become able to recognize a function, you can proceed to the concepts of
domain and range of functions defined by the set of ordered pairs. At this stage, students
need to recapitulate that domain and range of functions are determined analogous to
determining domain and range of a relation. i.e. domain is the set of the first coordinates
and range is the set of all second coordinates.
For practice you can let students discuss the examples on the students textbook. You
can also give them additional examples.
Cognizant of students understanding, you can proceed with the lesson by considering
functions defined by formulas like f (x) = x + 2 and g (x) = 3 – 3x and guide students to
determine domain and range. Before you do so, you can engage students by letting them
do Activity 4.6. The purpose of this activity is to help students find algebraic rule for
functions from their arrow diagram representation (you can also add an example for
ordered pair form representation) and determine domain and range of functions from
their algebraic rule.
Answers to Activity 4.6
1. The algebraic rule for f (x) is f (x) = 3x where x ∈ {0, 1, 2, 3}.
2. a. domain = ℝ and range = ℝ
b. domain = ℝ and range = {y : y  0}
c. domain = {x : x  – 3  x  – 3 } and range = {y : y  0}
Unit – 4 Relations and Functions 117

Following their effort in doing the activity, you can let them discuss the examples given
in the student textbook. While they discuss you can round and check their work. If
there are fast learners who can do each easily, you can add some exercises to find
domain and range of the following type.
a. f ( x)  (1  x) whose domain is {x: x  1} and range = {y : y  0}
b. f ( x)   x2 whose domain is ℝ and range = {y : y  0}
c. f ( x)  x 2 whose domain is ℝ and range = {y : y  0}
At this stage, it will be essential and helpful to encourage students to do exercise 4.4 in
group as an assignment. It is also possible to arrange presentation so that they can well
prepare themselves, conduct discussion and get what is anticipated.
Assessment
You can assess the students understanding by asking them to write down algebraic rule
for functions written in the form of ordered pairs, and giving exercise problems that the
students should identify as relations or functions or both. You can also let them give
their reason for their answers and let them give the domains and ranges as well. You can
also ask students to evaluate the value of a given function at a given value from its
domain. These can also be administered by class activities, group discussions,
homework/assignments, and/or tests/quizzes as situations permit in your school.
Answers to Exercise 4.4
1. a. Not function because –1 is paired with 2 and 3 (One –to-many)
b. Not function because 1 is paired with 1 and 3 (One –to-many).
c. Yes
d. Not function because one area can be mapped with more than one triangles
(i.e. different triangles can have the same area)
e. Not function because one x can have many multiples
f. Yes
g. Not function because for one x there are many y such that y < x
h. Yes.
2. Yes, because a function is a special type of relation.
3. a. Domain = ℝ and Range = {3}
b. Domain = ℝ and Range = ℝ
c. Domain = {x: x –4} and Range = {y: y  0}
d. Domain = ℝ and Range = {y: y  –1}
e Domain = ℝ\{0} and Range = ℝ\{0}
4. a. f (–4) = –8 b. f (5) = 13
5. 1. b 2. c 3. a
6. 1. a 2. b 3. a
118 Mathematics Grade 9

4.2.2 Combinations of Functions

Once the students successfully accomplish the tasks outlined previously, this stage it
may be fundamental for students to understand that functional values are numbers. And
thus, if two or more functions are considered at a time, it is possible to do operations
such as addition, subtraction, multiplication and division on those numbers as functional
values. Such conception will lead into discussing combinations of functions. It may be
better to give functions defined by formulas like f (x) = x + 2 and g(x) = 3–3x and let
students determine their sum, difference, product and quotient. For the purpose of
engaging students in critical thinking about combinations, you can let them do group
work 4.5 and help them understand how combinations of functions are determined and
at the same time determine domain and range of combined functions. When they
practice doing so, the formal rules of such combinations can follow. At this phase, it is
good for students to identify the relationship between the domain of the component
functions and the resulting function. Notice that domain of a combined function is the
intersection of the domains of the component functions when the operations are
addition, subtraction and multiplication. But during division, the domain of the resulting
function is the intersection of the domains of the component functions provided that the
denominator function is defined. Pursuant to the discussion of domain and range, it will
be advisable for students to see the functional values of combined functions at points
from the domain. To do so, you may proceed to assisting students to evaluate the sum,
difference, product and quotient of functions at a given value of x from the domain.
Answer to Group work 4.5
a. f  g  x  3  10  x
f  g  x  3  10  x
f .g   x2  13x  30
f x 3

g 10  x
b. Domain of f + g = {x: 3 ≤ x ≤ 10}
Domain of f – g = {x: 3 ≤ x ≤ 10}
Domain of f.g = {x: 3 ≤ x ≤ 10}
f
Domain of  {x : 3  x  10}
g
c. Domain of f = {x: x ≥ 3}
Domain of g = {x: x ≤ 10}
Domain of (f + g) = {x: 3 ≤ x ≤ 10}
Domain of f and g = domain of f + g
Following the group work, it will be advisable to practice more on combinations
through the examples from the student textbook and more others. While students
discuss the examples, you can give additional exercises of the following type for faster
students.
Unit – 4 Relations and Functions 119

a. 2(f – g) – 3f
b. (f + 2g)(2g)
c. 2(f – g)(f + g)
f g
d.  where f (x) = 2 + 3x and g(x) = x  5
g f
Assessment
For the purpose of checking students understanding and assessing their level, you can
give them Exercise 4.5 as homework and you then check and give them your feedback.
You need also keep record.
Answers to Exercise 4.5
1. a. Domain of f +g = {1, 2}
b. f + g = {(1, 7), (2, 9)}
f – g = {(1, –3), (2, 1)}
2. a. –2f = {(2, – 6), (4, –18), (3, 16)}
b. fg = {(2, 15), (3,–80), (4, 153)}
c. fg(2) = 15
d. g2 = gg = {(1, 4), (2, 25), (3, 100), (4, 289)}
3. a. Domain of–2f = {2, 3, 4}
b. Domain of fg = {2, 3, 4}
c. Domain of fg(2) = {2}
d. Domain of g2 = {1, 2, 3, 4}
2 2 x  2 2 x2  2 x  8
4. a. f g  
x  1 3x  3 3x 2  3
 2  2 x  2  4
b. fg    
 x  1  3x  3  3x  3
c. Domain of f + g = Domain of fg = Domain of f  Domain of
g = ℝ\{1}ℝ\{–1}= ℝ\{–1,1}
f 
  2 f   3  6
25
5. a. 2fg(2) = 12 b. c.  f  g  4  
g  3
6. Yes, i. Domain (f + g) = Domain of f ⋂ Domain of g.
ii. Domain of (f – g) = Domain of f ⋂ Domain of g.
iii. Domain of (f.g) = Domain of f ⋂ Domain of g.
f
iv. Domain of = Domain of f  Domain of g , g ( x)  0
g
120 Mathematics Grade 9

4.3 GRAPHS OF FUNCTIONS

Periods allotted: 9 Periods
Competencies
At the end of this subunit, students will be able to:
 sketch graphs of linear functions.
 describe the properties of the graphs of linear functions.
 sketch the graphs of a given quadratic function.
 describe the properties of the graphs of given quadratic functions.
 determine the maximum and minimum values of a given quadratic function.
Vocabulary: Graph of linear function, graph of quadratic function, properties,
maximum and minimum values
Introduction
In previous sub-unit functions, domain and range of functions, and combinations were
discussed. In this sub-unit students will discuss graphs of functions (linear and
quadratic) and will proceed to characterizing graphs and develop properties. Finally,
they will discuss some of the applications in determining minimum or maximum values
of quadratic functions.
Teaching Notes
Since students have discussed linear and quadratic equations in unit 2, you may start
this subunit by asking students to state the definition of linear function and quadratic
function. Following this discussion, you may proceed to writing down the following
definition of a linear function:

Definition. If a and b are fixed real numbers, then f (x) = ax + b; a 0 for x  ℝ is

called a linear function. If a = 0 then f (x) = b is called a constant function.
Before proceeding further, it may be important to let students revise evaluating values
of functions and plotting some of the evaluated coordinate points on a coordinate plane
to draw graphs of linear functions. As a consequence of this, it may be good to let
students discuss some basic and important properties of linear functions and their
graphs. For this purpose you can discuss, with active participation of the students, the
examples given in the student textbook on page 159. You can then let students write
down their observations from graphs of linear functions by giving them chance to do
Activity 4.7. This helps them to make generalizations about increasing and decreasing
nature of graphs in relation to the coefficient of the variable x. You also let them do
more examples and exercise of these types. Whenever it is necessary, you can narrate
all the properties at the end. At this moment, you can ask the following to the fast
learners:
In f (x) = 2x  1, if f (x) = 3 it true for all x, then
a. solve for x
Unit – 4 Relations and Functions 121

b. Sketch the graph of x = 2

c. Characterize the behavior of the graph
d. Is the function increasing or decreasing?
The solution of this is: a) x = 2
b.
y
9
8
7
x = 2
6
5
4
3
2
1
x
5 4 3 2 1 1 2 3 4
1
2
3
4
5

Figure 4.11
c. x-intercept is at (2, 0) and the graph is vertical line.
d. Neither increasing nor decreasing
Let the students do some of the examples in the students textbook first and then give
them some more exercises from exercise 4.6 for additional practice as homework and
keep records for assessment.
Assessment
You can assess students learning and understanding, you can give exercise problems on
sketching the graph of linear functions and ask students to describe the properties of the
graphs of linear functions. You can do these by giving class activities, group
discussions, homework/assignments, and/or giving tests/quizzes.
Answers to Exercises 4.6
1. a, b, c are linear because all can be expressed in the form of y = ax + b. d is not
linear
2. a.
x –1 1 2 3
f (x) –3 1 3 5
b.
x –6 –3 0 3 6
f (x) –3 –2 –1 0 1
c.
x –3 –2 –1 0 1 2 3
f (x) 10 7 4 1 –2 –5 –8
122 Mathematics Grade 9

3.
Slope y-intercept
x-intercept
A –1 (0, 1)
(1, 0)
B 3 4 
(0, –4)
 ,0
3 
C 1 (0, 3) (–3, 0)
D 3 (0, 5)  5 
 ,0
 3 
4. a. Increasing function, because its slope is positive.
b. Increasing function, because its slope is positive.
c. Constant function (Neither increasing nor decreasing) (Its slope is zero)
d. Constant function (Neither increasing nor decreasing) (Its slope is zero)
5. a. y – 3x – 5 = 4
x –3 –2 –1 0 1 2 3
f (x) 0 3 6 9 12 15 18
y
9
8
7
y −3x – 5=4
6
5
4
3
2
1
x
4 3 2 1 1 2 3 4
1
2
3

Figure 4.12
b. 4 = 4x – 2y
x –3 –2 –1 0 1 2 3
f (x) –8 –6 –4 –2 0 2 4
y
5
4
3
2
1
x
3 2 1 1 2 3 4
1
2 4= 4x – 2y
3

Figure 4.13
Unit – 4 Relations and Functions 123

c. f (x)=1–7x
X –3 –2 –1 0 1 2 3
f (x) 22 15 8 1 –6 –13 –20

y
4
3
2 f (x) = 17x
1
x
3 2 1 1 2 3 4
1
2
3

Figure 4.14
d. y = 1
x –3 –2 –1 0 1 2 3
f (x) 1 1 1 1 1 1 1

y
4
3
2
y =1
1
x
3 2 1 1 2 3 4
1
2

Figure 4.15
y
6. a. y-intercept = (0, –5) and 4
5 3
x-intercept = ( , 0) 2 5 
3  ,0
Locate these intercepts and 1 3 
x
draw a line passing through 2 1 1 2 3 4
1
them. 2
3 y = 3x  5
4
5 (0, 5)
6

Figure 4.16
124 Mathematics Grade 9

b. y-intercept = (0, 2) and y

4
x-intercept = (1, 0)
3
Locate these intercepts and
2
draw a line passing through 4 + 2y =4x
them. 1
(1, 0) x

2 1 1 2 3 4
1
2 (0,  2)
3
4

Figure 4.17

y
4
c. y-intercept = (0, –5) and
5 3
x-intercept = ( , 0) 2 5 
3  ,0
Locate these intercepts and 1 3 
x
draw a line passing through 2 1 1 2 3 4
1
them.
2
3 y = 3x  5
4
5 (0, 5)
6
Figure 4.18
7. a. Slope = 1 and you can take any
arbitrary point that satisfy the y
4
function say, (0, 3)
Draw a line parallel to y = x 3
3y  3x5 = 4
and passing through the 2
point (0, 3) 1
x
4 3 2 1 1 2 3 4
1
2
y = x 3
Figure 4.19
Unit – 4 Relations and Functions 125

b. Slope = 4 and you can take any y

arbitrary point that satisfy the 4
function say, (0, 2) 3
Draw a line parallel to y = 4x 2
and passing through the point (0, 2) f (x) = 4x + 2
1
x
2 1 1 2 3 4
1
2 y =4x
3

Figure 4.20
c. Slope = 1 and you can take any
y
arbitrary point that satisfies the 4
function say, (0, 2) 3
3x  4= 5x 2y
Draw a line parallel to y = x and 2 y =x
passing through the point (0, 2). 1
x
5 4 3 2 1 1 2 3 4
1
2
3

Figure 4.21
Following this analogy in linear functions, you can proceed to discuss quadratic
functions. You can start this sub-unit by asking the students to write down the definition
of a quadratic function. Based on the definition(s) students might give, you need to
facilitate discussions and then you can give the following formal definition at the end.
Definition: A function defined by f (x) = ax2 + bx + c; a, b, cℝ and a  0 is called
quadratic function.
At this stage, it may be good to let students discuss some basic and important properties
of quadratic function such as a  0. After considering these, you can proceed to discuss
how table values are constructed and how these table values help us draw a graph of a
quadratic function. You can let students do activity 4.8 and assist them how such table
values help in drawing quadratic functions. You also need to help students take a notice
that graphs of quadratic functions are curves (known as parabola).
Answer to Activity 4.8
1. a.
x –3 –2 –1 0 1 2 3
f (x) 9 4 1 0 1 4 9
b.
x –3 –2 –1 0 1 2 3
f (x) 2 0 0 2 6 12 20
126 Mathematics Grade 9

c.
x –3 –2 –1 0 1 2 3
f (x) –25 –14 –7 –4 –5 –10 –19
y
5
4
3
f (x) = x2
2
1
x
2 1 1 2 3 4
1
2

Figure 4.22
3. It is the graph of the parabola that opens upward. Has turning point (0, 0) and
axis x = 0
When you ensure that students have captured computing table of values and can sketch
the graph of a quadratic function, you can give them Activity 4.9 so that they can list
their observation and understand the change in openness of the curve of the parabolas.
Answers to Activity 4.9
The graph of f (x) = –x2
 opens downward
 has vertex (0, 0)
 has axis x = 0
 is symmetrical with respect to the y-axis.
Let them do other examples as well to determine vertex and the axis of a parabola.
Cognizant of the fact that the students have reached at the required level of
understanding of sketching the graphs of simple quadratic functions such as f(x) = x2
and f (x) = -x2, and that they can narrate on the behaviors of the graphs you can let them
perform group work 4.6. The purpose of this group work is to give chance for students
to practice drawing graphs of quadratic functions, write down their observations and
help them seek an alternative way (if any) to drawing graphs of quadratic functions.
Answers to Group work 4.6
1. i.
x –2 –1 0 1 2
a. f (x) = 3x2 12 3 0 3 12
b. f (x) = 3x2 – 1 11 2 –1 2 11
c. f (x) = 3x2 + 1 13 4 1 4 13
Unit – 4 Relations and Functions 127

y
3

2
f (x) = 3x2 + 1

1
f (x) = 3x2

f (x) = 3x2  1 x
2 1 1 2 3

1

Figure 4.23
ii.

x –2 –1 0 1 2 2
y

a. f (x) = 3x2 –12 –3 0 –3 –12

b. f (x) = 3x2 – 1 –13 –4 –1 –4 –13 1

c. f (x) = 3x2 + 1 –11 –2 1 –2 –11 x

2 1 1 2 3

1
f (x) = 3x2 + 1

2 f (x) = 3x2

f (x) = 3x2  1
3

Figure 4.24
3. By using shifting methods (or rule)
This time, the students are expected to narrate different properties of quadratic functions
and their graphs. Once students are able to draw graphs of quadratic functions, you may
assist them to describe some more of the properties of the graphs of quadratic functions,
the intercepts, the nature of the graphs in relation with the leading coefficients and the
coordinates of the vertex of a parabola and symmetry. When they characterize openness
of graphs of quadratic functions and their relation to the leading coefficient, you can
proceed by letting students do some more examples similar to the group work 4.6 so
that they can further characterize graphs of quadratic functions and take a leap into
using shifting rule for drawing graphs of quadratic functions.
Some illustrative examples are delivered in the student textbook. You can give other
exercises such as:
1. Sketch the graph of f ( x)  x 2 , f ( x)  ( x  2)2 , f ( x)  ( x  2)2  1,
f ( x)  ( x  2)2 1 using the same coordinate system
2. Sketch the graph of f ( x)  x 2 , f ( x)  ( x  2) 2 , f ( x)  ( x  2) 2  1 , and
f ( x)  ( x  22 )  1 using another coordinate system
3. Write down your observations on each.
These will help students practice more and support your assessment. You can also
engage fast students with these exercises while others are doing the examples in the
textbook.
Finally, when students can see that the graph of a parabola turns upward or downward
depending on the leading coefficient, it will be good to let them see that a parabola has
128 Mathematics Grade 9

either a minimum or a maximum. In order to do this, you better let students do Group
Work 4.7 and assist them understand the fact that a quadratic function has either
minimum or maximum and you also help them seek ways of determining these. You
can describe the following facts to students.
When the graph turns upward, the function has a minimum value, and when it turns
downward it has a maximum value.
You can also encourage students to describe a quadratic function in the general form of
f (x) = a(x + k)2 + c so that they can characterize some properties. At last help them to
understand the following.
 Change in the value of a affects the openness of the graph of the quadratic
function. When a > 0 an increase in a widens the openness of the parabola.
 Change in k shifts the graph either to the left or to the right.
 Change in c effects in movement of the graph upward or downward.
 c is either the maximum or the minimum of a quadratic function.
Ask students to determine this minimum or maximum value for some quadratic
functions. At last, you may give them a note that such a minimum or maximum
value occurs at the vertex.
Answers to Group work4.7
1. For a quadratic function f (x) = ax2 + bx + c
i. If a > 0, f (x) has a minimum value of the vertex. Or
ii. If a < 0, f (x) has a maximum value at the vertex.
 b 
Therefore, the maximum value or minimum value is f  
 a 
Assessment
Since it is the end of the unit you can give a comprehensive exam/test to assess students
understanding.
Answers to Exercise 4.7
1. a. a = –2, b = 3 and c = 2 b. a = 3, b = –4 and c = 1
c. a = –1, b = 5 and c = –6
2. a.
x –3 –2 –1 0 1 2 3

f (x) –36 –16 –4 0 –4 –16 36

b.
x –3 –2 –1 0 1 2 3
f (x) 29 14 5 2 5 14 29
Unit – 4 Relations and Functions 129

c.
x –3 –2 –1 0 1 2 3
f (x) 29 16 7 2 1 4 11
3. a. f (x) = 3x2 y
2
x –2 –1 0 1 2
1
x
f (x) –12 –3 0 –3 –12 3 2 1 1 2 3 4 5
1
2
f (x) = 3x2
3
4
5
6
7

Figure 4.25
2
b. f (x)=7x – 3
y
x –2 –1 0 1 2 6
5
4
f (x) 25 4 –3 4 25
3
f (x) = 7x2  3
2
1
x
3 2 1 1 2 3 4 5
1
2
3
4

Figure 4.26
y
2
c. f (x)=2x +6x+1 6
5
4
x –2 –1 0 1 2 3
f (x) = 2x2 + 6x + 1
2

f (x) –3 –3 1 9 21 1
x
5 4 3 2 1 1 2 3 4 5
1
2
3
4

Figure 4.27
4. a. Domain = ℝ and Range = {y: y  7}
b. Domain = ℝ and Range = {y: y  0}
1
c. Domain = ℝ and Range = {y: y   }
4
130 Mathematics Grade 9

d. Domain = ℝ and Range = {y: y  –2}

e. Domain = ℝ and Range = {y: y  2}
5. a. f (x)=9x2+1 b. f (x) = x2–3
y y
5
5
4
4
f (x) = x 2 3 y = x2
3 2 y = x2 3
2 1
f (x) = 9x2 x
1 3 2 1 1 2 3 4
x 1
3 2 1 1 2 3 4 2
1 f (x) = 9x2 + 1 3
2 4
3

Figure 4.28 Figure 4.29

c. f (x)=(x–5)2 .
d. f (x)=(x–2)2+13
y
22
y
6
f (x) = (x  5)2 20
5
4 16
f (x) = (x  2)2 + 13
3
2 f (x) = x2 12

1 8
x
3 2 1 1 2 3 4 5 6 7 4
1
x
2
8 4 4 8

2
Figure 4.30
Figure 4.31
e. f (x)=(x+1)2–7 f. f (x)=4x2+7x+3
y
5 y
4 5
3 4
2
2 3
f (x) = x2
f (x) = x 2
1  7
x 2 f ( x)   x  
5 4 3 2 1 1 2 3 4 1  8
1 x
2 f (x) = (x+1)2
3 2 1 1 2 3 4
3 1
4
2
5
6
f (x) = (x+1)2  7
7 Figure 4.33

Figure 4.32
Unit – 4 Relations and Functions 131

 b  b    5 7  5
6. a. Vertex =  , f      ,  and Axis of symmetry: x 
 2a  2a    2 4  2
 b  b  
b. Vertex =  , f      4, 3 and Axis of symmetry: x = 4
 2 a  2a  
 b  b  
c. Vertex =  , f      4, 13 and Axis of symmetry: x = 4
 2a  2a  
7. a. Since the leading coefficient = 1 > 0.
 b   7  89
Thus the function has minimum value at f    f    
 2a   2  4
y
4
2
x
8 6 4 2 2 4 6 8
2
4
6
8
10
12 f (x) = x2 +7x – 10
14
16
 18
20
22
24

Figure 4.34
 b 
b. The function has minimum at f    f  2    3
 2a 
y
2
1
x
4 3 2 1 1 2 3 4
1 2
2
f (x) = x + 4x +1
3
4

Figure 4.35
 b 
c. The function has minimum at f    f (1)  1
 2a 
132 Mathematics Grade 9

5
y
4
3
2
f (x) = 2x2 4x + 3
1
x
2 1 1 2 3 4
1
2

Figure 4.36
 b   1  15
d. f has minimum value at f    f   
 2a   4  4
y
8
7
6
5
4
f (x) = 4x2 + 2x + 4
3
2
1
x
2 1 1 2 3 4
1
2
y
5
Figure 4.37 4
e. the function f (x) = –x2 – 4x 3
 b 
has maximum value at f    f  2   4 f (x) = x2  4x
2

 2a 
1
x
5 4 3 2 1 1 2 3 4
1
2
3

Figure 4.38
f. The function f (x) = –6 – x2 – 4x y
has maximum value at 2

 b  1
f    f  2   2
x
 2a  4 3 2 1
1
1 2 3 4

2
3
f (x) = −6−x2−4x
4
5
6

Figure 4.39
Unit – 4 Relations and Functions 133

Answers to Review Exercises on Unit 4

1. Domain = {1, 2, 3, 4, 5} and Range = {2, 3, 4, 5, 6}
2. R = {(1, 4), (2, 5), (3, 6), (4, 7)}
Range = {4, 5, 6, 7}
3. a. AB = {(1, a), (1, b), (1, c), (2, a), (2, b), (2, c), (3, a), (3, b), (3, c),
(4, a), (4, b), (4, c), (5, a), (5, b), (5, c)}
b. i. R1 = {(1, a), (1, b), (1, c), (3, a), (3, b), (3, c), (5, a), (5, b), (5, c)}
ii. R2 = {(1, a), (1, b), (1, c), (2, a), (2, b), (2, c), (3, a), (3, b), (3, c)}
4. a. No. Because R from A to B is R = {(1, 2), (1, 4), (1, 5), (2, 2), (2, 4),
(2, 5), (3, 2), (3, 4), (3, 5), (4, 2), (4, 4), (4, 5)} where as R* from B to A
is R* = {(2, 1), (2, 2), (2, 3), (2, 4), (4, 1), (4, 2), (4, 3), (4, 4), (5, 1), (5, 2),
(5, 3), (5, 4)} which are not the same.
b. Yes, because (2, 4), (2, 2), (4, 4), and (4, 2) belong to both relations from A
to B and from B to A.
c. If R is a relation from A to B, then a relation from A  B to A  B is always
a relation from A to B and from B to A.
5. a. No. Because x is taller than x is wrong.
b. No. Because if x is taller than y; then y is taller than x is incorrect.
c. Yes, because if x is taller than y and y is taller than z , then x is taller than
is correct.
6. In R = {(x, y): y = x};
a. (x, x)  R is true because x = x is always true.
b. If (x, y)  R then y = x. But, it is also true that x = y which means (y, x)  R
c. If (x, y)  R and (y, z)  R then (x, z)  R is true because,
x = y and y = z implies x = z.
7. a. Domain = ℝ and Range = ℝ
b. Domain = ℝ and Range = {y: y  0}
c. Domain = {1, 2, 3} and Range = {1, 3, 5}
d. Domain = (, 2]  [2, ) and Range = {y: y  0}
8. a. y b.
4 y
4
3
3
2
1 2
x y = 2x + 1
1
2 1 1 2 3 4 x
1
2 1 1 2 3 4
2 1
3 2
4
y = 2x + 3 3
5

Figure 4.40 Figure 4.41

134 Mathematics Grade 9

c. d.
y y
4 4

3 3
y = x + 3 2
2 y =x
1
1 x
x 4 3 2 1 1 2 3 4
1
2 1 1 2 3 4
1 2

2
Figure 4.42 Figure 4.43
e. f. y
y 4
4
3 y =x
3
2 y= x 2
1 1
x y=0 x
4 3 2 1 1 2 3 4 4 3 2 1 1 2 3 4
1 1
2 y = 1 x 2
3
4
Figure 4.44 Figure 4.45
g. h.
y
y 4 y = x +1
4
3
3 2
2 y = x +1 1
x
1
x 4 3 2 1 1 2 3 4
1
3 2 1 1 2 3 4 y =1 x
2
1 x=0
y =1 x 3
2

Figure 4.46 Figure 4.47

i.
y
5
y=4
4
3
2
y = x 2 1
x
6 5 4 3 2 1 1 2 3 4
1
y = x 2
2
3
4

Figure 4.48
Unit – 4 Relations and Functions 135

9. a. R = {(x, y): y > x – 2, y > – x – 2 and y  4};

Domain = {x: – 6 < x < 6} and Range = {y: – 2 < y  4}
10. a. function b. function c. Not function because a first
coordinate is mapped with more than one second coordinate.
11. AB = {(2, 2), (2, 3), (2, 4), (2, 6), (5, 2), (5, 3), (5, 4), (5, 6), (7, 2), (7, 3),
(7, 4), (7, 6)} and hence it is not a function because a first coordinate is mapped
with more than one second coordinate.
12. a. Domain = {1, 2, 5, 7} and Range = {2, 3, 6, 8}
b. f (2) = 3 and f (5) = 6
13. i. a. f+g=–x–3 b. f – g = 5x + 5
f 2x 1
c. fg = – 6x2  11x – 4 d. 
g 3x  4
ii. a. (2f + 3g)(1) = –15 b. (3fg)(3) = –273
3f 27
c.  4 
2g 32
f  4 
iii. Domain of  \ 
g 3

14. i. a. fg 
 x  4  2 x  4   2 x 2  12 x  16 ; 2 x 2  2 x  0
2 x( x  1) 2 x2  2 x
g 2 x  2 x  4 4 x2  8x
b.   2 ; x2  5x  4  0
f  x  4  x  1 x  5 x  4

f 2 x  8 x2  5x  4  4 x  24 x  32   x  5x  4
2 2

c. 2f    
g 2x 4 x2  8x 4 x2  8x
3x 2  19 x  28
 ; 4 x2  8x  0
4 x2  8x
ii. a. Domain = ℝ \ {–1 , 0} b. Domain = ℝ \ {–4, –1, 0}
c. Domain = ℝ \ {–2, –1, 0}
1 g 16
iii. a. (f – g) (1) = b. (2) 
2 f 9
 f  28
c.  2 f    3 
 g 15
15. a) f (x) = 3x+2 x –2 –1 0 1 2

f (x) = 3x+2 –4 –1 2 5 8
136 Mathematics Grade 9

y
4
3
2
f (x) = 3x + 2
1
x
2 1 1 2 3 4
1
2

Figure 4.49 y
4
b. x – 2y = 1
3
–2 –1 0 1 2 2
x–2y =1 3 –1 1 0 1 x  2y = 1
  1
x
2 2 2
3 2 1 1 2 3 4
1
2

Figure 4.50
c. f (x) = 2–7x y
4
X –2 –1 0 1 2
3
f (x) = 2–7x 16 9 2 –5 –12 2 f (x) = 27x
1
x
2 1 1 2 3 4
1
2

Figure 4.51
d. f (x) =3x 1
2 y
2
x 2 1 0 1 2 f (x) = −3x2 1
1
f (x) =3x21 13 4 1 4 13 x
2 1 1 2 3 4
1
2
3
4
5

Figure 4.52
2
e. f (x) =32x+x
x –2 –1 0 1 2
f (x) =32x+x2 11 6 3 2 3
Unit – 4 Relations and Functions 137

y
5
4
3
2
f (x) = 3 2x + x2
1
x
2 1 1 2 3 4 y
8
1
7
2 (0, 7)
6
Figure 4.53 5
4 f (x) = 7 + 2x
3
 7 
16. a. x-intercept =   , 0  and 2

 2  
1
x
5 4 3 2 1 2 3 4
the y-intercept = (0, 7) and thus draw 1

7 2
1

0
,
-
 
a line that passes through these points 



2
3
on the coordinate plane.
Figure 4.54
y
4
3
2
5  1
b. x-intercept  , 0  and y-intercept (0, –5) x
3  3 2 1 1

2 3 4
1 5 
 ,0
2 3 
3
4 f (x) = 3x  5
5  (0, -5)

Figure 4.55
y
4
3
2
3x  y = 4
4  1
x
c. x-intercept  , 0  and y-intercept (0, –4) 
3  2 1 1 2 3 4
4 3

1
,
0

 
2  
3
 
4  (0, -4)
5

Figure 4.56
138 Mathematics Grade 9

17. a. b. 12
y
y 10
5 f (x) = x2 8
4 6
4
3
2 2
f (x) = x 2 x
f (x) = 4x22x 8 6 4 2 2 4 6 8
1 2
x −4 f (x) = (x  4)2
4 3 2 1 1 2 3 4 6
1 8
2 10
f (x) = (x  4)2 – 9
12
3

Figure 4.57 Figure 4.58

c. y
9
8
7
6
5
4 f (x) = 3x2 + 4x + 6
3 2
 2
2 f ( x)    x  
1  3
x
3 2 1 1 2 3 4
1
2
f (x) = x2
3
4

Figure 4.59
18. a. the graph turns upward because the leading coefficient 3 > 0.
 5 59 
b. the vertex =  , 
 6 12 
5
c. Axis of symmetry is the line x 
6
3 5
19. a. the minimum is f (4) = 5 b. the minimum is f   
2 2
 5  71
c. the minimum is f    d. the maximum is f  3  4
 6  12
e. the maximum is f 1  0
 41
20. a. the range of f(x) = {y: y  3} b. the range of f ( x)   y : y  
 4 
c. the range of f ( x)   y : y 1 d. the range of f ( x)   y : y  5
21. 21 Birr
22. a. f (x) = 200,000 + 400x b. 232,000 Birr
 UNIT
5 GEOMETRY AND
MEASUREMENT
INTRODUCTION
The main task of this unit is to extend and deepen the knowledge and capability of the
students about the basic concepts of geometry and measurement. The unit is subdivided
into 5 topics in which each topic is in turn subdivided into subtopics. The topics dealt
with in the unit are: regular polygons and their properties, extension of congruency and
similarity, trigonometric ratios to solve a right-angled triangle, circles and angle
properties of circles; measurements of parts of the circle such as arc length, perimeters,
and areas of sectors and segments. The last topic deals with measurement, namely, areas
of triangles and parallelograms, surface areas and volumes of cylinders and prisms.
Unit Outcomes
After completing the unit, students will be able to:

• know basic concepts about regular polygons.

• apply postulates and theorems in order to prove congruence and similarity
of triangles.
• construct similar figures.
• apply the concept of trigonometric ratio to solve problems in practical
situations.
• know specific facts on circles.
• solve problems on areas of triangles and parallelograms.

139
140 Mathematics Grade 9

Suggested Teaching Aids in Unit 5

In addition to the student’s textbook and the teacher’s guide, you are advised to prepare
and bring into the class the following materials whenever the topic requires.
Tools: pair of compass, ruler, protractor, scissors, thin card boards. It is also possible to
use various mathematical softwares such as Geometer’s Sketchpad, Mathematica,
Matlab, etc whenever they are available.
Chart containing
- Set of various polygons including concave polygon like
Set of various polygons

a b c d
Figure 5.1
- Set of regular polygons such as

Set of regular polygons

a b c d
Figure 5.2
- Set of parallelograms such as

a b c
Figure 5.3

- Space (solid) figures such as prisms, cylinders, pyramids and cones

- Enlarged table of values of Trigonometric functions. (to be fixed on the wall)
- Scientific calculator
Unit – 5 Geometry and Measurement 141

5 . 1 REGULAR POLYGONS
Periods allotted: 5 periods
Competencies
At the end of this subunit, students will be able to:

• show that the sum of the measures of the interior angles of a triangle is
180o.
• define a regular polygon and related terms.
• find the measure of each interior or exterior angle of a regular polygon.
• state properties and related terms of regular polygons.
• determine the lines of symmetry of regular polygons.
• determine the perimeter of a given regular polygon.
• determine the area of a given regular polygon.
Vocabulary: Polygon, Concave polygon, Convex polygon, Regular polygon, Interior
angle of a polygon, Exterior angle of a polygon, Diagonal of a polygon,
Radius of a regular polygon, Apothem, Area of a polygon, Perimeter of a
polygon.
Introduction
The main task of this subunit is to familiarize the students with the concepts of regular
polygons and their properties. The subunit is subdivided into two main subtopics. The
first subtopic deals with the measures of angles of a regular polygon. In this subtopic,
you will discuss and state formulas for the measures of the central, interior and exterior
angles of a regular polygon. The second subtopic deals with the properties of regular
polygons. That is, you will discuss the symmetry of regular polygons and will define
what is meant by radius, apothem of a regular polygon. Finally, you will derive
formulas for the side, apothem, perimeter and area of a regular polygon.
Teaching Notes

This topic which deals with regular polygons encompasses various subtopics in it. Each
of the sub-topics is treated with descriptive and illustrative examples. The following
narrates those ideas that are useful for the delivery of this topic.
A. Revision on polygons
Draw various figures such as a triangle, rectangle, trapezium, and square. Dividing the
class down in the middle, ask one side to think of what they can remember about the
figures. Then ask the other side. Statements alternate between one side and another until
one side loses because it cannot think of anything else. List all the answers that each
side gives on the board/flipchart. Discuss the answers and lead the students to come to
the concept of a polygon. You can then proceed to Activity 5.1. The purpose of Activity
5.1 is to help the students recall the several concepts they studied about polygons in
previous grades. So, give the students about ten minutes to discuss in pairs and ask each
142 Mathematics Grade 9

side to give the answers to each question. List answers whether they are right or wrong.
Finally, discuss their answers and give the correct answers. You also give definition 5.1.
You must be sure that the students know the meaning of a polygon; they are also
expected to tell the difference between convex polygon and concave polygon.
Answers to Activity 5.1
3. a. 180° b. 360° c. 540°
4. c and e
B. Interior and Exterior Angles of a polygon
To start the lesson, draw a polygon say, a triangle I G
H
with extended sides and labelling the end points
of a line segments and vertices as shown. Then
ask the students to list all the interior and
exterior angles by naming the angles using the
A F
three letter notation. Pick a student at random to B D
C E
write his/her list on the board. Pick another
student at random to check and hence to agree Figure 5.4
or disagree with the list written on the board.
In this way, encourage and assist students to state the definition of interior and exterior
angles of a polygon in their own words. Activity 5.2 will be helpful in enabling students
acquire deeper knowledge about the interior and exterior angle. Group your students in
pairs (or in any other convenient way) and let them discuss and do the activity in the
class. In the mean time, go around and check how they do it. After a few minutes, let
some groups orally present the answers to the class. Finally, give the correct answers,
discuss the terms and concepts related to a polygon such as “interior angle”, “exterior
angle” and “diagonal”. Furthermore, discuss in the class the following relationships:
a. the relationship between the number of sides of a polygon and the number of
diagonals that can be drawn from one vertex.
b. the relationship between the number of sides of a polygon and the number of
triangles into which the polygon is partitioned when diagonals are drawn from a
vertex.
c. the relationship between the number of sides of a polygon and the sum of the
measures of the interior angles of the polygon.
Explain to the students that having knowledge of these relationships will be of great
help when deriving the formulas for the sum of the measures of interior angles and the
exterior angles.
Unit – 5 Geometry and Measurement 143

Answers to Activity 5.2

1. An interior angle of a polygon is that angle at a vertex on the inside of the
polygon.
2. a) n -interior angles b) n – 3 diagonals c) n–2 triangles
3. Number of sides = number of vertices
Number of interior angles = number of sides.
C. The sum of the measures of the interior angles of a polygon
To start this lesson, draw any polygon with number of sides greater than three on the
board. For example, you may draw a quadrilateral. From one vertex, say A, draw the
diagonal AC .

B C
lo mo
yo

ko
xo zo
A D

Figure 5.5

Let k°, l°, m°, x°, y° and z° be the degree measures of the angles as shown in the figure.
Then ask the students to write m(∠A) + m(∠B) + m(∠C ) + m(∠D) (that is, the sum for
the measures of the interior angles of the quadrilateral) in terms of k°, l°, m°, x°, y° and
z° calling their name. Let them write their answers on the board. Then make sure that
the students have noticed that the sum of the measures of the interior angles of the
quadrilateral is the sum of the measures of the angles of the two triangles formed by
drawing a diagonal from a vertex.
Thus, lead the students to discover “the angle sum theorem of a triangle” which in turn
will be useful to find the sum of measures of angles of any polygon.
For this purpose Activity 5.3 is offered. However, for better understanding, you can
guide the students to try various approaches, as outlined below, to finding the sum of
measures of angles of a triangle.
Here, to teach this, we use the Inductive Approach (experimentation). (The Inductive
Approach is the technique of making the transition from particular facts to general
knowledge about these facts).
144 Mathematics Grade 9

In teaching the “Angle sum theorem of a triangle”, the objective is to teach students
that the sum of the measures of the three angles of any triangle whatever its shape or
size, turns out to be always the same i.e. 180°.
B

A a
c
C

Figure 5.6

To start the teaching of the above objective, first form the students into three groups.
Then, to each group, you may give one of the following activities. Activity 1 to Group
1, Activity 2 to Group 2 and Activity 3 to Group 3.

Activity I
Materials required: Ruler, Protractor
With your ruler draw a triangle, say nearly the size of your paper.
• Measure each angle with your protractor as carefully as you can.
• What is the sum of the measures of the three angles?
• Try the same again with another triangle.
• How does the sum this time compare with your first result?
Activity II
Materials required: Scissors, thin cardboard
(Note: This activity is the one given in the student text named Activity 5.3)
• Draw a fairly large triangle on a sheet of thin card board
B
n

m o
A C
Figure 5.7

• Shade it as shown. Then cut or tear off the three “corners” as suggested by the
shaded portion.
• Fit these three pieces together by laying them against the edge of your ruler (or
the edge of your desk) as shown.
Unit – 5 Geometry and Measurement 145

m o n
• • •
R P S

Figure 5.8

• What is the sum of the measures of all the angles having P as common vertex
and lying in the half plane on one side RS ?
• What is the sum of the measures of the angle of ∆ABC ?
Activity III
Material required: Ruler, scissors
Draw ∆ABC as shown in the figure below. B
b
• Mark the midpoints P and Q of sides AB and BC respectively
• Join P and Q
P Q
• Draw PS and QR so that

they are perpendicular to PQ

• Carefully fold along PS , PQ and QR. a c

A C
S R
The three vertices A, B and C meet at point T on AC. Figure 5.9
What can you say about the sum of the measures of angles a, b and c? Look at the
figure 5.10 below whenever necessary.
B

P Q

A a b c C
S T R
Figure 5.10

Finally, let each group present the outcome of its activity to the class. Discuss and
comment on the outcome of the three activities.
146 Mathematics Grade 9

In Activity I, some of the results may be 180.5°, 179.4° etc. Explain that this is due to
the fact that measurements are always accompanied by errors.
The three methods used in the above activities to show the sum of the measures of
angles of a triangle is an experimental exercise which is called Inductive approach.
There is also another method which is used to show that the sum of the measures of the
three angles of a triangle is 180°. This method is deductive reasoning. The method does
not depend on experiment. Rather, it depends on accepted properties of parallel lines,
transversals and alternate angles.
The method in fact is a proof of theorem 5.1 given in the student textbook.
• Let ABC be a triangle with interior angles X A Y
a, b and c. a
o
• We want to show

 that a + b + c = 180 .
• Draw a line XY through A, parallel
to the opposite side BC. c

 b
• XY // BC . Hence AC and AB are transversals. B C
Figure 5.11
• ∠ABC ≅ ∠BAX (alternate angles)
• ∠BCA ≅ ∠CAY (alternate angles)
• Therefore, m (∠ABC) = m (∠BAX) = b and m (∠BCA) = m (∠CAY) = c
• But, m (∠BAX) + m (∠BAC) + m (∠CAY) = a + b + c = 180o (angles of a straight
line)
∴ a + b + c = 180o
Answer to Activity 5.3
2) 180°
3) a) m(∠A) = 36°, m (∠B) = 78°; m (∠C) = 66°; = (36 + 78 + 66)° = 180° which
makes a triangle.
b) m (∠A) = 124°; m (∠B) = 56°; m (∠C) = 20°; (124 + 56 + 20)° = 200°
∴ ABC do not make a triangle.
c) m (∠A) = 90°; m (∠B) = 74°; m (∠C) = 18°
⇒ (90 + 74 + 18)° = 182°
∴ ABC do not form a triangle. `
Discuss how this theorem helps to show the sum of the measures of angles of a
quadrilateral and a pentagon is 360° and 540° respectively. You can also let students do
Activity 5.4 to help them practice use of the angle sum theorem for various polygons.
This time you can pose a question on how the number of sides and sum of the measures
of angles of a triangle are related.
Unit – 5 Geometry and Measurement 147

Answers to Activity 5.4

Number of Sides Number of Triangles Sum of Interior Angles
3 1 1 × 180o = 180°
4 2 2 × 180o = 360o
5 3 3 × 180o = 540o
6 4 4 × 180o = 720o
7 5 5 × 180o = 900o
8 6 6 ×180o = 1080o
. . .
. . .
. . .
n n–2 (n – 2)180o
After doing Activity 5.4 the students may have some understanding on relating the
number of triangles that can be formed from a polygon and the sum of the measures of
angles of a polygon. With this understanding you can state theorem 5.2 and proceed to
giving Activity 5.5 so that students can draw a generalization on measures of angles of
any polygon.
Answers to Activity 5.5
1. Given the heptagon ABCDEFG

Figure 5.12

( a + b + m) + (c + d + n) + (e + f + o ) + ( g + h + p ) + ( i + j + q ) + ( k + l + r ) + ( u + v + s ) = 7 ×180
but m + n + o + p + q + r + s = 360o angles at a point.
∴ a + b + c + d + e + f + g + h + i + j + k + l + u + v = 7 ×180o − 360o
= 7 ×180o − 2 ×180o = (7 − 2) ×180o
This shows that for 7 – sided polygon we have
S = (7 − 2) ×180o
Similarly for n-sided polygon, S = (n – 2) × 180°
So, S = (n – 2) × 180° = (7 – 2) × 180° = 5 × 180° = 900°
Therefore, the sum of all interior angles of an n-sided polygon is S = (n – 2) × 180°
148 Mathematics Grade 9
B
2. a. Since for n-sided polygon we
have S = (n – 2) × 180°.
S = (3 – 2) × 180° = 180°

A C
B Figure 5.13
b.
qk
Join the point B to point D by drawing the line
segment BD as shown. So the figure is
rm divided into the two triangles ABD and CBD
p D l as shown.
A C

Figure 5.14

Now m (∠A) + m (∠B) + m (∠C) + m (∠D) = p + q + k + l + m + r

= (p + q + r) + (k + l + m)
= 180° + 180° = 360°
Since the figure has 4 sides using the formula S = (n – 2) × 180°. We see that
S = (4 – 2) × 180° = 2 × 180° = 360°. This shows that the formula S = (n – 2) × 180° is
valid for the given polygon.
c. To find the sum of the
B C
measures of the interior l k
g n
angles, we first divide the b
f
given polygons into the six h i j
eG m
triangles shown, namely, F p
∆ABH, ∆BGH, ∆BFG, d q r o
a c E D
A H
∆BCF, ∆CDF and ∆DE Figure 5.15
So, m(∠A) + m(∠B) + m(∠C) + m(∠D) + m(∠E) + m(∠F) + m(∠G) + m(∠H)
=a+b+f+g+l+k+n+o+r+q+p+m+j+i+h+e+c+d
= (a + b + c) + (d + e + f) + (g + h + i) + (l + k + j) + (m + n + o) + (p + q + r)
= 180° + 180° + 180° + 180° + 180° + 180°
= 6 × 180° = 1080°
Since the polygon has 8 sides and since ( 8 – 2) × 180° = 1080°, we have shown
that the formula S = (n – 2) × 180° is valid for the given polygon.
Unit – 5 Geometry and Measurement 149

d. Dividing the given C

polygon into 8 triangles as A f
shown in figure 5.10, it a
can be shown that the B
b sg
formula S= x c t hD
(n – 2) × 180° is valid for J e ij
u d k E
this polygon also. Since ml
the polygon has 10 sides v r noF
w
I Hq
the sum of all the
measures of the interior p
angles is
G
(10 – 2) × 180° = 1440°. On the Figure 5.16
other hand, using the triangles
into which the polygon is
subdivided you get that

(a + b + x) + (f + g + h) + (k + j + l) + (o + p + q) + (u + v + w) + (c + t + s) +
(d + n + r) + (e + m + i) = 8 × 180° = 1440°
3. In a quadrilateral ABCD,
m(∠A) + m(∠B) + m(∠C) + m(∠D) = 360o
80o + 100o + m (∠C) + 110o = 360o
m(∠C) = 360o – 290o
∴ m(∠C) = 70o
4. From the formula, S = (n – 2)×180o we have;
S = (6 –2) × 180o = 4 × 180o = 720o
So, xo + 2xo + 60o + ( x + 30)o + ( x – 10)o + ( x + 40)o = 720o
Solving the above yields
x = 100°
5. b. e1 + e2 + e3 + e4 = 360o a
c. e1 + e2 + . . . en = 360o
6. Let e be exterior angle and a and b be the
opposite interior angles.
1. c + e = 180° (definition of straight line) b c e
2. a + b + c = 180° (sum of interior angles of a triangle)
3. a + b = 180° – c = e (from 1 & 2) Figure 5.17
150 Mathematics Grade 9

∴a+b=e
5 . 1 . 1 Measures of Angles of Regular Polygons
After you have finished the revision of polygons and their related terms, you start
teaching the concept of a regular polygon.
To start the lesson, ask the students the following questions by writing them on the
board.
1. What is a regular polygon?
2. Say all that you know about a square and an equilateral triangle.
Then, write on the board, all the answers that each student gives whatever the answer is.
Following their effort, discuss with the students and sort out the answers given by the
majority of the students for each question. Based on this, you comment on the answers
and discuss the properties of a square and an equilateral triangle. Generalizing the
outcome of this discussion, you give the definition of a regular polygon.
Combining the definition of a regular polygon and the formula S = (n – 1) × 180o, assist
the students to arrive at the fact that each interior angle of a regular polygon is given by
 n−2 o
  ×180 .
 n 
Define exterior angle as "the angle formed on the outside of a polygon between a side
and the extended adjacent side". Here, you should make the students be aware of the
fact that the exterior angle and interior angle are measured from the same line so that
they add up to 180o. Therefore, the external angle is 1800 – (measure of interior angle)
as elaborated in the student textbook. You can enrich their understanding by giving
them several examples.
Assessment:
Always think of the minimum learning competencies that are expected of the students
at the end of a section. Use different formal and informal assessment techniques to get
feedback about their level of understanding of the topic.
Give exercise problems on calculations of interior angles and exterior angles of a
polygon as well as a regular polygon for example.
- ask them to find the sum of the interior angles of a pentagon, a hexagon, a
heptagon, etc.
- ask them to find the measure of each interior angle of a given regular polygon,
say, an equilateral triangle, an octagon, a decagon, etc.
- ask them to find the measure of each exterior angle of a given regular polygon,
say, a pentagon, a heptagon, or a square.
Unit – 5 Geometry and Measurement 151

Oral questions, group work, class activities, quizzes, homework and assignments will
help you as formative assessment techniques to collect relevant data about the
performance of the students so that you can assist individual students during instruction.
Answers to Exercise 5.1
1. Because there is a vertex at which more than two sides meet.
2. Yes, it is a polygon. It has 12 sides and 12 vertices.
The sum of the measures of all interior angels is 1800o .
3. m ( ∠ A) + m (∠B) + m ( ∠ C) + m ( ∠ D) = 360o
i.e m (∠A) + 51o + 75o +112o = 360o
m ( ∠ A) + 238o = 360o
∴ m( ∠ A) = 122o .
4. a) The measure of an interior angle of a 10-sided regular polygon is
o
8 × 180
= 144o
10
b) The measure of an interior angle of a 20- sided regular polygon is
o
18 × 180
= 162 o
20
c) The measure of an interior angle of a 12- sided regular polygon is
o
10 × 180
= 150o
12
( n – 2 ) × 180o (n – 2 ) × 180o
5. a) 150o = b) 160o =
n n
o o o
⇒ n × 150 = n × 180 – 360 ∴ n × 160 = n 180o – 360o
o

–30o × n = – 360o –20o × n = –360o

360o 360o
∴n = = 12 ∴ n = = 18
30o 20o
Number of sides is 12 Number of sides is 18
0
o (n − 2) × 180
c. 147. 27 =
n
o
⇒ 147. 27 × n = 180o n – 360o
14580
⇒n × = 180o n − 360o (writing the repeating decimal as fraction)
99
14580 n = 17820 n – 35640 (multiplying each term by 99)
⇒ – 3240n = –35640
35640
⇒n= = 11
3240
∴The number of sides is 11.
360o
6. 18o =
n
152 Mathematics Grade 9

⇒ 18o × n = 360o
360o
⇒ n= = 20
18o
∴The number of sides of the regular polygon is 20.
(20 − 2)180o
Thus, the measure of each interior angle = = 162o
20
o
360
7. i. a. consider 20o =
n
360 o
Then 20o × n = 360o ⇒n = = 18. The answer is yes.
20 o
Since n =18 is a natural number, regular polygon can be drawn.
o 360o 360o 45
b) Consider 16 = from which n = = = 22.5
n 16o 2
Since n = 22.5 is not a natural number, a regular polygon can’t be drawn.
Because there is no polygon with 22.5 sides.
360o
c. 15o =
n
o
360
∴n = = 24
15o
Since n = 24 is a natural number, it follows that a regular polygon with 24 sides
can be drawn.
ii. The answer yes or no depends on whether the value of n from the equation
o ( n − 2 ) × 180o
x = is a whole number or not; where xo is the measure of an interior
n
angle.
o o o ( n − 2 ) × 180o
a. When x = 144 , we have 144 =
n
⇒ 144 n = 180 n – 360
o o o

144on – 180on = –360o

−360o
–36on = –360o⇒ n = = 10
−36o
Since n =10 is a whole number, a regular polygon can be drawn.
o o ( n − 2 )180o
b. When x = 140 =
n
⇒ 140 n = 180 n – 360o
o o

⇒ −40on = −360o ⇒ n = 9
Since n = 9 is a whole number, a regular polygon can be drawn.
( n − 2 )180o
c. When xo = 130o, we have 130o =
n
⇒ 130on = 180on – 360o
Unit – 5 Geometry and Measurement 153

⇒ −50on = −360o ⇒ n = 7.2

Since n is 7.2, there is no polygon whose number of sides is 7.2.
A regular polygon whose each of its interior angles measures 1300 does not exist. It
is impossible to draw.
8. Since ∠CBN and ∠BCN are exterior angles of the regular octagon, we know that
360o A B
m( ∠CBN) = m( ∠ BCN) = = 45o N
8
In ∆ BCN we have H C
m( ∠BNC) = 180o – 2 × 45o = 90o
∴ m( ∠ AND) = 90o
G D

F E

Figure 5.18
9.
(number of sides) m (∠
∠ ARB) m(∠∠ABR) m(∠
∠ABC)
or m(∠
∠CBR)
or m (∠
∠ BRC)

3 120o 30o 60o

4 90o 45o 90o
5 72o 54o 108o
6 60o 60o 120o
8 45o 67.5o 135o
9 40o 70o 140o
10 36o 72o 144o
12 30o 75o 150o
15 24o 78o 156o
18 20o 80o 160o
20 18o 81o 162o

5.1.2 Properties of Regular Polygons

To start this lesson, take any regular polygon, say a square whose side is s and a circle
of radius r and draw on the board. Then grouping the students in pairs you may give the
following activity whose answer is also given below.
Activity I:
a. Does the given square have a line of symmetry? (i.e Can the square be divided
exactly into two identical parts by drawing a line through it?)
b. What is the measure of the central angle?
c. Using the central angle and trigonometry, express the side in terms of the radius
and the central angle.
d. Are the distances from the centre to a side equal? Justify your answer.
154 Mathematics Grade 9

e. Express the distance OP in terms of the central angle and radius r.

f. Express the perimeter of the square in terms of the central angle and the radius r.
g. Express the area of the square in terms of the perimeter and the distance OP.
Answers to Activity 1 (in the Teachers Guide)
a. Yes it has. In fact it has a line of symmetry l1, l2 , l3 and l4 as shown in figure at
the right.
b. ∠AOB is a central angle.
360
∴ m(∠AOC)= =90o . Notice that the four triangles AOB, BOC, COD and
4
DOA are congruent isosceles triangles.
1 1
c. In ∆AOP, m(∠AOP) = m(∠AOB) = × 90o = 45o
2 2
1
s
1 
∴ sin  m(∠AOB)  = 2
2  r
s
i.e sin 45o −
2r
∴ s = 2r sin 45°
d. Yes because the distances are the altitudes of the congruent isosceles triangles.
OP
e. cosine of half of the central angle =
r
1 OP
i.e cos m(∠AOB ) =
2 r
OP
cos 45o = ⇒ OP= r cos 45o
r
f. Perimeter = 45
but s = 2 × r × sine of half the measure of each central triangle.
That is s = 2rsin45°
∴ Perimeter of the square = 45 = 2 × 4 × sin45° = 8sin45°
1 1
g. Area of the square = 4 × OP × (45) = OP × perimeter
2 2
In addition to this activity, let the students do and discuss Activity 5.6 given in their
text. While students are engaged in doing these activities go around the class, listen their
discussion, encourage and assist them. During their discussion if there are fast learners
who finish their work easily, you can let them do Question 6 of Exercise 5.2.
Finally, collect results of each pair and write them categorically on the board. Discuss
the results by giving them the correct answers. Finally, give a generalization on the
relation between the side s and radius r and the concepts discussed via the activities. For
clarity purpose, you can state definition 5.4 and do the examples given in the student
textbook. Furthermore, make sure that students understand and hence can apply the
Unit – 5 Geometry and Measurement 155

formulas stated in Theorem 5.3. To check this, assign Exercise 5.2 as class work or
homework and as an assessment. Let students present their solutions to homework
questions to the class.
Answers to Activity 5.6
1. a, b, c, d, e
2. a, c, d, e
3. n-lines of symmetry.
Assessment
In order to assess students understanding, you can give exercise problems say those in
Exercise 5.2 as a homework or assignment and correct their work.

Answers to Exercise 5.2

1. Letters of the English alphabet that have line of asymmetry are.
A B C D E H I K M O
U V W X.
2.

a b c

Figure 5.19
Each one has as many lines of symmetry as its sides
3. n is odd
4. a. False b. False c True d. False
5. We know that the length of a side s of an n-sided regular polygon is given by
180 0
S = 2rsin where r is the radius of the polygon.
n
180 0 1
If n = 6 then s = 2r sin = 2rsin300=2r × = r
6 2
Therefore, the length of a side s of a regular hexagon is equal to the radius r of
the hexagon.
156 Mathematics Grade 9

1 1 180o  180o 
6. Using the formula A = aP =  r cos  2.4 r sin 
2 2 4  4 

1 2 2
= r . 8r = 2r 2
2 2 2
7. a. B
b. B
A
a) Area of ∆ ABC = 3 × area ∆ AOC OA
1 DC
= 3× 3×6 2
O 2
D C
= 9 3 sq. cm 2 2
3
A C Figure 5.21
6
Figure 5.20
a. True b. False, Area of ABCD = 4 area of ∆ DOC
1
= 4 × × 2 × 2 2 = 8 sq.cm
2
8. S = 10 sin20o ; P = 90 sin20o
9. S = 6 sin15o ; P= 72 sin15o
10. p = 2 × 6r sin 30o = p = 6r
P 6
= or P : r = 6 :1
r 1
180 o 180 o
11. P = 2n r sin 12. P = 2n r sin
n n
180 o 1800
24 = 2 × 3 × r sin 32 = 2 × 4 × r sin
3 4
2
24 = 6rsin60o 4= r
2
3 8 3
4 = r ,r = r = 4 2 units
2 3
180 o
13. P = 2nr sin
n
180 o
48 = 2 × 6 × r sin
6
48 = 12rsin 30 = 48 = 6r ⇒ r = 8 units.
o

180o
14. a. P = 2 × 3 × 12sin 60o b. P = 2 × 7 × 12 sin
7
Unit – 5 Geometry and Measurement 157

3 180o
P = 6 × 12 × = 168 sin units
2 7
P = 36 3 units
c. P = 2 × 10 × 12 sin18o = 240 sin 18o units
5.2 FURTHER ON CONGRUENCY AND SIMILARITY
Periods allotted: 13 periods
Competences
At the end of this subunit, students will be able to:
• use the postulates and theorem on congruent triangle in solving related
problems.
• define similar plane figures and similar solid figures.
• apply the SSS, SAS and AA similarity theorems to prove similarity of
triangles.
• discover the relationship between the perimeters of similar plane figures
and use this relationship to solve related problems.
• discover the relationship between the areas of similar plane figures and
use this relationship to solve related problems.
• enlarge and reduce plane figures by a given scale factor.
• solve real life problems using the concepts of similarity and congruency.
Vocabulary : Congruency, Similarity, Enlargement, centre of enlargement, scale factor
Introduction
This sub-unit deals with further study on congruency and similarity. It is subdivided
into six subtopics. The first subtopic that is 5.2.1 deals with the concept of congruency
of triangles (congruency theorems). It also deals with the application of congruency
theorem to solve problems. In subsection 5.2.2 definitions of similar figures and the
concept of enlargement are treated. In the third subsection, 5.2.3, just like congruency of
triangles, the similarity of triangles and tests for similarity of triangles are discussed. In
the fourth subsection, 5.2.4, the ratio of perimeters and the ratios of areas of similar
polygons are treated. In 5.2.5, the concept of drawing plane figures similar to a given
one by multiplying each side by a given scale factor are treated. Finally, in subsection
5.2.6, application of congruency and similarity in solving problems is considered.
Teaching Notes
The discussion in each of the sub-topics assumes students to have some background on
some of the concepts such as congruence, similarity, etc. Here, we expect the students to
actively participate in the discussion and much of the delivery will base their discussion.
The ways the subtopic may be treated are narrated as follows.
5.2.1 Congruency of Triangles
158 Mathematics Grade 9

To start the lesson, first remind the students that they have studied congruency in their
lower grade mathematics. Ask them what is meant by congruent figures. Encourage and
assist them to answer the question.
Remind them that in their lower grade mathematics, they studied that figures having the
same size and shape are called congruent figures. In other words, two figures are
congruent, if they are exact copies of each other.
Thus, to make them recall this fact, you may start the lesson by giving Group Work 5.1
from their text which is supposed to be a revision activity. One of the activities in Group
Work 5.1 involves the tracing of a given figure so as to explain to students that tracing
is made by placing a thin transparent sheet of paper over a figure and moving a pencil
over every line and curve of the figure so that an exact copy of the figure is made on the
thin paper. Form groups and let each group perform the group work according to the
steps listed in the student text.
Finally, let a group demonstrate how it worked out the group work on the board. Based
on this, give corrections and your comments and lead the students to reach the
conclusion that “Two plane figures are congruent, if they are exact copies of each
other”. What we mean by “exact copy” requires measuring sides and angles. To let them
grasp these ideas begin with congruence of triangles.
To do so, revise the definition for congruence of two triangles. Given two triangles say
∆ABC and ∆DEF, we say that ∆ABC is congruent to ∆DEF (and we write
∆ABC ≡ ∆DEF), if and only if the three sides and the three angles of ∆ABC are
correspondingly congruent to the three sides and the three angles of ∆DEF i.e.
AB ≅ DE ∠A ≅ ∠D
∆ABC ≅ ∆DEF ⇔ BC ≅ EF and ∠B ≅ ∠E
AC ≅ DF ∠C ≅ ∠F
Encourage and motivate the students to revise the tests for congruency of triangles. That
is, SSS, SAS, ASA and RHS. Tests for congruence help students to realize that, in
determining the congruency of triangles, they don’t need to know all the six
corresponding parts are congruent; rather it is enough to use the tests that involve only
the three corresponding parts; i.e. SSS, SAS, ASA and RHS.
Make sure that students understand and hence can apply tests for congruency of
triangles. Discuss in the class the three illustrative examples given in the student text on
page 192. Assign Exercise 5.3 as class work, and home work. To check the students’
level of understanding, make some students present and explain the result of their class
work and home work to the class and have other group of students approve or reject the
work of the presenters.
Answers to Group Work 5.1
1. a and k; b and i; c and l, d and j; e and o; f and m; g and n; h and p;
Unit – 5 Geometry and Measurement 159

appear to be congruent.

Assessment
Assessing students understanding on congruence of triangles and polygons is essential
to pass into discussing similarity. For this purpose you can give test/quiz that include
possibly definitions of congruencies and all tests for congruencies.

Answers to Exercise 5.3

1. a. i. ∆ PQR ≅ ∆ CAB (by AAS)
ii. ∆ PQR ≅ ∆ XYZ (by AAS)
iii. ∆ PQR ≅ ∆ NML (by ASA).
2. i. ∆ PQR ≅ ∆ ZXY (by SAS) ii. ∆ PQR ≅ ∆ CAB (by SSS)
3. a. ∆ ACB ≅ ∆ PKQ ( by SAS) b. ∆ ACB ≅ ∆ NRT (by SSS)
c. The two triangles are not congruent. A
4. a Consider ∆ ABM and ∆ ACM
i. AB ≡ AC (Given)
ii. AM ≅ AM (Common)
iii. BM ≅ CM (Given that M is midpoint of BC )
iv. ∆ ABM ≅ ∆ACM (by SSS)
C B
M
Figure 5.22
So ∠ABM ≅ ∠ACM (corresponding angles of congruent triangles).
∴∠ ABC ≅ ∠ ACB A B
0
b. Consider ∆ FAB and ∆ BCD 120
i. FA ≅ BC (Given)
ii. AB ≅ CD (Given) F 1200 C
iii. ∠ FAB ≅ ∠BCD (Given)
iv. ∆ FAB ≅ ∆ BCD (by SAS) 1200
E D
Figure 5.23
Therefore, BD ≅ BF (Corresponding sides of congruent triangles)……… (*)
Similarly, consider ∆ FAB and ∆ DEF. Following the same procedure as above, we get
that ∆ FAB ≅ ∆ DEF (by SAS)
P
∴ BF ≅ DF (Corresponding sides of congruent triangles)……..(**)
Combining (*) and (**) we obtain DF ≅ BF ≅ BD
And this shows that ∆ BDF is an equilateral. S T
c. Consider ∆ RSQ and ∆ QTR
i. RS ≅ QT (Given)

R
Q Figure 5.24
160 Mathematics Grade 9

ii. ∠RSQ ≅ ∠QTR (right angles)

iii. QR ≅ QR (Common)
iv. ∆RSQ ≅ ∆ QTR. (By RHS)
So ∠Q ≅ ∠R (Corresponding angles of congruent triangles). But Since ∠SQR and
∠TRQ are two angles of ∆ PQR, it follows that ∆ PQR is an isosceles.
∴ PQ ≅ PR
A
d. In ∆ s ACX and ABX
i. AC ≅ AB (Given)
ii. ∠BAX ≅ ∠CAX ( AX bisects ∠BAC)
iii. AX ≅ AX (common side)
iv. ∆ ACX ≅ ∆ ABX (by SAS)
C X B
∴ CX ≅ BX (Corresponding sides
of congruent triangles). Figure 5.25
This proves that X is the mid-point of BC .
e. In ∆ s ADC and CBA A B

i. AD ≅ CB (opposite sides of a parallelogram)

ii. DC ≅ AB (opposite sides of a parallelogram)
D C
iii. AC ≅ AC (common)
iv. ∆ ADC ≅ ∆ CBA (by SSS) Figure 5.26
∴∠ ABC ≡ ∠ ADC (corresponding angles of congruent triangles)
5.2.2 Definition of Similar Figures
You may start the lesson by revising congruency of figures in that two figures are
congruent if they have the same size and shape. Then you may ask the students to tell
what happens if the figures do have the same shape but different size? Following their
reply you can start discussion by defining similar figures as “similar figures are
identical in shape but not necessarily in size”. In other words, in a pair of similar
figures, one shape is an enlargement of the other. Remind the students about the concept
of enlargement that they studied in Grade 8 mathematics.
Explain the concept of enlargement which states that, when a figure is enlarged, the
image is a figure similar to the object. After giving this preliminary information about
the lesson, you proceed with your teaching by making the students participate in the
teaching-learning process. In this particular lesson, you may use one of the active
learning methods known as Drill Partners. You group the students and let them drill
each other by first asking them questions of the following types.
Unit – 5 Geometry and Measurement 161

Which of the following pairs are always similar?

a b d
c
Any two squares any two circles any two rectangles any two right triangles

Figure 5.27 Figure 5.28

Next to sharpen student intuition, let them do and discuss Group Work 5.2 given in the
student text. Encourage each group to come up with answers and reasons.
Encourage and assist the students to come to the conclusion; "for any pair of similar
figures, corresponding sides have the same ratio and corresponding angles are
congruent" as given in the student textbook.
Answers to Group work 5.2
1. i.
yes
ii.
All figures are similar
iii.
∠B and ∠J are congruent
iv.
∠G, ∠K and ∠O are congruent to ∠C
v.
∠A ≡ ∠E ≡ ∠I ≡ ∠M;
∠H, ∠L and ∠P are congruent to ∠D ≡∠B ≡ ∠F ≡ ∠J ≡ ∠N;
vi. Each pair of corresponding angles of two or more similar polygons work
congruent.
AB CD DE EA
2. = = = =2
FG HI IJ JF
3. Yes. Because the ratio of the corresponding dimensions is equal.
4. a. Yes. sides are proportional.
b. Yes. there are three pairs of congruent angles.
Let some group present the answers of Group Work. Then let each group compare their
answers and discuss any they have not answered similarly. You can also enrich their
understanding by doing the examples given in the student textbook.
Assessment
You can assess students understanding while they do the group work. You can also
give them Exercise 5.4 as homework and let them present their work.
Answers to Exercises 5.4
1. a. i. A and D are similar. ii. B, E, and J are similar.
iii. H and I are similar. v. F and L are similar.
vi. C, G and K are similar.
b. Because, (i) their corresponding angles are congruent.
(ii) their corresponding sides have the same ratio.
162 Mathematics Grade 9

2. Because the ratios of any corresponding parts of the circle are the same. (These
include radius, diameter, or circumference).
3. a. The two polygons namely, triangles
BED and BAC are similar because
i. ∠E ≡ ∠A, ∠D ≅ ∠C and ∠DBE ≡ ∠CBA
DE DB BE
ii. = =
AC BC BA
b. PQRS ≅ LMNO
Because i. corresponding angles are congruent and
ii. their corresponding sides have the same ratio.
c. The two polygons are not similar because, even though their corresponding
angles are congruent, their corresponding sides do not have the same ratio.
4 ≠ 5
 
5 7
5.2.3 Theorems on Similarity of Triangles
Before you discuss the theorems on similarity; first you may remind the students the
definitions of similarity of triangles. Explain that two triangles are similar if their
corresponding sides are proportional and their corresponding angles are congruent. That
is, ∆ABC ~ ∆DEF if and only if
AB BC AC
= = and ∠A ≅ ∠D, ∠B ≅ ∠E, ∠C ≅ ∠F
DE EF DF
However, explain to the students that as with congruent triangle, there are special
properties (tests) to use as shortcuts showing that two triangles are similar. In this
lesson, these tests are known as theorems on similarity.
You may start the lesson by stating and discussing the SSS, SAS and AA similarity
theorems one by one. You have to make sure that students understand and hence can
apply the theorems to solving problem and solving similar triangle. For this purpose,
group the students and ask questions of the following types. F
1. In the adjacent figure of HT // AB , answer the following questions.
a. Is ∆FHT ~ ∆FAB? Justify your answer.
b. For each of the following fill in the blank space and justify.
FA FA
i. = _________ ii. = ________ H T
FA HA
FH
iii. = ________
HA
FT TB A B
v. = ________ iv. = ________ Figure 5.29
FH FT
2. Given a right-angle triangle ABC with right angle
at B if a perpendicular is drawn from B
as shown. Prove that
a. ∆ADB ~ ∆ABC
b. ∆CDB ~ ∆CBA
Unit – 5 Geometry and Measurement 163

c. ∆ADB ~ ∆BDC B
While students are working on the answers, go
round each group and finally let one group
present its work. Discuss and give them feedback.

A C
D
Figure 5.30
This moment, you can let some of the group present their work to the whole class and
you facilitate their discussion. After making them warmed up with the questions of the
above type, you can give them Group Work 5.3 for practicing and making
generalizations on ratios of sides and congruence of angles.
Answers to Group work 5.3
1. It may not work when the numbers of sides are greater than three.
2. Yes
After they do the group work, you need to summarize the similarity theorems (tests) and
enrich each with examples.
Assessment
To assess students understanding there could be various ways that you may follow.
However, to suggest some, you can give them assignments to prove the tests. You can
also give them exercise problems, say Exercise 5.5, of verifying similarity by applying
the similarity tests.
Answers to Exercise 5.5
1. a. False: similar triangles may have sides with different lengths.
b. True: by AA – similarity.
c. False: the triangles may have sides with different lengths.
d. True: by AA – similarity.
2. a. ∆ FGH ∼ ∆ IJK (SSS - similarity)
b. ∆ LNM ∼ ∆ OQP (SAS-similarity)
AB AC BC 3 AC 4
3. a. Give ∆ABC ∼ ∆DEF = = that is = =
DE DF EF 6 10 EF
From this, we find that AC = 5 and EF = 8
IH IG GH IH 6 3
c. Give ∆ IHG ∼ ∆IFE, = = . That is = = , from
IF IE EF IF 6 + GE 5
this, GE = 4. Therefore, IE = IG + GE = 6 + 4 = 10
Using Pythagoras theorem in ∆ IHG, we have IH = 62 − 32 = 3 3
164 Mathematics Grade 9

IH GH IH 3
Now, = i.e =
IF EF IH + HF 5
3 3 3
⇒ =
3 3 + HF 5
∴ HF = 2 3
Thus, IF = IH + HF = 3 3 + 2 3 = 5 3
The required sides are EI = 10, HI = 3 3 , FI = 5 3
4. a. i. ∠C = ∠C ( common) C
ii. ∠ADC ≡ ∠BEC (right angles)
∴∆ADC ∼ ∆BEC (By AA-similarity)
b. i. ∠FEA ≡ ∠FDB (right angles) E
ii. ∠EFA ≡ ∠ DFB (vertical opposite angles) D
∴∆AFE ∼ ∆BFD (By AA-similarity)
5. In the figure m (∠CGF) + 90o + m (∠CFG) = 180o F
(angle sum of a triangle)
i.e m(∠CFG) = 90o – m(∠CGF) ------------- (i) A B
o o
Also, m (∠CGF) + 90 + m (∠AGD) = 180 (angles on a straight line)5.31
Figure
o
i.e. m(∠AGD) = 90 – m (∠ CGF) ---------------- (ii)
from (i) and (ii) we have m (∠CFG) = m(∠AGD)
∴ ∠CFG ≡ ∠ AGD
∴ In ∆ADG and ∆GFC
We have (i) ∠AGD ≡ ∠CFG (shown above)
(ii) ∠ADG ≡ ∠ GCF (right angles)
∴ ∆ADG ∼ ∆GCF (by AA- similarity). Thus, (b) follows.
By similar arguments, we can show that:
∆ BEF ∼ ∆ FCG (by AA- similarity) from this, ∠ BFE ≡ ∠FGC and
∠FBE ≡ ∠CF ≡ ∠AGD
⇒ ∆ ADG ∼ ∆FEB (AA. Similarity). Thus, (a) follows.
5.2.4 Theorems on Similar Plane Figures
So far students have discussed similarity theorems that we can use to check whether two
plane figures are similar or not (particularly triangles). Now, we are going to see
properties that prevail similar figures in forms of ratios of sides, areas, and perimeters
and possible relationship between each.
Ratio of perimeters and ratio of areas of similar plane figures
Before you start the teaching of the concept of the lesson, first you group the students
and ask them to recall on their own for a couple of minutes and say all that they can
remember about similar figures. Then ask them to discuss their response with students
in their respective groups. After a few minutes, ask some of the groups to share their
common answers with the whole class.
Unit – 5 Geometry and Measurement 165

Having done this, you may start the lesson by asking the students to do Activity 5.7.
Monitor and assist each group to do the Activity according to the steps enlisted in the
student text. Let, at least a group, present the workout of the activity. Finally, let another
group make a generalization about the outcome of the activity. Then discuss and give
the correct generalization.
Make sure that the students have understood Theorem 5.8 and Theorem 5.9. Assign all
problems given in Exercise 5.6 as class work and homework.
As an assessment, make some students from the different groups elaborate the answers
on the blackboard.
Answers to Activity 5.7
a. Given the rectangles ABCD and PQRS
AB 9 BC 6 DC 9 AD 6
= , = , = and =
PQ 12 QR 8 SR 12 PS 8
AB BC DC AD 3
⇒ = = = =
PQ QR SR PS 4
and ∠A ≡ ∠ P ≡ ∠B ≡ ∠Q ≡ ∠C ≡ ∠R ≡ ∠D ≡ ∠S
Hence, the two rectangles are similar.
AB BC CD DA 3
b. = = = =
PQ QR RS SP 4
c. 1) i. Perimeter of the smaller rectangle is:
P1 = AB + BC + DC + AD
P1 = (9 + 6 + 9 + 6) cm
P1 = 30cm
ii. Area of the smaller rectangle is:
A1 = l×w = 9cm×6cm = 54 cm2
2) i. Perimeter of the larger rectangle is:
P2 = PQ + QR + RS + PS
P2 = (12 + 8 +12 +8) cm
P2 = 40 cm
ii. Area of the larger rectangle is:
A2 = l ×w
A2 = 12 cm×8 cm
A2 = 96cm2
P1 30 3
d. = =
P2 40 4
2
A1 54cm2 9  3 
e. = =
A2 96cm2 16  4 
=

f. In similar polygons, the ratio of the corresponding sides is equal to the ratio of
their perimeters.
g. The ratio of the areas is the square of the ratio of the corresponding sides.
166 Mathematics Grade 9

Assessment
You can assess students by giving them Exercise 5.6 so that they can apply the ideas of
the theorems they discussed and then you check their work.
Answers to Exercise 5.6
1. Since ABCD ∼ EFGH , we have
Perimeter of ABCD AB
=
Perimeter of EFGH EF
40 15
that is =
Perimeter of EFGH 18
18 × 40
∴Perimeter of EFGH = = 48cm
15
2 5
2. a. The ratio of their perimeters is or
5 2
2

b. The ratio of their areas is   =

2 4 25
or
5 25 4
3. 1:9
144 12 4 3
4. a. The ratio of their perimeters is = = or
81 9 3 4
b. Let x unit be the corresponding side of the second triangle. Then,
6 4
=
x 3
3× 6 9
⇒ x= = = 4.5units
4 2
The corresponding side of the second triangle is 4.5 units.
5. Let the lengths of the corresponding sides of the other polygon be a, b, c, d and e.
5 + 7 + 8 + 11 + 19 5 7 8 11 19
∴ = = = = =
75 a b c d e
50 5 7 8 11 19
i.e, = = = = =
75 a b c d e
Therefore, the lengths of the sides of the larger polygon are 7.5, 10.5, 12, 16.5, and 28.5
units.
5.2.5 Construction of Similar Figures
Once students discussed similarity, it is of interest to let them construct similar figures.
One way to construct similar figures is to enlarge the figure by using some scale. The
following discussion remits on enlargement.
Unit – 5 Geometry and Measurement 167

Enlargement
You can start this lesson by encouraging and assisting the students to do the class
discussion given in the student textbook and to come up with answers and reasons.
After this, you can work with your students by defining the term “centre of
enlargement” and letting them do Group work 5.4 and Example 2 of the student
textbook. Questions 1 and 2 of Group Work 5.4 are practical problems and let students
discuss them in the class. To this end, you can give Exercise 5.7 as a class work or
homework. If mathematical softwares are available, it will be essential to help the
students practice on identifying the centre of enlargement and do some of the
constructions with the aid of those softwares.
Answers to Group work 5.4
3. ∆ABC ∼ ∆A'B'C'
OA ' A ' B '
4. Yes, = =2
OA AB
5. Their shape and the measure of the corresponding angles have not changed.
Assessment
If students can correctly enlarge figures then it will be a basis for understanding the
concept of similarity. To assess student ability of enlarging figures, you can give them
assignments consisting of different figures and ask them to enlarge and reduce the
figures to construct similar figures.

Answers to Exercise 5.7

1. By drawing a line through A and A’, and B and B’. The point of intersection is
the centre of enlargement.
5
a. ii. 2 b. ii. c. ii. 2
3
5.2.6 Real Life Problems Using Congruency and Similarity
Once the students have discussed congruency and similarity of plane figures, they need
to apply these concepts on real life problems. Some examples are discussed in the
student textbook.
In this sub-section, you can encourage and motivate the students to relate the
applications of congruency and similarity of geometric properties to their real life. You
can explain to the students how carpenters use the result of Example 1 given in the
student textbook. In addition to this, you may give more examples which are related to
real life problems such a photograph presented with different size, prototype of
buildings, etc.
Assessment
Use different formal and informal assessment techniques to get feedback about their
level of understanding of the topic.
168 Mathematics Grade 9

Ask them to apply the congruence or similarity on their daily life problems. Example
you can let them measure dimensions of some given models that differ in size and get to
conclude whether they are similar, congruent or not. You can also let them measure the
sides of a wall in their classroom and the dimensions of the board and discuss on the
ratio of their sides, perimeters, areas etc.
Answers to Exercise 5.8
1 x
1. = implying x = 4. Therefore it takes him to cut the grass in a square field of
30 120
120m.
20 h
2. = Implying the height of the cliff is h = 160m.
15 120
3. Assuming both the pole and the tree are vertical to the ground, we have equality of their
h 30
ratios as = . Therefore, the height of the tree is 25m.
10 12
5.3 FURTHER ON TRIGONOMETRY
Period allotted: 7 periods
Competencies
At the end of this subunit, students will be able to:
• describe radian measure of an angle.
• convert radian measure to degree measure and vice versa.
• use the trigonometric ratios to solve right angled triangles.
• find the trigonometric values of angles from trigonometric table.
• find the angle whose trigonometric value is given (using trigonometric
table).
• determine the trigonometric values for obtuse angles using trigonometric
table.
Materials Required: Calculator, Compass, Ruler, Trigonometric table.
Vocabulary: Angle, Degree, Radian, Adjacent side, Opposite side, Hypotenuse,
Special angles, Trigonometric values, Pythagoras theorem.
Introduction
We assume that the only previous knowledge of students about trigonometry is a brief
contact with sine, cosine and tangent ratios in right-angled triangles and probably most
of that has been forgotten. To proceed with the teaching of this sub-unit, we need to
recall those earlier experiences, that is, the trigonometric ratios. However, before we do
that, we will first introduce an entirely new view point related in measuring an angle
that is, the Radian measure of an angle. Once this is introduced, the conversion of
radian measure to degree measure and vice-versa will be dealt with. Moreover, by using
trigonometric ratios, we do some revision of applications in solving right-angled
triangles during which time you are supposed to discuss how to use trigonometric
tables.
Unit – 5 Geometry and Measurement 169

Teaching Notes
Trigonometry is one of the most applied part in mathematics which is useful in physics,
Astronomy, Engineering, etc. In this subunit measures in degrees and radians and their
corresponding trigonometric ratios will be discussed.

5.3.1 Radian Measure of an Angle

At this point, the students are quite used to measuring angles in degrees that some of
them have difficulty with the idea that other units of measure are possible. You should
point out to them that we use many different units of length: inches, centimetres, miles,
kilometres and so on. Similarly, we use different units of weight.
It is true that one unit for angles is theoretically enough. Degree measure is all we need,
and for many purposes it is satisfactory. In the same analogy, we would measure all
lengths in inches. However, there are lengths such as the circumference of the earth that
is not convenient to measure in inches. There are angles that are not convenient to
measure in inches. There are also angles that are not convenient to measure in degrees.
In advanced mathematics, radian measure is much more convenient than the degree
measure. It is therefore important that, when the students study angles, they have some
understanding of radian measure and degree measure.
You may start the lesson by introducing the concept of an angle and its measurement.
Explain that the degree is used as the unit of measure to indicate the size of an angle.
th
 1 
Discuss with the students that a degree is the measure of an angle formed by   of
 360 
a complete rotation (see the figure).
Explain to the students that the other unit of measurement of angle is the radian. Explain
the radian in relation to the size of an angle subtended at the centre by an arc whose
length is equal to the length of the radius r.
To determine the number of degrees in 1 radian, we recall the formula from plane
geometry that the circumference of a circle is 2π times its radius. This means that the
radius “fits into” the circumference 2π times. Hence in a complete rotation an angle of
2π radians is generated.
In using the degree units, a complete rotation represents an angle of 360°. This gives us
the following relationships.
1 rotation = 360° = 2π radians
 1 
180° = π radians 1°  o 
 360 

Figure 5.35
170 Mathematics Grade 9

Based on these relations, encourage and assist students to guess formulas which help
them convert degrees to radians and vice-versa. To this end, you may suggest to the
students the following.
To change radians to degrees or degrees to radians
1. Write the equation: π radians = 180°
o
 180  o  π 
2. From the equation, obtain 1radian =   or 1 =   rad .
 π   180 
3. Multiply each side of the appropriate equation by the number of radians or the
number of degrees given in a problem.
4. The result represents the number of degrees or radians in an angle whose
measure was given.

To assess students’ level of understanding of this concept, you may ask the following.
Convert
1. a. 90° b. 60° c. 30° d. 110° to radians.
π 2 3 3
2. a. b. π c. π d. π to degrees.
5 3 4 2
In addition to these, you may ask the fast learners to convert:
3. a. 5 radians b. 1.5 radians to degrees.

5.3.2 Trigonometrical Ratios to Solve Right Angled

Triangle
You may start the lesson by discussing Activity 5.8 given in the student textbook. Then
assist the students to see the discussion of Activity 5.8 which leads them to grasp the
concept of what is meant by Trigonometric ratio. Then given a right-angled triangle,
define the sine, cosine and tangent of the acute angles of the right triangle in terms of
the lengths of the sides of the triangle.
Answers to Activity 5.8
1. The fractions or ratios or proportions of the lengths of sides of a right triangle are
called trigonometric ratios.
2. The two triangles are similar and hence their corresponding ratios of their sides
are equal.
From this Activity, encourage students to summarize the trigonometric ratios and apply
each in solving problems with examples as presented in the student textbook. Following
this, as a group work, let students do Activity 5.9. Encourage and assist the students to
find the trigonometric values of the angles 30°, 45° and 60° by drawing equilateral and
isosceles triangles as indicated in the activity.
In finding the trigonometric values of angles 30° and 60°, instead of using an equilateral
triangle, an alternative way is to use a right triangle whose acute angles are 30° and 60°.
Unit – 5 Geometry and Measurement 171

In such a triangle, the length of the side opposite the 30° angle is always half the length
of the hypotenuse, that is, if the length of the hypotenuse is r the length of the side
1
opposite the 30° is r .
2

60°
1
r
2
30°

Figure 5.36
Explain how to apply the trigonometric ratio in solving problems. To this end, discuss
Example 2 in the student textbook.
Answers to Activity 5.9
1.
A
a. m(∠ABD) = 60o,
4 cm
4 cm and m(∠BAD) = 30o

60o 60o b. BD = 2 cm, AD = 2 3 cm

C B
D
Figure 5.37 c.
3
30° 60° cos30° = sin60° =
2
sin 1 3
2 2
cosine 3 1
2 2
tangent 3 3
2
2. A

o
a. 45o
45
b. BC = 2 cm and AB = 2 2 cm
2 2
2 cm o c. sin 45o = ; cos 45o = ; tan 45o = 1
45 2 2
B
C 2 cm
Figure 5.38
172 Mathematics Grade 9

Note: The angles 30o, 45o and their integral multiples are called special angles.

5.3.3 Trigonometrical Values of Angles from Table

(sin θ, cos θ and tan θ for 0° ≤ θ <180°)

You may start the lesson by explaining how to construct and use Trigonometric tables.
As a beginning to this subunit you can give Activity 5.10 and Activity 5.11 jointly. The
purpose of Activity 5.10 and Activity 5.11 is to lead students to practice how to read
Trigonometric tables and get the required construct for acute angles, and determine
measures by using calculators. Explain to the students that, Trigonometric tables are
constructed for acute angles.
Ask them to find the value of sine, cosine or tangent of a given angle. Similarly, given
the value, say sine of an angle, ask them to get the degree measure of the angle. For this
type of questions, you may use similar questions to Activity 5.10 and Activity 5.11.
Assist students how to read trigonometric table to find the values of the ratios and vice-
versa. To this end, it is worth discussing all the examples and the activity given in the
student textbook.
Encourage the students to use the Cartesian coordinate plane and trigonometric table to
find the values for the ratios of obtuse angles as given in the student textbook.
Answers to Activity 5.10
a. cos 50o = 0.6429 b. sin 20o = 0.3420
c. tan 10o = 0.176326 d. sin 80o = 0.9848
Answers to Activity 5.11
1. a. 67o b. 10o c. 21o
d. 79o e. 65o f. 67.5o
2. a. 66.92608193 b. 10.2630959 c. 20.81680359
d. 78.8132612 e. 65.03907961 f. 67.46459221
Once students are aware of the ways of determining Trigonometric values or
determining measures of angles, they need to see how similar ratios can be determined
for triangles with arbitrary lengths of sides. For this purpose, encourage and assist the
students to do Activity 5.12 in group. Let some of the groups present their discovery to
the class. Finally, you are expected to make sure that students get the concept related to
Activity 5.12. Pursuant to their discovery, you may give them the chance to see how
trigonometric values of any acute angle can be determined by relating it with some other
acute angle. That is, you have to help them discuss and summarize that for any acute
angle A.
1. sin A = cos (90° – A) 2. cos A = sin (90° – A)
Unit – 5 Geometry and Measurement 173

sin A
3. tan A = 4. sin2A + cos2A = 1
cos A
In the same way, encourage and assist the students to use Trigonometric table to find the
value of sine, cosine or tangent of an angle whose measure is greater than 90°. Make
sure that students understand and can apply the formulas that work for any obtuse angle
θ,
sin θ = sin (180° – θ)
cos θ = – cos (180° – θ)
tan θ = – tan (180° – θ)
In order to check whether the student understands the above formulas, you may ask
questions of the following type.
1. If A is an acute angle and sin A = 0.75, then find
a) Cos A b) tan A
5
2. If A is acute angle and tan A = , find
12
a) cos A b) sin A
3. In each of the following, find the degree measure of the acute angle A.
a) If cos A = sin 40° then, m(∠A) = _________
b) If cos A = sin A then, m (∠A) = ___________
c) If sin A = cos2A then, m (∠A) = __________
4. Find the exact values of each of the following leaving irrational results in radical
form
a) sin120° b) cos150° c) tan135°
Answers to Activity 5.12
a b
1. a. sin (∠A) = b. cos (∠A) =
c c
a sin (∠A) a
c. tan (∠A) = d. = = tan (∠A)
b cos(∠A) b
b a
e. sin (∠B) = f. cos (∠B) =
c c
b sin (∠B) b
g. tan (∠B) = h. = = tan (∠B)
a cos(∠B) a
a2 b2
2. a. ( sin (∠A))2 = 2 b. ( cos (∠A))2 = 2
c c
2 2 2 2 2
a b a +b c
c. sin2 (∠A) + cos2 (∠A) = 2 + 2 = 2
= 2 =1
c c c c
2 2 2
(By Pythagoras theorem a + b = c )
So, sin2 (∠A) + cos2 (∠A) = 1
Note: sin2 (∠A) = (sin (∠A))2
Assessment
174 Mathematics Grade 9

Ask the students to describe the measurements of an angle; that is the radian measure
and the degree measure. Ask them to convert radian measure to degree measure and the
degree measure to radian measure. You can also form groups of students and assign
them with some task related to trigonometric values for the purpose of assessing their
understanding. To do this, you can assign Exercise 5.9 as homework.

Answers to Exercise 5.9

π π 180o
1. i. a. rad = × = 30o b. π rad = 180o
6 6 π
o
π π 180o 180  360 
c. rad = × = 60o d. 2 rad = 2 × = 
3 3 π π  π 
o
3 3 180o 180  900 
e. π= π × = 135o f. 5 rad = 5 × = 
4 4 π π  π 
π 3 π 5
ii. a. 270o = 270o × o
= π rad b. 150o = 150o × o
= πrad
180 2 180 6
π 5 π π
c. 225o = 225 × = π d. 15o = 15 × = rad
180 4 180 12
π 1
2. a. sin = sin30o =
6 2
3
b. tan π = tan135 = – tan (180 − 135o ) = − tan45o = –1 .
o

4
3
c. cos150o = – cos (180o – 150o) = – cos30o = –
2
2  2  π
d. tan π = − tan  π − π  = − tan = − tan60o = − 3
3  3  3
BC A
3. tan53o =
8.3 53o
∴ BC = 8.3 × tan53o 8.3cm
= 8.3 × 1.32 ≃ 11 cm
B C
Figure 5.39
4. Let x be the height of the wall that the ladder reaches
x
then sin65o =
20 20 x wall
∴ x = 20 × sin65o = 20 × 0.906 ≃ 18
The height that the ladder reaches is 18ft 65o
Figure 5.40
5. a. cos165o = – cos(180 – 165o) = – cos15o
b. sin126o = sin(180o – 126o) = sin54o
Unit – 5 Geometry and Measurement 175

3  3  2π
c. cos π = − cos  π − π  = – cos .
5  5  5
d. sin139o = sin (180o – 139o) = sin 41o
8 8 8
6. a. sin64o = So, a = o
= ≃ 9m
a sin64 0.899
6.7 6.7 6.7
b. cos51o = So, a = o
= ≃ 11cm
a cos51 0.629
54 54 54
c. sin47o = So, a = = ≃ 74mm
a sin47 0.731
1.46 1.46 1.46
d. cos34o = So, a = o
= ≃ 2km
a cos 34 0.829
7. a. sin25° = 0.4226 b. sin63° = 0.8910
cos25° = 0.9063 cos63° = 0.4540
tan25°=0.4663 tan63°=1.963
c. sin89°=0.9998 d. sin135° = sin45° = 0.7071
cos89°= 0.0175 cos135° = –cos45°= – 0.7071
tan89°=57.29 tan135° = –tan45° = –1
e. sin142° = sin38° = 0.6157 f. sin173° = sin7° = 0.1219
cos142° = –cos38° = – 0.7780 cos173° = –cos7°= – 0.9925
tan142° = –tan38° = –0.7813 tan173° = –tan7° = – 0.1228
o
8. a. m(∠P) = 56 b. m(∠P) = 62.5o c. m(∠P) = 43o
d. m(∠P) = 14o e. m(∠P) = 34.5o

5 . 4 CIRCLES
Periods allotted:5 periods
Competencies
At the end of this subunit, students will be able to:
• discover the symmetrical properties of circles.
• use the symmetrical properties of circles to solve related problems.
• state angle properties of circles in their own words.
• apply angle properties of circles to solve related problems.
• find arc length, perimeters and areas of segments and sectors.
Vocabulary: symmetry, diameter, chord, inscribe, subtend, arc, segment, sector.
Materials required:
Compass, Ruler, Protractor
Introduction
In this subunit, we consider the symmetry properties of circles. These properties are
used to derive relations between circles and lines. Moreover, the theorems we will
discuss will deal with the ways in which angles are measured by the arcs that they
176 Mathematics Grade 9

intercept. Finally, we will consider the concept of arc length, perimeter and area of
segments and sectors of a circle.

Teaching Notes
To deal with this subunit there are subtopics classified in to different points of
discussion that include symmetric property, angle property, arc lengths, perimeters areas
which will be discussed one by one. Teaching notes on each are portrayed as follows.

5.4.1 Symmetrical Properties of Circles

Students are expected to have some background about the circle and its properties.
Thus, group the students in pairs, and then, you may start the lesson by asking students
to do Activity 5.13. That is, you may ask students to give the definition of a circle,
radius of a circle, a diameter and an arc of a circle. You may also ask whether a circle is
a symmetrical figure; if so, ask them to indicate the line of symmetry of a circle and the
number of lines of symmetries that a circle can have. Let some of the groups present the
answers to the class. Discuss their answers and give the correct answers to the
questions. Encourage and assist the students to discover that a circle is symmetrical
about its diameter. Based on this fact, discuss some properties of a circle that can be
proved by using this fact.
Answers to Activity 5.13
1. A circle is the set of points in a given plane, each of which is at the same distance
from a fixed point of the plane.
2. A line of symmetry is that line which divides a plane figure in to two identical parts.
3. a, b, c, e and f
Following these discussions, it is advisable to assist students understand some of the
terminologies related to circle. After they discuss the ideas, it can be proved that the
locus of a point equidistant from two fixed points on a circle is the perpendicular
bisector of the line joining the two fixed points.
This property involves two distinct theorems
1. If PA = PB, then P lies on the perpendicular bisector of AB
2. If Q lies on the perpendicular bisector of AB ,then QA = QB.
Thus if A and B are any two points on the circumference of a circle, centre O,
then OA = OB (radii).
Therefore, O lies on the perpendicular bisector of AB
In other words:
The centre of a circle lies on the perpendicular bisector of any chord of the circle.
Or the perpendicular bisector of a chord passes through the centre.
This statement is substantially equivalent to the facts expressed in Theorems 5.10, 5.11.
After students have discovered that a circle is symmetrical about any diameter, make
sure that students understand the properties of the circle that are stated as theorems.
Theorems 5.10 and 5.11 are proved using this fact. Then you can proceed to group your
students and encourage them to do Activity 5.14. In Activity 5.14, Question 1 suggests
Unit – 5 Geometry and Measurement 177

that the theorems can be proved through a different method. The purpose of Activity
5.14, is to enable students apply the properties that are already discussed and
furthermore, to prepare students to study some more properties and present them to the
class. So, after students are through with Activity 5.14, discuss in the class the outcomes
that the groups have presented to the class.
Assist the students to construct circles and find out that:
i. A circle is symmetrical about every diameter. Hence, any chord AB
perpendicular to a diameter is bisected by the diameter.
ii. In equal circles or in the same circle, equal chords are equidistant from the
centre. Conversely chords which are equidistant from the centre are equal.
iii. Tangent line segments that meet outside the circle are equal in length.
Answers to Activity 5.14
91
2. 13 cm 3. 2 5 cm 4. cm
2
5. A tangent line to a circle is a line that touches the circle at one point only.
6. Two they have equal lengths from the external points their point of contact with
the circle.
5.4.2 Angle Properties of Circles
You may start the lesson by revising some important terms of a circle. Using a circle,
you can explain to the students what is meant by an arc, minor arc, semi circle, a
central angle, angle inscribed in an arc, and angle subtended at the centre by an arc. In
the given figure where O is the centre of the circle, make sure that students can indicate:
the major arc AXE and the minor arc AYE, the angles subtended by the minor arc AYE at
the centre and on the circle, and some other angles inscribed in some major arcs.
Encourage and assist the students to discover the relationship between the measures of
angles subtended by the same arc at the centre and at the circumference.
C
X
B

•O D

A E

Y
Figure 5.41

Using figure 5.41, you can explain to the students what is meant by an arc, minor arc,
semicircle, a central angle, angle inscribed in an arc and angle subtended at the centre
by an arc.
To this end, ask the students to use protractor and measure the central angle and the
angle at the circumference given in Figure 5.89 (c) in the student textbook on page 224.
178 Mathematics Grade 9

Let them repeat this experiment by drawing a figure of the same type by them and
measure the angles. Make sure that students become familiar with the following angle
properties of circles and restate the properties in their own words.
i. An angle at the centre of a circle is twice that angle at the circumference
subtended by the same arc.
ii. Every angle at the circumference subtended by the diameter of a circle is a
right angle.
iii. Angle in the same segment of a circle has equal measures.
Assessment
You can assess students understanding by following their work in each of the activities,
and the class discussions. You can also give them exercises similar to the ones given in
Exercise 5.10 and 5.11 as homework or assignment. It is also possible to give them a
test/quiz which helps assess students.
Answers to Exercise 5.10
1
a. xo = ( 80o ) = 40o b. xo = 2 × 40o = 80o
2
o 1
c. x = × 180 o = 90 o d. xo = 360o – 2 × 130o = 100o
2
e. xo = 2 × 40o = 80o f. xo = 200o – 180o = 20o
g.
B
m(∠AOC ) = 72o
180o − 72o
= 54o and m (∠BAC)
o
So, a =
2
O 180o − 36o
xo yo = = 72o
a a 2
A C o o o o o
So, x = y = 72 − 54 =18
Figure 5.42 ∴ xo = 18o and y o = 18o
Answers to Exercise 5.11
1. a. xo = 72o b. yo = 33o, xo = 2 × 33o = 66o c. po = 48o, qo = 32o
2. a. xo = 180o – (90o + 30o) = 60o b. xo = 90o + 45o = 135o
c. xo = 110o – 90o = 20o d. xo = 10o
With specific interest you can group the students, assigning clever students in each
group, and let them do Activity 5.15 so that they can discuss each other and get a better
understanding of the ideas they discussed thereof.
Answers to Activity 5.15
a. ao = 80o , bo = 65o b. qo = 98o , po = 110o and ro = 70o

c. xo = 75o , yo = 115o d. ko = 98o , lo = 90o and ho = 90o

Unit – 5 Geometry and Measurement 179

5.4.3 Arc Length, Perimeter and Areas of Segments and

Sectors
Previously students were acquainted with some of the terminologies related to a circle.
You may start the lesson first by asking the meaning of arc, segment and sector of a
circle. After you are sure that students can explain these concepts in their own words,
encourage and help them to go through Group Work 5.5 and resume discussion on their
work as given in the student textbook.
Afterwards, you can assist the students to calculate lengths of arcs, perimeters and areas
of segments and sectors. After you discuss the examples given in their textbook, give
Exercise 5.12 as class work and home work. Finally give feedback.
Answers to Group Work 5.5
π 2 π 2 π 1
1. 0.5 2. cm 3. cm 4.  −  cm2
2 4 4 2
5. The areas can be determined as fractions of the areas discussed above. For example,
to determine the area in (a), first we can determine area of the circle which is 100 π
mm2. Then, the shaded part is a fraction of full circle, in this case the fraction is
60o 1 50π
o
= . Therefore, area of the shaded region is mm 2 .
360 6 3
9π 3872π
In the same way, area of (b) = c m 2 , area of (c) = mm 2 , area of (d) = π c m2
8 9
For the remaining exercises as well we can first find the areas of the sectors and subtract
the areas of the triangles that are left un-shaded.
9π
Example: To find area of (a) first we find area of the sector which is c m 2 . Then
4
9
determine area of the triangle that is left un-shaded which is c m 2 . The to get the area
2
of the shaded region subtract area of the triangle from the area of the sector. That is,
 9π 9  2  4π  2
 4 − 2  c m . In the same way, area of (b) =  3 − 3  c m and area of
   
 20π 
(c) =  − 4  c m2
 3 

Assessment
You can assess students understanding by giving several exercises similar to the group
work and discuss their answers to the questions in class. You then keep records.
180 Mathematics Grade 9

Answers to Exercise 5.12

1. a. P = (0.8π + 7.2) m, b. P = (50π + 136) cm, c. P = 10πm
75
A = (0.32π + 4.48) m2 A = (625π + 3400) cm2 A= π m2
4
d. P = (3.45π + 6.9) cm, e. P = 30πcm
A = 3.9675π cm2 A = 125πcm2
7 2
2. a. i. PQ = 3πcm b. i. PQ = π cm
3
49π
ii. A = 9πcm2 ii. A = cm 2
3
 40  2
3.  π + 4 3  cm
 3 
4. (4π – 8) cm2
 85 
5. a. i. P =  π + 34  cm b. i. P = (30π + 96) cm
 18 
845
ii. A= π cm 2 ii. A = 468πcm2
36
5 . 5 MEASUREMENT
Periods allotted: 6 periods
Competencies
At the end of this subunit, students will be able to:
• calculate areas of triangles using Heron’s formula whenever only the
lengths of the three sides are given.
• calculate areas of parallelograms.
• calculate the surface areas of cylinders and prisms.
• calculate volumes of cylinders and prisms.
Vocabulary: Area, surface area, volume.
Materials required
Models of cylinders and prisms, ruler, protractor
Introduction
The purpose of this subunit is to state and apply area formula for any triangle whenever
only the lengths of the three sides are given. This formula which is used for finding the
area of a triangle that involves the lengths of the three sides is called Heron’s formula.
We apply area formula of triangles to state area formulas for parallelograms. Finally, in
this subunit, we consider how to calculate the surface areas and volumes of cylinders
and prisms.
Unit – 5 Geometry and Measurement 181

Teaching Notes
In thus subunit students will discuss areas of triangles and parallelograms, surface areas
and volumes of cylinders and prisms. These will help the students realize measurement
and the ways they can be done along the discussions in this subunit.
5.5.1 Areas of Triangles and Parallelogram
A. Areas of triangles
Students are expected to recall area formulas of triangles that they studied in their lower
grade mathematics. To this end, group the students and ask them to do Activity 5.16. In
doing this activity, students may remember that they studied these formulas except (iii)
in their lower grade mathematics. Encourage and assist students to derive formula (iii).
Answers to Activity 5.16
Let the students calculate the area by using the three formulas and compare their
answers.
1 1
i. Area = ac = (6 cm)(6 3 cm) = 18 3 cm 2
2 2
1 1
ii. Area = bh = (12 cm)(3 3 cm) = 18 3 cm 2
2 2
1 1
iii. Area = bc sin(∠A) = (12 cm)(6 3 cm) sin(30o ) = 18 3 cm 2
2 2
To make the students much aware of the use of Area formula (iii), let you group the
students and do Group work 5.6. Area formula (iii) is useful in finding the area of a
regular polygon. Group Work 5.6 is meant to apply this formula to derive the area of a
regular polygon. Make sure that students have understood this point.
Answers to Group Work 5.6
1. Consider a polygon with n sides.
o r r
360
The central angle is .
n r
1 2  360 
o
Area of the shaded region = r sin  
2  n 
But, there are n such triangles in a polygon of n-sides
The area of the polygon is the sum of the areas of each triangle. Figure 5.43
1  360 o  C
Therefore, Area of the polygon = nr 2 sin  
2  n 
2. Consider the following equilateral triangle inscribed O
in a circle of radius r. r r

Figure 5.44 A B
182 Mathematics Grade 9

1 2 1 3 3 2
Area of the triangle (∆OAB) = r sin 60o = r 2
( ) = r
2 2 2 4
But there are such three triangles
3 3 2
Thus, area of (∆ABC) = r
4
After you finish discussing the various cases indicated in finding the area for any
triangle, make sure that the students can state and apply Heron’s formula to find the area
of a triangle whenever only the lengths of the three sides of the triangle are given.
Discuss in the class Example 1 given on page 235 of student text right after Theorem
5.15.
B. Areas of parallelograms
To start this lesson, Activity 5.17 will help you to motivate the students. Discuss the
activity. Explain that finding the area of a parallelogram involves dividing the
parallelogram into two triangles.
Answers to Activity 5.17
1. A parallelogram is a quadrilateral which has both pairs of opposite sides parallel.
2. Given parallelogram ABCD and diagonal BD D C
i. ∠A ≅ ∠C
(definition of parallelogram)
ii. AD ≅ BC and AB ≅ CD
∴ ∆ABD ≅ ∆CDB (by SAS) A
B
Figure 5.45
To this end, discuss the proof of Theorem 5.16 given in the student text on page 236.
Since students know the area formula of a triangle when two sides and the measure of
the included angle are given, encourage and assist the students to derive a similar
formula for the area of a parallelogram.
Assessment
You can assess students by giving them an assignment to prove the theorems or by
giving them exercise problems related to areas as homework. You can also use the
questions in Exercise 5.13 for the purpose of assessment.
Answers to Exercise 5.13
24
1. BE = units
5
63
2. a. A = 126 sq. Units b. h = 12 units c. sin (∠D) =
65
3. a. 96 sq. Units b. 9.6 units
18 9
4. cm and cm respectively.
5 2
Unit – 5 Geometry and Measurement 183

12
5. a. A = 6 6 cm2 b. h= 6 cm
7
3
6. h= 3 cm
2
7. a. 12 inches, 8 inches and 6 inches b. A = 455 sq. inches
8. 15 sq. inches.
5.5.2 Further on Surface Areas and Volumes of Cylinders
and Prisms
Let the students start the lesson by doing Activity 5.18 given in their textbook. Give
them about 10 minutes to do and discuss the problems of the activity. This will give the
students the opportunity to revise the definitions of cylinders and prisms. Encourage and
assist the students to make models of these solids before they come to class. In addition
to that, assist them to formulate and use area formula for these solids. Make sure that
students are able to state in their own words that the volume of solids are given as
Volume = Area of the base × Height
Volume of a cylinder = (π r 2 )h and
Volume of a prism = (ℓ × w) × h

Answers to Activity 5.18

2. a, b and c are prisms
f and g are cylinders
d, e and h are neither prism nor cylinders.
3. a. 12π cm2 b. 20π cm2 c. 12π cm3
After the students do the questions in Activity 5.18, let them discuss the different types
of prisms and let them do the examples given in the student textbook that describe
surface area and volume of prisms. You can add as many examples as possible to help
them understand better. Following this discussion, cylinders are also presented with
which you may help the students relate prisms and cylinders and how their areas and
volumes can also be related. For excellent students you can give them chance to prove
surface area and volume of cylinder from that of prisms. You then discuss the examples
and many others that are related to surface area and volume of cylinders. To strengthen
their understanding, assign Exercise 5.14 as home work.
Assessment
You can give several exercises on finding surface area and volume of prisms and
cylinders either as homework or as an assignment. Let some of them present their
answers to the class and conduct discussion.
Answers to Exercises 5.14
1. For Figure (i)
a. Total surface area = Lateral surface area + 2 ×Base area
= 5 (26) +2 (4 ×9) = 202 sq. units
b. Volume of the figure = height ×base area = 5 ×36 = 180 cubic units
184 Mathematics Grade 9

In the Figure (ii) the length of the hypotenuse of the right triangle is
32 + 42 = 5
Taking the right triangle as the base of the prism
We have;
a. Total surface area of Figure (ii) = Lateral surface area +2 ×base area
= perimeter of the base ×height + 2base area
1
= 12 ×8 + 2 ( × 4 × 3) = 96 + 12 = 108 sq. units
2
b. Volume of Figure (ii) = base area × height
1
= × 4 × 3 × 8 = 48 cubic units
2
Figure (iii) is a right circular cylinder.
a. Total surface area of the cylinder = 2πrh + 2πr 2
= 2π × 4 × 7 + 2π × 42 = 56π + 32π = 88π sq.units
b. Volume of the cylinder = Base area ×height
= πr 2 × h = π × 42 × 7 =112π cubic units.
Figure (iv) is a triangular prism whose lengths of base edges are 4, 13 and 15
4 + 13 + 15
So, semi- perimeter S = = 16
2
∴Area of the triangle = 16 (16 − 13) (16 − 15) (16 − 4 ) = 24 sq units
a. Total surface area of Figure (iv) = Lateral surface area +2 ×base area
= p × h + 2 × base area
= 32 × 6 + 2 base area = 240 sq units.
b. Volume of Figure (iv) = Base area ×height
= 24 ×6 =144 cubic units.
2. Perimeter of the isosceles triangle = 5 + 5 + 4 = 14 inches
14
Semi perimeter S = = 7
2
∴Area of the isosceles triangle = 7 ( 7 − 5) ( 7 − 5) ( 7 − 4)
= 2 21 sq. inches.
So, a. Total surface area of the prism = Lateral surface area + 2 ×base area
= P ×h + 2 × base area
= 14 ×6 + 2 (2 21) = (84 + 4 21 ) sq. inches.
b. Volume of the prism = base area ×height
= 2 21 ×6 = 12 21 cubic inches
3. a. Lateral surface area = 2πrh = 2π × 4 ×12 = 96π sq. ft
Total surface area = Lateral surface area + 2 × base area
= 96 π + 2 π × 42 = 128π sq.ft
b. Lateral surface area = 2πrh = 2π× 6 ⋅ 5cm ×10 = 130πsq.cm.
Total surface area = Lateral surface area + 2 × base area
= 130 π sq.cm + 2 π × (6.5)2 = 214 π sq.cm.
4. Perimeter of the regular hexagon = 8 × 6 = 48cm
Length of a side of the rhombus = 32 + 42 = 5 cm
Unit – 5 Geometry and Measurement 185

3 cm
5cm 3 4 cm
3 cm
4 cm

Figure 5.46

So, Perimeter of the rhombus = 4 ×5 = 20cm

1 3600
- Area of the regular hexagon = 6 × 82 × sin = 96 3sq.cm
2 6
1
- Area of the rhombus = × 6 × 8 = 24 sq.cm
2
- Lateral area of the hexagonal prism = p × h = 48 ×12 = 576sq.cm
- Lateral area of the quadrangular prism = p × h = 20 ×12 = 240sq.cm
∴a) Total surface area of the remaining solid = lateral area of the hexagonal
Prism + lateral area of the quadrangular prism +2(area of the hexagon-area
of rhombus).
= 576 + 240 + 2 96 3 − 24
( )
= 816 + 192 3 – 48
= (768 + 192 3 ) sq. cm
b. Volume of the remaining solid = volume of the hexagonal prism –
volume of the quadrangular prism = 96 3 × 12 − 24 × 12
= 12 96 3 − 24 = 288 4 3 − 1 cubic cm
( ) ( )

14 in
7 in
7in
14in
1
2
Figure 5.47

5.
AT = 294π in2
1

AT = 588π in2
2
∴ a. Container 2 requires more metal b. It requires 294π in2 more metal.
186 Mathematics Grade 9

Answers to Review Exercises on Unit 5

1. We know that the sum of the measures of the interior angles of a pentagon is
(5 – 2) ×180o = 3 ×180o = 540o

∴ m (∠A) + m(∠B)+m(∠C)+m(∠D) + m(∠E) = 540o

4 ×115o + m (∠E) = 540o

460o +m (∠E) = 540o

∴m (∠E) = 540o – 460o = 80o
( 20 − 2 ) × 180o
2. i. The measure of an interior angle = = 162o
20
o
360
ii. The measure of an exterior angle = = 18o
20
360o
iii. The measure of a central angle is = 18o
20
( n − 2)180o = 150o
3. D
n A
o o o
So,150 n = 180 n − 360
150o n − 180o n = −360o
∴ n = −360 = 12 C
−30 B
4. Let ABCD be a quadrilateral such that Figure 5.48
m (∠A) = yo, m(∠B) = (3yo)
m (∠C) = (5y)o, and m(∠D) = (7y)o
m(∠A) + m(∠B) +m(∠C) +m(∠D) = yo+(3y)o+(5y)o+(7y)o = (16y)o = 360o
∴ yo = 22.5o
Thus, m(∠A) = 22.5o
m (∠B) = 3×22.5=67.5o
m (∠C)= 5×22.5 = 112.5o
m (∠D) = 7×22.5 = 157.5o
Since m (∠A) +m (∠D) = 180o and m (∠B) + m (∠C) = 180o
CD  AB
5. Since the length of a side and radius of a regular hexagon are equal, we find the
1 3600
area of the hexagon using the formula A = nr 2 sin
2 n
1
∴ A = × 6 × 82 sin 60o = 96 3 sq. cm
2
6. Using the formula for the area A of an n– sided regular polygon,
Unit – 5 Geometry and Measurement 187

1 2 360o
That is A = nr sin
2 n
1 3
We have 384 3 = × 6 × r 2 sin 60o = 3 × r 2
2 2

2
So, r =
(2 384 3) = 256
3 3
∴ r = 256 = 16cm
We know that for a regular hexagon r = s
a. Therefore, the length of each side of the hexagon is 16cm.
b. The radius r = 16 cm
c. For any regular n–sided polygon of radius r the apothem a is given by
180o
a = r cos
n
o
180 3
So, a = 16 × cos = 16 × =8 3
6 2
Therefore, the apothem of the hexagon is 8 3cm. K
7. (3x)o = 60o ⇒x = 20
8. Joining B and K, Consider
∆ AKB and ∆ CKB
i. AB ≡ BC (Given) ii. KA ≡ KC (Given) B
A C
iii. KB ≡ KB (Common)
∴ ∆ AKB ≡ ∆ CKB (by SSS) Figure 5.49
So, ∠BAK ≡ ∠BCK (corresponding angles of congruent triangles).
∴m (∠BAK) = m (∠BCK)
9. Let x and y be the sides that correspond to 6 and 7 respectively; then,
4 6 7
= = .So, x = 15cm and y = 17.5cm B
10 x y
10. Consider the triangles ABC and ADB
∠A ≡ ∠A (common)
∠ABC ≡ ∠ADB (right angles) 5cm
∴ ∆ ABC ∼ ∆ ADB (AA similarity) 4cm
AB BC AC
So, = =
AD DB AB
A
∴ BC = AB × DB = 5 × 4 = 20 cm 3cm D
AD 3 3
AB 5 × 5 25 Figure 5.50
and AC = × AB = = cm
AD 3 3
25 16
∴ DC = AC – AD = −3 = cm
3 3
188 Mathematics Grade 9

11. Let the length of the corresponding side of the later be x; then,
2
144  6  36
=   = 2
81  x x
36 × 81
i.e x 2 =
144
36 × 81 6 × 9 9
So, x = = =
144 12 2
12. Since a line segment drawn from the centre of the circle perpendicular to a chord
bisects the chord, we have the distance
d= 62 − 42 = 20 = 2 5cm

O
6cm d
A B
4cm 4cm
D
Figure 5.51
13. m (∠ACD) = 180o – 35o – 90o = 55o
and m (∠ ACD) = m (∠ABD) (angles on the circumference subtended by the
same arc). C
o
So, m (∠ABD) = 55 . 35o
A B

D
Figure 5.52
14. a. ∠ A and ∠C are supplementary angles, and ∠B and ∠D are also
supplementary angles.
b. ∠BAO and ∠BCO are right angles and ∠CBO ≅ ∠ABO, ∠AOB ≅ ∠BOC.
c. ∠TRS ≅ ∠TQS ≅ ∠TPS, ∠QTR ≅ ∠QSR
 64  2
15. a.  π − 16 3  cm
 3 
2
b. ( 24π − 16 2 ) cm
16. V = 0.49π m3 , AT = 2.38π m2
17. h ≈ 2.5 m
18. The water level rises by 1 cm.
19. The level of the field increased by 76 cm.
UNIT

INTRODUCTION
6 STATISTICS AND
PROBABILITY

Students are expected to have some of the basics about statistics from their primary
grades mathematics. In this unit, they will get more familiarized with basic ideas of
statistics and probability. In statistics, the students will be introduced to many new
terminologies like, descriptive statistics, population, population function, primary data,
secondary data, frequency distribution table, etc. They will also practice constructing
frequency distributions and their Histograms.
Under this unit, students are expected to get familiar with measures of location such as
Mean, Median and Mode, and some of the measures of dispersion such as Range,
Variance and Standard deviation.
Finally, the students will be introduced to the notations of experiment, sample space (or
possibility set), event and probability of an event.
Unit Outcomes
After completing this unit, students will be able to:
• know methods and procedures in collecting and presenting simple statistical
data.
• know basic concepts about statistical measures.
• understand facts and basic principles about probability.
• solve simple mathematical problems on statistics and probability.

189
190 Mathematics Grade 9

Suggested Teaching Aids in Unit 6

As far as statistics demand presentations and representations of different data under
consideration, it is useful to have teaching aids that can either facilitate teaching-
learning or simplify explanations. In this regard, the following teaching aids are
considered to be essential that need to be done beforehand:
Graphs(specially histograms), and other graphs like bar charts, pie charts, line graphs
which are also useful for comparison purpose, dice and different coins for probability.
You can also use Ms-EXCEL or other statistical software for drawing different graphs
and calculating various statistics.
6.1 STATISTICAL DATA
Periods allotted: 14 Periods
Competencies
At the end of this section a student will be able to:
• differentiate primary and secondary data.
• collect data from their environment..
• classify and tabulate primary data according to the required criteria.
• construct a frequency distribution table for ungrouped data.
• construct a histogram for a given data.
• interpret a given histogram.
• determine the mean, median and mode(s) of a given data.
• describe the purposes and uses of mean, median and mode.
• identify the properties of the mean of a given data (population function).
• compute the measures of dispersion for ungrouped data.
• describe the purpose and use of measures of dispersion for ungrouped
data.
Vocabulary: Primary and secondary data, Data collection, Quantitative and Qualitative
data, Descriptive and Inferential Statistics, Frequency, distribution,
frequency distribution and Histogram, Mean, Median, Mode, Range,
Standard deviation, and Variance.
Introduction
Students are expected to have some basics of statistics. With this background, in this
sub-unit they will discuss on collection and tabulation of statistical data. They will also
deal with basic terminologies in statistics that include quantitative and qualitative data,
and primary and secondary data. They will also be introduced with the measures of
central tendency and measures of dispersion.
Teaching Notes
This sub-unit is devoted to introducing statistics as a subject and its classification. In
order to start from the background of the students and to help them relate every bit of
Unit 6−
−Statistics and Probability 191

discussion with their daily life, it is advisable to let the students get engaged in the
activities outlined in each subtopic.
6.1.1 Collection and Tabulation of Statistical Data
The first phase in statistical process in collecting data (information) which must be
collected systematically and scientifically to entail relevant and reliable information.
Before getting into the concept of data collection and tabulation, it will be useful to
discuss the overall idea of statistics and the ways these are practiced.
In order to start the lesson you can group the students and let them do Group Work 6.1.
The purpose of this group work is enlightening and sensitizing students on the use and
application of statistics. It will also give them the chance of practicing data collection,
organization and some level of interpretation. The group work will also give ideas on
how to collect data from our environment and make observations after the students
collect data. They can discuss how to get information from the data collected and, in the
mean time, they can discuss the importance of statistics in different fields.
But before students go to field to collect data some discussion could be done on
identifying data to be collected and how to collect the data. This could include for
example:
For group A, what are the expected grades in EGSECE like A, B, C, D and F?
For group B, Some hints on how to classify the type of disease like ENT (Ear, Nose and
Throat), internal disease like Stomachache, Parasite, etc, and Injury, and how many
patients of each have visited a health center around them.
For group C, the unit that could be used like cm can be informed.
The first part of this unit can be taken as a general overview of what we do in this
section and the remaining parts of 6.1. It lays emphasis on understanding what statistics
is, and helps the students observe the general statistical methods and uses of statistics.
Here are some of the suggested answers to Group Work 6.1
Answers to Group Work 6.1
1. The answer to question 1 of this group work depends on the situation around the
students and depends on the data they collect.
2. Statistics - is used to present facts in a definite form.
- facilitates comparisons.
- gives guidance in the formation of suitable policies.
- is useful for prediction.

- is helpful in formulating and testing hypothesis and in developing

new theories.
- is used as a guide in capital programming.
192 Mathematics Grade 9

Statistics has many other purposes which can be described.

3. The average birth rate or death rate varies from year to year. But according to the
report based on the census in Ethiopia (2007G.C), the birth rate is 2.72% and the
death rate is 1.7%. (you can refer updates if any). The government organization
responsible for the preparation of such records is the Central Statistical Agency.
4. To design suitable polices and strategies for the holistic development of the
country and for eradication of poverty, for various decisions, etc.
Pursuant to the group work, give chance for students to give their understanding and
meaning to statistics. Finally you can tell them that there are varieties of meanings and
definitions given to statistics by different scholars. The definition given in the student
textbook is only one of the various definitions which we feel is suitable for our purpose.
After sensitizing students, our discussion will focus on the definition 6.1 given in the
student textbook. Following this definition, students need to be familiar with the
terminologies of data, and collection, organization, analysis and interpretation of data.
Under this topic, population and function on population need to be discussed. You can
explain this with the use of the examples in the student textbook. You can give an
assignment to students to collect data, identify the population of that data and determine
the population function they used for. Emphasis should be made on the difference
between the meaning of population in everyday life and its meaning in statistics.
Students should realize that population in statistics means any finite or infinite set of
objects under consideration.
After the students have a clear idea about the notion of population, the idea of
population function as a means of collection of data has to be discussed. This time you
can let them identify primary data and secondary data, and classification of statistics as
descriptive or inferential.
From the data they collected, you can give them the chance to discuss the different steps
stated in the text on how to get the right information from a raw data i.e.
Collection of data   → Organization of data   → Presentation of data   →
Analysis of data   → Interpretation of data.
By using the examples given in the text (examples 1 – 8), students can discuss what
population is and see the different areas in which statistics can be applied through which
students will have a better understanding of statistics. They can also discuss primary
and secondary data.
The final part of this section focuses on how to collect and tabulate data which will be
useful for classification. In order to enrich this, you can form groups of students and let
them do activity 6.1 and present it in class in different forms that can stimulate (arouse)
discussion.
Before doing the activity a short discussion could be done on how to classify the
employees. One method could be the one indicated in the example after the activity. In
the second part hint could be given on how to classify the age group as 1 – 10, 11 – 20,
Unit 6−
−Statistics and Probability 193

20 – 30, etc. Also discussion on how to use tally marks can be included so that they can
easily put their findings in tabular form.
Answers to Activity 6.1
The solutions for this activity are different depending on the situation around your
school. You need to do is, however, facilitate discussion on the results students bring.
The students can use the examples in the student textbook for classification and
presentation of the data they collect.
In the part of this section, we have seen what statistics is and its use in different fields.
The students have also practiced collecting data and tabulating the information,
identifying primary and secondary data. What remains is describing collected and
classified data in different forms such as Histogram, or by use of various measures of
location or dispersion which will be discussed in subsequent sections.
Assessment
You can use the practical assignments and activities the students do for the purpose of
assessment or also give exercise 6.1 as a group work so that students can present their
work.
Answers to Exercise 6.1
1. Collection → organization → presentation → analysis → interpretation of data.
2. By organizing data, we mean the data must be edited and classified so that one can
have a general understanding of the information gathered. By presenting data we
mean illustrating data using tables or diagrams.
3. a. Qualitative data refers to data that are collected on the basis of attributes
or qualities such as sex, religion, marital status, occupation, nationality, etc.
b. Quantitative data refers to data that are collected on the basis of
characteristics that can be measured or counted; characteristics such as
height, weight, age, number of export or import items, volume, test scores,
etc.
c. Population refers to the complete collection of individuals, objects or
measurements or totality of related observation in a given investigation.
d. Population function is a rule which assigns a corresponding value to each
member of the population.
e. Parts (or subset) of a population is sample.
4. Statistics used to:
• design the economic policy of a country.
• judge the effectiveness of a program or strategy.
• advance knowledge concerning economic and business behavior of an industry.
• formulate plans and policies well in advance of the time of their
implementation.
5. Descriptive statistics is a branch of statistics concerned with summarizing and
describing data without drawing any conclusion about a given data.
194 Mathematics Grade 9

6. Population refers to the number of people living in an area of country, where as

sample is a small part of groups of population.
7. a. qualitative b. quantitative c. quantitative
d. quantitative e. qualitative f. qualitative
g. quantitative h. qualitative i. qualitative
8.
• It enables required figures to be located more quickly.
• It enables comparisons between different classes to be made more easily.
• It reveals patterns within the figures which cannot be seen in the narrative
form.
9. Because unorganized data is not capable of being rapidly or easily assimilated or
interpreted.
10.

2000 2001
Supervisory

Supervisors
Age group

Clerks
Assistants

Assistants
Clerks

Total
Total

Male 0 − 18
19− 49
50 and
above

Total

Female 0 − 18
19− 49
50 and
above

Total

6.1.2 Distribution and Histogram

From previous sub-unit students can explain the need for data collection. However,
simply collecting data may not be sufficient to enable draw suitable and valid
conclusion. This would require organizing statistical data in a suitable manner that helps
manipulating the collected data. For this purpose, in this section students will practice
how to prepare a frequency distribution table and present it using a histogram.
Unit 6−
−Statistics and Probability 195

Students need to focus on the important point that it is not possible to draw important
information from a raw data unless it is organized in a proper way through which the
need for organizing data can be made clear.
To see the application of this section, you can let students visit different offices either in
the school or outside of the school and see how the graphs and tabular information are
necessary in day-to-day activity and observe how statistics is important in decision
making.
If they go to a kebele office nearby, they can see different information. And this
information can help the management for decision making and planning. They can ask
the officers around the kebele about the way they use such presented information. You
can ask your students questions such as: Suppose a kebele office decides to build new
condominiums. What information do they need to collect? You can give hints like,
“How many people do not have houses?” “What are the incomes of these people?”, etc.
By using examples 1 and 2, you can guide the students on the procedures to prepare a
frequency distribution and draw a histogram. You can then guide them to do Activity
6.2 making a group of students. While they do their activity, make sure that, in each
group, there are clever students who can assist their group and help some students who
may not par themselves with other students.
Following their discussion, you can formally define frequency distribution and
histogram, and guide the students on how they can draw a histogram.
Answers to Activity 6.2
The possible frequency distribution for this data is:

Number of days 3 4 5 6 7 8 9 10 Grand Total

Frequency 2 3 4 1 5 7 2 1 25

The histogram for this data is:

Histogram representing number of days

individuals participated in soil and water
conservation
8
Number of persons

6
4
2
0
3 4 5 6 7 8 9 10
Number of days
196 Mathematics Grade 9

After the discussion, you can give them more examples that include how they can draw
information from a histogram. The students should do exercise 6.2 which could give
enough practice to prepare frequency distribution table and construct a histogram.
Assessment
You can use the practical assignments and activities the students do for the purpose of
assessment or also give exercise 6.2 as a group work so that students do each in group
and present their work. You can assess how they did and present their work.
Answers to Exercise 6.2
To summarize and organize a set of data
Allows quick overview of the information collected.
1. Frequency distribution is a distribution showing the number of observations
associated with each value in the set of data while a histogram is a pictorial
representation of a frequency distribution.
3.

Age (v) 1 2 3 4 5 6 7 8 9 10

Frequency (f) 3 5 5 3 7 4 3 3 6 1

8
7
Number of children

6
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10
Age

5. a.
v 0 1 2 3 4 5

f 5 6 15 19 4 1
Unit 6−
−Statistics and Probability 197

b.

Histogram representing number of children of

the 50 couples
20
Number of couples
15
10
5
0
0 1 2 3 4 5
Number of children

c. 30% d. 78%
6.
a.

v 10 14 15 18 19 20 21 22 24

b. f 8 7 8 4 2 11 3 4 3

Quintals of fertilizers distributed to farmers

12
Number of farmers

10
8
6
4
2
0
10 14 15 18 19 20 21 22 24
Quintals of fertilizers

7. a.

value 3 4 5 6 7 8 9 10 11 12 13

frequency 2 4 3 5 4 7 4 6 2 2 1

b.
198 Mathematics Grade 9

Number of days
6

0
3 4 5 6 7 8 9 10 11 12 13
Number of persons

1
c. ×100% = 12.5%
8
6.1.3 Measure of Location
In the last two sections, discussions were conducted on how to collect data. And, from
the collected raw data the students have learned how to summarize them by preparing a
frequency distribution and drawing a histogram that represents the data. Through this
way, one can get summarized information and draw an important conclusion based on
what one want to observe.
In this section, students need to see how to represent a data by using a single value and
see this as the highest state of summarization of data.
To start the discussion of this section forming groups and letting them do Activity 6.3
will be appropriate. From their primary grades, students are familiar with the terms like
mean, median and mode.
The purpose of activity 6.3 is to let students practice by responding to questions from
various forms of data and see why they need discussing the measures of central
tendency, and to help them realize that these measures are useful to reach a conclusion.
In activity 6.3, the first activity shows the scores of 22 students in certain test. The
teacher gave the test just to see how far the students have understood the unit. By
observing the raw data, if one simply wants to evaluate or say something about the
performance of the students in the test, it could be difficult. Owing to such difficulty,
now we have to guide our students to summarize the data and observe what the results
of the 22 students look like. For example, from the data given in the first activity, the
students can simply find the average from the raw data and can discuss what the result
of the group is.
By doing the activities 2, 3, 4 and 5, the student will gain a lot on how a large group of
the population could be represented by a single value. As a guide, you can see the
possible answers for question 1 of Activity 6.3
Answers to Activity 6.3
1. a. It is not very easy to conclude about the group of students.
Unit 6−
−Statistics and Probability 199

b.

Grand
To
Student 2 3 4 5 6 7 8 9 10 tal

frequency 2 3 2 2 5 2 3 2 1 22

c. The average score of the group = 5.77

d. Those who score above the average (5.77) = 13
e. Large group of students (59.1%) have scored above average. Therefore, we
can conclude that the students are not weak.
f. The single value 5.77 estimates the average score of students (assuming)
each student as close to 5.77 although this may not be exact. The single
value summarized the data. We can consider this number 5.77 to represent
the whole data.
2. The discussions for question number 2 can also be discussed in the same way
depending on the actual data collected from the target group.
3. a. 87 b. 89
4. a. mean = 35.46, median = 25, and mode = 27
b. mean (because it is affected by 98, the extreme value)
5. It is not possible to find the mean and the median of a qualitative data. But it is
possible to find the mode.
After discussing the importance of measures of central tendency in Activity 6.3, we can
directly move to the discussion of arithmetic mean. So far, the summation notation is
not introduced. So it will be advisable to use the formula in the text.
The mean
In discussing this topic, we will first deal with mean from row data.
To help students find mean from frequency distribution table it will be advisable to
follow the following method.
Example
Consider the following data 16, 13, 12, 18, 13, 18, 12, 18, 18, 13, 18, 16, 12, 13.
a. To find the mean from the raw data here, let the students add the 14 values and divide the
sum by 14 to get
16 + 13 + 12 + 18 + 13 + 18 + 12 + 18 + 18 + 13 + 18 + 16 + 12 + 13 210
mean = = = 15 .
14 14
200 Mathematics Grade 9

To help students find mean from frequency distribution table it will be advisable to
follow the following method.
Example
Consider the following data 16, 13, 12, 18, 13, 18, 12, 18, 18, 13, 18, 16, 12, 13.
b. To find the mean from the raw data here, let the students add the 14 values and divide the
sum by 14 as presented earlier. However, you can ask the students to prepare a frequency
distribution table which looks like

Value 12 13 16 18

Frequency 3 4 2 5

From which calculating the mean will be easier. Now you can help the students on how
to find the mean from the frequency table which in this case will be
3 ×12 + 4 ×13 + 2 ×16 + 5 ×18
Mean = = 15 . Allow the students to compare the results
14
obtained from the raw data and the frequency distribution table, and help them realize
how useful frequency distribution tables are.
These guide the students how they can use a short cut method to calculate mean. This
same idea can also be used to find median and the mode from frequency table which
will be discussed later.
After the students attempted to do the activity 6.3 and become familiar with the
approaches to finding the mean, median and mode, they can try to derive the way
averages are calculated in this sense they discussed above. At this stage you can give the
formal definition of computing the mean. When you ensure that students can calculate
the mean, you can then encourage students to do Activity 6.4 individually. The purpose
of this activity is to help students identify some of the properties of Arithmetic mean.
In this activity, there are five students considered and the amount of money they had in
their pocket was asked and data is collected.
By now, the students can easily find the mean. After finding the mean help the students
to observe the new data obtained by adding 2 on each value. Let the students find mean
from the new data and compare this new mean with new number added on each value
by trying to add 3 on each value or add 6 on each value. Help the students to compare
the older mean with new mean and discuss the result and generalize. The same
procedure could be followed to see the effect of multiplying each value by a fixed
number.
Answers to Activity 6.4
a. Mean = 6
b. The new Mean = 8
Unit 6−
−Statistics and Probability 201

c. The new Mean = 18

d. The sum of the differences from the Mean = 0
e. The observations goes to be:
i. If we add a constant number to each value, the new mean is the previous
with the constant.
ii. If we multiply each value by a constant number, the new mean is the
previous mean multiplied by the constant.
iii. The sum of the deviation of each value from the mean = 0.
Following these activities, encourage students to draw their own observations and help
them understand the properties stated in the student textbook.
At this moment when all other students do examples you can ask the following
questions for the fast/clever students.
What does it mean if mean = 0? whose answer is that: each value is 0 or some of the
values are negative while others are positive so that their sum is 0.
Does mean belong to the set of data it is calculated from? Its answer is not necessarily.
Example: if our data is 2, 3, 5 them mean = 3.33 which is not in the data.
if our data is 2, 3, 4 then mean is 3 which belongs to the data.
Beyond the discussion made above, it is possible to ask any condition where the mean
may not be good representative of a given data. When students try to look for, you can
direct them by assigning extreme values which affect the mean in which case the mean
will not be a good representative of the data.
Example: the mean of 3, 3, 3, 3, 3, 3, 3 is 3 but if by mistake the data was recorded as
3, 3, 3, 3, 333 then the mean will be 69 which is affected by recording 333
instead of 3.
Under such conditions where there is an extreme value an alternative to using mean is
the median.
The median
In treating this part, the discussion will focus on the number of observation being odd or
even. When you come to the problem of finding median from the frequency distribution
table, you can guide the students what the values look when put in row, ask the students
what the first value is if we write the values in a row, what will the second value be,
what will the third value be, etc. . .
So as to attempt to deal with median, first give chance for the students to do Activity 6.5
and allow them to narrate their observation.
Answers to Activity 6.5
1. a. Median = 5 b. Median = 11
202 Mathematics Grade 9

2. When the number of observations is odd the middle value is the median which is
part of the data, whereas when the number of observations is even, the median is
half way between the two middle values and may not be part of the data.
In Example 6 and 7, assist students to discuss how median is determined for values
given as raw data or as frequency distribution, and let them identify some properties of
the median.
Mode
The students can easily find mode from raw data and from frequency distribution table.
Here you can discuss the unimodal and multimodal distributions.
For the purpose of discussion, you can let students do Activity 6.6 whose answer is
given as follows.

Answers to Activity 6.6

1. a. mode = 7 b. mode = F
2. The mean and median for (a) can be evaluated but the mean and the median for
(b) is not possible. Accordingly, (a) mean= 7.8, median = 7.5
b. no mean , no median
3. From this, we can see that mode can be used for data types mean and median fail
to represent. This is usually attached with qualitative data.
After discussing mode and its distinction from mean and median, ask your students if
there are possibilities where mean= median = mode. What conditions does such equality
tell about any data?
Similar other points will trigger interest to discuss. It is possible to give such problems
as an assignment for the students so that they can refer further materials and consolidate
their understanding. You can use this for assessment purpose.
After discussing the measures of central tendencies, the students can do Exercise 6.3
whose answers will be as follows.
Assessment
You can use a quiz/test for the purpose of assessment or also give Exercise 6.3 as an
assignment so that students can do each in group and present their work.
Answers to Exercise 6.3
1. a. mean = 41.45, median = 11, mode = 11
b. Median or mode
2. a. mean = 0.35 b. mode = 1
Unit 6−
−Statistics and Probability 203

10 th value + 11th value 1 + 1

c. median = = =1
2 2
3. Since the sum of the four remaining numbers must be 30, the number 10 must be
deleted.
4. First arrange the numbers 8, 9, 10, 12, 15.
10 + x
median = = 11
2
Therefore, the number 12 should be included.
5. Since the mode is 3, either x or y is 3.
Let x = 3
Now, the given data is 3, 4, 3, 5, y, 12.
Given that mean = 6,
27 + y
⇒ =6
6
⇒ y = 36 – 27 ⇒y = 9
Therefore, the value of x and y is 3 and 9 respectively. Similarly we can find the values
of x and y assuming the value of y = 3 and getting x = 9.
6. a. k+b b. kb
7. mean = 21 median = 20 mode = 20
8. a. 5 b. 10 c. 10
9. a. mean = 4.61, median = 6, mode = 1
b. The arithmetic mean
10. a.

V 3 4 5 6 7 8 9 10 11 13 14

F 2 3 3 5 4 8 4 4 4 2 1

b. mean = 7.875, median = 8, mode = 8

204 Mathematics Grade 9

c.
10
8
6
4
2
0
3 4 5 6 7 8 9 10 11 12 13 14

11. a. mean score for boys= 6.57

b. mean score for girls = 5
c. mean score for both= 5.6
d. mean score of boys + Mean score of girls ≠ Mean score of both boys and
girls.
12. The mode is also increased by 2, So the new mode is 22.
13. From the histogram we can find the following frequency distribution table.

V 1 2 3 4 5 6 7

F 1 2 3 2 2 2 2

1 × 1 + 2 × 2 + 3 × 3 + 4 × 2 + 5 × 2 + 6 × 2 + 7 × 2 58
Mean = = = 4.14
14 14
median = 4, mode = 3
14. a. mean = 74.5 cm, median = 91 cm
b. Yes, because the average height of the plants after one year is expected to be
85 cm.
15. 96
6.1.4 Measure of Dispersion for Ungrouped Data
From previous sub-unit students can explain how a given collected data can be
represented with a single value such as mean, median or mode. However, each may not
be always suitable and useful to describe a give data. Trying to see the way each data is
dispersed will be useful for sound investigation and description. In this sub-unit students
are going to discuss measures of dispersion that are useful to determine the
dispersion/variation each value possesses from the central value (mean, median or
mode).
Before you move to the actual measures of dispersion, it will be helpful if you discuss
the question: why do we need the measures of dispersion?
Unit 6−
−Statistics and Probability 205

As it was discussed in the first part of this unit, we need statistics in different areas and
we need to summarize data to help give decisions. If decisions are made based on the
mean found from the population, how reliable is the mean to help us give decision on a
certain issue? Let us illustrate this with the following example.
Example: In a room there are 5 people aged 5, 5, 6, 7, and 82. The mean age here is
5 + 5 + 6 + 7 + 82 105
mean = = = 21
5 5
If we inform somebody about the group by saying there are 5 people in the room and
their average age is 21 then what can the same person understand about the people in
the room? Can s/he understand that they are children? Or they are youngsters? Here the
mean can mislead the conclusion. And in this case, it seems it is not a good measure of
central tendency because, based on this mean, if we want to decide something our
decision may not be good. This has happened because mean is affected by extreme
values.
So before reaching at a conclusion by using the measures of central tendency we have to
see how far the mean is reliable to represent a given data. For such cases we have to
study the measures of dispersion which shows how far the data is scattered or how far
each data is from the mean.
After making this discussion, it will be advisable to encourage students to do Group
Work 6.2 which will help them understand the need for measures of dispersion.
Answers to Group Work 6.2
a.
Group Values Total Mean Mode Median
A 7 7 7 7 7 7 7 49 7 7 7
B 4 5 6 7 7 9 1 39 5.57 7 6
C 1 7 12 7 2 19 1 49 7 1 and 7 7
b. The means and the medians are not equal. The modes are all the same.
c. i. The group that shows most variation is C.
ii. The group which shows no variation is A.
iii. The group which shows slight variation is B.
d. Table showing differences of each value from the mean
Group Values
A 0 0 0 0 0 0 0
B −1.57 −0.57 0.43 1.43 1.43 3.43 −4.57
C −6 0 5 0 −5 12 −6
i. The mean is closest to each value in group A.
206 Mathematics Grade 9

ii. The group in which the difference between the mean and each value is
the highest is C.
e. The range of group A = 7 – 7 = 0
The range of group B = 9 – 1 = 8
The range of group C = 19 – 1 = 18
To make things more clear you can give additional examples as situations may permit
and proceed to discussing some of the measures of dispersion one by one.
Range
You can begin the discussion by asking the students if they can tell what range is.
Following the reply of the students you can formally define range and discuss. After
discussing Range, we can again discuss the example we used above on the age
distribution of the people in the classroom to see how useful range may be. That is, let
the students collect the age of each student in the classroom and calculate the measures
of central location (mean, median and mode). Ask them if the mean represents the age
of each student in the class. Ask them also to determine the range and discuss issues that
you draw based on the collected data.
In that example, if we are informed that the mean age of the people in the room is 14
with a Range of (42 – 5) = 37 we can easily see that, if there is this much range, then
our mean is not reliable and conclusions done based on the mean are not reliable.
However, if the mean is 14 with a Range of 1, then the mean can be considered as a
reliable measure to represent the age of each student in the class. But such a result
depends on the representativeness of the range itself.
Here, notice need to be taken in that we are using Range to measure dispersion.
However, Range is a very crude measure of dispersion which may not always be useful.
Hence we need to discuss some more other measures of dispersion. (Consult statistics
books!). For the time being, we will see only variance and standard deviation. But for
talented students you can guide them to read and work on quartile deviation which
considers the quartiles and mean deviation which will be a good input for them to
understand well the concept standard deviation. The variance which is called the
squared deviation is the mean of the squared deviations of each value from the mean.
The principal square root of this variance is called standard deviation. In order to make
things easier, you can let students do Activity 6.7. in groups.

Answers to Activity 6.7

2 + 3 + 10 + 6 + 9 30
a. The mean = = =6
5 5
Unit 6−
−Statistics and Probability 207
2
Values (a) Mean (b) ( x − x ) (c) ( x − x )
2 −4 16
3 −3 9
10 6 4 16
6 0 0
9 3 9
16 + 9 + 16 + 0 + 9 50
d. The mean of the squared deviations = = =10 and the
5 5
principal square root of 10 = 3.16
After discussing the above activity, make sure that the students have captured the
essence of variance and standard deviation and make sure also that they are able to
follow each step to compute these values from any data. You can give them more
examples and exercises. You can assess your students by giving them sort of a quiz or a
test for both the measures of central location and measures of dispersion.
As you did on studying the properties of mean, here you can also discuss some of the
properties of variance and standard deviation. Before dealing with the description of
such properties, you can group students and encourage them to do Group Work 6.3. In
this group work we can guide the students to see what will be the change on the
standard deviation when a constant is added to each member, or each value is multiples
by a constant number?
Answers to Group Work 6.3
6 + 4 + 8 + 9 + 3 30
i. mean = = =6
5 5
26 26
ii. variance = = 5.2 and stand deviation = 2.28
5 5
iii. a. mean = 6+2 = 8
b. no change in variance and standard deviation
c. mean is increased by 2 but no change in variance and standard deviation
d. use (c) above and see property 1 next to this question for more discussion.
iv. a. the mean is twice the old mean i.e. 2 × 6 = 12
26 104
b. the variance is 22 × old variance 4 × =
5 5
26
New standard deviation is 2 ×
5
After this discussion, you can give Exercise 6.4 as an assignment for more practice and
for the purpose of assessment.
208 Mathematics Grade 9

Assessment
You can use quiz/test for the purpose of assessment or you can give Exercise 6.4 as an
assignment.

Answers to Exercise 6.4

1. Range =6 − 1 = 5; variance: σ2 = 1.8 and standard deviation: σ = 1.8 = 1.34
2. Range = 2 − (−2) = 4; σ2 = 1.29; and σ = 1.29 =1.136
3.
V 1 2 3 4
F 1 2 3 4

Range = 4 − 1 = 3; variance = σ2 = 1; and 9.d: σ= 1 = 1

4. 8
5. a. k b. square root of k
2
c. c k d. ck
6. Variance = M(x2) – (M(x))2 = 8 – 4 = 4 and the standard deviation is square root
of 4 = 2
6.2 PROBABILITY
Periods allotted: 8 Periods
Competencies
At the end of this section students will be able to:
• determine the probability of an event from a repeated experiment.
• determine the probability of an event.
Vocabulary: experiment, sample space, event, probability
Introduction
It is quite common phenomena to relate success or failure in one thing with luck or
chance. Trying to determine how likely something can occur is useful in applications.
For such a purpose, discussing probability is essential which will help represent such
concepts as chance or luck mathematically. In this sub-unit students will discuss
introductory concepts of probability starting from terminologies to evaluations of
probability that include relative frequency approach and axiomatic approach to
probability.
Teaching Notes
In this sub-unit, students will learn about experiment and associated sample spaces and
events. After capacitating them with these terminologies and the way they can be
Unit 6−Statistics and Probability 209

established, more emphasis will be given to the different methods of finding the
probability of an event.
While discussing an experiment, it is essential for the students to realize that the
outcome of an experiment (if conducted randomly) is not known. Thus, the probability
of an event under such a condition will be determined only after the experiment is
conducted at full scale. As an implicit concern, however, after the students are made
clear with the notions of experiment, sample space and event, the notion of probability
of an event established under a random experiment with equally likely outcomes can be
known before conducting the experiment or even without conducting the experiment.
In order to assist students reach such an understanding, it is recommended to let them do
Group Work 6.4 first.
Answers to Group Work 6.4
1. It is not possible because there are six different possibilities.
2. The set of all possible outcomes S = {1, 2, 3, 4, 5, 6}
3. E = The die shows up even.
E = {x| x is less than 5}
E = {2} and many others can be events in this experiment.
4. i. It is impossible to get a number 7 by throwing a die.
ii It is always true that the number that shows up when we throw a die is an
integer.
a. ii. is certain event
b. i. is impossible event
1
5. a. The probability that the number on the upper face of the die is 2 =
6
b. The probability that the number on the upper face of the die is 7 = 0
(There is no chance of getting 0 in throwing a die)
c. The probability that the number on the upper face of the die is less than
7 = 1 (We are certain that the number on the upper face of the die is less
than 7 because the possible numbers are 1, 2, 3, 4, 5, and 6)
6. a. Experiment is any trial the outcome of which cannot be predicted in
advance. Example tossing a coin.
b. Possible set is the set of all possible outcomes of an experiment.
c. Event is any subset of the set of possible set.
d. Impossible event is an event that cannot occur as an outcome from an
experiment.
e. Certain event is an event whose occurrence is sure in an experiment.
210 Mathematics Grade 9

After conducting the group work which could be replied through the prior knowledge of
the students, you can now let them do practical experiment in groups. For this purpose,
let them perform Activity 6.8. You need to assist them in registering the outcomes of
each trial. Take a notice that tossing a coin 5 times is one experiment, tossing it again 10
times is another experiment.
Answers to Activity 6.8
These two questions can be considered as class activities to practice. The answers
depend on the observations performed. As an example, however, if one group registered
as follows,
1.
Number of tosses Total
Number of times a coin is tossed 5 10 15 30
Number of times the coin showed up Head 3 4 9 16
Number of times the coin showed up Tail 2 6 6 14
3
The proportion of head in the first trial is .
5
4
The proportion of head in the second trial is .
10
9
The proportion of head in the third trial is .
15
Each of the proportions are probabilities that the coin shows up head. If we consider by
16
the total, the probability that the outcome is head is .
30
2.
Number of the upper face of the die 1 2 3 4 5 6
Number of times it shows up 3 5 1 6 2 3
Proportion of each number 3 5 1 6 2 3
20 20 20 20 20 20
a. The number of times 3 is on the upper face of the die = 1
b. The number of times 6 is on the upper face of the die = 3
c. The number of times 7 is on the upper face of the die = 0
d. given on the table
e. The probability that the number that shows up on the upper face of the die is
6
4= = 0.3
20
After the activity, you can formally write the definition of an experiment, a sample
space and an event as stated in the student textbook. One important point in the
discussion made so far is that the proportions or the probabilities could be identified
Unit 6−Statistics and Probability 211

only after the experiment is conducted. Once an experiment is performed, it will be thus
possible to determine the probability. For this purpose, let each student do activity 6.9.
Answers to Activity 6.9
a. The experiment was performed 1000 times.
b. The event Head occurs 495 times.
495
c. The probability of getting Head in this case is = 0.495
1000
Following this activity, you can help them do as many examples as possible. Let them
note also that under such an experimental meaning of probability we cannot have fixed
value as a probability of an event. However, if an experiment is repeated a large
number of times, then the probability will get closer and closer to a certain fixed value,
which we call a theoretical probability. If we toss a coin a large number of times, it is
expected that the number of heads and tails gets closer to each other and towards half of
the total number of trials. If we toss a coin, say 1000 times it is most likely that the
probability of head and the probability of tail are equal and is 0.5. To illustrate this
concept you can let students do Activity 6.10 and assist them with the verification of the
equality of outcomes.
Answers to Activity 6.10
Since this is an experiment to be conducted in class different groups can come up with
different results. But, the final result is more or less the same which can be explained as
follows.
Suppose one group responded as follows:
Number of throws Number of heads proportion of the number of
throws landed as heads
10 6 0.6
20 9 0.45
30 14 0.467
c. From these proportions the result seems to get closer to 0.5 as the number of
throws increases.
At this stage the concept of equally likely will come out and in an experiment with
equally likely outcomes the probability of an event can be determined without
conducting the experiment.
Example
In throwing a fair die each outcome is equally likely. This means that the numbers 1, 2,
3, 4, 5, or 6 have equal chance of showing up while throwing a die. Under such a
1
circumstance probability of showing up 1 = .
6
212 Mathematics Grade 9

In determining probability an essential part is to know the number of total possible

outcomes. As one means of knowing the number of total possible outcomes is use of
factor tree as described on page 283-284 of the student textbook. You can enrich these
with additional examples. When the students discussed all these, it is recommended for
the students to understand the following important note:
For any even E, 0 ≤ P(E) ≤ 1 where P(E) = 0 means it is impossible event and
P(E) = 1 means it is certain event.
Assessment
You can assess students while they conduct experiments by way of asking them
different oral questions such as: If you keep on doing an experiment of tossing a coin
one million times how many times do you expect head to show up? You can also give
Exercise 6.6 as a group work so that students can present their work. Or as this is the
end of the unit, you can give test/quiz to assess students learning and understanding.
Answers to Exercise 6.5
1. a. A = {11, 22, 33, 44, 55, 66}
b. B=∅ c. C = {11} d. D=∅
2.

H
H
T
H H
Start T
T
T H H

T T
H
T
The possibility set: S = {HHH, HHT, HTH, HTT, THH, THT, TTH, TTT}
Unit 6−Statistics and Probability 213

3.

R
Start B
B
R

B
The possibility set is: {RR, RB, BR, BB} equivalent to {RR, RB, BB}
4. To be conducted as an experiment.
1 1 1
5. a. b. c. d. 0
2 6 2
6. The possibility set is {1, 2, 3, . . . , 20}
1 3 3
a. b. c.
2 20 10
1
d. 1 e. f. 0
20
4 1 5 3 1
7. a. = b. c. =
12 3 12 12 4
8 2 9 3
d. = e. =
12 3 12 4
50 1 50 1 14 7
8. a. = b. = c. =
100 2 100 2 100 50
20 1 33 75 3
d. = e. f. =
100 5 100 100 4
68 17 8 2
g. = h. =
100 25 100 25
Answers to Review Exercises on Unit 6
1. Writing the data in to a manageable form by use of such as charts, tables or
graphs.
2. a.
Score 3 4 5 6 8 9 10 12 13 14 15
No of students 1 1 4 2 2 2 5 4 1 5 3
214 Mathematics Grade 9

b.

Marks of students on Mathematics test

6
Number of students 5
4
3
2
1
0
3 4 5 6 8 9 10 12 13 14 15
Score

c. 90% of the students have scored less than 15

3. a. b. the highest variable is 4

v 1 2 3 4 5 6 7

f 10 15 5 25 0 20 5

c. The highest frequency is 25

d. Two. i.e., 3 and 7
e. there is only one variate that have minimum frequency. That is 5.
4. mean = 4, median = 3.5, mode = 3
13 13
Range = 6 – 2 = 4, variance = , standard deviation = .
6 6
5.
v 1 2 3 4 5 6 7 8

f 1 4 7 5 4 2 2 1

Mean = 4, median = 4, mode = 3

Range = 8 – 1 = 7, variance = 3, standard deviation = 3
6. Since for any event E,P(E) is between 0 and 1 inclusive. i.e. 0 ≤ P(E) ≤ 1 and
probability cannot be negative.
Unit 6−Statistics and Probability 215

1
7.
12
8.
v
1 3 4 5 6 7 9

f 1 2 1 4 1 2 1

1 × 1 + 3 × 2 + 4 × 1 + 5 × 4 + 6 × 1 + 7 × 2 + 9 × 1 60
Mean = = =5
12 12
4 1 4 1
a. mode = 5, P (V = 5) = = b. P (V < 5) = =
12 3 12 3
1+1+1+1 4 1
c. P (V = 1, 4, 6, or 9) = = =
12 12 3
3 1
d. P (V > 5, V ϵ odd) = =
12 4
9. a.

Die 2
– 1 2 3 4 5 6
1 0 1 2 3 4 5

2 1 0 1 2 3 4
Die 1

3 2 1 0 1 2 3
4 3 2 1 0 1 2
5 4 3 2 1 0 1
6 5 4 3 2 1 0
There are 6 × 6 = 36 sample spaces.
E = {(1, 2 ) , ( 2,1) , ( 2, 3 ) , ( 3, 2 ) , ( 3, 4 ) , ( 4, 3 ) , ( 4, 5 ) , ( 5, 4 ) , ( 5, 6 ) , ( 6, 5 )}
n(E) 10 5
P ( diff = 1) = = =
n(S ) 36 18
35 7 45 9
10. a. = b. =
50 10 50 10
15 3 30 3
c. = d. =
50 10 50 5
216 Mathematics Grade 9

11. x – 4 , x, 2x, 2x + 12
x + 2x
Median is =9
2
3x = 18 ⇒ x = 6
3 × 3 + 4x + 5 × 4
12. = 4.1
7+ x
29 + 4 x
= 4.1 ⇒ 29 + 4x = 28.7 + 4.1x
7+x
0.1x = 0.3 ⇒ x = 3
13. Let the number of girls = x
55 ( 8 ) + 48 x
∴ = 50.8
x +8
440 + 48 x = 50.8 x + 406.4
x = 12
There are 12 girls in the class.
14. Let ℓ = number of left-handed
∴ ℓ = 30 – 24 = 6
6 1
∴ P (left handed) = =
30 5
3
15. Probability of getting a day with the letter r in it =
7
16. Let us refer to one die as the first die and the other as the second die. Using
ordered pairs to represent outcomes as follows: (2, 3) denoted the outcomes of
obtaining a 2 on the first die and a 3 on the second; (5, 1) represent a 5 in the first
die and a 1 on the second and so on. Six different possibilities for the first number
of ordered pairs and with each of these six possibilities for the second number, the
total ordered pairs is 6 × 6 = 36.
a. E = {( 3,6 ) , ( 4, 5) , ( 5, 4 ) , ( 6,3)}
n( E) 4 1
P(E) = = =
n( S ) 36 9
b. E = {( 4, 6 ) , ( 5,5) , ( 5, 6) , ( 6, 4 ) , ( 6,5) , ( 6, 6 )}
n(E) 6 1
P(E) = = =
n(S ) 36 6
Unit 6−Statistics and Probability 217

c.
(1,7) , (1,3) ,(1,5) , ( 2,2) , ( 2,4) ,( 2,6) , ( 4,2) ,( 4,4) , ( 4,6) ,( 3,1) , ( 3,3) , ( 3,5) , ( 5,1) , ( 5,3) ,
E= 
( 5,5) , ( 6,2) , ( 6,4) ,( 6,6) 
n ( E ) 18 1
P(E) = = =
n ( S ) 36 2
d.
(1,1) , (1, 2 ) , (1,3 ) , (1, 4 ) , (1, 5 ) , (1, 6 ) , ( 2,1) , ( 2, 2 ) , ( 2,3 ) , ( 2, 4 ) , ( 2,5 ) , 
 
E = ( 2, 6 ) , ( 3,1) , ( 3, 2 ) , ( 3,3 ) , ( 3, 4 ) , ( 3,5 ) , ( 3, 6 ) , ( 4,1) , ( 4, 2 ) , ( 4,3 ) , ( 4, 4 ) , 
 
( 4, 5 ) , ( 5,1) , ( 5, 2 ) , ( 5,3 ) , ( 5, 4 ) , ( 6,1) , ( 6, 2 ) , ( 6,3 ) 
n ( E ) 30 5
P(E) = = =
n ( S ) 36 6
e. E = {( 4, 6 ) , ( 5,5) , ( 6, 4 ) , ( 6, 6 )}
n(E) 4 1
P(E) = = =
n(S ) 36 9
f.
(1,1) , (1,3) , (1,5) , ( 2, 2) , ( 2, 4 ) , ( 2, 6 ) , ( 3,1) , 
 
E = ( 3,3) , ( 3, 5) , ( 4, 2 ) , ( 4, 4 ) , ( 4, 6 ) , ( 5,1) , 
 
( 5,3) , ( 5,5) , ( 6, 2 ) , ( 6, 4 ) , ( 6, 6 ) , ( 6,5) , ( 5, 6 ) 
n(E) 20 5
P(E) = = =
n(S ) 36 9
17. a.

Value 45 46 47 48 49 50 51 52 53 54 55

Frequency 5 6 4 7 2 5 4 5 3 5 4
218 Mathematics Grade 9

b.

Farmers yield in qunitals

8

Number of farmers
6

0
45 46 47 48 49 50 51 52 53 54 55
Yield in quintals

c. The mode is 48 (6 farmers harvested 48 quintals of wheat)

d. 12 farmers will get the prize.

18. a. False they can be equal. For example consider the following data
1, 2, 3, 3, 3, 4, 5
Mean = Median = Mode = 3
b. False. When the range is large, it is more likely that the standard deviation
is also large.
c. True. Because range = maximum value – minimum value, and hence
cannot be negative (non-positive)
d. True as ∑ ( x − x )
UNIT

INTRODUCTION
7 VECTORS IN TWO
DIMENSIONS

This unit introduces vectors in two dimensions that have many applications in real life
problem. In this regard, a closer look will be made on quantity measures classified as
scalar and vector quantities. This enables students to understand such quantities as they
may appear in real life problems. Here, students are expected to identify different
measurements as scalar and/or vector quantities. After the students have clearly
identified such scalar and vector quantities, discussions will be conducted on operations
of vectors that include vector additions and scalar multiplication of vectors. At this
juncture, students need to understand what a scalar multiplication of vectors is in terms
of the length of the vector, dictated by the fact that, if the scalar multiplier is greater
than one, it enlarges the vector and if the scalar multiplier is less than one, it shortens
the vector. A discussion of position of a vector will be also put in this lesson to relate
the concept of ordered pairs the students have discussed in unit three with components
of a vector. They are also expected to discuss such concepts of a position of a vector in
terms of the trigonometric values at a certain angle of reference of the position of a
vector.

Unit Outcomes
After completing this unit, the students will be able to:
• know basic concepts and specific facts about vectors.
• identify scalars and vectors.
• determine magnitude of a vector.
• perform scalar multiplication of a vector.
• determine a vector as a position depending on its initial and terminal points.
• perform operations on vectors.

219
220 Mathematics Grade 9

Suggested Teaching Aids in Unit 7

At this unit, it is expected that all students are not familiar with identifying scalar and
vector quantities. Thus, a great deal is anticipated for the students to identify various
measurements from their surrounding and try to categorize them as a scalar or vector
quantity. Practical problems of measurements and some drawings can be taken as an
additional teaching aid for this lesson. Some laboratory activities from physics can also
be used as a means for better understanding. The difference between going up in a hill
and coming down in the same hill can be used as a practical teaching aid in how it
creates difference (although the length is the same). Such examples and related real life
problems can be used as a teaching aid so that the students can have better understand of
the concepts of scalars and vectors. Geometric drawings can also be used to describe
operations on vectors.
For this unit, advise students to come to class with rulers and other mathematical
instruments including protractors. You may also need to prepare flipcharts to draw
vectors of different types.

7.1 INTRODUCTION TO VECTORS AND SCALARS

Periods allotted:2 Periods
Competency
At the end of this subunit, you will be able to:
• differentiate vectors from scalar quantities.
Vocabulary: Scalar quantity, Vector quantity
Introduction
This sub-unit is devoted to the introduction of vectors and scalars. In our surrounding
there are many measurements some of which possess only magnitude while others have
magnitude and direction. From this sub-unit, students are expected to gain the ability of
differentiating measures as scalars or vectors.
Teaching Notes
As far as students may not have detail background about vectors, you may start the
lesson by giving chance to the students to explain their understanding about scalars and
vector quantities in its raw sense. Different measurements can be offered to the students
such as weight, height, temperature, angle, velocity and acceleration with the use of
which they can discuss the meaning of scalars and vectors. For a more clear
understanding of the concept and for presenting these ideas from student real life
situations, you can encourage students to do Group Work 7.1 from the student text that
focuses on
1. discussing the concepts of vector quantities and scalar quantities.
2. give examples of scalar quantities and vector quantities.
3. discuss some quantities that require both size and direction.
Vectors in two dimensions 221

Answers to Group Work 7.1

1. Some of the quantities that can be expressed completely using a single measurement
(with units) include weight (x kg), height (x cm or x m), temperature (36oC), etc
2. Some quantities that require size and direction are velocity (35m/h East), force (30N
North-East), etc.
You may simply direct them to look for measures from their surrounding and to identify
whether or not those measures have directions.
Help the students to understand that the height of a student as a measure does not have
direction, and hence is scalar quantity whereas velocity is a vector since it has a
direction. You also give them the chance to try to discuss the concepts of vector
quantities and scalar quantities, and give examples of scalar quantities and vector
quantities of measurements from their daily life. At this stage, students are expected to
differentiate between those measures that have direction and those that do not have. For
this purpose, help the students to identify that height, weight are scalar quantities and
that velocity, acceleration, etc are vector quantities.
You can also use Activity 7.1 given in the student textbook for the students to begin a
discussion as the activity demands them to identify whether the following quantities are
scalar or vector quantities.
• Amount of rainfall in mm
• Temperature in a room
• Gravity
• Volume of a solid figure
• Area of a plane figure
• Force of water hitting a turbine
• Acceleration of a motor bicycle
• Speed of an airplane
Answers to Activity 7.1
The quantities described by Amount of rainfall in mm, Temperature in a room, Volume
of a solid figure, Area of a plane figure, and Speed of an airplane stand for scalar
quantities and the measurement quantities described by Gravity, Force of water hitting a
turbine, and Acceleration of a motor bicycle are vector quantities.
After the student finishes the discussion, you can offer the formal definition of scalar
quantities and vector quantities. The examples offered in the student textbook can also
be used to identify the difference between scalar and vector quantities.
Assessment
From a given list of different quantities, ask students to list scalar quantities and vector
quantities separately. You can do this in the form of class activity, group discussions,
giving assignments or a test. You can also give them some questions from review
exercises as homework.
222 Mathematics Grade 9

7.2 REPRESENTATION OF A VECTOR

Periods allotted: 2Periods
Competencies
At the end of this subunit, students will be able to:
• represent vectors pictorially.
• explain what is meant by magnitude and direction of a vector.
Vocabulary: Vectors, Directed arrows
Introduction
Students are able to differentiate scalars and vectors, from the previous sub-unit.
However, since vectors possess direction as well trying to identify the direction of a
vector is useful. In this sub-unit students will discuss representing vectors which will
help them for mathematical amenability. They will also see how easy it will be to
determine magnitude and direction of a vector after it is represented pictorially.
Teaching Notes
Since the students are now expected to identify vectors it is advisable to start this lesson
by encouraging them to do Activity 7.2.You can direct the students to:
1. discuss algebraic and geometric representations of vectors.



  2 
2. represent the vector OP =   geometrically.
3
3. discuss the magnitude and direction of a vector.




4. find the magnitude and the direction of the vector OP .
5. when are two vectors equal?
Here, what the students need to understand is that a vector can be represented either
algebraically or geometrically, and how it may be represented.
Answers to Activity 7.2
1. A vector can be represented algebraically as an ordered pair or geometrically as a
directed line segment.
2. The geometric representation uses a directed line segment to represent a vector. The



  2 
representation of OP =   is
3
y

P(2, 3)

x
O

Figure 7.1
Vectors in two dimensions 223

3. Magnitude is simply the length of the directed line segment and direction is the
angle the directed line segment makes with the x-axis.
3 3
4. Magnitude = 13 and direction is tan θ = ⇒ θ = tan −1   . For this
2 2
trigonometric value you need to express it the way they study them in unit 5.
5. Two vectors are equal when they have the same magnitude and same direction.
From above we can see that when a vector is given as an ordered pair or as a directed
line segment where the initial is the origin it is possible to determine its magnitude and
direction. When the ordered pairs are not offered, however, it may seem difficult for the
students to determine the magnitude of a vector. In this case, students can use ruler or
any other mathematical instrument.
You may not need to do Activity 7.2 but help students capture the overall vector related
points mentioned above. However, let them sense that a vector quantity requires
direction. Such a direction also matters in trying to represent a vector. At this stage,
you may need to explain how we can represent a vector using a directed line segment.
In using directed line segment for representing vectors, it may be useful to let students
realize that the direction of the arrow stands for the direction of the vector and the
representation of the directed line segment is proportional to the length of the vector
itself. The fact that vectors are best represented geometrically as a directed arrow in a
way as OP , where the point O is called the initial point and P is called the terminal
point, or sometimes as a single letter with a bar over it such as u , v , etc makes easy to
 
characterize the vectors and their operations, one of the characterizations of a vector
being its length (magnitude) and direction.
Before you proceed to define the magnitude and direction of a vector, let the students
try to determine a length and direction of vectors that you give them in class. After you
ensure their practice and discussion, give them the definitions of a magnitude and
direction of a vector.
Magnitude (Length) of a vector OP or simply u is the length of the line segment from

the initial point O to the terminal point P, or simply, the length of the directed line.
Here, you need to help students to realize that the magnitude of a vector is proportion
and represented by the length of the arrow. In order to do this, give them different
vectors so that they can measure their lengths and also see the geometric representation
of the vectors.
The direction of a vector is the angle that is formed by the arrow (that represents the
vector) with the horizontal line at its initial point (or with the vertical line in case of
compass direction). Here, you need to notice that a direction of all other vectors is
measured relative to horizontal line but for compass direction we measure direction
relative to a vertical line (As it is relative to North Pole in actual measures). After you
give these definitions, give different vectors that have same direction, same length,
opposite direction, different length, etc and allow the students to list the various
differences and similarities they have observed on these given vectors in their own
224 Mathematics Grade 9

observation. And then, proceed to hold a discussion by raising the following questions
of discussion. What do you observe? Do they have the same length? Do they have the
same direction?, etc.
Ensuring the understanding of students following the discussion, you can state equality
of vectors. Two vectors are said to be equal if they have the same length and the same
direction.
For synthesizing the overall discussions of this sub-unit, you can then continue giving
Group Work 7.2 to the students so that they discuss the following points.
1 Suppose vectors u and v are equal,
 
a. can we conclude that they have the same initial point? Why?
b. do they have the same length? Why?
c. do they have same direction? Why?
2 Suppose vectors u and v are opposite,
 
a. can we conclude that they must start from the same initial point? Why?
b. do they have the same length? Why?
c. do they have same direction? Why?
3 They will write down their observations
Answers to Group Work 7.2
1. a. No. Equal vectors may or may not have same initial point. What they all need to
have is same length and same direction even if they do not have same initial
point. (Here, you may need to tell them that such equal vectors which may not
have same initial point can be made to have a standard representation in which
both will have same initial point O(0, 0) which they will discuss in subsequent
sessions).
b. Yes. They must have the same length.
c. Yes. They must have the same direction.
2. a. No. Vectors that are opposite may or may not have the same initial point. What
matters here is their direction. They must be in opposite.
b. No. They may not have the same length. Irrespective of their length, they can
be opposite in direction. But later on students will see opposite vectors that have
equal length.
c. No. They cannot have the same direction as they are opposite.
3. The observation could be different from student to student. However, the common
ones are opposite vectors which may or may not have same initial point. They
also may or may not have same length. But it is possible to make them have same
initial point by expressing them in standard form.
Example
Consider the following vectors,
Vectors in two dimensions 225


u

1
u
2

−u

Figure 7.2
These vectors do not all have the same initial point. Here, notice can be taken, however,
that if all are presented in standard form, they may have same initial point, but they
differ in their direction and length.
Example
The vectors given above can be put as follows in standard form in which they may have
the same starting point.
y


u

0.5u x

−u

Figure 7.3
You can then give the Exercise 7.2 as a class activity with which you can assess your
students understanding.
Assessment
As mentioned above you can give various class activities for the purpose of assessment.
But it is also possible to assess students with group discussions, home-work,
assignments or quiz/test.
Answers to Exercises 7.1
1. Using a ruler the magnitudes are 3 cm, 2 cm, 2.7 cm and 2.8 cm respectively.
Using protractor the directions are 18o, 0o , 90o and 146o from the positive x direction.
226 Mathematics Grade 9

2. a. b.
y

y
o o
P(3 cos 40 , 3 sin 40 )
3 x
o A
40 o
45
(0, 0) x
5

o o
B(5 cos 45 , −5sin45
)
Figure 7.4 Figure 7.5
c.
y

3 60o
• C(1, 2)

Figure 7.6

3. The paired vectors in a) and e) are equal vectors and the vectors in c) are opposite.
The paired vectors in b) and d) have the same direction but are different in length.

7.3 ADDITION AND SUBTRACTION OF VECTORS

AND MULTIPLICATION OF A VECTOR BY A
SCALAR
Periods allotted: 6 Periods
Competencies
At the end of this subunit, students will be able to:
• determine the sum of given vectors.
• determine the difference of two vectors.
• multiply a given vector by given scalars.
Vocabulary: Addition of vectors, Subtraction of vectors, Scalar multiplication of a
vector.
Vectors in two dimensions 227

Introduction
Once magnitude and direction of a vector is determined, it is possible to discuss
operations of addition (subtraction) and multiplication of a vector by a scalar. In this
sub-unit students will discuss such operations on vectors and will also discuss the
Triangle Law and Parallelogram Law for performing vector addition and extend these
for scalar multiplication as well.
Teaching Notes
As far as vectors possess length and direction, it may seem trivial to talk about vector
addition or scalar multiplication as a simple algebraic operation. When two vectors have
the same length, then the sum of the lengths of these vectors is simply addition of their
lengths. However, if there is a change in direction, it may not be direct to consider
vector addition as addition of their lengths. In this subunit, we expect students to be
familiar with these operations on vectors and as a consequence we expect them to
capture the triangle inequality and parallelogram rules for addition of vectors, and the
effect of scalar multiplication of vectors. For this purpose, you can start the subunit by
giving an Activity 7.3 taking the leading questions of “What do we mean by an addition
of vectors?” and “How do we add vectors?” with which students can discuss in groups
and then proceed to giving examples of vector addition.
Answers to Activity 7.3

1. What is meant by addition of vectors?

As vectors are measures, vector addition is simply addition of the measures that
represent vectors. But consideration of the direction is important.
2. How would you add vectors?
We add vectors in different ways. If they have same direction, then we simply
add the measures, whereas, if they are opposite in direction, then the addition
becomes subtraction. If they are neither having same direction or opposite we may
use resultants to consider vector addition. We will see in answer for question 3.
3. Is the length of the sum of two vectors C
always equal to the sum of the lengths of
each vector? Why?
The sum is not always equal to the sum
of the lengths of each vector.
A B Figure 7.7
228 Mathematics Grade 9

Here, do not give detailed explanation of the answers. Leave the students questioning
so that they will best understand in the subsequent discussions when they see the laws
of vector addition. However, let the students realize possible changes in the length and
direction of the sum of two vectors in that;
If they are parallel, then the change in the sum is only length and there is no change in
the direction. But, if the vectors are not parallel, then there is change in both the length
and the direction which will lead in to the laws of vector addition “The Triangle Law
and the Parallelogram Law”.
Here, you can give chance for the students to discuss the points in Group Work 7.3
dealing with
a. The Triangle Law of vector addition
b. The Parallelogram Law of vector addition
c. What relations and differences do both Laws have?

Answers to Group Work 7.3

This is meant for students to discuss the ideas of triangle law and parallelogram law,
and to get insight for the following discussion. They are not supposed to give an exact
reply to each question.

After the students have discussed these points, you can formally state the Triangle Law
and give them Activity 7.4 so that they will understand it through examples. When all
students do the examples, you can give guiding questions for talented students to
compare the triangle law with that of sum of two sides of a triangle is always greater
than the third side. You can ask them a question”
In triangle law AB + BC = AC but from lengths of sides of a triangle AB + BC > AC.
What do you think is the difference?
Answers to Activity 7.4




























1. a. AB + BC = A C b. AB + BC = AB + (− AB ) = AB + BA = 0










c. AB + BC = A C from parallelogram law or Triangle inequality but the length is
that of the resultant vector AC which may require use of Pythagoras Theorem.










d. AB + BC = A C from parallelogram law or Triangle inequality but the length is




that of the resultant vector A C which requires use of trigonometry.
After the students discuss Activity 7.4, you can use Example 1 that is offered as an
illustration in the students textbook. But since students might have been using ruler and
protractor to find length and direction of a vector, you can now help them relate
measuring length and direction with the applications of trigonometry. You can also
give them additional examples as much as you can.
Vectors in two dimensions 229

When you make sure that students have understood the triangle law, you can state the
Parallelogram Law and give to the students Activity 7.5 so that they will understand the
parallelogram law and identify the essence of triangle inequality and parallelogram
laws. You can also use the examples in the student text for clarifications. You can give
talented students to relate these two laws and recall the property of parallelogram stating
that the opposite sides of a parallelogram are always equal, and how this law enforces
the triangle law. You can also ask them: What will the parallelogram ABCD be if
AB + BC = AC, and what does this tell in vector addition? As a solution; the
parallelogram will be a line segment AC. In this case the sum of AB and BC will have
the same length with AC.
Answers to Activity 7.5
The answer to this activity is offered in the student text on page 303. But there are
essential points that you need to help students realize.
1. Two or more vectors that have the same direction are parallel.
2. Any vectors positioned anywhere with same direction and length are equal.








3. Thus, Vectors AD and C E are equal.














4. Therefore, Adding vector AD to A C is the same as adding vector A C to C E


























which implies that AD + A C = A C + C E = AE ( A C + C E = AE is a
consequence of Triangle inequality)
Once you describe this, example 5 can be considered as support for their practice. You
can give that example as a class activity and add more examples of similar type with
which students can practice further.
After the discussion of the Laws, it will be essential to deliver scalar multiplication of
vectors. For this purpose, you can give chance for the students to discuss in group
subtraction and scalar multiplication of a vector. First you may encourage them to do
Group Work 7.4 whose possible answers are as follows.
Answers to Group Work 7.4







a. − AB is the vector opposite to AB represented geometrically as

AB −AB
Figure 7.8
230 Mathematics Grade 9

b.
C

A B
Figure 7.9
c. Vector subtraction is considered simply adding the opposite vector. For



















example, A C – AB = BC is the same as A C + (- AB ) = BC . In the same
way, scalar multiplication of a vector is enlarging or shortening a vector. For







example, if we consider vectors AB and 2 AB , then the length of the vector 2







AB is twice that of the vector AB .
d. Geometrically, subtraction of vectors and scalar multiplication of vectors can be
represented as follows.

−AB
2AB
AB

Figure 7.10
What we understand from these vectors is that: if we multiply a vector by a positive
scalar greater than 1 its length increases (it becomes longer) maintaining its direction
and if the scalar is less than 1 the length of the vector becomes smaller and the vector
decreases still maintaining its direction. If we multiply by a negative number, however,
the direction changes. The length can enlarge or get shorter depending on the scalar
multiplier as well. If we multiply by a proper fraction scalar, then the length shortens
where as if we multiply by a negative scalar less than -1 the length increases. In this
case, as well, if the fraction is positive direction is preserved, whereas if the fraction is
negative the direction changes.
After the group discussion, let the students do Activities 7.6. The purpose of this
activity is to let students describe vector subtraction geometrically. Here, they need to
identify that the longer diagonal of a parallelogram represents addition and the shorter
diagonal represents vector subtraction.
Answers to Activity 7.6




























a. AE = AC + CE b. DC = AC − AD c. CD = AD − AC
After realizing the geometric meaning of vector subtraction through activity 7.6, you let
them do Activity 7.7 to discuss and understand scalar multiplication algebraically from
Vectors in two dimensions 231

vector addition. Pursuant to the effort of the students, you can then give formal
definition of scalar multiplication of a vector by a scalar. Let the students’ notice how
scalar multiplication either elongates or shortens a vector.
Answers to Activity 7.7










a. 2AC b. 3AC c. −3AC
After discussing the concepts under this sub-unit, you may give an assignment to
students to come up with practical and real problems that require performing operations
on vectors. You can also give them such an assignment to refer physics textbooks and
review additional discussions on vectors. Once they become able to add and subtract
vectors, you can proceed to scalar multiplication of a vector and mention the fact that in
scalar multiplication if the scalar multiplier is positive, it only makes change in the
length of the vector while it maintains the direction, whereas if the multiplier is
negative, it makes the direction opposite and changes the length of a vector.
Assessment
Ask students to determine the sum and difference of some pair of vectors. You can also
ask students to enlarge or shorten the pictorial representation of a given vector quantity
and let them explain the physical interpretation of enlarging or shortening a vector.
These can be made in forms of class activity, group discussions, assignments or
quizzes/tests.
You can also give Exercise 7.2 as assignment in groups so that students can discuss
each concept and get better understanding.
Answers to Exercise 7.2
1. 5.28m at S55.4oW
2. 29 kms at N22oW
3.
12 m D

45o 35 m


∴ AD = 60.21m
θ = 54o
25 m
θ
A
Figure 7.11
232 Mathematics Grade 9







4. a) AB b. CD
o
5. u + v = 29.1m due N20 E and u − v = 12.4m due N23o W
   
6. a. b. c. d.

− AC

−3AC 4
AC 4AC
3

Figure 7.12
7.4 POSITION VECTOR OF A POINT
Periods allotted: 2 Periods
Competency
At the end of this subunit, students will be able to:
• express any given vector as position vector.

Vocabulary: Position vector, Coordinate representation of vectors

Introduction
From previous sub-units students can represent vectors in different forms and operate
addition (subtraction) and scalar multiplication on vectors. All the vectors the students
were discussing were position free. Another form of representing vectors which is
mathematically easier is, however, to use the position vector. In this sub-unit they will
discuss position vector of a point and will relate these with the discussions they had
previously on representing vectors. They will also discuss determining magnitude and
direction of vectors by using their position vector representation with the application of
trigonometry that they have discussed in unit 5.
Teaching Notes
In the previous lessons students are already made familiar with vectors and vector
operations. Here we expect them to see how vectors can be represented as position
vectors. The vectors they were discussing were position free vectors. For this purpose,
you can start this lesson by encouraging the students to do Group Work 7.5 and giving a
brief revision about operations of vectors and then proceed into possibility of expressing
vectors in their components. Giving a standard form of a vector (and later for any
vector) you can ask students to determine the x-component and the y-component of the
given vector. You can do this following their group work. The group work is designed
to help the students see what it means to position a vector so that its initial point is the
Vectors in two dimensions 233

origin. With this attempt, they will also discuss the characteristics of the vectors after
they are changed to have initial point at the origin.
After this, proceed to discussing presentation of vectors and operations on vectors that
include determining the magnitude and direction by use of components of a vector
which makes it easier. This is so because they can apply the trigonometric properties
they discussed in unit 5. At this stage, you can make them try to determine the position
of a point in a coordinate plane that represents a vector by providing its coordinates of
the initial and terminal.
Answers to Group Work 7.5
1. a. The vectors do not change direction when they are moved to have the origin as
their initial point. The direction of the vector a is 90o and that of vector b is 0o by
simple inspection. But, we cannot decide the directions of c and d by inspection.
Thus, we may need to apply trigonometry.
b. If the initial point of the original vector is (x1, y1) and its terminal point is
(x2, y2) then after shifting them to have initial point of (0, 0), the terminal point
of this new vector will be (x2 − x1, y2 − y1).
2. The terminal point of the moved vector will be (3 – 1, 4 – 2) = (2, 2)
3. The vector v can be expressed in terms of its components by using Triangle
Inequality as V = V1 + V2.

y
V2(0, 5) V(2, 5)

y v
 

V1(2, 0) x

x

Figure 7.13
Following these discussions, the students need to see vectors that have different initial
points but with equal magnitude and direction to get the idea of position free vectors.
They also need to know that the position vector of these specific vectors is the same. To
have a better understanding on position vectors you can give chance to the students to
do Activity 7.8 dealing with the following.
  3
Consider a vector u =  
1 
234 Mathematics Grade 9

1. Represent it geometrically
2. Find its position vector
3. Applying the Triangle Law of vector addition, determine the components of u


4. Find the magnitude of u



5. Determine the direction of the vector u



Answers to Activity 7.8

1. We can simply take a directed line segment whose initial point is the origin and
whose terminal point is the coordinate point (3, 1).We can represent the vector
geometrically as

 (3, 1)
u x

Figure 7.14
2. From Triangle Law, we can simply take the components as 3i and j so that it will be

u = 3i + j
 2 2
3. The magnitude is u = 3 + 1 = 10

1 −1  1 
4. The direction of the vector u is tan θ = ⇒ θ = tan  

3  3
While discussing such analytic analysis of vectors and their representations, you need to
underscore the use of standard form of vector representation. This will help to express
Any vector in standard form and then help to precede every discussion of such standard
forms of vectors. This is made by analytically expressing vectors in component form.
You can do this by considering the vector with the origin as its initial point and write
the coordinates of its terminal point. For example, in two dimensions, you can consider
a vector u = ( x, y ) which means that the initial point of the vector represented by


u = ( x, y ) is O(0, 0) and the terminal point is P(x, y) whose geometric representation



may be given below.

Vectors in two dimensions 235

P(x, y)

u


x
O(0, 0)

Figure 7.15
Note that the directed arrow depend on which quadrant P(x, y) lies. In this case for
example, the point P(x, y) lies at the fourth quadrant.

y
(x2, y2)
P(x2 − x1, y2− y1)

(x1, y1)
x

Figure 7.16
Given any vector with initial point (x1, y1) and terminal point (x2, y2), it is possible to
express it in standard form of P (x2 – x1, y2 – y1) for which every operation can follow
the discussion made earlier. After recognizing students understanding of expressing any
vector in standard form, you can proceed to dealing with determining magnitude and
direction of a vector under consideration. For this matter, if a vector u = ( x , y ) has


O(0, 0) as its initial point and P(x, y) as its terminal point, its magnitude is
u = x 2 + y 2 which is the length of the directed line from O(0, 0) to P(x, y) and its


y y −y
direction is simply an angle whose tangent is . Which is the same as tan θ = 2 1 .
x x2 − x1
y
That is if the angle is θ then tan(θ) =
. To help the students practice with these ideas,
x
you can give them additional examples. You can also give to students Exercise 7.3 as
homework.
236 Mathematics Grade 9

Assessment
Ask students to determine the coordinate representation of vectors, their lengths and
directions. These can be made in forms of class activity, group discussions, assignments
or quiz/test. Since this will be the end of the course, you need also consider each unit in
you final examination.
Answers to Exercise 7.3



  3 


  −1
1. a. OA =   b. OB =  
 2 4 



  −2 


  4 
c. OC =   d. OD =  
 −2   −3 
− 3  − 3  4
2. a.   b.   c.  
 − 7  3   − 5



  −2 
3. a. XY =   b. (–3, 8)
 5
 − 1 − 2 
 5    
c.  − 1,  =  5  d.  11 
 2    
 2  2
4. a. b.
y
y
T(1, 6)
I(1, 4)

T(3, 2)
I(−2, 2)
x
O(0, 0) O(0, 0) x

Figure 7.17 Figure 7.18

Vectors in two dimensions 237

5. a. b.
y
y

P(3, 4)

O(0, 0) x
x
O(0, 0)
P(2, −2)

Figure 7.19 Figure 7.20

6. a. Magnitude OP = ( x2 − x1 ) 2 + ( y2 − y1 ) 2 = 8 = 2 2 and its direction is 320o.

b. Magnitude OP = ( x2 − x1 ) 2 + ( y2 − y1 ) 2 = 25 = 5 and its direction is 53o.

Answers to Review Exercises on Unit 7

1. Scalar quantities are those quantities of measures that have only magnitude and
no direction. (Simply represented by a real number and a specific unit.
Vector quantities are those quantities of measure that have both magnitude
(length) and direction.
2. Scalar quantities: Weight, length, temperature etc. . .
Vector quantities: Velocity, acceleration etc. . .
3. As a directed arrow.
4. a. b.
y
y

3 cm
3 cm x 30o x

Figure 7.21 Figure 7.22

238 Mathematics Grade 9

5. a. b.
y
y

45o 5 cm
x
5 cm x

Figure 7.23 Figure 7.24

c.
y

x
20o
5 cm

Figure 7.25
6. By the time they have the same direction or opposite


direction.

7. Proof: Let the initial point and terminal point of AB be A (x1, y1) and
B(x2 , y2) respectively.




Let again, the initial point and terminal point of BC be B(x2, y2) and
C(x3 , y3) respectively, then



v1 = (x2 – x1, y2 – y1) (the position vector of AB )





v2 = (x3 – x2 , y3 – y2) (the position vector of BC )





v3 = (x3 – x1 , y3 – y1) (the position vector of AC )


Now, v1 + v2 = (x2 – x1, y2 – y1) + (x3 – x2, y3 – y2)

 

= (x3 – x1, y3 – y1)

= v3


⇒ v1 + v2 = v3










⇒ AB + BC = AC .
Vectors in two dimensions 239

Geometrically,
B(x2, y2)
y


BC
C(x3, y3)




AC
A(x1, y1) x

Figure 7.25
8. a. 12cm b. 1cm c. 4cm



  −7 
9. AB =   that u = −7i – 4j
 −4 
x
10. The possible values of   are (0, 5), (5, 0), (0, –5), (–5, 0), (3, 4), (–3, 4),
 y
(–3, –4), (3, –4), (4, 3), (–4, 3), (4, –3), and (–4, –3).
240 Mathematics Grade 9

Table of Trigonometric Functions

sin cos tan cot sec csc
0°° 0.0000 1.0000 0.0000 ..... 1.000 ..... 90°°
1°° 0.0175 0.9998 0.0175 57.29 1.000 57.30 89°°
2°° 0.0349 0.9994 0.0349 28.64 1.001 28.65 88°°
3°° 0.0523 0.9986 0.0524 19.08 1.001 19.11 87°°
4°° 0.0698 0.9976 0.0699 14.30 1.002 14.34 86°°
5°° 0.0872 0.9962 0.0875 11.43 1.004 11.47 85°°
6°° 0.1045 0.9945 0.1051 9.514 1.006 9.567 84°°
7°° 0.1219 0.9925 0.1228 8.144 1.008 8.206 83°°
8°° 0.1392 0.9903 0.1405 7.115 1.010 7.185 82°°
9°° 0.1564 0.9877 0.1584 6.314 1.012 6.392 81°°
10°° 0.1736 0.9848 0.1763 5.671 1.015 5.759 80°°
11°° 0.1908 0.9816 0.1944 5.145 1.019 5.241 79°°
12°° 0.2079 0.9781 0.2126 4.705 1.022 4.810 78°°
13°° 0.2250 0.9744 0.2309 4.331 1.026 4.445 77°°
14°° 0.2419 0.9703 0.2493 4.011 1.031 4.134 76°°
15°° 0.2588 0.9659 0.2679 3.732 1.035 3.864 75°°
16°° 0.2756 0.9613 0.2867 3.487 1.040 3.628 74°°
17°° 0.2924 0.9563 0.3057 3.271 1.046 3.420 73°°
18°° 0.3090 0.9511 0.3249 3.078 1.051 3.236 72°°
19°° 0.3256 0.9455 0.3443 2.904 1.058 3.072 71°°
20°° 0.3420 0.9397 0.3640 2.747 1.064 2.924 70°°
21°° 0.3584 0.9336 0.3839 2.605 1.071 2.790 69°°
22°° 0.3746 0.9272 0.4040 2.475 1.079 2.669 68°°
23°° 0.3907 0.9205 0.4245 2.356 1.086 2.559 67°°
24°° 0.4067 0.9135 0.4452 2.246 1.095 2.459 66°°
25°° 0.4226 0.9063 0.4663 2.145 1.103 2.366 65°°
26°° 0.4384 0.8988 0.4877 2.050 1.113 2.281 64°°
27°° 0.4540 0.8910 0.5095 1.963 1.122 2.203 63°°
28°° 0.4695 0.8829 0.5317 1.881 1.133 2.130 62°°
29°° 0.4848 0.8746 0.5543 1.804 1.143 2.063 61°°
30°° 0.5000 0.8660 0.5774 1.732 1.155 2.000 60°°
31°° 0.5150 0.8572 0.6009 1.664 1.167 1.942 59°°
32°° 0.5299 0.8480 0.6249 1.600 1.179 1.887 58°°
33°° 0.5446 0.8387 0.6494 1.540 1.192 1.836 57°°
34°° 0.5592 0.8290 0.6745 1.483 1.206 1.788 56°°
35°° 0.5736 0.8192 0.7002 1.428 1.221 1.743 55°°
36°° 0.5878 0.8090 0.7265 1.376 1.236 1.701 54°°
37°° 0.6018 0.7986 0.7536 1.327 1.252 1.662 53°°
38°° 0.6157 0.7880 0.7813 1.280 1.269 1.624 52°°
39°° 0.6293 0.7771 0.8098 1.235 1.287 1.589 51°°
40°° 0.6428 0.7660 0.8391 1.192 1.305 1.556 50°°
41°° 0.6561 0.7547 0.8693 1.150 1.325 1.524 49°°
42°° 0.6691 0.7431 0.9004 1.111 1.346 1.494 48°°
43°° 0.6820 0.7314 0.9325 1.072 1.367 1.466 47°°
44°° 0.6947 0.7193 0.9667 1.036 1.390 1.440 46°°
45°° 0.7071 0.7071 1 .0000 1.000 1.414 1.414 45°°
cos sin cot tan csc sec
 Sample Lesson Plan 241
Sample Lesson Plan
Lesson 1
Subject: Mathematics
Main topic: Solving quadratic equations
Objective: At the end of the lesson students will be able to:
• Describe Viete’s theorem from roots of a quadratic equation.
• Relate coefficients of a quadratic equation and the roots
Main Content Teacher Activity Time Student Activity
(minutes)
Revise previous lesson on general quadratic solution, and mention the objective 4 rehearse previous lesson
of the lesson and state expectations
For motivating students, give an activity of adding the two roots Discuss in pairs and share
−b + b 2 − 4ac −b − b 2 − 4ac 6 ideas with another group
r1 = and r2 = so that members
2a 2a
−b + b 2 − 4ac −b + b 2 − 4ac −b
r1 + r2 = + = and encourage students to relate
Viete’s theorem 2a 2a a
(for addition of the roots with the coefficients b and a of ax2 + bx + c = 0, a ≠0
roots) Eg. If x1 and x2 are roots of the equation x2 +5x + 6 = 0, then the sum of the roots
x1 + x2 is ____?
Write the statement of Viete’s theorem on the board and encourage students to Read individually then
discuss on the statement and required restrictions 11 discuss and explain each
point to each other.
Give some more examples and summarize the lesson Solve some examples and
11 try to summarize the lesson
by them selves
Give some more exercises, organize reflective essay and peer evaluation. write self assessing
Direct the lesson for next session 8 reflective essay
242

Reference Materials
These days search for a reference is at forefront with authentic supply of electronic
references. However, with the assumption that there will be limitations in some parts to
over utilize ICT, some hard copy reference materials are listed here that can help
develop better learning and teaching of mathematics and these units. These books are
selected assuming that they are available in many schools. For those who have access
to the internet, e-resources are offered as a supplement to those hard copies, if not
essentially preferred. You can also access additional reference materials that are
available in your school library. These are simply guides to help you use them as
references. However, they are not the only to be prescribed. You can also use the web
sites given here for reference and demonstration.

Aufmann, et al (2008). College Algebra and Trigonometry. 6th Ed, John W. Banagan,
Houghton, Mifflin Company, USA.

A.W.Bowman et al (1987). Introduction to Statistics: A Computer Illustrated Text. IOP

publishing Limited, London, UK.

Bryan H. Bunch, et al (1983). Algebra 1: The Language and Skills of Algebra.

McDougal, Little and Company, USA.

Bruce E. Meserve (1983). Fundamental Concepts of Geometry, General Publishing

Company, Ltd, Toronto, Canada.

C. Young (2010). Algebra and Trigonometry, 2nd Ed. John Wiley and Sons, Inc. USA.

David A Singer (1993). Geometry: Plane and Fancy. Springer-Verlag New York, Inc.
USA.

David Cohn (2010). Algebra and Trigonometry. Wadsworth Publishers Company, USA.

Ewart Smith (1996). Examples in Mathematics for GCSE Intermediater Tier, 3rd Ed.
Stanley Thornes (publishers) LTD, Great Britain.

Gary. L. Musser and William F. Burger (1988). Mathematics for Elementary Teachers:
A Contemporary Approach, McMillan Publishing Company, New York, USA.

George Woodbury (2002). An Introduction to Statistics. Cengage Learning,

BUXBURY, Thomson Learning, Canada.

J.E.Kaufmann et al (2009). College Algebra. 7th Ed, Thomson Brooks/Cole publishers,

Canada.
 243

J.W.McConnell et al (1996). Algebra. 2nd Ed. Scott Foresman; HarperCollins

Publishers, USA.

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York, USA.

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Publishers, INC. New York, USA.

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Federal Democratic Republic of Ethiopia

Ministry of Education

Mathematics Syllabus
Grade 9

2009

245
246 Mathematics Syllabus: Grade 9

General Introduction

Mathematics learning at this cycle, should contribute towards educating students to be ready to
take part in constructing the future society. At this level everything has to be done to develop
personalities characterized by a scientific view of life, high moral qualities and readiness to take
part in social activities. Each student should acquire a solid, applicable and extendable
mathematical knowledge and develop the appropriate mathematical skills either to pursue with
his/her study of preparatory school (Grades 11 and 12) mathematics or join the technical and
vocational trainings after which he/she is able to participate in activities of shaping a new
society. By including historical facts and real life applications from different fields of social life
(agriculture, industry, trade, investment, etc) in word problems, students shall recognize that
mathematics is playing an important role in the development of the country.

At this cycle, students should gain solid knowledge of fundamental mathematical notions,
theorems, rules and procedures and develop reliable competencies in using this knowledge for
solving problems independently.

It is important to identify and realize problems that cause challenging situations to the students
and support them in formulating and solving the problems. Formulating and solving problems
must be part of a methodical strategy. The task of the teacher is to facilitate in selecting and
arranging the order of the problems, as well as helping and motivating students to solve the
problems by themselves in a planned and organized way.

Stabilization must have a central place within mathematics learning. It begins with motivation
and orientation, by selecting appropriate problems that were already discussed. Concepts that
have not been mastered up to now have to be stabilized. A precondition for dealing with new
content is always to ensure the necessary level of ability for solving problems. In mathematics
learning as a whole, special emphasis has to be put on committing essential facts, notions,
definitions, theorems and formulae to the students' memory as well as enabling students to
reproduce and interpret what they have learnt in their own words. The main instruments used
for stabilization in mathematics learning are activities and exercises.
Mathematics Syllabus: Grade 9 247

General Objectives

Objectives of mathematics learning in the first cycle of the secondary education

(Grades 9 and 10)

At this cycle students acquire and develop solid mathematics knowledge, skills and attitudes
that significantly contribute to the creation of citizens who are conscious of the social,
economic, political and cultural realities of Ethiopia and that can actively and effectively
participate in the ongoing process of development of the country. To this end, the following are
the objectives of mathematics learning at this cycle. Students will be able to:

• appreciate the power, elegance and structure of mathematics.

• use mathematics in their environment and social needs.
• understand the essential contribution of mathematics to Engineering, Science, Economics,
Agriculture, etc.
• mathematical knowledge and skills to enable them pursue with their further education or
future vocational trainings.
• gain satisfaction and enjoyment from learning and applying mathematics.
• develop their cognitive, creative and appreciative potential by relating mathematics with
societal need.
248 Mathematics Syllabus: Grade 9

Allotment of Periods
for Units and Sub-units of Mathematics
Grade 9
Number of Periods
Unit Sub-unit
Sub-unit Total
Unit 1: 1.1 Revision on the set of rational numbers
The number 1.1.1 Natural numbers, integers, prime 3 33
System numbers and composite number
1.1.2 Common factors and common
multiples
1.2 The real number system 30
1.2.1 Representation of rational numbers
by decimals
1.2.2 Irrational numbers
1.2.3 Real numbers
1.2.4 Exponents and radicals
1.2.5 The four operations on real numbers
1.2.6 Limits of accuracy
1.2.7 Standard form (Scientific notation)
1.2.8 Rationalization
1.2.9 Euclid’s division algorithm
Unit 2: 2.1 Equations involving exponents and radicals 3 22
Solutions of 2.2 Systems of linear equations in two 8
Equations variables 3
2.3 Equations involving absolute value 8
2.4 Quadratic equations
Unit 3: 3.1 Ways to describe sets 2 15
Further on Sets 3.2 The notion of sets 4
3.3 Operations on sets 9
Unit 4: 4.1 Relations 7 22
Relations and 4.2 Functions 6
Functions 4.3 Graphs of functions 9
Unit 5: 5.1 Regular polygons 5 36
Geometry and 5.1.1 Measures of each interior angle and
measurement each exterior angle of a regular
polygon 13
5.1.2 Properties of regular polygons
5.2 Further on congruency and similarity
5.2.1 Congruency of triangles
Mathematics Syllabus: Grade 9 249

Number of Periods
Unit Sub-unit
Sub-unit Total
5.2.2 Definition of similar figures
5.2.3 Theorems on similarity of triangles
5.2.4 Theorems on similar plane figures
5.2.5 Construction of similar plane figures 7
5.2.6 Real life problems
5.3 Further on trigonometry
5.3.1 Further on trigonometry
5.3.2 Trigonometric ratios to solve right
angled triangles 5
5.3.3 Trigonometric values of angles from
table
5.3.4 Problems on height and distance
5.4 Circles 6
5.4.1 Symmetrical properties of circles
5.4.2 Angle properties of circles
5.4.3 Arc length, perimeters and areas of
segments and sectors
5.5 Measurement
5.5.1 Area of triangles and parallelograms
5.5.2 Further on surface areas and volumes
of cylinders and prisms
Unit 6: 6.1 Statistical data 15 27
Statistics and 6.1.1 Collection and tabulation of statistical
Probability data
6.1.2 Distribution and histogram
6.1.3 Measures of location
6.1.4 Measures of dispersion for 12
un grouped data
6.2 Probability
6.2.1 Probability of an event
Unit 7: 7.1 Vectors and scalars 2 12
Vectors in two 7.2 Representation of a vector 2
dimensions 7.3 Addition of vectors and multiplication of a 6
vector by a scalar 2
7.4 Position vector
250 Mathematics Syllabus: Grade 9

Introduction

The curriculum guide for grade 9 is a continuation of the syllabi of mathematics of the
preceding grades and is based on the knowledge acquired and competencies developed by
students in their mathematics study of the earlier grades. Mathematics learning in grade 9 has to
be performed in such a way that students' interest in the subject is stimulated. This can be done
by connecting the lesson in the classroom with real life and theory with practice by using
students’ experience gained from their environment and other subjects. Interesting problems
concerning the broad application of mathematics in agriculture, industrial arts, trade,
production, investment, the other sciences, etc. should be used.

While planning, the teacher the teacher should always look for hands-on, minds-on and
interesting activities that can motivate students to study the subject. Learning has to be
facilitated by the teacher in such a way that new subject matter is linked with deepening of the
already acquired knowledge and developed abilities and skills.

Objectives

After completing grade 9 mathematics, students should be able to

• deal with and perform the four operations using the set of real numbers.
• solve linear and quadratic equations.
• use basic knowledge about sets to solve related problems.
• develop basic knowledge about relations, functions and their respective graphs.
• know important properties of regular polygons and use the properties to solve related
problems.
• use postulates and theorems on congruent and similar figures and solve related real life
problems.
• solve real-life problems on height, distance and angle using their knowledge and skills in
trigonometry.
• use symmetrical and angle properties of circles to solve related problems.
• calculate are lengths perimeters and areas of segments and sectors
• calculate areas of triangular and parallelogram regions.
• calculate surface areas and volumes of cylinders and prisons.
• collect, tabulate, draw histograms and calculate measures of location and measures of
dispersion for ungrouped statistical data.
• calculate probability of an event.
• identify vector and scalar quantities.
• represent vectors pictorially.
• determine the sum of vectors and multiply a given vector by a scalar.
• express any given vector as a position vector.
 Mathematics Syllabus: Grade 9 251

Unit 1: The Number System (33 periods)

Unit outcomes: Students will be able to:

• Know basic concepts and important facts about real numbers
• Justify methods and procedures in computation with real numbers
• Solve mathematical problems involving real numbers.

Competencies Contents Teaching / Learning Assessment

Activities and Resources
Students will be able 1. The Number • You can start the lesson • Turn by turn ask
to: System by revising the Natural students to tell to
• identify natural 1.1 Revision on numbers, integers, prime the class, what
numbers and the set of rational and composite numbers. they know about
integers • Let students revise prime natural numbers,
Numbers
• define prime factorization of integers, prime
(3 periods)
numbers and composite numbers. numbers, and
composite • Let students revise on composite
numbers
1.1.1 Natural numbers
finding common factors
• determine numbers, integers, and common multiples of • Asking oral
common factors prime numbers given numbers. questions
and common and composite • Discuss with students • Giving group
multiples of pairs numbers about the definition of work exercises'
of numbers. rational numbers together • Giving class
1.1.2 Common with their important activities
factors and properties • Homework and
common multiples check their work
• show that 1.2 The real • After a brief discussion of • Assignment
repeating number system terminating decimals, • quiz III
decimals are also (30 periods) then with active
rational numbers participation of students
discuss on the method of
converting repeating
decimals to fraction
• identify irrational 1.2.1 • You can start the learning • Ask students to
numbers Representation of by discussing the define rational
rational numbers necessity of irrational number and to
by decimals. numbers as an extension give their own
of the number system. examples of
For example you may ask rational numbers.
students to solve
equations of the form
x2 =3
252 Mathematics Syllabus: Grade 9

Competencies Contents Teaching / Learning Assessment

Activities and Resources
• locate some 1.2.2 Irrational • After considering several • Ask students to
irrational numbers examples of irrational give their own
numbers on a numbers (expressed in examples of
number line. either decimal form or in irrational number
radical form), encourage and let them
students to describe the justify their
nature of irrational answers.
numbers and then state
the definition of irrational
number.
• define real 1.2.3 Real • Assist students to come to • Ask students to
numbers. numbers the definition of real give their own
• describe the numbers in their own examples of real
correspondence words numbers
between real • i.e. real number is the • Give exercise
numbers and union of rational and problems on
points on a irrational numbers and locating a given
numbers line. introduce the notation ℜ real number, say
of the set of all real 3 or 3 + 2
numbers. on the number
• Assist students to locate line.
real number say 2 or
2 + 3 on the number
line and describe the
correspondence between
real numbers and points
on the number line.
• Realize the 1.2.4 Exponents • Discuss the relationship • Ask students to
relationship and radicals between power with describe what is
between a power fractional exponent form meant by
with fractional i.e. in which the exponent a1/n = n√a for
exponent and a is 1/n when n is a natural different values
radical form. number and radical form. of n and a
• Convert powers • Assist students to convert e.g. 9½= 9 ,
with fractional from one form to the 1/3 3
exponent to other form and encourage 8 = 8 ,
radical form and them to come to the rule 4 725 ,..
vice-versa which is stated as
a1/n = n√a where a > 0 and
n ∈N
 Mathematics Syllabus: Grade 9 253

Competencies Contents Teaching / Learning Assessment

Activities and Resources
• perform any one 1.2.5 The four • You may start the lesson • Give exercise
of the four operations on real by asking students to problems on
operation on the numbers. perform the four operation computing with
set of real on rational numbers; real numbers
numbers • Assist students to perform (i.e., to find the
the same operations on real sum, difference,
numbers. i.e. which product and
involves radicals. quotient of real
numbers.
• use the laws of • Let students generalize • Ask students to
exponents to the commutative and identify important
simplify associative properties of properties of
expression. addition and addition and
multiplication on the set multiplication of
of real numbers real numbers, i.e.
• Discuss with students the for a, b, c ∈ ℛ
distributive properties of • a+b=b+a and a×
multiplication over b= b×a
addition and discuss also
• (a+b)+c=a+(b+c)
the existence of the
and (a×b) × c =
additive and
multiplicative identities a × (b×c)
and inverses for every • a×(b+c) =
real number (except 0 (a×b) + (a×c)
which has no • Ask students
multiplicative inverse) questions like the
• Let students state the following and let
laws of exponents after them justify their
considering several answer by giving
examples i.e. their own
n m
(1) a × a = a n+m examples.
n (1) if a is rational
(2) am = a n−m , (n > m) number and b is
a
an irrational
(3) (an)m = an×m = (am)n
numbers, then
(4) (a × b)n = an × bn - What type of
number is a + b?
- What type of
number is a × b?
(2) if both a and b
are irrational
numbers, then
- What type of
number is a + b?
- What type of
number is a × b?
254 Mathematics Syllabus: Grade 9

Competencies Contents Teaching / Learning Assessment

Activities and Resources
• Give exercise
problems on
simplification
powers by using
the laws of
exponents.
• give appropriate 1.2.6 Limits of • You may start the lesson • Give several
upper and lower accuracy by revising some exercise
bounds for a important points on the problems on
given data to a rational number rounding off and
specified expressed in decimal finding the lower
accuracy (e.g. numerals (i.e. terminating and upper
rounding off) and repeating decimals). boundaries of
• With active participation number (or
of students discuss on the measurements).
idea of "rounding off”
and the notion of
"significant figures" in a • Ask students to
number, in doing so find the sum and
verify the concept using difference of
several examples. numbers to a
• For example: 4.5, 4.50 given number of
and 4.500 although significant
appearing to represent the figures.
same number, but do not.
This is because they are
written in different
degree of accuracy, for
instance 4.5 is rounded
to one decimal place and
therefore any numbers
from 4.45 up to but not
including 4.55 would be
rounded to 4.5. On a
number line this would be
represented as

4.45 4.5 4.55

Using in equality this can
be expressed as
4.45 ≤ 4.5 < 4.55
the number 4.45 is called
the lower bound while
4.55 is known as the
upper bound.
Mathematics Syllabus: Grade 9 255

Competencies Contents Teaching / Learning Assessment

Activities and Resources
• By considering examples
like: "A carpenter
measures the width (w) of
a window rounded off to
2.4m to the nearest one
decimal place (or 2
significant figures).
What are the minimum
and maximum values of
the width (w) when
rounding off?"
• Since 2.35 ≤ w < 2.45,
the number 2.35 is the
lower bound while 2.45is
the upper bound.
• You may consider the
effect of operations
(addition, subtraction and
multiplication) on
accuracy.
E.g. The effect of addition
on accuracy
The two sides of a triangle
are 7.6cm and 5.4cm long.
Find their sum.
Ans.
If ℓ1 = 7.6cm and ℓ2 = 5.4,
then
7.55 ≤ ℓ1 ≤ 7.65 and
5.35 ≤ ℓ2 ≤ 5.45 or
7.6 ± 0.05cm and 5.4 ± 0.5.
Therefore their sum is
(7.6±0.05)+(5.4±0.05)
=13.0 ± 0.1cm
and sum lies between
12.9cm and 13.1cm.
(Note: Care should be taken
in the calculations and in
the numbers taken, the
significant figures not to
be more than three (or
two decimal places))
256 Mathematics Syllabus: Grade 9

Competencies Contents Teaching / Learning Assessment

Activities and Resources
• express any 1.2.7 Standard • Assist students to practice • Ask students to
positive rational form (scientific writing standard notations write large
number in its notation). of positive rational numbers like the
standard form. numbers population of
• Assist students to Ethiopia in
recognize that this standard form.
notation is useful in • Give exercises on
writing very small and expressing large
very large positive or small numbers
numbers. by using their
standard notation.
• explain the notion 1.2.8 • With active participating • Give exercise
of rationalization. Rationalization of the students discuss the problems on
• identify a rules of rationalization rationalizing a
rationalizing with the help of given expression.
factor for a given examples, in doing so
expression. give emphasis on how to
determine the
rationalizing factors and
also emphasize on
rationalizing the
denominator as it is
commonly used.
• use the Euclid's 1.2.9 Euclid's • Assist students to • Give exercise
division division express, state and problems on the
algorithm to algorithms. generalize the Euclid's application of the
express given division algorithm. i.e. algorithm
quotients of the given two numbers p and e.g. 7 = (2 × 3) + 1.
form p where p d where p > d the p =
q q.d + r. Where q is the
> q. quotient and r is the
remainder and r ≥ 0, in
doing so give emphasis
on the nature of the
numbers, i.e. all p, q, d
and r are non-negative
integers and 0 ≤ r < d
Mathematics Syllabus: Grade 9 257

Unit 2: Solution of Equation (22periods)

Unit outcomes: Students will be able to:

• solve problems on equations involving exponents and radicals
• solve systems of simultaneous equations in two variables.
• solve simple equations involving absolute values
• solve quadratic equations.

Competencies Contents Teaching / Learning Activities Assessment

and Resources
students will be 2. Solution of • You may start the lesson by • Class activities
able to: Equation the rules for exponents and • Group
• solve equations 2.1 Equations introduce the fact that for a > 0, discussions
involving involving ax = ay if and only if x = y • Giving
exponents and exponents and • Assist students to use the Assignment
radicals radicals above statement and solve some • Give exercise
( 3 periods) problems on
simple equations involving
equations
exponents and radicals.
involving
exponents and
radicals like find x
• 2x = 8
• x2 = 16
• x =9
• solve 2.2 Systems of • With active participation of • Homework
simultaneous linear equation the students revise how to find • Quiz
equation in to two solution for a linear equation, • Give exercise
• identify the variables. i.e., equation like 2x + 3 = 7 and problems on the
three cases of (8 periods) following this discuss with application of
solutions of students how the solution of an each of the
simultaneous equation of the form 2x + 3y = 5 methods for
equations (a is determined. solving system of
unique solution, • Introducing the general form linear equation.
no solution, of a system of two linear
infinitely many equations with the help of
solutions) examples.
• Discuss the different methods
of finding the solutions of the
systems of two linear equations'
• Help students them solve the
system of simultaneous
equations using elimination on
substitutions or graphical
methods.
258 Mathematics Syllabus: Grade 9

• solve equations 2.3 Equations • You may start the lesson by • Give exercise
involving involving asking students to state the problems on
absolute value absolute value. definition of absolute values. solving equations
(3 periods) • Assist students to solve involving absolute
equations involving absolute value of linear
value such as |3x - 2| = 1 by expression
using the definition of absolute
value.
• solve quadratic 2.4 Quadratic • Introduce the general form of • Give exercise
equations by equation a quadratic equation. problems on
using any one (8 periods) • Discuss on the different solving quadratic
of the three •Solution of methods of determining the equations (ask the
methods. quadratic solutions of quadratic equation. application each
equation using • Help students to find the method)
factorization solutions of a quadratic equation
•solution of by factorization and by
quadratic completing the square methods.
equation using • Help students find the
completing the solutions of a quadratic equation • Ask students
square. using the general quadratic questions about
•Solutions of formula. the roots of a
quadratic • Let students practice on the given quadratic
equations using application of Viete's theorem equations.
the formula. through different exercises.
• apply viete's •The relationship
theorem to between
solve related coefficients of
problems quadratic
equations and
its roots
(Viete's
theorem)
 Mathematics Syllabus: Grade 9 259

Unit 3: Further on Sets (15 periods)

Unit outcomes: Students will be able to:

• understand additional facts and principles about sets
• apply rules of operation on sets and find the result
• demonstrate correct usage of venn-diagram in set operations
• apply rules and principles of set theory to practical situations.

Competencies Contents Teaching / Learning Activities and Assessment

Resources
Students will be 3. Further on • Revise important points from • Ask students to
able to: Sets previous grade which discussed describe a given
• describe sets in 3.1 Ways to about sets and emphasise on how set in as many
different ways describe sets the sets are described ways as possible.
(2 periods) • Guide the students to write a set
whose elements are related by
mathematical formula
• After revising what the students
know about set description ,
introduce the new way set builder
methods of describing sets, by
using several examples.
• identify the 3.2 The notion • Assist students to name some • Ask students to
elements of a of sets elements of a given set and give examples of
given set ( 4 periods) encourage them to explain whether empty sets
• explain the a given object/number belongs to particularly from
notion "empty the set or not and to use the practical
set" and appropriate symbol accordingly. situations (like:
"universal set" • After describing different sets the set of dogs
that can fly)
(using either word description, or
set builder method) let the student • Ask the students
identify which of these set(s) is/are to explain the
empty set/s difference among
each sets: { },
{x} and {0}
• determine the • You may start the lesson by • Group
numbers of introducing what is meant by discussions on
subsets of a "universal set" and explain when what they had
given finite set and how to use it using Venn- learnt about sets
and list them. diagram in illustration of relations in earlier grades.
• give the power among sets.
set of a given
set
260 Mathematics Syllabus: Grade 9

Competencies Contents Teaching / Learning Activities and Assessment

Resources
• determine the • Assist students to list and count the • Ask students to
number of number of subsets and proper list all the
proper subsets subsets of some given finite sets subsets, power
of a given finite (i.e. sets with 1, 2, 3, 4 or 5 sets and proper
set and list elements) and encourage the subsets of a given
them. students to derive general formulas finite set.
• distinguishes to find the numbers of these subsets • Give exercise
between equal and proper subsets. problems on
sets and • After explaining the meaning of finding equal and
equivalent sets "equal sets" and "equivalent sets" equivalent sets to
• find equal sets by using several examples, assist a given set.
and equivalent the students to determine equal sets
sets to a given and equivalent sets to a given set.
set
• determine 3.3 Operations • Let the students be familiar with • Ask the students
number of on sets the notation used for number of to describe the
elements in the (9 periods) elements in a given finite set. number of
union of two • By using some practical examples elements using
finite set. lead the students to see the relation mathematical
• describe the • "union" and between the numbers of elements language
properties of "intersection" in two finite sets, in their • Ask students to
"union" and intersection and union. find the union and
• Let the students apply this relation intersection of sets
"intersection" of
to find the number of elements in • Ask students to
sets.
the union of two sets using real life find the number of
examples/ exercises. elements in the
• Use several examples and lead your union of two sets
students to conclude that the using both Venn
commutative and associative diagrams and
properties of "union" and formula.
"intersection" of sets hold true.
• determine the • Complements • You can start the lesson by defining • Ask students to
absolute of a set the notion "absolute complement" demonstrate De-
complement of - De-Morgan's of a given set in terms of the Morgan's Law
a given set. Law universal set and by using Venn using Venn
diagram let the students become diagram by
familiar with the concept and its means of group
notation. work approach
• Assist students to determine the • Class activities
absolute complement of a given
set.
 Mathematics Syllabus: Grade 9 261

Competencies Contents Teaching / Learning Activities and Assessment

Resources
• You may use Venn-diagram in your
discussion of showing the validity of
the De-Morgan's Law and other
properties of complements.
• determine the • Relative • Define the notion "Relative • Ask the students
relative complement complement" or "Difference of two to explain the
complement of (difference) of sets" using Venn-diagram. difference
two sets two sets • Let students determine the relative between relative
complement of two set and state complement and
some of its properties absolute
• Lead the students to differentiate complements
between the notions of absolute • Ask students to
complement and relative find the relative
complement. complement of
two given sets.
• determine the • Symmetric • Start the lesson by defining what is • Ask students to
symmetric difference of meant by "symmetric difference" of describe the
difference of two two sets two sets. symmetric
sets. difference of two
sets in different
ways. i.e.
• Discuss and guide the student to state • A∆ B = (AB)
and explain its properties by using ∪ ∆ (BA)
several examples. • A∆ B= ((A ∪ B)
(A ∩ B)
• Ask students to
show the
commutative and
associative
properties of "∆"
by giving specific
examples.
• determine the • Cartesian product • Define the notion "Product of two • Ask the students
Cartesian of two sets. sets" and let the students find out its to determine
product of two peculiar nature, i.e., the elements of whether an
sets. this set are ordered pairs unlike the ordered pair/s
sets considered so far. belong to the
• Let the students explain which product of two
properties are true for the product of given sets or not.
two sets and which are not true.
• Assist the students to see the
importance of the Cartesian product
of two sets in setting up the
coordinate system.
262 Mathematics Syllabus: Grade 9

Unit 4: Relations and Functions (22periods)

Unit outcomes: Students will be able to:

• know specific facts about relation and function
• understand basic concepts and principles about combination of functions.
• sketch graphs of relations and functions (i.e. of linear and quadratic functions)

Competencies Contents Teaching / Learning Activities and Assessment

Resources
Students will be 4. Relations and • You can start the lesson by • Ask students to
able to: Functions revising the Cartesian product of give their own
4.1 Relations two sets. examples of
( 7 periods) • Assist students to explain the relation taken
meaning of relation from their from their daily
• define the • Cartesian
daily life. Let them state the life in
notions product of sets
formal defining of relation and mathematical
"relation", • The Notion
give examples of relations language.
"domain" and "Relation"
"range" themselves based on the definition. • Give exercise
• You can give some examples of problems on
relations and ask students to algebraic
• Graphs of determine the domain and range relations, and on
relations their domains
• You can start the lesson by
• draw graphs of and ranges.
discussing with student on how to
relations
sketch graphs of relations, like • Give exercises
• use graphs of on determining
R = {(x, y): y < x }
relation to the domain and
determine R = {(x, y) : y > x + 1} etc. and on
range of a
domain and determining the domain and range
relation from its
range from their graphs.
graph.
• Assist students to draw graphs of • Give exercises
relations of the type. on graphing
R = {(x, y) : y ≤ x + 1 and simple linear
inequalities
y ≥ 1 - x}. and determine the
domain and range.
• Allow students to practice writing
the rule or formula of a relation
from its graph.
 Mathematics Syllabus: Grade 9 263

Competencies Contents Teaching / Learning Activities and Assessment

Resources
• define function 4.2 Functions • You may start the lesson by • Ask students to
• determine the (6 periods) considering different types of write down
domain and relations. functions written
range of a For example, in the form of
given function. R1 = {(a, 1) , (b, 2), (c, 3) } ordered pairs
R2 = {(a, 0), (b, 0), c, 0)} • Give exercise
R3 = {(a, 1), (a, 2) , (a, 3) } and problems that the
• Assist students to observe that students should
types of relations like R1 and R2 identify as
are function while R3 is not a relations or
function. After considering several functions or both
examples and discussing them with and let them give
students state the formal definition their reason for
of function. their answers
• Let students give examples of and let them give
• determine the relations which are functions by the domains and
sum themselves. ranges as well.
difference, • Assist students to determine the • Ask students to
produced and domains and ranges of functions evaluate the
quotient of defined by the set of ordered pairs. value of a given
functions. • You may proceed the lesson by function at given
considering functions defined by value from its
formulas like. domain.
• Evaluate • Combinations of f (x) = x + 2 and g(x) = 3 - 3x • Ask students to
combination of function and guide students to find their find combination
functions for a sum, difference, product and of simple linear
given values quotients. Encourage students to functions, to
from their determine the relationship between determine the
respective the domains of the component domain of the
domain. functions and the resulting resulting
function. function and to
• Assist students to evaluate the sum, find the value of
difference, product and quotient of this function at a
functions at a given value of x given value from
from the domain. its domain.
264 Mathematics Syllabus: Grade 9

Competencies Contents Teaching / Learning Activities and Assessment

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4.3 Graphs of • Define ''linear function y= mx+b • Give exercise
functions and quadratic function y= ax2 problems on
• sketch graphs (9 periods) +bx+c (a≠0) '' and discuss some sketching the
of linear • graphs of linear basic important properties of each graph of linear
functions as functions function by using appropriate and quadratic
examples. functions.
• describe the
properties of • Ask students
the graphs of to describe the
linear properties of the
• graphs of graphs of linear
functions. • You may start the lesson by
quadratic and quadratic
• sketch the functions setting an activity that allows
functions.
graphs of a students to construct table of
given quadratic values for given linear and
function. quadratic functions.
• describe the • Let students sketch the graphs of
properties of the given linear and quadratic
the graphs of function whose tables of values are
given quadratic prepared above.
functions • Assist students to describe some
• determine the of the properties of the graphs of
maximum and linear and quadratic functions ,the
minimum intercepts, the nature of the graphs
values of a in relation with the leading
given quadratic coefficients and the coordinates of
function the vertex of a parabola
• Assist students to determine the
maximum and minimum values of
quadratic function.
 Mathematics Syllabus: Grade 9 265

Unit 5: Geometry and Measurement (36 periods)

Unit outcomes: Students will be able to:

• know basic concepts about regular polygons
• apply postulates and theorems in order to prove congruence and similarity of triangles
• construct similar figures
• apply the concept of trigonometric ratio to solve problems on practical situations
• know specific facts on circles
• solve problems on areas of triangles and parallelograms.

Competencies Contents Teaching / Learning Activities and Assessment

Resources
Students will be 5. Geometry and • It is suggested that the teacher begins •"Consider each
able to: Measurement this lesson by providing activities to of the following
5.1 Regular students so that they revise what they polygons, and
• show that the Polygons have already studied about polygon, show into how
sum of the (5 periods) then define regular polygon as "a many triangles
measures of 5.1.1 Measures polygon which is equiangular (all can it be
the interior of angles of a angles are congruent) and equilateral divided by the
angles of a regular (all sides have the same length)" diagonals from
triangle is polygon. one vertex to
1800 Set of regular polygons the other
• define a vertices?"
regular a
polygon and
related terms

Regular polygons
c

• find the • Interior angles: The interior angles

measure of of a polygon are those angles at each
each interior or vertex on the inside of the polygon.
exterior angle There is one per vertex. For a polygon
of a regular with n sides, there are n interior angles.
polygon.
266 Mathematics Syllabus: Grade 9

Competencies Contents Teaching / Learning Activities and Assessment

Resources
• Let students discover the theorem "the • Give exercise
sum of the measures of the angles of a problems on
0
triangle is 180 " by cutting the corners calculation of
of triangle formed from manila paper interior angles
and exterior
and fitting the cutouts to form straight
angles of a
angle. regular polygon
• Assist students to arrive at the fact that such as:
each interior angle of a regular polygon a) An equilateral
o
180 ( n − 2) triangle
is given by by using the b) regular
n
angle sum theorem for n triangle. pentagon
• Define exterior angle as "the angle c) regular
formed on the outside of a polygon hexagon
between a side and the extended
adjacent side.
• The students should be aware that the
exterior angle and interior angle are
measured from the same line, so that
they add up to 1800, so the external
angle is just 1800 - (Measure of interior
angle).
• state 5.1.2 Properties • Under "properties of regular polygon" • Students can
properties of regular in radius/apothem, circum radius, in be asked to
and related polygon circle, circum circle, diagonals, construct
terms of • Pentagon, perimeter, area and symmetry of (draw) regular
regular hexagon, regular polygons, particularly of pentagon,
hexagon,
polygons. octagon and pentagon, hexagon, octagon and
octagon and
• determine the decagon decagon will be dealt with. decagon and to
lines of • Students should be encouraged to find state the
symmetry of the rules for finding measures of properties of
regular interior and exterior angles, apothem, these regular
polygons perimeter and area of a given regular polygons and to
polygon. show the lines
of symmetry of
these polygons.
▪ determine • Assist students to find general • Students
the formulae for finding perimeters and calculate
perimeter of areas of regular polygons, given the perimeters and
a given length of sides, radius and/or areas of the
regular apothem. polygons
polygon.
 Mathematics Syllabus: Grade 9 267

Competencies Contents Teaching / Learning Activities and Assessment

Resources
▪ determine (Supported by
the area of a measurement).
given • Students can be
regular asked to make
polygon wall charts on
which regular
pentagons,
hexagons,
octagons and
decagons and
their
corresponding
lines of
symmetries are
drawn.
• use the 5.2 Further on • The lesson can be started by giving • Various
postulates congruency and revision activity questions like: exercise
and theorem similarity (13 problems can
on congruent periods) be given on
triangle in 5.2.1 using the
solving Congruency of Which of the following shapes are conditions
related triangles congruent? given for
problems. triangles to be
A B C D congruent.

E F G

I J

K L
268 Mathematics Syllabus: Grade 9

Competencies Contents Teaching / Learning Activities and Assessment

Resources
• Students are encouraged and
motivated to revise conditions for
triangles to be congruent:- SSS, SAS,
AAS and RHS for right - angled
triangles.
Exercises such as
For each of the following pairs of
triangles, state whether they are
congruent or not. If they are
congruent, give reason.
1)
30 mm
5.8cm
3cm
58 mm
2)

7cm

7 cm
• Define 5.2.2 Definition • The teacher can start this lesson by • Oral questions
similar plane of similar defining similar figures as: similar can be asked
figures and figures figures are identical in shape, but not demanding
similar solid necessarily in size." students to give
figures. examples of
similar figures.
• Students can be given different • Ask students to
activity problems, and make groups to draw different
discuss and come up with answers and plane figures
reason out. and sketch their
similar ones.
Mathematics Syllabus: Grade 9 269

Competencies Contents Teaching / Learning Activities and Assessment

Resources
Activity: Which of the following pairs • Exercise
are always similar? problems such
1. as:-
1.
b 4 cm c
Any two circles
2.
3cm

a 8cm d
Any two squares
B 6 cm C
3.

A 12 cm D
Any two rectangles Figures abcd
4. and ABCD are
B similar, find the
lengths of CD
A and AB.
q r
B is an enlargement of figure A
4cm
p 6 cm s
Q R
6cm
P ? S
The rectangles
pqrs and PQRS
are similar,
What is the
length of PS?
• Students should be encouraged and x
assisted to come to the conclusion. 8cm 30o
"For any pair of similar figures, w 4cm
corresponding sides are in the same y
ratio and corresponding angles are
equal"
z
270 Mathematics Syllabus: Grade 9

Competencies Contents Teaching / Learning Activities and Assessment

Resources
X
9cm

W
Y

Z
wxyz and
WXYZ are
similar figures.
a) What is the
length of XY?
b) What is the
size of angle
WXY?
• apply the 5.2.3 Theorems • The teacher can state these theorems • Various
SSS, SAS on similarity of and activities to students so that exercise
and AA triangles. students verify these theorems problems on the
similarity E.g. Theorem: If two angles of a application of
theorems to triangle are respectively equal to two the similarity
prove angles of another triangle then the two theorems can be
similarity of triangles are similar. given and
triangles Activity corrected to get
Consider 'two triangles ABC and DEF feedback.
such that ∠A ≡ ∠D and ∠B ≡ ∠E
show that ∆ ABC is similar to ∆'DEF.
• Encourage students to cut DP =AB
and DQ = AC and join PQ and show
that''
DP = DQ so that AB = AC
DE DF DE DF
similarly to show that D
AB = BC
DE EF
P Q
A

E F

B C
 Mathematics Syllabus: Grade 9 271

Competencies Contents Teaching / Learning Activities and Assessment

Resources
• discover the 5.2.4 Theorems • Similar activity problems can be
relationship on similar plane given to prove the other theorems as
between the figures well; for instance assist and
perimeters of • Ratio of encourage them to prove that if a
similar plane perimeters of perpendicular is drawn from the
figures and similar plane vertex of the right angle of a right
use this figures. angled triangle to the hypotenuse,
relationship • Ratio of areas then the triangles on each side of the
to solve of similar perpendicular are similar to the given
related plane figures. triangle and to each other.
problems. … . • Before students generalize the ratio of • Giving different
perimeters, ratio of areas of similar exercise
polygons and .. let them be given problems such
various activity problems on finding as:
these ratios from given similar
polygons...
• discover the 1. The following
relationship two shapes are
between the similar.
areas of What is the
similar plane length of x?
figures and
use this'
relationship A = 25cm2
to solve 2cm
related
problems.

.. A =36 cm2

2. Two similar
pyramids have
volumes 64 cm3
and 343 cm3.
What is the
ratio of their
surface areas?
272 Mathematics Syllabus: Grade 9

Competencies Contents Teaching / Learning Activities and Assessment

Resources
• enlarge and 5.2.5 • Students can exercise drawing plane • Let enough
reduce plane Construction of figures similar to give ones by exercise
figures by a similar figures multiplying each side by a given scale problems be
given scale factor. given on
factor. E.g. Draw a square which has a length construction of
six times the given one. similar plane
figures.
2cm → • Let enough
12cm exercise
2cm problems be
given on
12 cm construction of
similar plane
figures.
• solve real life 5.2.6 Real life • Different real
problems problems life exercise
using the using problems and
concepts of congruency and activities on the
similarity similarity. use of
similarity and
and
congruence
congruency.
concepts can
be given.
• describe 5.3 Further on • The teacher can start this lesson by • Different
radian Trigonometry defining the radian measure like: exercise
measure of (7 periods) Radian is a central angle subtended in problems on the
an angle. 5.3.1 Radian a circle by an arc whose length is radian measure
• convert measure of equal to the radius of the circle 1 rad. and on
radian angle ∴ 1 rad = 57.2960 conversion
measure to • Conversion 1 rad ≈ 57 0 between radian
degree between Thus the radian measure of an angle is and degree
measure and radian and the ratio of the length of the arc measures can
vice versa. degree subtending it to the radius of the in be given
measures. which it is the central angle" Ex
The circumference of the circle is given 1) Express each
by C = 2πr of the following
Substituting r = 1 gives in radian
C = 2π (1) a) 450 b) 600
C = 2π c) 2700
 Mathematics Syllabus: Grade 9 273

Competencies Contents Teaching / Learning Activities and Assessment

Resources
2) Express each
of the angles in
degrees
a) π rad
6
b) 5π rad
6
c) 4π rad
3
• use the 5.3.2 • Assist students to arrive at
trigonometric Trigonometrical conversion formula:-
al ratios to ratios to solve a) from degree measure to radian
solve right right angled measure
angled triangle. b) from radian measure to degree
triangles. measure.
• Let students exercise solving right -
angled triangles using the
trigonometrical ratios.
(Trigonometrical values for 300, 450, 600
should be studied by heart).
• Let students summarize
trigonometric ratios of 00, 300, 450
600 and 900 using table.
• find the 5.3.3 • Let students revise the definitions of • Let students
trigonemetrical Trigonometrical the trigonometrical ratios sine, cosine exercise finding
values of angles values of angles and tangent for acute angles using trigonometrical
from from table (sinθθ, right - angled triangle. values of
trigonometrical different angles,
cos θ, and tan θ • Let students study the values of the
table.
for 00
≤ θ ≤ 1800
) ratios for 300, 450, 600 and 900. including
• find the angle
• Assist students how to read obtuse angles
whose
trigonometrical trigonometrical table to find the using the
value is given values of the ratios and vice versa. trigonometrical
(using • Encourage the students to use the tables.
trigonometrical Cartesian coordinate plane the unit
table.) circle and trigonometrical table to find
• determine the the values for the ratios of obtuse
trigonometrical angles.
values for
obtuse angles
using
trigonometrical
table.
274 Mathematics Syllabus: Grade 9

Competencies Contents Teaching / Learning Activities and Assessment

Resources
• discover the 5.4 Circles • Assist students to construct circles • Let students
symmetrical (5 periods) and find out that: do exercise
properties of 1) A circle is symmetrical about every problems on
circles 5.4.1 diameter, hence any chord AB stating the
• use the Symmetrical perpendicular to a diameter is bisected symmetrical
symmetrical properties of by the diameter. properties of
properties of circles 2) In Equal circles or in the same circle circles and
circles to equal chords are equidistant from the solve related
solve related center. Chords which are equidistant exercise
problems from the center are equal problems using
3) Tangents from an external point are these
equal in length. properties.
• state angle 5.4.2 Angle • Let students be familiar with the • Different
properties of properties of angle properties of circles and re-state exercise
circles in circles. the properties in their own words. problem are
their own 1) An angle at the centre of a circle is given and
words. twice any angle at the circumference students' works
• apply angle subtended by the same arc are checked to
properties of 2) Every angle at the circumference get feedback.
circles to subtended by the diameter of a circle
solve related is a right angle.
problems 3) Angles in the same segment of a
circle are equal.
 Mathematics Syllabus: Grade 9 275

Competencies Contents Teaching / Learning Activities and Assessment

Resources
• Find arc 5.4.3 Arc • Let the teacher define arc, segment • Various
length, length, and sector of a circle and students try exercise
perimeters perimeters and to explain the concepts in their own problems on
and areas of areas of words. calculations of
segments and segment and • Assist students to calculate lengths arc length,
sectors sectors. of arcs, perimeters and areas of sector, segment
segments and sectors. areas and
E.g. 1) Find the perimeter of each of the perimeters can
following. be given.

a) 4 cm b) 2cm

2cm

2cm
2) Find the area of the shaded region of
the circle.
3.5cm
45o

• At the end of 5.5 Let students be familiarized with

this lesson the Measurement Heron's formula to calculate areas of
students should (6 periods) triangles whenever only the lengths of
be able to: the three sides of a triangle are given.
• calculate areas
of triangles 5.5.1 Areas of If a, b, c are the lengths of the sides of
using Heron's triangles and a triangle, and
formula, parallelograms s = a + b + c , then
whenever the • Heron's 2
lengths of the formula for the the area A of ∆ABC is given by
three sides only area of
are given. triangles.
• Area of
A = s ( s − a ) ( s − b) ( s − c )
• calculate areas
of parallelograms.
parallelograms.
276 Mathematics Syllabus: Grade 9

Competencies Contents Teaching / Learning Activities and Assessment

Resources
The following type of questions can be • Different
given. exercise
E.g. Find the area of a triangle whose problems on
sides are of lengths 20cm, 12cm and calculations of
16cm, using Heron's formula. Also areas of
find its perimeter. triangles and
s = 20 + 12 + 16 = 24 cm parallelograms
2 can be given.
A = 24(24 − 20)(24 −12)(24 −16) Like:
2 • A triangular
= 24 × 4 × 12 × 8 cm field has
= (24 × 4) dimensions
= 96 cm2 24m, 7m and
P = (20 + 12 + 16) cm = 48 cm 25m.
• It has a road
running around
it which is 1m
wide. Find the
area of the road.

• Calculate 5.5.2 Further • Let students revise on the definitions • Different

the surface on surface areas of cylinders and prisms. activities on
areas of and volumes of • Let students make models of these calculation of
cylinders cylinders and solids. surface areas
and prisms. prisms. • Assist students to formulate and use and volumes of
• Calculate area formula for these solids. cylinders and
volumes of prisms can be
cylinders given.
and prisms.
• The formula for the volumes of the
solids are given as
V = Area of base × height
Vcylinder = (πr2) × h
VPrism = ( ℓ × w ) × h
Let students exercise on calculations
of surface areas and volumes of
cylinders and prisms
Mathematics Syllabus: Grade 9 277

Unit 6: Statistics and Probability ( 22 periods)

Unit outcomes: Students will be able to:

• know methods and procedures in collecting and presenting simple statistical data.
• know basic concepts about statistical measures.
• understand facts and basic principles about probability
• solve simple mathematical problems on statistics and probability

Competencies Contents Teaching / Learning Activities and Assessment

Resources
Students will be 6. Statistics and • You may begin the lesson by • Ask students
able to: Probability discussing the importance and about some
• differentiate 6.1 Statistical Data purposes of statistics by raising important
primary and (14periods) issues like HIV/AIDS, population concepts that
secondary data growth, Health and Transport, etc. they had
6.1.1 Collection • After introducing the notions learnt in the
• collect data
"Population" and "Population
from their and tabulation of previous
function" discuss the concept of
environment statistical data grades.
"Descriptive statistics" and by
• classify and using several examples let the • After forming
tabulate primary student differentiate between groups among
data according "primary data" and "secondary the students
to the required data". let them
criteria. • Arrange students in groups and let collect data
them collect data from their and present it
environment (for instance, in their in tabular
school compound about students form then let
achievement in the National Exams, them explain
etc.)
and defend
• After setting a certain criteria let the
their findings
student either classify or tabulate
the data that they collected from (or
their environment (for instance for conclusion) in
the data they collected from their the class.
school let them present a table for
the medium achievers according to
their age
• Construct a • Assist students to construct • Give exercise
frequency frequency distribution table for problems on
distribution various ungrouped data, for drawing
table for
ungrouped data instance you may take students' test histograms
score as an example. for a given
data.
278 Mathematics Syllabus: Grade 9

Competencies Contents Teaching / Learning Activities and Assessment

Resources
• construct a 6.1.2 Distribution • After explaining how to draw a • Ask students
histogram for a and Histogram histogram, let the students draw a to tell, as
given data histogram for a certain given much as they
• interpret a frequency distribution. can, about the
given histogram • Guide students to interpret a given data by
histogram i.e., let them explain observing its
what they understand from the histogram.
given histogram.
• determine the 6.1.3 Measures of • You may start the lesson by • Give exercise
Mean, Median Location (Mean, revising the definitions of Mean, problems on
and Mode of a median and Median and Mode that the students computations
given data Mode(s) had learnt in grade 7 of the Mean,
• describe the • Assist students to determine the Median and
purposes and mean, median and mode for a given Mode of a
uses of Mean, data, (the data can be given as a given data.
Median and frequency distribution table)
Mode • Discuss with your students about
• identify the the purpose and uses of the Mean, • Ask students
properties of the Median and Mode (or why we to explain
Mean of a given calculate them). with their
data (population • By using several examples assist own words
function) students to generalize the properties about the use
of "Mean" of a given data of these
(population function) that are. measures of
1) The sum of the deviations from location in
the mean, taken with their proper interpreting
signs is zero. the data (they
2) The mean of the sum or can also give
difference of two population examples)
functions (of equal numbers of
observations) is equal to the sum
or difference of the means of the
two population functions.
3) The mean of a constant times a
population function is equal to
the constant times the mean of
the population function.
Mathematics Syllabus: Grade 9 279

Competencies Contents Teaching / Learning Activities and Assessment

Resources
• compute the 6.1.4 Measures of • You may start the lesson by • Give exercise
measures of dispersion for introducing the notion "Measures of problems on
dispersion for ungrouped data dispersion" and then discuss what is computation
ungrouped data meant by "range" "variance" and of the range,
(manually and "standard Deviation" of a variance and
using scientific population function (data) standard
calculator) • By using several examples, guide deviation for
• describe the students in computation of range, a given data.
purpose and use variance and standard deviation. • Ask students
of measures of • Discuss with your students about to describe,
dispersion for the purposes and uses of the range, with their
ungrouped data. variance and standard deviation. own words,
the purpose of
the measures
of dispersion
in
understanding
/interpreting a
given data.
• determine the 6.2 Probability • You can start the lesson by revising • Either by
probability of an (8 periods) important point from grade 8 such letting the
event from a as experiments, events, impossible students to
repeated • ..Probability of out comes, certain out-come; perform
experiment. an event uncertainty, possibility set, experiments
probability (expressed as fraction, or from a
Experimental decimal or percentage). record of
approach • You may begin the topic events
"experimental approach" as obtained from
follows: form several groups similar
among the students and let each activities let
group perform simple activities the students
which lead to the concept of obtain
probability, for instance, let them probability of
take a coin and toss it 5 times 10 the events in
times or 15 times,... and record their the performed
observations in the following table. experiments.
280 Mathematics Syllabus: Grade 9

Competencies Contents Teaching / Learning Activities and Assessment

Resources
Number of Number of times
times the the
coin is Head Tail
tossed turns turns
up up
5 .... ....
10 .... ....
15 .... ....
After completing the above activity
guide them to calculate the values
of the following two fractions F1
and F2 for each trials
F1 = Number of times a head turns up
Total number of times the coin is tossed
F2 = Number of times the tail turns up
Total number of times the coin is tossed
• From the results they obtained (for
F1 and F2) guide the students to
observe the situation that, as the
number of tosses increase the
values of F1 and F2 gets closer and
closer to ½
• At the end encourage them to state
"experimental probability, denoted
by P(E), of an event E, in n trials is:
P(E) = Number of trials in which the
event (E) has occurred
Total number of trials
and let them internalize the formula
by performing such kind of several
experiments (like throwing a die) or
from a record of events obtained
from similar activities so that they
can calculate the experimental
probability of an event.
• determine the • Theoretical • You may start the lesson by
probability of an approach revising the main idea of
event. experimental probability of an
event and then explain that, in order
to compute probability of an event
using the experimental approach, it
is necessary that the experiment
should be done for a large number
of times and this makes it difficult.
Mathematics Syllabus: Grade 9 281

Competencies Contents Teaching / Learning Activities and Assessment

Resources
• Through discussion, let the students
see the need for an efficient method
and hence, introduce the
"Theoretical approach of
probability" as a second and
effective method which is
formulated after performing several
experiment to compute probability
of an event. In the discussion define
related terms like "equally likely
outcomes" or "possible outcomes"
etc.
• Assist students in writing all the
possible outcomes of a given
experiment and in identifying out
comes that are favorable to an event
in the given experiment for
computing probability of the event.
You may consider examples like:
e.g. If a fair die is thrown the
numbers 1, 2, 3, 4, 5 and 6 are
"equally likely" to appear (i.e. 1, 2,
3, 4, 5 and 6 are the possible
outcomes) thus we say the
probability of showing up any one
of the six number is 1/6.
• From similar activities encourage
the students to suggest the
following definition of theoretical
probability of an event.
"Theoretical probability of an event
E, written as P(E), is defined as
follows.
P(E) = Number of outcomes
favorable to the event E
Total number of possible outcomes
• By giving various types of several
exercises let the students
familiarize themselves with the
calculation and concepts of
probability.
282 Mathematics Syllabus: Grade 9

Unit 7: Vectors In Two Dimensions (12 periods)

Unit outcomes: Students will be able to:

• know basic concept specific facts about vectors.
• perform operations on vectors

Competencies Contents Teaching / Learning Activities and Assessment

Resources
Students will be 7. Vectors in Two • You may start the lesson with an • From a given
able to: Dimensions activity which deals with the list of
concepts "vector quantity" and different
• differentiate 7.1 Introduction "scalar quantity" and then state the quantities.
Vectors from to vectors and formal definitions of "vector • Ask students
scalars scalars. quantities" and "scalar quantities" to list vectors
quantities. (2 periods) • Discuss the representation of vectors and scalars
by arrows through different quantities
examples separately
• represent 7.2 • Guide students to realize that the and check
vectors Representation of magnitude of a vector is proportion their work.
pictorially a vector. and represented by the length of the • Ask students
(2 periods) arrow while its direction is given by questions
• explain what is the angle that is formed by the arrow like
meant by 7.1.3 The with horizontal line or vertical (in a) Can a vector
magnitude and magnitude and case of compass direction) lines, in and its
direction of a direction of a doing so, use several examples. opposite
vector. vector; • Assist students to realize and define vector have
opposite vector of a given vector. the same
initial point?
b) Can a vector
and its
opposite
vector lie on
the same
straight line?
• determine the 7.3 Addition and • Discuss the laws of addition of • Ask students
sum of given Subtraction of vectors. (triangular law and the to determine
vectors vectors and parallelogram law) the sum of
• determine the multiplication of • Introduce the concept of scalar some pair of
difference of a vector by a multiplication of vectors. vector.
scalar.
 
two vectors a = k y, k ∈ ℝ
(6 periods)
 Mathematics Syllabus: Grade 9 283

Competencies Contents Teaching / Learning Activities and Assessment

Resources
• multiply a • Ask students
given vector by to enlarge or
a given scales. shorten the
pictorial
representatio
n of a given
vector
quantity and
let them
explain the
physical
interpretation
of enlarging
or shortening
a vector.

• express any 7.4 Position • Help students practice how to find • Ask
given vector as vector of a point. position vectors of given vectors. students to
position vector. (2 periods) Provided the coordinates of its determine the
terminal and initial points are given. coordinate
representation
of vectors.
 GRADE9

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